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4Jf5A1'AN Journal of English Studies ---------Vol. 4, 2007; Vol. 5, 2008
ISSN: 0189-6253
lbadan Journal of English Studies
;\ Publicmion of the Department of English. L ni' ersity of Jbadan, Vol. 4, 2007; Vol. 5, 2008
.,
A publication of the Department of English, University of Ibadan, Ibadan, Nigeria
© Department of English, University of Ibadan, Ibadan, Nigeria
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior written consent of the copyright owner.
ISSN: 0189-6253
IBADAN Journal of Engli: interdisciplinary approach culture, language, literatuH
Executive Editor: Editor: Associate Editors:
Consulting Editors:
For Contributors IBJES is published once MLA Reference Style (fo language-oriented wor Contributors are therefe disclosures of their iden1 pronouns and sexist/rae designations and contact on a detachable <;over pa: first page of the paper. T~ and a disk copy (MS We Journal of English Studie. of Ibadan, Ibadan, Niger. E-mail:[email protected]
Jniversity of Ibadan
9adan, Nigeria
e reproduced, stored ·any means without
'
IBADAN Journal of English Studies (IBJES) provides a forum for interdisciplinary approaches to theoretical issues and practices in culture, language, literature, and performance studies.
Executive Editor: Editor: Associate Editors:
Consulting Editors:
For Contributors
Aderemi Raji-Oyelade Ademola 0. Dasylva M. Ayobami Kehinde Akin Odebunmi Ayo Banjo, University of Ibadan, Nigeria Dan Izevbaye, University of Ibadan, Nigeria Abiola Irele, Havard University, ~ Isidore Okpewho, SUNY, T:§1 Efurosibina Adegbija, Convenant University, Otta, Nigeria Kwesi Yankah, University of Ghana, Legan, Ghana ---Nicholas Akwanya, University of Nigeria Harry Garuba, University of Cape Town, South 1fr.ka Dele Layiwola, University of Ibadan, Nigeria Carolyn Cooper; University of the West Indies Tejumola Olaniyan, University -oj Wisconsin, U.$A-Pius Adesanmi, Carleton University, Ottawa, Can~a
IBJES is published once a year. Submissions should comply with the MLA Reference Style (for literature) and APA Reference Style (for language-oriented works). Our review process is anonymous. Contributors are therefore advised to avoid self-referencing and disclosures of their identities in the papers. The use of first person pronouns and sexist/racist expressions are not welcome. Names, designations and contact addresses of contributors are to be indicated on a detachable cover page with the title of the paper reflected on the first page of the paper. Two hard copies of manuscripts for submission and a disk copy (MS Word) should be sent to: The Editor, IBADAN Journal of English Studies · (IBJES), Department of English, University of Ibadan, Ibadan, Nigeria. E-mail:[email protected],copy < [email protected]>
't
List of Contributors
Adenike Akinjobi, Department of English, University oflbadan, Ibadan, Nigeria.
Dele Adeyanju, Department of English, University of Ibadan, Ibadan, Nigeria.
Bidemi Okanlawon & Folashade Ojetunde, Department of English, Obafemi Awolowo University, Ile-Ife & Michael Otedola College of Primary Education, Noforija-Epe, Nigeria.
yJ K.A. Geetha, Department of Humanities & Social Sciences, liT Madras, India.
Ayo Ogunsiji, Department of English, University of Ibadan, Ibadan, Nigeria.
"'/( Sarah Anyang Agbor, Department of English, University of Yaounde 1, Yaounde, Cameroun.
Folashade Hunsu, Department of English, Obafemi Awolowo University, Ile-Ife, Nigeria.
Victoria A. Alabi, Department of English, University of Ilorin, Ilorin, Nigeria.
Abayomi Opeoluwa Ayansola & Esther Nkiruka Ugwu, Department of English and Literature, University of Benin, Benin City, Nigeria.
Ayo Kehinde, Department of English, University of Ibadan, Ibadan, Nigeria.
Emmanuel Folorunso Taiwo, Department of Classics, University of Ibadan, Ibadan, Nigeria.
Adeniyi Osunbade & Ade Adeniji, General Studies Department, Ladoke Akintola University of Technology, Ogbomosho, Nigeria .
Olusola Oyeyinka Oyewo, Department of Communication and Language Arts, University of Ibadan, Ibadan, Nigeria.
Moses A. Alo, Department of English, University of Ibadan, Ibadan, Nigeria.
Babatunde Ayeleru, Department of European Studies, University of
Ibadan, Ibadan, Nigeria
Emmanuel Babatunde Omo of Ibadan, Ibadan, Nige
Olutoyin Bimpe Jegede, De Ibadan, Nigeria.
Aaiwo 0. Abioye, Departme· University, Otta, Nigeri
I
Nelson 0. Fashina, Departm Nigeria.
Oyeniyi Okunoye, Obafem
Yomi Olusegun-Joseph, De Ojoo, Nigeria.
'f, Liora Bigon, The Israeli Ac< Israel.
Taiwo Soneye, Departmer lle-Ife, Nigeria.
'/J Ll Chong-yue, School o Zhenjiang, People's Rc
ty of Ibadan, Ibadan,
·ofibadan, Ibadan,
. rtment of English Otedola College of
iences, IIT Madras '
>f Ibadan, Ibadan,
·sity of Yaounde 1 '
rolowo University,
· of Ilorin, Ilorin,
1, Department of 1 City, Nigeria.
Ibadan, Ibadan,
s, University of
trtment, Ladoke geria.
n and Language
>adan, Ibadan '
University of
Ibadan, Ibadan, Nigeria.
Emmanuel Babatunde Omobowale, Department of English, University of Ibadan, Ibadan, Nigeria.
Olutoyin Bimpe Jegede, Department of English, University of Ibadan, Ibadan, Nigeria.
~iwo 0. Abioye, Department of English and Literary Studies, Covenant University, Otta, Nigeria .
Nelson 0. Fashina, Department of English, University oflbadan, lbadan, Nigeria.
Oyeniyi Okunoye, Obafemi Awolowo University, Ile-Ife, Nigeria.
Yomi Olusegun-Joseph, Department of English, Lagos State University, Ojoo, Nigeria.
y, Liora Bigon, The Israeli Academy of Arts and Design Bezalel, Jerusalem, Israel.
Taiwo Soneye, Department of English, Obafemi Awolowo University, Ile-Ife, Nigeria.
'/J LI Chong-yue, School of Foreign Languages, Jiangsu University, Zhenjiang, People's Republic of China.
Contents
1. Syntactic and Lexical Analyses of Headlines of Chain Computer Sales Advertisement in The Times............ 11 -Victoria A. Alabi
2. A Semiotic Analysis of Indexical Relations in GSM Print Media Advertising in Nigeria .... ............... .... ... ... 28 -Abayomi Opeoluwa Ayansola & Esther N. Ugwu
3. An Instrumental Analysis of Some English Grammatical Words as Pronounced in the Spontaneous Speeches of a BBC (RP) Speaker and an Educated Yoruba English Speaker ......... .................. 48 - Adenike Akinjobi
4. Language and Style in a State of Emergency: An Illustration with Former Nigerian President Olusegun Obasanjo's Broadcast on the Crisis in Ekiti State, Nigeria............................................................... 59 -Dele Adeyanju
5. Temporal Prepositions in the Written English of Some Selected Nigerian Learners of English ............... .... 72 -Bidemi Okanlawon & Folashade Ojetunde
6. Asserting Identities: Marginality and Resistance in Tamil Dalit Women....................... .. ............ ................. .... 85 -K.A. Geetha
7. Pronominal Reference as a Discourse Strategy in Soyinka's Ake, !sara and Ibadan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 -Ayo Ogunsiji
8. Message and Medium in Ademola Dasylva's Songs of Odcimolugbe ...................................................................... 126 -Sarah Anyang Agbor
9. Memories of Exile and Negotiations of New Spaces in Segun Afolabi's A Life Elsewhere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 - Ayo Kehinde
10. The Poetics of Eco-activism in Ojaide's Tale of the Harm at tan...................................................................... 172 -Emmanuel F. Taiwo
7
11. Historic Memory in Akachi Ezeigbo's The Last of the Strong Ones................................. ............ ......... .. ... .... . 183 -Folasade Hunsu
12. Imagining Nigeria's Political Leadership in V S. Reid's New Day: An Abridged Overview... ... ........... .. ... 195 -Emmanuel B. Omobowale
13. Structural Features of Commands in Conversational Discourse in • Nigerian Home Videos ........................................................ . -Adeniyi Osunbade & Ade Adeniji
211
14. Lexical Choices and Values in Political Manifestoes in Nigeria ... .................. ..... ............................... 229 -Moses A. Alo
15. Exploring the Place of Listening in Human Communication........................................ ........................... 245 -Olusola 0. Oyewo
16. African Feminist Expression: Between Linguistic Realism and Linguistic Vulgarism............ ............................ 255 -Babatunde Ayeleru
17. Literature and Medicine in Nigeria: A Case for a New Discipline .... .............. ............ ................ .............. 268 -Emmanuel Babatunde Omobowale
18. History; Gender and Court Poetry Performance in Oyo Kingdom, South-western Nigeria . ........... ............................ 283 -Olutoyin Bimpe Jegede
19. Resourcefulness of Rhetorical Questions in Ehusani's "A New Year Prayer for Peace".. ....................... .... 296 - Taiwo 0. Abioye
20. Postmodern Ruptures and the De-construction of Social-linguistic Logic: A Study in 'fuea Boys" Proverbs and Tropes in West Africa . . . . .. . . . . . . . .. . . . . .. . . . . . . . .. .. . . . . . 310 -Nelson 0. Fashina
21. Convention and Invention in Modern Yorubci Poetry: An Interview with TubOsun Oladapo ............. ......... 330 -Oyeniyi Okunoye
22. A Caricature of an Ungrateful and Unfaithful
8
23.
24.
25.
Wife: A New Interpr -LI Chong-yue
Alterity and the Pos· Mahfouz's Arabian r -Yomi Olusegun-Jose
Between Urban Fric Dual Cities in Color -Liora Bigon
Accentual Variation Its Implications for - Taiwo Soneye
~Last
····························· 183
n iew ······················ 195
··························· 211
··························· 229
········ <#••·············· 245
uistic
························· 255
························ 268
tee in Oyo
··············· ······ ·· 283
······················ 296
Ill of " ············· ········ 310
····················· 330
Wife: A New Interpretation of The Story of an Hour .. .... .. .. 353 -LI Chong-yue
23. Alterity and the Postcolony: A Reading of Naguib Mahfouz's Arabian Nights and Days ................ .. .................. . 359 -Yomi Olusegun-Joseph
24. Between Urban Friction and Colonial Fiction: Dual Cities in Colonial Literature .............. .... .. .... ... ...... ..... .. 378 -Liora Bigon
25. Accentual Variation in Educated Nigerian English and Its Implications for Standardisation ... .. .. . .. .. ..... .... .... ........ .. 402 - Taiwo Soneye
9
Resourcefulness of Rhetorical Questions in Ehusani's "A New Year Prayer for Peace"
Taiwo 0. Abioye
Abstract This study examines the application of rhetorical questions (RQs) as a sophisticated stylistic device in ~terary genre. This is significant because language is the nexus of hu an empowerment that depicts how available linguistic resources ar used to negotiate power relations and construct meaning. The study is a departure from conventional approaches to the subject in that it takes note of the frequency of occurrence and investigates, intrinsically the thematic and textual implications of RQs. It depicts the contextual appropriateness of RQs rather than as isolated maxims and reflects the level of textual cohesion. The study establishes the perlocutionary force of RQs over statements in the resolution of issues within the Nigerian socio-cultural setting.
Key Words: Rhetorical questions, content analysis, rhetorical strategies
Introduction Language has always depicted virtually everything a writer or speaker is saying in different situations. In politics, business, social, cultural and religious situations, the ability to use and manipulate language has always been seen as an asset. Indeed, it gives voice to our deepest feelings, emotions and desires. It is pertinent to examine language since RQs are presented to readers in a specific language, in this case, English. The rhetorical question (RQ), like other interrogatives, is structurally the same as any other question, Quirk, et al (1985: 804). This means that the syntactic structure of the RQ is usually similar to that of any other interrogative. The marked difference, however, is that the RQ is semantically or functionally a statement or a claim which has already known answers because the writer is ready to tell his readers the answer; or nobody, not even the writer, knows the answer. By exemplification, in Shakespeare's Julius Caesar, Caesar asks rhetorically:
Shall Caesar send a lie? Have I in conquest stretcht my arm so far To be afeard to tell greybeards the truth? ... (Act II Scene II)
296 t
Resou
And at Ca Here
Researcl Scholars I direct ans and ques1l language gives inf suggests <
yet its si over-emp and read need for 1994;va often fron the impo resourcef paper int
Backgro: Rhetoric 5th centu Aristotle was basi argumen present a their art legislatio and deliv people w to take si specialise its associ flourish i of speech modern applied t sneaky, su'
:t.l Questions in · for Peace"
tl questions (RQs) as a s is significant because !nt that depicts how tiate power relations re from conventional
of the frequency of hematic and textual propriateness of RQs ·1 of textual cohesion. RQs over statements :io-cultural setting.
rhetorical strategies
a writer or speaker ~ss, social, cultural mipulate language )ice to our deepest !xamine language uage, in this case, interrogatives, is ?tal (1985: 804). usually similar to !, however, is that r a claim which to tell his readers the answer. By
3.sks rhetorically: my arm so far
Scene II)
Resourcefulness of Rhetorical Questions in Ehusani's '~New " 297
And at Caesar's funeral, Mark Antony asks: Here was a Caesar, when comes such another?
Research Problem Scholars have argued that the RQ is that question that does not get a direct answer. RQs are a specialised stylistic device because statements and questions even though they are related, have different functions in language and communication. The reason is not far-fetched- the former gives information while the latter either asks for it or sometimes suggests an answer to it. The import of RQs is often not appreciated, yet its significance in both literary and every day discourse cannot be over-emphasised since it can enhance the relationship between writers and readers, particularly when there is a cornucopia of RQs; hence the need for this study. Several studies have examined the RQ (Yankah, 1994; van der Merwe, 2000), with a focus on its general functions, but often from a narrow literary point of view. However, this paper projects the import of RQs from an interdisciplinary perspective, explicating its resourcefulness and employable structural forms. This is the gap this paper intends to fill.
Background to the Study of Rhetorical Questions Rhetoric has been studied and practised by ancient Greeks since the 5th century BC. Systematic and scientific rhetoric was championed by Aristotle and later by Quintilian and Cicero. Aristotle's study of rhetoric was basically a practical analysis of how to construct a successful argument, as he considered all aspects of legal discourse, and how to present a persuasive legal argument. The Greeks were renowned for their art of public speaking, especially in the area of politics and legislation as some students were made to memorise their speeches and deliver them in special gatherings and in courts. Some of these people were called "persuaders" since they set out to persuade people to take sides with them. It laid the foundation for elegant, sophisticated, specialised and polished writing. Throughout European history, due to its association with democratic institutions, rhetoric is believed to flourish in open and democratiC societies with such rights as freedom of speech, freedom of assembly and freedom of political affiliations. In modern parlance, however, "rhetoric" is usually a pejorative term applied to language that seems pretentious, insincere, long-winded, sneaky, subtle, elaborate or intellectually vacuous. Thus, rhetoric relates
f.
298 Taiwo 0. Abioye
to the art of public speaking; and is characterised by language that is elevated and sometimes pompous in style. Having established what rhetoric is, let us examine the rhetorical question.
Rhetorical Questions Several scholars had earlier defined the rhetorical question as that question that does not expect an answer. Richards, Platt & Weber (1990:245) describe the RQ as: "a forceful statement which has the form of a question but which does not expect an answer". For instance, "What difference does it make?" Which may function like the statement: "It makes no difference". Ammer (1997) sees it as a question asked without expecting an answer but for the sake of persuasive effect rather than as a genuine request for information, the speaker implying that the answer is too obvious to require a reply or merely as a way of making a point. The expected answer is usually "yes" or "no." For example, "Can we agree that this will not happen again?"
Rhetorical questions encourage the listener to reflect on what the implied answer to the question would be. For instance, when a speaker states, "How much longer must our people endure this injustice?": "How many times do I have to tell you to stop walking into the house with mud on your shoes?" No (formal) answer is expected; the purpose of this figure of speech is not to secure a response but to assert or deny a point implicitly. A rhetorical question may thus serve as a subtle way of insinuating an idea that might be challenged by an audience if asserted directly.
It is often an effective tool used particularly in law courts where lawyers try to establish facts through cross examination. Usually, leading questions such as "You were not at your duty post, were you?" are used. This type of question frequently suggests what the c:mswer should be, along with the question being declaratory. Sometimes, a rhetorical question is asked only as a thought-provoking gesture or a way of stimulating discussion that does not necessarily require an answer. In fact, it is often a way of making a tentative statement but phrasing it in the form of a question. This occurs frequently in debates, particularly of a political nature, where it is used as a tool to avoid making an outright claim or declaration, but at the same time still being able to make a point. However, if the speaker is taken up on the point later, or it is proved that it was not accurate, the speaker can then claim it was only a question.
Sue
assess thus it
resourc Beekrn (1985) two for betwee and the
i.
ii.
iii. iv.
R an rel
v. a q
Resourcefulness of Rhetorical Questions in Ehusani's ·~ New , 299
Such RQs are quite capable of inspiring new thoughts, ideas and even further debate. For example, "On whose side is the Yar'Adua government?" This is a rhetorical question that does not really have a concrete or measurable answer; the answer is often based on individual ideological leaning, bias (for or against), personal opinion and assessment. It is a clever way to avoid coming to an obvious conclusion, thus it is a means of achieving an emphasis stronger· than a direct statement. Wales (1991), Bamisaye (1997), and Vander Merwe (2000) all share the same views about RQs.
The purpose of this study, however, is to closely examine the resourcefulness of RQs as a stylistic device, thus we shall dwell on Beekman and Callow's (1976), Cuddon's (1979) and Quirk et al's (1985) ideas about RQ, among others. The RQ is usually presented in two forms, which could be either written or spoken: the distinction between the former and the latter is usually in the punctuation marks and the tone respectively. Quirk et al (1985: 825) observe that:
RQs are one of the two minor types of questions- the exclamatory and the rhetorical question. The RQ draws attention to the relationship between question and exclamation. There is also the rhetorical wh - question, which is equivalent to a statement in which the question (Q) element is replaced by a negative element: "Who knows/cares?" Which can be interpreted to mean "Nobody knows/cares" or "I don't know/care".
Then there is what is called rhetorical affirmation in the form of a rhetorical question whose answer is "yes, of course". For example: Is the sky blue? Is the Pope Catholic? Is the Earth round? The answer to a rhetorical question can also be "no!" or "never!" or "of course not", as in: 'fue you mad?" Cuddon (1979: 571) defines RQ by type and lists five such types and features which are as follows:
i. a question not expecting an answer, or one to which an answer is self-evident and which is used for stylistic effect especially when the speaker is trying to work up emotion;
ii. a question where a writer argues with himself, and in a different way works upon the emotions of the reader;
iii. a question whose answer is at once supplied by the writer; iv. a series of questions asked in quick succession for emphasis, and
a question put to another person or to oneself which expresses
300 Taiwo 0. Abioye
surprise, astonishment or anger, and which is not easily answered.
Content Analysis Content analysis was earlier seen as focusing on word counts whicb determined the occurrence of certain words and the frequency wit~. which these words occurred in a text. It is a systematic approach that seeks to measure the patterns of meaning communicated through existing samples of language. It is also considered a scholarly methodology in the humanities by which texts are studied to detennine or validate authorship and/or authenticity. Content analysis can be described as any methodological measurement applied to a test fo: social scientific purposes. Krippendorf (1980) sees it as a researc~ technique for making replicable and valid references from data. Baran (2004), observes that content analysis is the objective, systematic and quantitative description of the content of communication.
However, content analysis extends far beyond plain word counts. Synonyms and homonyms, instances of use of anaphora and cataphora, metaphorical use of language, repetition, euphemism, etc., can be isolated in accordance to linguistic properties of a language. Weber (1990) argues that to make valid inferences from a text, it is important that the classification procedure be reliable in the sense of being consistent; this means different people will obtain the same result from the same text/content analysed at different times. Communication contents have dual meanings which are either manifest or latent. "Manifest" refers to what an author or speaker has written or said. This is the surface structure level of meaning, which may also be described as the denotative meaning, while "latent" describes the writer's/speaker's intention.
Method and Procedure of Data analysis The sample text is one of the scores of Fr George Ehusani's literary output available on his website. It consists of 28 sentences and 45 RQs out of which 22 were picked as a representative sample and presented on Table 1. The RQs were analysed and grouped structurally into 6, namely: RQT - RQs that begin with "What?"; RQY- RQs that begin with "Why?"; RQH - RQs that begin with "How?"; RQI - RQs that begin with "Is it?"; RQC - RQs that begin with "Can't you?"; RQD - RQs that begin with "Don't".
For the content analysis, the frequencies of occurrence were noted. Media effects theories, namely the uses and gratifications and the
Resourc1
agenda-setn web to dete media mess: Linguistic it were also id exaggeratiot in each RQ' The contextl equally ident
Analysis ar
RQT
STRUO
Rheta that: be
to chul the mosl
ar
Wba offering -when' .
G
What is rcligio~ rc~;ard
What
Why. Lo1 the devil
streelS in
WbydOJ RQY I toourt
Why don now fort.
p
easily answered.
rd counts which frequency with
ic approach that 1icated through ·ed a scholarly ied to determine analysis can be ed to a test for it as a research rom data. Baran , systematic and tion. in wqrd counts. 1 and cataphora, m, etc., can be mguage. Weber t, it is important sense of being
the same result Communication 1ifest or latent. written or said. :h may also be " describes the
1usani's literary ntences and 45 ive sample and ped structurally RQY - RQs that tV?"; RQI - RQs m't you?"; RQD
1ce were noted. :ations and the
Resourcefulness of Rhetorical Questions in Ehusani's '/1\ New " 301
agenda-setting theories were applied since the text was posted on the web to determine whether it meets the requirements and functions of media messages, which are basically to inform, educate and entertain. Linguistic items and cohesive ties that gave prominence to the text were also identified. Rhetorical strategies such as positive affirmation, exaggeration and insinuation used in the presentation of the meaning in each RQ were equally examined. All these are presented in Table 1. The contextual situation that informed the writing of the "Prayer" was equally identified, and findings on each group were discussed.
Analysis and Discussion of RQs
TABLE 1: A STYUSTIC ANALYSIS OF PROMINENT FEATURES IN EIIUSANl'S RJIETORICI\L QUESTIONS
*FQO COllESTVF.TIES/
RQ STRUCI' URAL FORMS UNGUISTIC RHETORICAL OF RQ % ITEMS STRATEGIES
Rhetorieal questions that beg:Ut with " what"'
What is the point in goin g Church/Mosque to church or frequenlin~:t
the mosque when our lives lives not touched are not touched?
What is the point in Sacrifice, peace, offering sacrifices or peace
when we h ave blood on blood on our Decla rative, our hands'f hands emphatic
RQT 9 Times condemnation. What is the point in being No regal'd for inherent
rcli~:ious a nd having no (21.4o/o) contradiction, regard for human life'!
human life repetition
What is the point in dancing around your altar Hcans, pulsating,
'\vhcn our hearts are hate pulsating with hate?
f-- Rltctoric::U questio ns that begin '\'llith " Why"
i Why, Lord, do you allow Devil, broad
the devil to walk on our daylight s treets in broad daylight?
Why do you abandon us 17 Abandon, toil, Plea for divine RQY to our toil and tears? Times tears intervention. (40.4%)
Repetition Why don't you inte~vene now for the love of your Intervene, love
people?
f ,
302 Taiwo 0. Abioye
r ~ -- -- -r--j • Ah Lord, \~lty du vou 1 I . _ . .
1 · ' . . . . - {cm;nn Ill Si cncc i I rc:nam IllCie tn S1lcn~c? 1
·
I j Rhetorical questio~ ---· - -j-- - -1· 1 l that begin with "How"
1_ _ ~ __ _ , ----
. ' How can you lead \IS thus far and abandon us? Lead , abandon
I l How can you tum your
face away?
I I {09.5%) t- - -RQH j How can you !e::ve us ro I !.cave. dc\1CCS
d . ~
4 times
'"""9 r:-- 1--- -Lord, how can you !l;mam
Remain silent silent? ·
Rhetorical-questions that begin with ''Is it"
-.. Is it the klcp10mama that characterises our national Kleptomania
govcrnance1 l - I -Is it the mutuAl acrimony,
1 manipulation and M 1
. '· utua acnmonv \ subterfuge that define our -
\ political alliances?
I h . d 4rime.~ Is ~t t e mass1ve ecay . I RQI that t~ the lot of our sooal (09.S%) Masstv\l decay
mfrasrructures?
j Is it the internecine greed 1 I .tnd callous exploitation I' . d 1 1 t k mcrnt:cmc grce I t 1a rna e up our
economic relations?
Rhetorical questions that begin with "Can't
you"
Can't you see that one 6 times Drov.11cd,
RQC half of our people are (14.2%) swimming, wrong
already drowned and the din.'Ction other half Is swimmin in ---
I
Plea for d:;me intcrventim
challenge, :rcpe I
I ' I
I I
I
I I
I I I
Sarcasm, . '~dicule, I repetltlon
1
' I
I
Persuasion, to encoura e
Resourc
RQD Don' kno
cheN
Contextu
years to co a plea for di to the expe night witho their fortun
Plea for divine aacrwntwn, Jcngc. repetition
1sm, ridicule, epetition
tasion, to ·ourcl e
J
Resourcefulness of Rhetorical Questions in Ehusani's '~New " 303
I the wron d !Cct.on') f
Can't you ~cc that ull the I -~ p<'("Jl~ a:c upt gll7 j
_J Can't you do somc·hi"1g I dramattc as il r 1C day$ of
oltl? j -.
Can 't you feel the tense I vibr<~lions everywhere in the land?
So:nc:hing dr.m1atit:
Tense vibrations
I I !--+---- - ----·- -
1 Rhetorical questions ' I tlt:~t begin with " ' 1
Don't you .. '
r Care -Don't you cmc·!j 2limcs
RQD I -1 Don 't t ell me you do not (0!>%)
know th,ll 1 is easier for Nigerian poor, 1 the Ni!(crian pool to ~:et to heaven
heaven ' I ....
FQO = Frequency of Occurrence RQT = RQs that begin wirh "What?" RQY = RQs that begin with "Why?" RQH = RQs that begin with "How?" RQI = RQs that begin with "Is it?"
I
!
! !
I I
I
I
reflecrion, repetition
I lliblical mct<1pho1,
plea for divine intervention.
. Repetition for
emphasis
Positive affirmation
-
Absurdity. in.~inuation
RQC = RQs that begin with "Can't you?" RQD = RQs that begin with "Don't"
Contextual Situation and Content Anulysis This text was written at the end of year 2007 and it is entitled, ''A New Year Prayer for Peace". At the beginning of a new year, people say special prayers to thank God for His blessings in the previous years and in anticipation of His continued blessings that year and in the years to come. This is one of such prayers. It is Biblical metaphor and a plea for divine intervention at the beginning of a new year, likening it to the experience the Apostles of Jesus had when they had toiled all night without catching any fish but when Jesus entered into their boat, their fortunes changed for good (Lk 5: 1-6; Lk 8: 22-25). It depicts clearly the message contained in Isaiah 64: 1-5:
304 Taiwo 0. Abioye
Oh, that you would rend the heavens and come down, ... For when you did awesome things that we did not expect, you came down and the mountains trembled before you ... (KJV).
For the content analysis aspect, when compared to the conventional style of writing, the frequency of occurrence of RQs in this article is on the high side (66%). The writer entreats God to "Visit us, Come down, look down, and intervene in our affairs" about 25 times. From Table I, it is clear that out of the 42 RQs, RQY has the highest frequency (17; 40.4%) while RQD has the lowest (02; 05%). The tone of the text is light at the beginning, especially when he expresses his gratitude to God before the deluge or "litany" of questions. It is possible to see the article as blasphemous because it refers directly to God, who nobody dares to question. This is similar to David's questions at the height of his problems with King Saul in Ps 10:1-2 (KJV Bible) when he asks:
why dost thou stand afar off, 0 Lord? why dost thou hide thyself in times of trouble?
Linguistic items and rhetorical strategies Linguistic items and cohesive ties that highlight the theme and equally give prominence to what the writer is foregrounding are identified in Table 1 and these are used in a sophisticated and authoritative way in this text. For instance, the choice of such words as "church, mosque, hate, peace, etc., in RQT (Table 1) point to inherent contradictions in both religions that preach peace but where adherents are always at each others throats. The rhetorical strategy is that of emphatic condemnation which dictates the tone. For RQY and RQH (Table 1), the linguistic items, cohesive ties and rhetorical strategy are a plea for divine intervention and this is emphasised by repetition. The sarcasm and ridicule in RQI (Table 1) is clear from the choice of "kleptomania, mutual acrimony, internecine greed, etc". Table 1 also shows that RQC is trying to persuade God to reflect on His relationship with Nigerians and "intervene" in the affairs of the nation, while in RQD, the first RQ is not an evaluation but a positive affirmation and a claim, while the second one shows the absurdity of the Nigerian situation (See Appendix). All these questions are meant to shake readers out of their state of complacency and stupor and the impact of the "deluge" of RQs is felt more with the repetition that runs throughout the text.
Resourc~
Media effe Because this written for ].:: effects theor and function very relevan the writer o Nigerian nat that have ad affected a lc text are not
The agen the text are J
be for yeaL considered grounded. gratification the active p social inter
In the so to go to th further dem<
T'6mo gratitu favours
Thus, the case, reinfo affirmation Nigerians to of rhetoric a of address, one hand, i.,
expression~ On the a
child (now the Father t the fathers a spiritual il political, reli
lown, ... For when , you came down
::l to the conventional )s in this article is on Visit us, Come down, times. From Table 1, shest frequency (17; e tone of the text is ;;ses his gratitude to s possible to see the o God, who nobody ons at the height of >le) when he asks:
theme and equally ng are identified in uthoritative way in > "church, mosque, tt contradictions in ents are always at that of emphatic 1d RQH (Table 1), tegy are a plea for ition. The sarcasm ~ of "kleptomania, o shows that RQC 1ip with Nigerians RQD, the first RQ l claim, while the n situation (See ·aders out of their e "deluge" of RQs the text.
Resourcefulness of Rhetorical Questions in Ehusani's "A New 305
Media effect theories Because this text is available on the internet, it is believed that it was written for public consumption. This makes it possible to apply media effects theories to it in order to verify whether it meets the requirements and functions of media messages. The uses and gratifications theory is very relevant here because a lot of people are gratified by this text, as the writer objectively focuses on the different challenges facing the Nigerian nation in particular. The entire examples cited are incidents that have actually happened and are still happening and which have affected a lot of people. Besides, some of the crimes reported in the text are not restricted to Nigeria alone, they are global problems.
The agenda-setting theory is also relevant because issues raised in the text are still on the agenda of public discourse and will continue to be for years to come. Thus, the text gives prominence to what is considered as serious, while trivialities are down-played or backgrounded. However, it is the individual who determines whether the gratification is immediate or delayed. Also, the series of RQs ensures the active participation of the readers and this in turn strengthens the social interaction between the writer and his readers.
In the socio-cultural African context, it is not uncommon for a child to go to the father, thank him for his love and care and then make further demands. In Yoruba land, there is the saying that:
T' 6mode ba dupe ore ana, ari orniran gba (The child that expresses gratitude for a favour received yesterday would surely get more favours).
Thus, the text goes beyond thanking God; it reminds us or in this case, reinforces the belief in God as the Almighty and then seeks an affirmation that God is still in charge and that He has not abandoned Nigerians to their devices. Earlier, Yankah (op cit) identified the style of rhetoric as artful, witty language, metaphor, proverb, honorific terms of address, formulaic and politeness expression. This article on the one hand, is an aberration because of its seeming impolite tone and expressions.
On the other hand, the familial relationship between a father and child (now God and Ehusani) makes it necessary for the child to remind the Father that even if the son has failed in his filial responsibilities, the father should not abandon His child at this crucial time. It suggests a spiritual intimacy with God. It exemplifies and emblematises the political, religious and moral profligacy in the land.
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The text clearly attests to the fact that the writer is neither rude nor blasphemous, as he appeals to the ''Almighty Father, God of mercy and compassion, God of power and majesty, friend of the poor, Father of the orphan and defender of the widow ... " to "come into our boat and rebuke the whirlwind of death in our land and let there be calm once again". It is a song of affirmation which is equally a confirmation of God's love and the strong belief that God is the only one who can solve these problems.
Conclusion This paper's major concern was to examine the resourcefulness of RQs in Ehusani's ''A New Year Prayer for Peace", determine to what extent RQs were used (quantitative); how they were used and the effects of these (qualitative and evaluative assessments). The RQ is used to admonish, make a plea or request, commend or pay tribute, condemn or vilify as the case may be. It embellishes the level of language used and gives the text a polished, specialised and sophisticated elevation that is the hallmark of a good writer. It has more impact on the reader than a conventional statement as it comes out as a strategy used in marshalling evidence/facts/information in one's mind. It allows readers to participate by questioning their views/opinions thereby encouraging reflection within the reader/listener. RQs have been shown in this study as quite resourceful in more ways than one, which include being capable of giving implicit structure (sometimes) to messages. They can be used to generate or end discussions, provide reasons/answers, constitute opposition or reach reasonable conclusions. Readers and writers must recognise this resourcefulness of RQs in order to be able to achieve their purposes in reading and writing.
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Beekman, J. & Callow, J. (1976). Translating the Word of God. Grand Rapids, Michigan: Zondervan.
Cuddon, J. A. (1979). A Dictionary of Literary Terms. London: Andre
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Yankah, K and Si
Appendi Year Praye
Don't you us thus fa again and and bring don't you is the difD having no we are ca
e writer is neither rude nor 1 Father, God of mercy and end of the poor, Father of o "come into our boat and md let there be calm once equally a confirmation of is the only one who can
the resourcefulness of RQs determine to what extent
~re used and the effects of ents). The RQ is used to td or pay tribute, condemn the level of language used .nd sophisticated elevation more impact on the reader out as a strategy used in
ne's mind. It allows readers inions thereby encouraging ve been shown in this study vhich include being capable nessages. They can be used ~asons/answers, constitute . Readers and writers must rder to be able to achieve
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Resourcefulness of Rhetorical Questions in Ehusani's "A New 307
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Ehusani, Fr George. http:/ /www.georgeehusani.org.
Ehusani, Fr George . (2007). ''A New Year Prayer for Peace". http:// www. georgeeh us ani .org/ otherarticles. h tml
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Appendix: Sample data - Excerpts of the RQs from "A New Year Prayer for Peace", 2007.
Don't you care? How can you turn your face away? How can you lead us thus far and abandon us mid-stream? Lord, won't you visit us once again and intervene in our national affairs as you did in June, 1998, and bring back sanity to the people and restoration to the land? Why don't you descend from on high and calm the violent storm? But what is the difference anyway? What is the point in being religious and having no regard for human life? What is the point in knowing you if we are capable of slaughtering our brothers and sisters and setting
308 Taiwo 0. Abioye
their oily bodies aflame? What is the point in worshipping you if we cannot recognise that all those created in your image are sacred and inviolable? What is the point in dancing around your altar when our hearts are pulsating with hate? What is the point in offering you sacrifices of peace when we have blood in our hands? Yes, what is the point in going to church or frequenting the mosque when our lives are not touched? Tell me, Lord, you are seeing all these empty rituals and do you keep silent? Can't you do something dramatic as in the days of old? ... Don't tell me you do not know that it is easier for the Nigerian poor to get to heaven than to attempt to relocate to Britain or America? Why do you abandon us to our toil and tears?
Why, Lord, do you allow the devil to walk on our streets in broad daylight? Why must we witness in our own lifetime the actualisation of a people's collective death wish? Why does our generation have to contend with civil war, ethnic skirmishes, religious riots, and political banditry, armed robbery, hired assassinations, arson and sundry acts of terrorism? Why are we alive to witness this aberrant order where hell is constantly let loose on the populace? Why must we experience the most extreme demonstrations of human depravity within our short life-span? Lord, why keep us alive to witness the highest possible expression of sadism among those we call our people?
You know, Lord what a stupendously high price we have to pay to live in Nigeria at this time, and so how can you leave us to our own devices? Can't you see that one half of our people are already drowned and the other half is swimming in the wrong direction? Can't you see that the majority of our people are mad, while the rest have reached an advanced stage of depression? Can't you see that the adults are a lost generation, and the children are groping in the dark? Can't you feel the tense vibrations everywhere in the land? Can't you see that all the people are up-tight, as they exist in constant fear of death, which may descend on them anytime and from any direction? Why abandon us to our own devices when you know that at any moment a gang of armed robbers or a conspiracy of assassins, may subject one to summary execution in the presence of one's whimpering wife and children? Why abandon us to our own resources when you know that an ethnic bigot with an axe in the hand may cut off one's head for daring to live and earn a living outside one's ancestral home? Why don't you intervene quickly when you know that at any time a dutiful fanatic with a revolver in his hand may drag one out of sleep and blow one's brains off for
Resourcefulne
professing the w Lord, how car
happy police con his instrument o the charred remai Why do you sit t are watching ove the city may lyn roasted but still television? Why that at any time vital parts, and ; moving vehicles upon? Ah Lord, · that at any time c: hour may dive int to face your eten to our own devic people? ... What alive here when proud of today ir our national gov and subterfuge tl greed and callou: is it the massive , me, Lord, what i
int in worshipping you if we 1 your image are sacred and around your altar when our s the point in offering you 1 our hands? Yes, what is the e mosque when our lives are g all these empty rituals and 1g dramatic as in the days of t it is easier for the Nigerian locate to Britain or America? ~ars?
valk on our streets in broad vn lifetime the actualisation joes our generation have to religious riots, and political ons, arson and sundry acts s this aberrant order where ~? Why must we experience n depravity within our short itness the highest possible our people?
gh price we have to pay to m you leave us to our own ;:>eople are already drowned ng direction? Can't you see vhile the rest have reached •u see that the adults are a ing in the dark? Can't you land? Can't you see that all nstant fear of death, which 1y direction? Why abandon t at any moment a gang of nay subject one to summary ng wife and children? Why 1 know that an ethnic bigot head for daring to live and ? Why don't you intervene tiful fanatic with a revolver l blow one's brains off for
Resourcefulness of Rhetorical Questions in Ehusani's '~New " 309
professing the wrong religion? . Lord, how can you remain silent when you know that a tngger
happy police constable with an AK47 rifle may spray the contents of his instrument of death upon one and paste trumped-up charges on the charred remains, and then call the press to help celebrate his victory? Why do you sit there in the comfort of your hea~en and say that y~u are watching over us when you know that at any ttme an angry mob m the city may lynch one, make a bonfire of the bod~ and . parad~ the roasted but still smoking remains before the nauon via natiOnal television? Why don't you come down to intervene when you kno;v that at any time a ritual killer may hack one to death, remove one s vital parts, and abandon the decapitated body on the road for fastmoving vehicles to level down with the tar or for vultures to feed upon? Ah Lord, why do you remain th~re in ~ilence whe~ you know that at any time a drunken molue bus dnver gomg at 150 kilometres an hour may dive into the lagoon dispatching all his passengers prematurely to face your eternal judgement? You know these Lord, so why leave us to our own devices? Why don't you intervene now for the love of your people? ... What quality of life do you expect us to live?. Why keep us alive here when life is cheap and worthless? But what 1s there to be proud of today in this land? ... Is it the kleptoma~ia that cha~acteri~es our national governance or is it the mutual acnmo~y, m~mpulat~on and subterfuge that define our political alliances? Is 1t t~e mte~necme greed and callous exploitati?n that make up ou~ e~onomic relauo?ns or is it the massive decay that 1s the lot of our social mfrastructures. Tell me Lord what is there to be proud of today in this land?
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