Text charted by story constituents

1 Constituents of a narrative text A Fuliiru narrative discourse is typically divided into major sections, including an introduction, inciting episode, developmental episodes, peak episode, 4 denouement, and conclusion. These elements are presented in Table 2. The functions of each section are presented, as well as the typical linguistic features for that section. Table 2. Sections of a typical narrative text Section Function Typical linguistic features Introduction stage • Introduces major participant MP • Provides a timeplace setting for the story • Foreshadows story purpose • Presentational formula for major participant • Provision of time and place background • Background tenses • Foreshadowing of story theme Inciting episode • Gets the story moving • Use of point of departure PoD, for example the phrase ‘one day’ or equivalent • Often a verb of movement Developmental episodes • Develops the conflict • Episodes paragraphs that develop a conflict needing to be resolved. • Often multiple paragraphs • Use of a narrative tense Peak episode • Maximizes tension, brings story to a climax • Heightened vividnessdetail • Use of ideophones • Shift of tense • Suppression of transitional markers Denouement • Resolves tension • Inclusion of predictable elements, resulting from what happened at peak Conclusion • Explains moral • Moral stated directly or by a proverb

1.1 Text charted by story constituents

Table 3. Sections of Ingware nomujoka ‘The quail and the snake’ T3 Section Text Linguistic features Introduction Hâli riiri ingware , iyâli kizi genda igaloooza byegalya mu kishuka . There was a quail, which was going looking in the bush for something to eat. • Presentation formula for major participant MP: Hâli riiri ingware ‘There was a quail’ • Use of the background tense âli: Hâli, riiri ‘there was’, iyâli kizi genda ‘it was going’ • Relative clause to mark the theme of the story: íyâli kizi genda igaloooza byegalya ‘which was going looking for what it would eat’ 4 For the purposes of this study, the term peak includes ‘pre-peak’ and ‘post-peak’. Section Text Linguistic features • Introduction of the general place mu kishuka ‘in the bush’ Inciting episode Lusiku luguma, yanagwanana umujoka gukola mu kita-kita, mukuba ikishuka gwo âli riiri mwo kyâli kola mu hiira. One day, it encountered snake, slithering back and forth, because the bush they were in was burning. • Use of the temporal PoD lusiku luguma ‘one day’ to begin event line • Use of the narrative tense ana- ‘and’ in the verb yanagwanana ‘it encountered’ • Presentation of the problem or conflict: mujoka gukola mu kukita- kita ‘the snake is slithering back and forth’ Developmental episodes Yugwo mujoka gwanabwira iyo ngware kwokuno, “E mwira wani Ungize na yugu muliro.” Ingware yanashuvya , “Nangakukiziizi, haliko ndaakwo ngakutelula.” That snake told that quail like this, “O my friend Save me from this fire.” The quail answered, “I would save you, but there is no way to lift you.” Yugwo mujoka gwanabwira iyo ngware , “ Ngakuyizingira mwigosi, unambalalane halinde ikajabo kolwiji.” Iyo ngware , iri akayuvwa kwokwo, yanayemeera, yanagoola igosi. That serpent said to that quail, “I am going to wrap myself around the neck, and you fly with me to the other side of the river.” That quail, when he heard that, he agreed, and stretched out his neck. Yugwo mujoka gwanayizongeza mwo, yanagubalalana, yanatwa ikajabo kolwiji, yanabwira yugwo mujoka “Tuluukaga” That snake wrapped himself around it, and it flew with it, and landed on the other side of the river. And it told that snake “Get down now” Yugwo mujoka gwanadeta kwo keera gwashalika bweneene. Iyo ngware yanagubwira kwo gutuluuke, gira gugende gugalooza ibyo gugaalya . That snake said that it was already very hungry. The quail told it to get down, in order to go look for what it would eat. • Episodes paragraphs that develop the conflict • Direct speech reporting: “E mwira wani, ungize na yugu muliro.” “O my friend Save me from this fire” • An emphatic speech marker kwokuno ‘like this’ • Use of demonstratives as development markers: iyo ‘that’, yugwo ‘that’, etc. • Use of the ana- narrative past throughout: gwanabwira ‘and it told’, yanashuvya ‘and it answered’, etc. • Use of the -ag ‘emphatic marker EM’ suffix on verb Tuluuk ag a ‘Get down now’ Peak episode Gwanabwira iyo ngware kwokuno, “Ndakihiiti imisi yokugenda ngalooza ibindi byokulya, wehe we ngola ngaalya.” It told that quail like this, “I have no strength to go looking for other food. You are the one I am about to eat.” • Use of the demonstrative as development marker: iyo ngware ‘that quail’ • Use of identificational articulation: wehe we ngola ngaalya ‘You are the one that I am going to eat.’ • Direct speech Section Text Linguistic features Denouement Yugwo mujoka gwanamira iyo ngware , gutanakitona kwo iyo ngware yo yatuma gutasingooka na yugwo muliro. That snake swallowed that quail, and it did not know that that quail is what saved it from being burned by that fire. • Predictable elements: Yugwo mujoka gwanamira iyo ngware ‘That snake swallowed that quail’ • Use of demonstrative marker as development marker: Yugwo mujoka ‘That snake’, iyo ngware ‘that quail’, and yugwo muliro ‘that fire’ Conclusion IHANO: Utagwate ubwira nendyalya, mukuba yangakuyita utanamenya. Advice: Do not be friends with a devious person, because it might eat you, and you aren’t even aware. • Proverb summarizing moral: Utagwate ubwira nendyalya ‘Don’t make friends with a devious person.’

1.2 General conclusions