This document is a thesis submitted in partial fulfillment of a Master's degree in English Language and Linguistics. It analyzes graffiti found in secondary schools in Nyandarua District, Kenya. The study aims to identify graffiti, describe their stylistic features, determine the messages conveyed, and examine attitudes towards graffiti. Data was collected through graffiti texts, interviews with students and teachers. The analysis uses theories of Critical Discourse Analysis and Stylistic Analysis. Key findings were that graffiti uses unique stylistic devices like capitalization and figurative language to communicate various social messages about topics like love, school authority, student welfare, religion and politics. The research contributes to the fields of linguistics, discourse studies

1. A SOCIOLINGUISTIC ANALYSIS OF GRAFFITI IN SECONDARY
SCHOOLS: A CASE STUDY OF SELECTED SCHOOLS IN NYANDARUA
DISTRICT
KAN JUKI AGNES W.
AM13/1121/04
A project submitted to the Graduate School in Partial Fulfillment of the
Requirement for the Degree of Master of Arts in English Language and
Linguistics of Egerton University

2. ABSTRACT
Graffiti assume the form of written language or drawings on surfaces in public
places. Their authorship is private and the writers are anonymous. They are often
viewed as illegal, and are interpreted as a challenge and threat to existing authority in a
context where one group exerts influence over another. Graffiti are however a form of
public communication. Their authors who are usually denied other channels of
communication use them as avenues for self-expression and to pass across messages on
real-life issues affecting them. Students in secondary schools in Kenya are one such
group that use graffiti to express their opinions. Since they do not always enjoy the
privilege of making decisions or taking part in discussions on matters affecting them,
they fall back on graffiti as an alternative medium of communication. The current study
set out to investigate and identify graffiti, describe their stylistic features, find out the
messages they put across and establish different attitudes towards graffiti. The study
was based on the hypotheses that graffiti use specific stylistic features of language, are
used to communicate messages on social issues and that students and teachers have
different attitudes towards their writing. Texts were collected in ten secondary schools
in Nyandarua District. Out of these two hundred texts; twenty from each school, were
purposively sampled for analysis. Two teachers and five students from each school
were interviewed using different interview schedules. The data elicited from this
exercise was later analysed qualitatively and quantitatively to arrive at inferences and
conclusions. The research was limited to a socio-linguistic approach to the study of
graffiti in secondary schools. The study was guided by Leech's Model of Stylistic
Analysis and Critical Discourse Analysis. The findings were that graffiti used unique
stylistic devices such as capitalization, short word forms, figurative language and
symbolism among others. Graffiti also communicate messages on various topics to
include love and sex, school authority, student welfare, religion and politics. The
findings of this research contribute to the study of linguistics in general, and
particularly to the fields of Stylistics, Discourse Studies and Sociolinguistics by giving
an analysis of language use in society. It is also relevant and useful to secondary school
policy-makers, administrators and teachers who will gain knowledge on the meaning of
graffiti which they will use to understand the students.
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3. TABLE OF CONTENT
PAGE
Title page (i)
Declaration and Approval . (ii)
Copyright (iii)
Dedication (iv)
Acknowledgement (v)
Abstract (vii)
Table of Contents (viii)
Definition of Terms . (xiii)
List of Tables and Figures (xiv)
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 2
1.3 Objectives of the Study 2
1.4 Hypothesis of the Study 2
1.5 Significance of the Study 3
1.6 Scope of the Study 3
1.7 Limitations of the Study 3
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4. CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 4
2.1 General Views on Graffiti 4
2.1.1 History and Scope of Graffiti 4
2.1.2 Different Attitudes Towards Graffiti 5
2.1.2.1 Negative Attitudes 6
2.1.2.2 Positive Attitudes 7
2.1.2.3 Implications of the Definitions 9
2.1.3 Types of Graffiti 11
2.1.3.1 Political Graffiti 11
2.1.3.2 Existential Graffiti 12
2.1.3.3 Gang Graffiti 12
2.1.3.4 Summary on Types of Graffiti 13
2.1.4 Different Approaches to the Study of Graffiti 13
2.2 Theoretical Framework 16
2.2.1 Critical Discourse Analysis 16
2.2.2 Leech's Model of Stylistic Analysis 19
CHAPTER THREE: METHODOLOGY
3.0 Introduction 21
3.1 Data Collection Techniques 21
3.1.1 Sampling Procedures 21
3.1.1.1 Sampling Schools 21
3.1.1.2 Sampling Graffiti Texts 22
3.1.1.3 S ampling Respondents 22
3.1.1.4 Accessing the Schools 23
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5. 3.1.2 Tools For Data Collection 24
3.1.2.1 Unstructured Interviews 24
3.1.2.2 Field Notes 24
3.2 Data Recording 25
3.2.1 Types of Data 25
3.2.2 Written Records 25
3.2.3 Audio Recording 25
3.2.4 Photography 26
3.2.5 Limitations 26
3.2.6 Ethical Issues 26
3.3 Techniques used in Analysis 27
3.3.1 Transcription, Presentation and Analysis of Data 27
CHAPTER FOUR: THE LANGUAGE OF GRAFFITI
4.0 Introduction 29
4.1 Attitudes Towards Graffiti 29
4.1.1 Students' Attitudes Towards Graffiti 29
4.1.2 Teachers' Attitudes Towards Graffiti 30
4.1.3 Summary on Attitudes Towards Graffiti 31
4.2 Linguistic Analysis of Graffiti 32
4.2.1 Sample Analysis of a Graffito 32
4.2.2 Language Choices in Graffiti 34
4.2.2.1 Sheng 34
4.2.2.2 English 36
4.2.2.3 Kiswahili 37
4.2.2.4 Vernacular 38
4.2.2.5 Summary on Language Choices in Graffiti 39

6. 4 2.3 Graphological Analysis of Graffiti 39
4.2.3.1 Scribbles and Drawings 39
4.2.3.2 Use of Punctuation 42
4.2.4 Syntactic Analysis of Graffiti Texts 44
4.2.5 Stylistic Features in Graffiti Texts 46
4.2.5.1 Repetition 46
4.2.5.2 Short Word forms 47
4.2.5.3 Use of Nicknames 48
4.2.5.4 Slogans 49
4.2.5.5 Humour 50
4.2.5.6 Figurative Language 50
4.2.5.7 Symbolism 51
4.2.5.8 Taboo Language 52
4.3 Summary of Linguistic Analysis of Graffiti 53
CHAPTER FIVE: THE SOCIAL MESSAGES EXPRESSED IN GRAFFITI
5.0 Introduction 54
5.1 Sources of Graffiti 54
5.1.1 Classroom 54
5.1.2 Laboratory 55
5.1.3 Dormitory 55
5.1.4 Ablution 55
5.1.5 Dining Hall 56
5.1.6 Library 56
5.2 Social Messages in Graffiti 57
5.2.1 Messages on Love and Sex 58
5.2.1.1 Messages on Sex 58
5.2.1.2 Love Declarations 61
5.2.1.3 Summary of Messages on Love and Sex 63

7. 5 2.2 Messages on School Authority 63
5.2.2.1 Attitudes Towards Teachers 63
5.2.2.2 Attitudes Towards Prefects 67
5.2.2.3 Summary of Messages on School Authority 68
5.2.3 Messages on Student Welfare 68
5.2.4 Messages on Drugs 71
5.2.5 Messages on Religion 73
5.2.6 Messages on Celebrities 73
5.2.7 Messages on Politics 74
5.2.8 Summary of Social Messages 75
CHAPTER SIX: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
6.0 Introduction 77
6.1 Summary 77
6.2 Conclusions 78
6.2.1 The Language of Graffiti 78
6.2.1.1 Stylistic Features in Graffiti 78
6.2.1.2 Social Messages in Graffiti 79
6.2.1.3 Attitudes Towards Graffiti 80
6.3 Contributions of the Study 80
6.4 Problems in Research 81
6.5 Recommendations for Further Study 81
BIBLIOGRAPHY 82
APPENDIX I Interview Schedule for Teachers 85
APPENDIX II Interview Schedule for Students 86
APPENDIX in Provided List of Graffiti Texts 87
APPENDIX IV List of Graffiti Texts 88
APPENDIX V Research Permit
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