I’m sure we’ve all had a go at teaching functional language in the form of writing a customer complaint. I’m also sure, we’ve all used a product approach at some stage, getting the learners to read a model text.
So what would your learners make of the following?
“Tell Ea-nāṣir: Nanni sends the following message:
When you came, you said to me as follows: ‘I will give fine quality copper ingots.’ You left, but you did not do what you promised me. You put ingots that were not good before my messenger (sent to collect them) & said, ‘If you want them, take them; if you do not want them, go away!’
What do you take me for, that you treat me with such contempt? I have sent as messengers gentlemen like ourselves to collect the bag with my money, but you have treated me with contempt by sending them back empty-handed several times & that through enemy territory. Is there anyone among the merchants who trades with Telmun who has treated me in this way? You alone treat my messenger with contempt!
On account of that one trifling mina of silver which I owe, you feel free to speak in such a way, while I have given to the palace on your behalf 1,080 pounds of copper, & (you) have treated me with contempt in this matter.
Take notice that (from now on) I will not accept here any copper from you that is not of fine quality. I shall (from now on) select & take the ingots individually in my own yard & I shall exercise against you my right of rejection because you have treated me with contempt.”
It may surprise you to learn that this is the oldest recorded complaint in history & is estimated to be over 4,000 years old. Inscribed in cuneiform on a clay tablet, a Babylonian merchant named Nanni voiced frustration at Ea-nāṣir, who had supplied inferior copper ingots. The Complaint Tablet, as it’s known, offers fascinating insights into communication, trade & human behaviour—all still highly relevant today.
What I love about it is that the structure is as old as writing itself. It follows a surprisingly familiar outline, echoing the structure of modern complaint letters:
- Opening Address & Context: Nanni sets the scene as to who the complainant is by referencing their prior agreement (i.e., the promise of high-quality copper).
- Statement of the Problem: the copper was of poor quality, and Ea-nāṣir failed to meet his obligations.
- Details & Evidence: the subpar ingots, the treatment of his messengers & the inconvenience caused by Ea-nāṣir’s actions. This section includes emotional appeals (e.g., accusing Ea-nāṣir of showing contempt).
- Comparison to Others (Implied Standards): Nanni contrasts Ea-nāṣir’s behavior with other merchants, emphasising that this treatment is unacceptable & unusual.
- Demand for Redress: He asserts his right to inspect future deliveries & rejects poor-quality goods, making clear his expectations for future transactions.
It’s indeed a great example of how structured communication transcends time. I could’ve written something similar to Amazon on my iPhone.
Background:
- Cultural Context: the tablet dates back to ~1750 BCE during Hammurabi’s reign. Trade routes connected Mesopotamia, allowing exchanges of goods (& grievances).
- Location: it was found in Ur (modern-day Iraq). Archaeologists uncovered the tablet in Ea-nāṣir’s home, suggesting he kept records of transactions, even contentious ones.
- Cuneiform script: this was used to formalise both trade contracts & disputes. This written medium elevated the seriousness of Nanni’s complaint. Even in antiquity, the written word carried power!
From Nanni’s grievance, we see how language evolved to express dissatisfaction, manage relationships & demand fairness. These are universal skills everyone can relate to—whether negotiating in English or writing a formal email.
Teacher Takeaways:
Teach Functional Language: Incorporate authentic scenarios into lessons. They may not trade in copper, but they may well need to air their grievances about a product or a service. These are real-world skills students can use.
Use Nanni’s Text:
- Compare the ancient complaint with a modern equivalent (e.g., compare cuneiform vs email).
- Get [higher level] students to sequence the paragraphs, as a means to examine the typical structure of such a letter/email.
- Have the students take on the role of Ea-nāṣir & reply to Nanni. What’s their side of the story? Unfortunately we have no way of knowing if poor Nanni got any form of redress for his demands
- Replay the exchange but via a WhatsApp conversation or a phone call.
- Highlight tone & register: Use Nanni’s formal tone to discuss polite vs. impolite language. Encourage students to adapt their tone depending on the situation.
Do you ever teach complaint writing in class? Do you have any favourite materials you use?
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