A Stylistic Analysis of Wants by Philip Larkin

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Major Levels of Stylistic Analysis in Literary

Major Levels of Stylistic Analysis in Literary

Major Levels of Stylistic Analysis in LiteraryAbstract:Stylistic analysis is generally concerned with the uniqueness of a text;that is,what it is that is peculiar to the uses of language in a literary text for delivering the message.This naturally involves comparisons of the language of the text with that used in conventional types of discourse.Stylisticians may wish to characterize the style of a literary text by systematically comparing the language uses in that text with those in another.Halliday points out,“the text may be seen as ‘this’in contrast with ‘that’,with another poem or another novel;stylistic studies are essentially comparative in nature…”.On this point,Widdowson is one of the same opinions as Halliday.He says:“All literary appreciation is comparative,as indeed is recognition of style in general”.Thus,we may conclude that stylistic analysis is an activity which is highly comparative in nature. Different linguistics elements play different stylistic roles in stylistics analysis.The passage will mainly introduce three levels:the graphological level.lexical level and syntax level.摘要:文体分析主要关注的是文章的独特性;也就是说,它是什么,是使用语言在一个特有的条件下传递信息的文学文本。

A practical scale evaluation of catalysts for the selective reduction of NOx with

A practical scale evaluation of catalysts for the selective reduction of NOx with

temperature range, selectivity to N20 and emission of non-reacted or incompletely oxidized reductants, were similar to that shown when model gas mixture systems were used. 0 1998 Elsevier Science B.V.
Keywords:
Diesel exhaust; Nitrogen oxide
1. Introduction Since 1990, there have been a large number of reports about the selective catalytic reduction of nitrogen oxides (NO,) with organic substances under netoxidizing conditions. Many of these were aiming at finding the best catalysts, reductants and catalystreductant combinations. For example, at the annual meetings of the Chemical Society of Japan and that of the Catalytic Society of Japan from 1990 to 1995, more than 300 kinds of catalytic systems have been
Akira Obuchi*, Isamu Kaneko, Junk0 Oi, Akihiko Ohi, Atsushi Ogata, Gratian R. Bamwenda, Satoshi Kushiyama

The development of Stylistics

The development of Stylistics

The development of StylisticsIn the WestThe word “stylistics”first appeared in 1882,and the first book on stylistics was written by French scholar Charles Bally,student of the famous modern linguist Ferdinand de Saussure in 1902 and was published in1909,entitled Traite de Stylistique Francaise .This book is often considered as a landmark of modern stylistics.The subject of study in Bally’s time was oral discourse.Bally considered that apart from the denotative meaning expressed by the speaker,there was usually an “overtune”which indicated different “feelings”,and the tasks of stylistics was to find out the linguistic devices indicating these feelings.Later,the German scholar L.Spitzer,began to analyze literary works from a stylistic point of view,and therefore,Spitzer is often considered as the “father of literary stylistics”.From the beginning of 1930s to the end of the 1950s stylistics was developing slowly and was only confined to European continent.During this period,the Russian formalists,the Prague School and the French Structuralists all contributed to the development of stylistics. There emerged some well-known stylisticians,such as E.Auerbach, J.Marouzeau, M.Cressot, R.Jakobson.From the end of the 1950s to the present time,modern stylistics has reached its prosperity.This can be further divided into roughly fourperiods:The first period is from the end of the 1950s to the end of the 1960s,in which,Formalist Stylistics was the prevailing trend.The second period is the 1970s,in which Functionlist Stylistics predominated.The third period is the 1980s,in which Discourse Stylistics flourished.While in the fourth period, the1990s,the Socio-Historical/Socio-Cultural Stylistics or Contextualized Stylistics developed quickly.In the new century,stylistics has developed further.In the departments and institutes of language,literature and linguistics around many universities in the world,stylistics has been one of main courses or subjects of research.Monographs and textbooks on stylistics are published,and research papers on stylistics increasingly appear in the academic journals all over the world.The trend is interdisciplinary study,and narrative stylistics,cognitive stylistics,feminist stylistics,etc.In ChinaChinese stylistics can be traced back to work of literary criticism-The Carving of the Literary Mind by Liu Xie(465-532)in the Southern Dynasty ter there were the generic classification of the Tang poetry,Song prose poems,the Y uan verse poems,and the Ming and Qing novels.The beginning of modern Chinese stylistics is marked by Chen Wangdao’s Principle of Rhetoric(1932)In China,the modern study of stylistics can be divided into two periods.The first period is from the founding of the People’s Republic ofChina to the year 1976,which is the fundamental stage for the development of modern stylistics.Some scholars,such as Wang Zuoliang,Xu Guozhang,Xu yanmou,Yangrenjing,et al.,began to study stylistics in its modern sense.And later some other articles on stylistics got published.But generally speaking,in this period of 28 years,there is no more than 30 articles concerning stylistics got published in China .What is more,there were almost no academic studies during the 10-year “Culture Revolution”(1966-1976)(王守元,et al.,2004)The second period is from 1977 up to the present time.Professor Wang Zuoliang took the lead in this research of modern stylistics.In this period,appear many academic works and textbooks and a large number of articles on stylistics also got published and the number increased with each passing year.And in the new century,stylistics developing even faster.The founding of the Chinese Association of Rhetoric in 1980 marked the new era of Chinese stylistics research,while the founding of China Stylistics Association in 2004 in Henan University during the 4th National Symposium on Stylistics marked the era of studies of Western stylistics in China.The international Stylistics Conference held in Tsinghua University in June 2006 further indicated the development and achievements of stylistics in China.The Scope of StudyThe study of modern stylistics can be divided into three main aspects:General Stylistics,Literary Stylistics and Theoretical Stylistics.Now I introduce it one by one ,which mainly gives your a frame impression about their scopes of study.General StylisticsGeneral stylistics studies different varieties of language.For example,according to field of discourse,with the related functions of language used in different genres,there are varieties such as news reports,advertisement,publish speeches,novels,poetry,scientific treatises,and legal documents.According to attitude ,there are different degrees of formality used on different occasions,such as formal language and informal language.According to medium of communication(mode of discourse),there are spoken language,written language,and e-discourse.According to regions,there are British English,American English and other regional dialects.According to social groups,there are standard language and non-standard language,language used by people of different classes,different sexes,and so on.According to time,there are Old English,Middle English,Modern English,Contemporary English.Literary StylisticsLiterary stylistics studies literary significance as well as linguistic choices in literary texts and also the different styles of individual authors and their works,as well as period styles.Broadly speaking,it study variations characteristic of different literary genres-poetry,prose,novels,drama,etc.,with the purpose of promoting literary texts as communicative acts. Theoretical StylisticsTheoretical stylistics researches the theories,the origin,the trend,and the historical development of stylistics as well as characteristics of different branches of stylistics.It also studies the relationships between stylistics and other branches of learning.。

高中英语学术调研单选题50题

高中英语学术调研单选题50题

高中英语学术调研单选题50题1. In academic research, it is essential to be precise and ______ in data collection.A. accurateB. approximateC. roughD. casual答案:A。

本题考查形容词词义辨析。

“accurate”意为“精确的,准确的”,在学术研究中,数据收集需要精确准确,A 选项符合语境。

“approximate”表示“大约的,近似的”;“rough”指“粗糙的,粗略的”;“casual”意思是“随便的,偶然的”,这三个选项都不符合学术研究中对数据收集的要求。

2. The scholar spent years conducting ______ studies to prove his theory.A. extensiveB. intensiveC. expensiveD. expansive答案:B。

“intensive”有“集中的,深入的”之意,在学术研究中,进行深入的研究才能证明理论,B 选项符合。

“extensive”侧重于“广泛的”;“expensive”是“昂贵的”;“expansive”意为“广阔的,扩张的”,均不符合本题学术研究的语境。

3. The ______ of this academic paper was highly praised by the experts.A. formatB. contentC. styleD. structure答案:D。

本题考查名词词义。

“structure”表示“结构”,学术论文的结构受到高度赞扬,D 选项恰当。

“format”指“格式”;“content”是“内容”;“style”为“风格”,相比之下,结构更能被整体评价和赞扬。

4. To make the academic research more ______, a large sample size was needed.A. reliableB. unstableC. questionableD. doubtful答案:A。

高中英语哲学思想单选题30题

高中英语哲学思想单选题30题

高中英语哲学思想单选题30题1. In philosophy, the term "metaphysics" is often associated with the study of _____.A. physical phenomenaB. abstract conceptsC. observable factsD. practical applications答案:B。

本题考查哲学名词“metaphysics( 形而上学)”相关的知识。

选项A“physical phenomena( 物理现象)”侧重于物质世界的具体现象,与形而上学研究的抽象概念不符。

选项B“abstract concepts( 抽象概念)”符合形而上学的研究范畴,形而上学主要探讨超越感官经验的抽象本质和原理。

选项C“observable facts 可观察的事实)”通常是实证研究的对象,而非形而上学的重点。

选项D“practical applications( 实际应用)”更侧重于实际操作和具体用途,与形而上学的理论性质不同。

2. The philosopher sought to ______ the essence of human existence.A. defineB. ignoreC. misunderstandD. complicate答案:A。

此题考查哲学动词的运用。

选项A“define( 定义)”符合哲学家探索人类存在本质的目的,即试图给出明确的定义和解释。

选项B“ignore忽视)”与哲学家的研究态度相悖。

选项C“misunderstand( 误解)”不是哲学家追求的目标。

选项D“complicate 使复杂化)”与寻找本质的初衷不符,哲学家通常是为了简化和清晰化概念。

3. Philosophy often deals with ______ questions that challenge conventional wisdom.A. controversialB. simpleC. obviousD. unimportant答案:A。

Stylistics summary

Stylistics summary

Stylistics summarystylisticsThe scope of chapter 1What is stylistics? Stylistics is a subject that teaches us how touse language and how to apply different styles of language.Stylistics specifically refers to the stylistic feature, refer to apply to the concept of modern linguistics and its skills, learning a language style used in a discipline, including general stylistics and literary stylistics.What is language, different people's definition of language, the development of time, the definition of language is constantly changing and improving. Language is essentially a social activity.Philosophic view holds that language system is the function and activity of language in society.Words are compared to languages. The word code usually refers to a series of symbols, symbolizing the transmission of information. Thesmall amount of information is the process of translating a series of words into a voice and allowing the receiver to receive the information.The use of speech in speech. Language is constantly used in human social activities, and in the speech is determined by three bad circumstances: the normative, the size and the type of the activity.Language variations and functions: the use of language is influenced by the use of the occasion, and different languages must be used indifferent contexts. Different scenes, different people, different times, different places, different media, different social situations use different languages.Language in this ancient, script and spoken English, have a conceptof function and functional points (a service for expression of speaker, a service) for writing the real world.Style is the key to distinguishing between different language habits. Each person has their own language style. For example, "the salsa style." A style is a person's language habit and a group language.The study of style: the study of stylistics is called style, and the study of stylistics is very early in the west. And stylistics as an independent language specification we need to have a full understanding to him, stylistic study of learning style tend to be more standardized, theoretical, make a linguistic description of the more strict specification.The learning of stylistics is the essence of modern science. It hasto do with literature; She is the continuation and development of rhetoric; He approaches critical literature with a new image andprovides a point of support for it.The second chapter is necessary to study the stylisticsThe study of stylistics helps us to develop a correct sense oflanguage.Language is not a unifying phenomenon. He is a broad collection.Only in different situations can people communicate properly withdifferent correct languages. Therefore, it is necessary to cultivate a good sense of language that makes it easier for us to communicate.The study of stylistics makes it easier to understand and appreciate the work of literature.In critical literature, there are three stages: the descriptive stage, the interpretation stage and the evaluation stage. In literary creation, the author will continue to make the choice and judgment of language, including the choice of words and sentence structure. When we interrupt the regular use of a new language structure, we call it "variation." This is called "repetition" when we overuse a structure. This departure from the reader's mind is a psychological one.In addition to the prospect,Some authors also for some special effect, a large number of imitation, some of great lethality is because they are significant difference between the novel and drama opened the way you talk, use a lot of dialect makes the language more vivid, close to life.Study of stylistics helps us gains in terms of translation, the role of language in different function in a different language series, each kind of display is the same rule of language features, the translation is not enough to simply express the original meaning of a sentence. The translation must conformto the meaning of the language, which should be combined with the structure of the sentence and the analysis of the style, which makes the translation of the language more perfect. In translation, it isnecessary to put our energy in the same height, the same level, as the sentence.Chapter 3: variations of languageIncludes the dialect variant and the language domain variantDifferent characteristics of speech in different bad circumstances make the language different. The learning of language features has evolved, and modern linguistics has been divided into a series of divisions.Dialect variants are divided according to the user's differences; The language domain variant is determined by the use of bad situations.Dialects can be divided into individual dialects, time dialects, regional dialects, social dialects, and standard dialects. Social dialects can be subdivided into socioeconomic status variations, ethnic variations, gender variations, age variations.The language domain includes: the range of discourse, the way of discourse, the concept of the tone of the discourse.Most of our work has to do with our work, which is to use different languages for our different jobs. Discourse means the tools that language users use when communicating. The tone ofthe speech is about the relationship between the individual and the speaker/writer, listener/reader. A series of actions spoken by language speakers for speech purposes are called functional language.The presence of a variation in the language domain helps us get alot of information about a person, such as who we can judge from aperson's accent.The language domain and the dialect are interdependent. Language variants are of great social significanceThe purpose of language description in literature. In this relationship, it is to prove the theoretical analysis. At the level, language can be divided into: vocabulary, grammar, phonetics/handwriting.The grammar level can be divided into grammar and syntax; Grammar is the key of linguistics. In the study of lexical learning, the choice of special terms, the analysis of linguistic level.Stylistic feature mainly appear in semantics, grammar and vocabulary phonetics graphology, in the first level in stylistic feature, semantic features are: the segmental features (onomatopoeia, phonetic symbols, sound assimilation, alliteration/half harmonics), super sound characteristics (melody). A feature (rereading, rhythm, intonation,pitch/pitch/pitch/pitch/pitch/pitch/pitch/sound).The second level of stylistic features: grammatical featuresshould be considered in terms of words. The types of sentences are: statements, questions, imperative sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences,sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences, sentences Clause/sentence types are: independent, non-independent, non-finite, and sentence elements.Phrases (nouns, pronouns, numerals, non-qualifier and noun structure (noun pre/post phrases); Verb phrase (verb, prepositional verb), passive and abbreviative.The word types have (roots, prefixes, suffixes) the high frequency compound words, composite words, mixtures, temporary words, conversions and pun.The general tendency is to notice six "no matter" and connotation, denotation, jargon, new words, and slang. Notice the combination of words.Stylistics third level: the semantic unit, linguistic connection [word cohesion should pay attention to the turning point ofwords/phrases, grammar structure of ellipsis, substitution, refers to each other on the (refers to, refer to below), vocabulary reuse three aspects], segmentation, discourse/textual patterns, rhetoric (metaphor meaning [metaphor, metonymy], ridiculous words and deeds cheat)/rhetoric/escape situation, semantic role.Note the four steps, the actual description and the analysis of the linguistic description.Chapter v the comparison of formal language of formal languageThe interpersonal function of language, the function that surrounds language, the interpersonal function that speaks language. Further theformal degree of language, functional language and formal degree. There are five levels of classification: informal, formal, z...The formal and phonetic characteristics of the language: the formal and informal language of the language depends on our words, the relationship to phonology, syntax rules, semantics.To establish a similar characteristic, the formal and informal language of the language depends on the vocabulary, phonology morphology, syntactic semantics. The article finally explains the difference between the content of the intervention and the informal language.Chapter 6 comparisons of spoken and written languagesProminent differences: different listening/readers, different linguistic, and different preparation statesThe difference of stylistics: speaking and writing are different in grammar, and different in terms of vocabulary, but also inphonetics/handwriting. After telling the difference between the two, there are plenty of examples to compare thetwo.The more subtle difference between the way of discourse: the difference in lifestyle, the way in which it is written,It includes: style, tone, rangeChapter 7 English conversationThe text tells the necessity of learning how to speak, the necessity of learning the conversation.Learning content of the session: economy, politics, theinternational situation, culture, education, science, sports, entertainment, news, family, children, the friendship, the weather, andso on.Adapt to the way the session is copied. The text lists many examplesof informal conversationsGeneral characteristics of English conversation:In terms of language levels of stylistic feature: grammatical features, preference for short and loose sentence, often adapt toelliptical sentence and incomplete sentences, often adapt to questions, using a simple noun and verb phrase structure; Vocabularycharacteristics, like to use short words and inaccurate expression, high frequency of acronyms, idioms, and a lot of phrasal verbs, use exaggerated words and slang. In phonetic features, the frequent use of some basic metrical features, the rhythmic variation in the tones, andtheemergence of the sublinguistic effects of freedom; A series of viewson semantic characteristics,Rough synonyms, even using illogical languages.Summary: the conversation sometimes relies heavily on the bad background knowledge of the time.Other session types include: discussion, telephone conversation, etc.。

文体学复习

文体学复习

StylisticsDefinitionStylistics is a branch of linguistics which applies the theory and methodology of modern linguistics to the study of STYLE. It studies the use of language in specific contexts and attempts to account for the characteristics that mark the language use of individuals and social groups. The stylistics analysis of a text involves the description of a writer’s/speaker’s verbal choices which can be abstracted as style. A stylistician would usually proceed to discuss the relevance of the analysis to interpretation, the possible meaning or effect evoked by the adoption of a certain style.Language is viewed as a system of different types for linguistic organization.A language of a particular society is part of the society’s culture. The language of a participant in a social activity reflects his social characteristics (such as his status, ethnic group, age and sex). It also reflects his awareness of the various factors of a social situation in which he finds himself. He should adjust his language in accordance with the medium of communication (speech of writing), the setting, the relationship with the addressee (in terms of the degree of intimacy or social distance), the subject matter, and the purpose. Appropriate use of language is considered the key to effective communication.Concepts of Style·”Style” may refer to some or all the language habits of one person. E,g. Shakespeare’s style ·The word may refer to some or all of the language habits shared by a group of people at one time, or over a period of time. . the style of legal documents.·The word may be used in an evaluative sense.·Partly overlapping with the three senses above, the word may refer solely to literary language.Style gives us additional information about the speaker’s/writer’s regional and social origin, education, his relationship with the hearer/reader, his feelings, emotions or attitudes.“Style” in this book refers to the characteristic variation in language use. The term can be applied to both spoken and written, both literary and non-literary varieties of a language.Procedure of AnalysisThe concept of textA text is any passage, spoken or written, of whatever length, that forms a unified whole. The connection among parts of a text is achieved by various cohesive devices, and by semantic and pragmatic implication.A full understanding of a text is often impossible without reference to the context in which it occurs.The concept of ContextThe discussion of “text” naturally leads to the discussion of “context”, because an understanding of the meaning of a linguistic unit or a text depends upon a knowledge of the context in which the unit or text occurs.Context may be linguistic or extra-linguistic. Linguistic context is alternatively termed as CO_TEXT, which refers to the linguistic unit in a text. Extra-linguistic context refers to the relevant features of the situation in which a text has meaning.·Characteristic of the USER of languageAgeSexSocio-regional or ethnic backgroundEducation·Characteristics of the USE of language in situationMedium of communication: speech or writingSetting: private or publicRole-relationship between addresser and addressee: the degree of intimacy: the degree of social distance.Linguists have emphasized the role of contexts of situation as determinants of style. There is an observable match between linguistic features and contextual factors.Levels of linguistic descriptionIn order to capture the stylistic characteristics of a text, we have to describe the text’s verbal properties in a rigorous way.PHONOLOGY is defined as the system of speech sounds in a language. GRAPHOLOGY refers to the writing system of a language. The lexicogrammatical system consists of vocabulary and syntactic structuresThe matching of a text with its context is termed as the PLACING OF A TEXT or CONTEXTUALIZATION.In the first place, linguistic features of a given text should be compared with a set of relative norms of language in use. By “relative norms” we mean the ranges of linguistic appropriateness to various contexts of situation.A text should be further be contextualized in terms of its genre, its historical period or cultural background.Potential style markers: markers in phonology and graphology Languages features are classified into four categories: phonology,graphology, lexis and grammar.Potential style markers in phonology.Ellision: refers to the omission of a sound or sounds in speech.Sound patterning: refers to the matching of identical or similar sounds between two or more words.CVC: AlliterationCVC: AssonanceCVC: ConsonanceCVC: Reverse RhymeCVC: PararhymeCVC: RhymeSound patterning is not only a source of aesthetic satisfaction, but also a phonological means of emphasis, establishing relationship between the patterned words.Onomatopoeia: used to produce sound images.Potential style markers in graphologyPunctuation:an essential part of the properly constructed English sentence, reflection pauses, intonation, patterns of the spoken language.The use of exclamation marks:a.to represent urgent warning or command. . ”Nicholas!” said his uncle sharply.b.Ending an imperative sentence adds to the peremptory or urgent force of a command. .,shut the door!c.The combination of question and exclamation marks specifies the writer’s doubt or surpriseabout certain language items. . He said that I was his best(!) friend.d.Excessive use of exclamation marks is often considered as a sign of frivolous or immaturewriting; the use of more than one exclamation mark is a feature of very informal writing. .Number 7 stands empty!!The use of dashesa.Dash is considered a mark of informal writing. It may indicate a sudden break or interruptionin speech. . ”No he didn’t, Aunt Mollie. It wasn’t Mr Edmond. Mr Edmond didn’t--”b.Dashes can be used to mark off a parenthesis. .”…when he had bent his head-I saw him!–over my mother’s little glove.”The use of quotation marksa.To indicate the authenticity of the quoted words. . Tom Lincoln used to say Abe was going tohave “ a real eddication,” explaining,”You air a-goin’ to larn readin’ writin’, and cipherin’”b.To direct the reader’s attention to the quoted words. . A fourth of USA schools are “shoddy”c.To enclose words used in special senses or borrowed from other contexts. . I do not knowthat it is to see into the heart of a friend through that “window of the soul”, the eye.d.To enclose words that the writer considers inappropriate or untrue. .The use of capitals and italicsa.Capitals are used to dignify or personify a lexical item. Initial capitals for key word are typicalfeatures of legal language.b.Italics in print, small capitals, or capitals are often used for emphasis, indicating sometimesphonological prominence. . You are my FRIEND/friend.ParagraphingParagraphing refers to the way in which a text is divided into paragraphs (consisting of one or more sentences). It is a device of revealing the relational structure in a text, the organization of the content.Potential style markers in lexciogrammartical levelPotential style markers in syntaxThe basic clause structure and the classification of clause types:Basic clause structure: SV(A) SVO(A) SVC SVOO SVOCClassification of clause types:1.In terms of clause constituents: SV(A) SVO(A) SVC SVOO SVOC2.In terms of the structure of the verb phrase in a clause: finite clauses, non-finite clauseand verbless clauses.. Mrs Marlow’s health has been improving ever since she quit smoking.(finite clause). Inhaling the smoke of others is thought to be harmful(Non-finite:-ing nominal clause). A born-again Christian, she has married.(verbless clause)Verbless clauses are clauses which contain no verb element. They are regarded as clauses because they function in the similar way as finite or non-finite clauses.3.In terms of function in a sentence, clauses can be classified into dependent andindependent clauses.Subordinate clauses are those which constitute part of another clause and function as its clause elements or as constituents of a phrase within a clause.Subordinate clauses can be further divided into:a.Nominal clauses: that-clauses. wh-clauses, to-infinitive clauses and –ing clausesb.Relative clauses, functioning as post modifiers of a noun phrase.parative clauses, resembling adjectives and adverbs in their modifyingfunctions.d.Adverbial clauses, denoting time, place, reason, purpose, conditions, etc. Potential style markers in lexical choiceThe examination of lexical choice is mainly an analysis of content words, involving the following aspects: Are the words simple or complex Formal or informal General or specificAnglo-Saxon or Latinate wordsGenerally speaking, words of Latin, French origin (Latinate) are words of science, religion and official communication; they help to create the effect of coolness, dignity and intellectualdistance. The percentage of Latinate words in a text is only one among many markers indicating the degree of formality of a text. In most cases, it becomes significant only when combined with other markers. Besides, quite a number of Latinate words have passed into the basic vocabulary of a native speaker of EnglishWords of Anglo-Saxon origin constitute English-speaking people’s basic vocabulary. The percentage of Anglo-Saxon words runs very high-usually between 70 and 90 percent. Therefore a high percentage of Anglo-Saxon words is quite usual and informal style.General or specific wordsGeneral terms are often too vague to convey any precise meaning. The use of s pecific words is more informative in detail and can evoke vivid images.Conceptual or Associative meaningThe lexical meaning of a word or phrase is said to be a complex of various interrelated components. Some components constitute conceptual meaning and some associative. Conceptual meaning covers those basic, essential components of meaning which are conveyed by the literal use of a word or phrase.Associative meaning refers to the meanings that a word has beyond or in addition to its conceptual meaning. These meanings may: Show people’s emotions, attitudes towards what the word refers to/ reflect the social circumstances of its use/ evoke in the reader/hearer certain associations of what the word refers to.Associative meanings may be private, varying from person to person as the result of individual experience; Associative meanings are often shared by a group of people of the same cultural or social background, sex or age.In scientific and technical varieties of English, where precise information is of primary importance, words without much emotive/evaluative overtone will be preferred.In order to avoid using words with undesirable associations people turn to euphemisms:Senior citizen: old man/ womanNewly single: divorcedMemorial park: graveyardFuneral director: undertakerSanitation collector: garbage collectorIndustrial action: strikeTo eliminate: to kill or to murderDomestic helper: servantHair stylist: barberAirhostess: waitress aboard a planeKnowledge-based nonpossessor: idiotThe South, or the developing countries: countries that have little industrialization and low standard of living.Two freedom fighters took the oppressor’s life away: the general was murdered by two terrorists.Verbal Repetition and ReiterationBoth verbal repetition and reiteration can be regarded as text-forming devices which manifest the relation of meaning within the text. Moreover, they are often used for rhetorical purposes. Verbal repetition refers to the repetition of a linguistic unit (morpheme, lexical item, phrase, etc.) which has already occurred in the preceding context. Repetition is sometimes deliberate; it is used for emotive intensification. In literary texts, repetition is usually rhetorical. The intensive repetition of an expression can be a powerful thematic device; it helps to direct the reader’s attention to the interpretation of its significance.Varieties of Contemporary EnglishLanguage varieties are classified according to the following factors: characteristics or USER, and USE, interference and historical period. Dialect is a variety which a person habitually speaks, determined by regional and social background and adopted as a speaker’s permanent from. Register is a variety determined by what he is doing in a social activity and adopted to suit a specific occasion. The match (correlation) between contextual factors and language features is fairly systematic.Varieties according to region and social group·Regional and Social DialectsVarieties according to the characteristics of language user are commonly termed DIALECTS. A dialect is a variety habitually adopted by people in a certain region (regional dialect) or people of a certain social group (social dialect). Dialect differs from one another in vocabulary, grammar and pronunciation.Social dialects refer to the language variation according to education, socioeconomic status, ethnic origin, and even age and sex. The higher the social status or education, the fewer the regional features in speech.·Standard and non- standard EnglishStandard English refers to the particular socially-favored variety which is based on the speech and writing of educated users of the language. Standard English is primarily used for public communication: It is the language used in schools, taught to non-native learners of the language. Dialect forms are used to indicate one’s regional or class loyalty.The dialectal English which differs from Standard English in grammar and vocabulary is termed Non-Standard. Standard English has higher status and enjoys more prestige than any other English dialect.·The use of non-standard EnglishWhile the Standard English is an important medium for public communication, education, and official writing, non-standard varieties are characteristically used in informal speech for personal (or local) needs.·Markers Indicating Non-Standard Speech in LiteratureNon-Standard language features are found in dialogues and first-person narrations. They serve to indicate the speech style of a character or a narrator. The representation of non-standard language in literature is generally occasional rather than constant,approximate rather than accurate.Grammatical markers:a.Double/multiple negation“Nobody don’t go there no more”b.Double comparatives/superlativesMore beautifuller, nicerer, woreser, leastest.ck of subject-verb agreement“I walks to work everyday”“He walk to work”·Standard American and British EnglishSee examplesVarieties according to medium (mode of discourse)As far as linguistic communication is concerned, MEDIUM refers to graphic signs (visual medium) or speech sounds (auditory medium) by means of which a message is conveyed from one person to another. Comparing spoken language and written language, linguists notice that the following aspects condition the variations in speech and writing.a.Channel limitationb.Spontaneity of the messagec.Audience interactiond.Publicity of the situationChannel limitation and linguistic explicitnessChannel refers to the route in which a message is conveyed from the addresser (speaker/writer) to the addressee (hearer/reader). “Channel limitation”means that the transmission of a message is limited to one channel only- visual or auditory. Spoken language, in most case, has no channel limitation. If the transmission of a message has no channel-limitation, the verbal message is often inexplicit.Linguistic inexplicitness (caused by the use of exophoric words) is one of the characteristics of spoken language, when both speaker and hearer understand tacitly the references within the shared situation.Spontaneity and linguistic characteristicsSpontaneously spoken language differs from (formal) written language in the following aspects:a.Fluencyb.Sentence structureSpontaneously spoken language is often characterized bya.The lack of clear sentence boundariesb.Syntactic incompletenessc.The use of minor sentencesd.The preference for paratactic structurement clauses in end-positionA formal written text is in general “well-prepared”. It is a finished product created by thewriter after a good deal of thinking, planning, revising, proofreading, and polishing. The following are some features, typical of written formal sytle;a.Syntactic completeness and complexityb.Heavily premodified noun phrasesc.Cleft sentencesd.The use of personal pronouns in a subordinate clause, preceding the main clause. Audience interaction and linguistic manifestationTo engage in a MONOLOGUE is to speak in such a way as to exclude the possibility of interruption by the audience. To engage in a DIALOGUE is to speak in such a way as to invite the participation of the audience.In a dialogic situation the communication normally proceeds through the cooperation of speaker and audience. The speaker is continually monitoring his message to keep the channel of communication open by using MONITORING signals. The speaker also uses questions, tag-questions, imperatives to invite the active participation of the hearer.In a monologue situation the audience is denied the opportunity or the right to participate, and the interaction features are fewer in evidence.However, monitoring features may occur in a monologue, indicating that the speaker is aware of the audience’s presence and reactions.A written text can be compared to a written monologue because it is addressed to animagined audience that is not physically present.Publicity of situation and formality in languageThe language of a speaker/writer is often conditioned byA.The size of the audienceB.The relationship between the addresser and the audienceFeatures of spoken style in fictional dialoguesFeatures of spoken style can be found I the first person narration, interior monologue and dialogue in a novelVarieties according to attitude (tenor of discourse)The language we use varies according to our attitudes towards the addressee. Such attitudes are related to the ROLE RELATIONSHIPS in various situations. Role relationships range from temporary to permanent. The addresser’s attitude towards the addressee influences language choice at every level. Language features indicating the attitude are usually classified along four scales: FORMALITY, POLITENESS, IMPERSONALITY, and ACCESSIBILITY.·Linguistic markers indicating the degrees of formalityThe degrees of formality are determined by the role relationships, number of hearers, and contexts of situation, such as a public lecture, church service, cocktail party, and so on. Thus formal English, typically in written form, is found primarily in official documents, regulations, business letters or ceremonial speeches. Informal English is found typically in private conversations or personal letters. It is also used nowadays in advertisements and popular newspapers.a.Phonological markers.. He dunno. Elision and assimilation. He doesn’t knowWhatcna want is assimilation What you want isI wanna come elision I want to comeGimme the bottle elision Give me the bottleI gonna do it elision I’m going to do itLemme think a minute elision Let me think a minuteA cuppa tea elision A cup of teab.Graphological markers·Certain punctuation marks. the dash and the exclamation mark) are more informal than others . the semincolon and the colon)·It is considered informal to write figures instead of words as part of a sentence.c.Syntactic Markers·Contracted forms of auxiliary verbs occur frequently in spoken and informal English.. What’ll you have·In informal English, for indefinite reference you is used instead of one·In informal English the pronoun in the objective case is used when it is notionally the subject of the omitted verb.. She can drive as well as him.·When a that-clause is object or complement of the postponed subject, that is frequently omitted in informal use.. I knew he would come.·In informal English, the preposition may be placed at the end of a relative clause, a wh- question, or an exclamation.. what a difficult situation he’s in!·In informal speech elliptical questions and abbreviated clauses are often used.. What for Where to Who with·Pronoun they is often used informally in co-reference with the in-definite pronouns everyone, everybody, someone, somebody, anyone, anybody, no one, nobody,. Everyone thinks they have the answer.Has anybody brought their cameraThe use of they is a convenient means of avoiding the traditional formal use of he or the recent use of the cumbersome he or she when the sex is not stated.·In subjunctive clauses, the ordinary past tense was can replace were in informal style.. He treated me as if I was a small boy.·The use of participial and verbless clauses is characteristic of formal written English, as they are rarely encountered in spoken language.d.Lexical markers·Shortened Latinate words·Many Phrasal and prepositional verbs are characteristic of informal styles·The use of slang and colloquialism characterizes informal styles·Linguistic markers indicating the degrees of politenessIn terms of politeness, language varies according to:a.The degree of intimacy between the addresser and addressee.b.The degree of social distance separating the addresser from the addresseePoliteness tends to increase to the extent that the addressee is more senior in status and less intimate.Politeness can be separated from formality within language.·pohonological markersIntonation patterns often indicate degrees of politeness.·syntactic markersThe use of syntactic markers is determined by three levels: the cost-benefit scale, option-nonoption scale, and indirect-direct scale.a.The use of exclamatory questions for emotive emphasis is typical of familiar styles.. Am I hungry!b. When the speaker wants to be polite and tactful he usually uses the will+progressive construction instead of the simple will construction. When you will be visiting us againc. Could and might are considered more polite alternatives to can and may in first-person requests and would to will in second and third-person requests.d. In order to tone down a command people usually add please or the tag question won’t you, why don’t you, will you. In dealing with one’s inferiors and children, the simple imerative is very much more frequent.e. In familiar use, this may introduce something new in a narrative.·Lexical markersa.Sometimes, members of the same social or regional group may resort to the use ofdialectal forms to reinforce group identification, to show the intimacy among themselves.b.The degree of politeness can be manifested in the choice of forms of greetings andleave-takings.·Linguistic markers indicating the degrees of impersonalityImpersonal style is chiefly in written form: the text is regarded as having validity independent of the person who writes or reads it. Thus impersonal style has a distancing effect and is typical of scientific, legal and official writing. Linguistic markers indicating the degrees of impersonality include;A.The passive voiceB.Introductory it as the subject of a sentenceC.Third person nouns such as the student, a claimant, etc.D.Abstract nouns formed from verbs and adjectives·Linguistic markers indicating the degrees of accessibilityACCESSIBILITY means whether a piece of language is easy to understand for the addressee. As the language becomes more formal, more impersonal, more specialized in certain subject matter. It tends to become less accessible to the ordinary reader or listener.Features indicating accessibility often overlap with features indicating formality: Latinate words are usually less accessible than Anglo-Saxon words; and long, multiple sentences are more difficult to understand than short simple sentences.Bureaucratic writings are often referred to as ”gobbledygook”, because they are written in an obscure and complex style, which to some extent may help to impress, to mislead or deceive the public.Varieties according to field of discourseField of discourse refers to the type of social activity in which language plays a part. Style is the choice made among the alternative linguistic expressions referring to the same thing in a given text. Varieties according to field are often classified according to the dominant function of language in a given social activity.·The language of news reportingA newspaper has two main functions: to give information and to reflect, shape and guide public opinion. The chief characteristic of newspaper is:a. A headline that has dramatic eye-catching effectb.An article within a limited spacec. A material which is most readable and attractiveGraphological DevicesGraphological devices are employed to facilitate reading and highlight what the editor considers important in the report.a.In any newspaper we can find different sizes or shapes of type used for the main headlines,the subheadings, and sometimes even in the body of the article itself.b.Another important device is paragraphing.c.Frequent use is made of inverted commas to·Spotlight particular terms·Mark out direct quotations·Distance the writer from the reported fact or opiniond.Frequent use of dashes instead of commas to mark off a parenthetic phrase, to linkexpansions of thought or afterthoughts with the main part of the sentence.Syntactic Markersa.The need for clarity and readability underlies the choice of different sentence structures in areportb.Very short news items often consist of one or two sentences, location, character, event,mode, time, cause.c.Long adverbial phrases are used to introduce sentencesd.Responsibility for a piece of information is sometimes dodged by the reporter through theuse of the following structurese.Reversed word orderf.Reporters are fond of pilling up modifiers in order to pack in as much information as possibleeven though the information is sometimes not very relevantg.The simple present is used instead of the present perfective and the past tensesh.In headlines, to-infinitive construction is used for future-time referencei.In headlines, the use of the present participle without the auxiliary to refer to an action inpassive voice.j.Verbless sentences are common in headlinesk.Articles and other function words are often omitted or reduced to a minimum in headlines Lexical devicesboring-saving clichésb.Neologism or foreign words and giving new meanings to old wordsc.Evaluative and emotive wordsd.Anglo-Saxon words are preferred to polysyllabic Latinate wordse of initials, acronyms and clipped forms is common, especially in headlines.f.Sound patterning, punning and use of allusions·The language of press advertisementAds help manufacturers and corporations to increase profits, manipulate social values and attitudes, and shapes people’s life style. It influences the policies and appearances of the media, interacts with and affects other forms of communication-literature, art and even language itself. The primary function of the advertising language remains the same-CONATIVE.Linguistic Characteristics of Press Advertisementsa.Deliberate misspelling of words, particularly in brand-naming.b.Abundant use of exclamation marksc.Instead of commas, punctuation marks of greater separative force are used for emphasis andeffectSyntactic Devicese of direct imperative to prompt actione of present tense to imply a universal timelessnesse of superlative or unqualified comparative adjectives to commend the product, whileavoiding the violation of the Code of Advertising Practice.e of heavy premodifers to specify the qualities of a product.e of minor sentences to make the massage more striking.e of questions to arouse curiosityLexical DevicesThe study of vocabulary is mainly focused on the exploitation of the associative meanings of words, which may induce the public to be favorably disposed towards a product or a service.A.The choice of a brand name which may produce favorable associations.e of emotive/evaluative adjectives or adjectival phrases.e of technical terms and scientific-sounding words to impress the audience.D.In order to stress the uniqueness or novelty of a product advertisers resort to neologism, andimprovised adjectival structures.e of all, very, always, etc. to indicate that the reference is universal.e of no, none, nothing, never ,etc., for unqualified exclusion.Rhetorical Devicesa.Punningb.Various types of sound patterning and syntactic parallelism.。

Chapter 2 Procedure of Stylistic Analysis

Chapter 2 Procedure of Stylistic Analysis
expressed by variation in pitch, loudness, syllable length, and speech rhythm)
The Phonological Category
• j. alliteration (the repetition of an initial sound in
• A linguistic feature is shown by its consistency and relative frequency.
Linguistic Description
• The linguistic features are reflected by style markers which are linguistic items that only appear, or are most or least frequent, in a text, representing a particular variety of language or literary genre.
categories, figures of speech, and cohesion (the state of sticking together) and context.

Style in Fiction
A checklist of linguistic description
• The Phonological Category • The Graphological Category • The Lexical Category • The Syntactic /Grammatical Category • Semantic Category

TheStylisticAnalysisofTheSoundoftheSea

TheStylisticAnalysisofTheSoundoftheSea

- 250-校园英语 / 文艺研究The Stylistic Analysis of The Sound of the Sea云南机电职业技术学院/葛翼飞【Abstract】Stylistic study of poems is indispensible during the reading process. The essay argues that the analysis of the poem The Sound of the Sea written by Longfellow on the phonological and syntactic dimension effectively contributes to the understanding of the theme.【Key words】The Sound of the Sea; phonological analysis; syntactic analysisLinguistic description plays a crucial role in understanding a literary text. In the poem The Sound of the Sea written by Longfellow, the analysis on the phonological and syntactic dimension effectively contribute to critical interpretation. Thus the theme of inspiration from the Divinity is revealed to readers. There are mainly four points which can be applied in the process of understanding the poem.Phonologically, the use of euphony and cacophony as well as different vowels and consonants conveys the sounds of the sea accurately, which can be experienced by readers when they read the poem. Smooth sounds are used to create the pleasant concordance of the sound. Consonants like /s/, /w/, /r/ are used for several times. Such as “sea”, “sleep”, “awoke”, “wide”, “wave”, and “sweep”. Then the harsh and wide sound of the second stanza shows lots of windy and fierce sounds. The word “cataract” is the best example. The pronunciation is harsh and the sound of it is not as pleasant as the sounds in the first stanza. Thus The different sound of the “cataract” answers the “multiplied” in the former line. “Multiplies” is a long word, and /m/, /t/, and /p/ shows the complexity of the sounds.The change of rhyming scheme indicates the feeling of the speaker grows stronger and what the speaker gains is not only the sound of the sea but also the inspiration from the sounds. The first two stanzas describe the sounds of the sea, while the third and fourth stanza show the response which comes from the speaker’s mind. Thus a change of rhyming scheme reminds the reader of the change. The rhyming scheme of the first and second stanza is a-b-b-a, while it changes in the third and fourth stanzas into c-d-e, c-d-e.The structures of sentences also contribute to the development of the poem. The two complete sentences in the beginning give a whole and complete scene where the speaker is in. While the variousness and vastness of the space is showed by phrases and fragmentary sentences in creating the mysterious atmosphere in the second stanza. The inversion in the third stanza pushes the change of the scene from the sound of the sea to the feeling of the speaker. It indicates the growth is happening on the speaker. And the last complex sentence creates a more complex situation. The inspiration gained from the sounds spreads into a larger thinking of the divine power.The coma is also deliberately used in the third and fourth stanza. When the focus of the poem begins to change, the sublimity is further explained. What arouse the sublimity are not only the sounds, but also the distance between the sea and the speaker. The coma works as the distance between what the speaker hears and what his feeling is. Thus, it not only serves as the separation between sentences, but the distance from the sea and the speaker. What differentiates in the third and fourth stanza is the coma which is inserted into the ninth and twelfth line separately. It breaks the continuity of the sentence. It suggests the flowing of the speaker’s mind, and leaves space for readers to think about what is going on next.In conclusion, the phonological and syntactic dimension works together to convey the theme of the poem The Sound of the Sea: the tremendous inspiration of the Divinity. It is more than necessary to read and understand a poem from more stylistic dimensions than only from the art of the language.References:[1]Leech,G.N.A linguistic Guide to English Poetry[M].London: Longman,1969.[2]Verdonk,P.Stylistics[M].上海:上海外语教育出版社,2012.作者简介:葛翼飞(1990-),女,内蒙古赤峰人,毕业于云南大学英语语言文学系,硕士,现就职于云南机电职业技术学院,教师,研究方向为英语语言文学。

Stylistics

Stylistics
Page 3
Procedure of stylistic analysis:
• The components and the procedure of stylistic analysis. A stylistic analysis involves description, interpretation and evaluation. When discussing components of literary criticism, Short has pointed out: "the three parts are logically ordered: Description ← Interpretation ← Evaluation"
Page 6
• a grief ago • The phrase violates two rules of English: a)
the indefinite article clashes syntactically with the uncountable noun grief, because it normally modifies a countable one; b) the postmodifying adverb ago clashes semantically with the head word grief, for it usually is able to modify a noun to do with time. But grief is a word which expresses emotion. The highly deviant nature of the phrase
process which includes silent pause --- silent breaks between words, and filled pause, e.g. um, er, ah Caesura )

Stylistics and Translation

Stylistics and Translation


In all these varieties, language performs various communicative roles, ie FUNCTIONS. For example, language is used to communicate ideas, to express attitudes, and so on. The roles that language plays are ever changing and the number of the roles can be numerous. There have been many attempts to categorize these roles into a few major functions.


1.4. Language Varieties and Function When language is used, it is always used in a context. What is said and how it is said is often subject to a variety of circumstances. In other words, speech events differ in different situations, for different purposes, through different media, and amidst different social environments. We often adjust our language according to the nature of the situation. Some situations seem to depend generally and fairly consistently on a regular set of linguistic features: as a result, there have appeared different types of a language which are called VARIETIES OF LANGUAGE. For example, there are different types of English. There is no such thing as a homogeneous English.

unit 1 The concern of stylistics

unit 1 The concern of stylistics

Aspects of speech events

Three crucial aspects
substance: audible sounds or visible marks form: order or pattern situation: extratextual circumstances
Style


Consider the pattern of choices instead of individual choices in isolation. Measure the frequency of features.
The study of style



The quality of written language. The art of writing. Descriptive and synchronical attitudes (Saussure, Bloomfield) Emphasis on “correctness” of speech and inherited system of rules. Renewed interest in literature. Modern stylistics (1960s- )
Language varieties and functions
Language functions Ideational/referential function Interpersonal/expressive/social function Textual function
Language varieties and functions
Stylistics and other spheres of study

Chapter3Stylisticanalysisat__thephonologicallevel

Chapter3Stylisticanalysisat__thephonologicallevel

Chapter3Stylisticanalysisat__thephonologicallevelChapter 3 Stylistic Analysis at the Phonological LevelReview of last chapter1. Views on style2. Classification of style3. Varieties of English4. Linguistic levels of styleContents of this chapter1. Introduction2. Elision, mispronunciation, and substandard pronunciation3. Sound patterning4. Onomatopoeia5. Metrical patterning6. Suggested areas for further study7. Summary1. IntroductionStylistic analysis can be carried out at the phonological level from the following four typical aspects, namely, elision, mispronunciation and substandard pronunciation; sound patterning; onomatopoeia; and metrical patterning.2. Elision, mispronunciation, and substandard pronunciation2.1 ElisionElision refers to the omission of a sound or sounds in speech. Elided forms are perfectly acceptable in ordinary conversational speech, especially in rapid speech. Yet, when rendered in written form, they often become markers of a very informal or very casual style, with a hint of sloppiness and laziness in speech. The elision of one of two consonants in a boundary cluster is usually characterized as a vulgarism (Qian Yuan, 2006: 25):(1) He went away. //(2) I want to go. //(3) Give me. //Below is an example used in literature:(4) (Houlden makes a phone call. He is very drunk.)“Who is this?” this very cold, lady’s voice said.“This is me. Houlden Caulfield. Lemme speaka Sally, please.”“Sally’s asleep… Do you know what time it is?”“Yeah. Wanna talka Sally. Very important. Put her on.” (L. D. Salinger, The Catcher in the Rye)There are three types of elision: 1) aphesis, which is the omission of an initial part of a word, such as “’mid” (for “amid”); 2) syncope, which is the omission of a medial part of a word, such as “ne’er” (for “never”); and 3) apocope, which is the omission of a final part of word, such as “wi’”(for “with”).Such omissions are often used by poets to change the pronunciations of the original words so as to better and more easily arrange sound patterns to achieve the intended communicative effects. (Wang Shouyuan, 2000: 23-24).2.2 Mispronunciation and substandard pronunciationIn order to vividly describe a character, the literary writer may choose to let his character mispronounce certain words or simply pronounce them in sub-standard ways (Wang Shouyuan, 2000: 24). For example,(5) “Ah!” said Joe. “There’s another conwict off.” (C. Dickens, Great Expectations)(6) “We shot him, Granny!” I cried. “We shot the bastud!” (W. Faulkner, Unvanquished)(7) He asked, “Wul-well, was he ever a c-c-c-cockroach, likeArchy?” (J. Updike, A Sense of Shelter)(8) “If you do not go away from these premises before night,I shall feel bound—indeed, I am bound-to-to-toquit the premises myself!” (H. Melville, Bartleby the Scrivener)(9) “Why, how long you been on the island, Jim?”“I come heah de night arter you’s killed.”“What, all that time?”“Yes-indeedy…. How long you ben on the islan’?”“Since the night I got killed.” (Mark Twain, Huckleberr y Fin) For other examples, see a passage taken from Zora Neale Hurston’s Their Eyes Were Watching God(Qin Xiubai, 2002: 403); and several passages listed by Wang Zuoliang & Ding Wangdao (1987: 124-127).3. Sound patterningSound or phonemic patterning refers to the matching of identical or similar sounds between two or more words. Sound patterning occurs among content words which are not far away from each other. (Qian Yuan, 2006: 26) In English, phonemes may be patterned in different ways. The most important types of patterning are alliteration, assonance, consonance, reverse rhyme, pararhyme and rhyme, which are illustrated below with formulae and examples:1) Alliteration: C VC C VC (e.g., gr eat, gr oan; w eal, w oe)2) Assonance: C V C C V C (e.g., gr ea t, sl a ve; c u t, r u n)3) Consonance: CV C CV C (e.g., grea t, bea t; fi ts, star ts)4) Reverse rhyme: CVC CVC (e.g., ti me, ti de; wi th, wi ll)5) Pararhyme: C V C C V C (e.g., s i ng, s o ng; l i ve, l o ve)6) Rhyme: C VC C VC (e.g., gr eat, l ate; m e, t ea; w imp, l imp)Sound patterning is not only a source of aestheticsatisfaction, but also a phonological means of emphasis, establishing relationship between the patterned words (Qian Yuan, 2006: 27). What follows is a discussion of the typical types of sound patterning.3.1 AlliterationAlliteration can be defined in its narrow and broad senses: Alliteration in its narrow sense refers to the repetition of the initial consonant cluster in stressed syllables (Wang Shouyuan, 2000: 91) while alliteration in its broad sense means the occurrence of the same letter or sound at the beginning of adjacent or closely connected words (The New Oxford Dictionary of English). Below is the discussion of alliteration used in different genres.3.1.1 Alliteration used in poetryAlliteration is frequently used in poetry, including old English poems such as Beowulf. Below is a typical example of alliteration used in modern English poetry:(10) The fair breeze blew, the white foam flew,The furrow followed free;We were the first that ever burstInto that silent sea. (S. T. Coleridge, The rime of the Ancient Mariner)3.1.2 Alliteration used in proverbsAlliteration abounds in proverbs:(11) Dumb dogs are dangerous.(12) A fair face may hide a foul heart.(13) Fortune favours fools.(14) Spare the rod, spoil the child.(15) Money makes the mare go.(16) Many a little makes a mickle.(17) Parents bear children, bore teenagers and board newweds.3.1.3 Alliteration used in idiomatic expressionsAlliteration also abounds in idioms as is used in the following examples: as busy as a bee, as cool as cucumber, as fit as a fiddle, from top to toe, safe and sound, etc.3.1.4 Alliteration used in titlesSome authors make use of alliteration in their titles to appeal to the readers, such as the titles of Pride and Prejudice (by Jane Austin), Sense and Sensibility (by Jane Austin), and The Lady of the Lake (by Walter Scott).3.1.5 Alliteration used in advertisementsAlliteration is frequently used in advertisements for a musical effect on the part of the audience:(18) C ut, C olour, C larity and C arat Weight. (ad of diamond)(19) S ensuously S mooth. M ysteriously M ellow. G loriouslyG olden. Who can resist the magic of C amus XOC ognac? (ad of wine in France)3.1.6 Alliteration used in tongue-twistersAlliteration is a feature of tongue-twisters. For example,(20) She sells seashells on the seashore.(21) Peter Piper picked a peck of pickled pepper.In Chinese there is no alliteration but Shuangsheng, such as 参次荇菜, 辗转反侧. Words formed with Shuangsheng are of little rhetorical function in Chinese, such as鲜血, 美满, 蜘蛛, 琵琶, 伶俐, 忐忑, 坎坷, 嘹亮, 游弋, 拖沓, etc.3.2 AssonanceAssonance is the repetition of identical vowel or diphthong in stressed syllables. It is one of the important phonological features of literary texts. For example,(22) Think from how many treesDead leaves are broughtTo earth on seed or wing…(Vernon Watkins, The Compost Heap)3.3 ConsonanceConsonance is the repetition of the final consonant cluster in stressed syllables. Consonance may be employed to replace rhyme or to link together the key words of a text. For example,(23) Nothing lovelier than that lonely call,Bare and singular, like a gull,And three notes or four, then that was all.It drew up from the quiet like a wall,Waited, sang, and vanishing, was still. (Jon Swan, In Her Song She Is Alone)3.4 RhymeRhyme is defined in Concise Oxford Dictionary as the “identity of sounds between words or verse lines extending back from the end to the last fully accent ed vowel and not further” and in New Oxford Dictionary of English as the “correspondence of sound between words or the endings of words, especially when these are used at the ends of lines of poetry”.Rhyme can be divided into the following four types: end-rhyme, internal rhyme, half rhyme, and eye rhyme (e.g., the rhyme between love and grove), among which end-rhyme is most popular. End-rhyme can be further divided into the following three types: masculine rhyme (one-syllable rhyme), such as the rhyme between night and bright; feminine rhyme (two-syllable rhyme), such as the rhyme between candy and dandy; and triple rhyme (polysyllabic rhyme), such as the rhyme between tenderly and slenderly.4. OnomatopoeiaThere are two types of onomatopoeia in English—lexical onomatopoeia and phonemic onomatopoeia.4.1 Lexical onomatopoeia—onomatopoeic wordsLexical onomatopoeia refers to the use of words formed in imitation of the natural sounds associated with the object or action involved (Wang Shouyuan, 2000: 104). Onomatopoeic words can imitate various kinds of sounds in the world: 1) the sounds of nature such as flash, swish, whirl, spatter, crack, splash, gurgle and rumble in English; 2) the sounds of animals such as yap, bark, howl, neigh, moo,roar, growl, mew, quack, cuckoo, hum,crow, buzz, and hiss; 3) the sounds of tools such as tinkling, tickling, banging, clashing, creaking, and clattering in English; and 4) the sounds of human beings such as giggle, chuckle, mumble, whimper, whisper, clap, groan, and chatter.The use of such words helps to reinforce the directness and vividness of language expression to stimulate one’s hearing yielding a symbolic association, and to convey the direct perception and experience of sounds by the language user. Below are some examples used in literature:(24) The leaves rustled in the breeze.(25) The teacher cracked him on the hand with a ruler. (Macmillan Dictionary)(26) I heard the rataplan of horses on the street.(27) The jingle of bells announced the arrival of the ice-cream truck.Onomatopoeic words are said to be onomatopoeic, or echoic, i.e., their sounds are imitative of their senses; but the relationship between the sound and sense of a word is weakly iconic. Some linguists have rightly pointed out that “onomatopoeia i s actually the mutual reinforcement of sense bysound and sound by sense”. (Qian Yuan, 2006: 28)4.2 Phonemic onomatopoeia—phonaesthesiaSome phonemes in English are said to be associated with some specific senses. For example,initial fl- in flame, flare, flicker, flimmer evokes “emission of light”, whereas final -ash in bash, brash, clash, crash, dash, fash, gash, hash, lash, mash, rash, slash, smash, splash, trash connotes “violence” and/or “speed”. In flash these two phonaesthemes appear together, and t he meaning “violent emission of light” is qu ite appropriate (Perrine, 1977: 201). And the sound m is often held to be symbolic of a low and deep sound; the sounds s and z of the sounds of wind and water.It is held that the use or recurrence of such phonemes in a text unit suggests certain natural sounds which reinforce the meaning conveyed in that text unit (Wang Shouyuan, 2000: 106-107). For example,(28) Or by a cider-press, with patient look,Thou watchest the last oozings hours by hours. (John Keats, To Autumn)The consonants /??/ and / / in the above example are perhaps felt to be imitate the sounds of apples being squeezed in the cider-press.5. Metrical patterning5.1 MetreThe metrical or rhythmic patterning of English verse is usually analyzed in terms of metre. The analysis of the metre of a poem usually consists of two steps. The first step is to examine the type of foot it has. Foot is actually the unit of stressed and unstressed syllables which is repeated to form a metrical pattern.The names of the different types of foot most frequentlyfound in English poetry are as follows: iamb (an unstressed syllable followed by a stressed one: ⅴ.∕), trochee (a stressed syllable followed by an unstressed one: .∕ⅴ), anapest (two unstressed syllables follow ed by a stressed one:ⅴⅴ.∕), dactyl (a stressed syllable followed by two unstressed ones: .∕ⅴⅴ), spondee (two stressed syllables:.∕.∕), and pyrrhic (two unstressed syllables:ⅴⅴ).The second step in analyzing the metre is to see how many feet there are in a line.Lines with one foot are referred to as monometre, lines that contain two feet are described as dimetre, those with three feet as trimetre, and those containing four feet are described as being in tetrameter while those with five feet as pentametre. Lines with six feet are hexametres, with seven are heptameters, and with eight are octametres.5.2 Conventional forms and poetic functions of metre and sound5.2.1 Conventional forms of metre and soundAt different times, different patterns of metre and sound have developed and become accepted as ways of structuring poems. Below are the conventional forms of metre and sound in poetry, which are to be dealt with in detail in the chapter of “Poetic Stylistics”: couplets, quatrains, blank verse, sonnet, free verse, and limericks.5.2.2 Poetic functions of sound and metreReasons for poets using sound and metrical patterning include: 1) for aesthetic pleasure; 2) to conform to a convention/style/poetic form—as with clothes and buildings, poetry has fashions, and different forms of sound patterning have been popular at different times; 3) to experiment or innovate with a form; 4) to demonstrate technical skills, and forintellectual pleasure; 5) for emphasis or contrast; 6) onomatopoeia. (Thornborrow and Wareing, 2000: 43-45)6. Suggested areas for further studyIn our eyes, the result of phonological-level stylistic analysis can be applied to other fields at least such as the following: 1) phonological-level stylistic analysis and literary appreciation; 2) phonological-level stylistic analysis and TEFL; and 3) phonological-level stylistic analysis (esp. the use of substandard pronunciation) and translation.7. SummaryIn this chapter, phonological-level stylistic features are analyzed from the following four aspects: elision, mispronunciation, and substandard pronunciation; sound patterning; onomatopoeia; and metrical patterning. And it is pointed out that the result of phonological-level stylistic analysis can shed light on and be applied to such fields as literary appreciation, TEFL, translation.References for further readingLeech, G. N. A Linguistic Guide to English Poetry. Beijing: Beijing Foreign Language Teaching and Research Press, 2001.Perrine, L. Sound and sense: An introduction to poetry (5th ed.). Harcourt Brace Jovanovich, Inc., 1977.Qian, Yuan. Stylistics: A Coursebook for Chinese EFL Students. Beijing: Foreign Language Teaching and Research Press, 2006. (钱瑗. 实用英语文体学. 北京: 外语教学与研究出版社, 2006.) Thornborrow, J. & S. Wareing. Patterns in Language: Stylistics for Students of Language and Literature. Beijing: Foreign Language Teaching and Research Press, 2000.Wang, Shouyuan. Essentials of English Stylistics. Jinan: Shandong University Press, 2000.刘英凯. 英汉语音修辞. 广州: 广东高等教育出版社, 1998.涂寿鹏. 英文诗歌导读. 上海: 上海三联书店, 1993.王佐良, 丁往道. 英语文体学引论. 北京: 外语教学与研究出版社, 1987.Exercises:1. Analyze the phonological-level stylistic features of a piece of literary and their special stylistic effects.2. Discuss the ways of rendering into the target language the substandard pronunciations in literary works.3. Discuss the relation between phonological-level stylistic features and their translation.。

AStylisticAnalysisofTheEagle

AStylisticAnalysisofTheEagle

AStylisticAnalysisofTheEagle作者:张楠来源:《校园英语·中旬》2015年第10期【Abstract】This paper aims to make a general analysis of the famous poem The Eagle from stylistic perspective.By analyzing its phonological,lexical and grammatical feature,the poet’s intention and emotional effect can be thoroughly understood.【Key Word】stylistic; lexical; phonological; grammaticalThe eagle is a short poem to praise a brave and proud eagle,and to memorize his friend,who possessed the same qualities.This is a profound theme the poet intends to express,and in the short poem,all the technique and aesthetic effect contribute to the understanding of the poet’s affection.He clasps the crag with crooked hands,Close to the sun in lonely lands,Ringed with the azure world,he stands.The wrinkled sea beneath him crawls;He watches from his mountain walls,And like a thunderbolt he falls.The poem boasts of a typical iambic foot,that is,a stressed sound appears after each weak sound.Alliteration lies in“clasps”,“crag”and“crooked”,and the powerful plosive /k/ shows the vitality and masculinity of the eagle,as well as the tough environment the eagle lives in.All these three words include the short but loud vowel /æ/,making the poem full of musical effect by way of assonance.The poem is beautified by alliteration,assonance,consonance,greatly strengthening the melody.The word “thunderbolt” is phonetically deviated because it is the only three syllable word in the poem.And when reading the poem,the word is outstanding to break the static scene,making the most shocking sound when the eagle leaves.Besides,onomatopoeia is widely used,for the plosive sound make the tough impression of the eagle more vivid,contrasting with the description of the waves of ocean to imply that the sea is not as tempestuous and lively as the eagle.The words are carefully chosen,especially those describing the eagle and his environment.For example,“clasp” and “thunderbolt” are employed to stre ngthen the brave and strong image of the eagle.And “lonely”,“wrinkled” and “crawl” are used to describe the environment.In this way,the vast sky and boundless ocean make a contrast comparison with the eagle as his life is far richer andbroad.So it serves as a foil to the powerful and mysterious eagle.To use the pronoun “he”insteadof“it”to describe the eagle is evidently lexically deviated,and its repetition in personification inevitably highlight the masculinity and other spirit associated with man.The wo rd“lonely”is used to imply the solitude the eagle suffers from though he is so close to the sun.And“world” makes the loneliness stronger.The“wrinkled sea”becomes not so grand in the eyes of the eagle to indicate that the brave eagle has experienced many di fficulties with a broad and proud mind.The last word“fall”instead of“fly”shows an abnormal action leading to a variety of imaginary.Maybe he is getting down rapidly hunting animals as agile as“thunderbolt”,maybe he is so lonely that he chooses to die by falling down,maybe he is too old to fly,or it hints to his dead friend who could never come back to life again.Different thinking can cause different understanding to the poem,which leave readers more space to digest.The word“falls”not only contributes to es thetic effect,but also severs as the distillation of the content.As for sentence pattern,the second sentence of the first stanza is not a complete sentence as others in order to get the coherence in the whole poem,because the poet eclipses the sub ject“he”and the predictive link verb“is”to imply the loneliness of the eagle in a static way by grammatically deviation.Besides,syntactical repetition is used by“He stands”and“he falls”at the end of each stanza,which give more emphasis the hero“he”,producing a great momentum with its emotional appeals to the full.After the whole analysis of the poem in stylistic way,we may find there are so many perfect points in this little poem.The poet has praised the eagle`s characters,such as aggressiveness,powerfulness and unyieldingness,by way of vivid personification for“he”and its surroundings.To analysis this poem deeper,we also could find the deep sorrow in Tennyson`s heart for his lost friend and his vivid expression of his own spirit of braveness,aggressiveness and violence.References:[1]赵玥萍.彭小强.英文诗The Eagle的功能语言学分析[J].南昌:南昌航空大学学报.2010.[2]SHORT,Mick.Exploring the Language of Poems,Plays and Prose,(Longman)[M].1996.[3]LEECH,G.N.& SHORT,M.H.Style in Fiction,(Longman)[M].1981.。

文体学答案

文体学答案

English StylisticsAnswers to Questions and TasksI. Introduction1. What is stylistics? Why is it considered to be a sub-branch of linguistics?Stylistics is a science dealing with styles. It is relegated to linguistics because it studies styles using the theories and methods of modern linguistics. It is concerned with the characteristic use of language by an individual or a group.2. What is style?Style refers to the habitual use of language typical of an individual or a group, including the effectiveness of language use in a particular context.3. Can we call the compositions written by a class of middle school students different styles?Explain.It is not appropriate to call the compositions of students of a class ‘different styles’ because students are still learning the language and they have not formed a linguistic habit yet. As they progress in language learning with time, they will improve their ability of using the language. As a result, the language they produce will be different. Only when they have a relatively fixed ways of using the language can we refer to their writings different styles.4. Name a few types of language habitually used by a group.The language that a group of people habitually use is usually known as a variety—the characteristic use of language in a particular context for a specific purpose, such as news report, business letter, advertisement, poetry, play, short story and so on.5. In what way can stylistics help us in our comprehension of the text?A very important part of comprehension is to get the meaning of a text. A grammarknowledge can only help us to understand the text in terms of its surface meaning. The study of style, however, can deepen our understanding and lead us to go beyond the surface and dig out the hidden meaning or the writer’s intended meaning such as class background, social status, region, occupation, education, political attitude, etc.6. How can stylistics help us in our study of a foreign language?Language is the most important means of communication. We learn a foreign language because we need it in communication. The most difficult problem in language learning is the appropriate use. Making correct sentences does not guarantee our effective use. Without a sense of style, it is impossible to achieve effective communication. As a foreign language learner, we can not acquire this sense of style as a native speaker does. We have to learn it formally and consciously. Once we internalize this conscious knowledge, we can improve our sense of style, which in turn leads to a better use of language.7. Explain how stylistics can help improve our study of literature.Each piece of literature is a piece of art. The understanding and appreciation of a literary work should be based on the study of the work itself. Since stylistics focuses on the study of literary language and explain how language contributes to the literary achievement of the text, it is scientific and convincing. Stylistics will introduce us to the theories and techniques of such intrinsic study, and this will no doubt raise our literary awareness and develop our ability of literary study and appreciation.8. What is the coverage of this course of stylistics?In simple terms, stylistics studies the language in use. It studies both spoken and written varieties, both literary and non-literary varieties, and both long and short texts. It covers a variety of genres. Because of the restraint of the time, we shall choose a few very practical varieties and make a detailed analysis.II. Procedures of Analysis1. What is text?A text is a passage, long or short, spoken or written, which is logically arranged and naturallyconnected.2. What makes a text a text?A text should be coherent. That is the whole text should center around one main idea.Meanwhile, a text should be cohesive. That is all the language units should be naturally connected.3. Comment on the following dialogue. Can we call it a text? What is missing?A. You come back for dinner, Darling?B. It’s Monday, Mum.C. OK.On the surface, the utterances seem not to come together as a text because they are not naturally connected. What is missing is cohesive devices. But put in the context that B is on night shift every Monday, and this knowledge is shared by Mother, the text can be said to be coherent and make sense. The coherence of the text is achieved by pragmatic implications. 4. What is wrong with the following passage consisting of three sentences in terms of text? (Thethree sentences are numbered (1),(2),(3)for the sake of discussion.)(1) I bought a new car yesterday. (2) His father got hurt in a car accident the daybefore. (3) Accidents are frequent nowadays.Although the three sentences are linguistically related, for example, in (1) a new car is mentioned, in (2) the same word car appears and in (3) accident used seems to refer back to car accident. But in terms of idea, the three sentences do not form a whole as a text because the three sentences are semantically unrelated.5. What is linguistic context?Linguistic context refers to the language environment in which a linguistic item is used and its meaning is defined. Such a language environment can consist of a phrase, a clause, a sentence, a paragraph, a passage, and even the whole book.6. What is non-linguistic context?Non-linguistic context refers to the physical situation, in which an utterance or a piece of discourse is produced. The meaning of the utterance or discourse is defined by the contextual factors.7. What are the components of the context of situation?The context of situation is non-linguistic context. It is composed of such factors relating to the user as: age, sex, family background, ethnic group, social status, education, economic status, etc. and factors relating to the use such as: setting, role-relationship, medium, etc.8. Comment on the following linguistic choices and classify them according to contextualfactors.1) What’s the time now?2) How is the enemy?3) Excuse me, but could you tell me the time me?4) Time?5) Would you mind telling me the time?6) My watch has stopped.7)Who’s got time?9. Find an example from any source to illustrate the mutual influence of linguistic choices andcontext.Professor: Good morning, good morning…You are…er…I suppose you really are … the new pupil?Pupil: Yes, Sir. Good morning, sir. You see I came at the right time. I didn’t want to be late.Professor: Good. Yes, that’s very good. Thank you. But you shouldn’t have hurried too much, you know. I don’t know quite how to apologise to you for having kept youwaiting…I was just finishing…you understand, I was just…er…I do beg your pardon…I hope you will forgiveme…Pupil: Oh, but you mustn’t, Sir. It’s perfectly all right, Sir.Professor: My apologies(Eugene Lonesco, The Lesson, pp.183-4)The role-relationship between the professor and the pupil requires more polite language on the part of the pupil. But through the conversation we can see the professor is polite and nervous and too polite for his status. It indicates the unusualness of the pupil. Although the language used by the pupil is polite, it implies dignity and sort of superiority of the pupil.10. In what way do we usually describe a text?A text can be described by its phonological level and graphological level. A text has itsphonological features such pronunciation, intonation, stress, rhethm and so on. The intonation and stress can often change the meaning of the utterance. Graphological forms of the utterance consist in spelling, capitalization, punctuation and so on. The former is to be heard and the latter is to be read. In terms of lexis and grammar, an utterance is the result of connecting a number of words by grammatical rules to convey meaning. The re-arrangement of words may lead to the change of meaning.11. What is the use of frequency in stylistic analysis?The style of a text is usually related to the high frequency of certain features. When the writer or speaker makes linguistic choices, s/he normally has the meaning in mind. The high frequency indicates their preference or intention. For example, if the writer wants to be friendly and intimate, s/he frequently uses informal features. If s/he wants to be cold and distant, s/he makes frequent choices of formal features.12. What is the effective way of making out the sense of a text?The effective way of making the sense of a text is to place the text in a context. Only when the contextual factors are determined, can we interpret the text validly.13. What is norm? How is norm formulated?Norm is the normal practice in speech or writing. That is language use according to conventional rules. These rules are usually based on the language practice by comparison. If in the same context, most people use language in a certain way, that usage can be said to be the norm. Unusual or peculiar ways of using the language is considered abnormal—against the norm. This norm results from comparison of large quantities of linguistic data.14. Look at the following passage. In what way is the high frequency of passive voice related tothe style of the text and its effect?We are now looking at another process. The heated plastics material is extrudedthrough a die in the form of threads. The threads are now drawn through a bath, tocool them. Then they are chopped into granules.This is a piece of scientific and technological English. Of the four sentences, three are in the passive voice. The high frequency of passive voice makes the writing impersonal, objective and formal. The one sentence in the active is concerned with people. In all the rest, focus is put on the material.15. Put the following text in three different contexts and give an interpretation for each.It will be raining tomorrow.In general cases, this is a statement, informing people there will be rain tomorrow. Suppose a class of students have planned to have a picnic in the open-air, this means “We must change our plan and postpone or cancel it.” If one is going to travel, i t asks the traveler to take an umbrella or rain coat along. If a place suffers from draught, this statement may mean get ready for the crop, and so on.III. Style Markers in Phonology1. What is usually dealt with in phonology?In phonology, we usually discuss speech sounds, stress, pitch, tempo, loudness, intonation patterns and so on.2. Identify and classify patterns of sound repetition in the following examples.1) Words and phrasesshilly-shally super-duper high and mightyfair and square k ith and kin toil and moilpart and parcel b y hook or by crookshilly-shally = pararhymesuper-duper = rhymehigh and mighty = assonancefair and square = rhymekith and kin = reverse rhymetoil and moil = rhymepart and parcel = reverse rhymeby hook or by crook = rhyme2) Titles and headlinesPride and PrejudiceThe Love’s labour LostOf Mice and ManBill Rogers, Marvelous Marathon ManFather in a FixWitch WatchThe Wonder of WaterfallPride and Prejudice = alliterationThe Love’s labour Lost = alliterationOf Mice and Man = alliterationBill Rogers, Marvelous Marathon Man = alliterationFather in a Fix = alliterationWitch Watch = alliterationThe Wonder of Waterfall = alliteration3) Advertisements--Drinka Pinta Milka Day--Extra Pintas Warma Winta--Be different daily. Be dreamy or dramatic. Ex-periment, but still economise.Be bold and be beautiful—but don’t break the bank.--Drinka Pinta Milka Day = sound elision--Extra Pintas Warma Winta = sound elision--Be different daily. Be dreamy or dramatic. Experiment,but still economise. Be bold and be beautiful—but don’t break the bank. = (in order)alliteration; alliteration; reverse rhyme; alliteration3. The underlined word(s) in each of the following examples is (are) understood as patterned insound on a word (or words) not present in the sentence. Can you explain the function of the implicit sound patterning?1) A chimp (chimpanzee) is named as Nim Chimpsky.2) A man called his tommy cat Romeow.3)Moby Disc—A Whale of a Record shop. (Advert)1) Nim Chimpsky sounds like Noam Chompsky, who believes that man has a languagelearning device in the mind, which enables the child to learn the language howeverbadly it is taught. This makes man different from animal, which does not have such adevice. That is why chimpanzee (who is considered to be the most intelligent animal)can never learn the language however hard it is taught.2)Romeow is a word imitating the sound made by a cat and shares the same pronunciationwith the main character in Shakespeare’s tragedy Romeo and Juliet. Romeo has deep love for Juliet. It indicates that Romeow the cat has affection for the master.3) Record shop named Moby Disc, which implies it is a huge shop of its kind, for it remindsone of the Moby Dick, a book which depicts people hunt a huge whole called Moby Dick.4. Point out phonological devices in the following extract.A creak of hinges and a booming thud at the back of the church indicates the arrival of alatecomer. As the priest turns back to the altar to read the offertory prayer, and the rest flutter the pages of their missals to find the English translation in its proper places, all hear the hurried tiptap of high-heeled shoes on the tiled surface of the central aisle.(David Lodge, How Far Can You Go)In this passage the authors uses alliteration high-heeled, assonance tiled surface of the central aisle. What is more conspicuous is the use of onomatopoeic words such as creak, booming thud, flutter, tiptap, which present the different kinds of noises heard in the church. The use of such words help the reader share the same experience of the writer and make the description vivid and believable.IV. Style Markers in Graphology1. What is graphology concerned with?Graphology deals with types of letters, spelling, capitalization, italicization, punctuation, hyphenation, paragraphing and all other forms.2. Explain the functions of punctuation.The written language is considered to be the graphological form of the spoken language.Punctuations take the place of pause, intonation, stress, tempo, loudness and so on in spoken form. A good writer can always manipulate punctuations to express different kinds of mood, tone, emotions such as anger, happiness, excitement, urgency, warning, surprise and so on. 3. How would you account for the role of paragraphing?As we know, each genre such as poem, pose, letter, and advertisement has its conventional graphological forms and requires different ways of paragraphing. The proper way of arranging paragraphs can contribute to the meaning of the text as well as attract attention and arouse the reader’s interest. For example, journalists favour short paragraphs, re gulations and rules are usually arranged in blocks numbered, business letter and a letter to a friend certainly require different paragraphing, and so on. In a novel, the conversations between characters and the language of the narrator are clear because of the paragraphing. Often just by paragraphing, reader can understand the intention of the writer.4. Read the following extract from the novel Adventures of Tom Sawyer and comment on thegraphological forms.“TOM!”No answer.“Tom!”No answer.“What’s gone with that boy, I wonder? You, TOM!”No answer.The old lady pulled her spectacles down and looked overthem about the room, then she put them up and looked out under them. She seldom or never looked through them for so small a thing as a boy; they were her state pair, the pride of her heart, and were built for “style”, not service—she could have seen through a pair of stove lids just as well. She looked perplexed for a moment, and then said, not fiercely, but still loud enough for the furniture to hear:“Well, I lay if I get hold of you I’ll—”She did not finish, for by this time she was bending downand punching under the ed with the broom, and so she needed breath to punctuate the punches with. She resurrected nothing but the cat.“I never did see the beat of that boy!”She went to the open door and stood in it and looked outamong the tomato vines and “jimpson” weeds that constituted the garden. No Tom. So she lifted up her voice at an angle calculated for distance, and shouted:“Y-o-u-u, Tom!”There was a slight noise behind her and she turned just intime to seize a small boy by the slack of his roundabout and arrest his flight.“There! I might ‘a’ thought of that closet. What you beendoing in there?”“Nothing.”“Nothing! Look at your hands. And look at your mouth.What is that truck?”“I don’t know, aunt.”--Mark TwainThis is one episode of the novel Adventures of Tom Sawyer, depicting how Granny is looking for Tom, who is naughty and hiding under the bed. The different form of letters with punctuation marks indicates how Granny speaks. When we read it, we have the feeling of watching Granny on a stage play. For example, “TOM!” is said louder than “Tom!”. “Y-o-u-u, Tom!” indicates Granny drawls her voice and with unusual loudness so as to be heard far away. The exclamation marks “!” show her emotion, and the dash “—“ implies her sudden stop. The italicized through emphasizes the contrast with “over” and “under”, humorously implying her glasses are intended for ornament rather than practical use. In the whole passage, we see the only character Granny, who is speaking to herself. It is very much like a stage monologue. After reading, we have a vivid image of Granny in our mind. And there is a touch of humour all through.V. Style Markers in Syntax1. What are the major elements of basic clause structure?The major elements of basic clause structure is SV(O)(C)(A).S stands for subject which can be a noun phrase, a pronoun and a noun clause. V is the short form for verb, which can be a single verb or a verb phrase. (O) (C) (A) mean the elements are optional; (O) stand s for ‘object’, (C) for ‘complement’ and (A) for ‘adverbial’. For example,SentenceS V O C AJohn found his dog dead in the yard.2. What are the criteria for clause classification?There are usually three ways of classifying clauses, i.e. classification according to constituents, verb phrase and functions. By constituents clauses can be grouped into SV(A), SVO(A), SVC, SVOO, SVOC. By verb phrase we have finite clause, non-finite clause and verbless clause. By functions clauses can be categorized either as independent clause or dependent clause.3. Differentiate a finite clause from a non-finite clause.A finite clause is one in which the verb is affected by the subject in number or person and bythe context in terms of time. For example,The earth moves around the sun.Zhang set out for the train station at 8:00 in the morning.A non-finite clause, however, is one in which the verb does not change. Such a cause can bean infinitive clause, participial clause or gerundial clause. For example,I heard Mary singing in the next room half an hour ago.He suggested going to the lecture.To be honest, I don’t like the movie.4. Explain the difference between an independent clause and a dependent clause.An independent clause is one which can stand alone such as:The Great Wall is really a wonder!She bought a notebook computer yesterday.Whereas a dependent clause can not stand alone but is always a subordinate element in a sentence. For example,I know that she bought a notebook computer yesterday.That the Great Wall is one of the seven wonders is known to many people across the world. *5. What is situation type?Clauses can be viewed as means of representing patterns of one’s objective and subjective experience in the world. Each of these clauses is called a situation type. All the clauses can be categorized into a number of situation types*6. How do we distinguish situation types?Situation types can be distinguished according to verb meaning, i.e. whether the meaning is dynamic or stative. Dynamic meaning refers to a happening or occurrence, which has a beginning and an end. It may be momentary or durative, e.g.He left for Beijing two hours ago.The students have been play basket ball for more than an hour.Stative meaning refers to a situation thought of as existing, continuous and unchanging, e.g.Who owns the house?I understand what you mean.*7. Name the participant roles in action types?The participant roles in action types are: agentive role (doer of the action), external force (causer of the action), intrumental role (tool to do the action with), recipient role (receiver of the action) and objective role (the affected or the result of the action).*8. What are the participant roles in stative types?Stative types involve such participant roles as (1) relational: identifier and the identified, and carrier and the attribute, e.g.a. Cathy is diligent.b. Tom is our class president.In a Cathy is the carrier and diligent the attribute, and in b Tom is the identified and our class president is the identifier.(2) mental: sensor and the phenomenon, e.g.The dog smelled the handbag and started barking.In this example, the dog is the sensor and the handbag is the phenomenon.*9. Why do we need to analyse situation types of clauses in a text?In language agency, animacy, dynamic action, mental states and so on seem to be the basic categories to show how hunman beings present the world and their experiences through language. Consistent choice and avoidance of certain types suggests the mind-style of a writer or speaker. For instance, the emphasis of objective or instrumental role manifests the writer’s intention to disclaim the agent’s responsibility as in “Penalty is enforced when books are taken out of the library” rather than “We shall penalize those who take books out of the library.”10. What is sentence?A sentence is the largest language unit, which expresses a complete thought and is able tostand alone; it begins with a capital letter and ends with full stop, question mark or exclamation mark when it is written on paper. But it ends with a long pause or in rising tone or falling tone.11. What is a simple sentence?A simple sentence conforms to the basic clause structure SV(O) (C) (A).12. What is a multiple sentence?A multiple sentence consists of more than one clause. It may be either a compound sentence,a complex sentence, or a mixed sentence. A compound sentence contains two or morecoordinating clauses. A Complex sentence is composed two or more clauses, among which one must be the main clause and the rest is or are subordinate clauses. A mixed clause comprises both compound and complex sentence, and sometimes called compound-complex sentence.13. What is the difference between a minor sentence and an incomplete sentence?Neither type conforms to the basic clause structure. But a minor sentence is supposed to be “complete” in the sense that it is finished. An incomplete sentence never comes to its end because of sudden interruption or other reasons. For example,(1) Attention, please.(2) Help!(3) Going to the lecture?(4) Why are you late?Because I—Of the four sentences, (1) (2) (3) are minor sentences whereas (4) is an incomplete.14. Analyse the text below, considering such aspects as:(Day Survey written by Phyllis Walden, a housewife, married to a farm labourer.)9 o/c I get up, wash, make tea, cook breakfast and feed everyday. He says he’ll help withthe housework, as Jay has contracted a skin complaint and I have to dress her badplaces’. This takes half an hour. Clear away wash up. We both tidy dining room. Hehelps me upstairs too. Then at 10:30 I start to prepare dinner. This consists of roastbeef, potatoes, beans and marrow all from own garden. Apple pie and custard tofollow.2:15 Dinner on the table at last. I am surprised I’ve not had a ‘wigging’ from himself at it being so long after one o/c our usual time. But I just couldn’t hurry today. We allenjoy meal.3:30 Clear away we wash up together. Children out in garden. I make scones for tea.4:45 Sit down. Look at the wireless programme—Decide to tune in at 5 o/c.6 o/c Rouse to the tune of crockery being put on the table. Himself getting tea ready.Good gracious! I’ve been asleep an hour. Rush to wash and change.Looks verydull going to rain I think.7:30 Put children to bed. Himself sits nursing cat. I curl up in a low armchair. Listening to wireless. Going to get dark early tonight. Raining. We sit in the twilight….1) the average length of the sentences;The passage has 230 words and 32 sentences. The average sentence length is 7.2 words.This shows the style is colloquial, casual.2) the ratio of simple to multiple sentences;The ratio of simple to multiple sentences is 32: 4.3) the ratio of minor to major sentences.The ratio of minor to major sentences is 59(19 minor S):41(13 major S).15. What is noun phrase?A noun phrase is a phrase with a noun as the key word and functions as a noun in a sentence16. What are the major components of a noun phrase?A complete noun phrase consists of four constituents: determiner, pre-modifier, head andpost-modifier. The determiner can be an article, numerals, numeral pronouns; all the words between the determinative and the head are pre-modifier, whatever part of speech they belong to; the head can be a noun or a pronoun; the post-modifier is usually a prepositional phrase, a noun phrase, a non-finite clause, a relative clause, etc.17. What is the use of pre-modification?Frequent use of pre-modification in newspaper headlines can economize space, and arouse the reader’s interest as well because pre-modification is usually short, thus cannot spell out details. This keeps the reader in suspense and kicks up their eagerness to find out.Pre-modification tends to be informal and appears in less formal style.18. What is the function of post-modification?Post-modification can be very long and complicated. Using post-modification can give enough room for details and for further information. Therefore, it is frequently used in moreformal contexts, for instance, written language. Written legal English prefers post-modification in noun phrases, because the composer of a legal document must ensure that it conveys meaning exactly and explicitly, guarding against any possible misinterpretation.19. The following is a text from From Russia with Love written by Ian Fleming, follwed by a listof noun phrases. Please mark the constituents in number (1, 2, 3, 4).Breakfast was bond’s favourite meal of the day. When he was stationed in London it was always the same. It consisted of very strong coffee, from De Dry in New Oxford Street, brewed in an American Chemex, of which he drank two large cups, black and without sugar. The single egg, in the dark blue egg cup with a gold ring round the top, was boiled for three and a third minutes.It was a very fresh, speckled brown egg from French Marans hens owned by somefriend of May in the country. (Bond disliked white eggs and, faddish as he was inmany small things, it amused him to maintain that there was such a thing as theperfect boiled egg.) Then there were two thick slices of whole wheat toast, a large patof deep yellow Jersey butter and three squat glass jars containing Tiptree ‘LittleScarlet’ strawberry jam; Cooper’s Vintage Oxford marmalade and Norwegian HeatherHoney from Fortnum’s. The coffee pot and the silver on the tray were Queen Anne,and the china was Minton, of the same dark blue and gold and white as the egg cup.very strong coffee from De Bry…sugaran American Chemextwo large cups, black and without sugardark blue egg cup with a gold ring round the topa very fresh speckled brown egg from French…countryFrench Marcans hens owned by …countrytwo thick slices of wholewheat toastwholewheat toasta large pat of deep yellow jersey butlerdeep yellow jersey butlerthree squat glass jars containing…Fortnum’stiptree ‘Little Scarlet’ strawberry jamcooper’s Vintage Oxford marmaladeNorwegian Heather Honey from Fortnum’sVery (1) strong (2) coffee (3) from De Bry…sugar (4)An (1) American (2) Chemex (3)Two (1) large (2) cups (3), black and without sugar (4)dark blue egg (2) cup (3) with a gold ring round the top (4)a (1) very fresh speckled brown (2) egg (3) from French…country (4)Fre nch Marcans (2) hens (3) owned by …country (4)two (1) thick slices of wholewheat (2) toast (3)wholewheat (2) toast (3)a (1) large pat of deep yellow jersey (2) butler (3)deep yellow jersey (2) butler (3)。

Methods of Stylistic Analysis文体学分析的方法

Methods of Stylistic Analysis文体学分析的方法
A: See who that is. B: I’m in pyjamas. A: OK.
2011-2-25

Procedure of Stylistic Analysis ★ Text
a. Two boys stood near a jeweller’s shop. b. Two boys saw a man break a window of a jeweller’s shop and steal all the watches. c. Two boys took a man with several watches in his hand for a thief. d. Two boys ran after a man with several watches in his hand.
2011-2-25
Procedure of Stylistic Analysis ★ Linguistic description
A: /tīm feīld (h)īz test\ / B: /tīm feīld (h)īz test/ /
2011-2-25

r-p-o-p-h-e-s-s-a-g-r r-p-o-p-h-e-s-s-a-gWho a)s w(e loo)k upnowgath PPEGORHRASS eringint (toaThe): 1 eA ! P: S (r rIvInG rea(be)rran(com)gi(e)ngly 2011-2-25 ; grasshopper; . gRrEaPsPhOs) to
Procedure of Stylistic Analysis ★ Context
a. I’m sorry to trouble you, but could I ask you to close the door for me, please. b. Would you mind closing the door (please)? c. I could do without the draught from that door. d. Shut the doǒr, won’t you. e. Shut the doòr, wíll you! f. Door! g. Were you born (AmE: raised) in a barn? h. I know a little boy who never leaves the door open.

WHO IS STYLISTICS

WHO IS STYLISTICS

WHO IS STYLISTICS?Michael Short1.0IntroductionThe short answer to the question which is the title of my talk is that he is a friend of mine, and that I hope one day he might also become a friend of yours. The rest of what I have to say today will (I hope) constitute a more thorough answer to the question. I also chose the title for a particular reason, and like the conjuror, who leaves his best trick to last, I will tell you why I selected it at the end of my lecture. But before the end comes the beginning and the middle. In the first part of my talk I want to sketch out the general relationships between stylistics and the two areas of academic enquiry it straddles, namely linguistics and literary criticism. Then I will go on to consider a number of small-scale (one-line or one-sentence) examples in order to illustrate the sorts of thing which a stylistician might do and say. I will then conclude with a brief stylistic analysis of a poem by one of the greatest living English poets, Philip Larkin. Almost all of the examples that I will consider today will be from poetry. This is not because stylistics has nothing to say about the other two major literary genres .it is just that the more basic concepts in stylistics analysis are more easily introduced with poetic examples. I will also not consider non-literary stylistics or the use of stylistics in teaching English as a foreign language; again, this is to do with the introductory nature of this talk. I have plenty to say on both topics but I expect that you would like to get home before midnight!1.1Linguistics, Stylistics and Literary CriticismThe first thing to notice about stylistics is that it crosses the boundaries of two academic fields. Stylistic ians like myself usually analyse literary texts using the tools of linguistics. In principle stylistics analysis can be performed on non-literary texts(and indeed it has been ), but it is a fact that most people who call themselves stylisticians work on literature. Thus at one and the same time stylistics is applied linguistics (it applies the tools and methodology of linguistic description) and lays claim to as place within literary criticism. In general, stylisticians say that literature is written in language and so stylisticians (the study of language) should be able to help us understand literary texts and (more importantly, in my view) how to manage to understand the in the ways that we do.I would like to suggest that stylistic analysis is in fact a fundamental part of the core of literary criticism. Criticism contains many sub-parts. Some critics look at the relationship between literary texts and their cultural or historical background.Others examine what it was in the life and experience of an author that prompted him to write in the way that he did and on the subject matter that he chose.And so on. But everyone would, I think, agree, that this kind of criticism enquiry is peripheral to the main task of criticism, namely to understand (interpret) and evaluate actual poems, novels, plays etc. I want to suggest that this core of criticism actually has three parts, evaluation, interpretation and description, and that these three parts are logically ordered:Description →Interpretation → Evaluation (mainly linguistic)Most literary critics will tell one that the eventual thrust of criticism is to evaluate works of literature; that is , to say why X is good and Y is not , or why A is better than B. It should only take a moment to notice that interpretation is logically prior to evaluation. It makes no sense to say (I)think X is good/bad because I don‟t understand it.‟ Indeed, an evaluation of e.g. a poem is always relative to some interpretation. If, for example, someone comes up with a better interpretation fora poem in the previous attempts, the text more adequately than previous attempts, the aesthetic merit of the text increases too. In fact, C20 literary critics have tended to assume rather than to discuss the value of particular literary texts. This is not surprising. As interpretation is prior to evaluation it makes good sense in terms of order of research to start on meaning before value. In fact we know relatively little of the processes involved in coming up with an evaluation of a piece of literature. Note too, that description (which is mainly, but not exclusively linguistic; of plot)must be logically prior to interpretation. To understand a simple sentence like John hit Mary we have first, for example, to parse the sentence and know that John is the subject and Mary the object. If we take a metaphor:Come, we burn daylight, ho! (Romeo & Juliet, iii, 43) we have to know (i) that daylight is the object of burn and also that daylight cannot literally be burnt. It is only after deducing such information that we can begin to construct a non-literal meaning (e.g. …we are wasting time') for the line. Stylistics, by starting with linguistic facts, relates description to interpretation. It is thus an essential part of the core of critical activity, as this process constitutes a major way of arguing for and against (or deciding between) particular interpretations.The fact that some linguists like myself want to analyse literature has upset some literary critics who see critics essentially as an intuitive, humane discussion about novels, poems etc. which should not be burdened by analytic description or the terminology of linguistics. (Although the acrimony is not as obvious now as it was a few years ago, I was accused of being …inhumane' only a few months at a conference on language and literature teaching. One of the pieces of evidence put forward to support this assertion was that in discussing a poem I used the word text (inhumane) interchangeably with the word poem (humane).The most well-known debate between a stylistician and a literary critic is that between Roger Fowler and F.W. Bateson in Essays in Criticism. The discussion reached ludicrous proportions when Fowler asked Bateson whether he would allow his sister to marry a linguist. Bateson replied, 'I must admit that I would much prefer not to have a linguist in the family.' This particular little debate never seemed particularly illuminating to me, and I must say that neither Fowler nor Bateson gain much credit from it. But what I find most ridiculous is that a particular discipline should be ruled out in advance as having nothing possible to contribute to literary studies. After all, many other disciplines (e.g. psychology, sociology) have had profound impacts on Anglo-American literary criticism in this century. The assumption appears to be that literary criticism is a game which only gentlemen in the club are allowed to play. Those who do not ascribe to the correct attitudes (those who do not have 'taste' and 'discrimination', those who are not 'sensitive' reader) are ruled out in advance. But at least Bateson was not as extreme as some of his colleagues:…the impact of Structural Linguists is like that of atomic fallout: through their influence on teacher's colleges and teachers, hence on the schools and the pupils within them they are incapacitating the coming generation.There is, however, an important point in the midst of this slapstick comedy. Literature does not present too many problems for the sensitive reader, the one who is already in the club. In many ways, they are the ones who least need teaching help. More problematic are those who do not understand or appreciate the poem, novel or play under discussion. If the experience of literature is an important aesthetic experience to undergo (and many Eastern and Western cultures make this assumption) then one of the tasks of the educators is to help as many people as possible take part in that experience. I want to claim (and I hope this will have become clear by the end of this talk)that stylistic analysis, because it helps to explain how people understand particular texts is a considerable advance on the main teaching strategy of literary criticism, which is to point out the meaning that a student cannot see and then get him to re-read the text involved in the hope that the meaning will then become clear.But so far I have made it seem as if all the blame for the unhappiness in the marriage of stylistics and criticism lies at the door of the literary critics; and this is not so. Much early work in stylistics tended to describe linguistic form without explaining the relationship between meaning and effect in an adequate way. Perhaps the best (worse?) example of this is an article referred to in the Fowler/Bateson debate, an article on Philip Larkin‟s First Sight by J.Mch. Sinclair, called “Taking a poem to P ieces”. And that is exactly what he does. He analyses grammatically, metrically and lexically but refuses point blank to say anything at all about what the poem means or w hat effect it has on the reader. This seems to me to be an abnegation of critical responsibility. The only reasonable reason for a stylistician (as opposed to an abnegation ordinary descriptive linguist ) to point out aspects of linguistic structure in a poem or whatever is as an aid to the elucidation of meaning or effect, the isolation of style and so on. Otherwise he is merely doing descriptive linguistics, not stylistics.So for, the arguments I have outlined against allowing stylistics into criticism have been little more than prejudice. There two more serious arguments, however, which require separate discussion:1.1.1. The dissecting of pleasureIt is sometimes suggested that dissecting a poem (linguistically or not) removes the mystery of the text and therefore the pleasure that one derives from it. This view is often attached to an “anti-science” argument in general, which suggests, for example that to know how white light is diffracted to produce a spectrum would take away the pleasure in seeing Keats‟ “rainbow of the salt sand-wave” (Ode on Melancholy). This may indeed be the case for some people. I do not know, for I am not like that. On the contrary, a detailed understanding of how a text is structured and how it works increases my appreciation of it. So perhaps people just differ in this respect. But in any case, I would claim that it is an important part of any academic discipline to explain the phenomena it discusses. And it is difficult to see how this can be done without analysis.1.1.2. Objectivity and subjectivitySome critics have argued that it is inappropriate to use linguistics to study literature because linguistics is, or claim to be, the objectivity science of language, whereas literature and/or our response to it is highly subjective and individual. I want to suggest that this view is wrong because it is based on a misconception of what it is to be objective and scientific and because it overstresses the subjective quality of literary response:(a) ObjectivityMany ordinary people appear to believe that what makes science objective is that it examines whatever phenomenon is in front of it and comes up with a set of true statements about that phenomenon .But scientists would not agree with such a view. They know that the theories that they already adhere to affect their perception of what is in front of them quite dramatically. A good example is the history in Europe of explanations of combustion, how things burn. Today we all know that burning is produced by oxygen combining with other elements. However, in the C18and early C19 scientists believed that materials were composed of two substances, phlogiston was given off, leaving the calx behind. This theory was plausible because people could observethings being given off when burning took place, and there was usually a residue of some kind. One major difficulty, now used to help refute the phlogiston theory, is that certain substances, in particular metals, end up heavier after combustion than before. The scientists at the time had their thinking so predetermined by the phlogiston theory that they were prepared to say that phlogiston could have both positive and negative mass. And when the oxygen theory of Lavoisier finally overthrew the phlogiston theory it was as much as anything because the oxygen helped explain other things beside the burning process.From this story we can see for the scientist what constitutes the facts can change depending upon the theories already held (and if you think that this situation does not hold in the C20, ask a scientist!). We can also see that scientists can change their minds over fac ts and examinations quite dramatically. Another similar example is the overflow of Newtonian physics by Einstein‟s theory of relativity, largely because Einstein‟s theory could explain more phenomena and in a more elegant way. So, being objective can not involve saying things which are true for all time. Rather, it involves making what you say as explicit, observable and testable as possible. And this is what stylistic analysis tries to do with textual interpretation. I try to make my interpretation as detailed and explicit as possible and by using thorough linguistic analysis I provide explicit evidence for and/or against interpretations, usually in the form of an argument.(b) SubjectivityIt is sometimes said that when we read we all get different meanings out of a text because we have all had different experiences, and so as a result the words of language must mean different things, however slight, to each individual. This is then put forward as an argument against introducing objective analysis into lite rary studies (on the grounds that each read‟s response must be equally valid, precisely because everyone‟s meaning will be different).It must be true that we all fact in different ways when we read. We would expect this because we are all different, have all grown up in different places and so on. The remarkable thing, then, is not that we disagree with each other to some extent, but that we agree at all. In fact the amount of agreement between, for example, students in seminars is noticeably large. This appears to hold reasonable well even for non-native speakers of English reading English literature, despite obvious cultural differences as well as linguistic ones. Even disagreements, when they occur, usually take place within the context of large areas of agreement. And the reason, of course, is because we have major things in common: (i) the text, (ii) knowledge of the rules of English and (iii) a common set of rule and procedures which we use to understand what we hear and read. I suspect, in fact, that the ambiguities we find in literary texts are often promoted because we study them as texts. Most, if not all stretches of language contain potential ambiguities within them, ambiguities often ignored by the listener who is looking only for …content‟. In m y experience if we subject, say advertisements, or newspaper articles (or any other kind of context) to the measure of scrutiny that we reserve for literature they also take on extra meanings, are found to contain ambiguities and so on.2.0Stylistic Analysis of Small-Scale ExamplesSo far I have argued in general terms for the inclusion of stylistic analysis in literary criticism. In the second part of my talk I want to give examples of how linguistic stylistics can help us to understand how literature works. The examples I discuss will all be from poetry. This is not because I have nothing to say about the other genera. On the contrary, I have written extensively on both. But the more simple and basic concept in stylistic analysis were first used on poems andare most easily described with poetic example. One problem for the analyst of texts is that it is not possible to tell in advance which particular linguistic features in a text are going to be relevant to interpretation. For example, we might think at first sight that how words are spelled would be highly unlikely to be of relevance to interpretation. But one can find examples where it is eye rhymes in a poem, for example, can sometimes help us to see connections between two words we might otherwise miss. The fact that any linguistic feature might be stylistically relevant means that one must make ones analysis as thorough and detailed as possible. this thoroughness is at first sight daunting for students, but my experience is that they soon get used to it and in the long run find it helpful. And the situation is helped because there are certain things which are more or less 100% bets for stylistic analysis:2.1 Linguistic DeviationThe most obvious example of this is the situation where the poet breaks the rules of this language in order to create new meanings and/ or effects. A good standard example is the phrase a grief agowhich occurs in a poem of that name by Dylan Thomas.This phrase breaks two rules of English:(i)SyntacticThe determiner a (the indefinite article) enables us to predict that the noun at the head of its phrase will be a COUNT NOUN. That is, it can be pluralised e.g. dog, dogs; chair, chairs; but unlike happiness, happinesses; furniture, furnitures.(ii)SemanticThe post-modifying adverb ago would normally only be able to modify a noun to do with TIME. Grief, on the other hand is a word to do with EMOTION. From this we can see that there is a normal paradigm of nouns which can fit into the frame a—ago, and that grief does not belong to this paradigm:Normal paradigm Abnormal paradigma day ago a grief agoa week ago a furniture agoa month ago a happiness agoa year ago a thoughtlessness agoThe fact that a grief ago is linguistically deviant has a very important psychological consequence for the reader, namely that it stands out. It is highly not iceable, or FOREGROUNDED. It follows, then that our interpretation of a poem will have to take specially into account those parts of the text which are heavily foregrounded. What is also noticeable with this particular example is that we can arrive at an understanding of the phrase a grief ago by comparing it with the normal paradigm which we constructed to demonstrate its deviance. A critic might well say, on the evidence of this phrase, that in this poem Thomas appears to be measuring TIME in terms of EMOTION. This is arrived at by comparing the semantic characteristics of what actually occurs with what ought to occur. This method is particularly useful with metaphorical expressions.2.2 ParallelismForegrounding is not only promoted by breaking linguistic rules(i.e. by stepping outside the rules of a language).It can also be achieved within the rule-system of the language concerned by selecting a particular linguistic feature more often than we might normally expect. One obvious example of this is the repetition of lexical items or the grouping of words from the same area of association in a text. Another general possibility is that of parallelism, where some linguisticfeatures vary, while others are held constant. Perhaps the best example ever of from Othello:I kissed thee ere I killed thee (v, ii, 357). The line consists of two clauses linked by ere. The words I and thee are repeated. That leaves kiss and killed. Although these two words are different, they are parallel to one another in a number of different ways:(i)Phonetic /kist/There is phonetic parallelism via alliteration(the repeated word initial /k/ and the similarity of word-final /d/ and /t/, which share two cut of three distinctive phonemic features—they are both alveolar stops, differing only by virtue of the fact that /a/ is voiced whereas /t/ is not and via assonance (the repeated /I/ vowel). The two words also consist of one syllable each, with the same structure, CVCC.(ii)Spelling kissed:killedThe only different between the spelling of the two words is the doubles and double I.Even here, there is parallelism due to the doubling (of course this aspect only becomes noticeable if the play is road).(iii)MorphologicalBoth words consist of two morphemes, the second of which is a past tense marker.(iv)MorphologicalBoth words consist of two morphemes, the second of which is a past tense marker.(v)GrammaticalKissed and killed are both verbs within two grammatically parallel clauses: SVO cj SVO.Y ou can now see why the line is an exemplary case of parallelism. Even the word in the middle of the line, which joins the two clauses is a spelling palindrome!The parallelism makes the line foregrounded and therefore important interpretatively. But it is also the case that the parallelism helps us to understand the line. I kissed thee ere killed thee (which Othello speaks just after he has killed Desdomena) is an interesting line in that if you ask people about its meaning they will commonly tell you that the two halves oppose each other, and that in particular kissed is opposed to killed. This opposition is often supported by your informant telling you that kissed relates to the LOVE theme in Othello, and killed to the theme of HA TE or JEALOUSY. But if we think of kissed and killed in isolation it should be apparent that they are not antonyms of each other (unlike LOVE: HA TE) in English. I leave you to try and make up opposites for them. The important thing to notice is that for a moment, while we read the line, Shakespeare has rearranged our lexicon for us, making us oppose two words we would not normally link in this way. In other words parallelism has an EFFFCT on readers—it makes them try to do one of two things: they try either to interpret the parallel items as opposed or parallel in meaning. Not all parallelisms by any means turn out to exhibit these particular relations. Rather, it is a processing tendency. Readers, when faced with parallel structures try to interpret them in this way. An interesting example of a line of poetry where the parallelism makes us try for parallel meaning is the following, from Pope‟s Rape of the Lock:Puffs, powders, patches, bibles, billets-doux (Canto I, 137)The obvious formal features of parallelism here are the alliteration on word-initial /p/, /b/ and /d/ (phonetic), the fact that the line is a list of nouns (grammatical), and the fact that each of the noun is plural(morphological). These features make us want to interpret the items in the list as being the same in some way (onto that list structures are special cases of parallelism).They are all items lying on the lady Belinda‟s boudoir table. The fact that some of the items are to do with make-upand some are written texts is not important at this level. But this only gives us part of the significance of the line. Pope‟s descri ption is also heavily ironical because of the fact that the word bibles clashes heavily with the rest in terms of connotation. Bibles were serious things in c18 England; love-letters and items to do with make-up are much more trivial. So, the salience of the meaning of the meaning of the word bibles goes against the pressure of the parallelism. Hence the ironic interpretation of the line, whereby we conclude that for Belinda (unlike us!) bibles have no more significance than powder puffs or love letters.Another interesting thing about the line is that the ironic contrast works at two levels. Firstly, as we have seen, bibles contrasts with all of the other items in the list, because the various parallelisms go right across the line. But the alliteration can be seen either as going right across the line (because /p/ shares two out of three distinctive phonemic features with /b/ which in turn shares two out of three such features with /d/), or (if we interpret alliteration more narrowly to mean exactly repeated sounds, rather than similar sounds) it can be seen as breaking the line into two. This make us look for stronger contrast between bibles and billets-doux than between bibles and the other nouns; and this heavier contrast is observable in that two items in the list unlike the others, are examples of writing.2.3 Linguistic vs Stylistic FeaturesWe can also use this line to shed light on earlier distinction I made, between linguistic and stylistic features. I have already indicated which linguistic features I think are stylistically relevant. But there are other features which do not appear to be; for example, billets-doux is the only French word and the only hyphenated word in the line, and billets-doux and powders are linked in that they are the only two word in the line with the letter O in them. As I have said before, it is not really possible to determine in advance which linguistic features are become stylistically relevant. It seems that features become stylistically relevant if they are not already marked via deviation or whatever, by being relevant to some interpretation (i.e. support or go against that that interpretation). This in itself brings in an element of possible variability (subjectivity?) into stylistic analysis, an element which the more effectivest critics at least will breathe a sigh of relieffor.2.4 Style and ChoiceIt should be apparent from what I have said before so far that aspects of meaning and effect come about as a result of the fact writers are continually making (albeit intuit ively) a series of linguistic choice neither style nor meaning (other than strict reference) could exist .Linguistic choice can be seen to be of two kinds in general from within the code-system of the language (e.g. I kissed thee are I killed thee) or outside that system in some way (e.g. a grief ago ).One interesting kind of place to look for choices being made in a fairly explicit way is authorial manuscripts. In writing The Eve of St Agnes Keats First wrote the line:As though a rose should close and be a bud again XXXVIIWhen students are asked about this line they often respond very enthusiastically to it, particularly to its 'poetic' quality (which appears to come about because of the correspondence between a 'poetic' subject matter and some formal features traditionally associated with poetry, is this case ahigh incidence of long vowels and consonants in assonantal and alliterative patterns). But whenKeats re-read what he had written he crossed out the word close and replaced it with shout:As though a rose should shut and be a bud againAt first glance one may wonder why he bothers merely to replace one word with its synonym. But on closer examination I think that his second choice is in fact preferable. The first attempt makes a phonetic connection via internal rhyme between rose (/rouz/) and close (/klouz/). The second version instead connects shut (/∫At/)and bud (bAd). Note that the second pair of connections is much more appropriate in terms of the shape of the flower (if I ask you to think of a rose you normally picture the fully formed flower, not a bud). So now the phonetic connections help underl ine the semantic connections instead of going against them. Of course one wouldn‟t want to claim that Keats consciously did a phonetic and semantic analysis of the line in order to decide the beat alternative. But one strongly suspects that his implic it knowledge of the structure of English formed same kind of mental basis for his intuition. One important aspect of stylistic analysis (and the best examples of literary criticism) is that it takes intuitions, usually on the part, of readers, and makes implicit knowledge explicit in order to form a rationally argued base for intuitive feelings. I would argue strongly that intuitions are fine for poets; but for us as critics intuition is only the starting point for analysis, and analysis which in large part must be based on linguistic grounds. 2.5 SummaryIn the last part of my talk I want to take a whole text, a poem (Wants, by Philip Larkin) and analyse it in some detail. But first let me summaries what I had said so far:(a)When a writer writers he is constantly involved in making linguistic choice---choicesbetween one word and another, one structure and another, and so on.(b)Examination of the choices that he makes (as opposed to the ones he rejects) can help us tounderstand more fully the meaning he is trying to create and the effects he is striving to achieve.(c)He can make choices both inside and outside the language system. Choices outside the systemare deviant and thus produce foregrounding.(d)Over-regularity of a particular choice within the system (e.g. parallelism) also producesforegrounding.(e)Detailed examination of how deviation and parallelism works can often help us to understandlocal meanings. Deviant expressions can sometimes be understood by comparing them with the nearest normal possible English expression; and parallelism tends to promote the observation of either synonymical or antonymical relations of meaning between the expressions paralleled.(f)An interpretation one constructs for a text must take account of foregrounded features in orderto be an adequate interpretation.3.0An Analysis of “Wants” by Philip LarkinAs some of you may not have heard of Philip Larkin let me introduce the poem by saying that many people in England, myself included believe him to be one of the two great poets England has produced since the second world war (the other, very unlike Larkin, being Ted Hughes). Larkin is a fairly traditional poet in terms of his use of poetic forms. He is often associated with the tradition of poets like Hardy, Edward Thomas and John Betjeman. He is an acute observer of the social side of English life and is often also concerned with death and growing old. In this poem, both of these preoccupations can be seen.。

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A Stylistic Analysis of Wants by Philip Larkin Abstract:This paper analyzes the stylistic features of the poem …Wants‟ writte n by Philip Larkin. First of all, the paper states the brief accounts of the auth or and the poem. Then it focuses on its stylistic features: lexis, grammar, phon etics and so on. Last some links between stylistic features and interpretation ar e explored to illustrate the importance of stylistics to poetry appreciation.1. Brief Introduction of Philip Larkin and His Poem WantsPhilip Arthur Larkin, as an English poet, novelist and jazz critic, is a fairl y traditional poet in terms of his use of poetic forms. He is often associated with the traditional poets like Hardy, Edward Thomas and John Betjeman. He spent his working life as a university librarian and was offered the Poet Laure ateship following the death of John Betjeman, but declined the post. Larkin is commonly regarded as one of the greatest English poets of the latter half of t he twentieth century. He first came to prominence with the publication in 1955 of his second collection, The Less Deceived. The Whitsun Weddings and Hig h Windows followed in 1964 and 1974. In 2003 Larkin was chosen as "the na tion's best-loved poet" in a survey by the Poetry Book Society and in 2008 T he Times named Larkin as the greatest post-war writer.Philip Larkin is an acute observer of the social side of English life and is often concerned with death and growing old (LU, 2001). He wrote the poem “Wants” in 1950. In the poem, both of these preoccupati ons can be seen.In the first stanza, Larkin set us in the middle of mundane, middle class English social life. He notes that we involve ourselves in all sorts of socializin g; but even though we fill up our time with such social activities, Larkin sugg ests that such a life is empty and that although we disguise it from ourselves, underneath we really want to be alone. In the second stanza he extends the wish to be alone to its logical terminus, death. He suggests, then, that in spiteof our social involvement we all have a death-wish within us, and that imme rsing ourselves in the social round is harmful in that it is a mechanism we us e to prevent ourselves from coming to terms with death and our desire for it. Unlike many modern poems, this one is not a crossword puzzle; it is fairly ea sy to understand.2. Stylistic features of the poemPoetry as a kind of literature owns some unique linguistic features and it can give the readers a sense of beauty. The famous poem “Wants” will be an alyzed stylistically and the stylistic features will be given in terms of lexis, gr ammar, phonetics.2.1 Lexis2.1.1 RepetitionThe last line of each stanza is a repetition of its first line and the followi ng items wish, alone, desire, oblivion, run are repeated. It is the same with th e prepositions beyond and beneath, which are lexically fuller English prepositio ns.2.1.2 Lexical groupingsMany lexical items in this poem belong to a series of conceptual groups:a) wish, desire, wants. wish and desire are synonyms indicating a felt lac k (in this case a lack of being alone or nothingness!).wants is also a near sy nonyms of wish.b)alone, oblivion, death. These three words all have to do with loneliness. death and oblivion are a rather extreme form..c) beyond, beneath. The two prepositions express remoteness, either horizo ntally or vertically from the locus of the speaker.d) Invitation cards, printed directions of sex, photographed, calendar, life i nsurance, fertility rites. All these lexical items are capable of interpretation as having to do with printed matter. It is apparent that the words and phrases all have to do with social life on a scale from the most general (social groups) to the most personal (relations between two individuals, in this case, couples) v ia an immediate unit, the family (LI, 2005).2.1.3 Semantic-syntactic deviationsa) The sky grows dark with invitation cards(2)The notion of the sky growing dark is a dead metaphor in English, which is common. However the collocation with invitation cards is odd. Here the deviation (along with the generic plural) helps us to suppose an overwhelming number of social invitations (obligations?) (Short, 1984).b) The printed directions of sex (3)Sex cannot literally have printed directions as it is an abstract noun. The phrase could refer to books on sexual positions, instructions on conceptive pac kets or how to calculate female ovulation periods in order to avoid or ensure conception. Short (1984) pointed out that the first possibility, which seems to be the best most likely as it fits in best with the tone of the rest of the poem, help view love making as a mere matter of mechanics. The other possibilities also do this, but to a lesser extent.c) The tabled fertility rite(8)Fertility rites,which obviously have to with sex, are usually associated wi th primitive, nonliterate tribes. Here, however, they are modified by tabled, whi ch indicates that whatever is referred to is written down in a tabular fashion (hence mechanical). That fact that what is referred to here is described as a rit ual reinforces the mechanical associations for sex seen in line 3.d) desire of oblivion runs(6)Desire of oblivion is abstract and it can not literally run. Presumably desir e of oblivion is being likened to a river, and as it appears as subject and acto r to runs, it appears that the individual‟s desire is one which is not consciousl y motivated.e) the artful tensions of the calendar(7)Calendar doesn‟t literally have tensions. This oddity can be interpreted as the possible conflicts between the engagements. The artful tensions are anotheroddity. Artful usually has to do with intended actions, so maybe the events o n the calendar are designed artfully to conflict.f) The costly aversion of the eyes from death(9)Larkin has blended two expressions together. Aversion means a strong disl ike. Aversion of the eyes from death expresses neatly the idea of turning away from something distasteful, namely death. Besides,aversion is modified by co stly.Aversion cannot literally cost money. The costly means the great disadvant age to the individual concerned.2.2 Grammar2.2.1Parallelisma) The middle three lines of each stanza consist of a set of parallels:In stanza 1, line 2-4 each consist of subordinate clause beginning with the linker however. In spite of the colon at the end of line 1 and the dash at th e end of line 4, which separate the repeated lines (1&5) from the middle three lines, it appears that syntactically the three …middle line‟ clauses are all subor dinated to the elliptical repeated clause.In stanza 2 the middle three lines consist of the preposition despite plus a list of definite noun phrases which are all complements to that preposition. T he headed nouns of the Noun Phrase (NPs) involved are all abstract.b) The repeated lines in the two stanzas show similarities. They all begin with fronted three-word prepositional phrase including the word all. The prepo sitional phrases are all separated off from the rest of their lines by a comma.All four lines end with a major punctuation boundary (line1 and 6 with a semicolon and line5 and 10 with a full stop).2.2.2 Definiteness and GenericsThere are no indefinite NPs whatsoever in the poem. Every lexicalized NP s either begins with the definite articles or has a generic nouns at its head. Th is suggests a tension between specific ness (the poet is referring to the specific situation around him, his life) and generality. The generic nouns force us intoseeing Larkin‟s comments as being not just about his own situations but also about modern life in general. As a result, a number of the nouns (e.g. the wi sh) appear to be capable of both specific and general interpretations at the same time (e.g. the speaker‟s wish, the wish of people in general).2.2.3 TenseThe whole poem is in the present tense. Th is aids the …specific but at the same time general‟ interpretation, as the present tense can be used to refer to the specific present situation and also to universal, timeless matters. These tw o aspects of the English present tense are referred to as the …instantaneous‟ and …timeless‟ present.2.2.4 PronounsThere are four pronouns in the poem, which in effect two pairs of repetiti ons in the first and last line of each stanza. All this in line 1 appears to be d emonstrative, referring out exophorically to the situation around the speaker. As line 5 is a repeat of line 1, it may have the same referring function. But in fact all this in line 5 can also be seen as functioning anaphorically--- that is, i t refers back to the clauses in line2-4. As a result, this this reflects the specifi c/general tension said above. The same can be said of it all in line 6 and 10, with the added point that the first it all is also capable of anaphoric reference back to the first stanza.2.3 Phoneticsa)Beyond all this; beneath it all(line 1, 5, 6 and 10)The repeated prepositional phrases at the beginnings of line 1, 5, 6 and 1 0 are similar in that they all consist of three words with 2, 1, 1 syllable patte rn. This phonetic parallelism helps reinforce the structural parallels pointed out earlier.b) this; wish(Line 1 and 5)They embody present versus hypothetical state.c)dark; cards(line 2)Dark has connotations of threat, and sometimes death; card here has an o bvious social reference.d)directions; sex(Line 3) family; photographed; flagstaff (Line 4)Here the assonance and alliteration help bring out the ritual and mechanic al aspects of the personal relations described in the poem.4. Link between stylistic feature and interpretationThe poem “Wants” is characterized with parallelism and repetition. Line 2 -4 in stanza 1 and lines 6 and 10 in stanza 2 are paralleled and Larkin thus i nvites us to see them as being in some sense the same, in spite of the differe nt things which they refer to. All six lines describe aspect of social life, whic h is then contrasted with the wish to be alone and the wish for oblivion or de ath.Furthermore, the three parallel items in each of the three middle lines of each stanza can be related together to show three finer aspects of the social lif e: the social group, the family and the sexually related people. The line 1and 5, 6 and 10 are repeated. The repetitions as well as the deviant, mainly metap horical, expressions in line 2-4 and 7-9 indicate the unreal, mechanical nature of social reality, especially, paradoxically, at the most personal end of the scal e. A further parallelism, the assonance between this and wish point out the gre at difference between the reality and the wish. In reality, man lives as a social animal in guise. However, they all wish for loneliness and death. Thus Philip Larkin portrayed the real picture of that times (LU, 2003).5. ConclusionBased on the poem “Wants”, this essay analyzes the stylistic feature such as lexis, grammar and phonetics and points out the link between the stylistic f eature and the interpretation of the poem. The importance of stylistic analysis makes the readers to have a deeper understanding of the poem and enhance th eir appreciation of poems. When reading a poem, we can‟t just focus on their contents but on their stylistic features since they are also of great help for app reciating poems.ReferencesLI, Yanlin. (2005). The Poet Laureate Philip Larkin and His “Wants”. US-China Foreign Language, 3(12), 14-17.LU, Aijing. (2001). Seeking after the Lost Past—on the themes of Philip Larki n‟s poetry. Journal of Sichuan International Studies University, 17(1), 53-55.LU, Aijing. (2003). The New Artistic Quality of Philip Larkin‟s Poetic Langua ge. Journal of Xiangtan Normal University, 25(4), 94-96.Short, Michael. H. (1984). Who is stylistics?. Foreign Language, (6), 37-42.Appendix:WantsBeyond all this, the wish to be alone:However the sky grows dark with invitation-cardsHowever we follow the printed directions of sexHowever the family is photographed under the flagstaff—Beyond all this, the wish to be alone.Beneath it all, desire of oblivion runs:Despite the artful tensions of the calendar,The life insurance, the tabled fertility rites,The costly aversion of the eyes from death—Beneath it all, desire of oblivion runs.Philip Larkin。

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