英语文体学论文范式

第一篇：英语文体学论文范式

题目：1)stylistic analysis of …………..2)comparative study of a and b from the perspective of stylistics

abstract in english

key words（3-5）

introduction（the text you analyze）

ⅰat the phonological level

ⅱat the graphological level

ⅲat the lexical level

ⅳat the syntactic level

ⅴat the semantic level

conclusion

references(including at least 2 references)

appendix（the text you analyze）

1.根据所学内容对某个文本进行分析。论文里若引用别人的观点必须用夹注标明，格式为（thomas, XX: 12）；论文末尾列出的参考文献必须是论文里引用过的。引用别人的内容不得超过15%，否则视为抄袭。切忌拼凑。

2.格式要求按以上模板，统一用times new roman五号字体，每部分大标题用黑体，1.25倍行距,页面两端对齐。使用英文标点。

3字数要求：1500以内

文末参考文献格式：

论文

thomas, j.d.XX.“science and the sacred: intertextuality in richard powers's the gold bug variations.” critique 51, no.1: 18-31.academic source premier, ebscohost(accessed december 7, XX).专著

hung, eva.XX(ed.).teaching translation and interpretation 4: building bridges.amsterdam-philadelphia: john benjamins.4.论文截止时间：18周周二三四节，打印版：a4纸打印，（学委收齐后按学号排序）

电子版（文件名：班级+中文姓名+论文题目）由学委收齐后，按学号排序，打包压缩发至（电子版可延至18周周五交。）

5.评分标准：原创性；语言流畅地道；格式符合要求；按时与否

第二篇：文体学论文

A Stylistic Analysis of the Speech I Have a dream

Course: English Stylistics and Rhetoric Lecturer: Zhang Xuhong Credit: 2 Time of Assigned on 28/11/2013 Time of Submission:19/12/2013 Student No:2010010225 Name:杜敏

Class:(Grade 2001)Class 1English Dept, Harbin Normal Univ.从文体学的角度分析演讲稿《我有一个梦》

杜敏

摘要：本文根据文体学理论从文体手段角度试图对美国著名黑人领袖马丁.路德.金的著名演讲《我有一个梦》中所使用的文体手段进行了详尽的分析，作者在此基础上进而对演讲文体的风格进行了简要的论述。本研究对演讲稿的文体风格的选用具有启示作用。

关键词：文体学；文体学理论；文体手段；文体的风格；分析；演讲

A Stylistic Analysis of the Speech I Have a dream

DuMin

Abstract: On the base of the definition of stylistics, this thesis gives a detailed analysis of some the of stylistic devices used in the famous speech by the well-known American civil rights movement leader Martin Luther King, Jr., and then probes into the stylistic characteristics of speech as a style.Key words: Stylistics, Stylistic devices, Analysis, Speech.Introduction As an interdisciplinary field of study, stylistics promises to offer useful insights into literary criticism and the teaching of literature with its explicit aims and effective techniques.It is very useful in the analysis of various styles of writing.In this thesis, the author tries to offer a stylistic analysis of the famous speech by Martin Luther king, Jr.I Have a Dream.1.Introduction: Definition of Stylistics and Stylistic Analysis As far as the definition of stylistics is concerned different scholars define the branch of study in different ways.Wales defines stylistics simply as “ the study of style”(1989:437), while Widdowson provides a more informative definition as “the study of literary discourse from a linguistic orientation” and takes “a view that what distinguishes stylistics from literary criticism on the one hand and linguistics on the other is that it is essentially a means of linking the two”(1975:3).Leech holds a similar view.He defines stylistics as the “study of the use of language in literature”(1969:1)and considers stylistics a “meeting-ground of linguistics and literary study”(1969:2).From what Widdowson and Leech say, we can see that stylistics is an area of study that straddles two disciplines: literary criticism and linguistics.It takes literary discourse(text)as its object of study and uses linguistics as a means to that end.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 also 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;stylistics studies are essentially comparative in nature…”(1971:341).On this points, Widdowson is of the same opinion as Halliday.He says：“All literary appreciation is comparative, as indeed is a recognition of styles in general”(1975:84).Thus, we may conclude that stylistic analysis is an activity that is highly comparative in nature.2.A Stylistic Analysis of the Speech(An analysis of some of the stylistic devices used in the speech.Martin Luther King‟s speech of August 28, 1963 is widely regarded as one of the most powerful ever delivered in the United States.Although this address was delivered orally, it was read from a written text composed with GREat care.It is an example of formal English with a convincing style.Here are some of the stylistic devices(which maybe considered traditionally as rhetorical devices)used by Dr King to inspire and persuade.2.1 Repetition Throughout the speech, Dr.King repeats words and sentence.This is a very outstanding feature in this speech called repetition.It belongs to the stylistic device of syntactic over-regularity.The term repetition is restricted to mean the case of exact copying of a certain previous unit in a text such as a word, phrase or even a sentence(Leech, 1969), because all the over-regular features in literature are in some sense repetitious.Used in speech, repetition not only makes it easy for the audience to follow what the speaker is saying, but also gives a strong rhythmic quality to the speech and makes it more memorable.In paragraphs 8 through 16, for example, King uses the words “I have a dream” nine times.This repetition helps to achieve the function of coherence in discourse and the function of reinforcement in mood and emotion, expressing the speaker‟s strong emotion of longing for freedom, justice, righteousness and a much more united nation of all of God‟s children.If we study the whole speech more carefully, it is easy for us to find many other examples of repetition used.(1)But one hundred years later, we must face the tragic fact that the Negro is still not free.One hundred years later, the life of the Negro(2)is still sadly crippled by the manacles of seGREgation and the chains of discrimination.One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land.Here the phrase “one hundred years later” has been repeated three times, seemingly indicating that it is really a long time for the Negro to wait for the coming of the time of justice and righteousness.(3)But we refuse to believe that the bank of justice is bankrupt.We refuse to believe that there are insufficient funds in the GREat vaults of opportunity of this nation.(Par.4)(4)Now is the time to make real the promises of democracy.Now is the time to rise from the dark and desolate valley of seGREgation to the sunlit path of racial justice.Now is the time to open the doors of opportunity to all of God‟s Children.Now Is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.(Par.4)In this short passage, the clause “Now is the time to…” has been used four times to emphasize the fierce urgency of “NOW” and to encourage and persuade the blacks to take immediate action to rise above and gain their own rights and freedom.2.2 Use of Parallelism Parallelism is another syntactic over-regularity.It means exact repetition in equivalent positions.It differs from simple repetition in that the identity does not extend to absolute duplication, it “requires some variable feature of the pattern-some contrasting elements which are „parallel‟ with respect to their position in the pattern”(Leech, 1969:66).To put it simply, parallelism means the balancing of sentence elements that are grammatically equal.To take them parallel, balance nouns with nouns, verbs with verbs, prepositional phrases with prepositional phrases, clauses with clauses, and so forth.In his speech, Martin Luther King uses parallelism to create a strong rhythm to help the audience line up his ideas.Here are few examples:(5)…by the manacles of seGREgation and the chains of discrimination…(Par.2, two parallel noun phrases)(6)“This is no time to engage in the luxury of cooling off or to take the tranquilizing drag of gradualism.”(Par.4, two parallel infinitive phrases: “to engage…to take…”)

(7)“there will be neither rest nor tranquility in America…”(Par.5, two parallel nouns joined with “neither…nor”)

It is traditionally believed that parallelism is used for the purpose of emphasizing and enhancing, esp.in speech, the ideas expressed by the speaker(or author in written versions), thus always encouraging and inspiring the audience.We need not to be very carefully to find out many more examples of parallelism used in King‟s speech and classified as is followed: 2.2.1 Parallel Nouns:(8)This not was a promise that all men would be guaranteed the inalienable rights of life, liberty and the pursuit of happiness.(Par.3, three parallel nouns as attributive)(9)1963 is not an end, but a beginning(Par.5, two parallel nouns joined with “not…but…”)(10)Again and again we must rise to the majestic heights of meeting physical force with soul force.(Par.6)2.2.2 Parallel Noun Phrases:(11)So we have to came to cash this check-a check that will give as upon demand the riches of freedom and The security of justice.(Par.4)(12)I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brother hood(Par.10)2.2.3 Parallel Infinitive Phrases:(13)It would be fetal for the nation to overlook the urgency of the moment and to underestimate the determination of the Negro.(Par.5, two parallel infinitive phrases)(14)With this faith, we will be able to work together, to pray together, to straggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.(Par.7, five parallel infinitive phrases).2.2.4 Parallel Prepositional Phrases(15)I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.(Par.12)(16)…, when we let it ring from every village and every hamlet, from every state and every city, …(Par.25)

E.Parallel clauses:(17)…, have come to realize that their destiny is tied up with our destiny and(that)their freedom is inextricably bound t our freedom.(Par.6, two parallel objective clause)2.3 Use of Similes and Metaphors As two very important types of meaning transference in literature, similes and metaphors are comparisons that show similarities in things that are basically different, which can be used to add vividness and vitality to writing.As Leech points out, metaphor is associated with a particular rule of transference which may be called the “metaphoric rule”(1969: 151).That is, the figurative meaning is derived from the literal meaning or it is, as it were, the literal meaning.Throughout the speech, King makes extensive use of similes and metaphors.In paragraph 1, for example, King compares The Emancipation Proclamation to two forms of brilliant light cutting through darkness.The first-“a joyous daybreak”-compares it to the sunrise, which(in this case)ends “the long night of captivity”.In paragraph 2, he speaks of “the manacles of seGREgation and the chains of discrimination,” comparing segregation and discrimination under which the Negro people live to the manacles and chains once used on slaves.Therefore, it is very clear that the using of similes and metaphors can definitely add vividness and vitality to writing and make it easy for the readers or audience to understand.Now let‟s cite some of the similes and metaphors used in King‟s speech.(18)One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.(Par.2, metaphors)(19)But we refuse to believe that the bank of justice is bankrupt.We refuse to believe that there are insufficient funds in the GREat vaults of opportunity for this nation(Par.4, metaphors)(20)This is no time … to take the tranquilizing drag of gradualism.(Par.4, metaphor)2.4 Use of Contrast Although maybe a rhetorical device instead of a stylistic one, contrast has also been used effectively, like repetition, in this speech, achieving the function of making clear the ideas of the speaker.In paragraph l, for example, “GREat beacon light of hope” is contrasted with “flames of withering injustice,” and “joyous daybreak” with long night of captivity.”

As it is defined, contrast is used to show the difference between two things.Therefore, it is not very difficult for us to understand why the speaker king uses so many contrasts in his speech.(21)One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.(Par.2)(22)Now is the time to rise from the dark and desolate valley of seGREgation to the sunlit path of racial justice.(Par.4)(23)Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood(Par.4)

Conclusion

As we have analyzed above, stylistic devices are frequently used in the discourse of literary works especially in speech, to achieve certain specific purposes.Thus making the style of a speech somewhat particular to the others.Generally speaking, a speech may have the following stylistic characteristics: To begin with, it must be very persuasive.Thus the sentence patterns are very well-organized, with repetitions, parallelism and contrasts frequently used.Secondly, it should be emotional so as to be convincing, because the speaker should face the audience directly and his words should not only be orderly and informative but also be expressive and inspiring.Therefore, the stylistic devices such as similes and metaphors are often involved.Finally, in many cases, written-conversational style is usually used with not very formal diction and not very complicated sentence structure.Reference [1].Martin Luther King, Jr., I Have a Dream, August 28, 1963 [2].Wang Shouyuan, Essentials of English Stylistics, Shandong University Press, July, 2000 [3].Pan Shaozhang, English Rhetoric and Writing, Shanghai Transportation University Press, December, 1998 [4].Widdowson, H.G.Stylistics and the Teaching of Literature, Longman, 1975

[5].Leech, G.N.“ „This bread I break‟ Language and interpretation”.In D.C.Freeman.(ed.).Linguistics and Literature Style.New York:Holt, Rinhart & Winston.

第三篇：英语文体学教学大纲

《英语文体学》课程教学大纲

课程编号：ENGL3002 课程类别：专业选修课

授课对象：英语、英语师范专业 开课学期：秋（第7学期）学

分：2 主讲教师：王军

指定教材：《新编英语文体学教程》，董启明主编，外语教学与研究出版社，2008年。

教学目的：英语文体学是一门实用性非常强的学科,对阅读、翻译、文章分析、文章欣赏以及得体地使用英语都有很大的帮助，此外，英语文体学也是英语语言学研究重要的基础性学科之一。作为一门课程，英语文体学主要由两部分构成：其一为文体学研究主要内容介绍，包括文体类型、文体特征、文体价值等方面，其次为具体文体分析方法介绍。

第一课 Introduction to Stylistics 课时：第一周，共2课时

教学内容：What is stylistics and how is it associated with other linguistic studies? 第一节：

The position of stylistics in general linguistics.The importance of studying stylistics.第二节：

What is stylistics?

The major contents of this study.Issues that need to be born in mind.思考题：

1.How to do stylistics in the framework of literature or translation? 2.What do you expect to learn from this course?

第二课

Style and Stylistics 课时：第二周，共2课时

教学内容：The development and scope of stylistics 第一节：

The definition of style and stylistics.The relationship between appreciation and research.第二节：

The development of stylistics.The scope of stylistics.思考题：

1.What are the major differences between style and stylistics? 2.What areas in society can the knowledge of stylistics be applied to?

第三课 Procedure of stylistic analysis（1）

课时：第三周，共2课时

教学内容：Linguistic description 第一节：

Linguistic description: methods and procedures.第一节：

A checklist of linguistic description.The functions of each one.思考题：

1.Why do we need linguistic description? 2.Think about the significance of conducting linguistic description.第四课 Procedure of stylistic analysis（2）课时：第四周，共2课时

教学内容：Textual analysis and contextual factors analysis 第一节：

What is textual analysis?

How to conduct textual analysis? 第二节：

A classification of contextual factors.How to analyze contextual factors？ 思考题：

1.How do you understand the relationship between understanding and textual analysis? 2.Are there other ways to classify contextual factors?

第五课 Stylistic functions of linguistic items 课时：第五周，共2课时

教学内容：Stylistic functions as defined at different levels 第一节：

Stylistic functions of speech sounds.Stylistic functions of graphological items.第二节：

Stylistic functions of lexical items.Stylistic functions of syntactic/grammatical items.思考题：

1.How do you evaluate the different kinds of stylistic functions? 2.What is the significance of studying stylistic function?

第六课 Varieties in relation to regions 课时：第六周，共2课时 教学内容：Regional English 第一节：

A brief introduction to British English.The appearance of American English.第二节：

Differences between British English and American English.British and American regional dialects.思考题：

1.What are the major causes for the differences between British English and American English? 2.How to deal with the use of the two regional English in actual learning or daily communication?

第七课 Varieties in relation to media 课时：第七周，共2课时

教学内容：Spoken English and written English 第一节：

Major features of spoken English and written English.What are the standards of using spoken English or written English? 第二节：

Electronic English.思考题：

1.What is the situation like if one is only skilled in using spoken English or written English? 2.What is the role of electronic English in the course of learning English?

第八课 Varieties in relation to attitude 课时：第八周，共2课时

教学内容：Attitude-related styles 第一节：

Degree of formality.Politeness.第二节：

Impersonality.Accessibility.思考题：

1.Think about the relationship between meaning and emotion expressions.2.What do you think of the relationship between formality and politeness?

第九课 Varieties in relation to social factors 课时：第九周，共2课时

教学内容：Social factors and their constraints on language 第一节：

Women’s English.Black English.第二节：

Taboo and euphemism.Cultural factors involved in social factors.思考题：

1.What are the reasons that maintain the existence of women’s English?

2.How do you understand the status of black’s English and the black’s social status?

第十课 Review of the past lessons 课时：第十周，共2课时

教学内容：A summary and comment of the past lessons 第一节：

The watershed of the whole course.Recall what have been learned.第二节：

What are the sections that interest you the most?

Is there possibility for you to conduct further research?

第十一课 The English of conversation 课时：第十一周，共2课时

教学内容：Conversational English 第一节：

A general introduction to what to learn in the latter half of the term.About conversation.Phonological features.第二节：

Lexical features.Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：

1.How do you understand conversation in terms of direct speech and indirect speech? 2.Is conversational English always informal?

第十二课 The English of public speaking 课时：第十二周，共2课时

教学内容：Public speech and its features 第一节：

What is public speech?

Public speeches’ phonological features.Lexical features.第二节：

Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：

1.What are the major differences between public speaking and conversation? 2.What are the major differences between public speech and written English?

第十三课 The English of news reporting（1）课时：第十三周，共2课时

教学内容：General knowledge about news reporting 第一节：

What are news reports?

Different kinds of newspapers and magazines.第二节：

The make-up of news reports.A sample analysis of a piece of newspaper(New York Times/China Daily)思考题：

1.Is there any difference between formal news report and informal news release? 2.Specify the make-up of some pages of newspaper, both English and Chinese.第十四课 The English of news reporting（2）课时：第十四周，共2课时

教学内容：Stylistic features of news reporting 第一节：

Graphological features.Lexical features.第二节：

Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：

1.What are the functions of each group of stylistic features in news reporting? 2.What are the stylistic features that distinguish news reporting from other textual styles?

第十五课 The English of Advertising 课时：第十五周，共2课时

教学内容：The language styles in advertising English 第一节：

Something about advertisements.Graphological features.第二节：

Lexical features.Syntactic/grammatical features.Semantic features.Sample analysis of a student.思考题：

1.What are the major purposes of advertisements? 2.Give some advertising examples that show the violation of some basic language rules in advertising.第十六课 Literary English 课时：第十六周，共2课时

教学内容：Literary English: novel and poetry

第一节：

Some basic facts about the novel.Aspects for the analysis of the novel.General stylistic features of the novel.第二节：

Some basic facts about the poetry.Prosody.General stylistic features of poetry.思考题：

1.Between fiction and reality, what kinds of stylistic features are most suitable for the novel? 2.What effects does it have on appreciation to analyze the novel’s stylistic features? 3.How to balance meaning expression and poetic features in poetry? 4.What are the common stylistic features between poetry and novel?

第十七课：The English of science and technology 课时：第十七周，共2课时 教学内容：Technical English 第一节：

Graphological features.Lexical features 第二节：

Syntactic/grammatical features.Semantic features.思考题：

1.How to handle formality and politeness issues in technical English? 2.How is objectivity achieved in technical English?

第十八课：Review and answer questions 课时：第十八周，共2课时

教学内容：Review and answer questions 第一节：

Review.第二节：

Answer questions.参考书目：

1.王守元.《英语文体学要略》.济南：山东大学出版社，2000.2.徐有志.《英语文体学教程》.北京：高等教育出版社，2005.3.Thornborrow,J.Patterns in Language: Stylistics for Students of Language and Literature.Beijing: Foreign Language Teaching and Research Press, 2000.4.Wright, L.Stylistics: A Practical Coursebook.Beijing: Foreign Language Teaching and Research Press, 2000.

第四篇：英语文体学教案LectureThreeThreeViewsofStyle

Lecture Two: Three Views of Style We have seen the definition of stylistics and some definitions of style.Next we will see some most influential and representative views of style.Style as form.（Aristotle）（form and content）Style as eloquence.（Cicero）（skill to use L persuasively）（the relation with rhetoric）Style is the man.（Buffon）（L use is using it in discourse）Style as personal idiosyncrasy.（Murry）

Saying the right thing in the most effective way.（Enkvist）Style as the choice between alternatve expressions.（Ibid）Style as equivalence.（Roman Jacobson）（between form and function）Style as foregrounding.（Leech Mukarovsky）Style as deviation.（Mukarovsky & Spitzer）Style as prominence.（Halliday）

Style as the selections features partly determined by the demands of genre, form, themes, etc.（Traugott & Pratt）

Style as linguistic features that communicate emotions and thought.（Enkvist）

When writers write, they will naturaly try to make their language difffernt from the others’, so as to attract the attention of the readers and also to ensure and secure an independent existence.Or to stand out from the multitude of men of letters.Or just a special position for his writing.And that is to depart from the normal way of expression in a certain sense.Style as deviance.This view of stylistics comes from Widdowson’s remark of style holding that stylistic analysis has no fixed procedure and the technique of doing this kind of analysis is to pick on features in the text which appear to first impressions as unusual or striking in some way and then explore their ramifications.This remark implies that only those unusual or striking features are stylistically relevant.And the implied assumption is that the literary aesthetic effects can only be achieved through deviance.Though some stylisticians hold different views.It leads to such an assumption as that the distinctiveness of a literary text lies in its departure from the characteristics of what is communicatively normal.It also gives birth to the approach to style as deviance from the norms of a given language.Mukarovsky is another famous proponent and founder of this view of style.In his famous article Standard Language and Poetic Language, he speaks of style as foregrounding.He asserts that the violation of the norm of standard, especially, its systematic violation, is what makes possible the poetic utilization of language;without this possibility there would be no poetry.According to Mukarovsky normal use of language “automatizes” language to such an extent that the users no longer see its expressive or aesthetic power;poetry must de-automatize or foreground language by breaking the rules of everyday language.P13 Such as the expression “a grief ago”“a presidency ago” “Mr.Smarter”“Mr.Bumble””

The advantage of this approach to style is that it helps us keep in mind the there is a difference between everyday language and the language of literature.The disadvantages are that: a.It is difficult to define the norm from which the style of a text deviates.Bloch considers the basis of norm to e statistical, that is, to determine style by counting or resorting to the frequency distributions of linguistic features as they differ from that of the language as a whole.b.It tends to lead the readers and stylisticians to value only the language of the grammatically highly deviant authors and under value those authors that do not deviate or do not deviate so much from the norms of language.And generally speaking, it tends to lead underestimation of the non-deviant language both within literature and without.Style as choice.Style results from a tendency of speaker or writer to consistently choose certain structures over others available in the language.The difference between L and style is that L is the sum total of the structures available to the speaker, while style concerns the characteristic choices by a certain writer either consistently or in a given text or context.To say that style is choice of words is not the same thing as saying that it is always a conscious choice, though of course if the writer always chooses his word scrutinously the effect of his way of using L will be all the more obvious as a style.Then that is pick his way forward among words, and it is hard to imagine how much literary work can there be by now.The stock of literature of we human kind no doubt will be greatly diminished.But most, almost all poets, and some writers, and all writers at certain points in their writing do write that way, that is, they a kind of choose scrutinously and seem to pick their way forward among the forest of words.E.g.we Chinese posts have a tradition of refining words.吟得一字安，捻断数茎须。语不惊人死不休。一字之得，旬月踯躅。

Style as choice is often considered as a matter concerned with form or expression rather than meaning.That is, when the meaning is the same what makes a writer as a writer is his peculiar way of saying that, and a person’s of speaking or writing is to a very large extent his consistent choice of a special type of expressions.It dose imply that writers do choose their content in their writing, but it is true that style and stylistic study is mainly concerned with the choice of forms at different levels of L system, i.e.phonology, lexicon, syntax, and discourse.Consequently, a stylistician should first identify those words or forms of other levels of the linguistic hierarchy which are obviously the results of choice.Of though the elements o in a text are all the choices of the writer, but in practice, we only focus on the most peculiar and outstanding ones that are most expressive and most relevant to the meaning and interpretation of the text.Actually, all writings, if the writer is conscientious enough, are essentially speaking processes of choosing of words from the whole repertoire of language of a nation.So what is the implication here?

The awareness of the criteria for choosing is important.The language ability of a person lies in the following: 1.The awareness of the criteria for choosing is important.2.The ability to determine and distinguish the deviant choices from the non-deviant choices 3.The ability to choose 4.A large enough store of different choices（at different levels: sounds, words, sentence patterns, the format of text）.5.the ability to transform the different forms, especially, the different sentence patterns into each other.6.The ability to break away from the constraints of norms.Style as foregrounding.Foreground

A term used in pictoral art / close to the viewers Originally applied to the literature by Mularovsky to refer to the departure from the accepted use or norm of language.P18 This essentially speaking is to add a striking feature to one’s language.The departure from the norms（either in terms of structure or semantics）results in a kind of novelty or extraordinary feature, which is sight attracting.Another way of foregrounding one’s language is not to deviate from norms, but to achieve a less radical form of foregrounding, i.e.to manage a striking feature such as uniformity of structure, symmetrical structure, or just something uncommon or striking in general.e.g.1.Do not presume God to scan, The proper study of Humankind is but Man.2.Degeneration is comfortable disease.3.Be what you seem, and seem what you are.A good way of understanding style as choices is put forward by Short（p19）: a.When a writer writes he is constantly making choices between one word and another, one structure and another, and so on.Actually it is a matter of making choices from among different ways of expressions in general rather than a choice from two alternatives.b.Examination of the choices one makes as opposed to the ones he rejects can help us more fully understand the meaning he is trying to create and the effects he is striving to achieve.c.He can make choices from both inside and outside of the language system.And the choices from outside the language system are deviant and therefore foreground the language of his writing.d.Over regularity of one’s choices within the language system also makes the effect of foregrounding.The above discussion of style as choices implies that: 1.There are two kinds of choices that are worthwhile for stylistic analysis: deviant choices & choices that are not deviant 2.It is fore grounded choices that are covered and directly concerned in stylistic analysis.Fore-grounded choices include two kinds: the deviant choices and the choices from inside the language system that form a kind of over regularity.In other words, foregrounding is achieved through either deviation or overregularity in language use.3.Style is foregrounding.Deviation can be classified according to its linguistic levels, namely: Phonological level Lexical level Syntactic level Discoursal level The above are different kinds of surface structure deviations.Over regularity is surface phenomenon and mainly exists in the forms of the linguistic segments of different levels.Semantic level（deep structure deviation, for it is concerned with what is later called deep structure）.This definition of style integrates the previous two definitions（style as deviation and style as choices）

The two advantages of this view: a.It can account for the non-deviant use of language in literaturewhich might also form the style of its own, while the definition of style as deviance fails to cover this kind of language use.b.Compared to the definition of style as choice, the view of style as foregrounding leaves much less to personal judgment.（The selection and identification of the stylistically relevant features are less of a problem fro those taking the view of style as foregrounding.）

Notice: This does not mean the distinction between the deviant and non-deviant use of language or stylistically relevant and non-relevant choices is not important.Neither dose it mean that the analyst should give equal attention to these two kinds of choices.A sum up:

Style as foregrounding and the different ways of foregrounding（surface structure）;a.By frequency, high: some consistent choice within a context or a whole text/ consistent choice of an author/an inclination of choosing language forms/an exhibition of preference of some forms over some other forms b.Successive and consistent choice of certain element/s within a relative shorter stretch of text

c.By putting some L elements in the prominent positions, such as the beginning or end of a sentence d.By deviation

Different kinds of deviation: Deviation can be classified according to its linguistic levels, namely: a.Phonological level b.Lexical level c.Syntactic level d.Discoursal level e.The above are different kinds of surface structure deviations.Over regularity is surface phenomenon and mainly exists in the forms of the linguistic segments of different levels.And this is also a kind of deviation from the norm of language use.It is not a deviation through violating rules but a deviation through exhibiting extraordinary consistency in choice of forms or extraordinary preference of certain forms over other forms.Semantic level（deep structure deviation, for it is concerned with what is later called deep structure）.

第五篇：文体学答案

A Ⅱ.Read the following short passages and answer the questions or do the assignment that follow(40 points).Question 1: a.lexical differences(5 points): length, formalityb.syntactic differences(5 points): length, structure Question 2: sample 2:oral,informal(2 points)

sample 3: formal,written(2 points)

sample 1: the style is between that ofsample1&2

Question 3: antithesis(2 points): not that……but that……

Rhetorical question(2 points): had you……to live all

freemen?

Parallelism: complete parallelism(2 points): as…I…

partial parallelism(2 points):tears for his love, joy

for his fortune……

repetition:(2 points)if any, speak, for him have I offended

Question 4(10 points):

without you have read=if you have not read2 pointsthat ain’t no matter=that isn’t matter2 pointsI never seen= I have never seen2 points Without it was Aunt Polly=it was not Aunt Polly2 pointsAunt Polly and Mary, and the widow Douglas is all told=Aunt Polly and Mary, and the widow Douglas are all told Question 5(5 points): lower class, less educated

III.Read the following passages and analyze the stylistic features of the following passages(30 points).1.total: 15 points

1)lexical(5 points): word length;word color;structure of

noun/verb group

2)syntactic(5 points): structure & type, tense, length

3)textual(5 points): news report;inverted pyramid;

paragraphing;inverted commas 2.total: 15 points

1)lexical(5 points): technical terms;word length;word color;structure of noun/verb group

2)syntactic(5 points): tense, structure, length, passive voice3)textual(5 points): research abstract;goal;method;

result/conclusion

IV.Read the poem below and analyze its language and style(10 points).1.phonological(3 points): iambic tetrameter;rhyme scheme

(aabb ccdd)

2.lexical(2 points): common words with one syllable and two

syllables

3.syntactic(2 points): using coordinated sentence structure to

weave contrasting ideas or elicit action.4.theme(3 points): describing the miserable life of British

people and giving them suggestions.B

Ⅱ.Read the following short passages and answer the questions or do the assignment that follow(40 points).Question 1: a.lexical differences(5 points): length, formalityb.syntactic differences(5 points): length, structure Question 2: sample 2:oral,informal(2 points)

sample 3: formal,written(2 points)

sample 1: the style is between that ofsample1&2

Question 3: antithesis(2 points): not that……but that……

Rhetorical question(2 points): had you……to live all

freemen?

Parallelism: complete parallelism(2 points): as…I…

partial parallelism(2 points):tears for his love, joy

for his fortune……

repetition:(2 points)if any, speak, for him have I offended

Question 4(10 points):

without you have read=if you have not read2 pointsthat ain’t no matter=that isn’t matter2 pointsI never seen= I have never seen2 points Without it was Aunt Polly=it was not Aunt Polly2 pointsAunt Polly and Mary, and the widow Douglas is all told=Aunt Polly and Mary, and the widow Douglas are all told Question 5(5 points): lower class, less educated

III.Read the following passages and analyze the stylistic features of the following passages(30 points).1.total: 15 points

1)lexical(5 points): word length;word color;structure of

noun/verb group

2)syntactic(5 points): structure & type, tense, length

3)textual(5 points): news report;inverted pyramid;

paragraphing;inverted commas 2.total: 15 points

1)lexical(5 points): technical terms;word length;word color;structure of noun/verb group

2)syntactic(5 points): tense, structure, length, passive voice3)textual(5 points): research abstract;goal;method;

result/conclusion

IV.Read the poem below and analyze its language and style(10 points).1.phonological(2 points): main metrical pattern(iambic

pentameter), rhyme scheme(abab)

2.lexical(2 points): common words with one syllable and two

syllables

3.syntactic(2 points): simple coordinated sentence structure 4.theme(4 points): living to love nature and pursue art rather

than strive for fame and fortune