文体学答案

第一篇：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

第二篇：文体学学习心得

文体学学习心得

研究生的第一个学期，学校为我们翻译专业安排了《文体学》这门课程。在付晓丽老师的指导下，我们对文体学这门课形成了系统的认识，对翻译活动也有了更深层次的见解。通过这学期的学习，我不仅了解了文体学的相关理论，学会了用这些理论服务来于翻译实践，而且还发现了许多学习的乐趣，真正体会到生活处处皆学问的内涵。

一、《文体学》之前期准备

在开设这门课之前，对《文体学》这门课没有丝毫的了解，甚至有同学猜测是不是跟瑜伽有关，听上去很修身养性的课程名称。后来在网上查了一下，才知道，“文体学，也称语体学、风格学，现大都译为文体学。它是一门研究文本体裁的特征、本质及其规律，介于语言学、文艺学、美学、心理学等学科之间，方兴未艾的综合性边缘学科，目前正处于发展、完善的阶段。”也有的说“文体学是一门教我们怎样使用语言，怎样使用不同风格的语言的一门学科。”不管哪种说法，跟翻译联系起来，给人的印象绝对是那种枯燥、乏味，且属于纯理论的课程。因此，在正式上课之前，潜意识里就断定这门课肯定很没有意思。

二、《文体学》之学习过程

刚上第一节课，便发现文体学老师讲课很有意思，为人随和、教学风格幽默，我们学生也不用一直拘谨，课堂氛围非常活跃。后来才知道付老师在语言学方面的造诣相当深厚，经过老师精彩的讲解，我们对文体学的概念及其在日常生活中的应用，有了初步了解，老师还用生活中的具体事例向我们展示了身边的文体学，例如大家平时津津乐道的“甄嬛体”、“梨花体”、“淘宝体”等。这时候我才发现文体学与我想象中的完全不一样，它不但不是纯理论，而且与日常生活的关系还如此密切。

由于大家都很喜欢付老师的行事作风、讲课风格，所以每次上课，大家都会积极配合。每一节课都会有新鲜的材料、新鲜的知识，发生在身边、自己却又没有留意到的课堂素材，甚至连街上的双语广告单页也可以拿来给我们作为平行文本进行分析，在一种轻松、愉悦的氛围中，那种枯燥乏味的知识听起来也变得有趣了许多，下课后还有意犹未尽的感觉，总想再多听一会儿付老师的讲解。有时候老师还会跟我们分享一些，她看到的杂志上的一些小篇幅文章，表面看来意义颇深，但对其深究，却会发现其中的逻辑并不严谨。教导我们平时不仅要留心观察，发现别人发现不到的问题，更要认真思考，对事情保有自己的看法。老师还教导我们平时应多读一些优质文本，培养对语言的敏感度；多看一些专业相关的核心期刊，了解行业最新发展动态。

三、《文体学》之知识收获

作为一名翻译硕士，学习文体学的最终目的，无非是将其应用于翻译实践，完善翻译文本。翻译必须要符合源文本的本意，这就需要与句子结构、文体分析相结合，高质量的目标语文本不仅要传达源语文本的信息，还要表现出源语文本的文体特征。文体学则是运用语言学的理论去研究文章表面意义与深层内涵、文体功用与实践效果之间的关系，处理现代翻译理论中的一个根本问题，即文体上的“形似”还是意义上的“神似”，或者说采用直译还是意译的问题。

学过文体学之后，每次做翻译的时候，总要先通读源文本，了解文本信息及其语言风格，然后尽量在准确传递信息的同时，采用源文本的语言风格。虽然现在能力有限，做不到风格的完全对等，但至少已经注意到了这个问题，并且在努力使其形式、风格更加接近。

现在，文体学课程已经全部结束了，在整个学习的过程中，可以说是受益匪浅，我将会在今后的翻译实践中，更多地注意这方面的问题，不断学习、巩固自己的翻译技能，更好地把握文体学在翻译中的应用。

第三篇：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.

第四篇：修辞学与文体学

修辞学与文体学

“修辞”顾名思义就是修辞。人们在讲话或写作时总是要用到修辞，以使表达出来的语句得体、准确，具有较强感染力。“修辞”是语言运用中的一个重要方面。自古以来，人们对修辞活动做过不少研究，并创建了有关的学科。在法语中，研究修辞的学科主要有两种：

一、修辞学；

二、文体学。

法语修辞研究的内容很广，它研究一切非语言因素对语言运用活动的作用。众所周知，语言是人类的交际手段（Moyen de communication），人们在运用这一手段进行交际时会受到很多因素的制约，我们可以把这些因素简单地分为语言因素和非语言因素。语言因素是指语言本身的一些规律，例如其中的语法。人们在讲话或写作时应遵循语法来组词、造句，不能随心所欲，否则就无法使人理解了。非语言因素是指言者本身的情绪、年龄、地位、职业、文化修养等因素，以及交际场合、听者或读者的情绪、年龄、地位、职业、文化修养等因素。这些非语言因素也会对写、说者产生一种制约力，使之自觉、不自觉地考虑这些因素来修饰自己的辞语。法语修辞主要是研究后一类因素即非语言因素对语言运用的影响，下面略举几例说明：

a.-C’est laid.这很丑。

--Qelle horreur!真是丑死了！

这两个例句的意思基本相同，句子结构也都正确。但是第二句的言者在表达自己看法的同时流露出了内心强烈的厌恶情绪。这说明一个人的感情、内心活动可以通过他使用的语言形式反映出来，不同的感情会产生不同形式的语句。

b.–Dis-moi su ce spectacle t’a plu.告诉我，你喜欢这场演出吗？

-Ce spectacle vous a-t-il plu,monsieur?先生，您是否喜欢这场演出？

这两个例句从语法角度来说都正确，意思也大致相同。但是，我们可以清楚地感觉到第一句的言者是在向一个熟人或者地位比自己低的人发问；而第二句的言者却是在向一个不很熟悉的人或者地位比自己高的人发问。可见对不同类型的人，一般都要采用不同的语言形式来表达思想。

c.-Il est atteint de surdité.他失聪了。

-Il est sourd.他是聋子。

这两句话的意思也基本相同，句子结构也都符合语法规定。但是，第一句话是医学的术语，只有在医院里或学术会议上，或其它正式场合才使用；而第二句话在任何一般场合，尤其是在日常会话中就可以听到。可见场合不同，用词造句的方式也不相同。

d.-Je suis las de cet homme.我对此人感到厌烦。

-J’en ai assez de cet homme.我讨厌这个人。

-Ce type-là,ras de bol!这家伙，真讨厌！

这三个例句意思相同，语句结构都正确。但是我们可以感觉到这三句话的言者的文化修养不尽相同。第一句话给人的印象文绉绉的，其言者一般来说具有一定的文化修养；第二句话是一般人常用的句型；第三句话给人的感觉是很随便。甚至有点俗，其言者大多是文化修养不很高的人。这一组例句表明言者的文化修养（以及社会地位）会在语言表达形式上留下痕迹。

以上四组例句表明语言的运用并不是一件简单的事，我们不仅要学会用语法组词造句，还要学会根据不同的情况（即考虑各种非语言因素）选用恰当的语言形式，准确、得体地表达自己的思想感情。这就是修辞研究的内容。

从上面的阐述中可以看出语言的准确性和得体性对语言交际功能的发挥有着重要的意义。下面谈谈准确、得体的涵义：

“准确”即选用的词和句型能真正反映言者的思想感情和意图，语气要适当。例如，对于一般的违法行为，如果你不想夸大其辞，就应选用“délit”而不是“crime”（指杀人放火等罪行）来表达；当你对某人的行为感到气愤时可以说：Ça,c’est le comble!（这简直糟糕透顶！）；若对某人行为只想一般性表示异议就应该改换口气：Je ne compends pas ce que vous avez fait.(我对你的行动很不理解)；如果你想告诉别人你是在上海长大的，可以说：J’ai grandi à Shanghai.若你想突出强调你成长的地方是上海而不是别的地方就应该说：C’est à shanghai que j’ai grandi.“得体”即选用的词和句型要适合言者自己的身份、年龄、社会地位、文化修养。例如成年人就不应该使用小孩子的语言；教师不应该对学生使用粗俗的语言。在此同时，还要注意使自己的语言适合对方的年龄、身份、地位、文化修养。例如，对小孩与对大人讲话的口气应是不一样的；对高级知识分子讲话一般可以用较规范的语言，而对一般文化水平的人讲话就必须使用通俗易懂的语言；对下级、对下属讲话可以用命令式口吻讲话，但对上级、长辈一般不能使用这种口气。

“得体”还意味着选用的词句与交际场合相适应。如，在外交场合一般力求措辞高雅，但是在家里可以使用通俗语；在学术会议上大多使用严肃的专业词汇，而在联欢会上宜用风趣轻松的语言。

总之，修辞所说的准确、得体可以归纳为一句话：写文章、讲话、要因人、因时、因地而异。

第五篇：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.