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STYLISTICS using the methodology of linguistics to study CONCEPT of STYLE in language not literary c

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Title: STYLISTICS using the methodology of linguistics to study CONCEPT of STYLE in language not literary c


1
  • STYLISTICS using the methodology of linguistics
    to study CONCEPT of STYLE in language (not
    literary criticism judgment on value as work of
    art)
  • STYLE depends on syntactic/lexical choices
    according to a specific purpose 1) entertainment
  • 2) persuasion 4 broad categories
  • 3) information
  • 4) instruction
  • In stylistics no distinction btw literary
    texts/other texts recipes, newspaper articles,
    leaflets, advertisments, political speeches,
    radio/TV broadcasts, scientific articles, jokes
    etc. even spoken texts
  • Any text has communicative dynamics encoded
    through stylistics we can analyse texts with
    basic searching questions about the distinctive
    ways in which they communicate COMMUNICATIVE,
    CREATIVE, TEXTUAL competencies host of
    variables context, relationship btwx
    participants, topic, mode (spoken/written),
    channel (tv, letter, face-to-face etc.)
    underlying ideology

2
  • 3 MAIN STYLISTIC LEVELS
  • 1) MICRO LEVEL language as form (linguistic
    form/substance of text) describing surface
    linguistic features of text
  • -what kind of word strings? Phrases
    (simple/modified pre-/post-modification)
  • Sentences (minor/major
    incomplete/complete, simple/complex 1
    clause/more than 1 clause)
  • -what kinds of construction? PASSIVE/ACTIVE
  • TRANSITIVE/INTRANSITIVE
  • TENSES, VERBS (lexical, auxiliary,
    modal)
  • -what kind of words?
  • -what kind of register? Formal, technical, slang
  • -any figurative language? Polysemy (multiple
    meanings)?
  • -which MOOD? Imperatives, declaratives,
    interrogatives
  • -intonation patterns? (Any indication?)
  • -LAYOUT and graphics? Size/spacing? Pictures?
  • PRINT THIS SLIDE AND FOLLOW IT WHILE ANALYSING
    YOUR TEXTS!!!

3
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4
  • 2) INTERMEDIATE LEVEL language as discourse
    (discourse dimension of text) using surface
    linguistic features of text to analyse the
    message it conveys
  • - TEXT IS A MESSAGE IN ITSELF sentences in
    certain order, coherent as unified entity
    TEXTUAL MESSAGE (related to textual function)
  • TEXT SEEKS TO REPRESENT REALITY (not necessarily
    physical) IDEATIONAL MESSAGE (related to
    ideational function)
  • TEXT CREATES A RELATIONSHIP WITH AUDIENCE
    INTERPERSONAL MESSAGE (related to interpersonal
    function)
  • Look at the following text. What binds it
    together as a text?
  • Cotton is a very useful plant. Inside its round
    fruits, called bolls, are masses of white fibres.
    When the fruits ripen, they split and the fibres
    are blown away. But, in the cotton fields, the
    bolls are picked before they are. Cotton grows
    best in warm, wet lands, including Asia, the
    southern United States, India, China, Egypt and
    Brazil.

Lexical cohesion repetitions (cotton, fruits),
chains of words belonging to same lexical set
(grows, ripens, picked, plant, fruits, bolls,
fibres)
Grammatical cohesion tense agreement (is, are,
ripen, split, are blown), pronoun reference
(cotton/its), article reference (white fibres/the
fibres), substitution (the fruits ripen. When
they do..), ellipsis (fibres are blown
awaybefore they are blown away),
conjuncts/linkers (but)
5
  • Textual function using language to bring texts
    into being
  • ability to produce texts within a communicative
    context (most purely linguistic function
    construct texts out of utterances/writings
    approach smtg as text different perception than
    speaking/writing)
  • In texts gt principle of unity over long
    stretches of language importance of textual
    cohesion (formal demonstration of coherence
    through precise syntactic links i.e cohesive it
    in The man through the ball. It broke a window)
    and textual coherence (internal consistency in
    meaning in a text)
  • TEXTUAL FUNCTION how do linguistic units cohere
    together? How do sentences refer
    backwards/forwards? e.g. substitution, ellipsis,
    repetition

6
  • Ideational function
  • function in which we conceptualise the world for
    our own benefit and that of others the way in
    which we represent our experiential world in
    language, how we use language to make the world
    intelligible to ourselves and others, involving
  • 1. Ideas, knowledge, beliefs of text
    producer/addressee/represented subjects
  • 2. Evaluation of ideas, knowledge, beliefs
    producerss degree of committment to ideas
    expressed affinity/distance ideas of
    represented subj
  • Ideational function is related to grammatical
    competence
  • IDEATIONAL FUNCTIONhow do texts represent
    reality?
  • What verbal processes? Material, verbal,
    relational, behavioural, mental, existential
  • how are the participants represented? Actors,
    sayers, carriers, behavers, sensors, existents
    etc.
  • what is thematically important in arrangement of
    clause?

7
  • Interpersonal function
  • pragmatic use of language as personal medium
    how we bring ourselves into being linguistically
  • its a personalising process through which we
    build our identity and we relate to animate and
    inanimate things, involving
  • 1. Identity of text producer/addressee/represente
    d subjects identity subfunction
  • 2. Relational inclusive/exclusive of
    addressees lifeworld relational subfunction
  • INTERPERSONAL FUNCTION
  • -what speech acts are being performed?
    Declarative, interrogative, imperative,
    subjunctive etc.
  • -what do tone, mood, syntactic patterns tellus
    about the relationship the text is seeking to
    establish with us? Persuasion, information,
    instruction, entertainment etc.
  • -are pronouns personal/impersonal?
  • -are constructions passive/active?
  • -is syntax reduced/full? e.g. newspapers

8
  • 3) MACRO LEVEL broader communicative situation
    of texts (considering all constraints which bear
    on creation of text) we place it within
    communicative framework, which could be applied
    to any and all communicative acts. Principal
    aspects
  • -CONTEXT situation immediate context, wider
    context
  • -TENOR relationship btwx person initiating text
    (addresser/sender) and person to whom intended
    (addressee/recipient) formal/informal tenor
  • -FIELD OF DISCOURSE what the subject matter is
    e.g. weather, state of economy etc.
  • -SETTING where the text is encountered e.g.
    pages of magazine, side of bus etc.
  • -CODE verbal/ non-verbal e.g. pictures
  • -MODE written/spoken
  • -CHANNEL physical means of communication
  • Style according to purpose (next slide)

9
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10
  • TO SUM UP
  • Stylistic features what kind of text
    (charcteristic features for each genre e.g
    newspaper, advertising etc.), features of
    specific text (even same genre)
  • Formal features layout (poem, letter, article,
    recipe etc.), typography (capital letters,
    italics, bold, logos/trademarks etc.)
  • Overall structure how content is organised
  • Language features spelling/sounds,
    vocabulary/meanings, grammatical structures,
    standard English or not, length/structure of
    sentences, lexis, figurative language
  • Lexis register (business, religion, cooloquial,
    dialectical etc.), denotative/ambiguous,
    specialised/everyday etc. word classes nouns
    (descriptive, concrete/abstract,
    premodification/postmodification), verbs
    (stative/dynamic, active/passive, modals),
    pronouns (1st/3rd person, inclusive/exclusive,
    direct address to reader/listener)
  • Figurative language allitteration (ryhming
    initial consonants), rhyme, onomatopoeia,
    metaphor, simile, antonymy/synonymy, assonance
    (rhyming vowels), hyponymy (specific included in
    general e.g. red/colour), metonymy (name of
    referent replaced by name of smtg associated with
    it e.g. Crown for Monarchy) etc.

11
  • We have to consider all these features, BUT WE
    DISCUSS ONLY THOSE THAT ARE RELEVANT, those that
    produce a specific effect
  • PROCEDURE
  • Brief reference to context and content
  • What we infer from layout/formal features
  • How content is organised (overall structure)
  • Analysis of relevant language features
    (tone/style)
  • lexis
  • nouns/vbs, pronouns, advs etc.
  • figurative language
  • grammatical structures
  • effects of sound
  • pictures etc.

12
  • Womens Environmental Network Vs. Friends of the
    Earth
  • Campaigns of two environmental organizations
    both employ strategic means to communicate
    something. Does gender politics make a difference
    to campaigning style?
  • e.g. (man-led) GREENPEACE LYNX anti-fur
    campaigns demonizing women, who are depicted
    wearing a fur coat leaving a trail of blood
    caption
  • IT TAKES 40 DUMB ANIMALS TO MAKE A FUR
    COAT...BUT ONLY ONE TO WEAR IT!
  • campaign poster in 1990 even more
    misogynistpicture of a model wearing a fur coat
    and caption RICH BITCH juxtapposed to picture
    of dead fox and caption POOR BITCH
  • Vs.
  • (woman-led) FRIENDS OF THE ANIMALS campaign
    contrasts this sexist and woman-blaming strategy,
    it locates the blame to male-led industry
    picture of a male trapper hunting and killing a
    coyote

13
  • Womens Environmental Network women-oriented
    non-profit-making organization, launched in 1988,
    collective management style trying to generate
    relations of solidarity between women
  • They use womens purchasing power to focus on
    environmental protection against a
    stete-regulated economy issues of particular
    concern to women
  • SURVEYS have shown that women are more concerned
    about environmental issues than men as primary
    consumers, womens purchasing power can be used
    for ethical/political ends
  • Friends of the Earth non-gendered group,
    male-oriented, hierarchical management style,
    issues of particular concern to women are
    marginalised
  • traces of more masculinist bias evident in book
    with its history no pictures of women working
    there (obscuring contribution of women)
  • COMPARISON BETWEEN 2 INFORMATION SHEETS PRODUCED
    BY THE TWO ORGANIZATIONS ON ISSUES RELATING TO
    PAPER ENVIRONMENT

14
  • SUBJECT MATTER most striking difference
  • FoE moves from international context of
    deforestation to recycling in the home via
    industrial processes
  • WEN locates the problems and the solutions within
    the home
  • WEN FOCUS everyday items of household waste
    (more relevant to women)
  • we can define this style INCLUSIVE

personal forms
impersonal forms
15
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