文体修辞UNIT2

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英语文体与修辞讲义

英语文体与修辞讲义

Lecture 1 IntroductionStep I Introduction to the course1. The importance of this courseTo sharpen our sense of style in EnglishTo help us with their systematic study of English rhetoric so that they will be able to read and write betterTo raise our levels of attainment in EnglishTo facilitate students‟ understanding of the history of rhetoric in human historyTo make a comparison of English and Chinese rhetoric2. RequirementsClass attendance is required, not optional.Study should not be confined to the teaching material.3. Reference books《英语修辞大全》,冯翠华,外语教学与研究出版社《英语文体学引论》,王佐良、丁往道,外语教学与研究出版社《文体学概论》,刘世生、朱瑞青,北京大学出版社Step II What is stylistics?王宗炎,《英汉教学语言学词典》StylisticsDifferent definitions of “style”Style as rhetoricStyle as formStyle as eloquenceStyle as proper words in proper placesStyle as personal idiosyncrasyStyle as technique of expositionStyle as the highest achievement of literatureStyle as saying the right thing in the most effectiveStyle as a shell surrounding a pre-existing core of thought or expressionStyle as the choice between alternative expressionsStyle as a set of collective characteristicsStyle as equivalenceStyle as functionStyle as foregrounding突出Style as deviation变异Style as transformationStyle as meaning potentialStyle as expressivenessGeneral speakingStylistics is the "study of the use of language in literature"Stylistics is a "meeting-ground of linguistics and literary study"Stylistics is an area of study which straddles two disciplines: literary criticism and linguistics. Ittakes literary discourse (text) as its object of study and uses linguistics as a means to that end. How to understand “style as rhetoric”?In China:1973年,陈望道《修辞学发凡》是中国现代文体学的开端。

高级英语第二册1、2、3、5、7、10单元修辞

高级英语第二册1、2、3、5、7、10单元修辞

Lesson11 We can batten down and ride it out.--metaphor2 Everybody out the back door to the cars!--elliptical sentence3 Telephone poles and 20-inch-thick pines cracked like guns as the winds snapped them.-simile4 Several vacationers at the luxurious Richelieu Apartments there held a hurricane party to watch the storm from their spectacular vantage point--transferred epithet5 Strips of clothing festooned the standing trees, and blown down power lines coiled like black spaghetti over the roads-metaphor, simileLesson21 The little crowd of mourners –all men and boys, no women—threaded their way across the market place between the piles of pomegranates and the taxis and the camels, wailing a short chant over and over again.—elliptical sentence2 A carpenter sits cross-legged at a prehistoric lathe, turning chair-legs at lightning speed.—historical present, transferred epithet3 Still, a white skin is always fairly conspicuous.—synecdoche4 As the storks flew northward the Negroes were marching southward—a long, dusty column, infantry, screw-gun batteries, andthen more infantry, four or five thousand men in all, winding up the road with a clumping of boots and a clatter of iron wheels.—onomatopoetic words symbolism5 Not hostile, not contemptuous, not sullen, not even inquisitive.—elliptical sentence6 And really it was like watching a flock of cattle to see the long column, a mile or two miles of armed men, flowing peacefully up the road, while the great white birds drifted over them in the opposite direction, glittering like scraps of paper.—simileLesson31The fact that their marriages may be on the rocks, or that their love affairs have been broken or even that they got out of bed on the wrong side is simply not a concern.—metaphor2They are like the musketeers of Dumas who, although they lived side by side with each other, did not delve into, each other’s lives or the recesses of their thoughts and feelings.—simile3It was on such an occasion the other evening, as the conversation moved desultorily here and there, from the most commonplace to thoughts of Jupiter, without and focus and with no need for one that suddenly the alchemy of conversation took place, and all at once they was a focus.—metaphor4The Elizabethans blew on it as on a dandelion clock, and its seedsmultiplied, and floated to the ends of the earth.—simile5Even with the most educated and the most literate, the King’s English slips and slides in conversation.—metaphor ,alliteration 6When E.M. Forster writes of ―the sinister corridor of our age,‖ we sit up at the vividness of the phrase, the force and even terror in the image.—metaphorLesson51Charles Lamb, as merry and enterprising a fellow as you will meet in a month of Sundays, unfettered the informal essay with his memorable Old China and Dream’s Children.—metaphor2Read, then, the following essay which undertakes to demonstrate that logic, far from being a dry, pedantic discipline, is a living, breathing thing, full of beauty, passion, and trauma.—metaphor, hyperbole3Back and forth his head swiveled, desire waxing, resolution waning.—antithesis4What’s Polly to me, or me to Polly?—parody5This loomed as a project of no small dimensions, and at first I was tempted to give her back to Petey.==understatement6Maybe somewhere in the extinct crater of her mind, a few embers still smoldered. Maybe somehow I could fan them into flame.—metaphor, extended metaphorLesson71Here was the very heart of industrial America, the center of its most lucrative and characteristic activity, the boast and pride of the richest and grandest nation ever seen on earth—and here wasa scene so dreadfully hideous, so intolerably bleak and forlornthat it reduced the whole aspiration of man to a macabre and depressing joke.—metaphor, hyperbole, antithetical contrast 2Here was wealth beyond computation, almost beyond imagination—and here were human habitations so abominable that they would have disgraced a race of alley cats.—hyperbole, antithetical contrast3The country itself is not uncomely, despite the grime of the endless mills.—litotes, understatement4Obviously, if they were architects of any professional sense or dignity in the region, they would have perfected a chalet to hug the hillsides—a chalet with a high pitched roof, to throw off the heavy winter snows, but still essentially a low and clinging building, wider than it was tall.—sarcasm5And one and all they are streaked in grime, with dead and eczematous patches of paint peeping through the streaks.—metaphor6When it has taken on the patina of the mills it is the color of anegg long past all hope or caring.—ridicule ,irony, metaphor7I award this championship only after laborious research and incessant prayer.—irony8Safe in a Pullman, Ihave whirled through the gloomy, God-forsaken villages of Iowa and Lansas, and the malarious tidewater hamlets of Georgia.—antonomasia9It is as if some titanic and aberrant genius, uncompromisingly inimical to man, had devoted all the ingenuity of Hell to the making of them.—hyperbole ,irony10They like it as it is: beside it, the Parthenon would no doubt offend them.—irony11It is that of a Presbyterian grinning.—metaphorLesson101The slightest mention of the decade brings nostalgic recollections to the middle-aged and curious questionings by the young: memories of the deliciously illicit thrill of the first visit to a speakeasy, of the brave denunciation of Puritan morality, and of the fashionable experimentations in amour in the parked sedan ona country road; questions about the naughty, jazzy parties, theflask-toting‖ sheik‖ , and the moral and stylistic vagaries of the ―flapper‖ and the ―drug-store cowboy‖.—transferred epithet2Second, in the United States it was reluctantly realized bysome—subconsciously if not openly—that our country was no longer isolated in either politics or tradition and that we had reached an international stature that would forever prevent us from retreating behind the artificial walls of a provincial morality or the geographical protection of our two bordering oceans.—metaphor3War or no war, as the generations passed, it became increasingly difficult for our young people to accept standards of behavior that bore no relationship to the bustling business medium in which they were expected to battle for success.—metaphor4The war acted merely as a catalytic agent in this breakdown of the Victorian social structure, and by precipitation our young people into a pattern of mass murder it released their inhibited violent energies which, after the shooting was over, were turned in both Europe and America to the destruction of an obsolescent nineteenth century society.—metaphor5The prolonged stalemate of 1915-1916,the increasing insolence of Germany toward the United States, and our official reluctance to declare our status as a belligerent were intolerable to many of our idealistic citizens, and with typical American adventurousness enhanced somewhat by the strenuous jingoism of Theodore Roosevelt, our young men began to enlist under foreignflags.—metonymy6Their energies had been whipped up and their naive destroyed by the war and now, in sleepy Gopher Prairies all over the country, they were being asked to curb those energies and resume the pose of self-deceiving Victorian innocence that they now felt to be as outmoded as the notion that their fighting had “made the world safe for democracy‖.—metaphor7After the war, it was only natural that hopeful young writers, their minds and pens inflamed against war, Babbittry, and‖ Puritanical‖gentility, should flock to the traditional artistic center(where living was still cheap in 1919)to pour out their new-found creative strength, to tear down the old world, to flout ht morality of their grandfathers, and to give all to art, love, and sensation.—metonymy synecdoche8Younger brothers and sisters of the war generation, who had been playing with marbles and dolls during the battles of Belleau Wood and Chateau-Thierry, and who had suffered no real disillusionment or sense of loss, now began to imitate the manners of their elders and play with the toys of vulgar rebellion.—metaphor9These defects would disappear if only creative art were allowed to show the way to better things, but since the country was blindand deaf to everything save the glint and ring of the dollar, there was little remedy for the sensitive mind but to emigrate to Europe where‖they do things better.‖—personification, metonymy ,synecdoche。

高级英语第四版第二课修辞

高级英语第四版第二课修辞

高级英语第四版第二课修辞摘要:一、引言二、高级英语第四版第二课修辞概述三、课程内容提要1.比喻2.明喻和暗喻3.提喻4.拟人5.反讽6.排比四、修辞手法在英语写作中的应用五、总结与反思正文:【引言】高级英语课程旨在帮助学生提高英语水平,使他们能够熟练地运用英语进行沟通和表达。

在第四版第二课中,我们学习了修辞这一重要主题。

修辞是一种通过语言手段,使表达更加生动、形象和具有感染力的方法。

本篇文章将概括介绍课程中的修辞内容。

【高级英语第四版第二课修辞概述】修辞是一种艺术,通过运用特定的语言技巧,使文本更加吸引人、有趣和易于理解。

在高级英语第四版第二课中,我们学习了多种修辞手法,包括比喻、明喻和暗喻、提喻、拟人、反讽和排比等。

这些修辞手法可以帮助我们更有效地传达思想和感情。

【课程内容提要】1.比喻:比喻是通过将一个事物与另一个事物相比较,从而形象地表达出某种特性的修辞手法。

例如:“时间是金钱。

”2.明喻和暗喻:明喻是直接比较两个事物,而暗喻则是通过暗示进行比较。

例如:“她的眼睛是星星。

”(明喻)和“她是个睡美人。

”(暗喻)3.提喻:提喻是通过部分代表整体或通过整体代表部分的修辞手法。

例如:“杯水车薪。

”4.拟人:拟人是一种赋予非人类事物人类特征的修辞手法。

例如:“月亮害羞地躲在云朵后面。

”5.反讽:反讽是通过表达与字面意义相反的意义,从而产生幽默或讽刺效果的修辞手法。

例如:“祝你度过一个美好的时光。

”(用于分手场景)6.排比:排比是通过重复相同或类似的结构,以强调某个观点或情感的修辞手法。

例如:“生命在于运动,健康在于运动,美丽在于运动。

”【修辞手法在英语写作中的应用】在英语写作中,运用修辞手法可以使文章更具表现力和吸引力。

例如,使用比喻可以使抽象概念更具体化,使用拟人可以让描述更生动有趣。

恰当运用修辞手法有助于作者更好地传达思想和情感,同时也能让读者在阅读过程中获得愉悦。

【总结与反思】通过学习高级英语第四版第二课中的修辞内容,我们了解了多种修辞手法及其在英语写作中的应用。

文体与修辞

文体与修辞

Stylistics and RhetoricBy: Shanshan XuIntroduction:1. What is stylistics?Stylistics studies how language is used in a certain context and how language expresses a certain subject.• 2. Charles Bally proposed two language effects: natural effect (自然效果)and evocative effect(联系效果).Eg:•I’m sorry to trouble you, but could I ask you to close the door for me?•Would you mind closing the door?•I could do without the draught from that door.•Shut the door, will you?•Door!•Were you born in a barn?•I know a little boy who never leaves the door open.•丈夫支出账单中的一页•招聘女打字员的广告费……(支出金额)•提前一个星期预付给女打字员的薪水……(支出金额)•购买送给女打字员的花束……(支出金额)•同她共进的一顿晚餐……(支出金额)•给夫人买衣服……(一大笔开支)•给岳母买衣服……(一大笔开支)•招聘中年女打字员的广告费……(支出金额)•德军剩下来的东西•战争结束了。

他回到了从德军手里夺回的故乡,他匆匆忙忙地在路灯昏黄的街上走着。

一个女人捉住他的手,用吃醉了酒似的口气和他讲:“到哪儿去?是不是上我那里?”•他笑笑,说:“不。

不上你那儿—我找我的情妇。

”他回看了女人一下。

他们两个人走到路灯下。

高级英语2修辞总结

高级英语2修辞总结

高级英语2修辞总结Lesson 1: XXXPub Talk has a Charm of its OwnGrowing up in English pubs。

I have come to XXX。

It maybe due to my upbringing that I find it XXX meanders。

leaps。

sparkles。

and glows。

No one knows where it will go。

Suddenly。

XXX。

and the XXX.XXXXXX。

we often make ns to history。

We reference the musketeers of Dumas。

the descendants of convicts。

Saxon churls。

and XXX.XXXXXX for effect。

For example。

getting out of bed on the wrong side is not a XXX。

we may say it to add humor or emphasize a point.XXXXXX。

They help us express complex ideas in a simple way。

For instance。

we ought to think ourselves back into the shoes ofthe XXX and way of life。

Another example is the XXX ideas spread like seeds。

XXX.Avoiding Slip-XXXWhile pub talk has its charm。

it is XXX in our language。

Itis essential to XXX.5.The n een ns can e n and mistrust。

英语修辞学Ss' handouts2

英语修辞学Ss' handouts2

English Rhetoric Chapter 2Reading 3I am more than angry. I did not give birth to my one and onlyson to have him snatched away from me 18 years later. My child has been loved and cared for and taught right from wrong and will not be fed into any egomaniac’s war machine.Our 18-to 25-year-olds have not brought this world to its present sorry state. Men over the age of 35, down through the centuries, have brought us here, and we women have been in silent accord.Well, this is one woman, one mother, who says No. I did not go through the magnificent agony of childbirth to have that glorious young life snuffed out.Until the presidents, premiers, supreme rulers, politburos, senators and congressmen of the world are ready to physically, as opposed to verbally, lead the world into combat, they can bloody well forget my child.Unite mothers!Don’t throw your sons and daughters away.Sometime, somewhere, women must say No.No. No. No. No. No. Never my child.(Louise M. Saylor, Washington Post, Jan.28, 1980)Reading 4In informal situations, we often overgeneralize from the facts: “She’s never on time”; “Advertising is only a pack of lies.”A little consideration shows us that in reality all-or-none, black-or-white situations are rare; reality is more accurately described in terms of finer shadings and degrees. Most readers are aware of this, and although they will accept and make statements like the above uncritically enough in conversations, they are suspicious of them in writing.Be especially cautious in using terms like “all”, “always”, “everybody”, “nobody”, “never”, “none”, “only”and “most”. Before making such all-inclusive statements, make sure that they are justified. If there are any exceptions to some assertion you make, modify your language to make it more accurate. Don’t say that all young people have such and such a disadvantage: “some” or “many” might be more accurate. Before you say that almost all the schools in that area have very poor educational facilities,ascertain from some reliable source whether more than 80 percent actually do;otherwise you are not really justified in saying it. Keep in mind that the English vocabulary provides you with a wealth of qualifying terms (some, few, often, to name only a few) and choose those that most accurately describe the number, extent, and frequency of the facts you are asserting.Exercise twoⅠ. Identify the reasoning pattern used in each of the following passages.1.There seems to be a general assumption that brilliant people cannotstand routine, and that they need a varied, exciting life in order to dotheir best. It is also assumed that dull people are particularly suited fordull work. We are told that the reason present-day young people protestso loudly against the dullness of factory jobs is that they are bettereducated and brighter than the youth of the past. (Eric Hoffer, “DullWork”)2.The cases of Adolf Beck, of Oscar, of the unhappy Brooklyn bank tellerwho vaguely resembled a forger and spent eight years in Sing Sing[State Prison in New Y ork] only to “emerge”a broken, friendless,useless, “compenstated” man—all these, if the dignity of the individualhas any meaning, had better have been dead before the prison door everopened for them. This is what counsel always says to the jury in thecourse of a murder trial and counsel is right: far better to hang this manthan “give him life.”(Jacques Barzun, “In Favor of Capital Punishment”)Ⅱ. Fill in each blank with an appropriate preposition.Emotional fallacies appeal directly (1)_______ the human frailties(2)_______ the audience: some (3)________their prejudices, some (4)________ their vanity, some (5)________their national pride, others(6)_______their desire to emulate people they admire. Because(7)______this, they exert great persuasive force. These fallacies should beavoided (8)______writing (9)______essentially the same reason that you shun slanting: they deceive your readers. Remember how often you have felt cheated because an advertiser convinced you to buy an expensive, ineffective product (10)______ playing (11)______your desire to be attractive (12)______the opposite sex. Using such tactics(13)_______argument can only have short-range effectiveness; yourcommitment should be to make a lasting impression (14)______your readers.(Michael E. Adelstein and Jean G..Pival: The Writing Commitment, 2nd ed. 1980, pp. 328-329)III. An elementary acquaintance with the general patterns of inference can help writers in two ways.,1.It can make them aware of the premises that underlie an argument.Analyze the following example and provide its major premise:“There is a school ahead. Here we come across a traffic sign onwhich there are school children.”2.It can also help a writer check the validity of his line of reasoning.Examine the following example, point out its fallacy and provide possible remedies:Some elected officials are bribe-takers.Smith is an elected official.Therefore, Smith is a bribe-taker.IV. Identify the fallacies of pathos in each of the following paragraphs as “Ad Hominen”, “Name calling”, or “Bandwagon Appeal”with the help of a dictionary.1.Many advertising slogans urge readers to buy something so that they becomeassociated with the majority of people or with a particular prestigious group: “Beer belongs,”“Camels aren’t for everybody (but then, they don’t try to be),”“John the Pepsi generation,”“The car for the people who think,”“长龙,只为少数派的宣言”.2.When challenged by an opponent to discuss military spending, a politicianaccuses the opponent of alcoholism.3.He (the male) is a half dead, unresponsive lump, incapable of giving orreceiving pleasure or happiness; consequently he is at best an utter bore, an inoffensive blob, since only those capable of absorption in others can be charming.。

(完整word版)高级英语各单元修辞

(完整word版)高级英语各单元修辞

英语修辞手法总结1) Simile:(明喻)是常用as或like等词将具有某种共同特征的两种不同事物连接起来的一种修辞手法。

明喻的表达方法是:A像B。

2) Metaphor:(暗喻)是本体和喻体同时出现,它们之间在形式上是相合的关系,说甲(本体)是(喻词)乙(喻体)。

喻词常由:是、就是、成了、成为、变成等表判断的词语来充当。

暗喻又叫隐喻。

例如:何等动人的一页又一页篇章!这是人类思维的花朵。

(徐迟《哥德巴赫猜想》)3) Analogy: (类比)是基于两种不同事物间的类似,借助喻体的特征,通过联想来对本体加以修饰描摩的一种文学修辞手法。

4) Personification: (拟人)把事物人格化,把本来不具备人的一些动作和感情的事物变成和人一样的。

就像童话里的动物、植物能说话,能大笑。

5) Hyperbole: (夸张)是指为了达到强调或滑稽效果,而有意识的使用言过其实的词语,这样的一种修辞手段。

夸张法并不等于有失真实或不要事实,而是通过夸张把事物的本质更好地体现出来。

6) Understatement: (含蓄陈述)7) Euphemism: (委婉)是指为了策略或礼貌起见,使用温和的,令人愉快的,不害人的语言来表达令人厌恶的,伤心或不宜直说的事实,8) Metonymy:(转喻)是指当甲事物同乙事物不相类似,但有密切关系时,可以利用这种关系,以乙事物的名称来取代甲事物,这样的一种修辞手段。

转喻的重点不是在“相似”;而是在“联想”。

转喻又称换喻,或借代。

9) Synecdoche (提喻)是不直接说某一事物的名称,而是借事物的本身所呈现的各种对应的现象来表现该事物的这样一种修辞手段。

10) Antonomasia (换喻)一种,一个词或词组被另一个与之有紧密联系的词或词组替换的修辞方法11) Pun: (双关语)指在一定的语言环境中,利用词的多义和同音的条件,有意使语句具有双重意义,言在此而意在彼的修辞方式。

作文的文体与修辞技巧运用

作文的文体与修辞技巧运用

作文的文体与修辞技巧运用写作是一门艺术,而文体和修辞技巧则是作文中展现艺术性的重要元素。

不同的文体给人不同的感觉和印象,而修辞技巧则能够增强作文的说服力和表达效果。

在写作过程中,正确而恰当地运用文体和修辞技巧,可以让作文更生动有趣、准确明了,提升文章的品质。

本文将详细探讨作文的文体与修辞技巧的运用。

文体是指作文表达方式和风格的一种形式。

常见的文体包括记叙文、说明文、议论文和应用文等。

记叙文主要用于叙述事实或故事,通过时间顺序和细节描写来呈现画面感。

而说明文则主要用于阐述事物的定义、特征、原理等,追求准确性和逻辑性。

议论文则以观点、论证和反驳为主,通过辩证思考、论据攻击和结论总结来表达作者的个人见解。

最后,应用文则是应用于日常或商务场景中的书信、申请、通知等,注重实用性和规范性。

根据不同的写作目的和写作对象,选择合适的文体可以更好地传递信息和引起读者的共鸣。

与文体相伴随的是修辞技巧的运用。

修辞技巧是在表达中运用语言的技巧和手法,能够丰富作文的意境、增强表达的效果。

常见的修辞技巧包括比喻、拟人、排比、设问、夸张等。

比喻是用一个事物来比拟另一个事物,通过类比的方式使得作文更形象、更易理解。

拟人则是将无生命的事物赋予人的特征和行为,使得作文更生动有趣。

排比则是将相同或相似的结构重复使用,以增强语言的辞章感和节奏感。

设问是通过提出问题来引起读者的思考和共鸣,增强作文的互动性和说服力。

夸张则是对事物进行夸大处理,以达到强调和烘托的效果。

运用修辞技巧可以使作文更加富有感染力和吸引力,提升读者的阅读体验。

为了更好地将文体和修辞技巧运用到作文中,我们需要注意以下几点。

首先,要根据自己的写作目的和读者的需求选择合适的文体。

如果是写一篇叙述性的文章,那么记叙文是更好的选择;如果是阐述某个概念或原理,那么说明文则更为贴切。

其次,要灵活运用修辞技巧,但也要避免过度使用。

过多地使用修辞技巧会让作文显得矫揉造作,影响读者的阅读体验。

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UNIT 2第一题戴亚芬杨帆张姣慧1. What is meant by style as deviance? Provide an example to illustrate this view.The distinctiveness of a literary text resides in its departure from the characteristics of what is com municatively normal. This has led to approaches to style as deviance.As for the example, the phrase “a grief ago ” from a poem of that name by Dylan Thomas. The phr ase violates two rules of the indefinite article a clashes semantically with the uncountable noun gri ef, because it normally modifies a countable one; the post-modifying adverb ago clashes semantic ally 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 attracts much attention fro m the reader to itself, and thus makes it possible for the poet to express what cannot be expressed t hrough the normal use of language. Thomas here seems to be measuring time in terms of emotion. It is not unreasonable, therefore, to suggest that the speaker of the poem may have experienced gr ief repeatedly so that he can measure time in terms of it.第2题姜婉婷04,肖帅帅05,俞兰冰062. Discuss the advantages and the disadvantages of the view of style as deviance.In terms of the advantages of the view of style as deviance, first, it can help us to see and keep in mind that there is a difference between everyday language and the language of literature. It also he lps us realize that deviant features provide important clues for interpretation. Besides, the highly d eviant nature of the phrase attracts much attention from the reader to itself, and thus makes it possi ble for the poet to express what cannot be expressed through the normal use of language.However, the chief disadvantage is that it is difficult to define the nature and the status of the norm from which style of a text deviants. Another disadvantage is that it tends to undervalue all non-de viant language, both within literature and without.第三题,裘嘉颖、刘益花、范均鳌3. How do you define the view of style as choice?Style as choice is meant that style results from a tendency of a speaker or writer to consistently ch oose certain form or expression over others available in the language. Thus, style concerns the cha racteristic choice in a given context.E.g. In writing The Eve of St. Agnes, Keats substituted the word shut for close:' As though a rose s hould shut and be a bud again' , which adds some poetic quality to the line, since internal rhyme is one of those features associated traditionally and typically with poetry.The stylistician must select those features that are most relevant to his discussion and ignore the irr elevant ones in order to make a coherent and convincing interpretation.第4组金剑王露兰鲍蕾.docQuestion: How can we distinguish ‘style’ from language?What is Language?Language is the primary object of the study of linguistics, and linguists construct theories of langu age in general or of particular languages from differing points of view. The discussion of the conce pts of style should focus on some essential aspects of language on which most linguists agree. Language is viewed as a system of different types of linguistic organization such as phonology, sy ntax and lexicon. The English language consists of its patterns of sounds, sets of grammatical rule s and a large body of vocabulary.Definitions of StyleStyle in prose is the way you present your ideas. All the choices you make while writing-of words, tones, voice,tense, sentence structure, for example-create the style of your paper. In other words, the style of yo ur writing is determined by the diction, the tone, the voice, the tense, and the sentence structure, et c.Varieties 变体 of Language(variety=style)A. Varieties in relation to regions—— British/American EnglishB. Varieties in relation to media ——Spoken English/Written EnglishC. Varieties in relation to attitude——degrees of formality/politeness/ impersonality/imformalityD. Varieties in relation to social factors——Women’s English/Black English/Taboo and Euphemis mE. Varieties in relation to social Genre——The English of Conversation / Public speaking / News r eporting/Advertising/Literary English (The Novel/Poetry)/ Science and Technology/Legal Docum ents5. Why do you think that it is inappropriate to say that style is always conscious choice?第五题:梁柳媚洪娟杨佳颖The effect of conscious choice making is no doubt more apparent in literature than in other types o f discourse,if a writer had to make choice consciously all the time at different linguistic levels, it i s not difficult to imagine how long it would take to produce anything at all and,consequently,how l ittle we would have in today's literature storehouse!第6题潘云婷金豪特赖华霓6. Where do we usually find the evidence of choice-making?The evidence of choice-making can be found in authors' manuscipts. Such as a case once consider ed by Short(1984). In writing The Eve of St. A gnes, Keats first produced the line.第7 题: 夏冬成朱晨迪马晔菲7. What are the advantages and disadvantages of the view of style as choice?Advantage:Style as choice is often considered as a matter concerned with form or expression rather than mean ing. The advantage of this approach to style is that it helps us keep in mind that there are some diff erences between sentences and article even if sentences and article with same meaning. For examp le, when the meaning is the same what makes a writer as a writer is his peculiar way of saying that.Disadvantage: The style as choice subsumes the view of style as deviance in some way. Like the v iew of style as deviance ,it has limitation. For instance ,It implies that every linguistic element in a text is a choice of the writer and therefore should be included in a discussion of the style of the te xt it is in. When the stylistician interprets a text, he/she must select the content that are most releva nt the discussion and ignore the irrelevant ones.第8题钱莹莹潘肖笑李静楠8. Explain the view of style as foregrounding.1.The term foregrounding is a concept of pictorial arts, referring to that part of the composition tha t appears to be closest to the view (Mayer,1969).2.The proponents of the view of style as foregrounding extended the concept to include both the d eviant features and those linguistic phenomena which are not deviant, but nevertheless striking.3.The foregrounding is achieved either through deviation or through overregularity in language use.4.Foregrounding is a useful, even crucial concept in stylistics, providing a bridge between the relat ive objectivity of linguistic description and the relative subjectivity of literary judgement.第九组:胡玲玲钱晓玎汤吉诚9. What advantages does the view of style as foregrounding have over the other two approaches? It can account for certain aspects of non-deviant language in literature which the approach of style as deviance fails to do. In other words, it’s a broader view than the view of style as deviance.Compared with the view of style as choice, the view of style as foregrounding leaves much less to the personal judgement, i.e. the identification and selection of stylistically relevant features for an alysis are less of a problem for those taking the view of style as foregrounding.第10题蒋小薇周遥遥付庆怡10.Discuss the importance of the concept of foregrounding and the need for a detailed examinatio n of foregrounding in the Chinese context.Leech points out: “Foregrounding is a useful, even crucial concept in stylistics, providing a bridge between the relative objectivity of linguistic description and the relative subjectivity of literary jud gement. It is a criterion by which we may select, from a mass of linguistic detail, those features rel evant to literary effects”. Therefore, it seems necessary for us to have a closer examination of it. A lso, as the western stylistics theory, foregrounding is rarely used to Chinese context analysis. Ther efore, a detailed examination of foregrounding in the Chinese context can to some extent improve the apply of foregrounding in Chinese context. There is also a pedagogic reason for a further consi deration of foregrounding. Short informs us that “the oversees student is unlikely to have a sufficient grasp of the norms of the language to be able to determine what is deviant, foregrounded, and h ence crucial to understanding”.。

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