- •Учебное пособие
- •Требования к уровню освоения содержания курса. В результате изучения дисциплины обучаемые должны
- •Contents
- •The Notion of Style
- •2. The notion of Stylistics
- •The Objectives of Stylistics
- •4. The Place of Stylistics among other Language-Studying Sciences and its Peculiarities
- •Additional notes on lecture 1
- •Lecture 2. General notes of functional styles (fss) as a field of stylistic investigation
- •Functional Styles
- •Literary fSs Classification
- •Varieties Of Language
- •Functional Styles
- •Literary fSs Classification
- •3. Varieties Of Language
- •Lecture 3. Meanings of language units
- •1. Meanings of Language Units: a General Division
- •2. Stylistic (Pragmatic) Meaning
- •1. Meanings of Language Units: a General Division
- •2. Stylistic (Pragmatic) Meaning.
- •Additional notes on lecture 3.
- •3. The Difference between Semantics and Pragmatics.
- •Lecture 4. Expressive means and stylistic devices
- •2. General view on Figures of Speech
- •Additional notes on lecture 4.
- •I. Ancient Classifications
- •2. Hellenistic Roman Rhetoric System
- •II. Modern Classifications
- •Lecture 6. Phonetic eMs and sDs
- •Additional notes on lecture 6
- •Additional notes on lecture 8.
- •Oxymoron
- •Additional notes on lecture 9.
- •Additional notes on lecture 10.
- •Interaction Of Logical And Emotional Meanings in sDs of Interjections and exclamatory words
- •Interaction Of Logical And Emotional Meanings.
- •Interjections and exclamatory words
- •Interjections
- •2) Proverbs and sayings.
- •Reasons for using quotations
- •Common quotation sources
- •Additional notes on lecture 11.
- •Lecture 12. Syntactical ems and sds syntactical ems and sds based on the arrangement of words in a sentence & sentences in a paragraph
- •Additional notes on lecture 12.
- •Lecture 13. Syntactical ems and sds based on abundance or absence of some language elements
- •3. Parallelism (Parallel Constructions)
- •An example of a parallel sentence is:
- •II. Syntactical sDs Based on Absence of Some Language Elements
- •Additional notes on lecture 13
- •Asyndeton
- •Polysyndeton
- •Additional notes on lecture 14.
- •Rhetorical Questions
- •Litotes
- •Syntactical Hyperbole
- •Additional notes on lecture 15.
- •Lecture 16. Overview: stylistic features of english functional styles
- •Stylistically marked groups of words
- •Distinctive Stylistic Features Of Functional Styles Of English
- •2.Distinctive Stylistic Features Of English Functional Styles
- •Commentary to the table.
- •Additional notes on lecture 15.
- •Glossary
- •Contributions Main
- •Additional
Reasons for using quotations
Quotations are used for a variety of reasons: to enrich, illuminate the meaning or support the arguments of the work in which it is being quoted, to pay homage to the original work or author, to make the user of the quotation seem well-read and even to ridicule the original author.
Common quotation sources
Chiefly for reference and accuracy, famous quotations are frequently collected in books that are sometimes called quotation dictionaries or treasuries. On the other hand, diaries and calendars often include quotations for entertainment or inspirational purposes, and small, dedicated sections in newspapers and weekly magazines — with recent quotations by leading personalities on current topics — have also become commonplace. Finally, chiefly through the World Wide Web, the Internet has become the world's main quotation repository.
5) Allusion is a stylistic device in which one refers covertly or indirectly to an object or circumstance that has occurred or existed in an external context. It is left to the reader or hearer to make the connection (Fowler). In the most traditional sense, allusion is a literary term, though the word also has come to encompass indirect references to any source, including film, art, or real events.
Allusion is an economical device, a figure of speech that draws upon the ready stock of ideas or emotion already associated with a topic in a relatively short space. Thus, an allusion is understandable only to those with prior knowledge of the reference in question.
It stimulates ideas, associations, and extra information in the reader’s mind with only a word or two. It means “reference”. It relies on the reader being able to understand the allusion and being familiar with all of the meaning hidden behind the words.
The poetry of T.S. Eliot is often described as "allusive", because of his habit of referring to names, places or images that may only make sense in the light of prior knowledge. This technique can add to the experience, but for the uninitiated can make Eliot's work seem dense and hard to decipher.
Allusions in English are commonly made to the Bible, nursery rhymes, myths, famous fictional or historical characters or events, and Shakespeare. They can be used in prose and poetry.
E.g. Christy didn’t spend money. She as no Scrooge, but she seldom purchased anything except the bare necessities.
The name Scrooge should bring to mind an image of someone who “pinches pennies” and hoards money with a passion. But the allusion only works if the reader is familiar with Charles Dickens’ story “A Christmas Charol”.
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Re-evaluation of Idioms.
Re-evaluation of idioms is a very frequent phenomenon. The process can touch upon changes within the structure of the idiom (Decomposition of idioms) and semantic widening (additions to idioms).
a) Decomposition of idioms is a SD which consists in reviving the independent meanings which make up the component parts of the idiom. It makes each word of the combination acquire its literal meaning.
The fixed form of an idiom is sometimes broken by replacing one word for another, by altering the whole structure or by some other changes, e.g. “Don’t cry, the milk is spilt.” (there’s no need to cry over the spilt milk).
The semantic unity is violated by restoring primary meanings of the words in the phraseological unit, e.g. “You’re pulling my leg”- I’m not pulling your leg. Nothing would make me pull or even touch your beastly leg(to pull smb’s leg).
b) Additions to idioms are also very often introduced into a sentence with it. She was born with a silver spoon in the mouth, but judging by the size of her mouth it must have been a ladle.
Eg. It was raining cats and dogs, and two kittens and a puppy landed on a window-sill (Chesterton) the idiom to rain cats and dogs is freshened by the introduction of kittens and a puppy, which changes the unmotivated combination into a sustained metaphor.