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Cognitive stylistics also well-known as cognitive poetics is a cognitive approach to language. This study aims at examining literary language by showing how Schema Theory and Text World Theory can be useful in the interpretation of literary texts. Further, the study attempts to uncover how readers can connect between the text world and the real world. Putting it differently, the study aims at showing how the interaction between ‘discourse world’ and ‘text world’. How readers can bring their own experience as well as their background knowledge to interact with the text and make interpretive connections. Schema and text world theories are useful tools in cognitive stylistic studies. The reader's perception of a particular text world depends on her/his existing schema during the process of interpretation. The selected texts for the study are "Strange Meeting" by Wilfred Owen, "In Winter" by Corbett Harrison and the opening passage of David Lodge's novel Changing Places which are intended to show how the two theories can be integrated to account for the way in which text worlds are perceived. So as a result, readers start establishing meaning based on their schemata and these meanings change through adding a new one. The cognitive ability to understand literary texts and how readers build mind worlds is a crucial aim in cognitive poetics. An in-depth cognitive stylistic analysis reveals significant points about reading and interpreting the selected literary texts by providing a way of thinking about background knowledge and how the individual's experience would influence their interpretation and viewing of the text world.

This research paper draws on applying the tools of pedagogical stylistics in teaching literature in particular poetry to English as a foreign language (EFL) undergraduate Iraqi students. The language of literature is rich with social context, exquisite deviant forms, and vocabulary. This paper aims at examining to what extent pedagogical stylistics can be helpful in increasing students' literary awareness. In addition, to examine how it can help them to interpret and analyze selected poems that have been chosen for them to achieve this goal. For the purpose of gathering the required data a pre-test and a post-test are conducted. Verdonk's (2013) approach is adopted in teaching stylistic tools to the students. The participants were (40) second-year students of the academic year 2018-2017 from University of Baghdad, Iraq. Moreover, a questionnaire is distributed to know students' opinions about studying stylistics. The final results proved that (1-) pedagogical stylistics tools are of great significance to pay heed to the language of poetry or literary language in general, (2-)the questionnaire shows that most agreed on studying stylistics in the classroom. Thus, this study highly recommends that teachers of literary subjects should focus on stylistic tools in teaching literary texts.

As its title suggests, Difficulty in Poetry: A Stylistic Model tackles poetic difficulty. The question here is, why would one consider a poem difficult? Is it a semantic issue, facing unfamiliar meanings of words? Alternatively, it can be a pragmatic issue, the unfamiliar context to readers. Or is it a cultural issue? Or can it be a combination of all the factors mentioned above? The author endeavors to define difficulty based on previous relevant work that dealt with the same vein. In previous work, Castiglione (2017) defined difficulty “as a text-driven response phenomenon associated with resistance to reading fluency”(p.99). In general, this book in review addresses difficulty in poetry with the aim of finding understanding and analyzing difficulty. Readers need to know what poetic difficulty means and why some poems are considered complex and difficult to understand. Castiglione (2018) used an interesting metaphor to make the idea of his book more reachable to the readers. He describes difficulty as a metropolis. The ways of understanding it are described as vehicles. Issues might be faced during the journey to the center of this city. Moreover, the author advertently shows how difficulty is different from ambiguity and obscurity. This book achieves the following main goals: (1) it presents a definition of difficulty in poetry (2) it aims at approaching difficulty in poetry.