Stylistics

Jeffries, Lesley; McIntyre, Dan C.

doi:10.1017/cbo9780511762949

Cited by 212 publications

(46 citation statements)

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“…In their textbook, Stylistics, Jeffries and McIntyre (2010) introduce schema theory as the first framework within the cognitive stylistics tool-kit. Schema theory is the idea that we all have packages of information about certain things, events and situations that can be cued by a text and drawn on during the reading process.…”

Section: Cognitive Stylistics In the Classroommentioning

confidence: 99%

Re-reading in stylistics

Harrison

Nuttall

2018

Language and Literature: International Journal of Stylistics

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Cognitive stylistics is primarily concerned with the cognitive processes -mental simulationsexperienced by readers. Most cognitive stylisticians agree that experiences of reading texts are dynamic and flexible. Changes in the context of reading, our attentional focus on a given day, our extra background knowledge about the text, and so on, are all factors that contribute to our experience of a fictional world. A second reading of a text is a different experience to a first reading.As researchers begin to systematically distinguish between the 'solitary' and 'social' readings that constitute reading as a phenomenon (Peplow et al., 2016), the relationship between multiple readings and the nature of their processing become increasingly pertinent. In order to explore this relationship, firstly we examine the different ways in which re-reading has previously been discussed in stylistics, grounding our claims in an empirical analysis of articles published in key stylistics journals over the past two decades. Next, we draw on reader response data from an online questionnaire in order to assess the role of re-reading and the motivations that underpin it. Finally, we describe an exercise for the teaching of cognitive stylistics, specifically applying schema theory in literary linguistic analysis (Cook, 1994), which illustrates the need to distinguish between readings as part of an analysis.Through these three sections we argue that our experiences of texts should be considered diachronically, and propose that the different readings that make up an analysis of a text should be given greater attention in stylistic research and teaching.

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Section: Cognitive Stylistics In the Classroommentioning

confidence: 99%

Re-reading in stylistics

Harrison

Nuttall

2018

Language and Literature: International Journal of Stylistics

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“…The instrument used in this paper involves 1) a semi-Structured Interview, and 2) Hoey's (1991) Matrix of Lexical Cohesion. Recently, easily accessible and powerful computer software has renewed the interest in quantitative study in linguistics and there is even a developing sub-discipline increasingly referred to discourse analysis (Jeffries & McIntyre, 2010). Consequently, the quantitative analysis used in this study seek to understand a phenomenon more fully than is possible using either quantitative or qualitative method alone (Gay et al, 2009: p. 462).…”

Section: Methodsmentioning

confidence: 99%

The Dense Use of Lexicalization in Dialogues by EFL Students at Jordan University-Aqaba

Al-Awabdeh¹,

Abdo²

2017

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This qualitative and quantitative analysis, researching language and social interaction, is one of its kinds, to examine the current ESL pedagogical strategies in native and residential Jordanian college students. It uses lexicalization in spoken dialogues produced by English language and literature students at the Department of English Language and Literature at Jordan University/Aqaba branch. It includes 30 participants selected randomly. The study uses Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview to collect data from the participants. The findings indicated that the density of lexicalization has a significant contribution in the creation of cohesion of the spoken dialogues. This research recommends that further research be conducted to investigate other types of spoken dialogues

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“…Accordingly, the identification of deviant structures, of significant lexical choices and the assigning of interpretive significance are all reader-specific operations. The end product is strictly the analyst's but is nevertheless one which in all probability will be accepted, at least in part, by another analyst carrying out a stylistic analysis of the same texts, provided they share sufficiently similar schematic predications about language, the genre and the world (Widdowson, 1992;Jeffries and McIntyre, 2010). This transparency is a byproduct of the explicitness of descriptive vocabulary and the replicability of analytic procedure.…”

Section: The Methodologymentioning

confidence: 99%

A Feminist Counter-Reading of Indian Women

Alaghbary¹

2013

IJEL

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Critical linguists, including feminists, argue that language is not a value-free medium reflecting the world but a medium of constructing it. In every use of language, writers have at their disposal a wide repertoire of options, albeit within a restricted set of parameters. The selections they make are calculated and signpost ideological positioning. Stylistics offers a systematic approach to the analysis of language use and the description of ideological positions and three of its ambitions have been identified: to support existing interpretations of texts, to suggest new interpretations, and to establish general points about how meaning is made (Barry, 2002). In this paper, I demonstrate how stylistic analysis can be used to investigate women representation in texts and offer a feminist counter-reading of an existing interpretive claim. The analysis in question is Prabhat K. Singh's interpretation of Indian Women by Shiv K Kumar, which he saw as a glorification of Indian women's integrity, richness and faith. Singh also argues the women in the poem serve as a "metaphor for feminine beauty, chastity, patience, love and trust" (Singh, 2001, p. 107). However, detailed linguistic evidence reveals the tensions and inconsistencies in Singh's reading, and demonstrates how his positive construction of Indian women is based on a few selected details that do not allow a more thorough and coherent view of the poem. Stylistic analysis is used to demonstrate how a particular interpretation has been privileged and other interpretive possibilities downplayed, and provide an alternative reading sustained by a consideration of all aspects of the linguistic make-up of the text. The image resulting from the analysis is much less favorable than the one provided by Singh's interpretation. Kumar has indeed constructed Indian women as powerless, inactive and silenced, thereby reinforcing traditional gender roles in patriarchal cultures.

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Stylistics

Cited by 212 publications

References 0 publications

Re-reading in stylistics

Re-reading in stylistics

The Dense Use of Lexicalization in Dialogues by EFL Students at Jordan University-Aqaba

A Feminist Counter-Reading of Indian Women

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