General Stylistics and Literary Stylistics

Stylistics does not function as independent domain, but it can be practical to an understanding of the
linguistics, literature and even journalism.

Stylistics is the approach about analyzing literary texts with the use of linguistic description.
This means that it is apprehensive with the study of both and linguistics and literature including
literary device. Stylistics studies the language and creativity in the language utilize by seeing, if the rules
of the language are or are not perceived to make particular effect in the text. Thus, it can similarly be
utilized to study for advertisements or newspaper articles.

With regard to the study of literature, literary linguistics places focus on the connection between
the theoretical model of linguistic and the literary texts. Thus, it helps to enhance one’s reading
and interpretation of these texts through the application of various aspects of linguistic theory.
As a consequence, it builds on the assumption that the study of literature and language need not
be regarded as mutually exclusive but rather as significantly related to each other.

Today, literary linguistics is a recognized discipline that has the line of attack to literary texts
through the frameworks of linguistic. Nevertheless, this was not usually the case, particularly in
the beginning of the literary linguistics.

Emphasis on stylistics is on the linguistic study features text arriving at its interpretation and
these features can communicate to diverse levels of language. They can, for instance, branch
from the level of phonology and how pronunciation or sounds are characterized in written
texts. Apart from the pronunciation or sounds, it is also possible to view at the words, which is
lexicology, and the component parts making up the words, which is the morphemes, to know
if the text has several simple or complex words. When it comes to studying the implication
of these words into bigger constructions, this includes the intensities of semantics and syntax,
respectively. When making an allowance for the context in which a text is entrenched and thus
going further than the level of the text, one travels into the domain of pragmatics and discourse
study, mentioning to the situation, society, historical, time and culture, frame of which a text
forms share. These levels are connected as they function concurrently in a literary text and as a
result, a stylistic analysis can transmit to more than one of them at the same time.

Stylistics in general is also apprehensive with connecting linguistic facts, or the linguistic description to
the interpretation in as clear a way as conceivable. Stylistics is interested as well about the way
a meaning is obtained. What let the readers to reach at comparable interpretations of the text is
their familiarity of the structure of a language and the communal events of inference, illustrating
on both the context in which a text is entrenched and the overall knowledge of the world. Thus,
uncommon juxtapositions of the words can typically be made sense of by associating them to
their acquainted equivalents.

Finally, the key difference between literary and general stylistic study is that while the literary criticism
is a party of opinion, stylistic study is compliance to the job itself. Literary criticism begins with
the manufactured judgments about the writer/author. It gives no accurate account in supporting
the ideas. Long quotations are presented but deprived of proving their implication. The norm
of contrast leads nowhere except this in which the literary analysis are largely apprehensive
with literary history, events of the personal life of the author and sources of his/her inspiration,
historical aspects in terms of politics, social and economy. After make sure of the sharp eye on
the literary text, literary critic chooses features from it to study or to link it to specific period
or genre. The stylistic study begins from the positive and identifiable point, which is the actual
verbal manifestation.
 Key Features of Literary Language

Allegory
A figurative mode of representation conveying a meaning other than the literal, usually through
symbolism

Allusion
A brief reference, explicit or indirect, to a person, place or event, or to another literary work or passage

Analogies
Something unfamiliar explained using an equivalent familiar example

Anecdotes
Short, entertaining side stories that related to the plot

Antithesis
Used to describe a character who presents the exact opposite as to personality type or moral outlook to
another character

Aphorism
A concise statement containing a subjective truth or observation cleverly and pithily written

Characterization
Direct – author/narrator talks about the characteristics
Indirect – revealed through interaction with themselves and with others
Anything can be characterization because Characters Carry the Plot

Conceit
An extended metaphor with a complex logic that governs a poetic passage or entire poem. By
juxtaposing, usurping and manipulating images and ideas in surprising ways, a conceit invites the reader
into a more sophisticated understanding of an object of comparison
Denotative/Connotative Meaning
When something has both a literal meaning that is significant, as well as a figurative meaning that is
equally if not more important

Diction/Word Choice
Can be used to create an effect – tone, mood, or reinforce the theme or a style

Enjambment
The continuation of a sentence or clause over a line-break.

Framing device
When the narrative is starts and ends with something, which frames the said narrative to create and
effect

Grammar
Dashes and commas, parentheses and sentence fragments – usually a lesser form of stream of
consciousness but also used to reveal the thought process of a character at a given time

Imagery/Sensory Detail
Brings the audience into the scene by immersing them in the experience, in the setting

Irony
Verbal irony is a disparity of expression and intention: when a speaker says one thing but means
another, or when a literal meaning is contrary to its intended effect. An acute example of this would be
sarcasm.

Dramatic irony is a disparity of expression and awareness: when words and actions possess a
significance that the listener or audience understands, but the speaker or character does not.

Situational irony is the disparity of intention and result: when the result of an action is contrary to the
desired or expected effect. Likewise, cosmic irony is disparity between human desires and the harsh
realities of the outside world (or the whims of the gods).
Verbal and situational irony is often intentionally used as emphasis in an assertion of a truth. The ironic
form of simile, or the irony of sarcasm or litotes may involve the emphasis of one's meaning by
deliberate use of language that states the direct opposite of the truth, or drastically and obviously
understates a factual connection

Juxtaposition
When the author places two themes, characters, phrases, words, or situations together for the purpose
of comparison, contrast, or rhetoric.

Magic Realism
When magical elements are blended into a realistic atmosphere in order to access a deeper
understanding of reality. These magical elements are explained like normal occurrences that are
presented in a straightforward manner which allows the "real" and the "fantastic" to be accepted in the
same stream of thought

Metonymy is a figure of speech used in rhetoric in which a thing or concept is not called by its own
name, but by the name of something intimately associated with that thing or concept. For instance,
"Washington," as the capital of the United States, could be used as a metonym for its government

Mockery
A form of mocking – deriding a character or a group of people, can be employed by another character,
or by the narrator

Mood
When a scene is emotionally charged, although the emotional may be one such as melancholy or
apathy. Used to supplement setting and sometimes to create its own effect

Motif
A symbol that is repeated throughout the narrative that relates to a specific theme of the narrative.
Rarely obvious
Narration
First person, Third person limited, Omniscient

Narrative Hook
Conscious, sometimes obvious attempt to grab and hold onto the audience’s attention

Paradox
A method of literary composition - and analysis - which involves examining apparently contradictory
statements and drawing conclusions either to reconcile them or to explain their presence

Parody
Imitation of something meant to ridicule it

Pastiche
Imitation of the style of another person

Pathetic Fallacy
A form of personification – the reflection of the mood of a character (usually the protagonist) in the
atmosphere or inanimate objects

Pathos/Emotional Appeal
One of the three modes of persuasion in rhetoric used by the author to inspire pity or sorrow in the
reader towards a character

Plot Device
An object or character whose sole purpose is to advance the plot

Poetic Justice
When virtue is ultimately rewarded or vice punished, often in modern literature by an ironic twist of fate
intimately related to the character's own conduct

Polyphony is a feature of narrative, which includes a diversity of points of view and voices
Sentence Structure/Argument Structure
Watch for: subject first vs. verb first, double negatives, interesting construction, intricacy and
discrepancy in the argument.

Stream of consciousness
Usually devoid of grammar, reflects the innermost thoughts and workings of a characters mind during
the stream’s text

Tone
Character specific, or narrator specific
Ambiguity, philosophical, sarcastic, ironic, surprise, condescending, detached, etc.

Understatement
Giving an expression with less strength than would be expected, can be used to the effect of highlighting
the importance of the thing being understated

Litotes is a form of understatement in which a certain statement is expressed by denying its opposite

Unreliable/biased narrator

Voice
Voice of the author is a combination of a writer's use of syntax, diction, punctuation, character
development, dialogue, etc., within a given body of text

Advantages of Using Literary Texts for the Purpose of Language Learning

Most of the time literature is mainly related to reading and writing, but it may play the same meaningful
role in teaching speaking and listening if we design creative activities. Teachers can use literature in the
classroom for different purposes such as reading aloud and dramatizing a poem, teaching pronunciation,
and many other activities.
There are many advantages of using literature in the EFL classroom. To talk about the general
advantages of literature can be a broad approach thus; we will not focus on them. Instead, we will have
a look at the benefits from three different perspectives: literature as genuine and authentic material, as
a good language source and as a bridge to get the learner interested and also, we will mention poetry as
a strong option to develop students’ skills.

MATERIAL

Literature is authentic material that makes students travel to foreign countries and fantastic worlds. This
keeps our students motivated and promotes favorable attitude toward learning.

Poems, novels, and stories can bring powerful emotional responses to the classroom. Furthermore,
students can relate their own real lives to the stories they read.

Literary texts help EFL students to improve language learning. However, literature by itself is not
enough; teachers need to use imaginative techniques for integrating literature work with language
teaching. It is also necessary to bring motivating methodology and to choose the right material to keep
students interested.

LANGUAGE

Language is the most prominent feature of literature. Through literature students learn about syntax
and discourse, different structures, functions, and the different ways of connecting ideas, all these help
students to develop their writing, listening, reading and speaking skills.

As they use literature they learn about language structure without even noticing, this helps to develop
their communicative competence, what as we know, is the ultimate aim of English learning.
LEARNER

In the classroom the use of literature encourages learners to get involved with the stories they read or
hear; the understanding of the words becomes less important as they get involved in trying to figure out
what is happening with a character or the end of a story. Students may also like using literature if the
activities are oriented towards enjoyment and creativity instead of memorizing or following grammatical
rules.

Literature can be seen as the bridge between the learner and the culture of the people whose language
they are studying; in order to get the learners interested in the culture, we have to carefully select the
literary texts according to their interests and level of comprehension.

Literature in ELT
The use of literature in the ELT classroom is enjoying a revival for a number of reasons. Having formed
part of traditional language teaching approaches, literature became less popular when language
teaching and learning started to focus on the functional use of language. However, the role of literature
in the ELT classroom has been re-assessed and many now view literary texts as providing rich linguistic
input, effective stimuli for students to express themselves in other languages and a potential source of
learner motivation. On this site you can find a range of literary texts and supporting classroom materials,
on the BritLit pages.

What do we mean by literature?

John McRae (1994) distinguishes between literature with a capital L - the classical texts e.g.
Shakespeare, Dickens - and literature with a small l, which refers to popular fiction, fables and song
lyrics. The literature used in ELT classrooms today is no longer restricted to canonical texts from certain
countries e.g. UK, USA, but includes the work of writers from a diverse range of countries and cultures
using different forms of English.

Literary texts can be studied in their original forms or in simplified or abridged versions. An increasing
number of stories in English are written specifically for learners of other languages. The types of literary
texts that can be studied inside and outside the ELT classroom include:
 1. Short stories
2. Poems
3. Novels
4. Plays
5. Song Lyrics

Why use literature in the ELT classroom?

Literary texts provide opportunities for multi-sensorial classroom experiences and can appeal to learners
with different learning styles. Texts can be supplemented by audio-texts, music CDs, film clips, podcasts,
all of which enhance even further the richness of the sensory input that students receive.

Literary texts offer a rich source of linguistic input and can help learners to practise the four skills -
speaking, listening, reading and writing - in addition to exemplifying grammatical structures and
presenting new vocabulary.

Literature can help learners to develop their understanding of other cultures, awareness of ‘difference'
and to develop tolerance and understanding. At the same time literary texts can deal with universal
themes such as love, war and loss that are not always covered in the sanitised world of course books.

Literary texts are representational rather than referential (McRae, 1994). Referential language
communicates at only one level and tends to be informational. The representational language of literary
texts involves the learners and engages their emotions, as well as their cognitive faculties. Literary works
help learners to use their imagination, enhance their empathy for others and lead them to develop their
own creativity. They also give students the chance to learn about literary devices that occur in other
genres e.g. advertising.

Literature lessons can lead to public displays of student output through posters of student creations e.g.
poems, stories or through performances of plays. So for a variety of linguistic, cultural and personal
growth reasons, literary texts can be more motivating than the referential ones often used in
classrooms.

What are some of the challenges to be faced when using literature in the classroom?
Literary texts can present teachers and learners with a number of difficulties including:

text selection - texts need to be chosen that have relevance and interest to learners.
linguistic difficulty - texts need to be appropriate to the level of the students' comprehension.
length - shorter texts may be easier to use within the class time available, but longer texts provide more
contextual details, and development of character and plot.
cultural difficulty - texts should not be so culturally dense that outsiders feel excluded from
understanding essential meaning.
cultural appropriacy - learners should not be offended by textual content.

Duff and Maley (2007) stress that teachers can cope with many of the challenges that literary texts
present, if they ask a series of questions to assess the suitability of texts for any particular group of
learners:

Is the subject matter likely to interest this group?

Is the language level appropriate?
Is it the right length for the time available?
Does it require much cultural or literary background knowledge?
Is it culturally offensive in any way?
Can it be easily exploited for language learning purposes?

Duff and Maley (2007) also emphasizes the importance of varying task difficulty as well as text difficulty:

Level 1 Simple text + low level task

Level 2 Simple text + more demanding task
Level 3 Difficult text + low level task
Level 4 Difficult text + more demanding task

How can literary texts be used?

Teachers can exploit literary texts in a large number of ways in the classroom. Classroom work with
literary works may involve pre-reading tasks, interactive work on the text and follow up activities.
Pulverness (2003) provides some useful advice: Maximize pre-reading support.

Teachers can:
Introduce the topic or theme of the text, pre-teach essential vocabulary items and use prediction tasks
to arouse the interest and curiosity of students.

Minimize the extent to which the teacher disturbs students' reading.

Draw attention to stylistic peculiarity.
Help students to appreciate the ways that writers use language to achieve particular effects.
Provide frameworks for creative response.
Invite learners to step into the shoes of the writer or invite them to modify, extend or add to a text.

Find ways in which you can develop your ability to use literature in the ELT classroom through reading
articles and books, attending workshops and courses, visiting websites, and joining Special Interest
Groups and discussion forums.