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英语毕业论文范文
英语毕业论文范文 Asaninterdisciplinaryfieldofstudy,stylisticspromisestoofferusefulinsightsintoliterarycri ticismandtheteachingofliteraturewithitsexplicitaimsandeffectivetechniques.Itisveryuse fulintheanalysisofvariousstylesofwriting.Inthisthesis,theauthortriestoofferastylisticanal ysisofthefamousspeechbyMartinLutherking,Jr.IHaveaDream. 1.Introduction:DefinitionofStylisticsandStylisticAnalysis Asfarasthedefinitionofstylisticsisconcerneddifferentscholarsdefinethebranchofstudyin differentways.Walesdefinesstylisticssimplyas“thestudyofstyle”(1989:437),whileWidd owsonprovidesamoreinformativedefinitionas“thestudyofliterarydiscoursefromalinguis ticorientation”andtakes“aviewthatwhatdistinguishesstylisticsfromliterarycriticismonth eonehandandlinguisticsontheotheristhatitisessentiallyameansoflinkingthetwo”(1975:3) .Leechholdsasimilarview.Hedefinesstylisticsasthe“studyoftheuseoflanguageinliteratur e”(1969:1)andconsidersstylisticsa“meeting-groundoflinguisticsandliterarystudy”(1969 :2).FromwhatWiddowsonandLeechsay,wecanseethatstylisticsisanareaofstudythatstrad dlestwodisciplines:literarycriticismandlinguistics.Ittakesliterarydiscourse(text)asitsobj ectofstudyanduseslinguisticsasameanstothatend. Stylisticanalysisisgenerallyconcernedwiththeuniquenessofatext;thatis,whatitisthatispe culiartotheusesoflanguageinaliterarytextfordeliveringthemessage.Thisnaturallyinvolve scomparisonsofthelanguageofthetextwiththatusedinconventionaltypesofdiscourse.Styli sticiansmayalsowishtocharacterizethestyleofaliterarytextbySystematicallycomparingth elanguageusesinthattextwiththoseinanother.Hallidaypointsout,“Thetextmaybeseenas‘t his’incontrastwith‘that’,withanotherpoemoranothernovel;stylisticsstudiesareessentiall ycomparativeinnature…”(1971:341).Onthispoints,WiddowsonisofthesameopinionasH alliday.Hesays：“Allliteraryappreciationiscomparative,asindeedisarecognitionofstylesingeneral”(1975: 84).Thus,wemayconcludethatstylisticanalysisisanactivitythatishighlycomparativeinnat ure. 2.RelatedInformationoftheSpeechIHAVEADREAMandItsAuthor MartinLutherKing,jr.wasbornonJanuary15,1929inAtlanta,Georgia,thesonofaclergyma nandthegrandsonofaslave.AfterattendingseveralcollegeshereceivedhisPh.D.intheology fromBostonUniversityin1955.HeledthebusboycottinMontgomery,Alabamain1955-195 6.AspresidentoftheSouthernChristianLeadershipConference,hethenledcivilrightsdemo nstrationsinmanycities.In1963hehelpedorganizethemarchonWashington,whichbrought togethermorethan200,000people.Aleaderinestablishinganonviolentcivilrightsmoveme nt,KingwasawardedtheNobelPeacePrizefor1964.KingwasassassinatedinMemphis,Ten nessee,in1968,shortlybeforehisfortiethbirthday.Sincethen,hehasbecomeanAmericanfol khero,andonNovember2,1983,alawhonoringDr.KingwassignedbyPresidentRigan,effec tiveJanuary1986,makingthethirdMondayofJanuaryanationalholiday.HeistheonlyU.S.ci tizenotherthanGeorgeWashingtontoberecognizedinthisway.In1863PresidentAbrahamLincolnissuedtheEmancipationProclamationfreeingallslavesi ntheUnitedStates.Onehundredyearsafterthisdecreewassigned,however,thelifeofblacks wasstill“sadlycrippledbythemanaclesofseGREgationandtheChainsdiscrimination.”On August28,1963,aquarterofmillionpeopleofallracescametoWashington,D.C.,toshowthei rsupportforfreedomandjusticeforallAmericans,andforblackpeopleinparticular.Atthatde monstration,MartinLutherKing,jr.deliveredthisfamousspeechIHAVEADREAM,widel yregardedasthemosteloquentstatementoftheblackpeople’sdreamsandaspirationseverma de.Inhisspeech,Dr.Kingtoldtheworld,“Ihaveadream”thatequalitywouldcome“toallofGo d’schildren.”Hesaidhewantedeveryonetobeableto“joinhandsandsinginthewordsoftheol dNegrospiritual,‘Freeatlast!Freeatlast!…’” 3.AStylisticAnalysisoftheSpeech(Ananalysisofsomeofthestylisticdevicesusedinthespe ech) MartinLutherKing’sspeechofAugust28,1963iswidelyregardedasoneofthemostpowerful everdeliveredintheUnitedStates.Althoughthisaddresswasdeliveredorally,itwasreadfro mawrittentextcomposedwithGREatcare.ItisanexampleofformalEnglishwithaconvincin gstyle.Herearesomeofthestylisticdevices(whichmaybeconsideredtraditionallyasrhetori caldevices)usedbyDrKingtoinspireandpersuade. 3.1Repetition: Throughoutthespeech,Dr.Kingrepeatswordsandsentence.Thisisaveryoutstandingfeatur einthisspeechcalledrepetition.Itbelongstothestylisticdeviceofsyntacticover-regularity.T hetermrepetitionisrestrictedtomeanthecaseofexactcopyingofacertainpreviousunitinatex tsuchasaword,phraseorevenasentence(Leech,1969),becausealltheover-regularfeaturesi nliteratureareinsomesenserepetitious.Usedinspeech,repetitionnotonlymakesiteasyforth eaudiencetofollowwhatthespeakerissaying,butalsogivesastrongrhythmicqualitytothesp eechandmakesitmorememorable.Inparagraphs8through16,forexample,Kingusesthewor ds“Ihaveadream”ninetimes.Thisrepetitionhelpstoachievethefunctionofcoherenceindisc ourseandthefunctionofreinforcementinmoodandemotion,expressingthespeaker’sstrong emotionoflongingforfreedom,justice,righteousnessandamuchmoreunitednationofallof God’schildren. Ifwestudythewholespeechmorecarefully,itiseasyforustofindmanyotherexamplesofrepet itionused. ① Butonehundredyearslater,wemustfacethetragicfactthattheNegroisstillnotfree.Onehundr edyearslater,thelifeoftheNegro. ② isstillsadlycrippledbythemanaclesofseGREgationandthechainsofdiscrimination.Onehu ndredyearslater,theNegrolivesonalonelyislandofpovertyinthemidstofavastoceanofmaterialprosperity.Onehundredyearslater,theNegroisstilllanguishinginthecornersofAmerica nsocietyandfindshimselfanexileinhisownland. Herethephrase“onehundredyearslater”hasbeenrepeatedthreetimes,seeminglyindicating thatitisreallyalongtimefortheNegrotowaitforthecomingofthetimeofjusticeandrighteous ness. ② Butwerefusetobelievethatthebankofjusticeisbankrupt.Werefusetobelievethattherearein sufficientfundsintheGREatvaultsofopportunityofthisnation.(Par.4) thephrase“werefusetobelievethat…”hasbeenusedtwicetoindicatethespeaker’sgoodhope . ③ Nowisthetimetomakerealthepromisesofdemocracy.Nowisthetimetorisefromthedarkand desolatevalleyofseGREgationtothesunlitpathofracialjustice.Nowisthetimetoopenthedo orsofopportunitytoallofGod’sChildren.Nowisthetimetoliftournationfromthequicksands ofracialinjusticetothesolidrockofbrotherhood.(Par.4) Inthisshortpassage,theclause“Nowisthetimeto…”hasbeenusedfourtimestoemphasizeth efierceurgencyof“NOW”andtoencourageandpersuadetheblackstotakeimmediateactiont oriseaboveandgaintheirownrightsandfreedom. Otherexamplesofrepetitioncanstillbeeasilyfoundthroughoutthespeech.Inpar.7,thewords “wecannever/cannotbesatisfiedaslongas…”hasbeenusedasmanyasfivetimestoshowthed eterminationandpersistenceoftheblackpeople;inpar.17,thewords“withthefaithwewillbe ableto…”hasbeenrepeatedtwiceforthepurposeofshowinghowstrongthefaithoftheblackp eopleistostruggleforthebrotherhoodof“allofGod’schildren”,andhowstrongthefaithofthe blackpeopleistobelievethatthey“willbefreeoneday”.Nowlet’senjoyanotherexample. ④ AndifAmericaistobeaGREatnationthismustbecometrue.Soletfreedomringfromtheprodi gioushilltopsofNewHampshire!LetfreedomringfromtheheighteningAllegheniesofPenn sylvania! LetfreedomringfromthesnowcappedRockiesofColorado! LetfreedomringfromthecurvaceousslopesofCalifornia! Butnotonlythat;letfreedomringfromStoneMountainofGeorgia! LetfreedomringfromLookoutMountainofTennessee. LetfreedomringfromeveryhillandmolehillofMississippi.Fromeverymountainside,letfreedomring. Whenweletfreedomring,whenweletitringfromeveryvillageandeveryhamlet,fromeveryst ateandeverycity…(Paragraphs19through25) thewords“LetFreedomring…”hasbeenrepeatedasmanyasninetimestoindicatethatitisthe wholeoftheUnitedStatesratherthananypartofitthatshouldbebathedinthesunshineoffreed om. 3.2UseofParallelism Parallelismisanothersyntacticover-regularity.Itmeansexactrepetitioninequivalentpositi ons.Itdiffersfromsimplerepetitioninthattheidentitydoesnotextendtoabsoluteduplication, it“requiressomevariablefeatureofthepattern-somecontrastingelementswhichare‘parallel ’withrespecttotheirpositioninthepattern”(Leech,1969:66).Toputitsimply,parallelismme ansthebalancingofsentenceelementsthataregrammaticallyequal.Totakethemparallel,bal ancenounswithnouns,verbswithverbs,prepositionalphraseswithprepositionalphrases,cl auseswithclauses,andsoforth. Inhisspeech,MartinLutherKingusesparallelismtocreateastrongrhythmtohelptheaudienc elineuphisideas.Herearefewexamples: ⑤ …bythemanaclesofseGREgationandthechainsofdiscrimination…(Par.2,twoparallelnou nphrases) ⑥ “Thisisnotimetoengageintheluxuryofcoolingoffortotakethetranquilizingdragofgraduali sm.”(Par.4,twoparallelinfinitivephrases:“toengage…totake…”) ⑦ “therewillbeneitherrestnortranquilityinAmerica…”(Par.5,twoparallelnounsjoinedwith“ neither…nor”) ⑧ “Weshallneverbesatisfiedaslongasourchildrenarestrippedoftheirselfhoodandrobbedoft heirdignity…”(Par.7,twoparallelverbphrases) Itistraditionallybelievedthatparallelismisusedforthepurposeofemphasizingandenhancin g,esp.inspeech,theideasexpressedbythespeaker(orauthorinwrittenversions),thusalways encouragingandinspiringtheaudience.Weneednottobeverycarefullytofindoutmanymore examplesofparallelismusedinKing’sspeechandclassifiedasisfollowed: 3.2.1parallelnouns:⑨ Thisnotwasapromisethatallmenwouldbeguaranteedtheinalienablerightsoflife,libertyan dthepursuitofhappiness.(Par.3,threeparallelnounsasattributive) ⑩ 1963isnotanend,butabeginning(Par.5,twoparallelnounsjoinedwith“not…but…”) ⑾ Againandagainwemustrisetothemajesticheightsofmeetingphysicalforcewithsoulforce.( Par.6) ⑿ …havecometorealizethattheirdestinyistiedupwithourdestinyandtheirfreedomisinextric ablyboundtoourfreedom.(Par.6,twopairsofparallelnouns). ⒀ Isaytoyoutoday,myfriends,thatinspiteofthedifficultiesandfrustrationsofthemoment…(P ar.8) ⒁ …adesertstateswelteringwiththeheatofinjusticeandoppression,willbetransformedintoan oasisoffreedomandjustice.(Par.11,twopairsofparallelnouns). 3.2.2Parallelnounphrases: ⒂ Sowehavetocametocashthischeck-acheckthatwillgiveasupondemandtherichesoffreedo mandThesecurityofjustice.(Par.4) ⒃ IhaveadreamthatonedayontheredhillsofGeorgiathesonsofformerslavesandthesonsoffor merslave-ownerswillbeabletositdowntogetheratthetableofbrotherhood(Par.10) 3.2.3Parallelinfinitivephrases: ⒄ Itwouldbefetalforthenationtooverlooktheurgencyofthemomentandtounderestimatethed eterminationoftheNegro.(Par.5,twoparallelinfinitivephrases) ⒅ Withthisfaith,wewillbeabletoworktogether,topraytogether,tostraggletogether,togotojail together,tostandupforfreedomtogether,knowingthatwewillbefreeoneday.(Par.7,fivepar allelinfinitivephrases). 3.2.4Parallelprepositionalphrases ⒆ Ihaveadreamthatmyfourlittlechildrenwillonedayliveinanationwheretheywillnotbejudge dbythecoloroftheirskinbutbythecontentoftheircharacter.(Par.12)⒇ …,whenweletitringfromeveryvillageandeveryhamlet,fromeverystateandeverycity,…(P ar.25) E.Parallelclauses: (21)…,havecometorealizethattheirdestinyistiedupwithourdestinyand(that)theirfreedom isinextricablyboundtourfreedom.(Par.6,twoparallelobjectiveclause) (22)Ihaveadreamthatonedayeveryvalleyshallbeexalted,everyhillandmountainshallbem adelow,theroughplacewillbemadeplain,andthecrookedplaceswillbemadestraight,andth egloryoftheLordshallberevealed,andallfleshshallseeittogether.(Par.6,sixparallelclauses usedasappositionsofthenoun“dream”). 3.3UseofSimilesandMetaphors Astwoveryimportanttypesofmeaningtransferenceinliterature,similesandmetaphorsarec omparisonsthatshowsimilaritiesinthingsthatarebasicallydifferent,whichcanbeusedtoad dvividnessandvitalitytowriting.AsLeechpointsout,metaphorisassociatedwithaparticular ruleoftransferencewhichmaybecalledthe“metaphoricrule”(1969:151).Thatis,thefigurati vemeaningisderivedfromtheliteralmeaningoritis,asitwere,theliteralmeaning. Throughoutthespeech,Kingmakesextensiveuseofsimilesandmetaphors.Inparagraph1,fo rexample,KingcomparesTheEmancipationProclamationtotwoformsofbrilliantlightcutti ngthroughdarkness.Thefirst-“ajoyousdaybreak”-comparesittothesunrise,which(inthisc ase)ends“thelongnightofcaptivity”.Inparagraph2,hespeaksof“themanaclesofseGREgati onandthechainsofdiscrimination,”comparingsegregationanddiscriminationunderwhich theNegropeoplelivetothemanaclesandchainsonceusedonslaves.Therefore,itisverycleart hattheusingofsimilesandmetaphorscandefinitelyaddvividnessandvitalitytowritingandm akeiteasyforthereadersoraudiencetounderstand. Nowlet’scitesomeofthesimilesandmetaphorsusedinKing’sspeech. (23)Onehundredyearslater,theNegrolivesonalonelyislandofpovertyinthemidstofavasto ceanofmaterialprosperity.(Par.2,metaphors) (24)Butwerefusetobelievethatthebankofjusticeisbankrupt.Werefusetobelievethattherea reinsufficientfundsintheGREatvaultsofopportunityforthisnation(Par.4,metaphors) (25)Thisisnotime…totakethetranquilizingdragofgradualism.(Par.4,metaphor) (26)ThisswelteringsummeroftheNegro’slegitimatediscontentwillnotpassuntilthereisaninvigoratingautumnoffreedomandequality.(Par.5,Metaphors) (27)…wewillnotbesatisfieduntiljusticerollsdownlikewatersandrighteousnesslikeamigh tystream.(Par.7,Similes) (28)…asituationwherelittleblackboysandblackgirlswillbeabletojoinhandswithwhiteboy sandwhitegirlsandwalktogetherassistersandbrothers.(Par.14,Similes) 3.4UseofContrast Althoughmaybearhetoricaldeviceinsteadofastylisticone,contrasthasalsobeenusedeffect ively,likerepetition,inthisspeech,achievingthefunctionofmakingcleartheideasofthespea ker.Inparagraphl,forexample,“GREatbeaconlightofhope”iscontrastedwith“flamesofwit heringinjustice,”and“joyousdaybreak”withlongnightofcaptivity.” Asitisdefined,contrastisusedtoshowthedifferencebetweentwothings.Therefore,itisnotve rydifficultforustounderstandwhythespeakerkingusessomanycontrastsinhisspeech. (29)Onehundredyearslater,theNegrolivesonalonelyislandofpovertyinthemidstofavasto ceanofmaterialprosperity.(Par.2) (30)NowisthetimetorisefromthedarkanddesolatevalleyofseGREgationtothesunlitpathof racialjustice.(Par.4) (31)Nowisthetimetoliftournationfromthequicksandsofracialinjusticetothesolidrockofbr otherhood(Par.4) (32)ThisswelteringsummeroftheNegro’slegitimatediscontentwillnotpassuntilthereisani nvigoratingautumnoffreedomandequality.(Par.5) (33)1963isnotanend,butabeginning.(Par.5) (34)Againandagainwemustrisetothemajesticheightofmeetingphysicalforcewithsoulforc e.(Par.6) (35)Andaswewalk,wemustmakethepledgethatweshallalwaysmarchahead.Wecannottur nback.(Par.7) (36)…thesonsofformerslavesandthesonsofformerslave-ownerswillbeabletositdowntogetheratthetableofbrotherhood.(Par.10) (37)…adesertstateswelteringwiththeheatofinjusticeandoppression,willbetransformedin toanoasisoffreedomandjustice.(Par.11) (38)…wheretheywillnotbejudgedbythecoloroftheirskinbutbythecontentoftheircharacte r.(Par.12) (39)Withthisfaithwewillbeabletohewoutofthemountainofdespairastoneofhope.(Par.17) (40)Withthisfaithwewillbeabletotransformthejanglingdiscordsofournationintoabeautif ulsymphonyofbrotherhood. 4.Conclusion Aswehaveanalyzedabove,stylisticdevicesarefrequentlyusedinthediscourseofliterarywo rksespeciallyinspeech,toachievecertainspecificpurposes.Thusmakingthestyleofaspeech somewhatparticulartotheothers. Generallyspeaking,aspeechmayhavethefollowingstylisticcharacteristics: Tobeginwith,itmustbeverypersuasive.Thusthesentencepatternsareverywell-organized, withrepetitions,parallelismandcontrastsfrequentlyused. Secondly,itshouldbeemotionalsoastobeconvincing,becausethespeakershouldfacetheau diencedirectlyandhiswordsshouldnotonlybeorderlyandinformativebutalsobeexpressive andinspiring.Therefore,thestylisticdevicessuchassimilesandmetaphorsareofteninvolve d. Finally,inmanycases,written-conversationalstyleisusuallyusedwithnotveryformaldictio nandnotverycomplicatedsentencestructure. Bibliography: [1].MartinLutherKing,Jr.,IHaveaDream,August28,1963 [2].WangShouyuan,EssentialsofEnglishStylistics,ShandongUniversityPress,July,2000 [3].PanShaozhang,EnglishRhetoricandWriting,ShanghaiTransportationUniversityPres s,December,1998[4].Widdowson,H.G.StylisticsandtheTeachingofLiterature,Longman,1975 [5].Leech,G.N.“‘ThisbreadIbreak’Languageandinterpretation”.InD.C.Freeman.(ed.).L inguisticsandLiteratureStyle.NewYork:Holt,RinhartWinston. Acknowledgements: ItwasreallyalaborioustasktoaccomplishaB.Athesis.Manypeoplegavemesupportandhelp intheprocessofwritingthepaper.I’dlikefirsttogivemygratetomydearteacher,viceprofesso rMr.LiuFagong,whogenerouslygavemehiskindlyhelpandinstructionsduringthewholepr ocessofmypaper-writing.ThenI’dliketogivemymanythankstomyclassmateswhohelped mealotwithmyinformationcollectingandpaper-polishing.Mostimportantofall,Iwanttogi vemythankstomymotheruniversityandalltheteachersintheEnglishCollege,whoeducated andcultivatedmetobeaqualifiedteacherinthefuture. ABriefIntroductiontotheAuthor: SuZhanghai,astudentinClassOne1988Grade,majoringinEnglishEducation,andawell-to- beteacherinShandongAgriculturalUniversity,whowhole-heartedlygiveshisbestwishesto alltheteachersinQufuNormalUniversity.
