Chapter 1 Intro duction 1
1.1 Definition of Stylistics 1
1.2 Emergence of Stylistics as an Interdisciplinary Field of Study 2
1.3 Two Import ant Assumptions of Stylistics 5
1.4 The Goals，Components and Procedure of Stylistic Inquiry 7
1.5 The Nature of Stylistic Analysis 11
Notes 12
Exercises 13
2.1 Style as Deviance 15
Chapter 2 Th ree Views on Style 15
2.2 Style as Choice 19
2.3 Style as Foregrounding 23
Notes 28
Exercises 29
Chapter 3 Surface-structure Deviation 30
3.1 Phonological Deviation 30
3.1.1 Omission 30
3.1.2 Mispronunciation and Sub-standard Pronunciation 31
3.1.3 Special Pronunciation 35
3.1.4 Change of Stress 35
3.2.1 Shape of Text 36
3.2 Grapho1ogical Deviation 36
3.2.2 Type of Print 38
3.2.3 Grammetrics 41
3.3 Syntactic Deviation 46
3.3.1 Unusual Clause Theme 47
3.3.2 Deviant Phrase Structure 50
3.3.3 Ellipsis 52
3.4 Lexical Deviation 54
3.4.1 Affixation 55
3.4.2 Compounding 57
3.4.3 Conversion 59
Notes 60
Exercises 61
Chapter 4 Deep-structure Deviation 72
4.1 Contradiction 72
4.1.1 O xymoron 72
4.1.2 Paradox 73
4.2 Transference 74
4.2.1 Synecdoche 75
4.2.2 Metonymy 76
4.2.3 Metaphor 77
4.3.1 Overstatement 81
4.3 Deception 81
4.3.2 Understatement 83
4.3.3 Irony 86
4.4 Ambiguity 89
Notes 93
Exercises 93
Chapter 5 Phonological Overregularity 106
5.1 Phonemic P at terning 106
5.1.1 Alliteration 106
5.1.2 Rhyme 109
5.1.3 Assonance 117
5.1.4 Consonance 119
5.1.5 Onomatopoeia 120
5.2 Rhythmic Patterning 125
5.2.1 Stress 125
5.2.2 Metre 127
5.2.3 Metrical Variation 132
Notes 138
Exercises 138
6.1 Repetition 148
6.1.1 Immediate Repetition 148
Chapter 6 Syntactic Overregularity 148
6.1.2 Intermittent Repetition 150
6.2 Parallelism 151
6.2.1 Large-scale Parallelism 152
6.2.2 Small-scale Parallelism 161
Notes 163
Exercises 164
Chapter 7 Cohesion of Foregrounded Features 174
7.1 Example One 174
7.2 Example Two 176
7.3 Example Three 181
Notes 184
Exercises 184
Chapter 8 Implications of Styli stice for Teaching English Lite rature 189
8.1 A Brief Description of Students 189
8.2 Implications of Stylistics for Defining the Aims of Teaching Literature 191
8.3 Implication s of Stylistics for Devising class-room Literary Exercises 194
8.4 The Advantages and Challenge s of a Sty-listic Approach to Teaching Literature 207
Notes 211
Exerci ses 211
Bibliography 213
General Indexwith Chinese Transiation) 220