Introduction
This website offers a number of resources intended to supplement the core materials developed across the book. In addition to worked examples and a special web strand on style and humour, the site offers additional resources for both students and tutors. It also offers a number of links to useful information about stylistics, whether in the form of journal publications or international associations.
It goes without saying of course that no textbook ever offers the final word on an area of study, and the second edition of Stylistics is in this regard no exception. True, if your contact with stylistics as an academic subject has been through a single module that completes your contact, then I hope you found the materials in the book stimulating. If, however, you want to further your interest or if you plan to take more modules and courses in this subject then it is important to follow up and expand on the work you have done with this textbook. While Stylistics tends to ‘cut to the chase’ in the way it introduces readers to the core concepts, it is important to work towards a broader understanding of the key paradigms and research findings in the contemporary field. The Section D readings were an important resource in this regard, and further pointers to contemporary stylistic research publications are offered through the links below.
Special Web Strand: Style and Humour
In various places in the book, connections have been drawn between patterns of style and verbal humour (see for example units B.9, C.1, C.5 and C.9). This special web strand offers the opportunity to review some of the principles which inform the stylistic analysis of humorous discourse. In the first edition of Stylistics, much of the material below found its way into the last strand of the book. However, frank and honest feedback from many readers suggested that this inclusion was largely prompted by my own research interests in linguistic ‘humorology’ than by a need for comprehensive coverage of the methods and techniques of contemporary stylistics. Still, it seemed a shame to lose completely material that intersected, and still intersects, with various parts of the book.
Puns and verbal play
Two key theoretical principles underpin the language of humour, the first of which is that humour requires an incongruity. The principle of incongruity was mooted in B.9 and C.9 in respect of absurdism in drama dialogue, but the concept applies more generally to (i) any kind of stylistic twist in a pattern of language or (ii) any situation where there is a mismatch between what someone says and what they mean. The second principle is that incongruity can be in situated in any layer of linguistic structure. Just as style is a multilevelled concept (A.2), the humour mechanism can operate at any level of language and discourse, and it can even play off one level off against another. The stylistic analysis of humour therefore involves identifying an incongruity in a text and pinpointing whereabouts in the language system it occurs. Of course, not all incongruities are funny but the complex reasons as to why this is so will have to be left aside for now (see further Attardo 2001).
One of the most commonly used stylistic devices for creating humour is the pun. In its broadest sense, a pun is a form of word-play in which some feature of linguistic structure simultaneously combines two unrelated meanings. Whereas the unrelated meanings in a pun are often situated in individual words, many puns cut across different levels of linguistic organisation and so their formal properties are quite variable. Clearly, the pun is an important part of the stylistic arsenal of writers because it allows a controlled ‘double meaning’ to be located in what is in effect a chance connection between two elements of language. It is however a resource of language that we all share, and it is important, as emphasised throughout this book, not to sequester away literary uses of language from everyday language practices. Let me provide a simple illustration of the commonality of punning as a language resource, which comes, of all things, from the names of various hairdressing salons in the south of the city of Belfast. Such emporia are now but a distant memory for your follically challenged author, and so the examples and commentary that follow are offered strictly from the vantage point of the dispassionate outsider:
(1) Shylocks
Curl up n Dye
Shear Luck
Streaks Ahead
Hair Affair
Although a variety of individual punning strategies are used here, all of the names play on a chance similarity between two or more unrelated aspects of language. My own favourite, ‘Shylocks’, plays on an intertextual connection with Shakespeare’s famous character by exploiting the phonological similarity between ‘locks’ (of hair) and the morphology of the personal name. Other names make use of homophones which are words with the same sound but different spellings: thus, ‘dye’ versus ‘die’, ‘Shear’ versus ‘sheer’ and so on. Interestingly, these puns are framed in the context of familiar idioms and fixed expressions in the language (‘curl up and die’, ‘sheer luck’) and they provide good illustrations how foregrounding takes its source material from the commonplace in language. Especially clever is the multiple punning in ‘Streaks Ahead’. Projected into the discourse domain of hairdressing, this fixed expression not only gives a new resonance to the word ‘streaks’ but the morphology of ‘ahead’ facilitates an allusion to the relevant feature of anatomy. The last name on the list, if not strictly a pun, contours a sequence of sounds to create an internal rhyme scheme. It thus works by projecting the Jakobsonian axis of selection onto the axis of combination – a good example of the poetic principle in operation if ever there was one!
Moving onto puns in literature, the technique is illustrated by the following lines from the fourth book of Alexander Pope’s Dunciad (1743):
(2) Where Bentley late tempestuous wont to sport
In troubled waters, but now sleeps in port.
Although this is just an isolated example from what is undoubtedly an enormous pool of possibilities in literature, it does illustrate well the basic principle of punning. The form port embraces two lexical items: both obvious, one refers to a harbour and the other an alcoholic beverage. In the context of Pope’s couplet, Bentley (a boisterous Cambridge critic) is described through a nautical metaphor, as someone who has crossed turbulent seas to reach a tranquil safe-haven. Yet the second sense of ‘port’ makes for a disjunctive reading, which, suggesting a perhaps drunken sleep, tends to undercut comically the travails of Bentley. This is the essence of punning, where an ambiguity is projected by balancing two otherwise unrelated elements of linguistic structure.
Parody and satire
Parody and satire are forms of verbal humour which draw on a particular kind of irony for the design of their stylistic incongruity. Irony is situated in the space between what you say and what you mean, as embodied in an utterance like ‘You’re a fine friend!’ when said to someone who has just let you down. A particularly important way of producing irony is to echo other utterances and forms of discourse. This is apparent in an exchange like the following:
(3) A: I'm really fed up with this washing up.
B: You’re fed up! Who do you think’s been doing it all week?
In this exchange, the proposition about being fed up is used in a ‘straight’ way by the first speaker, but in an ironic way by the second. This is because the proposition is explicitly echoed by the second speaker during their expression of their immediate reaction to it. The status of the proposition when echoed is therefore not the same as when it is used first time out.
We have already seen in this book an example of the echoic form of irony at work. In unit C.1, it was observed how the greater part of Dorothy Parker’s poem ‘One Perfect Rose’ echoed ironically the lyric love poem of the seventeenth or eighteenth century. This principle of ironic echo is absolutely central to the concept of parody. Once echoed, a text becomes part of a new discourse context so it no longer has the illocutionary force (A.9) it once had in its original context. Parody can take any particular anterior text as its model, although more general characteristics of other genres of discourse, as we saw in the case of ‘One Perfect Rose’, can also be brought into play. This underscores the broad capacity of parody to function as a ‘discourse of allusion’ (Nash 1985: 74-99; and see the Reading that follows).
The distinction between parody and satire is not an easy one to draw, but it is commonly assumed that satire has an aggressive element which is not necessarily present in parody. How this translates into stylistic terms is that satirical discourse, as well as having an echoic element, requires a further kind of ironic twist or distortion in its textual make-up. This additional distortion means that while parodies can remain affectionate to their source, satire can never be so. Consider, for example, Jonathan Swift’s ‘Modest Proposal’ (1729) which lays good claim to being the most famous piece of satire ever written. Swift’s text echoes the genre of the early eighteenth century pamphlet, and more narrowly the proliferation of pamphlets offering economic solutions to what was then perceived as the ‘Irish problem’. The opening of the Proposal reviews various schemes and recommendations to alleviate poverty and starvation, but it is only after about nine hundred words of text that its mild-mannered speaker eventually details his ‘proposal’:
(4) I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection. I have been assured by a very knowing American of my acquaintance in London, that a young healthy child well nursed is at a year old a most delicious, nourishing, and wholesome food, whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a fricassee or a ragout.
(Swift 1986 [1729]: 2175-6).While Swift’s text echoes the conventions of a particular genre of discourse, it contains the requisite distortion that marks it out as satire. This distortion comes through the startling sequence where the persona proposes to alleviate the burden of overpopulation in Ireland by eating that country’s children. This twist is both brutal and stark, and marks an abrupt shift from a seemingly moral framework to a framework of abnormality and obscenity. Just how ‘humorous’ this particular brand of satire is, where the sense of opposition between what is morally acceptable and what is not is very wide, is difficult to assess (see further Simpson 2003 passim). What it does show is how satire is created through both an echo of another discourse and an opposition or distortion within its own stylistic fabric.
Summary
This short unit has introduced some of the basic principles of punning and other forms of verbal humour. Although no more than a snapshot of an enormous area of inquiry, it should have demonstrated both how techniques in stylistics are well suited to the exploration of verbal humour and why stylisticians have shown a continued interested over the years in this area of study. One such stylistician is Walter Nash whose book The Language of Humour (1985) is a richly comprehensive study of style and humour, complete with some entertaining self-penned parodies, poems and sketches by the author himself. It is appropriate then that the reading that follows should be from Nash’s book.
Further reading
Accessible introductory books on the language of humour include Chiaro (1992), Ross (1998) and Crystal(1998). Both Redfern (2000) and Culler (1998) are book-length treatments of puns, the latter with a specifically literary orientation. Leech (1969: 209-14) contains a useful section on punning in poetry. Simpson (2003) is a comprehensive study of the discourse of satire which contains a short overview of different forms of verbal humour. It also includes an account of the complex relationship between parody and satire. A collection of essays on the pragmatics of verbal humour is Dynel (2011).
References
Attardo, S. (2001) Humorous Texts: a Semantic and Pragmatic Analysis [Humor Research Monographs 6] Berlin: Mouton de Gruyter.
Chiaro, D. (1992) The Language of Jokes London: Routledge.
Crystal, D. (1998) Language Play Harmondsworth: Penguin.
Culler, J. (1988) On Puns: The Foundation of Letters Oxford: Blackwell.
Dynel, M. (ed.) (2011) The Pragmatics of Humour Amsterdam: Benjamins.
Nash, W. (1985) The Language of Humour Harlow: Longman.
Redfern, W. (2000) Puns: More Senses than One Harmondsworth: Penguin.
Ross, A. (1998) The Language of Humour London: Routledge.
Simpson, P. (2003) On the Discourse of Satire Amsterdam and Philadelphia: John Benjamins.
Worked examples
Unit C.4 - Worked Analysis Commentary on the questions posted in unit C4: Michael Longley’s poem The Comber.
Unit C.8 - Worked Analysis A worked analysis of speech and thought presentation categories in the passage from Hemingway’s The Old Man and the Sea
Unit C.8 - Completed Diagram The completed diagram for the progression of speech and thought categories in the Hemingway passage in unit C.8.
Answers to Unit A8 Exercises
Key to speech and thought presentation activities
Here are the suggested solutions to the practice examples posted towards the end of unit A8:
A
‘I know this trick of yours!’ (FDS)
I know this trick of yours! (FDS – freest form)
She said that she knew that trick of his. (IS)
She knew that trick of his! (FIS)
She spoke of his trickery. (NRS)
B
‘Can you get here next week?’ (FDS)
Can you get here next week? (FDS – freest form)
He asked if she could get there the following week. (IS)
Could she get there the following week? (FIS)
He enquired about her plans for the next week (NRS)
C
‘Why isn’t John here?’ (FDT)
Why isn’t John here? (FDT – freest form).
She asked herself why JohSn wasn’t there. (IT)
Why wasn’t John there? (FIT)
She pondered John’s absence. (NRT)
Note: the reporting clause in these ‘c’ examples is ‘she asked herself ’ (and not ‘she asked’) suggesting not externalised speech as such but an internalised process more characteristic of thought presentation.
D
‘We must leave tonight.’ (FDS)
We must leave tonight. (FDS – freest form)
She said that they had to leave that night. (IS)
They had to leave that night. (FIS)
She stressed the urgency of their time of departure. (NRS)
Note: the NRS form here feels cumbersome – which tends to underscore the point made in A8 about those situations when it is sometimes easier to use an explicit mode of speech presentation.
E
‘Help yourselves.’ (FDS)
Help yourselves. (FDS)
He urged them to help themselves. (IS)
He encouraged them to tuck in. (NRS)
Note: This is one of those situations when no FIS form is possible. A higher-order grammatical block is activated here by the verb ‘help’ which is in its imperative (non-finite) form in the original DS example. Imperatives normally have no Subject element (see A3) and so cannot be backshifted to the past tense (which requires a finite Subject-Verb agreement). Although the IS form gets around the problem by making the verb infinitive (‘to help’), the FIS form needs to work with a finite pattern in order to create its backshifted version. It is for this reason that resulting transposition, ‘Helped themselves’, just doesn’t make sense.
Essays and Exercises
Some General Guidelines
The following page contains some very general suggestions for exercises and essays in stylistics. The best approach of course is simply to apply your knowledge of the frameworks of stylistics to the literary (or non-literary) texts you read, because that is where the greatest freshness and originality lies in terms of both analysis and interpretation. One of the advantages of writing an essay in stylistics is its relative imperviousness to charges of plagiarism – it is, after all, you who picks the text, chooses the stylistic model(s), adopts a particular approach and method, and offers an imaginative interpretation based on the analysis. It is very unlikely then that anyone out there will have done quite the same thing.
If there has to be an axiom for good practice, then it is this: to write stylistics, read stylistics! In other words, make your use of background reading obvious in your writing about literary style. While the concepts, terms and frameworks may be (by now) very familiar to you, this may not be true for your reader, so it is essential (as I argued across strand 1) that you ground the terms clearly and make retrievable your framework of reference. With regard to organising an essay in stylistics, I suggest that a good approach is to let the analysis be driven by the model of stylistics. The alternative approach, a line-by-line commentary on the text, often becomes confusing because it can read like an ‘everything but the kitchen sink’ commentary on local or narrower features of individual lines or sentences. Remember also to highlight what your analysis offers that a traditional literary critical account cannot. If you agree with a critic writing on same text/writer, say why (in stylistic terms). If not, then the critical reading forms a platform for your own alternative reading. It helps to pick texts for analysis that are of manageable proportion, but do not forget that corpus approaches offer a method for handling very large amounts of text. Although I cannot, for copyright reasons, reproduce texts for analysis below (nor can I direct you to a website which houses such material), the Internet now offers instant access to almost all published literary texts ( see the further hints offered in unit C12 about accessing texts online).
Topics
Here now are some general topics beginning with an interesting debate that probes the broader rationale for stylistics.
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In a paper devoted to exposing the ‘futility’ of stylistics as an academic discipline, Ray Mackay argues along the following lines:
Two basic myths underlie the position defined by Carter and held by many of his fellow stylisticians, including Simpson, Short and Leech, among others. The first of these may be called the “myth of objectivity” and manifests itself in the basic assumptions that a practical stylistic approach is more objective than any other approach and that it is possible to approach the stylistic analysis of a text in a “scientific” manner. The second myth may be called “the common-sense myth of language” and is responsible for the assumption that all speakers of a language such as English share a common core of knowledge that can be appealed to such that a procedure can be evolved that will demystify literary texts.
Write an essay detailing the aims, theory and practice of modern stylistics. In the context of your essay, assess how accurate is Mackay’s description of stylistics. And is Mackay’s criticism justified?
Note: This debate was played out across two journals and in various installments. Mackay’s initial broadside is: Mackay, R. (1996) ‘Mything the point: A critique of objective stylistics.’ Language and Communication, 16, (1), 81-93, to which a reply is offered by: Short, M., Freeman, D. van Peer, W. and Simpson, P. (1998) ‘Stylistics, criticism and mythrepresentation again: squaring the circle with Ray Mackay’s subjective solution to all problems.’ Language and Literature, 7, (1), 39-50.
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A short poem much favoured in stylistic analysis is William Carlos Williams’s ‘This Is Just to Say’. With reference to the issues raised across strands 1 and 2, use this text as a basis for exploring the idea of ‘literary language’. What genre of discourse is reflected or echoed by this poem? And what inflection is given to this genre in Williams’s handling of language?
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Another interesting poem for stylistic analysis is Adrian Mitchell’s ‘24 Orders with (Optional) Adjectives’. A stylistic model which is particularly appropriate here is the model of grammar developed across strand 4 of the book, alongside the discussion of collocation at the end of reading D.1. Mitchell sets up a repeated grammatical structure throughout the poem, beginning with the sequence ‘fetch my (happy) screwdriver’. A corpus investigation would offer numerous insights into Mitchell’s technique. Look for instance for collocates in or around the phrase ‘my screwdriver’.
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Ted Hughes’s poem ‘Wind’ makes for a fascinating study of metaphor, especially in its display of novelty and elaboration in metaphor composition. Throughout the poem, striking patterns of metaphor are relayed through marked grammatical structures, as in a sequence like ‘[t]hrough the brunt wind that dented the balls of my eyes’. With respect to this particular pattern, why might corpus evidence underscore the oddity of the phrase ‘balls of my eyes’?
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Some reference was made in the print version of Stylistics to David Mitchell’s Cloud Atlas, which, in terms of its dexterity in composition, is a remarkable and at times astonishing novel. (And this is a case where a film version comes nowhere near capturing what in the novel is a formidable multi-layered embedded narrative pattern.) In her review of this novel, A.S Byatt writes:
[David] Mitchell is indeed both doing what has been done a hundred thousand times before and doing it differently. He plays delicious games with other people’s voices, ideas and characters.
If you have read this novel, a good essay topic would be to explore Byatt’s comments with reference to Mitchell’s use of interlocking patterns of characterisation, narrative voice and narrative genre.
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Mark Haddon’s novel The Curious Incident of the Dog in the Night-time lends itself very well to an exploration of mind-style. Haddon himself describes his story as ‘a novel about difference, about being an outsider, about seeing the world in a surprising and revealing way’. A good topic for investigation is to think about what part Haddon’s striking narrative style plays in this conceptualization of his story.
Note: check out Elena Semino’s article on Haddon’s story and follow therein the references to other similar stylistic work (Semino, E. (2013) ‘Language, mind and autism in Mark Haddon's The Curious Incident of the Dog in the Night-Time’ in Linguistics and Literary Studies. Fludernik, M. & Jacob, D. (eds.). De Gruyter).
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Cormac McCarthy’s novel The Road is another work of prose fiction that raises interesting issues to do with narrative style. The following remarks about this novel were posted as discussion points on an online Reading Group forum: Cormac McCarthy has an unmistakable prose style. What do you see as the most distinctive features of that style? How is the writing in The Road in some ways more like poetry than narrative prose? (www.readinggroupguides.com/guides3/road1.asp).
You could use any suitable framework covered in Stylistics to explore the idea of the stylistic ‘distinctiveness’ of this novel. The discussion point also presupposes that McCarthy’s style is ‘in some ways more like poetry than prose’. In what ways, if any, could this observation be justified?
Useful Links
There are a number of journals and organisations around the world that reflect contemporary work in stylistics. Some important links can be found below.
Organisations
The main international association for stylisticians is the Poetics and Linguistics Association (PALA). In addition to its yearly conference, PALA also runs an annual international summer school with bursaries for attendance available to students. The PALA website is: www.pala.ac.uk
Please note that PALA is free to join for registered students!
Other related or ‘sister’ organisations to PALA included the French Stylistics Association, the Société de Stylistique Anglaise. Their website is: www.stylistique-anglaise.org
Academic Journals in Stylistics.
Language and Literature is the official journal of the Poetics and Linguistics Association (see above) and, unsurprisingly, publishes articles in stylistics. Its home page is at:
www.lal.sagepub.com
Other major resources are the journals Style and the Journal of Literary Semantics both of which publish work in stylistics and related fields. Their websites are, respectively, www.style.niu.edu/index.html and www.degruyter.com/view/j/jlse.
Of course, numerous other journals in both English Language and English Literary Studies regularly publish articles in stylistics, notable examples of which are the journals Poetics (www.journals.elsevier.com/poetics/) and Poetics Today (www.poeticstoday.dukejournals.org).
All of these mainstream journals should be freely available to students through University library catalogues. Many articles are also downloadable from the authors’ websites under ‘green’ Open Access regulations.
About the Book
Stylistics
- is a comprehensive introduction to literary stylistics
- covers the core areas, including register, dialect, vocabulary, grammar, sound and rhythm, speech and thought, narrative, dialogue, metaphor and meaning
- draws on a range of literary texts, from Ernest Hemingway and D.H. Lawrence to Sylvia Plath, Roger McGough and Irvine Welsh
- provides classic readings by the key names in the discipline, including Derek Attridge, Ronald Carter and Walter Nash, Roger Fowler and Mick Short.
Quotes and Reviews
'This book provides a comprehensive, insightful and extremely readable introduction to all key aspects of contemporary stylistics, ranging from the core concepts to the most exciting new developments in the field. Simpson systematically covers each level of language, inviting readers to engage with a wealth of interesting examples and challenging them to put the theory to practical use.' Catherine Emmott, University of Glasgow
'This book is a great choice for anyone who wants a clear, well-organized, readable and entertaining introduction to this lively area of study. The possibility of following one topic through all four sections should allow students with a special interest in or previous knowledge about a topic to move forward more rapidly.This organization will help students to find areas in which they want to concentrate early enough to develop strong and well-informed written projects, addressing a problem I have often had when I have used other texts with a more traditional arrangement.' David Hoover, New York University
'Paul Simpson's book gives excellent coverage of all the main areas in contemporary stylistics and is structured so that the student can choose their own path through the book. A rich resource.' Peter Crisp, City University of Hong Kong