Language, Discourse, Style : Selected works of John McH. Sinclair.

Intro -- Language, Discourse, Style -- Editorial page -- Untitled -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Editor's preface -- Introduction -- Part I. Education, language teaching and stylistics -- 1. Linguistics and the teaching of English -- 1.1 Introduction -- 1.2 Direct teaching -- 1.3 The teacher as a linguist -- 1.4 Traditional grammar -- 1.5 The native speaker as learner -- 1.6 Section I: Summary -- 1.7 Linguistic theories -- 1.8 Language development -- 1.9 Comprehensiveness -- 1.10 Internal relations -- 1.11 Language skills -- 1.12 Section II: Summary -- 2. The integration of language and literature in the English curriculum -- 2.1 Introduction -- 2.2 Command of a language -- 2.3 Shortcomings of linguistics in relation to command of a language -- 2.4 Shortcomings of literary criticism in relation to command of a language -- 2.5 The curriculum -- 2.6 An extended example -- 3. Language awareness in six easy lessons -- 3.1 Introduction -- 3.2 Productivity -- 3.3 Creativity -- 3.4 Stability and change -- 3.5 Social variation -- 3.6 How to do things with language -- 3.7 The two-layered code -- 4. Large corpus research and foreign language teaching -- 4.1 The advent of large corpora -- 4.2 New evidence -- 4.3 Implications for teaching the language -- 4.4 Conclusion -- Part II. Linguistic stylistics -- 5. When is a poem like a sunset? -- 5.1 Introduction -- 5.2 Poem as sample of language -- 5.3 The Experiment -- 5.3.1 Tabulation of changes -- 5.3.2 Stylistic categories -- 5.4 Summary -- 6. Taking a poem to pieces -- 6.1 Introduction -- 6.2 Analysis of First Sight -- 6.2.1 Sentence structure -- 6.2.2 Clause structure -- 6.2.3 Line boundaries -- 6.2.4 Groups: Verbal, adverbial and nominal -- 6.3 Conclusion -- 7. A technique of stylistic description -- 7.1 Introduction -- 7.2 Analytical principles.

7.3 Verse paragraphs -- 7.4 Acceleration -- 7.5 Sentence structure -- 7.6 Stanza 1 -- 7.7 Topic -- 7.8 Clause-to-line fit -- 7.9 Clause-to-line fit: Initiation -- 7.10 Stanza types -- 7.11 Clause structure -- 7.12 Verb classification -- 7.13 The definite article -- 7.14 Clause structure concluded -- 7.15 Verbal group structure -- 7.16 Nominal group structure -- 7.17 Adverbial groups -- 7.18 Part versus whole -- 7.19 Conclusion -- 8. Lines about "Lines" -- 8.1 Introduction: Focats -- 8.2 Metrical and meaningful units -- 8.3 "Tight" to "loose" structures -- 8.4 Copying -- 8.5 Arrest -- 8.6 Extension -- 8.7 Rank -- 8.8 Process of analysis -- 8.9 Summary -- 9. The linguistic basis of style -- 9.1 Introduction -- 9.2 Arbitrariness -- 9.2.1 Between sign and referent -- 9.2.2 Between proposition and exponence -- 9.3 Structural superfluity -- 9.4 Derivational hierarchy -- 9.5 Idiom -- 9.6 Reference systems and their referents -- 9.7 Conclusion -- Part III. Style and discourse -- 10. Mirror for a text -- 10.1 Introduction -- 10.2 The model -- 10.3 Verb tense -- 10.4 Attribution -- 10.5 Integration -- 10.6 Time -- 10.7 People -- 10.8 Narrative -- 10.9 Mopping up -- 10.10 Conclusion -- 11. Poetic discourse -- 11.1 Introduction -- 11.2 General commentary -- 11.3 Layout and punctuation -- 11.3.1 Constant features of layout -- 11.3.2 Punctuation -- 11.3.2.1 Mid- and end-lines -- 11.3.2.2 Chunking -- 11.4 Metrics -- 11.4.1 Line length -- 11.4.2 Commentary -- 11.5 Syntax -- 11.5.1 Lists -- 11.5.2 Arrest -- 11.5.3 Continue -- 11.5.4 Transitivity -- 11.5.5 Obscurity -- 11.5.5.1 Stanza 1, line 2 -- 11.5.5.2 Stanza 1, line 3 -- 11.5.5.3 Stanza 1, line 5 -- 11.5.5.4 Stanza 1, lines 10-12 -- 11.5.5.5 Stanza 2, lines 16 and 17 -- 11.5.5.6 Stanza 2, line 22 -- 11.5.5.7 Stanza 3, line 30 -- 11.5.5.8 Stanza 3, line 32 -- 11.5.5.9 Stanza 3, line 33 -- 11.5.6 Commentary.

11.5.6.1 Parallelism -- 11.5.6.2 Text shape -- 11.6 Grammetrics -- 11.7 Lexis -- 11.7.1 First grouping -- 11.7.2 Second grouping -- 11.7.3 Third grouping -- 11.8 Information structure -- 11.8.1 Pattern 1 -- 11.8.2 Pattern 2 -- 11.8.3 Pattern 3 -- 11.8.4 Pattern 4 -- 11.8.5 Pattern 5 -- 11.9 Discourse structure -- 11.10 Final comments -- 12. The exploitation of meaning -- 12.1 Introduction -- 12.2 Objectivity -- 12.3 Computing methodology -- 12.4 PALA priorities -- 12.5 Heroic couplets -- 12.6 A commentary on Pope's verses -- 12.7 A local grammar for the Essay on Man -- 12.8 The Couplet -- 12.9 Conclusion -- 12.10 Coda -- 13. Fictional worlds revisited -- 13.1 Introduction -- 13.2 Fact and averral -- 13.3 Correspondence -- 13.4 Discourse -- 13.5 Misleading language -- 13.6 Artefact -- 13.7 Fictional worlds -- 13.8 Fictional narrator -- 13.9 Communicative purpose -- 13.10 Conclusion -- 14. "Passion speechlesse lies" -- 14.1 Introduction -- 14.2 The poem as record of verbal interaction -- 14.3 Identifying and tracking participants -- 14.3.1 Pronouns -- 14.3.2 Imperatives -- 14.3.3 Personification -- 14.3.4 Discussion -- 14.4 Narrative techniques in storytelling -- 14.4.1 Verb Forms -- 14.4.2 Time frame -- 14.4.3 Arrest -- 14.4.4 Discussion -- 14.5 The poem and the context of situation -- 14.5.1 Informality -- 14.5.2 Interaction -- 14.5.3 Poetic Diction -- 14.5.4 Discussion -- 14.6 An Interpretation -- Coda -- 15.1 Introduction -- 15.2 The latent debt to philosophy -- 15.3 The developmental link with literacy and lexicographic instrumentation -- 15.4 'Difficult stylistics': Grammar vs Subtext and the example of 'The Legs' by Robert Graves -- 15.5 Corpus-derived Subtext: A stylistic theory that 'wags the dog' and itself becomes a new linguistic theory.

15.6 Do Sinclairan corpora provide for stylisticians what Dummett needed in order, fully, to settle his view of the philosophy of language? -- 15.7 Conclusion -- 15.7.1 Trends within Sinclair's stylistics -- 15.7.2 The debt to scholarship and to theory -- References -- Index of Authors, Names and Titles -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.