我的问问英语毕业论文范文

2021年1月1日发(作者：唐非)
英语毕业论文范文
Abstract: On the base of the definition of stylistics, this thesis gives a detailed analysis
of some the of stylistic devices used in the famous speech by the well- known American
civil rights movement leader Martin Luther King, Jr., and then probes into the stylistic
characteristics of speech as a style.
Key words: Stylistics, Stylistic devices, analysis, speech.
马丁. 路德.金 《我有一个梦》的文体分析
摘 要:本文首先阐述了文体学的定义,并在此基础上对对美国着名黑人领袖马丁. 路德.金的着名
演讲《 我有一个梦》中所使用的文体手段进行了详尽的分析,进而对演讲文体的风格进行了简要的论
述。
关键词:文体学;文体手段;分析;演讲
As an interdisciplinary field of study, stylistics promises to offer useful insights into
literary criticism and the teaching of literature with its explicit aims and effective
techniques. It is very useful in the analysis of various styles of writing. In this thesis, the
author tries to offer a stylistic analysis of the famous speech by Martin Luther king, Jr. I
Have a Dream.
1. Introduction: Definition of Stylistics and Stylistic Analysis
As far as the definition of stylistics is concerned different scholars define the branch of
study in different ways. Wales defines stylistics simply as “ the study of style” (1989:437),
while Widdowson provides a more informative definition as “the study of literary
discourse from a linguistic orientation” and takes “a view that what distinguishes stylistics
from literary criticism on the one hand and linguistics on the other is that it is essentially
a means of linking the two” (1975:3). Leech holds a similar view. He defines stylistics as
the “study of the use of language in literature” (1969:1) and considers stylistics a
“meeting-ground of linguistics and literary study”(1969:2). From what Widdowson and
Leech say, we can see that stylistics is an area of study that straddles two disciplines:
literary criticism and linguistics. It takes literary discourse (text) as its object of study and
uses linguistics as a means to that end.
Stylistic analysis is generally concerned with the uniqueness of a text; that is, what it is
that is peculiar to the uses of language in a literary text for delivering the message. This
naturally involves comparisons of the language of the text with that used in conventional
types of discourse. Stylisticians may also wish to characterize the style of a literary text by
Systematically comparing the language uses in that text with those in another. Halliday
points out, “The text may be seen as ‘this’ in contrast with ‘that’, with another poem or
another novel; stylistics studies are essentially comparative in nature…”(1971:341). On
this points, Widdowson is of the same opinion as Halliday. He says:“All literary
appreciation is comparative, as indeed is a recognition of styles in general” (1975:84).
Thus, we may conclude that stylistic analysis is an activity that is highly comparative in
nature.
2. Related Information of the Speech I HAVE A DREAM and Its Author
Martin Luther King, jr. was born on January 15, 1929 in Atlanta, Georgia, the son of a
clergyman and the grandson of a slave. After attending several colleges he received his
Ph. D. in theology from Boston University in 1955. He led the bus boycott in Montgomery,
Alabama in 1955-1956. As president of the Southern Christian Leadership Conference,
he then led civil rights demonstrations in many cities. In 1963 he helped organize the
march on Washington, which brought together more than 200,000 people. A leader in
establishing a nonviolent civil rights movement, King was awarded the Nobel Peace Prize
for 1964. King was assassinated in Memphis, Tennessee, in 1968, shortly before his
fortieth birthday. Since then, he has become an American folk hero, and on November 2,
1983, a law honoring Dr. King was signed by President Rigan, effective January 1986,
making the third Monday of January a national holiday. He is the only U. S. citizen other
than George Washington to be recognized in this way.
In 1863 President Abraham Lincoln issued the Emancipation Proclamation freeing all
slaves in the United States. One hundred years after this decree was signed, however, the
life of blacks was still “sadly crippled by the manacles of seGREgation and the Chains
discrimination.” On August 28, 1963, a quarter of million people of all races came to
Washington, D. C., to show their support for freedom and justice for all Americans, and
for black people in particular. At that demonstration, Martin Luther King, jr. delivered this
famous speech I HAVE A DREAM, widely regarded as the most eloquent statement of the
black people’s dreams and aspirations ever made. In his speech, Dr. King told the world,
“I have a dream” that equality would come “to all of God’s children.” He said he wanted
everyone to be able to “join hands and sing in the words of the old Negro spiritual, ‘Free at
last! Free at last!…’”
3. A Stylistic Analysis of the Speech (An analysis of some of the stylistic devices used in
the speech)
Martin Luther King’s speech of August 28, 1963 is widely regarded as one of the most
powerful ever delivered in the United States. Although this address was delivered orally, it
was read from a written text composed with GREat care. It is an example of formal English
with a convincing style. Here are some of the stylistic devices (which maybe considered
traditionally as rhetorical devices) used by Dr King to inspire and persuade.
3.1 Repetition:
Throughout the speech, Dr. King repeats words and sentence. This is a very
outstanding feature in this speech called repetition. It belongs to the stylistic device of
syntactic over-regularity. The term repetition is restricted to mean the case of exact
copying of a certain previous unit in a text such as a word, phrase or even a sentence
(Leech, 1969), because all the over-regular features in literature are in some sense
repetitious. Used in speech, repetition not only makes it easy for the audience to follow
what the speaker is saying, but also gives a strong rhythmic quality to the speech and
makes it more memorable. In paragraphs 8 through 16, for example, King uses the words
“I have a dream” nine times. This repetition helps to achieve the function of coherence in
discourse and the function of reinforcement in mood and emotion, expressing the
speaker’s strong emotion of longing for freedom, justice, righteousness and a much
more united nation of all of God’s children.
If we study the whole speech more carefully, it is easy for us to find many other
examples of repetition used.
① But one hundred years later, we must face the tragic fact that the Negro is still not
free. One hundred years later, the life of the Negro.
② is still sadly crippled by the manacles of seGREgation and the chains of
discrimination. One hundred years later, the Negro lives on a lonely island of poverty in
the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still
languishing in the corners of American society and finds himself an exile in his own land.
Here the phrase “one hundred years later” has been repeated three times, seemingly
indicating that it is really a long time for the Negro to wait for the coming of the time of
justice and righteousness.
②But we refuse to believe that the bank of justice is bankrupt. We refuse to believe
that there are insufficient funds in the GREat vaults of opportunity of this nation. (Par.4)
the phrase “we refuse to believe that…” has been used twice to indicate the speaker’s
good hope.
③ Now is the time to make real the promises of democracy. Now is the time to rise
from the dark and desolate valley of seGREgation to the sunlit path of racial justice. Now
is the time to open the doors of opportunity to all of God’s Children. Now is the time to lift
our nation from the quicksands of racial injustice to the solid rock of brotherhood. (Par.4)
In this short passage, the clause “Now is the time to…” has been used four times to
emphasize the fierce urgency of “NOW” and to encourage and persuade the blacks to take
immediate action to rise above and gain their own rights and freedom.
Other examples of repetition can still be easily found throughout the speech. In par. 7,
the words “we can nevercannot be satisfied as long as…” has been used as many as five
times to show the determination and persistence of the black people; in par. 17, the
words “with the faith we will be able to…” has been repeated twice for the purpose of
showing how strong the faith of the black people is to struggle for the brotherhood of “all
of God’s children”, and how strong the faith of the black people is to believe that they “will
be free one day”. Now let’s enjoy another example.
④And if America is to be a GREat nation this must become true. So let freedom ring
from the prodigious hilltops of New Hampshire! Let freedom ring from the heightening
Alleghenies of Pennsylvania!
Let freedom ring from the snowcapped Rockies of Colorado!
Let freedom ring from the curvaceous slopes of California!
But not only that; let freedom ring from Stone Mountain of Georgia!
Let freedom ring from Lookout Mountain of Tennessee.
Let freedom ring from every hill and molehill of Mississippi. From every mountainside,
let freedom ring.
When we let freedom ring, when we let it ring from every village and every hamlet,
from every state and every city… (Paragraphs 19 through 25)
the words “Let Freedom ring…” has been repeated as many as nine times to indicate
that it is the whole of the United States rather than any part of it that should be bathed in
the sunshine of freedom.
3.2 Use of Parallelism
Parallelism is another syntactic over-regularity. It means exact repetition in equivalent
positions. It differs from simple repetition in that the identity does not extend to absolute
duplication, it “requires some variable feature of the pattern- some contrasting elements
which are ‘parallel’ with respect to their position in the pattern”(Leech, 1969:66). To put it
simply, parallelism means the balancing of sentence elements that are grammatically
equal. To take them parallel, balance nouns with nouns, verbs with verbs, prepositional
phrases with prepositional phrases, clauses with clauses, and so forth.
In his speech, Martin Luther King uses parallelism to create a strong rhythm to help the
audience line up his ideas. Here are few examples:
⑤…by the manacles of seGREgation and the chains of discrimination…(Par.2, two
parallel noun phrases)
⑥“This is no time to engage in the luxury of cooling off or to take the tranquilizing
drag of gradualism.” (Par.4, two parallel infinitive phrases: “to engage…to take…”)
⑦“there will be neither rest nor tranquility in America…”(Par. 5, two parallel nouns
joined with “neither…nor”)
⑧“We shall never be satisfied as long as our children are stripped of their selfhood and
robbed of their dignity…”(Par. 7, two parallel verb phrases)
It is traditionally believed that parallelism is used for the purpose of emphasizing and
enhancing, esp. in speech, the ideas expressed by the speaker (or author in written
versions), thus always encouraging and inspiring the audience. We need not to be very
carefully to find out many more examples of parallelism used in King’s speech and
classified as is followed:
3.2.1 parallel nouns:
⑨This not was a promise that all men would be guaranteed the inalienable rights of
life, liberty and the pursuit of happiness. (Par. 3, three parallel nouns as attributive)
⑩1963 is not an end, but a beginning (Par. 5, two parallel nouns joined with
“not…but…”)
⑾Again and again we must rise to the majestic heights of meeting physical force with
soul force. (Par. 6)
⑿…have come to realize that their destiny is tied up with our destiny and their
freedom is inextricably bound to our freedom. (Par. 6, two pairs of parallel nouns).
⒀I say to you today, my friends, that in spite of the difficulties and frustrations of the
moment…(Par. 8)
⒁…a desert state sweltering with the heat of injustice and oppression, will be
transformed into an oasis of freedom and justice. (Par. 11, two pairs of parallel nouns).
3.2.2 Parallel noun phrases:
⒂So we have to came to cash this check-a check that will give as upon demand the
riches of freedom and The security of justice. (Par. 4)
⒃I have a dream that one day on the red hills of Georgia the sons of former slaves and
the sons of former slave- owners will be able to sit down together at the table of brother
hood (Par. 10)
3.2.3 Parallel infinitive phrases:
⒄It would be fetal for the nation to overlook the urgency of the moment and to
underestimate the determination of the Negro. (Par.5, two parallel infinitive phrases)
⒅With this faith, we will be able to work together, to pray together, to straggle
together, to go to jail together, to stand up for freedom together, knowing that we will be
free one day. (Par. 7, five parallel infinitive phrases).
3.2.4 Parallel prepositional phrases
⒆I have a dream that my four little children will one day live in a nation where they will
not be judged by the color of their skin but by the content of their character. (Par. 12)
⒇…, when we let it ring from every village and every hamlet, from every state and
every city, … (Par. 25)
E. Parallel clauses:
(21) …, have come to realize that their destiny is tied up with our destiny and (that)
their freedom is inextricably bound t our freedom. (Par. 6, two parallel objective clause)
(22) I have a dream that one day every valley shall be exalted, every hill and mountain
shall be made low, the rough place will be made plain, and the crooked places will be
made straight, and the glory of the Lord shall be revealed, and all flesh shall see it
together. (Par. 6, six parallel clauses used as appositions of the noun “dream”).
3.3 Use of Similes and Metaphors
As two very important types of meaning transference in literature, similes and
metaphors are comparisons that show similarities in things that are basically different,
which can be used to add vividness and vitality to writing. As Leech points out, metaphor
is associated with a particular rule of transference which may be called the “metaphoric
rule” (1969: 151). That is, the figurative meaning is derived from the literal meaning or it
is, as it were, the literal meaning.
Throughout the speech, King makes extensive use of similes and metaphors. In
paragraph 1, for example, King compares The Emancipation Proclamation to two forms of
brilliant light cutting through darkness. The first-“a joyous daybreak”-compares it to the
sunrise, which (in this case) ends “the long night of captivity”. In paragraph 2, he speaks
of “the manacles of seGREgation and the chains of discrimination,” comparing
segregation and discrimination under which the Negro people live to the manacles and
chains once used on slaves. Therefore, it is very clear that the using of similes and
metaphors can definitely add vividness and vitality to writing and make it easy for the
readers or audience to understand.
Now let’s cite some of the similes and metaphors used in King’s speech.
(23) One hundred years later, the Negro lives on a lonely island of poverty in the midst
of a vast ocean of material prosperity. (Par. 2, metaphors)
(24) But we refuse to believe that the bank of justice is bankrupt. We refuse to believe
that there are insufficient funds in the GREat vaults of opportunity for this nation (Par.4,
metaphors)
(25)This is no time … to take the tranquilizing drag of gradualism. (Par. 4, metaphor)
(26) This sweltering summer of the Negro’s legitimate discontent will not pass until
there is an invigorating autumn of freedom and equality. (Par. 5, Metaphors)
(27) …we will not be satisfied until justice rolls down like waters and righteousness
like a mighty stream. (Par. 7, Similes)
(28) …a situation where little black boys and black girls will be able to join hands with
white boys and white girls and walk together as sisters and brothers. (Par. 14, Similes)
3.4 Use of Contrast
Although maybe a rhetorical device instead of a stylistic one, contrast has also been
used effectively, like repetition, in this speech, achieving the function of making clear the
ideas of the speaker. In paragraph l, for example, “GREat beacon light of hope” is
contrasted with “flames of withering injustice,” and “joyous daybreak” with long night of
captivity.”
As it is defined, contrast is used to show the difference between two things. Therefore,
it is not very difficult for us to understand why the speaker king uses so many contrasts in
his speech.
(29) One hundred years later, the Negro lives on a lonely island of poverty in the midst
of a vast ocean of material prosperity. (Par. 2)
(30) Now is the time to rise from the dark and desolate valley of seGREgation to the
sunlit path of racial justice. (Par. 4)
(31) Now is the time to lift our nation from the quicksands of racial injustice to the
solid rock of brotherhood (Par.4)
(32) This sweltering summer of the Negro’s legitimate discontent will not pass until
there is an invigorating autumn of freedom and equality. (Par. 5)
(33) 1963 is not an end, but a beginning. (Par. 5)
(34) Again and again we must rise to the majestic height of meeting physical force with
soul force. (Par. 6)
(35) And as we walk, we must make the pledge that we shall always march ahead. We
cannot turn back. (Par. 7)
(36)…the sons of former slaves and the sons of former slave-owners will be able to sit
down together at the table of brotherhood.(Par. 10)
(37)…a desert state sweltering with the heat of injustice and oppression, will be
transformed into an oasis of freedom and justice. (Par. 11)
(38)…where they will not be judged by the color of their skin but by the content of their
character. (Par. 12)
(39) With this faith we will be able to hew out of the mountain of despair a stone of
hope. (Par. 17)
(40) With this faith we will be able to transform the jangling discords of our nation into
a beautiful symphony of brotherhood.
4. Conclusion
As we have analyzed above, stylistic devices are frequently used in the discourse of
literary works especially in speech, to achieve certain specific purposes. Thus making the
style of a speech somewhat particular to the others.
Generally speaking, a speech may have the following stylistic characteristics:
To begin with, it must be very persuasive. Thus the sentence patterns are very
well-organized, with repetitions, parallelism and contrasts frequently used.
Secondly, it should be emotional so as to be convincing, because the speaker should
face the audience directly and his words should not only be orderly and informative but
also be expressive and inspiring. Therefore, the stylistic devices such as similes and
metaphors are often involved.
Finally, in many cases, written-conversational style is usually used with not very formal
diction and not very complicated sentence structure.
Bibliography:
[1]. Martin Luther King, Jr., I Have a Dream, August 28, 1963
[2]. Wang Shouyuan, Essentials of English Stylistics, Shandong University Press, July,
2000
[3]. Pan Shaozhang, English Rhetoric and Writing, Shanghai Transportation University
Press, December, 1998
[4]. Widdowson, H. G. Stylistics and the Teaching of Literature, Longman, 1975
[5]. Leech, G. N. “ ‘This bread I break’ Language and interpretation”. In D.C. Freeman.
(ed.). Linguistics and Literature Style. New York:Holt, Rinhart & Winston.
Acknowledgements:
It was really a laborious task to accomplish a B.A thesis. Many people gave me support
and help in the process of writing the paper. I’d like first to give my grate to my dear
teacher, vice professor Mr. Liu Fagong, who generously gave me his kindly help and
instructions during the whole process of my paper-writing. Then I’d like to give my many
thanks to my classmates who helped me a lot with my information collecting and
paper-polishing. Most important of all, I want to give my thanks to my mother university
and all the teachers in the English College, who educated and cultivated me to be a
qualified teacher in the future.
A Brief Introduction to the Author:
Su Zhanghai, a student in Class One 1988 Grade, majoring in English Education, and a
well-to-be teacher in Shandong Agricultural University, who whole- heartedly gives his
best wishes to all the teachers in Qufu Normal University.