英語專業(yè)畢業(yè)論文《我有一個夢》的文體分析

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1、 I Have a Dream By Zheng Ling Submitted to the School of Further Education in Partial Fulfillment to the Requirements for Graduation of Junior College in English Under the Supervision of (Associate) Professor Hu Zuoyou June, 2011 合肥工業(yè)大學(xué)繼續(xù)教育學(xué)院2009級畢業(yè)論文 Acknowledg

2、ements I gratefully acknowledge all those people who have assisted me in the process of completing my graduation thesis. Without their help, this thesis would have been impossible. First and foremost, I would like to express my great appreciation to my supervisor, Mr. Li , who has followed my toil

3、s with invariable kindness and patience, reading as well as correcting this dissertation at different stages of its conception, giving me advice instructive and constructive in addition to valuable encouragement. Finally, thanks go to my classmates and my dearest parents, who in one way or another

4、have given me help and encouragement during my work on this thesis. I Have a Dream 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 Mart

5、in Luther King, Jr., and then probes into the stylistic characteristics of speech as a style. Key words: Stylistics, Stylistic devices, analysis, speech.《我有一個夢》的文體分析 摘 要：本文首先闡述了文體學(xué)的定義，并在此基礎(chǔ)上對對美國著名黑人領(lǐng)袖馬丁. 路德.金的著名演講《我有一個夢》中所使用的文體手段進行了詳盡的分析，進而對演講文體的風(fēng)格進行了簡要的論述。 關(guān)鍵詞：文體學(xué)；文體手段；分析；演講Contents Acknowled

6、gements i Abstract ii Key Words ii 摘要 iii 關(guān)鍵詞 iii Conte nts iv Chapter One Introduction 1 Chapter Two Related Information of the Speech I HAVE A DREAM and Its Author 2 Chapter Three A Stylistic Analysis of the Speech (An analysis of some of the stylistic devices used in the speech) 3

7、3.1 Repetition: 3 3.2 Use of Parallelism 5 3.2.1parallel nouns 5 3.2.2Parallel noun phrases 6 3.2.3Parallel infinitive phrases…………………………………………………………6 3.2.4Parallel prepositional phrases……………………………………………………..7 3.3Use of Similes and Metaphors……………………………………………………….7

8、 3.4Use of Contrast……………………………………………………………………….7 Chapter Four Conclusion 8 Bibliography 9 11 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

9、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 co

10、ncerned 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 distingu

11、ishes 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-gro

12、und 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.

13、 Stylistic analysis is generally concerned with the uniqueness of a text; that is, whatit 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. S

14、tylisticians 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 essential

15、ly 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 i

16、n 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 Univer

17、sity 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 leade

18、r 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 sig

19、ned 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

20、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 j

21、ustice 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

22、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

23、 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 st

24、yle. 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

25、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 repeti

26、tious. 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 repetitio

27、n 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 care

28、fully, it is easy for us to find many other examples of repetition used. ①But 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 discr

29、imination. 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 hundre

30、d 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

31、 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

32、 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 t

33、o 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 never/cannot be satisfied as long

34、 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 o

35、f 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 th

36、e 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

37、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 ni

38、ne 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

39、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 a

40、re 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

41、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“ther

42、e 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 parallel

43、ism 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 c

44、lassified 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

45、 with “not…but…”) ⑾Again and again we must rise to the majestic heights of meeting physical force with soul force. (Par. 6) ⑿…h(huán)ave 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 t

46、o 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:

47、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 ta

48、ble 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 togeth

49、er, 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

50、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 (t

51、hat) 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

52、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 similariti

53、es 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

54、 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

55、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,

56、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 lonel

57、y 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 i

58、s 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 lik

59、e 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 dev

60、ice 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 daybrea

61、k” 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 po

62、verty 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 brot

63、herhood (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 fo

64、rce 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 sta

65、te 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 mountai

66、n 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 b