Foregrounding

Foregrounding is the practice of making something stand out from the surrounding words or images.[1] It is "the
'throwing into relief' of the linguistic sign against the background of the norms of ordinary language."[2] The term was first
associated with Paul Garvin in the 1960s, who used it as a translation of the Czech aktualisace (literally "to actualise"),
borrowing the terms from the Prague school of the 1930s.[3]
There are two kinds of foregrounding -
1. Parallelism is the repetition of a sound, word, idea etc. For instance, “I kissed thee ere, I killed thee...” —Othello,
Shakespeare.
2. Deviation is to deviate from the said norm of the language. Example - “Ten thousands saw I at a glance.” -
Wordsworth shows how he deviated from the norms of english language to create a sentence that is different and
yet attractive.

Dramatic Enactment
Dramatic Enactment is a way to embrace a chosen role via different ‘dramatic’ methods to explore aspects of the
individual’s sense of self and physicality.
No theatrical or acting ability is required for Dramatic Enactment as the individual will be working within a chosen role
rather than acting. Dramatic enactment may not only relate to the aspect of the ‘action’ itself, but also the role of the
‘audience’. Within therapy the element of ‘witnessing’ or being an audience member may be of the highest importance to
the individual.
The following elements may be incorporated in Dramatic Enactment;
 Movement
 Voice
 Dance
 Character Development
 Improvisation

DIDACTIC :
A didactic poem is directly and unapologetically instructional or informational: it teaches or explains something such as a
truth, a moral, a principle or a process. The English word "didactic" derives from the Greek didaktikos ("able to teach").
A didactic poem usually means exactly what it says, and doesn't beat around the bush. There seems to be a modern myth
that didactic poems are universally terrible, but this page demonstrates that there are commendable didactic poems that
have stood the test of time.
Poetry that instructs, either in terms of morals or by providing knowledge of philosophy, religion, arts, science, or skills.
Although some poets believe that all poetry is inherently instructional, didactic poetry separately refers to poems that
contain a clear moral or message or purpose to convey to its readers. John Milton's epic Paradise Lost and Alexander
Pope's An Essay on Man are famous examples. See also William Blake’s “A Divine Image,” Rudyard Kipling’s “If—,”
and Alfred Lord Tennyson’s “In Memoriam.”
Style:
A person ’ s distinctive language habits, or the set of individual characteristics of language use. It reveals the writer’s
thoughts and philosophy shaped in a particular form. And, because, a style is all about the writers’ linguistic CHOICES
that make it a mean of discovery for readers to decode the significance behind. So, style is the language habits that a
reader senses after several readings to the same author.
Mainly, stylisicians distinguish four occurring senses of STYLE:
1. The language habit of one writer. “uniqueness”
 Shakespeare, James Joyce, Hemingway

2. The language habits shared by a group at a particular period.

 The Augustan poet, epic poetry, Victorian novelists.

3. Say the right thing in the most effective way with good manners ‘clear’ or ‘refined’ style.

4. Evaluation and description of literature in literary criticism or appreciation:

 ‘Good’ ‘effective’ ‘beautiful’ writing.

When analyzing any given piece of writing, stylisicians consider five elements revealed by language are:
a) The formality of the language (FORMAL/ INFORMAL)
b) Tone
c) Diction
d) Figures of speech
e) Sentence patterns

LEVELS OF STYLISTIC ANALYSIS

1. GRAPHOLOGY It is the study of hand writing. For example as a way of learning more about somebody's
character through his writing: contracted forms, commas, stops, question marks etc.
2. PHONOLOGY It is the study of sound system of a language and also describes formal rules of pronunciation.
The phonological analysis focuses on the analyzing sound patterns, utterance of different words and forming
systemic use of sound in language in order to know about the meaning, ideas, focuses and idiosyncratic behaviors
in a text. The phonological devices are alliteration, repetition, consonance, assonance etc
3. GRAMMATICAL LEVEL 1.Morphological level 2. Syntactic level Grammatical level includes grammar, parts
of speech, clauses and phrases used in writing. It helps us to find out subtleties of time, place and about what is
done, what is going to be and what was in the past. Through grammatical analysis of text we can know the
author’s intended meanings and foreshadowing meanings and events.
4. LEXICAL Lexical are total amount of vocabulary items and use of words in a piece of text. Lexical level: it
includes the study of individual words and idioms in different linguistics contexts. It involves the study of
semantics, word formation, and morphology.
5. SEMANTICS Semantics is the study of, meanings in a language. Meanings are judged through the analysis of
context, social and individual point of views. Pragmatics is also a branch of semantics which allow us to find out
the hidden meanings to be judged by the reader through the environment created by the poet in a poem.
6. PRAGMATICS Pragmatics is the study of invisible meaning in a piece of text spoken or written. It discusses
how we recognize the invisible meanings in a text. It is the context based study including linguistic context,
thematic context, pre-existing knowledge and physical context of the text.
 7. DISCOURSE ANALYSIS It is the study of text language and conversations. When we concentrate in linguistic
description we focus on accurate representation of form and meaning within the text. It also provides us chance to
create a complex interpretation of a simple discourse and simple interpretation of a complex language in order to
facilitate the readers.

Literary Stylistics:
It is synonymous to literary criticism. Literary stylistics rests solely on the subjective interpretation of texts.
Literary criticism is the evaluation, analysis, description, or interpretation of literary works. It is usually in the
form of a critical essay, but in-depth book reviews can sometimes be considered literary criticism. Criticism may
examine a particular literary work, or may look at an author's writings as a whole.
Literary stylistics also used to decipher message.

 Deals with artistic expressiveness characteristic of a literary work, literary trend or epoch, and factors
which influence it.
 Literary stylistics is not homogenous.
 Taking into consideration the initial point of analysis, there may be distinguished three types of literary
stylistics. From the point of view of the addresser, author’s stylistics or genetic stylistics.
 From the point of view of the addressee (recipient), reader’s stylistics or stylistics of perception or
decoding stylistics

Third Narrator Person:

Writing in third person is writing from the third-person point of view, or outsider looking in, and uses pronouns like
he, she, it, or they. It differs from the first person, which uses pronouns such as I and me, and from the second
person, which uses pronouns such as you and yours.
Writing in the third-person provides flexibility and objectivity. In fiction writing it enables the narrator to be all-
knowing. The personal pronouns used in third-person writing are he, she, it, they, him, her, them, his, her, hers, its,
their, and theirs.
Third Person Writing in Literature
 "He is just what a young man ought to be," said she, "sensible, good humoured, lively; and I never saw such
happy manners!-so much ease, with such perfect good breeding!" - Jane Austen, Pride and Prejudice
 "A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty." -
Winston Churchill

Onomatopoeia:
The term ‘onomatopoeia’ refers to words whose very sound is very close to the sound they are meant to depict. In o
Words such as grunt, huff, buzz and snap are words whose pronunciation sounds very similar to the actual sounds these
words represent. In literature such words are useful in creating a stronger mental image. For instance, sentences such as
“the whispering of the forest trees” or “the hum of a thousand bees” or “the click of the door in the nighttime” create vivid
mental images. ther words, it refers to sound words whose pronunciation to the actual sound they represent.