‘oride lesgo eckshun’: Spelling foregrounding in the experimental poetry of E. E. Cummings

2015 ◽  
Vol 24 (4) ◽  
pp. 307-321 ◽  
Author(s):  
Eva María Gómez-Jiménez
Keyword(s):  
Experimental Poetry ◽  
Reading Process ◽  
Linguistic Features ◽  
Research Questions ◽  
Poetic Style

Unconventional linguistic features in E. E. Cummings’ poetic style have long been a focus of study. Linguists have researched this aspect of this poet’s technique mainly in connection to grammar, lexis and morphology; however, few approaches have looked at graphology in depth and even fewer at spelling. The present paper addresses this by analysing the use of lettering in E. E. Cummings’ experimental poetry. More concretely, two research questions are posed here: Which foregrounding devices are involved in E. E. Cummings’ unconventional use of spelling? And also, which effects are achieved by means of this particular use of lettering? To answer these questions, I first selected a group of 66 experimental poems displaying features of misspelling. After identifying and classifying the devices employed by Cummings for spelling foregrounding, I determined the meaning implications and functions produced through those misspellings. The research on these poems reveals that substitution, transposition, insertion and omission are the four basic patterns that permit such an unconventional use, and that this practice allows Cummings to reproduce linguistic varieties, create plays on words, control the reading process, indicate interruptions and create iconic effects.

Unconventional patterns in the experimental poetry of E. E. Cummings: A stylistic approach to punctuation marks

2017 ◽  
Vol 26 (3) ◽  
pp. 191-212 ◽  
Author(s):  
Eva María Gómez-Jiménez
Keyword(s):  
Systematic Approach ◽  
Spoken Language ◽  
Research Field ◽  
Experimental Poetry ◽  
Depth Analysis ◽  
Linguistic Patterns ◽  
Fundamental Research ◽  
Research Questions ◽  
Poetic Style

For some time scholars have examined unconventional linguistic patterns in E. E. Cummings’ poetic style. Of all the aspects under consideration, it is grammar, lexis and morphology that have been most widely researched, while only a small number of studies have looked at graphology or, least of all, punctuation. This article is a contribution to the latter research field, and is aimed at developing a systematic approach to the use of punctuation marks in E. E. Cummings’ experimental poetry. I deal with two fundamental research questions: What foregrounding patterns are present in E. E. Cummings’ unorthodox use of punctuation marks, and what effects derive from his singular use of marks? Using 157 experimental poems as a corpus, I identify any instances of unconventional punctuation and classify the different devices that break with convention, determining the meaning implications (if any) that derive from these particular uses. An in-depth analysis of these poems reveals that there are three basic unconventional devices in Cummings’ use of punctuation marks (substitution, omission and insertion) and that these help Cummings to achieve a variety of purposes: emphasize certain elements within the poem, shift the tempo of the lines, create chaotic scenes, produce iconic effects, schematize any unit within the poem, omit letters and words, signal heteroglossia, indicate imperative voice, articulate the poem into different layers, create plays on words, and reproduce features of spoken language.

Investigating Language Use Through Corpusbased Analyses of Association Patterns

1996 ◽  
Vol 1 (2) ◽  
pp. 171-197 ◽  
Author(s):  
Douglas Biber
Keyword(s):  
Language Use ◽  
Linguistic Features ◽  
Association Patterns ◽  
Research Questions ◽  
Empirical Approaches

The present paper argues that analyses of language use provide an important complementary perspective to traditional linguistic descriptions, and that empirical approaches are required for such investigations. Corpus-based techniques are particularly well suited to these research purposes, enabling investigation of research questions that were previously disregarded. Specifically, the paper discusses the use of corpus-based techniques to identify and analyze complex "association patterns": the systematic ways in which linguistic features are used in association with other linguistic and non-linguistic features. Several illustrative analyses are discussed, investigating the use of lexical features, grammatical features, and the overall patterns of variability among texts and registers.

The Role of khafāʾ al-maʿnā (‘Obscurity of Meaning’) in Qur'anic Rhetoric

2021 ◽  
Vol 23 (3) ◽  
pp. 176-223
Author(s):  
Mohammed Ibrahim Elshafey
Keyword(s):  
Reader Response ◽  
Reading Process ◽  
Linguistic Context ◽  
Integral Element ◽  
Research Questions ◽  
Linguistic Categories ◽  
Historical Periods

Khafāʾ al-maʿnā (‘obscurity of meaning’) is a distinctive characteristic of Qur’anic rhetoric that helps the Qur’an convey its intended message. It grips the attention of its readers, regardless of time or place, and should be considered an integral element of Qur’anic iʿjāz (‘inimitability’). This study divides khafāʾ al-maʿnā into three linguistic categories: lexical, morphologic, and syntactic, and these categories will be explored through three research questions and thirteen research points. The paper will examine reader response to the Qur’anic text found in various works of tafsīr from differing historical periods. The objective is not to assess the accuracy of the mufassirs’ interpretations, but to objectively explore the influence that khafāʾ al-maʿnā has on the reading process. This study uses the term ‘Qur’anic rhetoric’ in order to distinguish between ‘Qur’anic rhetoric’ and ‘Qur’anic text’. This differentiation is based on the idea that the meaning of the literal ‘textual’ verses of the Qur’an is clear, and does not involve any obscurity of meaning (and, moreover, the interpretation of these verses has been clarified by Muḥammad). However the ‘rhetorical’ verses invite the Qur’an’s readers, in their respective times and places, to read, contemplate, and reflect on them, and to attempt to uncover the hidden meanings that can be found by exploring their linguistic context.

Learner language morphology as a window to crosslinguistic influences: A key structure analysis

2017 ◽  
Vol 40 (2) ◽  
pp. 225-253 ◽  
Author(s):  
Ilmari Ivaska ◽  
Kirsti Siitonen
Keyword(s):  
Structure Analysis ◽  
Technical Development ◽  
Frequency Data ◽  
Linguistic Features ◽  
Naturally Occurring ◽  
Language Data ◽  
Research Questions ◽  
L1 And L2 ◽  
Learner Language ◽  
Feature Frequency

The study of crosslinguistic influences (CLI) has proven that morphosyntactic features exhibit CLI. Technical development and novel resources have enabled detection-based approaches, where potential CLI are revealed based on their observed frequencies and on differences between learners with different language backgrounds. The two research questions are as follows: (i) How construction-specific typological (dis)similarities between L1 and L2 affect the frequencies of linguistic features? (ii) Can such (dis)similarities be detected by comparing feature frequency data of L2? The data come from the International Corpus of Learner Finnish, and the methodology applied is the key structure analysis. The results support the applicability of the method: they show that constructional similarities may trigger CLI construction by construction, irrespective of the general similarities or genealogical categorizations. The results further imply the importance of controlling the genre-related and topical variation to account for skewed nature of the data when dealing with naturally occurring learner language data.

scholarly journals POWER IN INDONESIAN PRESIDENTIAL SPEECHES: AN ANALYSIS OF LINGUISTIC MODALITY

2020 ◽  
Vol 15 (2) ◽  
pp. 239-252
Author(s):  
Siti Jannatussholihah ◽  
Sulis Triyono
Keyword(s):  
Three Dimensional ◽  
Critical Discourse ◽  
Linguistic Features ◽  
Three Dimensional Model ◽  
Modal Verbs ◽  
Language And Power ◽  
Presidential Speech ◽  
Strength Based ◽  
Research Questions ◽  
The Relationship

This paper discusses the relationship between the language and power in the presidential speech text, which is projected through linguistic features, especially modalities. The data was obtained from a speech delivered by President Joko Widodo during the plenary session of the Indonesian People's Consultative Assembly (MPR RI) for the inauguration of the elected president for the 2019-2024 period and the delivery of the president's vision for Indonesia better. Analysis of this paper from linguistic modalities uses a three-dimensional model of Fairclough's critical discourse (CDA) analysis to answer its research questions. The results show that Jokowi used several linguistic modal verbs in projecting his strength. Based on the modality's context, it can be understood that the president conveyed his strategic desire to be himself when he tried to connect with the audience and build his image, audience, and relationship. The President produces a discourse that embodies assumptions about his leadership and audience's social relationship and affirms his legal authority as president and his power. Through the language used, Jokowi creates, maintains, and explains power he holds in these forums.

scholarly journals TEACHER STRATEGIES OF TEACHING READING IN EFL CLASS

2018 ◽  
Author(s):  
Ilham
Keyword(s):  
Reading Comprehension ◽  
Qualitative Method ◽  
Classroom Observation ◽  
Classroom Interactions ◽  
Reading Process ◽  
Natural Setting ◽  
Teaching Reading ◽  
Teacher Strategies ◽  
Analysis Process ◽  
Research Questions

This study aims to investigate the teacher strategies in teaching reading comprehension. This study employed qualitative method because it is conducted in the natural setting. In this study, observation was conducted directly in the particular setting in which he interested to observe and collect the data (Fraenkel and Wallen, 1993: 380). The researcher used classroom observation to find out teachers’ strategies in teaching reading. In this study, a non-participant classroom observation was conducted by the researcher. The analysis process was commenced by making verbatim transcription of classroom interactions. Then, the transcriptions were read repeatedly. During the reading process, the researcher employed coding activity by matching the data with the research questions. This study found that the strategies provided by teacher are in the pre-reading stage, in the while-reading stage, and in the post-reading stage.

scholarly journals sms4science: Korpusdaten, Literaturüberblick und Forschungsfragen

2011 ◽  
Vol 48 (4) ◽  
Author(s):  
Adrian Stähli ◽  
Christa Dürscheid ◽  
Marie-José Béguelin
Keyword(s):  
Language Contact ◽  
Background Information ◽  
International Project ◽  
Methodological Issues ◽  
Linguistic Features ◽  
Research Project ◽  
Introductory Article ◽  
Significant Interest ◽  
Research Questions ◽  
State Of Affairs

This paper discusses some methodological issues related to current research on SMS communication in Switzerland, an ambitious research project situated in the context of the international project sms4science. Thus far, the analyses of the Swiss data focus on numerous inner-linguistic features, variational aspects and language contact phenomena; each of which is of the utmost interest for multilingual Switzerland (cf. the five articles contained in this issue). In the following pages we first provide some background information about the project and the constitution of the Swiss SMS-corpus. We then present some methodological demands and problems, which are discussed on the basis of a dialogic sub-corpus. In the final paragraphs of this introductory article, we outline the state of affairs in the field of the linguistic study of SMS communication and highlight some research questions that would be of significant interest for the further analysis of the Swiss corpus.

The Collaborative Network Approach: a model for advancing patient-centric research for Castleman disease and other rare diseases

2019 ◽  
Vol 3 (1) ◽  
pp. 97-105
Author(s):  
Mary Zuccato ◽  
Dustin Shilling ◽  
David C. Fajgenbaum
Keyword(s):  
Rare Diseases ◽  
Treatment Options ◽  
Castleman Disease ◽  
High Impact ◽  
Collaborative Network ◽  
Network Approach ◽  
Grant Applications ◽  
Research Questions ◽  
Novel Strategy ◽  
Patient Centric

Abstract There are ∼7000 rare diseases affecting 30 000 000 individuals in the U.S.A. 95% of these rare diseases do not have a single Food and Drug Administration-approved therapy. Relatively, limited progress has been made to develop new or repurpose existing therapies for these disorders, in part because traditional funding models are not as effective when applied to rare diseases. Due to the suboptimal research infrastructure and treatment options for Castleman disease, the Castleman Disease Collaborative Network (CDCN), founded in 2012, spearheaded a novel strategy for advancing biomedical research, the ‘Collaborative Network Approach’. At its heart, the Collaborative Network Approach leverages and integrates the entire community of stakeholders — patients, physicians and researchers — to identify and prioritize high-impact research questions. It then recruits the most qualified researchers to conduct these studies. In parallel, patients are empowered to fight back by supporting research through fundraising and providing their biospecimens and clinical data. This approach democratizes research, allowing the entire community to identify the most clinically relevant and pressing questions; any idea can be translated into a study rather than limiting research to the ideas proposed by researchers in grant applications. Preliminary results from the CDCN and other organizations that have followed its Collaborative Network Approach suggest that this model is generalizable across rare diseases.

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

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