scholarly journals An Ecological Analysis of Emily Dickinson’s “The Grass”

2019 ◽  
Vol 9 (7) ◽  
pp. 849
Author(s):  
Xinya Zuo
Keyword(s):  
United States ◽  
Systemic Functional Linguistics ◽  
Applied Linguistics ◽  
Emily Dickinson ◽  
Linguistic Analysis ◽  
The United States ◽  
Literary Studies ◽  
Potential Significance ◽  
Ecological Analysis ◽  
Nature Poetry

As a burgeoning branch of applied linguistics, ecolinguistics mainly studies the influence of language on the sustainable relationships between human themselves, human and other organisms and even the natural environment. One of the most important approaches of ecolinguistic studies is ecological discourse analysis. For instance, the ecological analysis of natural poetry is bound to involve the hidden ideology and potential significance behind the discourse. Emily Dickinson, a famous poet in the United States, has written 1775 touching poems in her life, more than 500 of which are directly or indirectly related to nature and ecology. It has been discussed from different perspectives in the field of literary studies, but discussion from the linguistics perspective is still rare. Working within the framework of Systemic Functional Linguistics by M.A.K. Halliday, this paper tries to explore how the poem language expresses the writer’s attitude and thought towards the nature through an ecological and linguistic analysis of Emily Dickinson’s representative nature poetry—The Grass. The study shows that the poet’s choice of language serves the meaning of the poem appropriately and that linguistic analysis of the poem can give implications for literary studies.

scholarly journals Tourism Discourse Revisited: An Analysis of Evaluative Strategies in Tourist Brochures from a Systemic Functional Linguistics Perspective

2019 ◽  
Vol 17 ◽  
pp. 211
Author(s):  
Alireza Jalilifar ◽  
Yasamin Moradi
Keyword(s):  
United States ◽  
Qualitative Analysis ◽  
Text Analysis ◽  
Systemic Functional Linguistics ◽  
The United States ◽  
Point Of View ◽  
Functional Linguistics ◽  
Tourist Destinations ◽  
Statistical Variations ◽  
Verbal Content

Today, studying tourism discourse has become widespread among scholars in the field of text analysis. However, few, if any, studies which have addressed the language of tourism have examined the verbal content of travel brochures from the point of view of the appraisal model. The major questions addressed in this study pertain to Graduation strategies as part of appraisal strategies in the discourse of tourism as well as the lexico-grammatical resources for the coding of these strategies in texts. The dataset comprised 50 e-brochures released by tour operators across the United States within the period 2012 to 2013. First, the data were examined quantitatively to identify the statistical variations in utilizing Graduation strategies in tourist brochures. The preferences for lexico-grammatical resources for the construal of these strategies were also illustrated in light of a qualitative analysis. The results of the study revealed that the discourse of travel brochures is loaded with Graduation strategies. The subsystems within the system of Graduation were shown to serve as strong tools in promoting various aspects of tourist destinations such as the number and distribution of tourist sites over an area.

Indigenous Studies in the United States and Canada

2021 ◽  
Author(s):  
Aubrey Jean Hanson ◽  
Sam McKegney
Keyword(s):  
United States ◽  
Native American ◽  
First Nations ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
The United States ◽  
Literary Studies ◽  
Indigenous Voices

Indigenous literary studies, as a field, is as diverse as Indigenous Peoples. Comprising study of texts by Indigenous authors, as well as literary study using Indigenous interpretive methods, Indigenous literary studies is centered on the significance of stories within Indigenous communities. Embodying continuity with traditional oral stories, expanding rapidly with growth in publishing, and traversing a wild range of generic innovation, Indigenous voices ring out powerfully across the literary landscape. Having always had a central place within Indigenous communities, where they are interwoven with the significance of people’s lives, Indigenous stories also gained more attention among non-Indigenous readers in the United States and Canada as the 20th century rolled into the 21st. As relationships between Indigenous Peoples (Native American, First Nations, Métis, and Inuit) and non-Indigenous people continue to be a social, political, and cultural focus in these two nation-states, and as Indigenous Peoples continue to work for self-determination amid colonial systems and structures, literary art plays an important role in representing Indigenous realities and inspiring continuity and change. An educational dimension also exists for Indigenous literatures, in that they offer opportunities for non-Indigenous readerships—and, indeed, for readers from within Indigenous nations—to learn about Indigenous people and perspectives. Texts are crucially tied to contexts; therefore, engaging with Indigenous literatures requires readers to pursue and step into that beauty and complexity. Indigenous literatures are also impressive in their artistry; in conveying the brilliance of Indigenous Peoples; in expressing Indigenous voices and stories; in connecting pasts, presents, and futures; and in imagining better ways to enact relationality with other people and with other-than-human relatives. Indigenous literatures span diverse nations across vast territories and materialize in every genre. While critics new to the field may find it an adjustment to step into the responsibility—for instance, to land, community, and Peoplehood—that these literatures call for, the returns are great, as engaging with Indigenous literatures opens up space for relationship, self-reflexivity, and appreciation for exceptional literary artistry. Indigenous literatures invite readers and critics to center in Indigeneity, to build good relations, to engage beyond the text, and to attend to Indigenous storyways—ways of knowing, being, and doing through story.

Reconstructing American Literature: Curricular Issues

1991 ◽  
Author(s):  
Paul Lauter
Keyword(s):  
United States ◽  
American Literature ◽  
Black People ◽  
White Male ◽  
Emily Dickinson ◽  
The United States ◽  
Literary Imagination ◽  
The Other ◽  
Literary Cultures ◽  
John Crowe Ransom

Next to where I type, I have tacked up the syllabi for two American literature courses taught in the 1980s at well-known, indeed prestigious, institutions in the United States—one in California, the other in Ohio. Both are survey courses, one called “The American Literary Imagination,” the other “Life and Thought in American Literature.” One covers, in a single semester, thirty-two writers, including Philip Freneau, William Cullen Bryant, Washington Irving, John Greenleaf Whittier, John Crowe Ransom, and Ezra Pound; all are white and male, except for one assignment on Emily Dickinson and one poem by Marianne Moore. The other, a two-term course, includes twenty-three white male writers and Emily Dickinson. I do not want to argue that today such courses have no right to exist, for that kind of statement would engage the significant issue of academic freedom. But such courses are simply not truthful, nor professionally current. The pictures they present to students of the American literary imagination or of American life and thought are woefully incomplete and inaccurate. In the profession of literary study they represent what, in Psychology, was represented by generalizations about moral development based on interviews with a sample of white, male, college sophomores and juniors; or in History, was represented by conclusions about the “expansion” of opportunity under Jacksonian democracy when, in fact, white women's opportunities and those of black people were largely contracting. Were such courses titled “American Literature from the Perspective of ‘'Diner’” (a film set in 1958), they might have accurately represented themselves. But now, over a quarter of a century later, a large new body of scholarship has transformed the intellectual base of our profession. To be responsive to this scholarship and to present an accurate picture of the development of the literary cultures of the United States, teaching has begun to change. A number of recent volumes record such change and offer means for encouraging its systematic development. The changes in our profession I am describing are rooted in the movements for racial justice and sex equity.

Brazilian Literature and Brazilian Literary Studies in the United States in the 1980s: O "SEM" Explica

Hispania ◽  
1992 ◽  
Vol 75 (4) ◽  
pp. 1000
Author(s):  
Carmen Chaves Tesser ◽  
Ana Maria de Araujo Lima
Keyword(s):  
United States ◽  
The United States ◽  
Literary Studies ◽  
Brazilian Literature
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