2. 1. This book is an exercise in applied stylistic analysis
2. Its aim is to understand
3. How to study Literature and,
4. How to teach Literature
5. The approach towards studying and teaching literature relies upon
Linguistics
3. 1. The writer suggests that stylistics is analyzing literature from the
direction of linguistics
2. but converges or mixes with literary criticism at most of the points.
3. Stylistic analysis is important to the teaching of literature
4. 1. Widdowson believes that stylistics is neither a subject nor a
discipline
2. A discipline is a set of abilities, concepts, ways of thinking
associated with a particular area of human inquiry.
3. Students do not study disciplines, they study subjects. The higher
the education is in a specific subject, the closer it gets to the level
of discipline.
4. Majority of learners will not reach to the level of discipline.
5. Subjects are defined according to their teaching objectives.
6. Disciplines are defined according to their theoretical requirements
5. WIDDOWSON DEFINES STYLISTICS
AS
1. The study of literary discourse from a linguistics orientation
2. Stylistics is different from literary criticism and linguistics because
it links both of them
3. They are not treated autonomously here.
4. Stylistics involves both.
5. The morphology of the word stylistics suggests
6. style as part of literary criticism and
7. -istics as part of linguistics
6. 1. Stylistics is a mediation between two disciplines linguistics and
literary criticism,
2. It is also a mediation between English literature and English
language
3. Stylistics is neither a discipline nor a subject
4. Literary critic looks at literature to interpret it and find the
message of the writer,
5. Literary critic must be aware of language that he is studying
6. Linguists also look at literature to find the message of the writer
but their focus is on the language, or on the codes.
7. stylistics merges the aim of literary critic and linguist
