Luận văn thạc sĩ rhetorical devices in president donald trump’s speeches in english poems for children

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRẦN THỊ ĐINH TRANG RHETORICAL DEVICES IN ENGLISH POEMS FOR CHILDREN Field: English Linguistics Code: 8.22.02.01 Supervisor: Assoc Prof Dr Nguyễn Thị Thu Hiền e TR O NG Đ I HỌ O O NH N TRẦN THỊ ĐINH TRANG I N H TR NG T T I TH H TI NG ANH TR huy n ng nh: Ng n Ng Anh : 8.22.02.01 Ng ih ng n G T e Nguyễn Thị Thu Hiền I STATEMENT OF AUTHORSHIP I hereby verify that this master thesis has been written by myself, and describes my own work unless otherwise acknowledged in the text All references or sources of information have been specifically acknowledged, and are presented in the References Moreover, verbatim extracts also have been quoted in detail This thesis has not been accepted in any previous application for other degree or diploma Binh Dinh, 2019 n h e inh ng II ACKNOWLEDGMENTS First of all, I would like to express my deep thanks and appreciation to my supervisor, Assoc Prof Dr Nguyen Thi Thu Hien, who has given me much great advice and encouragement during the time I managed to complete this thesis I am also indebted to her for spending her time to read my manuscripts and make the necessary changes I would like to extend my gratitude to the lectures of this course for their valuable lectures, materials, and experiences which have contributed to the foundation of my thesis I am very much thankful to my friends for encouraging me and providing me with needed materials My warmest thanks are given to my beloved family who always takes care of me and helps me overcome a lot of stress throughout the course as well as the study of this thesis e III ABSTRACT Poems are a common form of language play in young children and provide interesting information about their metalinguistic awareness Therefore, this study deals with analyzing the use of rhetorical devices in English poems for children applying the theoretical framework of Galperin (1977) and Harris (2013) The basic methods involved in this study are the qualitative and quantitative method After 50 poems were analyzed, the findings show that 13 rhetorical devices in three categories are used with different percentages And, there is also a difference between the frequencies of occurrence of three types of rhetorical devices Phonetic rhetorical devices are significantly used more often than lexical and syntactical rhetorical devices The rate of rhyme is the greatest in total in all rhetorical devices Simile, which appreciably contributes to the total of the second ranking group – lexical rhetorical devices, is the second popular rhetorical devices after rhyme The devices in the last group such as antithesis, rhetorical questions, stylistic inversion, and enumeration are quite complicated for children, so they are used with a tiny number e IV TABLE OF CONTENTS STATEMENT OF AUTHORSHIP I ACKNOWLEDGMENTS II ABSTRACT III TABLE OF CONTENTS IV CONVENTIONS VII LIST OF TABLES VIII LIST OF FIGURES IX CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aim and Objectives 1.2.1 Aim of the Study 1.2.2 Objectives of the Study 1.3 1.4 1.5 1.6 Research questions Scope of the Study Significance of the Study Design of the study CHAPTER LITERATURE REVIEW 2.1 Definition of the terms 2.1.1 Poetry 2.1.2 Poem 2.1.3 Rhetorical devices and Functions of rhetorical devices 2.2 Classification of rhetorical devices 2.2.1 Phonetic rhetorical devices 10 2.2.1.1 Onomatopoeia 11 2.2.1.2 Alliteration 12 2.2.1.3 Assonance 13 2.2.1.4 Rhyme 13 2.2.2 Lexical rhetorical devices 14 2.2.2.1 Personification 14 e V 2.2.2.2 Epithet 15 2.2.2.3 Simile 17 2.2.2.4 Hyperbole 17 2.2.3 Syntactical rhetorical devices 18 2.2.3.1 Stylistic inversion 18 2.2.3.2 Repetition 19 2.2.3.3 Enumeration 21 2.2.3.4 Antithesis 21 2.2.3.5 Rhetorical question 22 2.3 Previous related studies 23 CHAPTER METHODOLOGY 28 3.1 3.2 3.3 3.4 3.5 Methods of the study 28 Procedures of the study 28 Data collection 29 Data analysis 30 Reliability and validity 30 CHAPTER FINDINGS AND DISCUSSION 31 4.1 The result of the rhetorical devices in English poems for children 31 4.2 Phonological rhetorical devices 32 4.2.1 Onomatopoeia 33 4.2.2 Alliteration 34 4.2.3 Assonance 36 4.2.4 Rhyme 37 4.3 Lexical rhetorical devices 40 4.3.1 Simile 41 4.3.2 Hyperbole 44 4.3.3 Personification 46 4.3.4 Epithet 50 4.4 Syntactical rhetorical devices 53 e VI 4.4.1 4.4.2 4.4.3 4.4.4 4.4.5 Antithesis 54 Rhetorical Question 55 Stylistic Inversion 56 Enumeration 57 Repetition 58 CHAPTER CONCLUSION AND IMPLICATIONS 62 5.1 5.2 5.3 5.4 Conclusion 62 Implications 63 Limitations of the study 64 Suggestions for further research 64 REFERENCES i APPENDICES v Appendix A List of the data under investigation v Appendix B Sample analysis ix e VII CONVENTIONS - [P1-50]: English poems are numbered from to 50 (details in Appendix A) - [L.1-n]: lines are coded from to n For example: [E10.L3] Crow and caper, caper and crow,  The example is extracted from the data number 10 and from the third line in this poem - Italic words are used for emphasis, examples, or the use of technical terms - Underline words mark the use of what is being demonstrated e VIII LIST OF TABLES Table 4.1 Page Distribution of Three Main Categories 31 of Rhetorical Devices 4.2 Distribution of Alliteration 34 4.3 Distribution of Rhyme 38 4.4 Distribution of Simile 41 4.5 Distribution of Hyperbole 44 4.6 Distribution of Personification 47 4.7 Distribution of Epithet 50 4.8 Distribution of Repetition 58 e 62 CHAPTER CONCLUSION AND IMPLICATIONS This chapter will give a summary of the ese ch‟s esults nd some main conclusions as to the range as well as the distributional categories of rhetorical devices used in the poems Next, some useful implications for teaching and learning English are mentioned The final part is to explain the limitations of the thesis and offer suggestions for further studies 5.1 Conclusion Through the whole research, the data are collected and classified into three categories: phonological rhetorical devices, lexical rhetorical devices, and syntactical rhetorical devices The study shows that common rhetorical devices used in English poems are onomatopoeia, alliteration, assonance, and rhyme belonging to phonological rhetorical devices; personification, epithet, simile, and hyperbole which are the parts of lexical rhetorical devices; and syntactical rhetorical devices include stylistic inversion, repetition, enumeration, antithesis, rhetorical questions It is clear that poetry employs numerous and various kinds of rhetorical devices in terms of phonetic, syntactic and semantic feature Through the quantitative data, the frequencies of occurrence of some commonly used rhetorical devices have been displayed Phonological rhetorical devices tend to be used more often than the other two devices Moreover, rhyme is the most used device in this category and in total rhetorical devices Other devices in this category, namely onomatopoeia, alliteration, assonance, are also used with high percentage This result confirms that for poets, phonological rhetorical devices are the best way to simply express rhythm and e 63 mood because their target audiences are children who are attracted by simple things – sound, music and whose thinking is not complicated Besides, lexical rhetorical devices also have a significant contribution in c tching the udience‟s ttention, so this category is used with the second highest rate Moreover, they have various functions for poets to use More specifically, to make the remark and statement vivid and unforgettable, poets can apply epithet, or personification can be used to create vivid and graphic mental images, or hyperbole can be applied with the aim of highlighting an opinion or object In this group, epithet ranks the first position and the second in all devices after rhyme Meanwhile, personification ranks second in this category Despite the small number, syntactical rhetorical devices are proved to be useful tools for poets It is evident that repetition, one of syntactical rhetorical devices, appears many times in the data, raking the third rate in total Although there is a tiny contribution, the other subtypes in this category still bring direct effects for readers It is certain that rhetorical devices in poem language are the fastest and the most successful way to achieve the emotion, sympathy of readers Thanks to it, readers spend more time reading and researching poems 5.2 Implications To some extent, this thesis will be a valuable contribution to the teaching and learning of English stylistics in general and of rhetorical devices in poetry in particular Furthermore, it also provides teachers and learners some useful techniques in writing poetry Basing on the results of the study, we would like to put forward a number of implications e 64 For the teaching of English, it is still a big concern at the moment to find out the most effective method for teachers of English to help their students master stylistic devices and to show interest with poems This study would give a suggestion on teaching rhetorical devices through poems containing those rhetorical devices By doing in that way, teachers not only inspire their students with the help of interesting ideas in English poems but also bring the students clear examples of how to use rhetorical devices For the learning of English, this thesis helps English learners enrich thei knowledge of heto ic l devices by n lyzing child en‟s poems, which use familiar and easy-to-understand figures Moreover, children are easily exposed to a variety of sounds and know how to pronounce them correctly 5.3 Limitations of the study Due to the lack of time, space as well as relevant materials, the topic under study may not have been thoroughly discussed as it should be Poetry is a difficult field of study Meanwhile, rhetorical devices are complicated and abstract problems of stylistics, so they have not been analyzed clearly yet With those difficulties and limitation of personal ability, sources of materials relating to the problem under investigation and outside factors, some weaknesses are inevitable 5.4 Suggestions for further research This thesis has made an investigation into the rhetorical devices used in English poems for children but it has not drawn a perfect picture of poetry genre yet It is just a very humble contribution to the field of linguistics e 65 Therefore, further researches may follow the topics based on the different approaches as below: The first approach is a contrastive analysis into linguistic features in poems for adults and for children The second approach may concern on the cognitive linguistic, crosscultural study and genre analysis e i REFERENCES Abrams, M H., & Harpham, G G (2009) A glossary of literary terms (9th ed.) Boston: Wadsworth Cengage Learning Cook, M L (2000) The Humaization of Poetry: An appraisal of Gloria Fuertes HISPANIA-WICHITA THEN MASSACHUSETTS-, 83(3), 428436 Corbett, E P J (1990) Classical rhetoric for the modern student (3rd ed.) New York: Oxford University Press Doxtader, E (2013) In the name of a becoming rhetoric: Critical reflections on the potential of Aristotle's rhetoric 1355b Philosophy & Rhetoric, 46(2), 231-233 Farrokhi, F., & Nazemi, S (2015) The Rhetoric of Newspaper Editorials International Journal on Studies in English Language and Literature, 3(2), 155-161 Galperin, I R (1977) Stylistics Moscow: Higher school Publishing house Griffin, E A (2012) A first look at communication theory/Em Griffin: New York: McGraw-Hill Harris, R A (2013) A handbook of rhetorical devices http://www.hellesdon.org/documents/Advanced%20Rhetoric.pdf Hermawan, A (2011) A semantic analysis on Kim Addonizio's poems based on CS Peirce's theory Khodabandeh, F (2007) A contrastive analysis of rhetorical figures in English and Persian advertisements The Asian ESP Journal, 3(2), 4164 Lakoff, J H., & Johnson, M (1980) Metaphors we live by: University of Chicago Press e ii Leech, G N (1969) A Linguistic Guide to English Poetry London: Longman Leigh, J H (1994) The use of figures of speech in print ad headlines Journal of Advertising, 23(2), 17-33 McGuigan, B (2008) Rhetorical devices: A handbook and activities for student writers Clayton, DE: Prestwick House Monsefi, R., & Mahadi, T S T (2017) The rhetoric of Persian news headlines: A case study of Euronews International Journal of Applied Linguistics and English Literature, 6(2), 36-45 Morris, A C., Walker, B., & Bradshaw, P (1978) Imaginative literature: Fiction, drama, poetry New York: Harcourt Brace Jovanovich Mulyono, T., Nuryatin, A., Rustono, & Sayuti, S A (2018) The linguistic features of Indonesian children poetry International Journal of Humanity Studies, 228-236 Nguy n H nh (201 ) A contrastive study of rhetorical devices in children‘s songs in English and Vietnamese The University of Da Nang, Da Nang Nguy n h Ng c nh (2012) An investigation into linguistic features of some stylistic devices in English and Vietnamese advertising language The University of Da Nang, Da Nang Nguy n h h y ung (201 ) An investigation into the use of simile and parallelism in the novel ―A thousand splendid suns‖ by Khaled Hosseini and its vietnamese translational equivalent The university of Da Nang, Da Nang Nofal, K H (2011) Syntactic Aspects of Poetry: A Pragmatic Perspective International Journal of Business and Social Science, 2(16), 47-63 e iii Perrine, L., & Arp, T R (1992) Sound and Sense: An Introduction to Poetry (8th ed.) Fort Worth: Harcourt Brace College Pinto, G., & Roazzi, A (1998) Phonological and semantic devices in very young children's poems: A cross-cultural study Cahiers de psychologie cognitive, 17, 389-416 Russell, D L (2005) Literature for children: A short introduction (5th ed.) Boston: Pearson Education, Inc Short, B (2000) Figurative Language in the Scottish New Rhetoric Language Sciences, 22(3), 251-264 Staugaite, I (2014) Linguistic realization of rhetorical strategies in Barack Obama and Dalia Grybauskaite's political speeches (M.A paper), Lithuanian University of Educational sciences, Vilnius Taping, M G., Juniardia, Y., & Utomo, D W (2017) Rhetorical Devices in Hillary Clinton Concession Speech The Journal of English Language Studies, 2(2), 225-240 Thwala, J J., Mthethwa, N C., & Lusenga, N M (2018) An Analytic Study of three Rhetorical Devices: Metaphor, Simile and Antithesis in Siswati Proverbs International Journal of Information Technology and Language Studies, 2(3), 36-44 Tizhoosh, H., Sahba, F., & Dara, R (2008) Poetic features for poem recognition: A comparative study Journal of Pattern Recognition Research, 3, 24-39 Vernon, L (2013) A rhetorical analysis of strategic communication in the Amalga Barrens Wetlands Controversy" All Graduate Theses and Dissertations e iv Zhong, J (2017) Rhetorical Interpretation of Abstracts in Sci-Tech Theses sed on u ke‟s dentific tion 10(5), 68-75 Websites https://dictionary.cambridge.org/ e heo y English Language Teaching, v APPENDICES Appendix A List of the data under investigation Code Title Poet P1 What is a tree? Gillian Craig P2 Try to be kind Gillian Craig P3 learnenglishkids.britishcouncil Do you ever wonder? Gillian Craig P4 Being healthy Gillian Craig P5 Game of chores Gillian Craig P6 The Wind P7 Where Go the Boats? Rossetti Robert Louis Stevenson Christina What Does the Bee Do? P9 Trees Sarah Coleridge P10 The Baby's Dance Ann Taylor P11 Little Things Julia A Carney P12 Bed in Summer Rossetti Robert Louis Stevenson William At The Zoo Makepeace Thackeray P14 org Christina P8 P13 Source Answer to a Child's Question Samuel Taylor e storyit.com vi Coleridge Charles And P15 The First Tooth P16 Young and Old Mary Lamb Charles Kingsley Christina P17 What is Pink P18 Eletelephony Rossetti Laura Richards Christina P19 The Rainbow P20 The Vulture Hilaire Belloc P21 Sick Shel Silverstein P22 Now We Are Six A A Milne P23 My Best Friend Abby Jenkins P24 If I Were King A A Milne P25 Today The Teacher Farted Emma Briody P26 The Swing P27 The Moon P28 Books Sanya Tandon P29 Snowball Shel Silverstein P30 Wind On The Hill A A Milne P31 Friends P32 Dirty Face Shel Silverstein P33 Let's Preserve Our Nature Arjun Rossetti Robert Louis Stevenson Robert Louis Stevenson Abbie Farwell Brown e familyfriendpoems.com vii P34 P35 Grandad Can't See His Feet When The World Turned Upside Down P36 April Is a Dog's Dream P37 Turtle Came to See Me Graham Craven Margaret A Savage Marilyn Singer Margarita Engle Marilyn P38 Cat P39 My Doggy Ate My Essay P40 Recess! Oh, Recess! P41 Our Grandma Kissed a Pumpkin Singer Darren Sardelli Darren Sardelli Darren Sardelli Stephen P42 Room with a View P43 To Catch a Fish P44 The Day After Labor Day P45 Big Dreams P46 He Laughed with a Laugh Swinburne Eloise Greenfield Joan Graham April Halprin Wayland Jonarno Lawson Georgia P47 Your World Douglas Johnson P48 On Mother's Day Bruce Lansky e poetryfoundation.org viii Sara P49 Taking One for the Team Holbrook P50 Confession Bruce Lansky e ix Appendix B Sample analysis P 21 Sick - Shel Silverstein Number Poem of lines L1 “ c nnot go to school today," L2 Said little Peggy Ann McKay L3 “ h ve the measles and the mumps, Phonetic rhetorical devices Rhyme: /eɪ/ Alliteration: /m/ L4 A gash, a rash and purple bumps Assonance: /æ/ L5 My mouth is wet, my throat is dry, Alliteration: /m/ L6 ‟m going blind in my right eye L9 nd the e‟s one mo e th t‟s seventeen, L10 nd don‟t you think my f ce looks g een? L11 My leg is cut my eyes are blue L12 It might be instamatic flu L13 I cough and sneeze and gasp and choke, Assonance: /aɪ/ /ʌmp/ Rhyme: /aɪ/ Rhyme: /iːn/ Alliteration: /m/ L14 ‟m su e th t my left leg is broke Alliteration: /l/ L15 My hip hurts when I move my chin, Alliteration: /h/, /m/ L16 My belly button‟s c ving in, L17 My back is wrenched, my nkle‟s sp ained, Alliteration: /m/ e Rhyme: Alliteration: /b/ Rhyme: /uː/ Rhyme: /oʊk/ Rhyme: /in/ Rhyme: x L18 My „pendix pains each time it rains Alliteration: /p/ /eɪn/ L19 My nose is cold, my toes are numb Alliteration: /m/ Rhyme: /ʌm/ L20 I have a sliver in my thumb L21 My neck is stiff, my voice is weak, Alliteration: /m/ Rhyme: /iːk/ L22 I hardly whisper when I speak Alliteration: /w/ L23 My tongue is filling up my mouth, Alliteration: /m/ L24 I think my hair is falling out L25 My elbow‟s bent, my spine in‟t st aight, L26 My temperature is one-o-eight L27 My brain is shrunk, I cannot hear, L28 There is a hole inside my ear L29 I have a hangnail, and my heart is what? L30 Wh t‟s th t? Wh t‟s th t you say? L31 You say today is .Saturday? L32 Alliteration: /m/ Rhyme: /aʊ/ Rhyme: /eɪt/ Rhyme: /ɪr/ Alliteration: /h/ Rhyme: /eɪ/ ‟bye, ‟m going out to play!” Number Poem of lines L4 A gash, a rash and purple bumps Lexical rhetorical devices Epithet: purple L7 Simile: as big as rocks L10 My tonsils are as big as rocks, nd don‟t you think my f ce looks green? Epithet: green L11 My leg is cut my eyes are blue Epithet: blue L17 My back is wrenched, my nkle‟s sprained, Epithet: wrenched, sprained e xi L19 My nose is cold, my toes are numb Epithet: cold, numb L21 My neck is stiff, my voice is weak, Epithet: stiff, weak Number Poem of lines L3 “ h ve the measles and the mumps, Enumeration: L4 A gash, a rash and purple bumps kinds of sickness L5 My mouth is wet, my throat is dry, Antithesis wet – dry L6 L7 L10 Syntactical rhetorical devices ‟m going blind in my right eye My tonsils are as big as rocks, nd don‟t you think my face looks green? L11 My leg is cut my eyes are blue L15 My hip hurts when I move my chin, L16 My belly button‟s c ving in, L17 My back is wrenched, my ankle‟s sp ined, L19 My nose is cold, my toes are numb L20 I have a sliver in my thumb L21 My neck is stiff, my voice is weak, L23 My tongue is filling up my mouth, L24 I think my hair is falling out L25 My elbow‟s bent, my spine in‟t st ight, L27 My brain is shrunk, I cannot hear, L28 There is a hole inside my ear L29 I have a hangnail, and my heart is what? Enumeration parts of hum n‟s body Rhetorical questions L30 Wh t‟s th t? Wh t‟s th t you s y? Rhetorical questions L31 You say today is .Saturday? Rhetorical questions e ... poems for children in terms of rhetorical devices For all above reasons, I would like to choose Rhetorical Devices in English Poems for Children for the thesis topic in order to obtain a more overall... https://www.poetryfoundation.org e 29 - Coding these poems from P1 to P50 and also coding lines in each data from line to line n as L1-Ln, - Identifying common rhetorical devices in English poems, - Analyzing the frequencies... these rhetorical devices in term of phonetic, lexical and syntactical rhetorical devices, - Making a comparison of the occurring frequency of rhetorical devices used in English poems, - Discussing