(Luận văn) 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 lu an va n RHETORICAL DEVICES p ie gh tn to IN ENGLISH POEMS FOR CHILDREN d oa nl w ll u nf va an lu Field: English Linguistics Code: 8.22.02.01 oi m z at nh Supervisor: Assoc Prof Dr Nguyễn Thị Thu Hiền z m co l gm @ an Lu n va ac th si O NG Đ I HỌ TR O O NH N TRẦN THỊ ĐINH TRANG lu an n va I N H to I TH ie gh tn TR NG T T p H TI NG ANH d oa nl w TR ll u nf va an lu huy n ng nh: Ng n Ng Anh : 8.22.02.01 oi m ng n G T Nguyễn Thị Thu Hiền z ih z at nh Ng m co l gm @ an Lu n va ac th si 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 lu an Binh Dinh, 2019 n va tn to inh ng p ie gh n h d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si 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 lu an their valuable lectures, materials, and experiences which have contributed to n va the foundation of my thesis tn to I am very much thankful to my friends for encouraging me and My warmest thanks are given to my beloved family who always takes p ie gh providing me with needed materials care of me and helps me overcome a lot of stress throughout the course as nl w d oa well as the study of this thesis ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si 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 lu an findings show that 13 rhetorical devices in three categories are used with n va different percentages And, there is also a difference between the frequencies tn to of occurrence of three types of rhetorical devices Phonetic rhetorical devices ie gh are significantly used more often than lexical and syntactical rhetorical p 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 w oa nl – lexical rhetorical devices, is the second popular rhetorical devices after d rhyme The devices in the last group such as antithesis, rhetorical questions, lu va an stylistic inversion, and enumeration are quite complicated for children, so ll u nf they are used with a tiny number oi m z at nh z m co l gm @ an Lu n va ac th si IV TABLE OF CONTENTS lu STATEMENT OF AUTHORSHIP I ACKNOWLEDGMENTS II ABSTRACT III TABLE OF CONTENTS IV CONVENTIONS VII LIST OF TABLES VIII LIST OF FIGURES IX CHAPTER INTRODUCTION an n va 1.1 Rationale 1.2 Aim and Objectives 1.2.1 Aim of the Study 1.2.2 Objectives of the Study p ie gh tn to Research questions Scope of the Study Significance of the Study Design of the study oa nl w 1.3 1.4 1.5 1.6 d CHAPTER LITERATURE REVIEW an lu ll u nf va 2.1 Definition of the terms 2.1.1 Poetry 2.1.2 Poem 2.1.3 Rhetorical devices and Functions of rhetorical devices oi m z at nh 2.2 Classification of rhetorical devices 2.2.1 Phonetic rhetorical devices 10 2.2.1.1 Onomatopoeia 11 z @ 2.2.1.2 Alliteration 12 gm l 2.2.1.3 Assonance 13 m co 2.2.1.4 Rhyme 13 an Lu 2.2.2 Lexical rhetorical devices 14 2.2.2.1 Personification 14 n va ac th si 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 lu an 2.3 Previous related studies 23 va n CHAPTER METHODOLOGY 28 p ie gh tn to Methods of the study 28 Procedures of the study 28 Data collection 29 Data analysis 30 Reliability and validity 30 oa nl w 3.1 3.2 3.3 3.4 3.5 d CHAPTER FINDINGS AND DISCUSSION 31 lu ll u nf va an 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 oi m z at nh z 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 m co l gm @ an Lu 4.4 Syntactical rhetorical devices 53 n va ac th si 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 lu an REFERENCES i APPENDICES v n va p ie gh tn to Appendix A List of the data under investigation v Appendix B Sample analysis ix d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si 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 lu - Italic words are used for emphasis, examples, or the use of technical an n va terms p ie gh tn to - Underline words mark the use of what is being demonstrated d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si VIII LIST OF TABLES Table Page 4.1 Distribution of Three Main Categories 31 of Rhetorical Devices lu an n va 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 p ie gh tn to 4.2 d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si 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 lu 5.1 Conclusion an n va Through the whole research, the data are collected and classified into tn to three categories: phonological rhetorical devices, lexical rhetorical devices, ie gh and syntactical rhetorical devices The study shows that common rhetorical p devices used in English poems are onomatopoeia, alliteration, assonance, and nl w rhyme belonging to phonological rhetorical devices; personification, epithet, rhetorical d syntactical oa simile, and hyperbole which are the parts of lexical rhetorical devices; and devices include stylistic inversion, repetition, an lu enumeration, antithesis, rhetorical questions va u nf It is clear that poetry employs numerous and various kinds of rhetorical ll devices in terms of phonetic, syntactic and semantic feature Through the oi m quantitative data, the frequencies of occurrence of some commonly used z at nh rhetorical devices have been displayed Phonological rhetorical devices tend z to be used more often than the other two devices Moreover, rhyme is the @ gm most used device in this category and in total rhetorical devices Other m co l devices in this category, namely onomatopoeia, alliteration, assonance, are also used with high percentage This result confirms that for poets, an Lu phonological rhetorical devices are the best way to simply express rhythm and n va ac th si 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 lu opinion or object In this group, epithet ranks the first position and the second an in all devices after rhyme Meanwhile, personification ranks second in this va n category to gh tn Despite the small number, syntactical rhetorical devices are proved to p ie 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 oa nl w total Although there is a tiny contribution, the other subtypes in this category still bring direct effects for readers d an lu It is certain that rhetorical devices in poem language are the fastest and u nf va the most successful way to achieve the emotion, sympathy of readers Thanks to it, readers spend more time reading and researching poems ll oi m 5.2 Implications z at nh To some extent, this thesis will be a valuable contribution to the z gm @ teaching and learning of English stylistics in general and of rhetorical devices in poetry in particular Furthermore, it also provides teachers and learners l m co some useful techniques in writing poetry Basing on the results of the study, we would like to put forward a number of implications an Lu n va ac th si 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 lu thei knowledge of heto ic l devices by n lyzing child en‟s poems, which an use familiar and easy-to-understand figures Moreover, children are easily va n exposed to a variety of sounds and know how to pronounce them correctly tn to p ie gh 5.3 Limitations of the study Due to the lack of time, space as well as relevant materials, the topic oa nl w under study may not have been thoroughly discussed as it should be Poetry is a difficult field of study Meanwhile, rhetorical devices are d analyzed clearly yet u nf va an lu complicated and abstract problems of stylistics, so they have not been With those difficulties and limitation of personal ability, sources of ll oi m materials relating to the problem under investigation and outside factors, z at nh some weaknesses are inevitable z 5.4 Suggestions for further research gm @ This thesis has made an investigation into the rhetorical devices used in l m co 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 an Lu n va ac th si 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 lu an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si 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.) lu New York: Oxford University Press an Doxtader, E (2013) In the name of a becoming rhetoric: Critical reflections va n on the potential of Aristotle's rhetoric 1355b Philosophy & Rhetoric, to gh tn 46(2), 231-233 p ie Farrokhi, F., & Nazemi, S (2015) The Rhetoric of Newspaper Editorials International Journal on Studies in English Language and Literature, oa nl w 3(2), 155-161 Galperin, I R (1977) Stylistics Moscow: Higher school Publishing house d an lu Griffin, E A (2012) A first look at communication theory/Em Griffin: New Harris, R A u nf va York: McGraw-Hill (2013) A handbook of rhetorical devices ll oi m http://www.hellesdon.org/documents/Advanced%20Rhetoric.pdf on CS Peirce's theory z at nh Hermawan, A (2011) A semantic analysis on Kim Addonizio's poems based z gm @ Khodabandeh, F (2007) A contrastive analysis of rhetorical figures in English and Persian advertisements The Asian ESP Journal, 3(2), 41- m co l 64 Lakoff, J H., & Johnson, M (1980) Metaphors we live by: University of an Lu Chicago Press n va ac th si 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 lu Linguistics and English Literature, 6(2), 36-45 an Morris, A C., Walker, B., & Bradshaw, P (1978) Imaginative literature: va n Fiction, drama, poetry New York: Harcourt Brace Jovanovich features of Indonesian children poetry International Journal of p ie gh tn to Mulyono, T., Nuryatin, A., Rustono, & Sayuti, S A (2018) The linguistic H nh (201 ) A contrastive study of rhetorical devices in nl Nguy n w Humanity Studies, 228-236 d oa children‘s songs in English and Vietnamese The University of Da h Ng c nh (2012) An investigation into linguistic features of u nf va Nguy n an lu Nang, Da Nang some stylistic devices in English and Vietnamese advertising language ll h y ung (201 ) An investigation into the use of simile and z at nh Nguy n h oi m The University of Da Nang, Da Nang parallelism in the novel ―A thousand splendid suns‖ by Khaled z Da Nang, Da Nang l gm @ Hosseini and its vietnamese translational equivalent The university of m co Nofal, K H (2011) Syntactic Aspects of Poetry: A Pragmatic Perspective International Journal of Business and Social Science, 2(16), 47-63 an Lu n va ac th si 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 lu Language Sciences, 22(3), 251-264 an Staugaite, I (2014) Linguistic realization of rhetorical strategies in Barack va n Obama and Dalia Grybauskaite's political speeches (M.A paper), to gh tn Lithuanian University of Educational sciences, Vilnius p ie Taping, M G., Juniardia, Y., & Utomo, D W (2017) Rhetorical Devices in Hillary Clinton Concession Speech The Journal of English Language oa nl w Studies, 2(2), 225-240 Thwala, J J., Mthethwa, N C., & Lusenga, N M (2018) An Analytic Study d an lu of three Rhetorical Devices: Metaphor, Simile and Antithesis in Siswati u nf va Proverbs International Journal of Information Technology and Language Studies, 2(3), 36-44 ll oi m Tizhoosh, H., Sahba, F., & Dara, R (2008) Poetic features for poem Research, 3, 24-39 z at nh recognition: A comparative study Journal of Pattern Recognition z gm @ Vernon, L (2013) A rhetorical analysis of strategic communication in the Amalga Barrens Wetlands Controversy" All Graduate Theses and m co l Dissertations an Lu n va ac th si iv Zhong, J (2017) Rhetorical Interpretation of Abstracts in Sci-Tech Theses sed on u ke‟s dentific tion heo y English Language Teaching, 10(5), 68-75 Websites https://dictionary.cambridge.org/ lu an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si v APPENDICES Appendix A List of the data under investigation Code Title Poet Source P1 What is a tree? Gillian Craig P2 Try to be kind Gillian Craig learnenglishkids.britishcouncil Do you ever lu P3 Gillian Craig an wonder? n va Being healthy Gillian Craig P5 Game of chores Gillian Craig gh tn to P4 P6 org Christina The Wind p ie Rossetti Robert Louis w P7 Where Go the Boats? d oa nl Stevenson What Does the Bee Do? P9 Trees P10 The Baby's Dance P11 Little Things P12 Bed in Summer Christina lu P8 Sarah Coleridge u nf va an Rossetti ll storyit.com oi m Ann Taylor z at nh Julia A Carney Robert Louis z Stevenson Makepeace Answer to a Child's Question Samuel Taylor an Lu P14 m co Thackeray l At The Zoo gm P13 @ William n va ac th si 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 lu P19 The Rainbow P20 The Vulture Hilaire Belloc P21 Sick Shel Silverstein Now We Are Six A A Milne My Best Friend Abby Jenkins an Rossetti n va tn to ie gh P22 p P23 A A Milne If I Were King nl w P24 Today The Teacher Farted 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 Emma Briody d oa P25 familyfriendpoems.com Stevenson ll u nf va an lu Robert Louis Stevenson Robert Louis oi m z at nh z m co l gm Brown @ Abbie Farwell an Lu n va ac th si vii Grandad Can't See His Feet When The World Turned Upside Down P34 P35 Graham Craven Margaret A Savage Marilyn P36 April Is a Dog's Dream P37 Turtle Came to See Me Singer Margarita Engle Marilyn P38 Cat P39 My Doggy Ate My Essay P40 Recess! Oh, Recess! lu Singer an n va p ie gh tn to Sardelli Darren Sardelli Darren Our Grandma Kissed a Pumpkin P41 Darren Sardelli w nl Stephen Room with a View P43 To Catch a Fish P44 The Day After Labor Day P45 Big Dreams P46 He Laughed with a Laugh oa P42 poetryfoundation.org d Swinburne lu va an Eloise Greenfield u nf ll Joan Graham m oi April Halprin z at nh Wayland Jonarno z Douglas Johnson On Mother's Day Bruce Lansky an Lu P48 m co Your World l P47 gm Georgia @ Lawson n va ac th si viii Sara P49 Taking One for the Team Holbrook P50 Confession Bruce Lansky lu an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si ix Appendix B Sample analysis P 21 Sick - Shel Silverstein Number Poem of lines L1 “ c nnot go to school today," Phonetic rhetorical devices Rhyme: /eɪ/ L2 Said little Peggy Ann McKay L3 “ h ve the measles and the mumps, lu Alliteration: /m/ an A gash, a rash and purple bumps Assonance: /æ/ L5 My mouth is wet, my throat is dry, Alliteration: /m/ n va L4 gh tn to ‟m going blind in my right eye p ie L6 Rhyme: /aɪ/ w nd the e‟s one mo e th t‟s seventeen, oa nl nd don‟t you think my f ce looks g een? Rhyme: /iːn/ d L10 /ʌmp/ Assonance: /aɪ/ L9 Rhyme: lu L11 My leg is cut my eyes are blue L12 It might be instamatic flu L13 I cough and sneeze and gasp and choke, Rhyme: /uː/ ll u nf va an Alliteration: /m/ m ‟m su e th t my left leg is broke Alliteration: /l/ L15 My hip hurts when I move my chin, Alliteration: /h/, /m/ oi L14 z at nh z gm @ L16 My belly button‟s c ving in, L17 My back is wrenched, my nkle‟s sp ained, Alliteration: /m/ Rhyme: /oʊk/ Rhyme: /in/ m co l Alliteration: /b/ an Lu Rhyme: n va ac th si x lu 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, an L18 n va gh tn to My temperature is one-o-eight L27 My brain is shrunk, I cannot hear, p ie L26 Rhyme: /eɪt/ oa nl There is a hole inside my ear 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? d L29 Alliteration: /h/ an lu Rhyme: /eɪ/ va ‟bye, ‟m going out to play!” ll u nf L32 Alliteration: /m/ Rhyme: /ɪr/ w L28 Rhyme: /aʊ/ oi m Lexical rhetorical devices Epithet: purple L7 Simile: as big as rocks z at nh Number Poem of lines L4 A gash, a rash and purple bumps z gm @ L10 My tonsils are as big as rocks, nd don‟t you think my f ce looks green? Epithet: green l My leg is cut my eyes are blue Epithet: blue L17 My back is wrenched, my nkle‟s sprained, Epithet: m co L11 an Lu wrenched, sprained n va ac th si 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, Syntactical rhetorical devices Enumeration: L4 A gash, a rash and purple bumps kinds of sickness L5 My mouth is wet, my throat is dry, Antithesis wet – dry ‟m going blind in my right eye lu L6 an va L7 My tonsils are as big as rocks, nd don‟t you think my face looks green? n L10 My leg is cut my eyes are blue L15 My hip hurts when I move my chin, ie gh tn to L11 p L16 My back is wrenched, my ankle‟s sp ined, w My nose is cold, my toes are numb oa nl L19 Enumeration parts of hum n‟s body L17 My belly button‟s c ving in, 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? d L20 ll u nf va an lu oi m z at nh z You say today is .Saturday? Rhetorical questions l L31 gm Wh t‟s th t? Wh t‟s th t you s y? questions @ L30 Rhetorical Rhetorical questions m co an Lu n va ac th si