Chapter 1

ASSIGNMENTS FOR SELF-CONTROL

❖ What is sound-instrumenting?

Sound-instrumenting refers to the stylistic technique of using the sound properties of

language—like rhythm, phonetics, and phonological features—to enhance meaning, mood, or
tone in a text. It is particularly concerned with how the sounds of words (e.g., alliteration,
assonance, consonance, rhyme, and onomatopoeia) contribute to the overall aesthetic and
emotional effect of a piece of writing.

❖ What cases of sound-instrumenting do you know?

Key sound devices in sound-instrumenting:

Alliteration: The repetition of consonant sounds at the beginning of words (e.g., "silent sea").
Assonance: The repetition of vowel sounds within words (e.g., "the rain in Spain").

● They both may produce the effect of euphony (a sense of ease and comfort in pronouncing or
hearing) or cacophony (a sense of strain and discomfort in pronouncing or hearing).

Onomatopoeia: Words that imitate natural sounds (e.g., "buzz," "whisper").

Rhyme: The repetition of similar sounding syllables, usually at the end of lines in poetry (e.g.,
"bright light").
Consonance: The repetition of consonant sounds within or at the end of words (e.g., "blank and
think").

❖ What is graphon?

A graphon is an intentional violation of the graphical shape of a word or word combination

used to reflect the speaker's origin, social and educational background, physical or
emotional condition, etc. Graphons are used to convey information about the character and
the atmosphere of the communication act, and are often used in advertising, mass media,
and imaginative prose.

❖ What types and functions of graphon do you know?

Graphons serve various types and functions, including indicating irregularities or

carelessness of pronunciation. They can convey the speaker's origin, social and educational
background, physical or emotional condition, and even the author's viewpoint. It can show
some physical defects of the speakers, for example the stuttering or lisping. They
individualize a character's speech, making it more vivid and memorable.
Graphical changes may reflect not only the peculiarities of pronunciation, but are also used to
convey the intensity of the stress, emphasizing and thus foregrounding the stressed words.
To such purely graphical means, not involving the violations, should refer all changes of
the type (italics, capitalization), spacing of graphemes (hyphenation, multiplication) and of
lines.

❖ What is achieved by the graphical changes of writing—its type, the spacing of graphemes and
lines?
Graphical changes of writing such as italics, spacing of graphemes and lines are used to
convey the intensity or atmosphere of the communication act. It can be used to emphasize
certain words, add expressiveness to a text, or indicate sarcasm, humor, or emotion.
Graphical changes can also bring text alive and make it more engaging to read. It is also
used to reproduce speech defects and impediments, and to reflect the speaker's social
background or emotional condition.

❖ Which phono-graphical means are predominantly used in prose and which ones in poetry?
Predominantly, graphons and graphical changes are used in prose to convey individual and
social peculiarities of the speaker and the atmosphere of communication. In poetry, on the
other hand, sound-instrumenting techniques such as alliteration and assonance are more
commonly used for their rhythmic and expressive effects.

PRACTICAL PART

Exercise I. Indicate the causes and effects of the following cases of alliteration, assonance
and onomatopoeia:

1. "Streaked by a quarter moon, the Mediterranean shushed gently into the beach."
(I.Sh.)

Alliteration: The repeated \sh\ and \dʒ\ , \ch\ sound in "gently," and "shushed" and “beach”.

Effect: It creates a serene and peaceful atmosphere, emphasizing the quiet movement of the sea
and it reminds of the sound of waves

2.He swallowed the hint with a gulp and a gasp and a grin

Alliteration: Cause: The repetition of the "g" sound in "gulp" and "gasp" and the "gr" sound in "grin."

Effect: The alliteration emphasizes the rapid and sequential nature of the actions, creating a sense
of immediacy and vividness in the depiction of the character's reaction.
Onomatopoeia: Cause: The words "gulp" and "gasp" imitate the sounds associated with the
character's actions or reactions.

Effect: The use of onomatopoeia emphasizes the auditory and sensory aspects of the scene,
allowing the reader to almost hear the character swallowing and reacting to the hint, enhancing
the overall imagery and engagement with the text.

3.His wife was shrill, languid, handsome and horrible.

Alliteration: Cause: The repeated "h" sound in "His," "handsome," and "horrible" creates alliteration
in the sentence.

Effect: The use of alliteration emphasizes the contrasting adjectives used to describe the character,
drawing attention to the various characteristics of the wife, ranging from positive to negative
qualities. It also creates a rhythm and emphasis, making the sentence more memorable and
engaging.

Assonance: Cause: The repeated short "i" sound in "languid" and "his."

Effect: The use of assonance in this sentence highlights the contrasting attributes of the wife,
emphasizing her physical appearance and demeanor. It adds a layer of depth to the description,
allowing the reader to perceive the various traits more distinctly.

4. The fair breeze blew, the white foam flew, the furrow followed free.

Alliteration: Cause: The repeated "f" and sounds in "fair," "foam," "flew," and "followed," "free"
create alliteration in the sentence.

Effect: The use of alliteration emphasizes the smooth and fluid movement described in the
sentence, creating a sense of harmony and natural flow. It also adds a musical quality to the
sentence, making it more melodious and pleasing to read or hear.

Assonance: Cause: The repeated long uː in "blew" and "flew."

Effect: The use of assonance in this sentence highlights the gentle and serene nature of the scene
described, emphasizing the peaceful and rhythmic movement of the breeze and the foam. It
contributes to the overall soothing and tranquil imagery portrayed.

The Italian trio tut-tutted their tongues at me,

Alliteration:

● Cause: The repeated "t" sound in "Italian," "trio," "tut-tutted," and "tongues" creates alliteration in
the sentence.
● Effect: The use of alliteration emphasizes the sound of the disapproving or reproachful action,
highlighting the collective response of the Italian trio. It also adds a rhythmic and musical quality
to the sentence, making it more impactful and memorable.

Onomatopoeia:

● Cause: The use of "tut-tutted" can be considered a form of onomatopoeia as it imitates the
sound of clicking one's tongue in disapproval or disappointment.

● Effect: The onomatopoeic word "tut-tutted" vividly portrays the action of the Italian trio, creating
a strong auditory effect that allows the reader to almost hear the disapproving sounds directed
at the speaker.

"You, lean, long, lanky lath of a lousy bastard!"

Alliteration:

● Cause: The repeated "l" sounds in "lean," "long," "lanky," "lath," and "lousy" and create
alliteration in the sentence.

● Effect: The use of alliteration emphasizes the derogatory tone and intensifies the insult,
highlighting the speaker's disdain or contempt for the person being addressed. It adds a
rhythmic quality to the sentence, making it more memorable and impactful.

Assonance:

● Cause: The repeated long "a" sound in "lanky" and "lath."

● Effect: The use of assonance in this sentence draws attention to the physical description of the
person being addressed, emphasizing their slender and unflattering appearance. It adds depth
to the derogatory description, allowing the reader to form a more vivid mental image of the
character.

"To sit in solemn silence in a dull dark dock, In a pestilential prison, with a life-long lock,
Awaiting the sensation of a short, sharp shock From a cheap and chippy chopper On a
big black block."

Alliteration:

● Cause: The repeated "s," "d," "p," "l," and "ch" sounds in various words such as "sit," "solemn,"
"silence," sit "short," "sharp," "shock," and "dull," "dark," "dock," "pestilential," "prison,"
"life-long," "lock," "sensation," "cheap," "chippy," "chopper," "big," and "black" create alliteration
in the sentence.

● Effect: The use of alliteration emphasizes the oppressive and monotonous atmosphere
described, emphasizing the negative aspects of the setting. It creates a rhythmic and musical
 quality, making the sentence more memorable and creating a vivid image of the scene in the
reader's mind.

"They all lounged, and loitered, and slunk about, with as little spirit or purpose as the beasts
in a menagerie." (D.)

Alliteration:

● Cause: The repeated "l," sounds in words such as "lounged," "loitered," "slunk," create
alliteration in the sentence.

+ t sound in words loitered, about , little, spirit, beasts

● Effect: The use of alliteration emphasizes the lack of purpose and energy among the
individuals described, drawing a comparison to the lethargic and aimless nature of the beasts in
a menagerie. It creates a rhythmic and musical quality, making the sentence more memorable
and vivid for the reader.

"Luscious, languid and lustful, isn't she?" "Those are not the correct epithets. She is - or
rather was - surly, lustrous and sadistic."

Alliteration:

● Cause: The repeated "l" and "s" sounds in "luscious," "languid," "lustful," and "" create
alliteration in the sentence.

● Effect: The use of alliteration emphasizes the speaker's suggestive and sensual description of
the person in question, adding a lyrical quality to the sentence and highlighting their admiration
or desire.

Alliteration:

● Cause: The repeated "s" and "l" sounds in "surly," "lustrous," and "sadistic" create alliteration in
the sentence.

● Effect: The use of alliteration in this sentence emphasizes the speaker's contrasting description
of the person, drawing attention to the shift in perception from the initial suggestive portrayal to
a more negative and critical view.

Then, with an enormous, shattering rumble, sludge-puff, sludge-puff, the train came into the
station.

Assonance:

● Cause: The repeated short "uh" sound in "rumble," "sludge," and "puff."

● Effect: The use of assonance in this sentence draws attention to the powerful and dynamic
nature of the train's entry into the station, emphasizing the strong and impactful sounds
 associated with its arrival. It adds depth and intensity to the auditory imagery, allowing the
reader to almost hear the sounds of the train.

Onomatopoeia:

● Cause: The words "sludge-puff" imitate the sound of the train as it arrives at the station.

● Effect: The use of onomatopoeia vividly portrays the sound of the train's arrival, creating a
strong auditory effect that allows the reader to almost hear the specific sounds associated with
the train's movement and arrival.

"Sh-sh."

"But I am whispering." This continual shushing annoyed him.

Onomatopoeia:

● Cause: The repeated "sh" sound in "Sh-sh" imitates the sound of hushing or whispering.

● Effect: The use of onomatopoeia vividly portrays the act of shushing, creating a strong auditory
effect that allows the reader to almost hear the sound of the whispering or hushing. It
emphasizes the quiet and secretive nature of the conversation, adding to the overall
atmosphere and tone of the scene.

Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a
diamond in the sky.

Alliteration:

● Cause: The repeated "t" and "s" sounds in "Twinkle," "twinkle," "little," "star," and "sky" create
alliteration in the sentence.

● Effect: The use of alliteration emphasizes the magical and whimsical quality of the scene,
adding a playful and musical element to the poem. It creates a sense of wonder and
enchantment, making the lines more memorable and engaging for the reader.

Assonance:

● Cause: The repeated short i" and long "i" sounds in "twinkle," "little,"

● Effect: The use of assonance in this sentence draws attention to the enchanting and dreamy
nature of the imagery, emphasizing the sense of awe and admiration for the star. It adds depth
and richness to the description, allowing the reader to connect more deeply with the sentiment
expressed in the poem.

Dreadful young creatures - squealing and squawking

Alliteration:
● Cause: The repeated "s" sound in "squealing" and "squawking" creates alliteration in the
sentence.

● Effect: The use of alliteration emphasizes the harsh and noisy nature of the creatures, creating a
sense of chaos and disorder. It adds a rhythmic quality to the sentence, making it more
memorable and impactful for the reader.

Onomatopoeia:

● Cause: The words "squealing" and "squawking" imitate the sounds made by the young
creatures, suggesting high-pitched, harsh, and discordant noises.

● Effect: The use of onomatopoeia in this sentence vividly portrays the auditory experience of the
scene, allowing the reader to almost hear the disturbing and disruptive sounds created by the
creatures. It emphasizes the chaotic and unpleasant nature of the situation, creating a sense of
discomfort and unease.

"The quick crackling of dry wood aflame cut through the night

Alliteration:

● Cause: The repeated "k" and "c" sounds in "quick," "crackling," and "cut," and the repeated "d"
and "w" sounds in "dry" and "wood," create alliteration in the sentence.

● Effect: The use of alliteration emphasizes the sharp and intense nature of the sounds described,
adding a sense of urgency and energy to the scene. It creates a vivid and impactful image of the
sound, making the sentence more memorable and engaging for the reader.

Here the rain did not fall. It was stopped high above by that roof of green shingles. From
there it dripped down slowly, leaf to leaf, or ran down the stems and branches. Despite
the heaviness of the downpour which now purred loudly in their ears from just outside,
here there was only a low rustle of slow occasional dripping.

Alliteration:

● Cause: The repeated "r" in "roof," "green," "," "dripped," and "d" sounds "down," "drizzling,"
and ," create alliteration in the sentence.

● Effect: The use of alliteration emphasizes the gentle and steady nature of the rain described,
adding a sense of rhythm and tranquility to the scene. It creates a soothing and melodic quality,
making the sentence more immersive and calming for the reader.

Assonance:

● Cause: The repeated long "ee" sound in "green" and "trees."

● Effect: The use of assonance in this sentence draws attention to the peaceful and natural
environment depicted, emphasizing the slow and steady movement of the rain. It adds depth
and tranquility to the description, allowing the reader to almost feel the calming atmosphere
described.

Exericise II. Indicate the kind of additional information about the speaker supplied by
graphon:

Graphon refers to the use of graphemes, the smallest units of a writing system, to convey
additional information about the speaker's accent, dialect, or speech pattern. Graphon is
a linguistic term used to describe nonstandard spelling that represents a particular
pronunciation or dialect.

1. “Hey,” he said, entering the library. “Where’s the heart section?”

● Graphon: "Hey," informal speech; "Where's," colloquial contraction.

● The speaker seems to be informal and direct, asking a question without much preamble. They
might be in a hurry or have a straightforward personality.

2. “It don’t take no nerve to do somepin when there ain’t nothing else you can do. We ain’t
gonna die out. People is goin’ on—changin’ a little may be—but goin’ right on.”

● Graphon: "don’t," informal contraction; "somepin," informal pronunciation; "ain’t," nonstandard

contraction; "goin’," informal pronunciation.

● This speaker appears to be resilient and optimistic. They have a positive outlook on change
and seem to possess a sense of determination in the face of challenges.

3. “And remember, Monsewer O’Hayer says you got to straighten up this mess sometime
today.”

● Graphon: "Monsewer," nonstandard spelling representing a specific pronunciation.

● This speaker seems to be addressing someone with authority. They might be in a subordinate
position and are being instructed to rectify a situation. This suggests a sense of responsibility
and perhaps obedience.

4. “I even heard they demanded sexual liberty. Yes, sir, Sex-You-All liberty.”

● Graphon: "Sex-You-All," informal pronunciation represented in the nonstandard spelling.

● The speaker discusses a topic (sexual liberty) with a tone of surprise or disbelief, possibly
indicating conservative views or traditional values

5. “Ye’ve a duty to the public don’tcher know that, a duty to the

great English public?” said George reproachfully. “Here, lemme handle this, kiddar,” said Tiger.
 “Gorra maintain strength, you,” said George. “Ah’m fightin’ fit,” said Tiger.
(S.Ch.)

● Graphon: "Ye’ve," informal contraction; "don’tcher," informal contraction representing specific

pronunciation; "Gorra," informal pronunciation.

● These speakers engage in playful banter, suggesting a friendly relationship and a sense of
humor. George seems protective, while Tiger is confident and unbothered.

6. “Oh, that’s it, is it?” said Sam. “I was afeerd, from his manner, that he might ha’ forgotten
to take pepper with that ‘ere last cowcumber, he et. Set down, sir, ve make no extra charge for
the settin’ down, as the king remarked when he blowed up his ministers.”

● Graphon: "afeerd," nonstandard spelling representing a specific pronunciation; "'ere," informal

pronunciation; "cowcumber," nonstandard spelling representing a specific pronunciation;
"settin’," informal pronunciation.

● This speaker appears hesitant or unsure, saying they will show something but lacking
confidence in their statement.

7. “Well, I dunno. I’ll show you summat.”

● Graphon: "dunno," informal contraction; "summat," informal representation of a specific

pronunciation.

personal Characteristics: The speaker in this quote appears to be casual and nonchalant. The
use of "dunno" instead of "don't know" suggests informality and a relaxed attitude. The
willingness to show something ("summat") indicates a helpful or friendly nature, although the
context is limited.

8. “De old Foolosopher, like Hickey calls yuh, ain’t yuh?”

● Graphon: "De," nonstandard spelling representing a specific pronunciation; "ain’t,"

nonstandard contraction.

● The speaker seems to be mocking or teasing someone, possibly indicating a playful or

sarcastic nature.

9. “I had a coach with a little seat in fwont with an iwon wail for the dwiver.”

Graphon: "fwont," informal representation of a specific pronunciation; "iwon," nonstandard

spelling representing a specific pronunciation; "dwiver," informal representation of a specific
pronunciation.

The speaker's dialogue suggests a childlike or naive manner of speaking, indicating youth or
innocence.
 10. “The Count,” explained the German officer, “expegs you, chentlemen, at eight-thirty.”

Graphon: "expegs," informal representation of a specific pronunciation; "chentlemen," informal

representation of a specific pronunciation.

The speaker, likely a German officer, is formal and precise, indicating a disciplined and organized
personality.

11. Said Kipps one day, “As’e—I should say, ah, has’e... Ye know, I got a lot of difficulty with
them two words, which is which.”

Graphon: "As’e," informal representation of a specific pronunciation; "has’e," informal

representation of a specific pronunciation.

Kipps seems curious and willing to learn but might struggle with certain concepts, indicating a
possible lack of education or experience.

12. Wilson was a little hurt. “Listen, boy,” he told him. “Ah may not be able to read eve’thin’
so good, but they ain’t a thing Ah can’t do if Ah set mah mind to it.”

Graphon: "Ah," informal representation of a specific pronunciation; "eve’thin’," informal

representation of a specific pronunciation; "mah," informal representation of a specific
pronunciation.

Wilson appears confident and determined, asserting their abilities despite potential challenges.
They seem patient and willing to help others learn.

Task 3: Think of the causes originating graphon (young age, a physical defect of speech, lack of
education, the influence of dialectal norms, affectation, intoxication, carelessness in speech,
etc.):

1. He began to render the famous tune “I lost my heart in an English garden, Just where the roses
of England grow” with much feeling: “Ahee last mahee hawrt een ahn Angleesh gawrden, Jost
whahr thah rawzaz ahv Angland graw.” (H.C.)

Young Age: The individual might be young and still learning to pronounce words correctly, resulting
in a distortion of the words in the famous tune.

2. The stuttering film producer S.S. Sisodia was known as ‘Whiwhisky because I’m papa partial to
a titi tipple; mamadam, my caca card.’ (S.R.)

Physical Defect of Speech: The film producer in this example suffers from stuttering, which is a
physical speech defect. This causes him to pronounce words in a specific way.
3. She mimicked a lisp: “I don’t weally know wevver I’m a good girl. The last thing he’ll do would
be to be mixed with a howid woman.” (J.Br.)

Affectation: The person mimicking a lisp does so intentionally, adopting a speech pattern to convey
a particular style or attitude.

4. “All the village dogs are no’count mongrels, Papa says. Fishgut eaters and no class at all; this
here dog, he got insteek.” (K.K.)

Dialectal Norms: The character uses non-standard English and a dialect to describe the village
dogs. This reflects the influence of regional norms on speech.

5. “My daddy’s coming tomorrow on a nairplane.” (S.)

Young Age: The child's speech reflects their age, where they haven't fully mastered the
pronunciation of certain words.

6. After a hum a beautiful Negress sings “Without a song, the dahay would nehever end.” (U.)

Affectation: The character's pronunciation appears to be affected, perhaps for artistic or stylistic
reasons when singing.

7. “Oh, well, then, you just trot over to the table and make your little mommy a gweat big dwink.”
(E.A.)

Affectation: The speech in this sentence is deliberately affected to mimic a child's speech, which can
be seen as cute or endearing.

8. “I allus remember me man sayin’ to me when I passed me scholarship—“You break one o’my
winders an’ I’ll skin ye alive.” (St.B.)

Dialectal Norms: The character uses non-standard English and dialect to reflect their specific
cultural background.

9. He spoke with the flat ugly “a” and withered “r” of Boston Irish, and Levi looked up at him and
mimicked “All right, I’ll give the caaads a break and staaat playing.” (N.M.)

Dialectal Norms: The speech here reflects the distinct pronunciation of Boston Irish, including the
flat "a" and withered "r."

10. “Whereja get all these pictures?” he said. “Meetcha at the corner. Wuddaya think she’s doing
out there?” (S.)

Carelessness in Speech: The character's speech may reflect a casual or slangy way of speaking, as
they use phrases like "Meetcha" and "Wuddaya."

11. “Look at him go. D’javer see him walk home from school? You’re French Canadian, aintcha?”
(J.K.)
Dialectal Norms: The question about being French Canadian hints at a regional or cultural
background that influences speech.

12. Usually she was implacable in defence of her beloved fragment of the coast and if the summer
weekenders grew brazen, —getoutofitsillyoldmoo, itsthesoddingbeach,—she would turn the
garden hose remorselessly upon them. (S.R.)

Affectation: The character's speech is affected to emphasize their frustration with weekenders
invading their beloved coastal area.

13. The demons of jealousy were sitting on his shoulders and he was screaming out the same old
song, whatthehell whathe don’t think you canpull the wool how dare you bitch bitch bitch. (S.R.)

Intoxication/Affectation: The character's speech may be influenced by alcohol (intoxication) and

strong emotions, causing them to scream and use coarse language.

Task 4 State the function of graphon in captions, posters, ad- vertisements, etc. repeatedly used in
American press, TV, roadside advertising: main logit ita os lairing sqeq m'l sau

1. Weather forecast for today: Hi 59, Lo 32, Wind lite.

1. "Weather forecast for today: Hi 59, Lo 32, Wind lite." - The function here is to provide a concise
and easily understandable weather forecast, using abbreviations and brevity for quick
communication.

2. We recommend a Sixty seconds meal: Steak-Umm.

2. "We recommend a Sixty seconds meal: Steak-Umm." - The function is to play with words ("Sixty
seconds" sounds like "Steak-Umm") to promote Steak-Umm as a fast and convenient meal
option.

3. Choose the plane with "Finah Than Dinah" on its side.

3. "Choose the plane with 'Finah Than Dinah' on its side." - The function is to use wordplay to
suggest that this plane is superior ("Finah Than Dinah") to others.

4. Best jeans for this Jeaneration.

4. "Best jeans for this Jeaneration." - The function is to create a pun on the words "jeans" and
"generation" to emphasize the quality of the jeans for a specific age group.

5. Follow our advice: Drinka Pinta Milka Day.

5. "Follow our advice: Drinka Pinta Milka Day." - The function is to use rhyme and rhythm to
encourage daily milk consumption.
6. Terry's Floor Fashions: We make 'em-you walk on 'em 1: Our offer is $ 15.00 per WK.

6. "Terry's Floor Fashions: We make 'em-you walk on 'em 1: Our offer is $ 15.00 per WK." - The
function is to creatively promote flooring services by emphasizing their role in making floors and
providing pricing per week.

7. Thanx for the purchase.

7. "Thanx for the purchase." - The function is to express gratitude to customers using casual and
abbreviated language.

8. Everybody uses our wunnerful Rackfeed Drills.

8. "Everybody uses our wunnerful Rackfeed Drills." - The function is to employ wordplay and
creative spelling ("wunnerful" instead of "wonderful") to make the drills seem impressive and
unique.

Task 5.

The text consists primarily of direct dialogue between two characters. The language used is informal
and reflects spoken language rather than formal writing. Phrases like "sed," "replide," and
"rusht" are informal versions of "said," "replied," and "rushed."

2.Misspelled Words: The text intentionally uses misspelled words, such as "sed" for "said," "fren" for
"friend," and "maik" for "make." These misspellings are used to mimic accents and reflect the
characters' speech patterns.

3.The text includes elements of a regional or non-standard dialect. Phrases like "yu
miskompre-hend me" and "yu base exhibbiter" are indicative of a specific dialect or accent. This
adds authenticity to the characters' voices.

The text often lacks standard punctuation and capitalization, which gives it a unique and somewhat
chaotic quality. This reflects the characters' informal and perhaps uneducated speech.

The text features unconventional punctuation, such as the use of semicolons, which can be seen in
"black klouds; 4 boden." This unconventional punctuation adds to the unique style of the text.

Exericise VI. State the functions and the type of the following graphical expressive means:

1. Piglet, sitting in the running Kanga’s pocket, substituting the kidnapped Roo, thinks:

“this shall take If is I never to flying really it.” (M.)

Type: Syntactical inversion

Function: The sentence is deliberately rearranged into a confused order, reflecting the inner turmoil
or confusion of the character (Piglet). This creates a sense of disarray that matches Piglet’s
emotional state.

2. Kiddies and grown-ups too-oo-oo We haven’t enough to do-oo-oo. (R.K.)

Type: Repetition (of vowel sounds) / Graphical representation of vocal elongation

Function: The elongation of the “oo” sound suggests a sing-song tone, possibly implying a childlike
or playful voice. It conveys a mood of laziness or boredom through the extended sound.

3. “Hey,” he said “is it a goddamn cardroom? or a latrine? Attensh — HUT! Da-ress right! DHRESS!”
(J.)

Type: Phonetic representation of speech / Colloquial language

Function: The non-standard spelling and interruptions (“Attensh-HUT!”) mimic the informal, hurried,
and possibly frustrated speech of the character, adding realism to the dialogue. It reflects
military jargon and the brusque, commanding tone of a superior officer.

4. “When Will’s ma was down here keeping house for him—she used to run in to see me, real
often.” (S.L.)

Type: Colloquialism / Dialect

Function: The use of informal language and contractions (e.g., “real often”) creates a sense of
casual, everyday conversation, reflecting the speech patterns of the character or setting. It gives
the dialogue a regional or lower sociolect tone.

5. He missed our father very much. He was s-l-a-i-n in North Africa. (S.)

Type: Graphical fragmentation / Ellipsis

Function: The fragmented spelling of the word “slain” emphasizes the emotional weight and difficulty
in articulating the loss of a loved one. This visual pause adds emotional depth to the sentence,
reflecting grief or hesitation.

6. “We’ll teach the children to look at things. Don’t let the world pass you by, I shall tell them. For the
sun, I shall say, open your eyes for that laaaarge sun.” (A.W.)

Type: Phonetic elongation

Function: The elongation of the word “large” (rendered as “laaaarge”) mimics a slow, drawn-out
speech, possibly reflecting the speaker’s attempt to emphasize the grandeur or importance of
the sun. It adds a rhythmic or dramatic element to the dialogue.

7. “Now listen, Ed, stop that, now. I’m desperate. / am desperate, Ed, do you hear?” (Dr.)
Type: Italics for emphasis

Function: The italics emphasize the character's heightened emotional state, stressing the
desperation in the plea. It helps the reader hear the urgency and panic in the speaker's voice.

8. “Adieu you, old man, grey. I pity you, and I de-spise you.” (D.)

Type: Hyphenation

Function: The hyphen in “de-spise” emphasizes the word, breaking it down to add dramatic effect. It
conveys the intensity of the speaker’s feelings, possibly highlighting contempt or disdain.

9. “ALL our troubles are over, old girl,” he said fondly. “We can put a bit by now for a rainy day.”
(S.M.)

Type: Capitalization

Function: The word “ALL” in uppercase emphasizes the completeness or absoluteness of the
statement. It conveys the speaker’s optimism and sense of relief. The capitalization visually
strengthens the idea that all troubles are entirely over, making the sentiment feel more emphatic
and dramatic.

10. His voice began on a medium key, and climbed steadily up till it reached a certain point, where it
bore with strong emphasis upon the topmost word, and then plunged down as if from a spring
board:

Type: Visual arrangement / Concrete poetry

Function: The words are arranged to visually mimic the described action: the voice climbs and then
plunges. This graphical structure represents the rise and fall of the speaker’s voice as described
in the narrative, creating a direct visual connection to the described sound. The format adds a
physical, visual rhythm that reflects the emotional or dramatic trajectory of the speech. This is a
type of visual or concrete poetry, where the layout of words enhances the reader’s
understanding of tone and movement.

Graphical expressive means and stylistic devices

The aim: to convey the emotions from oral speech that expressed by intonation and stress in the
written form

What included in common: 1) emphatic use of punctuation 2) deliberate change of the spelling of the
word 3) various types of print Emphatic use of punctuation

All types of punctuation are used to express emphatic intonation of the speaker
Used in many syntactical stylistic devices (e.g. rhetorical questions, suspense) and may be not
connected with any stylistic devices

● Marks of exclamation (!) and interrogation (?) are of greater importance than any other marks.
Their abundant use in the text is a sign of the text being emotional and expressive.
● Emotional pauses are often reflected by a dash (–): Please – not that.
● Suspension marks (dots …) reflect various emotional states of a character: disappointment,
hesitation, embarrassment.
● The absence of punctuation marks may also be meaningful (e.g. stream of consciousness –
James Joyce)

Types of print They are used to indicate the additional stress of the emphasized word or part of the
word

● Bold type
● Italics
● CAPITALIZATION / Capitalization
● Hy-phe-na-tion (hyphen – дефис) – the way of reflecting person’s manner of speaking, which is
often combined with other graphic EMs: e.g.“His wife,” I said. “W-I-F-E.”
● Spacedletters
● M-m-multiplication – the repetition of the same letter or a combination of letters, helps to express
person’s manner of speaking (e.g. Pleeeeeease don’t hurt me)

Change of spelling of a word

It’s graphical fixation of phonetic peculiarities of pronunciation resulting in the violation of the accepted
spelling e.g. gimme (give me), gonna (going to), etc.

● It’s used to convey the sound and sometimes written peculiarities of the words and this way to
highlight the character's age, social status, origin, etc.
● It’s also good at conveying the atmosphere of authentic live communication and informality of the
speech

Often used in advertisements e.g. The Donut (doughnut) Place