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1. Overview I WILL PAINT OR DIE HOW A POOR, UNTAUGHT FARMER'S BOY BECAME AN ARTIST complex simple simple complex "I will paint or die!" So stoutly resolved a poor,



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Alt 27.05.12, 19:51
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1. Overview


complex simple simple complex
"I will paint or die!" So stoutly resolved a poor, friendless boy, on a far-away
complex simple
Ohio farm, amid surroundings calculated to quench rather than to foster
simple complex
ambition. He knew not how his object was to be accomplished, for genius is
simple simple simple
never fettered by details. He only knew that he would be an artist. That settled
simple complex
it. He had never seen a work of art, or read or heard anything on the subject. It
simple simple simple
was his soul's voice alone that spoke, and "the soul's emphasis is always right."
simple simple simple
Left an orphan at the age of eleven, the boy agreed to work on his uncle's farm
simple simple simple simple simple
for a term of five years for the munificent sum of ten dollars per annum, the total
simple simple simple simple
amount of which he was to receive at the end of the five years. The little fellow
simple simple
struggled bravely along with the laborious farm work, never for a moment
simple simple simple
losing sight of his ideal, and profiting as he could by the few months' schooling
snatched from the duties of the farm during the winter.
simple simple simple
Toward the close of his five years' service a great event happened. There came
simple simple simple
to the neighborhood an artist from Washington,--Mr. Uhl, whom he overheard
complex complex
by chance speaking on the subject of art. His words transformed the dream in
simple simple simple simple
the youth's soul to a living purpose, and it was then he resolved that he would
simple simple simple
"paint or die," and that he would go to Washington and study under Mr. Uhl.

On his release from the farm he started for Washington, with a coarse outfit
simple simple simple

packed away in a shabby little trunk, and a few dollars in his pocket. With the
simple simple simple

trustfulness of extreme youth, and in ignorance of a great world, he expected to
complex simple complex simple
get work that would enable him to live, and, at the same time, find leisure for the
pursuit of his real life work. He immediately sought Mr. Uhl, who, with great
complex simple simple
generosity, offered to teach him without charge.
Then began the weary search for work in a large city already overcrowded with
simple simple
applicants. In his earnestness and eagerness the youth went from house to house
complex complex complex simple simple simple
asking for any kind of work "that would enable him to study art." But it was all
simple simple
in vain, and to save himself from starvation he was at length forced to accept the
position of a day laborer, crushing stones for street paving. Yet he hoped to
simple complex simple simple
study painting when his day's work was done!
complex simple
Mr. Uhl was at this time engaged in painting the portraits of Mrs. Frances
complex simple
Hodgson Burnett's sons. In the course of conversation with Mrs. Burnett, he
spoke of the heroic struggle the youth was making. The author's heart was
simple simple simple simple
touched by the pathetic story. She at once wrote a check for one hundred dollars,
simple simple
and handed it to Mr. Uhl, for his protege. With that rare delicacy of feeling
simple complex complex
which marks all beautiful souls, Mrs. Burnett did not wish to embarrass the
struggler by the necessity of thanking her. "Do not let him even write to me,"
complex complex
she said to Mr. Uhl. "Simply say to him that I shall sail for Europe in a few days,
and this is to give him a chance to work at the thing he cares for so much. It will
simple simple
at least give him a start."
In the throbbing life of the crowded city one heart beat high with hope and
simple simple simple simple simple

happiness that night. A youth lay awake until morning, too bewildered with
complex simple simple simple
gratitude and amazement to comprehend the meaning of the good fortune which
complex complex complex simple
had come to him. Who could his benefactor be?
Three years later, at the annual exhibition of Washington artists, Mrs. Burnett
complex complex
stood before a remarkably vivid portrait. Addressing the artist in charge of the
simple complex
exhibition, she said: "That seems to me very strong. It looks as if it must be a
realistic likeness. Who did it?"
"I ** so glad you like it. It was painted by your protege, Mrs. Burnett."
"My protege! My protege! Whom do you mean?"
simple simple
"Why, the young man you saved from despair three years ago. Don't you
simple simple
remember young W----?"

"W----?" queried Mrs. Burnett.

"The young man whose story Mr. Uhl told you."
simple simple
Mrs. Burnett then inquired if the portrait was for sale. When informed that the
picture was an order and not for sale, she asked if there was anything else of Mr.
simple simple
W----'s on exhibition. She was conducted to a striking picture of a turbaned
head, which was pointed out as another of Mr. W----'s works.
simple simple
"How much does he ask for it?"

"A hundred and fifty dollars."
"Put 'sold' upon it, and when Mr. W---- comes, tell him his friend has bought his
picture," said Mrs. Burnett.

On her return home Mrs. Burnett made out a check, which she inclosed in a
simple simple
letter to the young painter. It was mailed simultaneously with a letter from her
simple complex simple
protege, who had but just heard of her return from Europe, in which he begged
her to accept, as a slight expression of his gratitude, the picture she had just
complex complex simple
purchased. The turbaned head now adorns the hall of Mrs. Burnett's house in

"I do not understand it even to-day," declares Mr. W----. "I knew nothing of

Mrs. Burnett, nor she of me. Why did she do it? I only know that that hundred

dollars was worth more to me then than fifty thousand in gold would be now. I
simple simple
lived upon it a whole year, and it put me on my feet."
Mr. W---- is a successful artist, now favorably known in his own country and in
complex simple
England for the strength and promise of his work.
complex simple simple
2. Analysis

1-) General
-Is the vocabulary simple or complex?
*SIMPLE / In total; 39 words are in complex mode and 115 words are in simple mode. These words are marked throughout the text.
Examples: ***8216;work***8217; ***8216;country***8217; ***8216;picture***8217; > simple
***8216;earnestness***8217; ***8216;eagerness***8217; ***8216;starvation***8217; > complex

-Is the vocabulary formal or colloquial?
*COLLOQUIAL / It is a story based on a short period of life of a child who wants to be an artist. The author uses mostly simple, colloquial words. There are also quotation marks and 14sentences from real life speeches.
"I will paint or die!" (Line 3)
"Do not let him even write to me" (Line 38)
"That seems to me very strong. It looks as if it must be a realistic likeness. Who did it?" (Line 48, 49)
"I ** so glad you like it. It was painted by your protégé, Mrs. Burnett."
(Line 50)
"My protégé! My protégé! Whom do you mean?" (Line 51)
"Why, the young man you saved from despair three years ago. Don't you remember young W----?" (Line 52)

-Is the vocabulary descriptive or evaluative?
*DESCRIPTIVE / In total; there are 28 sentence containing descriptive utterances.
***8216;Poor, untaught farmer***8217;s boy***8217; (Line 2) ***8216;A coarse outfit***8217; (Line 20)
***8216;Poor, friendless boy***8217; (Line 3) ***8216;A shabby little trunk***8217; (Line 21)
***8216;On a far away Ohio farm***8217; (Line 3, 4) ***8216;Extreme youth***8217; (Line 22)
***8216;Munificent sum of ten dollars***8217; (Line 10) ***8216;A great world***8217; (Line 22)
***8216;The little fellow***8217; (Line 11) ***8216;Real life work***8217; (Line 24)
***8216;The laborious farm work***8217; (Line 12) ***8216;With great generosity***8217; (Line 24, 25)

-Is the vocabulary general or specific?
*GENERAL / Of the 962 words in the story, just 8 of them carry specific meaning and these are related with art.
***8216;artist***8217; (Line 2) ***8216; work of art***8217; (Line 7) ***8216;painting***8217; (Line 31)
***8216;painter***8217; (Line 65) ***8216;portrait***8217; (Line 32) ***8216;protege***8217; (Line 36)
***8216;exhibition***8217; (Line 46) ***8216;picture***8217; (Line 57)

-How far does the writer make use of the emotive and other associations of words as opposed to their referential meaning?
*5 phrases from the whole story can be grouped under this category.
These are;
***8216;It was his soul's voice alone that spoke***8217; (Line 8) > soul's voice
***8216;The soul's emphasis is always right***8217; (Line 8) > the soul's emphasis
***8216;His words transformed the dream in the youth's soul to a living purpose***8217;
(Line 18) > a living purpose
***8216;He spoke of the heroic struggle the youth was making (Line 34) > heroic struggle
***8216;Mrs. Burnett stood before a remarkably vivid portrait (Line 47) > vivid portrait

-Does the text contain idiomatic phrases, and if so, with what kind of dialect or register are these idioms associated?
* The text has no idioms in it.

-Is there any use of rare or specialized vocabulary?
*There are so few of them and these are the same as the ones that are pointed out in the general & specific vocabulary usage section.
***8216;artist***8217; (Line 2) ***8216; work of art***8217; (Line 7) ***8216;painting***8217; (Line 31)
***8216;painter***8217; (Line 65) ***8216;portrait***8217; (Line 32) ***8216;protege***8217; (Line 36)
***8216;exhibition***8217; (Line 46) ***8216;picture***8217; (Line 57)

-Are there any particular morphological categories noteworthy (e.g. compound words, words with particular suffixes?
*Morphological categories are not frequent in the text;
*Suffix ***8211;ness is the most frequent. It is used 5 times.
***8216;trustfulness***8217; (Line 22) ***8216;earnestness***8217;(Line 27)
***8216;eagerness***8217; (Line 27) ***8216;happiness***8217; (Line 43) ***8216;likeness***8217; (Line 49)
*Suffix ***8211;ion is used 3 times.
***8216;starvation***8217; (Line 29) ***8216;conversation***8217; (Line 33) ***8216;exhibition***8217; (Line 46)
*Suffix ***8211;less and -ious occur once.
***8216;friendless***8217; (Line 3) ***8216;laborious***8217; (Line 12)

-To what semantic fields do words belong?
*The words belong to ***8216;art***8217;

2-) Nouns
-Are the nouns abstract or concrete?
*CONCRETE / The nouns are concrete as there are only 9 abstract nouns in the text. The rest of the nouns are concrete.
***8216;soul***8217;(Line 8) ***8216;ambition***8217; (Line 5) ***8216;dream***8217; (Line 17)
***8216;trustfulness***8217; (Line 22) ***8216;earnestness***8217; (Line 27) ***8216;eagerness***8217; (Line 27)
***8216;farm***8217; (Line 9) ***8216;portrait***8217; (Line 47) ***8216;son***8217; (Line 33)
***8216;neighborhood***8217;(Line 16) ***8216;outfit***8217; (Line 20) ***8216;trunk***8217; (Line 21)
-What kinds of abstract nouns occur?
*Words of emotions, moral qualities occur in the text.
***8216;soul***8217; (Line 8) ***8216;dream***8217; (Line 17)
***8216;trustfulness***8217; (Line 22) ***8216;earnestness***8217; (Line 27)
-What use is made of proper names?
*Proper names are used for pointing out the places and the characters in the story.
***8216;Washington***8217; (Line 16) ***8216;Mr.Uhl***8217; (Line 16)
***8216;Mrs. Burnett***8217; (Line 33) ***8216;Europe***8217; (Line 39)
-What use is made of collective nouns?
*There are no collective nouns in the text.

-Are the adjectives frequent?
*There are 30adjectives out of the 962 words in the text.
-To what kinds of attribute do adjectives refer?
*Physical attribute;
***8216;the little fellow***8217; (Line 11) ***8216;young painter***8217; (Line 65)
***8216;a coarse outfit***8217; (Line 20) ***8216; a large city***8217; (Line 26) ***8216;a striking picture***8217; (Line 58)
***8216;crowded city***8217; (Line 42) ***8216;a shabby little trunk***8217; (Line 21)

*Evaluative attribute;
***8216;a great event***8217; (Line 15) ***8216;a successful artist***8217; (Line 74)
***8216;beautiful souls***8217; (Line 37) ***8216;the laborious farm work***8217; (Line 12)
*Referential attribute;
***8216;munificent sum of ten dollars***8217; (Line 10)
***8216;annual exhibition***8217; (Line 46)
-Are adjectives restrictive or non-restrictive?
-Are adjectives gradable or non-gradable?
*NON-GRADABLE; there is not any gradation in the text.
-Are adjectives attributive or predicative?
***8216;vivid portrait***8217; (Line 47) ***8216;weary search***8217; (Line 26)
***8216;a great event***8217; (Line 15) ***8216;extreme youth***8217; (Line 22)
-Are they stative?
* There are stative verbs.
die, resolve, seem, look, mean, remember***8230;
-Are they dynamic?
*There are dynamic verbs.
paint, sail, work, stand, calculate, tell, ask
-Do they refer to movements, physical acts, speech acts, psychological states or activities, perceptions?
*They refer to physical acts;
***8216;The little fellow struggled bravely***8217; (Line 11)
*They refer to psychological states;
***8216;His words transformed the dream in the youth's soul to a living purpose***8217;
(Line 18)
-Are they transitive, intransitive?
*The writer use of both the transitive verbs and intransitive verbs.
*"I will paint or die!" (Line 3)
* The little fellow struggled bravely (Line 11) intransitive
* The youth went from house to house. (Line 27)
* He hoped to study painting. (Line 31)
*He had never seen a work of art. (Line 7) transitive
* He expected to get work. (Line 23)
-Are they factive or non-factive?
*NON-FACTIVE; Of the whole sentences in the text, there are just 5 factive verbs.
****8217;He only knew that he would be an artist***8217;
* ***8216;He resolved that he would paint or die***8217;
****8217;I only know that that hundred dollars was worth more***8230;***8217;
* He knew not how his object was to be accomplished.
* Mrs. Burnett then inquired if the portrait was for sale.
5-) Adverbs
-Are adverbs frequent?
*Adverbs are not frequent. Of the whole text 7 adverbs occur.
These are;
***8216;stoutly***8217; / ***8216;bravely***8217;/ ***8216;immediately***8217; /***8216;simply***8217;/
***8216;He immediately sought Mr. Uhl***8217;
***8216;The little fellow struggled bravely***8217;
***8216;So stoutly resolved a poor, friendless boy***8217;
-What semantic functions do they perform?
Time; e.g. ***8216;He immediately sought Mr. Uhl***8217;
Manner; e.g. ***8216;The little fellow struggled bravely***8217;
-Is there any significant use of sentence adverbs?
*It occurs once in the text.
***8216;Simply say to him that I shall sail for Europe in a few days***8217; (Line 39)
3. Conclusion
The writer***8217;s language is so simple. It is colloquial, like daily speeches. In that way the words occur mostly in simple modes, that***8217;s why they are pointed out obviously in the beginning. There are not many complex words compared to simple words. Occurrences of the compound or derived words are less in the story.
The writer is far away from evaluating events, ideas. He uses descriptive style and these descriptions are not in high numbers also. Therefore not many specific words occur, he uses general vocabulary. He just tells a simple story. The text has no idioms or utterances of specific dialects. This makes the text simpler. It is away from literary enrichment.
Mostly concrete nouns occur. Proper names are for pointing some characters and places. There are not many adjectives. He uses adjectives when it necessary; in order to be able to depict that scene vividly. Attributive adjectives are used and these are not gradable. His verb usage gives vivid clues about his style. These are mostly for pointing out some physical events and psychological states. Lastly adverbs are not used frequently. They give clues about time and manner situations of the verbs.
4. Discussion
The writer does not use adjectives, abstract nouns, idioms much. This shows us that he wants to write in a simple style. He is just related with the giving events directly to the reader. He just gives place names; and characters, not describing them. It clearly shows that he is not evaluating events, he is not telling details, just to write what he wants to tell.
5. References
Simpson, Paul, 2004, Stylistics,

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