and by appointment
Edward P.J., ed. The Rhetoric and Poetics of Aristotle (New York:
Modern Library, 1984)
George and Mark Johnson, Metaphors We Live By (Chicago: University
of Chicago Press, 1980)
Andrew, ed. Metaphor and Thought, 2nd ed. (Cambridge, MA: Cambridge
University Press, 1993)
Packet: ‘English 640.001: Metaphor and more metaphor' (at SUB)
on sound processes, theme/rheme and given/new, speech and thought
presentation, metaphor, speech acts,
Richards and Max Black on metaphor,
"If psychological processes are computational, how can psychological
laws be intentional?"
"The metaphoric and metonymic poles,"
"On truth and lies in a nonmoral sense."
I.A. The Philosophy of Rhetoric (New York: Oxford, 1936).
Jean Jacques, ed. The Stylistics Reader: From Roman Jakobson to the
Present (New York: Arnold, 1996).
- Additional texts that you recommend, study, and prepare for presentations to the class.
Poetics (PN 1040 A7 B8 1951)
Rhetoric (PN 173 A7 R6 1984)
Max, "Metaphor," Proceedings of the Aristotle Society (1954):25-47.
Jacques, "White mythology: Metaphor in the text of philosophy," New
Literary History 6 (Autumn 1974):5-74.
James, ed. Beyond metaphor (GN 452.5 B48 1991)
Jerry A., The Elm and the Expert
M. A. K., An Introduction to Functional Grammar.
Terrance, Metaphor (PN 228 M4 H3)
Roman, "The metaphoric and metonymic poles," Fundamental in Language,
Mark, The Body in the Mind: The Bodily Basis of Meaning, Imagination,
and Reason (B 105 M4 J64 1992)
William, Language in the Inner City: Studies in Black English
George, Women, Fire and Dangerous Things: What Categories Reveal
about the Mind. (P37 L344 1987)
George and Mark Johnson, Metaphors We Live By (P 106 L235)
George and Mark Turner, More than cool reason: A field guide to poetic
metaphor. (PN 228 M4 L27 1989)
Samuel, Semantic of metaphor (P 325 L44)
David S., ed. Metaphors: Problems and perspectives. (PN 228 M4
Frederich "On Truth and Lies in a Nonmoral Sense," The Rhetorical
Tradition, eds. Patricia Bizzell and Bruce Herzberg (New York: St.
Martin's, 1990), 885-96.
Andrew, ed. Metaphor and Thought. (BF 455 M47)
Paul, The rule of metaphor (PN 228 M4 R513)
Sheldon, ed. On metaphor (PN 228 M4 O5)
Thomas, ed. Style in language (808 C7602s)
and Leech, Geoffrey, ed. Style in Fiction
Colin, The myth of metaphor (808 T841m)
Mark, Death is the mother of beauty: Mind, metaphor, & criticism
Mark, Reading minds: The study of English in the age of cognitive
science (PE68 5T87 1991)
George, "Metaphor, Morality, and Politics"
& Black on metaphor
Stylistics Lectures (lectures include 10, 11, 12, 15, 16, 20, 21,
22, 23, 24, 25)
Or, It Always Helps to Know Where She's Coming From.. . .
In my thinking about education, I believe seminars differ from other graduates
courses in three basic ways:
- A seminar
centers on the close study of particular elements--here, stylistics,
metaphor, and their relationships to one another and to written discourse--rather
than on a broad survey of a historical period, type of discourse, etc.
Hence there are no lectures, review sessions, or examinations in seminars.
enrolling in a seminar are advanced students in a discipline; that is,
they are different from ‘average' students and should expect a study
different from ‘typical' classes in the discipline. As advanced students,
participants know about the seminar's field, have expertise in researching
and evaluating publications concerning the field, and can comfortably
relate any new material encountered in the seminar with theoretical
and/or primary texts from the field. Students' familiarity with the
seminar topic will vary but not greatly. For example, while it would
be unusual for a 20th century American literature specialist to enroll
in a Medieval lyric poetry seminar, it would not be as unlikely as it
would be for a chemical engineering doctoral student to attempt that
seminar. Moreover, seminar participants should expect a closer examination
of texts than they may have experienced in other courses. The participants
should expect to disagree, to argue positions not only with one another
but with the authors of the readings, to test arguments through application,
to tear into the material.
the instructor selects the topic and many of the readings for a seminar,
seminar students control the presentation of that material.
at each seminar meeting, one or two participants should expect to hold
the class discussion. During these discussions, the presenter(s) should
help the participants explain, analyze, compare, and debate the theories
of a theorist's position. The participants should consider what texts--literary
or non-literary--that will serve as analytic tools. In other words, the
following syllabus outlines the general sequence for the class; participants
need to determine which evening(s) to present.
Assignments and Oral Presentations
a seminar should provide a participant the opportunity to examine an idea
in depth and in writing. A seminar essay, if ultimately successful, should
be the rough draft of a publishable article, one that needs minimal revision
before submission OR should serve as a chapter or substantial section
of a longer document, a doctoral thesis or book-length examination of
discipline-related subject. Moreover, I believe strongly that writing
(potentially) publishable documents requires the keen evaluations of colleagues.
Thus participants will benefit from determining a topic of interest early
on in the seminar period, preparing a preliminary overview of thoughts
and approaches to that topic, and bringing that information to the seminar
To get participants
thinking about possible topics, consider the following suggestions:
of the literature surrounding one specific question (e.g., What is linguistic
style? What constitutes a grammatical metaphor? An ideational metaphor?
Are these functional ways of examining cognition, style, r metaphoric
one theorist's position on a topic by critiquing the theorist's logic,
argument, and evidence.
the position taken by one theorist or by one school of style or metaphor
analysis to a specific text or genre (e.g., nonfiction prose, haiku,
contemporary drama, prose poems).
a theory of study or a theory of metaphor that explains an area you
see as sadly neglected by previous theorists.
how an approach from one discipline or ideology can enlighten the understanding
of style or of metaphor in another (e.g., cognitive linguistics applied
the place metaphor has/deserves to have in stylistics.
the rhetorical impact of a theory of style or metaphor on some area
of the discipline called English language and literature.
When a student
has a substantive draft of the essay, the participant should bring that
draft, with a developed outline/overview, to the seminar in order to present
the topic to the group for additional evaluation and recommendations.
Tentatively, I've set aside the last five weeks of the term for these
longer presentations. If this time frame is inadequate, we can revise