1. Deviation and
parallelism
Foregrounding
By
Atyha Rahman

2. Deviation corresponds to the traditional
idea of poetic license.
 the writer of literature is allowed in
contrast to the everyday speaker to
deviate from rules, maxims, or
conventions.
 When an idea is presented in a way that is
different from the expected way, then we
say such a manner of carrying it out has
deviated from the norm.

There is some method in madness

3.  Deviation
is the breaking
of rules which others
obey.
Breaking of rules

4. 
Deviation is a term used to describe
spelling and pronunciation of a word or a
sentence structure which does not
conform to a norm
( Richards and
Platt)
Deviation

5. Deviation as a linguistic phenomenon has
an important effect on the readers.
 If a part of a poem is deviant it becomes
especially noticeable , or perceptually
prominent.
 Deviation corresponds to the traditional
idea of poetic license.

Deviation

6. the writer of literature is allowed , in
contrast to the everyday speaker - to
deviate from rules, maxims, or
conventions.
the result?
 The result is some degree of surprise in
the reader, and his / her attention is
thereby drawn to the form of the text
itself (rather than to its content)

Deviation

7. 
Cases of neologism (a new word or
expression or a new meaning of a word),
live metaphor, or ungrammatical
sentences, as well as archaisms, paradox,
and oxymoron (a phrase that combines
two words that seem to be the opposite of
each other, for example a deafening
silence) are clear examples of deviation.
Deviation

8. 
There are several kinds of Deviation :
1-Grammatical deviation
2-Lexical deviation
3-phonological deviation
4-Semantic deviation
5-Textual deviation
6-Graphological deviation

9. 
Totality of linguistic strategies , that call
attention to themselves, causing the reader's
attention to shift away from what is said to
how it is said.

M.A.K. Halliday has characterized
foregrounding as motivated prominence: "the
phenomenon of linguistic highlighting,
whereby some features of the language of a
text stand out in some way" (Explorations in
the Functions of Language, 1973)
Foregrounding

10. 
“effects of literary style” is called
foregrounding .

Is it possible to obtain empirical evidences
of its effects on the readers ???
Foregrounding

11. “foreground is part of a view ,picture etc
that is nearest to you when you look at it
(whereas) Foregrounding is the action of
emphasizing something by means of
linguistic devices. ”Oxford dictionary
 Foregrounding means use of devices of
language ,in such away that this use itself
attracts attention.

Foregrounding

12. Foregrounding means giving unusual
prominence to one element or property of
a text.
 It refers to a process which brings
something into the most central and
prominent figure during a certain stretch
of discourse.
 It can be achieved by deviation & through
parallelism.

Foregrounding

13. 
“ill fares a land ,to hasting ill a prey
where wealth accumulates ,and men
decay”
?
WHICH LINE IS MORE MEMORABLE
obviously the second one !
why ?
Foregrounding

14. 
Parallelism makes the previous line
foregrounded.
It’s the author’s intention to make it
foregrounded.
 Constructions can be said to be
foregrounded if they deviate from the
rules of normal language.

Foregrounding

15. 
Expressions which stand out noticeably
,are foregrounded ,as Dylan Thomas’ line
“ a grief ago ”
Foregrounding is the most important unit
of linguistics.
 It is the basic principle of aesthetic
communication.

Foregrounding

16. It is a creative method of highlighting a
linguistic feature ,which the artist wants
to make noticeable.
 Language of literature is foregrounding
against the background of conventional
linguistic forms of expression .
 “poetry is observed violence on ordinary
speech.” Jakobson

Foregrounding

17. 
According to Shklovsky, the purpose of art
is to make objects unfamiliar, so that a
renewed perception of them creates a
fresh awareness in the beholder, beyond
the stale routines of automatized
schemes.
Foregrounding

18. 
Outside literature, language tends to be
automatized (a method of painting that
avoids conscious thought and allows a
free flow of ideas); its structures and
meanings are used routinely
Foregrounding

19. 
Within literature, however, this is opposed
by devices which thwart the automatism
with which language is read, processed,
or understood.
Foregrounding

20. 
When readers focus on the way a text is
written rather than on its content, would
this be a matter of convention or purely
an effect that can be attributed to text
properties?
Foregrounding

21. 
an effect brought about in the reader
by linguistic or other forms of
deviation in the literary text(Leech,
1985:47).

The deviant features of the text,
being unexpected, come to the
foreground of reader's attention
against the background of its normal
linguistic features.

22. foregrounding, confers unexpectedness,
unusualness and uniqueness on literary
texts, as the differentiating factor
between poetic and non-poetic language
“Once in this wind the summer blood
Knocked in the flesh that decked the vine,
Once in this bread
The Oat was merry in the wind;
Man broke the sun, pulled the wind
down”.
Dylan Thomas


23. Jan Mukarovsky refers to foregrounding as
"the esthetically intentional distortion of
the linguistic components." (Mukarovsky,
1985:18).
This definition signifies two important
aspects of foregrounding:
first, poetic foregrounding , being
'intentional', presupposes some motivation
on the part of the poet which in turn
demands careful attention from the reader,
and second, distortion of any 'linguistic
component' may bring about foregrounding.


24. 
Thus concentration of any linguistic features phonological, syntactic, or semantic - which are
rare or unnoticed in ordinary speech but
brought into prominence deliberately in the
literary text with the purpose of contributing to
its total effect can result in foregrounding.

This "calling of the reader's attention to
linguistic structures", quite different from the
way in which a non-literary writer will
emphasize the language elements, " is an
essential part of literary ''creation." (Chapman,
1982:5).

25. Leech and Short (1981:48) identify
two kinds of foregrounding:
qualitative foregrounding and
quantitative foregrounding.
In the former, there is deviation from
the rules of the language code or
from the conventions of language use
or both.
Types of foregrounding

26. In the latter, the deviance is from
some expected frequency of linguistic
occurrence and not from the
language code.
When a writer writes he is constantly
involved in making linguistic choices.
The choices he makes both outside
and inside the language system may
thus lead to foregrounding.

27. In literary discourse, deviations are not
just to be interpreted in isolation, but to
be seen as forming a meaningful pattern
with other linguistic features, both
regular and irregular, to form a whole.
They are understood, therefore, "not in
isolation with reference only to the
linguistic system, or code, but also with
reference to the context in which they
appear''(Widdowson, 1975:27).
Coherence of foregrounding

28. Similarity of structure in a pair or a series
of related words, phrases, or clauses.
 It is a matter of balance .When elements
are balanced ( parallel ), the result is
clear and smooth; when they are not
balanced, the result is awkward and
confusing.
 Parallelism makes the expressions
condensed.

Parallelism

29. 
For parallel structure, balance nouns
with nouns, prepositional phrases
with prepositional phrases,
participles with participles, infinitives
with infinitives, clauses with clauses.
Parallelism rules

30. Our goals were to collect information,
analyzing the significance of the
facts, and appropriate
recommendations would be made.

correct it !
_______________________________
______
_______________________________
______________________________
___________

Example

31. 


We are bound by ideals that move us beyond
our backgrounds, lift us above our interest,
and teach us what it means to be citizens.
The mediocre teacher tells, The good teacher
explains. The superior teacher demonstrates.
The great teacher inspires. (William A. Ward)
Tell me and I forget. Teach me and I may
remember. Involve me and I will learn.
(Benjamin Franklin)
Examples

32. 
.

The mistakes of the fool are known to the
world, but not to himself. The mistakes of the
wise man are known to himself, but not to the
world. (Charles Caleb Colton).
A house divided against itself cannot stand.
I believe this government cannot
endure, permanently half slave and half
free. I do not expect the Union to be
dissolved. I do not expect the house to fall.
But I do expect it will cease to be divided. It
will become all one thing, or all the other.
Examples

33. Example 1 (no parallelism):
 Open the book first.
 You must read the text now.
 There are pictures in the book–Look at
them.
 The questions must be answered.
Example 2 (parallelism):
 Open the book.
 Read the text.
 Look at the pictures.
 Answer the questions.

34. · When I was a child, I loved to play in
the leaves, skip down the driveway, and
_____ against the wind.
 · I still enjoy playing in the leaves,
skipping down the driveway, and _____
against the wind.

Learn parallelism

35. 
· Merdine danced a jig and then _____ a
song that took my heart away.

· Merdine said that she wanted to dance
a jig and then _____ a song that would
take my heart away.
Learn parallelism

36. 
· The children spent the afternoon
playing video games, watching TV, and
_____ donuts.

· If you want to learn how to play video
games, watch TV, or _____ donuts, spend
an afternoon with my children.
Learn parallelism

37. 
All that you need to make a great tomato
sandwich is whole-wheat bread, a sliced
sweet onion, two lettuce leaves, mustard
or mayonnaise, and a juicy ______.

· To make a great tomato sandwich,
begin by toasting two pieces of wholewheat bread and _____ a sweet onion.
Learn parallelism

38. 





· Whatever you have, you must either
use it or _____ it.
· It is easier to build strong children than
to _____ broken adults.
· I divided my time between my music
and my _____.
· Giving is better than _____.
· It is better to give than _____ _____.
· People can hurt others not only by their
actions but also by their _____.
Learn parallelism

39. · Children cannot learn well if they lack
adequate health care, nutrition, and
_____.
 · Cheating can result in failing the
assignment, failing the entire
course, getting suspended, or _____
_____ from college entirely.
 · Plagiarism or any other form of cheating
can result in a failing grade for the paper
or a _____ _____ for the course.

Learn parallelism

40. 
· Examples of weight-bearing exercises
include walking, jogging, hiking, and
_____.

· I look forward to graduating from high
school in May and _____ college in the
fall.

· My favorite pastimes include napping,
snacking, and___________________.
Learn parallelism

41. 
:
When I am dead, I hope it may be said
His sins were scarlet, but his books
were read’.
Parallelism creates foregrounding

42. 
I kissed thee ere I killed thee
(Othello)

Bob Cowley's outstretched talons
gripped the black deep-sounding
chords.
Find out parallel structure &
deviation

43. Parallelism can be described as
unexpected regularity, while deviation can
be seen as unexpected irregularity.
 Something can only be unexpectedly
regular or irregular within a particular
context

Deviation & Parallelism

44. Foregrounding can occur on all levels of
language (phonology, graphology,
morphology, lexis, syntax, semantics and
pragmatics).
 It is generally used to highlight important
parts of a text, to aid memorability and/or
to invite interpretation


45. 




Child is the father of man.(Wordsworth)
The yellow fog that rubs its back on the
window panes(Eliot )
The just man justices.
Progress is a comfortable.(E.E.Cummings)
The world is charged with the grandeur of
God (Manly Hopkins
Foregrounding Achieved