This document provides an introduction and methodology for a research proposal that will analyze the poem "Sometimes with One I Love" by Walt Whitman through a linguistic structural analysis. Specifically, it will analyze the idealized sentences of the poem to identify immediate constituents and phrase structures. The study is grounded in linear grammar theory and aims to improve understanding of Whitman's poem through its linguistic analysis. It will be limited to the idealization of raw data, immediate constituent analysis, and identification of phrase structures.
41Standard language and poetic languageStandard langua.docxtroutmanboris
41
Standard language and poetic language
Standard language and poetic
language
Jan Mukařovský
Jan Mukařovský (1891–1975) was a literary scholar and aesthetician, one of the ma-
jor fi gures of Czech structuralism and a member of the Prague Linguistic Circle. He
was a professor of aesthetics (1945) and rector at Charles University (1948–1953). Af-
ter World War II, he renounced his pre-war structuralism and became politically and
ideologically active. In his work, he stressed the role of the aesthetic function, consid-
ering it the crucial characteristic of any work of art. Th e meaning of a work of art is
the outcome of its dynamic structure, a sum of all component parts. Amongst others,
he developed the notions of the aesthetic norm and the aesthetic function, pointing
out the way works of art fulfi l, as well as violate, existing norms. Th e violations of the
norm, which arise from the foregrounding of some components of the work of art,
ultimately have the potential to become new norms.
42
CHAPTERS FROM THE HISTORY OF CZECH FUNCTIONAL LINGUISTICS
Th is article explores the relationship between the poetic language and the standard.
Mukařovský identifi es poetic language as an entity separate and distinct from the stand-
ard language. In his view, the standard provides the background against which various
distortions are produced with the aim of creating aesthetic eff ects. Th e notions of autom-
atization and foregrounding are then introduced: the former refers to production of an
utterance in an automatic manner, the latter is associated with a more conscious execu-
tion of the utterance that arises when the appropriate norms are violated. In a work of
art, we may fi nd the foregrounding of various components that are mutually hierarchi-
cally organized in terms of domination and subordination.
Th e problem of the relationship between standard language and poetic language can
be considered from two standpoints. Th e theorist of poetic language poses it somewhat
as follows: is the poet bound by the norms of the standard? Or perhaps: how does this
norm assert itself in poetry? Th e theorist of the standard language, on the other hand,
wants to know above all to what extent a work of poetry can be used as data for ascer-
taining the norm of the standard. In other words, the theory of poetic language is pri-
marily interested in the diff erences between the standard and poetic language, whereas
the theory of the standard language is mainly interested in the similarities between them.
It is clear that with a good procedure no confl ict can arise between the two directions
of research; there is only a diff erence in the point of view and in the illumination of the
problem. Our study approaches the problem of the relationship between poetic language
and the standard from the vantage point of poetic language. Our procedure will be to
subdivide the general problem into a number of special problems.
Th e fi rst probl.
CREATIVE RESEARCH PROJECT and SHORT LITERARY ANALYSIS PAPERCULF .docxfaithxdunce63732
CREATIVE RESEARCH PROJECT and SHORT LITERARY ANALYSIS PAPER
CULF 1318: Literature and the Human Experience
Although these 2 assignments are informal, they comprise a significant portion of the course grade. The Short Literary Analysis Paper (20%) and the Creative Research Project (20%)both ask students to apply and demonstrate the literary analysis and critical thinking skills that you have honed throughout the semester.
CULF 1318 Learning Objectives:
My Literature and the Human Experience course has been designed to:
1. introduce you to the terms and principles of literary study,
2. get you thinking about issues of diversity and cultural difference, and
3. help you develop skills of critical thinking, reading, and textual analysis.
By now, you’ve gained skills and practice in literary analysis and rigorous group discussion. You are certainly equipped to become thoughtful readers for life, should you so choose!
SHORT, INFORMAL LITERARY ANALYSIS PAPER
This short, informal literary analysis paper assignment invites students to explore a broad theme or reflection topic from 1 or 2 of the literary texts that we have studied together in depth in our course. Students will select one of the optional paper topics to write about. Each paper topic focuses on a particular theme or issue in a literary work(s).
Students will take a very focused and simple approach to writing about this broad thematic topic. You will select only 1 or 2 short passages or excerpts that you believe relate to the broader topic question. For the majority of this informal, short paper, your writing will demonstrate the “close reading” skills you have gained this semester by explaining how you analyze these passages. Students should also clearly explain a few simple connections you have identified between your “close reading” observations of the shorter passages and the broader paper topic.
The purpose and structure of this short informal literary analysis paper most closely resembles that of the “Response Paper” genre of student writing:
A response paper is a great opportunity to practice your close reading skills without having to develop an entire argument. In most cases, a solid approach is to select a rich passage that rewards analysis (for example, one that depicts an important scene or a recurring image) and close read it. While response papers are a flexible genre, they are not invitations for impressionistic accounts of whether you liked the work or a particular character. Instead, you might use your close reading to raise a question about the text—to open up further investigation, rather than to supply a solution
From Harvard College Writing Center Brief Guide Series “A Brief Guide to Writing the English Paper”
Please note: For this paper, you do NOT have to include most of the typical elements of a longer, formal college English literary analysis paper, such as:
* a well-developed “argument” that ties into one overarching interpretation.
41Standard language and poetic languageStandard langua.docxtroutmanboris
41
Standard language and poetic language
Standard language and poetic
language
Jan Mukařovský
Jan Mukařovský (1891–1975) was a literary scholar and aesthetician, one of the ma-
jor fi gures of Czech structuralism and a member of the Prague Linguistic Circle. He
was a professor of aesthetics (1945) and rector at Charles University (1948–1953). Af-
ter World War II, he renounced his pre-war structuralism and became politically and
ideologically active. In his work, he stressed the role of the aesthetic function, consid-
ering it the crucial characteristic of any work of art. Th e meaning of a work of art is
the outcome of its dynamic structure, a sum of all component parts. Amongst others,
he developed the notions of the aesthetic norm and the aesthetic function, pointing
out the way works of art fulfi l, as well as violate, existing norms. Th e violations of the
norm, which arise from the foregrounding of some components of the work of art,
ultimately have the potential to become new norms.
42
CHAPTERS FROM THE HISTORY OF CZECH FUNCTIONAL LINGUISTICS
Th is article explores the relationship between the poetic language and the standard.
Mukařovský identifi es poetic language as an entity separate and distinct from the stand-
ard language. In his view, the standard provides the background against which various
distortions are produced with the aim of creating aesthetic eff ects. Th e notions of autom-
atization and foregrounding are then introduced: the former refers to production of an
utterance in an automatic manner, the latter is associated with a more conscious execu-
tion of the utterance that arises when the appropriate norms are violated. In a work of
art, we may fi nd the foregrounding of various components that are mutually hierarchi-
cally organized in terms of domination and subordination.
Th e problem of the relationship between standard language and poetic language can
be considered from two standpoints. Th e theorist of poetic language poses it somewhat
as follows: is the poet bound by the norms of the standard? Or perhaps: how does this
norm assert itself in poetry? Th e theorist of the standard language, on the other hand,
wants to know above all to what extent a work of poetry can be used as data for ascer-
taining the norm of the standard. In other words, the theory of poetic language is pri-
marily interested in the diff erences between the standard and poetic language, whereas
the theory of the standard language is mainly interested in the similarities between them.
It is clear that with a good procedure no confl ict can arise between the two directions
of research; there is only a diff erence in the point of view and in the illumination of the
problem. Our study approaches the problem of the relationship between poetic language
and the standard from the vantage point of poetic language. Our procedure will be to
subdivide the general problem into a number of special problems.
Th e fi rst probl.
CREATIVE RESEARCH PROJECT and SHORT LITERARY ANALYSIS PAPERCULF .docxfaithxdunce63732
CREATIVE RESEARCH PROJECT and SHORT LITERARY ANALYSIS PAPER
CULF 1318: Literature and the Human Experience
Although these 2 assignments are informal, they comprise a significant portion of the course grade. The Short Literary Analysis Paper (20%) and the Creative Research Project (20%)both ask students to apply and demonstrate the literary analysis and critical thinking skills that you have honed throughout the semester.
CULF 1318 Learning Objectives:
My Literature and the Human Experience course has been designed to:
1. introduce you to the terms and principles of literary study,
2. get you thinking about issues of diversity and cultural difference, and
3. help you develop skills of critical thinking, reading, and textual analysis.
By now, you’ve gained skills and practice in literary analysis and rigorous group discussion. You are certainly equipped to become thoughtful readers for life, should you so choose!
SHORT, INFORMAL LITERARY ANALYSIS PAPER
This short, informal literary analysis paper assignment invites students to explore a broad theme or reflection topic from 1 or 2 of the literary texts that we have studied together in depth in our course. Students will select one of the optional paper topics to write about. Each paper topic focuses on a particular theme or issue in a literary work(s).
Students will take a very focused and simple approach to writing about this broad thematic topic. You will select only 1 or 2 short passages or excerpts that you believe relate to the broader topic question. For the majority of this informal, short paper, your writing will demonstrate the “close reading” skills you have gained this semester by explaining how you analyze these passages. Students should also clearly explain a few simple connections you have identified between your “close reading” observations of the shorter passages and the broader paper topic.
The purpose and structure of this short informal literary analysis paper most closely resembles that of the “Response Paper” genre of student writing:
A response paper is a great opportunity to practice your close reading skills without having to develop an entire argument. In most cases, a solid approach is to select a rich passage that rewards analysis (for example, one that depicts an important scene or a recurring image) and close read it. While response papers are a flexible genre, they are not invitations for impressionistic accounts of whether you liked the work or a particular character. Instead, you might use your close reading to raise a question about the text—to open up further investigation, rather than to supply a solution
From Harvard College Writing Center Brief Guide Series “A Brief Guide to Writing the English Paper”
Please note: For this paper, you do NOT have to include most of the typical elements of a longer, formal college English literary analysis paper, such as:
* a well-developed “argument” that ties into one overarching interpretation.
Investigating cohesive devices in Ted Hughes’ poem “Wodwo.MohammadAamir409843
This study performs a discourse analysis of the grammatical and lexical cohesive devices in Ted Hughes’ poem “Wodwo.” This research is done by Muhammad Amir student of University of Okara.
CREATIVE RESEARCH PROJECT and SHORT LITERARY ANALYSIS PAPERAltho.docxfaithxdunce63732
CREATIVE RESEARCH PROJECT and SHORT LITERARY ANALYSIS PAPER
Although these 2 assignments are informal, they comprise a significant portion of the course grade. The Short Literary Analysis Paper (20%) and the Creative Research Project (20%)both ask students to apply and demonstrate the literary analysis and critical thinking skills that you have honed throughout the semester.
CULF 1318 Learning Objectives:
My Literature and the Human Experience course has been designed to:
1. introduce you to the terms and principles of literary study,
2. get you thinking about issues of diversity and cultural difference, and
3. help you develop skills of critical thinking, reading, and textual analysis.
By now, you’ve gained skills and practice in literary analysis and rigorous group discussion. You are certainly equipped to become thoughtful readers for life, should you so choose!
SHORT, INFORMAL LITERARY ANALYSIS PAPER
This short, informal literary analysis paper assignment invites students to explore a broad theme or reflection topic from 1 or 2 of the literary texts that we have studied together in depth in our course. Students will select one of the optional paper topics to write about. Each paper topic focuses on a particular theme or issue in a literary work(s).
Students will take a very focused and simple approach to writing about this broad thematic topic. You will select only 1 or 2 short passages or excerpts that you believe relate to the broader topic question. For the majority of this informal, short paper, your writing will demonstrate the “close reading” skills you have gained this semester by explaining how you analyze these passages. Students should also clearly explain a few simple connections you have identified between your “close reading” observations of the shorter passages and the broader paper topic.
The purpose and structure of this short informal literary analysis paper most closely resembles that of the “Response Paper” genre of student writing:
A response paper is a great opportunity to practice your close reading skills without having to develop an entire argument. In most cases, a solid approach is to select a rich passage that rewards analysis (for example, one that depicts an important scene or a recurring image) and close read it. While response papers are a flexible genre, they are not invitations for impressionistic accounts of whether you liked the work or a particular character. Instead, you might use your close reading to raise a question about the text—to open up further investigation, rather than to supply a solution
From Harvard College Writing Center Brief Guide Series “A Brief Guide to Writing the English Paper”
Please note: For this paper, you do NOT have to include most of the typical elements of a longer, formal college English literary analysis paper, such as:
* a well-developed “argument” that ties into one overarching interpretation of the work
* detailed analysis of numerous se.
A topical structure analysis to create coherence in English essays of fourth ...TieuNgocLy
A topical structure analysis to create coherence in English essays of fourth year students at English Department at Vietnam National University, University of Language and International Studies.pdf
Some principles of the formation and development of ethical terms in the Engl...SubmissionResearchpa
Some principles of the formation and development of terms of ethics in the English language in the XVI-XVIII centuries and different view points of specialists on this field are the main issues considered in this article. It also analyzes the linguistic nature of the social and ethical vocabulary of the English language of the XVI-XVIII centuries, as well as the specific features of the language of ethics and style inherent in the initial stage of the formation of a system of ethical and philosophical concepts in national English. The lexical-semantic way of forming the terminology of the ethical language of the research period is also considered in the article. by Shukurova Madina Askarovna and Djumayeva Nozima Djurabayevna 2020. Some principles of the formation and development of ethical terms in the English language in the XVI-XVIII centuries. International Journal on Integrated Education. 2, 6 (Mar. 2020), 31-39. DOI:https://doi.org/10.31149/ijie.v2i6.107. https://journals.researchparks.org/index.php/IJIE/article/view/107/104 https://journals.researchparks.org/index.php/IJIE/article/view/107
Comparative Analysis of Phraseological Units in Cognitive Aspectijtsrd
The article investigates the semantic structures of English phraseological units with proper names and explain their grammatical, lexical and semantic syntactical features and reason of using them paying attention to the national and cultural matters. Saitnazarov J. K. "Comparative Analysis of Phraseological Units in Cognitive Aspect" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd43634.pdf Paper URL: https://www.ijtsrd.comother-scientific-research-area/other/43634/comparative-analysis-of-phraseological-units-in-cognitive-aspect/saitnazarov-j-k
کتیب الملخصات - المؤتمر الدولي السابع حول القضايا الراهنة للغات، علم اللغة، الترجمة و الأدب
12-11 يونيو 2022 ، الأهواز
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.LLLD.IR
لا تتردد فی مراسلتنا للاجابة عن ای استفسارات.
اللجنة المنظمة للمؤتمر،
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل عبر الواتس اب : 9165088772(98+)
WWW.LLLD.IR، البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Book of Abstracts - The Seventh International Conference on Languages, Linguistics, Translation and Literature
11-12 June 2022 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Please feel free to write if there is any query.
The Conference Secretariat,
Ahwaz 61335-4619 Iran
(+98) 61-32931199
(+98) 61-32931198
(+98) 916-5088772 (WhatsApp Number)
WWW.LLLD.IR, Email: info@pahi.ir
Investigating cohesive devices in Ted Hughes’ poem “Wodwo.MohammadAamir409843
This study performs a discourse analysis of the grammatical and lexical cohesive devices in Ted Hughes’ poem “Wodwo.” This research is done by Muhammad Amir student of University of Okara.
CREATIVE RESEARCH PROJECT and SHORT LITERARY ANALYSIS PAPERAltho.docxfaithxdunce63732
CREATIVE RESEARCH PROJECT and SHORT LITERARY ANALYSIS PAPER
Although these 2 assignments are informal, they comprise a significant portion of the course grade. The Short Literary Analysis Paper (20%) and the Creative Research Project (20%)both ask students to apply and demonstrate the literary analysis and critical thinking skills that you have honed throughout the semester.
CULF 1318 Learning Objectives:
My Literature and the Human Experience course has been designed to:
1. introduce you to the terms and principles of literary study,
2. get you thinking about issues of diversity and cultural difference, and
3. help you develop skills of critical thinking, reading, and textual analysis.
By now, you’ve gained skills and practice in literary analysis and rigorous group discussion. You are certainly equipped to become thoughtful readers for life, should you so choose!
SHORT, INFORMAL LITERARY ANALYSIS PAPER
This short, informal literary analysis paper assignment invites students to explore a broad theme or reflection topic from 1 or 2 of the literary texts that we have studied together in depth in our course. Students will select one of the optional paper topics to write about. Each paper topic focuses on a particular theme or issue in a literary work(s).
Students will take a very focused and simple approach to writing about this broad thematic topic. You will select only 1 or 2 short passages or excerpts that you believe relate to the broader topic question. For the majority of this informal, short paper, your writing will demonstrate the “close reading” skills you have gained this semester by explaining how you analyze these passages. Students should also clearly explain a few simple connections you have identified between your “close reading” observations of the shorter passages and the broader paper topic.
The purpose and structure of this short informal literary analysis paper most closely resembles that of the “Response Paper” genre of student writing:
A response paper is a great opportunity to practice your close reading skills without having to develop an entire argument. In most cases, a solid approach is to select a rich passage that rewards analysis (for example, one that depicts an important scene or a recurring image) and close read it. While response papers are a flexible genre, they are not invitations for impressionistic accounts of whether you liked the work or a particular character. Instead, you might use your close reading to raise a question about the text—to open up further investigation, rather than to supply a solution
From Harvard College Writing Center Brief Guide Series “A Brief Guide to Writing the English Paper”
Please note: For this paper, you do NOT have to include most of the typical elements of a longer, formal college English literary analysis paper, such as:
* a well-developed “argument” that ties into one overarching interpretation of the work
* detailed analysis of numerous se.
A topical structure analysis to create coherence in English essays of fourth ...TieuNgocLy
A topical structure analysis to create coherence in English essays of fourth year students at English Department at Vietnam National University, University of Language and International Studies.pdf
Some principles of the formation and development of ethical terms in the Engl...SubmissionResearchpa
Some principles of the formation and development of terms of ethics in the English language in the XVI-XVIII centuries and different view points of specialists on this field are the main issues considered in this article. It also analyzes the linguistic nature of the social and ethical vocabulary of the English language of the XVI-XVIII centuries, as well as the specific features of the language of ethics and style inherent in the initial stage of the formation of a system of ethical and philosophical concepts in national English. The lexical-semantic way of forming the terminology of the ethical language of the research period is also considered in the article. by Shukurova Madina Askarovna and Djumayeva Nozima Djurabayevna 2020. Some principles of the formation and development of ethical terms in the English language in the XVI-XVIII centuries. International Journal on Integrated Education. 2, 6 (Mar. 2020), 31-39. DOI:https://doi.org/10.31149/ijie.v2i6.107. https://journals.researchparks.org/index.php/IJIE/article/view/107/104 https://journals.researchparks.org/index.php/IJIE/article/view/107
Comparative Analysis of Phraseological Units in Cognitive Aspectijtsrd
The article investigates the semantic structures of English phraseological units with proper names and explain their grammatical, lexical and semantic syntactical features and reason of using them paying attention to the national and cultural matters. Saitnazarov J. K. "Comparative Analysis of Phraseological Units in Cognitive Aspect" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd43634.pdf Paper URL: https://www.ijtsrd.comother-scientific-research-area/other/43634/comparative-analysis-of-phraseological-units-in-cognitive-aspect/saitnazarov-j-k
کتیب الملخصات - المؤتمر الدولي السابع حول القضايا الراهنة للغات، علم اللغة، الترجمة و الأدب
12-11 يونيو 2022 ، الأهواز
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.LLLD.IR
لا تتردد فی مراسلتنا للاجابة عن ای استفسارات.
اللجنة المنظمة للمؤتمر،
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل عبر الواتس اب : 9165088772(98+)
WWW.LLLD.IR، البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Book of Abstracts - The Seventh International Conference on Languages, Linguistics, Translation and Literature
11-12 June 2022 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Please feel free to write if there is any query.
The Conference Secretariat,
Ahwaz 61335-4619 Iran
(+98) 61-32931199
(+98) 61-32931198
(+98) 916-5088772 (WhatsApp Number)
WWW.LLLD.IR, Email: info@pahi.ir
Explore the multifaceted world of Muntadher Saleh, an Iraqi polymath renowned for his expertise in visual art, writing, design, and pharmacy. This SlideShare delves into his innovative contributions across various disciplines, showcasing his unique ability to blend traditional themes with modern aesthetics. Learn about his impactful artworks, thought-provoking literary pieces, and his vision as a Neo-Pop artist dedicated to raising awareness about Iraq's cultural heritage. Discover why Muntadher Saleh is celebrated as "The Last Polymath" and how his multidisciplinary talents continue to inspire and influence.
2137ad - Characters that live in Merindol and are at the center of main storiesluforfor
Kurgan is a russian expatriate that is secretly in love with Sonia Contado. Henry is a british soldier that took refuge in Merindol Colony in 2137ad. He is the lover of Sonia Contado.
Hadj Ounis's most notable work is his sculpture titled "Metamorphosis." This piece showcases Ounis's mastery of form and texture, as he seamlessly combines metal and wood to create a dynamic and visually striking composition. The juxtaposition of the two materials creates a sense of tension and harmony, inviting viewers to contemplate the relationship between nature and industry.
2137ad Merindol Colony Interiors where refugee try to build a seemengly norm...luforfor
This are the interiors of the Merindol Colony in 2137ad after the Climate Change Collapse and the Apocalipse Wars. Merindol is a small Colony in the Italian Alps where there are around 4000 humans. The Colony values mainly around meritocracy and selection by effort.
Fed by curiosity and beauty - Remembering Myrsine Zorba
Bautista, Mary Ruth.pdf
1. Page 1 of 13
LINGUISTIC STRUCTURAL ANALYSIS:
SOMETIMES WITH ONE I LOVE BY WALT WHITMAN
MARY RUTH L. BAUTISTA
A Research Proposal presented to
the Faculty of Arts and Sciences
La Consolacion College Bacolod
In Partial Fulfilment of the Requirements in
Bachelor of Arts in English Language Studies
2022-2023
February, 2023
2. Page 2 of 13
TABLE OF CONTENTS
TITLE PAGE...................................................................................................................................1
TABLE OF CONTENTS.................................................................................................................2
CHAPTER 1 INTRODUCTION......................................................................................3
RATIONALE...............................................................................................3
STATEMENT OF THE PROBLEM...........................................................4
THEORETICAL FRAMEWORK...............................................................5
SIGNIFICANCE OF THE STUDY.............................................................7
SCOPE AND LIMITATIONS.....................................................................7
DEFINITION OF TERMS ..........................................................................8
CHAPTER 2 METHODOLOGY ....................................................................................9
RESEARCH DESIGN.................................................................................9
SOURCES OF DATA ...............................................................................10
DATE GATHERING PROCEDURE........................................................10
3. Page 3 of 13
Chapter 1
Introduction
Rationale
Language is a method of communication that uses analysis. It is typically an intricate set
of specialized verbal symbols that are widely utilized to convey meaning. The transmission of
cultural traditions, affection, sympathy, attitudes, and social beings' ambitions is substantially
aided by language (Mowrer 660).
emphasizing the importance of language has thus remarked “Language makes it possible for its
users to have various experience, to learn through and from the learning of others and this I see is
the essence of education.”
Language is the means through which cultures and traditions are transmitted to the masses,
to the children, and to the students. Language is primarily used in the never-ending transmission
of culture and history from one generation to the next, and without language, the cultural stream
cannot function effectively.
Learning a language through poem is a wonderful way to connect with the cultural history
of the people who created them and the locations they came from, just like novels, short tales, and
other literary works. Poets are among the most well-known authors in many different languages.
There are many good reasons to use poems when discussing the distinctive features of any
language.
It is crucial to realize that poems do not always contain what is formally referred to as
"poetic" language. Poems do not always and exclusively employ literal language. The language of
poetry is not fundamentally distinct from the language of daily life.
4. Page 4 of 13
Poetry is inaccessible to all but the most accomplished language learners due to the traditional
conception of poetry as one of the most sophisticated forms of literary and linguistic expression.
Even so, many may find it difficult to understand famous poets' works due to the abundance of
literary allusions, historical allusions, and cultural assumptions that are common in their works.
As noted by Brindley (2).
Poems often deal with geographical or social settings alien to the students'
experience. Perhaps the greatest barrier to understanding poetry, however, is its
elliptical, metaphorical, and highly allusive language. Poetry, from this perspective
(i.e., as a high-level, individual reading activity), has little to offer the EFL
classroom, especially at middle school and high school level (Brindley 1).
This paper, however, explains the phrase structure of Sometimes with One I Love to be
easily understood by any individual though its phrase structure.
Through linguistic analysis of the poem Sometimes with One I Love, this study seeks to
comprehend Walt Whitman’s poem.
Statement of the Problem
This linguistic research investigates the linguistic structures of the poem Sometimes
with One I Love by Walt Whitman.
Specifically, it introspects into the following subproblems:
1. How are the poetic texts regularized through idealization of raw data?
2. What immediate constituents are revealed in the idealized sentences of the poem?
3. What phrase structures are revealed in the idealized sentences?
5. Page 5 of 13
Theoretical Framework
This study argues that linguistic structures are revealed in the poetic texts of the poem
Sometimes with One I Love by Walt Whitman.
This assumption is supported by the linguistic theory of linear grammar, which Corder
(179) explains:
Linear grammar treats the sentences of a language as a “string” of grammatical
categories like beads in a necklace, or alternatively as a series of slots to be filled by words
of the category appropriate to each slot.
This (also called slot-and-filler grammar) description treats structure of the sentence as a
linear pattern, such that the choice of each successive category is dependent upon the category
immediately following it.
Whitman examines issues of love, unrequited love, and the nature of human emotions in
Sometimes with One I Love. The speaker of the poem expresses his feelings simply and openly.
He is aware of his current predicament and is prepared to accept it if there is no hope of receiving
love in return.
Hence, this study analyzes the constituent structural linearity of linguistic structures
particularly on the linguistic systems of phrase structures.
6. Page 6 of 13
Figure: Schematic Presentation of the Theoretical Framework of the Study
LINEAR GRAMMAR THEORY
IDEALIZATION
OF RAW DATA
“SOMETIMES
WITH THE ONE
I LOVE”
BY WALT
WHITMAN
IMMEDIATE
CONSTITUENT
ANALYSIS IN
SENTENCES
PHRASE STRUCTURE OF POEM
7. Page 7 of 13
Significance of the Study
This study aims to understand Walt Whitman’ Sometimes with One I Love poem through
linguistic analysis of its phrase structure. The study's findings may improve understanding of the
poem by any individual who is studying language through the use of poems specifically works by
Walt Whitman.
Students may decide to conduct similar investigations and may use this study as a guide
for their future linguistic research.
Future linguists can perform their own research with the goal of advancing linguistic
analysis in Walt Whitman's poetry using the findings of this study.
This study can be used as one of the references by English teachers who wish to analyze
Walt Whitman's writings linguistically.
Scope and Limitations
The study focuses on the poetic texts of the poem Sometimes with One I Love written by
Walt Whitman. Although he did not create free verse, Whitman is regarded as its founder. Free
verse is poetry that does not follow established rhyme, rhythm, or meter patterns. Free verse has
meter and rhythm. Free verse is an open form, which means it has no predetermined structure and
no prescribed length. Since there is no rhyme scheme and no set metrical pattern, there are no
specific rules for line breaks or stanza divisions.
The study is limited to the raw data idealization, the immediate constituent analysis of the
sentences in the poem as well as their phrase structures.
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Definition of Terms
For clarity, the following terms are defined as they are used in the study:
Phrase Structures are a particular kind of rewrite rule that are used to explain the syntax
of the English language. They are closely related to the initial phases of transformational grammar,
which Noam Chomsky proposed in 1957.
Linguistic Analysis is the study of human speech including the units, nature, structure, and
modification of language.
Free verse is a non-metrical, non-rhyming line that closely follows the natural rhythms of
speech.
Linear Grammar is a grammar in which each production contains at most one nonterminal
in its right-hand side.
Linear Structural Analysis is an analysis where a linear relation holds between applied
forces and displacements. In practice, this is applicable to structural problems where stresses
remain in the linear elastic range of the material used.
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Chapter 2
Methodology
This chapter presents the research method used in this study, sources of data and the data-
generating process.
Research Design
This study makes use of the qualitative method of research. Qualitative research involves
collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts,
opinions, or experiences. It can be used to gather in-depth insights into a problem or generate
innovative ideas for research. Qualitative research is commonly used in the humanities and social
sciences, in subjects such as anthropology, sociology, education, health sciences, history, etc.
(“What Is Qualitative Research?: Methods & Examples.” )
Linear structural analysis is the linguistic research method used in this study. Structural
analysis is the process of breaking words down into their basic parts to determine word meaning.
Structural analysis is a powerful vocabulary tool since knowledge of a few word parts can give
you clues to the meanings of a large number of words. Although the meaning suggested by the
word parts may not be exact, this process can often help you understand the word well enough that
you can continue reading without significant interruption. (“Course Hero.” Developmental
English: Introduction to College Composition). It is also a strategy that is used to facilitate
decoding as students become more proficient readers. These advanced decoding strategies help
students learn parts of words so they can more easily decode unknown multi-syllabic words. (RF
PWR Structural Analysis - Wisconsin Department of Public Instruction. )
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Sources of Data
The main source of data is the poem Sometimes with One I Love by Walt Whitman taken
from https://www.poetryfoundation.org/. (Whitman, Walt. “Sometimes with One I Love by Walt
Whitman.” Poetry Foundation, Poetry Foundation). This poem is chosen based on the length and
simplicity of the poem but still shows Walt Whitman’s character, which is still incredibly
provocative. His "barbaric yawp" reminds readers of the radical potential built into the democratic
ideal by being profuse, passionate, and openly grand.
Data Gathering Procedure
Three steps make up the data generation process: (1) idealization of the raw data, (2)
immediate constituent analysis, and (3) phrase structure analysis.
Phase 1: Idealization of Raw Data
The raw data, which are the poetic textualities of Walt Whitman's poem Sometimes with
One I Love are analyzed at this stage. By locating ellipses and missing pieces, the raw data is
idealized. To make each sentence a complete sentence for the purposes of structural analysis, the
natural utterances in each sentence are collected.
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Table 1. Idealization of Raw Data
Phase 2: Immediate Constituent Analysis
The idealized sentences are then analytically divided into their immediate elements in this
section. Sentences are broken down into consecutive layers, and each layer is composed solely of
words or significant word fragments.
Sometimes with one I love I fill myself with rage for fear I effuse unreturn’d love,
But now I think there is no unreturn’d love, the pay is certain one way or another
(I loved a certain person ardently and my love was not return’d,
Yet out of that I have written these songs).
Stanza 1 Raw Data
Idealized
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Table 2. Immediate Constituent Analysis
Phase 3: Phrase Structure Analysis
Using tree diagramming, the phrase structures of the idealized sentences in Walt
Whitman’s poem Sometimes with One I Love are examined.
Table 3: Phrase Structure Analysis
Sometimes with one I love I fill myself with rage for fear I effuse unreturn’d love,
Sometimes with one I love I fill myself with rage for fear I effuse unreturn’d love,
But now I think there is no unreturn’d love, the pay is certain one way or another
(I loved a certain person ardently and my love was not return’d,
Yet out of that I have written these songs).
Rewrite Rules:
Where:
13. Page 13 of 13
References
Mowrer, O. Hobart. “The Psychologist Looks at Language.” American Psychologist, vol. 9, no.
11, 1954, pp. 660–694., https://doi.org/10.1037/h0062737.
Brindley, D. J. Breaking the Poetry Barrier towards Understanding and Enjoying Poetry.
Distributed by ERIC Clearinghouse, 1980.
Tajos, Maria Luzviminda A. “Morphosyntactic Analysis of George Eliot's Select Poems.”
University of San Jose-Recoletos, 2019, pp. 1–127.
Corder, Stephen Pit. Introducing Applied Linguistics. Penguin Books, 1993.
Saraspe, Lucille D. “Linguistic Structural Analysis: A Square Poem by Lewis Carroll.” USJ-R
Graduate School of Arts and Sciences, 2020.
Bhandari, Pritha. “What Is Qualitative Research?: Methods & Examples.” Scribbr, 30 Jan.
2023, https://www.scribbr.com/methodology/qualitative-research/.
Foundation, Poetry. “Sometimes with One I Love by Walt Whitman.” Poetry Foundation, 9 Feb.
2023, www.poetryfoundation.org/poems/50322/sometimes-with-one-i-love. Accessed 9
Feb. 2023.
“Course Hero.” Developmental English: Introduction to College Composition | | Course Hero,
https://www.coursehero.com/study-guides/vccs-enf102-17fa/text-structural-analysis/.
RF PWR Structural Analysis - Wisconsin Department of Public Instruction.
https://dpi.wi.gov/sites/default/files/imce/ela/bank/RF_PWR_Structural_Analysis.pdf.