Stylistic analysis of a text

5. Semasiological peculiarities. One should comment on the implications of such devices as metaphors, metonymies, puns, irony, hyperboles, oxymorons, understatements, antithesis, climax, litotes, periphrasis.
In the process of the text analysis the student should not break the tropes and stylistic devices into the above-mentioned groups, but just comment on the stylistically marked elements as they occur in the text.
E.g. In the first part of the text – the exposition – the author uses a number of SDs to better describe the atmosphere of …: a metaphor (example), which shows the reader that …, a few parallel constructions (examples) which emphasize the fact that …, a number of epithets (examples) which show the author’s attitude to the characters, etc.
After that the student should sum up his observations as to the author’s stylistic inventory and highlight the main features which characterize the author’s style.
At the end of the analysis (the second stage)the student formulates the unifying general idea about life that the story reveals i.e. the message of the text. The formulation of the message should be based on the above-mentioned linguistic peculiarities of the text. The message depends on the writer’s outlook, and the reader may either share it or not.
While formulating the message, the student should not retell the contents of the extract once more, but concentrate on revealing the moral and philosophical aspect of the text.
E.g.: Keeping in mind the linguistic peculiarities of the text, we can formulate the message of the story. It lies in telling the reader that in our ordered and organized world one sometimes feels the need for a change. And when an opportunity crops up to get away from it, it only for a few days, you shouldn’t hesitate to follow this call. Away from crowds and products of civilization you will find peace and become closer to Nature – after all, we have never stopped being part of it (Eleanor Farjeon “Anthony in Blue Alsatia”).