The Art of English - Literary Creativity - Essay Example

College The art of English- literary creativity The use of the English language is viewed as an art by the professionals who happen to teach English. These professionals include the authors, writes and professors in English. The art of English is studied by determining the literal value in a certain text or article. English as the world’s official language hence concerns on how to use and speak English have arisen. The art of English is a term that aims to explain the use of English in both verbal and written form. The level of literariness gives the reader an idea of the art used by the writer. The art of English in essence brings forth two main forms. The art whether spoken or written can be literal or creative. Judging from the professional research, the normal form of communication is mostly categorized as literal English. People do not go out of their comfort zone to imagine on how to make their conversations more creative, they just speak and it gives the listener a fast understanding of what is being said. On the contrary some people happen to posses creative spoken English and this is due to their background on the language. They might perhaps be the professionals in teaching the English language and even translating it hence posses both the literal and creative art of spoken English. Moreover, written English appears to have literal or creative art and this may depend on the reader, the type of writing or the author of the piece. Most people who are writers and authors aim to bring out the creative art in writing as this is considered much deeper than a literal writing. All writers want to go different from the normal spoken English and give a more complex detail on their pieces of work. This definitely attracts more readers but also the literal art in a piece of writing may give the simplicity that most readers would prefer. Readers want a fast understanding of the content of the article while authors try so hard to drift from the normal way of communication (Thomas and Cady, 1972). Salmon fishing in Yemen is an article in written form that aims to explain how scientists are making efforts to introduce the existence of salmon in rivers located in the highlands. The article is in form of a narration and it is therefore difficult to determine if the narrator is the author at the same time Goodman (2006, pp.67). A narration of this kind depicts professionalism as there is a lot of jargon used in the article. The narrator uses the English language with good command but the jargon limits the readers into having a complete understanding of the subject matter. Use of jargon in literacy portrays professionalism of people as one speaks to people of which they share the same occupation. Jargon may unfortunately isolate the readers from understanding the topics if overused. The terminologies used in this article include; smolts, alevins and many more. The narration of Salmon fishing in Yemen begins with the use of vivid description, a stylistic device which is important in given the reader and opportunity to communicate with the reader visually. Once the narrator has vividly explained a situation in the scene, the reader engages by having a picture of what the narrator is talking about. For instance, in this text, the author is creative as he aims to get the attention and participation of the reader from the very beginning of the article where he explains the position of the chart to be on the side wall of the boat and the contents of the chart. Visually all readers tend to grasp a picture of that, a style that is shows the interest of the author to engage the readers. According to Jakobson’s work on the function of language, the author using the vivid description gives the method used a referential aspect as the chart was clearly described of its location. The reader relates and focuses on where the chart is placed. Moreover, the author uses artistic effects by employing dialogue in the text. The narrator and the character named Archie indulge into a conversation at the end of the text whereby Archie describes the behavior of the small fish to the narrator. Both characters hold the conversation to interest the audience even more and they are able to make sense out of the conversation as they quickly compare it to a real one. This gives the reader a good interpretation of the text and evokes the theme of suspense as it is at the end of the article (Gates, 1984). The author has made the narration fictional as the narrator expresses the behavior of the fish. The narrator uses characterization as he tells of how the brain of the fish functions and what it can lead a fish to do. In the normal world we do not expect a fish to possess a brain that functions similar to that of the human beings. The fish are therefore given the character traits of people, a stylistic device that is appealing and portrays the theme of humor and sarcasm from the narrator. The audience is always intrigued by humor in any type of narration as it makes the story less serious and more entertaining. The text of salmon fishing in Yemen extends its creative form of art into a poetic form. This is evident when the narrator uses language that describes how the fish are trapped in a specific region and no matter how hard they try to swim over, the water and the metallic structure won’t permit their escape. The narrator illustrates how the fish might probably have emotions and feel desperate to escape and free them from what is insinuated to be torture by the narrator. The poetry in this is there is a difference in this part of the text, the form of creativeness from the rest of the text (Mckeon, 1987). The theme of endurance is depicted from that section of the text. This is also a form of semantic deviation as the text uses figurative language to describe how the fish are apparently under torture but putting up with it. Multimodality is a device that is applied in the text salmon fishing in Yemen. A mixture of wordings and imagery creation is plays a role of brining out multimodality. The norms in communication are seen to apply even with the respect to the fish while literary there is no fish that could function like a human being or hold soliloquies as depicted by the narrator when he sarcastically describes the ideas a fish could have before and after its escape from the secluded area of breeding. Multimodality conveys emotion among the readers as they get excited by the thought of a thinking fish much less one that could have a monologue. Emotions of pity arise as the audience feels the pain of the fish and the situation it is in. The style of multimodality in a text is therefore very influential to the readers. On the other hand, the second text on raising ocean farmed salmon is quite different from the first text. This article appears to be more informative as it gives the steps followed when raising salmons until they are taken to the markets for human consumption. The linguistic pattern in the text gives the reader an opportunity to be educated on the salmon’s life cycle. The simplicity in wording depicts that the text is more literal and less creative as its whole idea is to provide general understanding to the reader. The author clearly has no intentions on engaging the reader in any form of participation as the text is mainly in statement form Carter (1986 pp 67). The aspect of most informative essays or articles is provide the necessary information and little effort is made by writers to create a standard of literature that pays attention to creativity. These forms of writings do not require much attention from the reader as compared to an article written with creative art. The reader depends on the author to get acquainted with the information he searches for while the author does not really depend on the readers to finish the script. However, this happens to be the case in a creative piece of writing, the authors require the readers to be attentive and they employ all the necessary styles to achieve this. The text, raising ocean farmed salmon, uses the normal language of communication and no complexities are observed. Nonetheless, the author has employed inherency in writing the article. The article though easily understood, has deep and well structured phrases and words. This gives the text an appealing outlook to the reader as grammatical structuring in a text must be competently put to give the reader taste in the contents. Ambiguity of words is quite different from well structured grammatical sentences and words and this is well attributed in the text whereby the writer gives the content in an organized series of steps. The stylistic devices that are evident n this text is the use of parallelism by the writer. The writer has made repetitions of various phrases and words which portrays semantic parallelism. For instance, at the beginning of each step, the writer repeats some events of the earlier steps using the same words. The purpose of such repetition is to give the readers a reminder of what is in topic in cases where they tend to hold reading and carry on after some while. Moreover, such readings as raising ocean farmed salmons, appear to be boring for some readers and an often repetition of words and phrases gives them a focus on flow. In this scenario the writer is observed to have repeated phrases like fertilization of eggs, growth of salmons in good environments etc. The art of fragmentation is viewed in this text of raising ocean farmed salmons. It is due to the many series of events that the reader is allowed to acknowledge and for this reason the writer has divided the text into fragments whereby a subtopic heads a followed discussion. Literary value is added by such organization where the intention of the writer is clearly to give the reader an easy time as possible to understand the article. The readers hence can read the text through using any type of reading skill of their preference including scheming. The fragments also help the reader retrieve the information of the text much easily than a non fragmented text. If a specific detail is needed by the readers, they can quickly access the information by going to the subtopic of their area of interest. In this text, the last detail which is the most important on how the salmon reach the people for consumption is easily seen due to its sub title (Carter, 1986). The linguistic analysis of the two texts explains their forms in literariness or rather their literal level. Between the two texts, the text ‘raising ocean farmed salmon’ carries more literal value than the other text. This is evident from the lack of influence in the language used by the writer. The writer basically puts down the article in form of statements and they carry a more informative role. The writer is clear and precise on the steps followed when raising a salmon until it is consumed by people. The simplicity of words puts the text in the literary category of the art used in English. The text is viewed to require a passive audience which is not the case in the first text. The first text ‘salmon fishing in Yemen’ is from the introductory sentence aimed to indulge the reader in the content. The writer uses a narrator and this further steals the attention of the reader and gives them a chance to separate themselves from the real world and enter into the narrative. The writer’s ability to capture the attention of the readers depicts the text as a creative form of art in the use of English language. The language used functions as intended by the writer and the inclusion of many stylistic devices shows how creative the writer is and themes surface from the narration in the text. The better text among the two happens to be the first on salmon fishing in Yemen due to its concentration on creative art and not literary art. The art of the English language is therefore depicted by use of words and style in any piece of writing. References CARTER, R., MCCARTHY, M., & CHANNELL, J. (1986). Vocabulary and language learning. London [etc.], Longman. GATES, H. L., & ANOZIE, S. O. (1984). Black literature and literary theory. New York, Methuen. GOODMAN, S., & O'HALLORAN, K. (2006). The art of Engl MCKEON, M. (1987). The origins of the English novel, 1600-1740. Baltimore, Johns Hopkins University Press. THOMAS, O., STROH, N., LUTKUS, A., & CADY, W. C. (1972). The arts and skills of English. New York, Holt, Rinehart and Winston. Read More