Developing an Integrative Paradigm through a Comparison of Literary and Linguistic Stylistics

Both learning to write and teaching it are challenging tasks. Different techniques and approaches are used by English language instructors to teach this skill. Due to the varied educational, cultural, social, linguistic, and economic backgrounds of the students, teaching at the tertiary level in the Indian environment can be more difficult. The goal of this thesis is to use a stylistic approach to teach writing skills to students. The method for analyzing and interpreting literary or non-literary texts has traditionally been stylistics, the scientific study of style. Only a small amount of research is done in the pedagogical sector to explore stylistics' full potential. The stylistics field was explored by scholars through the current study since it has its roots in ancient rhetoric and the craft of persuasion in speech and writing, making this research promising to produce discovery. By combining elements of literary and linguistic stylistics, this thesis created a stylistic model. The coping stone of this thesis states that style in any written work (i.e., verbal artifact) is the way in which the content (i.e., ideas and arguments) is organized, and the language exploits all possible choices, helping this organization to achieve an intended purpose or to create the desired effect. This idea of style should be studied stylistically, which is what this research project is all about. For textual analysis and text creation in classroom contexts, the integrated model of stylistics offers a framework and principles. Similar to how understanding the various levels at which language operates, as well as various stylistic techniques and methods, enables students to master culinary skills, understanding the various ingredients, methods, and tools would empower and enable students to write effectively and coherently in both personal and professional settings. The model created emphasizes distinct options available at each linguistic level on the paradigmatic and syntagmatic planes for the students to exploit depending on their need, audience, context, and effect to be produced in the readers' minds