Download A rhetorical study of emphasis in English with reference to

Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
A rhetorical study of emphasis in English
with reference to Arabic
By
Assist. Instructor: Noorjan H. Jamal Al-Aubaidi
University of Tikrit
College of Arts
Department of Translation
2011 – 2012
ABSTRACT
The present study deals with the explanation of emphasis
in English and Arabic. The study includes different meanings
and types of emphasis or assertion , the effects which emphasis
adds to the sentence , the methods of putting emphasis in a
sentence, and the purpose of each method.
1.introduction
Emphasis means special importance or attention that is
given to one thing in particular or the extra loudness with which
one say a particular phrase, word, or part of a word ,so that
people give special attention to it .
Emphasis in both English and Arabic is a very complicated
subject which has many ways and methods to be expressed in a
sentences .The researcher tries to raise the complexity and
make the subject somehow easy to be understood by explaining
the meaning of emphasis in English and Arabic and showing the
ways of adding emphasis in both languages, and explain each
way clearly .
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
2. Emphasis in English:
2.1 Basic definitions of emphasis :
A-Emphasis : High  pitch or heavier  stress or both , given
to a word or part of a word to indicate that it has special
importance in an utterance .
( Hartmann & stork , 1972 : 76 )
B- Emphasis : A use of language to mark importance or
significance , through either intensity of expression or
linguistic features such as stress and intonation . It is
generally achieved by any means that draws attention to a
syllable , word , phrase , idea , event , or social situation ,
such as the increase of intensity and volume on of once
when someone says , Do it at once ! .
( Mcarthur , 1999:348)
2 . 2 Ways of adding emphasis to a sentence :
2 . 2 .1 By the auxiliary verb :
One can add emphasis to a sentence by stressing the
auxiliary verb or the be verb:
Examples :
1 - I will write you a letter as soon as I arrive .
2 - He is going to Mexico during the winter break .
3 - Sally has finished her homework .
4 - Todd is a world - class swimmer .
In sentences where there is no auxiliary or be verb , add do
and stress it for emphasis : - Examples :
5 - I do believe in miracles .
6 - Professor Dean did get her conference paper accepted.
In addition, Extra emphasis often added with an emphatic
adverb like really or Certainly and a strongly stressed do :
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
Examples :
7- Juan really does know the answer to the question .
8 - They certainly did see us at the exposition .
( Frodeson & Eyring , 2000 : 402 )
2 . 2 . 1 .1 The uses of Emphatic `` Do ``
 it Adds emphasis to a whole sentence : Examples :
9 - A : You have a good thesis .
B : Really ?
A : Yes , you really do have a good thesis .
 It Adds emphasis to an imperative . This use of emphatic do
softens a command and shows polite encouragement : Examples :
10 - Do come in !
11 - Do give him my best regards !
 Do Contradicts a negative statement , This use of emphatic do
is very common. In arguments . In such situations , the do
verb generally refers back to a
12 - A : you didn’t lock door .
B : you're wrong . I did lock it .
 Do used to ask a clarification question about a previously
mentioned
negative statement : Examples :
13 - A : Bob didn’t cheat on the test
B : Then , what did happen ? or who did cheat ? or what did
he cheat on?
 It adds emphasis to a verb used in connection with an adverb
of frequency such as never, rarely, seldom , often , or always.
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
Examples :
14 - It was no surprise to me . He seldom did complete his
homework .
15 - To make a long story short , she always does get her own
way .
 It emphasizes a positive result regarding something that had
been unknown or in doubt :
Examples :
16 - I'm relieved that he does have his credit card (because I
thought he might have forgotten it ) .
 Do Indicates strong concession bordering on contrast : Example :
17- Eren though I don’t usually enjoy fiction , I did enjoy John
king's latest novel
(Ibid).
2 . 2 . 1 .2 Emphatic operator and non - emphatic
equivalents:
The emphatic function of the operator is unequivocally
conveyed even in writing by the positive forms do , does ,
did , when they are used in positive declarative sentences
that aren't abbreviated :
Examples :
18 - I do apologize for that .
19 - Well , I did think about it .
The non - emphatic equivalents are " I apologize " for the
first example , "I thought " for the last one . A part from such
contexts m the operator do isn’t necessarily emphatic - for
example :
20- Why did you buy it
In this example , do is required as a dummy operator to
form the wh - question . In this example did may also be
emphatic , but the emphasis would be conveyed by the
intonation - similarly , the negative forms of do (doesn't , don’t ,
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
didn’t ) need to be emphatic , since they are used as dummy
operators for negation .
(GreenBaum, 1996: 250)
2 . 2 . 2 By using passive voice
The passive voice is used when focusing on the person or
thing affected by an action . Generally , more emphasis is given
to the beginning of a sentence . By using a passive sentence ,
We emphasize by showing what happens to something rather
than who or what does something:21 - Reports are expected by the end of the week .
In this example , attention is called to what is expected of
students ( reports)
( www. info barrel .com/lifestyle/education )
2 .2. 3 By the use of Not versus No
To emphasize a negative statement , one can use no + noun
in place of not + verb :
Examples :
22 –A- They do not have any suggestions for the project .
B - They have no suggestion for the project .
23-A- Norwegian tourists didn’t come to Miami this year .
B - No Norwegian tourists came to Miami this year .
We use no with non count nouns , singular and plural count
nouns :
Examples :
24- I have no fear of flying .
25- She is taking the bus because she has no car today .
26- He has no chairs in his apartment .
For more information, Statements using no as the negative
word instead of not emphasize what is missing or lacking . In
speaking , we often stress the word no for extra emphasis : Examples :
27 - I didn’t have any friends when I was a child .
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
28 - I had no friends when I was a child .
Moreover, No + compound also emphasizes what is missing
or lacking. The first sentence below sounds neutral , a statement
of fact . The second one sounds more emotional , emphasizing
the lack of interesting people :29-Neutral : I didn’t meet anybody interesting at the party .
-Emphatic : I met nobody interesting at the party .
30-Neutral : I didn’t learn anything new at the conference .
-Emphatic : I learned nothing new at the conference .
(Frodeson&Eyring,2000:406,408)
2 . 2 .4 By using some adverbs
There are some adverbs which are called " emphatic
adverbs " or "proverb adverbs " used to add some sort of general
emphasis to the sentence or to express some sort of reservation
.They includes some words : usually , certainly. Examples:
31-I certainly will go .
32- I always like ice cream .
(Gleason , 196132)
The typical position for the emphatic adverb is in the verb
phrase , usually immediately before the first auxiliary , but only
if either the auxiliary or the adverb is stressed in speech . The
typical position for the remaining groups of adverbs is find after
the verb phrase and after the complement . These , however , are
only the typical position , and adverbs of either group can be
found in various places in the sentence , often with intonational
differences. These may be illustrated by examples including
certainly , an emphatic adverb , and rapidly , an adverb of the
other type :Examples :
33- He certainly will run .
34- He will run rapidly .
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
35- He will certainly run .
(Ibid)
And, When the finite verb is stressed , adverbs like never ,
probably , and all go before it and when it is unstressed , the
same adverbs are allowed to follow it .
The first of these two statements automatically covers ordinary
finite verbs such as send and become , since they never lose
their stress . Even these statement can be simplified , one start
by saying that the basic position of adverbs like never ,
probably, and all is the position before the finite verb . So,We
need to adopt a rule for sentences in which these adverbs appear
after the finite verb : - Unstressed finite verbs may be moved to the left of any
preceding adverbs .
This rule has the effect of converting the basic word order in (a)
sentence in to the special world order of ( b ) : 36- a - Bill never will read that look . ( no stress on will )
b - Bill will never read that look .
c - Bill never WILL read that look.(emphatic stress on will).
d - Bill WILL never read that look .
e - Bill never will—— . ( normal stress on will )
f - Bill will never —— .
( Baker , 1989 : 294)
2.2.5 By it - Clefts and wh - clefts
" cleft " means to divide . The cleft sentence divides a
sentence into tow parts : (1) a focus element and (2) a clause
beginning with that , who , when , or where as in : Focus element
Clause
37- It is the youngest child Who is often both arebel a charmer
The verb is singular even when the focus element is plural : -
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
38- It is oldest children and only children who tend to be the
most assertive


Singular
plural
The be verb is usually present tense , However , We also
use other tenses : 39 - It will be on a Saturday
that we leave , not a Saturday .

Future
40 - It used to be my mother Who did all cooking , but now we

all help .
Past
And, one can use model verbs in cleft sentences to express
degree of probability :
41 - It must be red wine
that stained this carpet .
42 - It can’t be the youngest child Who is the most conservative.
( Frodeson,& Eyring,2000:434 )
And, the other cleft construction which is used for giving
emphasis to the sentence is the pseudo - cleft sentence , which
has the structure : subject - verb - complement ( more usually
the subject ) is a nominal relative clause as :
43 -What seems most likely is a good English compromise .
The subject represents the theme , and the complement is
the element of focus - The verb may also be focused as :
44 - What he’s doing is sharpening the knife .
The most usual knife of Wh - clauses to occur are those
introduced by what . clauses with who , when , and where are
also found , but they are more likely to occur as subject as : 45- The man in the bowler hat is who I mean .
46- The Bavarian Forest is where often go .
(Jackson,1982:99)
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
Unlike it – cleft ,wh-cleft put focus on information at the
end of the sentence:
47 - What the world needs is peace and justice .
48 - What we want is a woman in the white house .
The assumption ( what we already known or understand )
is introduced by a wh - word . The focus add new information .
A form of be links the two parts of the sentence . when the
sentence has two be verbs , the second be links the tow parts . In
spoken English , the first be verb would be stressed and
followed by a pause . ( what she is is … )
49 - what she is a brilliant politician .
( Frodeson ,& Eyring,2000 : 445 )
There are other forms of cleft sentences . They are :
2 . 2 . 5 . 1 : Wh - cleft questions .
2 . 2 . 5 . 2 : Yes - No cleft questions .
2 . 2 . 5 . 3 : What a + noun phrase .
2 . 2 . 5 . 4 : That clause .
In wh - cleft question , it and be are inverted , ( question
word + be + it ) :
50- Who was it that gave you that information ?
51- Why was it ( that ) they decided to move ?
52- when was it ( that ) you left shanghai ?
Indeed,One must also invert it and be in yes-no question: 53- Was it out of pity ( that ) he let the old man move in to his
house ?
54- Is it Spanish 3 ( that ) you’re taking this quarter ?
The third one expresses wonder , delight , admiration , or
surprise :55- What a nice essay it was ( that ) you wrote about your
father!
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
The last one is used to focus in the reported speech : 56- I told you before ( that ) it was Marsha who called you , not,
Marianne .
57- The president announced ( that ) it was because he was ill
that he would not be seeking re - election . (Frodeson &
Eyring ,2000: 443 )
2 . 2 .6 By some emphatic additive .
There are specifically emphatic forms of the " and "
relation occurring only in an internal sense . this , in fact , is
essentially the meaning that is taken on by the 'and ' relation
when it is a form of internal conjunction . There are a large
number of conjunctive expressions which have just this
meaning, e . g :
Further , furthermore , again , also , moreover , what is
more , besides , additionally , in addition , in addition to this ,
not only that but , These give a definite rhetorical flavor , as in :
58 - My client says he doesn’t know this witness , further , he
denies ever having seen her or spoken to her .
With the " or " relation , the distinction between the
external and the internal planes is perhaps more clear cut . The
basic meaning of the conjunctive " or " relation is alternative . In
its external sense , the offering of arrange of objective
alternatives , or , together with its expansion or else , is largely
confined to questions , requests , permissions , and predictions
(realized in grammar as interrogative , imperative , and
modalized clauses ) . And the alternative could often be
regarded as comprising a single sentence , as in : 59- ' Shall we try another figure of the Lobster Quadrille ? ' , the
Gryphon went on . ' or would you like the Mock Turtle to
sing you a song ?'
60- Perhaps she missed her train . Or else she’s changed her
mind and isn’t coming .
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
The form ( or ) alternatively is perhaps an emphatic variant
of the 'or' relation , where by the speaker stresses the
alternativeness , in the same way that by using (and )
additionally he emphasizes the additionalness in the ( and )
relation .
(Hassan,1976:246-247 )
2 . 2 . 7 By fronting structures of sentence.
In English , one can place special emphasis on some idea
by moving words or phrases form their usual place in a sentence
to the front of the sentence . This process is called " fronting "
and the resulting structures are known as " fronted structures " :
Not fronted
Fronted
61 - The townspeople went outside
- Because they were
because they were curious .
curious , the towns people
.
went outside .
62 - I would not leave this town for
- Not for anything
anything.
leave this town .
Besides, when we front some structure , the word order in
the rest of the sentence changes . The order of the subject and
verb or the subject and the auxiliary is reversed ( inverted ) .
The verb or the auxiliary comes before the subject instead
of after it :
63 - The storm was so terrible that -So terrible was the storm
many people lost their homes. that many people lost their
homes .
64 - I never said such a thing ! - Never did I say such
a thing ! .
65 - Max could never have left Ramona .
- Never could max
have left Ramona .
66 - The director is seldom here on time.- Seldom is the director
here on time .
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
67 - There has never been so much excitement
- Never in this
town In this town .
has there been so
much excitement .
( Frodeson & Eyring ,2000:414-420)
3 . 3 Emphasis in Arabic
3 . 3 . 1 Basic definitions of emphasis
A - Emphasis : is a continued which restricts it’s followed by
the direction of it’s report to raise the doubts which attach the
mind of the listener .By emphasis , the speaker bases his
speed in the mind of the listener in the course of the sentence
systems .
( Al - bayati , 2003 : 260 )
B- Emphasis : has two languages , Al - ta'keed ( ‫ ) انتأكٍدذ‬of the
source Ak'ad'a (‫ ) أكـذ‬yu'akid ( ‫ ) ٌؤكذ‬and Al - tawkeed ( ‫) انتٕكٍذ‬
of the source waka'd'a ( ‫ ) ٔكدـذ‬, yua’kid ( ‫ ) ٌؤكدذ‬.Both are
famous and original .
( Al - Farnawi , 2005 , : 279 )
C- Emphasis : is a continued said after it’s followed to avoid the
possibility of non - truth loosely or inadvertently .
( Al - Tonchi , 2006 : 260 )
3 . 3 . 2 Kinds of Emphasis
There are two kinds of emphasis in Arabic : - Verbal and
meaning emphasis .
1 - Verbal emphasis : This kind can be done by repeating the
emphasized word or it’s vocabularies like : " ‫ " دظش أقثم انًشش ُذ‬,hadara akbala almurshido
" ‫" أستفغ أستفغ انثُا ُء‬,irtafa'a irtafa'a albina'o
The verbal emphasis can be done by repeating the
emphasized word whether it is :
a - Visible name , like
( ً‫ػه‬
ٌّ ً‫ػه‬
ٌّ ‫) قذو‬,(kadama aliun aliun)
b - Verb
, like
( ً‫) قذو قذو ػه‬,(kadama kadama ali)
c - Pronoun
, like ( ِٕ‫) ْٕ ْٕ فأيسك‬, ( howa howa famsukoh)
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
d - preposition , like
)‫) ال ال أتٕح تانسش‬,(la la aboh blsir)
e -Verbal sentence, like
(‫ أقثم انًششذ‬، ‫) أقثم انًششذ‬,
(akbala almurshid,akbala almurshid)
f - nominal sentence , like
( ٌّ‫ انًا ُء ػزب‬، ٌّ‫) انًاء ػزب‬,
(alma'u adbun,alma'u adbun)
( Asmer ,1999:63 )
2 - Meaningful emphasis : is refining the meaning , without
pronouncing it , by some words which are established for
that . The words are seven ( nafis ( ‫ ) َفد‬, ain ( ٍٍ‫ ) ػد‬, kela (
‫ ) كال‬, kelta ( ‫ ) كهتا‬, jame' ( ‫ ) جًٍغ‬, a’ama ( ‫ ) ػاية‬, kul (‫)كم‬.
( Al-farnawi,2005:279 )
A - nafis ( ‫ ) َفد‬and ain ( ٍٍ‫ ) ػد‬: are used for singular , dual ,
and plural . They add to a pronoun which corresponds the
emphasized word whether in singular , dual , plural ,
masculine and feminine like :
( ُّ‫) كهًت انًؼهى َفس‬,(kallamtu allmua'lim nafsahu)
ُ
( ٍُُّ‫سهًت ػهى انضٍف ػ‬
),(sallamtu ala aldaifa ainahu)
(Al-tarifi ,2009:74 )
B - kila ( ‫ ) كدـِال‬، kilta ( ‫ ) كهتدا‬: meaningful assertion is used by
the use of these two words connected with a pronoun which
belongs to the emphasized word which it follows and then
links with it .
Kila ( ‫ ) كدال‬is used with masculine dual and kilta ( ‫) كهتدا‬
with feminine dual , like : -( ‫) تقدذو انفدااضاٌ كالًْدا‬,(takadama
alfaaizan kilahuma)
( ‫) كهتا انجُتٍٍ آتت أكهٓا‬,(kilta alganataini atat ukulaha)
( Al - bayati , 2003 : 261 )
C - Kul ( ‫ ) كم‬, Jamie ( ‫ ) جًٍدغ‬and aa’ma ( ‫ ) ػايدة‬: when each
one of these three words is used , it should follows the
emphasized word and attached to a mentioned pronoun
which corresponds it in masculine , dual , plural , singular
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
and soon …. Like:-( ‫( دضدش اصدددذقاء كهدـٓى أٔ جًدٍؼٓى أٔ ػددايتٓى‬
,(hadara alasdikao kulahum aw jamiuhum aw amatuhum)
( ٍٓ‫) كشيددت انيددذٌقاـ كهددـٍٓ أٔ جًٍؼٓددـمٍ أٔ ػددايت‬,(karamtu alsadikat
kulahuna aw jamiahuna aw amatuhuna)
( Abdul ghani , 2007 : 328)
3 . 3 . 3 Ways of adding emphasis to the sentence
3 . 3 . 3 . 1 by swearing :
This way can be regarded as the strongest kind of
emphasis. By this way , the listener faces a speaker in the most
cases of denial . This kind of emphasis has three parts :
a - swear by .
b - swear tool .
c - swear to .
A-Swear by:usually is a sacred thing like swearing of God, as
Ibrahim (peace be upon him) said:ٌٍ‫تدا صكٍدذٌ أددُايكى تؼدذ أٌ تٕندٕا يدذتش‬
( ٘5 / ‫) اصَثٍاء‬
(And by Allah, I shall plot a plan to destroy your idols after
you have gone away and turned your backs.) ( Al-anbiya'/ 57)
(AlHilali&Khan,2007:439
And sometimes it is an order as the God’s says:
 ٌٕ‫ ٔيا أَت تُؼًدة ستدل نًجُد‬، ٌٔ‫ ٔ انقهى ٔيا ٌسطش‬، ٌ  )ٕ-ٔ /‫ ((انقهدى‬Nun,
By the pen and by what they (the angels) write (in the records of
men,You(oh Muhammad),by the Grace of your lord ,are not
mad)(Al-kalam/1-2)
(AlHilali&Khan,2007:766)
Or it may be a thing of God’s creatures , as the God says :
‫ ٔ انهٍددم هرا ٌ شدداْا‬، ‫ ٔ انُٓدداس هرا جالْددا‬، ‫ ٔانقًددش هرا تالْددا‬،‫(ٔ انشددً ٔاددذاْا‬
‫ فأنًٓٓدا فجٕسْدا‬، ‫ َٔفد ٔيدا سدٕاْا‬، ‫ ٔ اصسو ٔيدا هذاْدا‬، ‫ٔانسًاء ٔ يدا تُاْدا‬
) ‫ ٔقذ خاب يٍ دساْــا‬، ‫ قذ افهخ يٍ صكاْا‬، ‫ٔتقٕاْا‬
) ٔٓ - ٔ / ً‫( انش‬
(By the sun and its brightness, By the moon as it follows
it(the sun), By the day as it shows up (the suns)brightness, By
the night as it conceals it (the sun), By the heaven and Him Who
built it , By the earth and Him Who spread it, By Nafs (Adam or
a person or a soul), and Him Who perfected him in proportion;
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Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
Then He showed him what is wrong for him and what is right
for him, Indeed he succeeds who purifies his ownself, And
indeed he fails who corrupts his ownself.)
(Ashams/1-10)
(Al-Hilali&Khan,2007:825-826)
B - Swearing tools
1 - Al - baa' ( ‫ ) انثاء‬like : ً‫ أال َادـ هياية تأدتًال نتخضًٌُ فال تل أتان‬.
(ala naadat imamatu bihtimalin , litughzini flaa bika obaali)
2 - Al waw ( ٔ‫ ) اندٕا‬like : ‫ ٔ هللا صقٕندـٍ انيدذ‬.(wallah la'akulla'na
alsdk )
3 - Al - taa' ( ‫ ) انتداء‬as the God says a story about Ibrahim (peace
be upon him ): ٌٍ‫ ٔتا صكٍذٌ أدُايكى تؼذ أٌ تٕنٕا يذتش‬
.) ٘5 / ‫( اصَثٍاء‬
(And by Allah, I shall plot a plan to destroy your idols after you
have gone away and turned your backs.) ( Al-anbiya'/ 57)
(Al-Hilali&Khan,2007:439)
4 - Al - lam ( ‫ ) انالو‬, like : ( ٍ‫ ) صفـ َؼهـ‬.(lillah la'afallanaa)
5 - Al - alif ( ‫ ) االنف‬, like : ( ٍ‫ ) هللا صف َؼهـ‬.(alah la'afallanaa)
6- Mon ( ٍْ ُ ‫ ) يدـ‬and min ( ٍْ ِ ‫ ) يدـ‬like : ‫يدـ ُ ٍْ ستدً صف َؼهدٍ رندل‬.(mun rabi
la'afalana dalik)
‫يـ ِ ٍْ ستً هَل صشش‬.(min rabi inaka la'ashar)
C - swear to
Swear to , swear tool , and swear by are nothing just words
organized to express an emphasized unique of thoughts , and put
emphasis by swear to on the thought from the beginning .
However , the stress of emphasis by swear is , according to , it’s
pronunciations , the aim is the same which is to emphasize ( by
swear ) the thing for the listener positively or negatively .
( Al - Bayati , 2003 : 395 - 396 , 398 - 399 )
3 . 3 . 3 . 2 by shortening ( Shortness )
Shortening is one way of adding emphasis to a sentence .
Linguistically , it means the withhold and the force while
74
Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
rhetorically means to specialize something by something or to
specialize a matter by another by a specialized way .
One of the advantages of shortening is that it summarizes
the speech and introduces the meaning by one sentence instead
of two and fixes the meaning in the mind and erases all the
thoughts and doubts .
Shortening has two sides : the short of and short for . In the
sentence : ( ‫( ) ال خانق هال هللا‬la khalika illa allah)
The word ( ‫() خدانق‬khalik) is the short of and (‫()هللا‬Allah) is
short for.This means that there is no God or khalik except Allah
3 . 3 . 3. 3 by tools
Enn'a ( ٌ‫ ) ه‬is a tool which is used for putting emphasis in a
sentence and controls (by it’s meaning )on the idea .It adds
emphasis for the following:A- Verbal sentence , as God says : ( ‫)هٌ هللا ٌ فش انزَٕب جًٍؼا‬
( ٖ٘ / ‫( ) انضيش‬Allah forgives all sins) (al-zumar/53)
(Al-Hilali&Khan,2007:624)
B- nominal sentence , as God says : ( ‫ ٘( ) هٌ هللا غفٕس سددٍى‬/ ‫)انتٕتدة‬
(Verily ,Allah is Oft-Forgiving, Most Merciful)(al-tauba/٘(
(Al-Hilali&Khan,2007:255)
C- Adverbial sentence, as God says:
(‫ ٗ٘ ( ) هٌ انًتقٍٍ فً جُاـ َٔٓش‬/‫)انقًش‬
(Verily, the Muttaqun will be in the midst of Gardens and
Rivers(Paradise).)
(Al-kamar/54)
(Al-Hilali&Khan,2007:720)
In addition, there are other tools used for emphasis which
is connected with the part which is wanted to be emphasized .
These tools are :
75
Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
 Al - noon ( ٌُٕ‫ ) ان‬: if it is lighted , it is for emphasis and if it is
darked, it is for most emphasis.It is used with al - lam ( ‫) اندالو‬
to make the high level of assertion , as the God says : ( / ‫اصَثٍاء‬
٘5 ) ( ‫( ) ٔ تا صكٍذٌ أدُايكى‬And by Allah, I shall plot a plan to
destroy your idols) ( Al-anbiya'/ 57)
(Al-Hilali&Khan,2007:439)
and as in the speech of al – azze's wife about jussive(peace be
upon him) as the God says : ( ٖٕ / ‫ٔندنٍ ندى ٌفؼدم يدا آيدشِ ( ) ٌٕسف‬
ٌٍ‫) نٍسجٍُ ٔنٍكٍَٕ يٍ انياغش‬
(And now if he refuses to obey my order, he shall certainly be
cast into prison, and will be one of those who are disgraced.)
(Yusuf/32)
(Al-Hilali&Khan,2007:318)
 Al - Lam ( ‫ ) انالو‬, as the God says :
. ( ٖٔ / ‫) صَتى أش ُذ سْثة فً دذٔسْى يٍ هللا رنل تأَٓى قٕو الٌفقٌٕٓ ( ) انذشش‬
(Verily, you (believers in the Oneness of Allah__Islamic
Monothesim)are more fearful in their (Jews of Banu AnNadir)breasts than Allah. That is because they are people who
comprehend not (the Majesty and power of Allah) (Alhashr/13)
(Al-Hilali&Khan,2007:743)
 Maa ( ‫ ) يا‬, as the God says :
. (64 / ‫) ٔيا اسسهُا يٍ سسٕل اال نٍطاع تارٌ هللا ( )انُساء‬
(We sent no messenger, but to be obeyed by Allah's Leave)(AnNisa/ )
(Al-Hilali&Khan,2007:131)
Al-baa' ( ‫ ) انثاء‬, as the God says / ‫( ٔيا ستل تظالو نهؼثٍدذ ) ( فيدهت‬
) ٗٙ(And your Lord is not at all
unjust to (His) slaves) (fussilat /ٗٙ)
(Al-Hilali&Khan,2007: 646)
 Min ( ٍْ ِ ‫ ) يـ‬, as the God says : . (٘5 / ‫ٔيا تسقط يٍ ٔسق ٍة هال ( ) اصَؼاو‬
‫) ٌؼهًٓا‬
76
Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
(Not a leaf falls, but he knows it)(Al-An'am/59)
(Al-Hilali&Khan,2007: 189)
ْ ) : comes after maa ( ‫ ) يدا‬in negative for emphasis , as
In ( ٌ‫ه‬
the poet says : ُ
ْ ‫) يا‬
. ( ‫هرٌ فال سفؼت سٕهً هنً تٍذي‬
ٌ‫ه‬
ُّْ‫أتٍت تشً ٍء أَت تكش‬
(maa in ataitu bishai;n anta takrahuhu ithan fla rafa;tu sauti
illaya biyadi)
 Am' ( ‫ ) أيـّا‬and Al - faa' ( ‫ ) انفاء‬: as the God says :
ْ ‫) ٔأيا تُؼً ِة َستـِلَ فذ ِذ‬
. ( ٔٔ / ‫ث ( ) انضذى‬
(And proclaim the Grace of your Lord(i.e. the prophethood and
all other Graces)(Ad-Duha/11)
(Al-Hilali&Khan,2007:829)
 Kad ( ‫ ) قدـ َ ْذ‬, as the God says : ( ٔ / ‫قدذ سدًغ هللا قدٕل انتدً ( ) انًجادندة‬
‫) تجادنل فً صٔجٓا‬
(Indeed Allah has heard the statement of her (Khaulah bint
Tha'labah) that disputes with you (O Muhammad) concerning
her husband(Aus bin As-Samit) (Al-Mujadilah/1)
(Al-Hilali&Khan,2007:737)
 Al - Seen ( ٍٍ‫ ) انس‬, as the God says :
. ( ٖ /‫) سٍيهى َاسا ً راـ نٓة ( ) انًسذ‬
(He will be burnt in a fire of blazing flames) (Al-Masad/ 3)
(Al-Hilali&Khan,20)
( Al - Bayati , 2003 : 400 , 409 , 415 - 420 )
77
Asst.Inst. Noorjan H. Jamal
2013 ‫) حزيران‬15( ‫الـعـدد‬
A rhetorical study of emphasis in
‫ جملة آداب الفراهيدي‬English with reference to Arabic
.References
 Baker , C . L ., ( 1989 ) . English syntax . Cambridge ,
London; England .
 Crystal , D ., ( 1980 ) , A Dictionary of linguistics and
phonetics , 3rd
edition , Cambridge , U . S . A .
 Frodesen , J. and Eyring , J ., ( 2000 ) . Grammar Dimension :
from ,
meaning , and use , 4th edition Heinel & Henal , a division of
Thomson learning . Inc .
 Gleason , H . A ., ( 1965 ) , linguistics and English Grammar ,
Holt ,
 Greenbaum , S ., ( 1996 ) Oxford English Grammar Oxford
university press.
Rinehart and Winston , Inc .
 Halliday , M. A . H ., ( 1976 ) . Cohesion in English ,
Longman Group Ltd .
 Jackson , H . , ( 1982 ) , Analyzing English : An Introduction
to descriptive
Linguistics , 2nd edition , program on press . Ltd .
 Khan,M.and Al-Hilali,M., (2007).Interpretation of The Noble
Qur'an in the English language ,Darussalam,Riyad,Saudi
Arabia
 Mcarthur , T ., ( 1992 ) , The oxford companion to the English
Language .Oxford university press .
Internet references
 www. info barrel .com/lifestyle/education.
78
‫‪A rhetorical study of emphasis in‬‬
‫‪ English with reference to Arabic‬جملة آداب الفراهيدي‬
‫‪Asst.Inst. Noorjan H. Jamal‬‬
‫الـعـدد (‪ )15‬حزيران ‪2013‬‬
‫املصادر العربية ‪:‬‬
‫‪ - 1‬الخالصة ةةا ن ة ةةد الهاة ةةغ ا و ي ‪،‬ة ة ة هد ال اه ة ةغا ا ‪ 1‬ا ‪2005‬م ا وا الغنة ة ة‬
‫لم ب عا غ الهش ا اإلسكهو يا ي‬
‫‪- 2‬الجة ة لق لعغاع ةةو الها ةةغ غ اإلعة ة ا‬
‫غالتغزيق ا سغ ي ا ام‬
‫ا و ي لال ةةو الت ةةغهجد ا وا ال ةةهرا لمو اسة ة‬
‫يا ‪ 2006‬م‬
‫‪ -3‬الهاةةةغ الك ة ة ند ا يلة ةة‪ ،‬عبة ةةو ال هة ةةد ا ل اج ة ةةا ي و ي لض ة ة ‪ ،‬عبة ةةو الت ة ةغا‬
‫ي وي شةةو‬
‫ا‬
‫يلةةاا‪2002‬م ي وي إب ة ا‪،‬يم اكوك ة غ ا و ي جل ة ا عبةةو ال زيةةز‬
‫الو ا وا اب‪ ،‬خموغ‪ ،‬ا بي غ ‪ -‬لبه ‪ ،‬ا ‪2‬‬
‫‪ -4‬عمم الص ف ا اللغسغعا الثع نيا ال لا ا اجد سل ا وا الجيا ا بية غ ا‬
‫‪ 1‬ا ‪1222‬م ي‬
‫‪ -5‬عمةةم الهاةةغ ا اللغسةةغعا الثع نيةةا ال لةةا ا اجةةد سةةل ا وا الجيةةا ا بي ة غ ا‬
‫‪1222‬مي‬
‫‪ -6‬قغاعةةو الهاةةغ ال بةةد ا نةةد ضةةغ ه يةةا الةةه م ا و ي سةةه‬
‫غائا لمهش ا عل ‪ - ،‬األ و‪ ،‬ا ‪ 2003‬م‬
‫‪ -7‬كيف تت مم اكع ا ا يغسف ع‬
‫لبية تد ا ‪ 1‬ا وا‬
‫ال يفد ا ‪2‬ا وا الغ ابد لمهش غالتغزيةقا‬
‫عل ‪ -،‬اك و‪،‬ا‪2002‬مي‬
‫‪79‬‬