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This chapter introduces clichés and discusses their uses and contemporary debates in academic and public domains. It argues for a functional approach to the study of clichés and outlines the scope of the book.
For decades, social perspectives, and even academic studies of language, have considered clichés as a hackneyed, tired, lazy, unthinking and uninspiring form of communication. Authored by two established scholars in the fields of Systemic-Functional Linguistics and Discourse Studies and Pragmatics, this cutting-edge book comprehensively explores the perception and use of clichés in language from these complementary perspectives. It draws data from a variety of both written and spoken sources, to re-interrogate and re-imagine the nature, role and usage of clichés, identifying the innovative and creative ways in which the concepts are utilised in communication, interaction, and in self-presentation. Observing a rich, complex layering of usage, the authors deconstruct the many and varied ways in which clichés operate and are interdependently constructed; from the role they play in discourse in general, to their functions as argumentative strategies, as constructs of social cognition, as politeness strategies, and finally as markers of identity.
The difference between literary language and flowery prose. Checking adjectives and adverbs are really doing a job. Detail implies significance: description needs a reason. Description should produce an effect rather than draw attention to itself as an effect. Why clichés endure – and why we should beware them. Metaphors and similes – keeping them real. The debate over modifiers. Muscular verbs. All description comes from a particular standpoint. Describing place. When detail is relevant and how much is too much. Chekhov’s gun. Telling details. Showing instead of telling.
‘We all know, deep in our egotistical little hearts, when we have written something that has no function in the text other than to show off what good writers we think we are. We have at this point stopped communicating with the reader and are being self-indulgent: we have stopped doing our job and are doing something else.’
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