1　Introduction

This section introduces the development of stylistics from traditional text analysis to the cognitive turn and corpus turn, noting that scholars such as Elena Semino have hinted at the compatibility between cognitive science and corpus research. It explains that Jane Lugea and Brian Walker's textbook *Stylistics: Text, Cognition and Corpora* systematically addresses the relationship and integration of these three elements, proposing that text, cognition, and corpora constitute the three pillars of contemporary stylistic research. These three elements complement each other, jointly contributing to the construction and interpretation of textual meaning, and their combined methods enable evidence-based analysis of how texts affect readers.

2　Content Overview

The textbook consists of ten chapters, systematically integrating three major approaches to stylistic research: text, cognition, and corpora. Chapter 1 defines style as the sum of linguistic behavior and choices, proposing the cognitive metaphor that texts create "worlds." Chapter 2 elaborates on Text World Theory (TWT), using *Tess of the d'Urbervilles* as an example to demonstrate the construction process of mental representations of discourse, and innovatively combines corpus methods to locate analytical entry points. Chapter 3 distinguishes between story and narrative, reviews research on narrative perspective, and uses Hemingway's *The Sun Also Rises* as an example to verify hypotheses about his objective style through corpus analysis. Chapter 4, based on Leech et al.'s model of discourse presentation, describes forms of speech, writing, and thought presentation, and analyzes Evelyn Waugh's short stories through manual annotation and corpus comparison. Chapter 5 applies pragmatics and conversation analysis models to analyze film script dialogues, combining N-gram extraction with politeness principles to interpret character interactions. Chapter 6 proposes a checklist for analyzing fictional characters, expands the application of Culpeper's cognitive model, and demonstrates the use of keyword intra-textual comparison in character analysis of *Pygmalion*. Chapter 7 discusses the analysis of rhetorical language, borrowing the encyclopedic knowledge concept from Cognitive Grammar to explain metaphor, metonymy, and simile, and introduces corpus identification methods such as semantic tagging. Chapter 8 summarizes research on mind style, innovatively integrating corpus methods with Cognitive Grammar, and re-examines Faulkner's *The Sound and the Fury* through keyword extra-textual comparison. Chapter 9 provides the first comprehensive review of verbal humor research, integrating GTVH theory, clarifying the role of humor in narrative voice and characterization, and outlining corpus research approaches. Chapter 10 packages the aforementioned tools, providing guidelines for stylistic research projects, emphasizing the principle of falsification and testable hypotheses, and summarizing pitfalls to avoid and key principles in research. Throughout the book, there is a pursuit of methodological retrievability, rigor, and replicability.

3　Evaluation

This section evaluates the textbook's features and value from three perspectives: theoretical integration innovation, research method innovation, and compilation format innovation. At the theoretical level, the editors organically integrate cognitive science and corpus methods, proposing that text, cognition, and corpora constitute the three pillars of contemporary stylistic research, using Text World Theory as the starting point for research, and providing the first comprehensive review of humor research, integrating GTVH with TWT theory. At the methodological level, the book systematically introduces two applications of corpora in stylistic analysis: serving as reference corpora to provide empirical evidence, and directly conducting quantitative comparative analysis of texts. At the format level, each chapter follows a structure of theoretical overview, text analysis, method application, and summary, supplemented by activities, focus boxes, corpus concordance lines, and electronic supplementary materials. At the same time, the textbook's limitations are noted: its focus on literary genres while neglecting non-literary genres, the limitation of corpus applications to surface forms, unclear explanations of individual data, and typographical errors.