- •Content
- •3. Requirements………………………………………….5
- •9. Module test (sample)………………………………40
- •1. Introduction
- •2. Course objectives The primary goal of this discipline is
- •3. Requirements
- •4. Curriculum
- •7 Lectures or 28 academic hours (conducted in the form of colloquium, aimed at acquisition, discussion and mastering the bulk of necessary information);
- •7 Seminars or 14 academic hours (practical classes aimed at continuous judging the quality of students work and performance);
- •Students’ individual task (a kind of creative search aimed at the developing of the technique of stylistic analysis).
- •5. Assessment
- •Task Template
- •6. Course description
- •Define the type of graphical & phonetic stylistic devices in the following texts. Indicate the cases in which graphical and phonetic properties of the text influence its semantics:
- •Indicate the type of additional information created by graphon in the following sentences:
- •Comment on the expressiveness of affixation in the following words:
- •State the function of the following cases of morphemic foregrounding:
- •Reveal the stylistic potential of transposition and distribution of different parts of speech in the following sentences. Indicate any stylistic mistakes that distort the utterance:
- •Poetic words
- •Archaic, obsolete and historic words
- •4.1. Slang, jargonisms, vernacular and vulgarisms
- •Define the type of vocabulary in the following sentences:
- •Find the appropriate colloquial and/or literary equivalents to the following neutral words. Make up sentences to exemplify their stylistic difference:
- •Illness________________________________________________
- •Translate the following sentences and paraphrase the special vocabulary into neutral:
- •Match the words with the Cockney slang equivalents
- •Define the type of all stylistic devices realized in the following extracts
- •2. Consider the following extracts. Describe all stylistic means that actualize the concept of time in the cited poetic texts. Dwell on the images created by the authors.
- •Practical tasks
- •1. Define the type of syntactic stylistic device in the following sentences:
- •Practical tasks
- •1. Overall stylistic analysis.
- •I Wandered Lonely as a Cloud" by William Wordsworth
- •7. References
- •8. Progress test (sample 1)
- •Progress test (sample 2)
- •State the function and the type of the following phonetic, graphical and morphological em and sd.
- •State the type and function of stylistically marked words in the following utterances.
- •State the difference between the contextual and the dictionary meaning of the italicized words Identify all other sDs created, if any. Suggest your variant of translation
- •4.Analyze lexico-semantic and syntactic Ems and sDs in the following utterances.
- •9. Module test (sample)
- •State the function and the type of the following phonetic, graphical and morphological em and sd.( 5 points)
- •2.State the type and function of stylistically marked words in the following utterances.(5 points)
- •3. State the difference between the contextual and the dictionary meaning of the italicized words. Identify all other sDs created, if any. Suggest your variant of translation.( 10 points)
- •4. Think about the stylistic function the highlighted element performs in the following utterances.(5 points)
- •5.Analyze lexico-semantic and syntactic Ems and sDs in the following utterances ( 5 points).
- •6. Define the type pf stylistic device realized in the following sentences (5 points)
- •7.Answer the following question in a written form.
- •10. Examination questions
- •Assonance is a stylistically motivated repetition of stressed vowels.
- •Onomatopoeia is a combination of speech sounds which aims at imitating sounds produced in nature.
- •Теми рефератів
Find the appropriate colloquial and/or literary equivalents to the following neutral words. Make up sentences to exemplify their stylistic difference:
Aggressive_____________________________________________
Illness________________________________________________
Alone_________________________________________________
Help__________________________________________________
Beautiful______________________________________________
Clever________________________________________________
Great_________________________________________________
Successful_____________________________________________
Girl__________________________________________________
Woman_______________________________________________
Father________________________________________________
Child_________________________________________________ Food_________________________________________________
Understand____________________________________________
New__________________________________________________
Old__________________________________________________
Curious_______________________________________________
Jail___________________________________________________
Young________________________________________________
House________________________________________________
Beginning_____________________________________________
Learn_________________________________________________
Love, to love_______________________________________
Finish, to finish_______________________________________
Start, to start____________________________
Translate the following sentences and paraphrase the special vocabulary into neutral:
I will lift up my eyes unto the hills from whence commeth my help.
This is a classic Burgundy, vintage 1989, with lots of finish.
He’s won the lottery and got loads of dosh.
The tea-leaves scarpered with all the moolah.
She’s got big blue eyes and a nice pair of pins.
Overtime emoluments are not available for employees who are not resident.
He had a buddy from Brooklyn. Sort of a brainy guy who, however was just crazy about shooting madman stuff. Yeah, a show-offy-looking fella.
I have our brochure here setting out our services. Were you thinking of interment or incineration of the deceased?
He made out as if he didn’t even hear they gonna give him the axe at the institute.
Tell me, thou star? Whose wings of light speed thee in thy fiery flight…
Match the words with the Cockney slang equivalents
North and south; tit for tat; rosie lee; loaf of bread; dicky dirt; mince pies; whistle and hute; plates of meat; hampstead heath; trouble and strife; daisy roots
Boots; eyes; shirt; feet; tea; hat; head; teeth; mouth; suite; wife.
Lecture No 5
Stylistic Semasiology.
Lexico-semantic and lexico-syntactic expressive means and stylistic devices
Stylistic Semasiology. General considerations
Lexico-semantic expressive means and stylistic devices.
2.1. Figures of substitution
Figures of quality: Metaphor, Personification, Allegory, Antonomasia, Epithet , Metonymy, Periphrasis and Euphemism, Irony
Figures of quantity: Hyperbole, Meiosis and Litotes.
Lexico-syntactic expressive means and stylistic devices. Figures of combination
3.1. Figures of identity: Simile
3.2. Figures of contrast: Oxymoron, Antithesis and Paradox,
3.3.Figures of inequality: Climax (Gradation) and Unticlimax
Practical tasks