- •T he notion of style
- •S tylistics as a science
- •Various literary genre;
- •Connection of Stylistics to the other sciences
- •S tylistic lexicology
- •Language variability
- •Read a story; define the subsystem of the words in italics. Give their standard variant.
- •2. Stylistic classification of English vocabulary
- •Divide the following types of words into 3 categories. Make a chart.
- •Read the following definitions of words and fill in the chart
- •3. Interaction of Stylistically Colored Words and the Context
- •S uper-neutral vocabulary
- •Super-neutral Words
- •Archaisms
- •Compare two variants of Canterbury Tales written in Middle English and translated into New English, find the obsolete, archaic words
- •Read and suggest the modern variant of the underlined words. Use the prompts given.
- •Foreign words or barbarisms
- •Match the given words with their translation. Define the type of the foreign words.
- •Read the given extracts. Define what additional information the foreign words reflect.
- •4. Literary words
- •Read an extract and tell what effect the elevated words have and why.
- •Give the neutral/standard variant of the following sentences
- •Sonnet 130 by William Shakespeare
- •Colloquial words
- •Jargon words
- •Vulgar words
- •Compare two variants of one and the same story. Write out the neutral words and their slang equivalents.
- •D ialect words
- •Before reading the story, look through the sentences and suggest what the story is going to be about
- •Something to lean on
- •S tylistic phonetics
- •Alliteration
- •Read the extracts and define the type of alliteration
- •Onomatopoeia
- •2. Translate the following examples of onomatopoeia
- •I nternal rhyme:
- •Analyzing english poetry
- •William Blake The Chimney Sweeper
- •S tylistic semasiology
- •Figures of replacement
- •2/ Figures of quality
- •I’m so hungry I could eat a horse!
- •Read the following sentences, define the type of the figure of quantity.
- •Read and define the metonymy examples. Explain their meaning
- •West End is the hands of London.
- •3 . Read and define the periphrasis examples. Explain their meaning
- •4. Read and define the allusion examples. Explain their meaning
- •5. What kind of person are you if you are called …
- •Translate the following examples of the speaking names
- •Match the points characterizing life in comparison with journey
- •Read the classified examples of metaphor and personification. Some of them are mixed. Figure them out.
- •3. Read and define the epithet examples. Explain their meaning
- •Figures of co-occurrence
- •4. Here is a short poem about the way how a good greyhound is shaped. Most of the similes are missed. Fill in the gaps. The words in the box will help you.
- •5. Translate the following examples of the oxymoron
- •Analyzing a poem
- •The Twilight by h. W. Longfellow
- •S tylistic syntax
- •Absence of Syntactical Elements
- •For Sale, Baby Shoes, Never Worn
- •Шли три студента, один – в кино, другой – в сером костюме, третий – в хорошем настроении.
- •Order of speech elements
- •«They slid down» «Down they slid»
- •Read the following examples of inverted statements, tell what a direct word order in the statements is.
- •Interaction of Syntactical Structures
- •Speaking without thinking is shooting without aiming.
- •Read a sentence; define what parts of the sentence are parallel here.
- •Read the sentences, define what words are repeated and what for.
- •I have to beg you for money. Daily. (s.Lewis)
- •Read the statements, define what is detached here.
- •Analyzing a poem
- •Analyzing a story
- •Introduction
- •Is he living or is he dead
e
Wherein all pleasant fruits do flow.
These cherries grow, which none may buy
nd rhyme, terminal rhyme.initial rhyme, head rhyme: Alliteration
I nternal rhyme:
leonine rhyme, medial rhyme: I bring fresh showers for the thirsting flowers
caesural rhyme, interlaced rhyme:
Sweet is the treading of wine, and sweet the feet of the dove;
But a goodlier gift is thine than foam of the grapes or love.
Rhyme patterns
1) couplets (aa);
2) triple (aaa);
3) cross(abab);
4) framing (abba)
Rhythm
iambic:
I looked upon the rotting sea.
And
drew my eyes away.
trochee:
Would you ask me whence these stories
Whence
these legends and traditions.
dactyl:
Cannon to right of them
Cannon
to left of them.
amphibrach:
Talk not to me of a name great in story
The
days of our youth are the days of our glory.
anapest:
Do you ask what the birds say? The sparrow, the dove.
3. Analyze the following poems from the phonetic point of view. Define the rhyme and rhythm: the Ancient Mariner, The Roads Not Taken, Canterbury Tales, Sonnet 130.
Analyzing english poetry
What do you see in the picture?
Is a boy happy?
Do you agree that to be a chimney boy is a joyful thing?
Why then do you think a boy is happy?
Read a poem written by William Blake, answer the questions:
What is the poem about? What do you see? What do you hear? What do you feel?
What did the author want to tell us?
What distinct parts can we divide the poem into? What is contrasted in the poem?
What is the reason to repeat one word 4 times? What phonetic device is used there as well?
Why does the author compare a child with a lamb?
Is this a story of one boy only? Prove your idea.
What phonetic device is used in the extract ‘lock'd up in coffins of black’ and what for?
What is the rhyming pattern in the poem? Why did the author use another pattern in the end? What is the reason to use the eye rhyme?
William Blake The Chimney Sweeper
When my mother died I was very young,
And my father sold me while yet my tongue,
Could scarcely cry weep weep weep weep,
So your chimneys I sweep & in soot I sleep.
Theres little Tom Dacre, who cried when his head
That curled like a lambs back was shav'd, so I said.
Hush Tom never mind it, for when your head's bare,
You know that the soot cannot spoil your white hair
And so he was quiet & that very night.
As Tom was a sleeping he had such a sight
That thousands of sweepers Dick, Joe, Ned, & Jack
Were all of them lock'd up in coffins of black,
And by came an Angel who had a bright key
And he open'd the coffins & set them all free.
Then down a green plain leaping laughing they run
And wash in a river and shine in the Sun.
Then naked & white, all their bags left behind.
They rise upon clouds, and sport in the wind.
And the Angel told Tom, if he'd be a good boy,
He'd have God for his father & never want joy.
And so Tom awoke and we rose in the dark
And got with our bags & our brushes to work.
Tho' the morning was cold, Tom was happy & warm
So if all do their duty, they need not fear harm.
