Синтаксис английского языка от слова к тексту = A Students’ Guide to English Syntax from Word to Discourse. Учебное пособие
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Chapter V. Text as a syntactic unit
straight in front of him, blue and cool and tender, the mountains ranged through the pale edge of the morning sky. He wanted them – he wanted them alone – he wanted to leave himself and be identified with them. They did not move, they were still and soft, with white, gentle markings of snow. He stood still, mad with suffering, his hands crisping and clasping. Then he was twisting in a paroxysm on the grass.
2. It made me shiver. And I about made up my mind to pray; and see if I couldn’t try to quit being the kind of boy I was, and be better. So I kneeled down. But the words wouldn’t come. Why wouldn’t they? It warn’t no use to try and hide it from Him. Nor from me, neither. I knowed very well why they wouldn’t come. It was because my heart warn’t right; it was because I warn’r square; it was because I was playing double. I was trying to make my mouth say I would do the right thing and the clean thing, and go and write to that nigger’s owner and tell where he was; but deep down in me I knowed it was
a lie – and He knowed it. You can’t pray a lie – I found that out.
Mark Twain
3.I went into my house. There was nobody there and the fire was neatly out; on the mantelpiece the clock showed five minutes to eleven.I kicked the fire together and threw on a little more coal,poured myself out a whisky and soda, and then I went over to the mansion. Everyone had gone up to bed, for I had to let myself into the mansion with my key. The lights were all out and in the darkness the great house was very still. I went up into the library and settled down there for half an hour; in the stillness of the house the small rustling of my movements startled me with their immensity. I was very tired.
N.Shute
4.Had they known, wondered Scrivener, would they have written to him cancelling the first lecture, as they had done the second? His thesis was ruined, as it was. The two lectures, planned to present a cohesive world – on the theme of the essential purity of the poet, and his cosmic significance, acting as counter-point to the novelist’s duty to mankind – these headings that he had worked upon before leaving London had to be abandoned or rather developed into a single credo that would send his audience forth informed and satisfied.
The task, he felt, was impossible.
Daphne du Maurier
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Ю. М. СЕРГЕЕВА, И. О. СЫРЕСИНА. СИНТАКСИС АНГЛИЙСКОГО ЯЗЫКА: ОТ СЛОВА К ТЕКСТУ
YULIA SERGEEVA, IRINA SYRESINA. A STUDENTS’ GUIDE TO ENGLISH SYNTAX: FROM WORD TO DISCOURSE
5. There was nobody in the room.
It was octagonal, draped in black velvet from floor to ceiling, with a high remote black ceiling that may have been of velvet too. In the middle of a coal black lusterless rug stood an octagonal white table, just large enough for two pairs of elbows and in the middle of it a milk white globe on a black stand. The light came from this. How, I couldn’t see. On either side of the table there was a white octagonal stool which was a smaller edition of the table. Over against one wall there was one more such stool. There were no windows. There was nothing else in the room. Nothing at all. On the walls there was not even a light fixture. If there were other doors, I didn’t see them. I looked back at one by which I had come in. I couldn’t see that either.
R. Chandler
6. A man in a long duster had dismounted from the wreck and now stood in the middle of the road, looking from the car to the tyre and from the tyre to the observers in a pleasant, puzzled way.
‘See!’ he explained. ’It went in the ditch.’
The fact was infinitely astonishing to him, and I recognized first the unusual quality of wonder, and then the man – it was the patron of Gatsby’s library.
‘How’d it happen?’
He shrugged his shoulders.
‘I know nothing whatever about mechanics,’ he said decisively. ‘But how did it happen? Did you run into the wall?’
‘Don’t ask me,’ said Owl Eyes, washing his hands of the whole matter.‘I know very little about driving – next to nothing. It happened, and that’s all I know.’
‘Well, if you’re a poor driver you oughtn’t to try driving at night.’ ‘But I wasn’t even trying,’ he explained indignantly,‘I wasn’t even
trying.’
An awed hush fell upon the bystanders. ‘Do you want to commit suicide?’
‘You’re lucky it was just a wheel! A bad driver and not even trying!’ ‘You don’t understand,’ explained the criminal. ‘I wasn’t driving.
There’s another man in the car.’
…Then very gradually, part by part, a pale, dangling individual stepped out of the wreck, pawing tentatively at the ground with a large uncertain dancing shoe… ‘What’s the matter?’ he inquired calmly. ‘Did we run out of gas?’
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Chapter V. Text as a syntactic unit
‘Look!’
Half a dozen fingers pointed at the amputated wheel – he stared at it for a moment, and then looked upward as though he suspected that it had dropped from the sky.
‘It came of,’ someone explained.
He nodded. ‘At first I didn’t notice we’d stopped.’
7. It didn’t alarm me, this growing feeling of comradeship. Keenly on the alert as I was for the least sign that would show that I was in danger of weakening in my loyalty to Cynthia, I didn’t detect one in my friendliness for Audrey. On the contrary, I was hugely relieved, for it seemed to me, that the danger was past. I had not imagined it possible that I could ever experience towards her such a tranquil emotion as this easy friendliness. For the last five years my imagination had been playing round her memory, until I suppose I had built up in my mind some almost superhuman image, some goddess. What I was passing through now, of course, though I was unaware of it, was the natural reaction from that state of mind. Instead of the goddess, I had found a companionable human being, and I imagined that I had effected a change myself, and by sheer force of will brought Audrey into a reasonable relation to the scheme of things.
8. The room was filled with soft silvery light. And through the open window I saw the full moon, beautiful and serene, looking down upon me from a cloudless sky.
Virginal goddess Luna! can you hear me through the stillness of the night? You look so mild, but you look so sad, can you understand sorrow? Can you forgive? Can you heal wounds with the balsam of your pure light? Can you teach forgetfulness? Come, sweet sister, and sit down by my side, I am so weary! Lay your cool hand on my burning forehead to put my unruly thoughts to rest! Whisper in my ears what I am to do and where I am to go to forget the song of the Sirens!
Axel Munthe
9. It was a chilly night; I covered my shoulders with a shawl, and then I proceeded to think again with all my might.
“What do I want? A new place, in a new house, amongst new faces, under new circumstances. I want this because it is of no use wanting anything better. How do people do to get a new place? They apply to friends, I suppose. I have no friends. There are many others who
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Ю. М. СЕРГЕЕВА, И. О. СЫРЕСИНА. СИНТАКСИС АНГЛИЙСКОГО ЯЗЫКА: ОТ СЛОВА К ТЕКСТУ
YULIA SERGEEVA, IRINA SYRESINA. A STUDENTS’ GUIDE TO ENGLISH SYNTAX: FROM WORD TO DISCOURSE
have no friends, who must look about for themselves and be their own helpers; and what is their resource?
I could not tell: nothing answered me. I then ordered my brain to find a response, and quickly. … as I lay down it came quietly and naturally to my mind: “Those who want situations change, advertise: you must advertise in the – shire Herald.”
“How? I know nothing about advertising.” Replies rose smooth and prompt now –
“You must enclose the advertisement and the money to pay for it under a cover directed to the editor of the Herald. You must put it into the post at Lowton. Answer must be addressed to J.E. at the post office there. You can go and inquire if any are come, and act accordingly.” This scheme I went over twice, thrice; it was then digested in my mind: I had it in a clear, practical form: I felt satisfied and fell
asleep
10. Yet, now, too tortured to cry but thinking grimly – fiercely at moments – at other times most weakly and feebly even – on all that had recently occurred.
Her father! Her stepmother! If he – she – they should come to know! But no – something else must happen before that should be allowed to happen. She must leave – or, better yet – maybe drown herself – make away with herself in some way – or –
In the garret of this home, to which as a child on certain days she had frequently resorted to play, was an old wire clothes-line on which was hung an occasional wash. And now – might not that – in the face of absolute fiasco here – might not that – she had read of ending one’s life in that manner. And it was so unlikely that anyone would trouble to look there – until – until – well.
But would she? Could she? This strange budding of life that she sensed – feared. Was it fair to it? Herself? To life that had given to her? And when she desired so to live? And when he owed her something – at least help to her and her – her – her – No, she could not – would not think of that yet, especially when to die this way would be but to clear the way to easier and happier conquests for him. Never! Never! She would kill him first – and then herself. Or expose him and so herself – and then – and then –
But again her father! Her stepmother! The disgrace! And so –
Theodor Dreiser
FINAL TEST ON SYNTAX (100)
I. Paraphrase the sentences using inversion and state the type of it (20):
1. My daughter has more sense than me though she is a child
yet.
2.He talked so quickly that nobody understood him.
3.The attack was too sudden for us to escape.
4.If you want anything else, ring the attendant up.
5.He told us little on the problem.
6.The danger was in the house, not outside its doors.
7.He did not assist anyone, and he felt no inclination to do it.
8.We have enjoyed the performance greatly.– Me, too.
9.His hip troubles him only when he is tired.
10.The boys went off into peals of laughter.
II. Choose the correct form of the verb in the following sentences (15):
1.A number of reporters (to be) at the conference yesterday.
2.(to have) the committee reached a decision yet? – Not yet. It/they (to be) in the middle of a hearty discussion.
3.Either John or his parents (to make) breakfast every morning.
4.Mary, along with twenty friends, (to be) planning a party.
5.Due to the coming thunderstorm the poultry (to be) taken to the shed.
6.I as well as he (to be) in a hurry.
7.Over twenty years (to be) spent on that intricate investigation, still none (to be) under suspicion.
8.Which of the students (to have) made good progress in English? – No one (to have).
9.It is I who (to be) fully responsible for this incident.
10.There (to be) a five-pound banknote and some pennies in the wallet.– Unfortunately, five pound (to be) not enough to buy a drink in this club.
III. Give short replies to the following sentences (10):
1.You don’t seem to have seen the film.– Нет, почемуже, видел.
2.I never come late for classes.– Да? Сомневаюсь.
3.Your watch needs repairing.– И вправду!
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Ю. М. СЕРГЕЕВА, И. О. СЫРЕСИНА. СИНТАКСИС АНГЛИЙСКОГО ЯЗЫКА: ОТ СЛОВА К ТЕКСТУ
YULIA SERGEEVA, IRINA SYRESINA. A STUDENTS’ GUIDE TO ENGLISH SYNTAX: FROM WORD TO DISCOURSE
4.You don’t have to pay for it, do you? – Да, не нужно.
5.He must have lost your book.– Да, наверное.
IV. Name the parts of the sentence and state the type of the predicate (20):
1.The place looked even more peaceful in the rays of the setting
sun.
2.There are very important things to do right now.
3.He is already beginning to hate me for it.
4.When is our wedding to be, my dear?
V. Analyze the sentences according to the structure and purpose of communication (15):
Will you marry me, sweetheart? – What an impudence!
VI. Name the type of the clause (coordinate/subordinate) and the type of connection (20):
1.He must have told a dreadful lie, but who wouldn’t in his position?
2.Might it be another day, I would accept your invitation.
3.What a blessing it is to find someone who can be really frank!
4.We don’t know definitely what the source of the poisoning is.
5.It was raining outside and the light was already beginning to go out of the day.
6.The bigger a space body is, the more interest it presents for research.
7.He fell down with a firm belief that he would rise no more.
8.Dull as my mind was, I could not remember his name.
9.I want to come back to the place where I spent the happiest years of my life.
10.Her eyes were very sad, which troubled him a lot.
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A LIST OF SELECTED BIBLIOGRAPHY
1.Блох М.Я., Лебедева А.Я., Денисова В.С. Практикум по английскому языку: грамматика. Сборник упражнений.М.: Астрель: АСТ, 2005.
2.Воркунова И.И. Высказывание в структуре художественного текста: Пособие по лингвистическому анализу текста для студентов стар- ших курсов факультетов иностранных языков педагогических ин- ститутов и университетов.М.: Готика, 2006.
3.Гуревич В.В. Практическаяграмматикаанглийскогоязыка. Упражне- ния и комментарии: учеб. пособие. 4-е изд.М.: Флинта: Наука, 2007.
4.Долинина И.Б. Системный анализ предложения.М., 1987.
5.Тураева З.Я. Лингвистика текста.М., 1986.
6.Alexander L.G. Longman Advanced Grammar. Reference and Practice. N.Y.: Longman Publ., 1993.
7.Blokh M.Y. A Course in Theoretical English Grammar. Moscow, 2004.
8.Crystal D. The Cambridge Encyclopedia of the English Language. Cambridge Univ. Press, 1995.
9.Dijk T.A. van Text and Context. Explorations in the Semantics and Pragmatics of Discourse.L., N.Y., 1980.
10.Halliday M.A.K. An Introduction to Functional Grammar. London, 1995.
11.Matthews P.H. Syntax. Cambridge, 1981.
12.Pierson R., Vic S. Making Sense in English. Grammar in Context. Boston
Univ. Press, 1987.
13. Quirk R., Greenbaum S., Leech G. A Comprehensive Grammar of the English Language.L.; N.Y., 1987.
14.Skrebnev Y.M. Fundamentals of English Stylistics. Moscow: AST, 2000.
15.Thomson A.J., Martinet A.V. A Practical English Grammar. Oxford Univ. Press, 2009.
16.www.knowable.com
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SUBJECT INDEX
adverbial clause (3.2.3)
–of comparison
–of concession
–of condition
–of manner
–of place
–of time
adverbial modifier (2.7)
–of comparison
–of concession
–of condition
–of manner
–of place
–of time
affirmative sentence (1.1) agreement (concord) (2.4) anadiplosis (catch repetition) (5.3.2) anaphora (5.3.2)
anaphoric relations (5.2) antecedent (3.2.2.) apokoinou (5.3.1) aposiopesis (5.3.1) apposition (2.6)
–close apposition
–loose apposition
asyndetic connection (3.1), (3.2) asyndeton (5.3.1)
attribute (2.6) attributive clause (3.2.2) appositive clause (3.2.2) cataphoric relations (5.2)
–chiasmus (5.3.2) clause (3.1), (3.2)
–leading (3.1)
–principal (3.2)
–sequential (3.1)
–subordinate (3.2)
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Subject index
coherence (5.1) cohesion (5.1)
–lexical
–textual collocation (5.2) colon (4.1.3), (4.2.3)
comma (4.1.1), (4.2.1) comment (rheme, focus) (1.4) complete sentences (1.1) complex object (2.5), (3.3) complex sentence (3.2) composite sentence (3.1) compound sentence (3.1)
compound-complex sentence (3.2) conjunctive pronouns/adverbs (3.1), (3.2) coordinate adjectives (4.1.1) coordination (3.1)
–adversative
–causative-consecutive
–copulative
–disjunctive
dash (4.1.3), (4.2.3) declarations (1.3.1) declarative sentence (1.3.2)
declarative-imperative sentence (1.3.2) declarative-interrogative sentence (1.3.2) deixis (5.2)
–locative
–personal
–social
–temporal
–textual
detached (loose) parts of the sentence (2.8) detachment (5.3.3)
dialogue (5.4) dicteme (5.4)
–descriptive
–narrative
–reasoning
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Ю. М. СЕРГЕЕВА, И. О. СЫРЕСИНА. СИНТАКСИС АНГЛИЙСКОГО ЯЗЫКА: ОТ СЛОВА К ТЕКСТУ
YULIA SERGEEVA, IRINA SYRESINA. A STUDENTS’ GUIDE TO ENGLISH SYNTAX: FROM WORD TO DISCOURSE
direct address (2.8) direct quotations (4.2.2) discourse (5.1) discourse analysis (5.1) distant repetition (5.3.2) ellipsis (1.1), (5.3.1) elliptical sentence (1.1) emotionality (1.3.3) emotiveness (1.3.3)
endophoric relations (5.2) epiphora (5.3.2) exclamation mark (4.1.2) exclamatory sentence (1.3.3) extended sentence (1.1)
framing (ring repetition) (5.3.2) homogeneous parts of a sentence (2.4) hypotaxis (3.3)
illocutionary act (1.3.1) imperative sentence (1.3.2)
imperative-declarative sentence (1.3.2) imperative-interrogative sentence (1.3.2) incomplete sentence (1.1)
indirect (inverted) word order (2.9) indirect quotations (4.2.2) indirect speech acts (1.3.1) informativity (5.1)
interjections (2.8)
intermediary predicative constructions (1.3.2) interrogative sentence (1.3.2)
interrogativeimperative sentence (1.3.2) interrogative-declarative sentence (1.3.2) introductory phrases (4.1.1)
introductory words (4.1.1) inversion (2.9)
–full emphatic
–full grammatical
–partial emphatic
–partial grammatical link verb (2.3)
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