Стилистический анализ текста. Учебное пособие

ring his experience through translation. That is to say, he is not supposed to exercise the normal learning strategy of relating new experience to existing conceptual and behavioral patterns. Thus the techniques of the teacher have sometimes tended to isolate the learner and to put him at one remove from his own experience of language. He makes reference to it surreptitiously all the time, of course, but this natural strategy is not pedagogically sanctioned. This assumption of learner ignorance in fact can result in a representation of language which is at variance with the learner's own concept of what language is and how it operates. He is likely to be presented with language data which serves only the metalinguistic purpose of demonstrating the formal properties of the foreign language system but which has little or no implication of utterance. He is then very commonly required to learn these instances of usage as new information and to manipulate them in detachment from the actual contexts of use which provides the knowledge of the system of his own language with its communicative relevance.

I do not wish to suggest that the teaching of usage should be avoided. Indeed it cannot be avoided. Clearly, the language learner has to acquire knowledge of the system of the language he is learning: he cannot hope to communicate without a code. But to present it in isolation is in some degree to misrepresent it since in actual language behavior the system is not simply manifested but is realized as meaningful communicative activity. The learner knows this well enough as a competent user of his own language. Too exclusive a concern for the peculiarities of the system of the language he is learning, however, allows him little opportunity to bring this knowledge to bear. The teacher in these circumstances is in complete control and knows everything, whereas the learner knows (or is supposed to know) only what the teacher permits him to know: there is a one-way traffic of information directed entirely by the teacher. We have a pedagogy of imposition rather than of participation. My reason for thinking this to be unfortunate is not because I believe that teacher/learner relations should as a matter of principle be based on equality (whatever that may mean), but simply because I believe that a pedagogy that does not involve learner participation is not likely to be as effective as one that does. (From “Explorations in Applied Linguistics” by H.G. Widdowson.

71

Stylistic analysis

The text under interpretation "Language teaching procedures" is written by H.G. Widdowson. The article is devoted to the peculiarities of the language teaching procedures. It belongs to the scientific style and thus reveals all the particular features of it.

The text consists of 3 paragraphs, remarkable for their equal and proportional volume. In the first paragraph the author gives a postulate, which aims at the necessity of designing the language teaching procedures. “These procedures will be based on the approximation of the students' existing experience and of the material they will learn”. The author combines the statement of the postulate with the proclamation of his goals writing on the topic: suggesting some ways in which the teacher might make use of the learner’s existing knowledge and experience in designing language teaching procedures.

From the very first lines the author gives the article a problematic tonality due to the initial inversion, (subject subordinate clause) and mentioning of the potential of the alternative approaches (to guide him towards the ability to handle English discourse) thus stressing the weak point of the procedures in use. In this light the work also sounds rather critical, and this tone is to be noticed through the whole article. The analytical tinge of the work is obvious: H.G. Widdowson conducts a study, analyzes the reasons and suggests ways out. The scientist proves to be compressive and precise in handling the topic, this can be proved by the fact that from the first five lines the reader gets a notion of the gist of the topic: confrontation of the existing experience and the teaching process, the suggested way of the solution, which is stressed by means of detachment (by a process of gradual approximation) and the result. Further on some specification is made, and the author also indicates another purpose, to provoke a discussion. The article really sounds polemic. H.G. Widdowson reveals his own vision of the problem and stresses his priorities, at the same time hoping on a reaction of the readers. The point of view of the scientist can be understood, firstly, due to his expressing it directly - the problem is characterized as a basic one; and secondly, from the word selection: the word "to reconcile" suggests the necessity of changes, thus clarifying the critical attitude of the author to the disparity between the contrived nature of teaching and the reality of actual communication.

72

In the second, argumentative, part the scientist goes on with his criticism handling the question of the contrived nature of the teaching procedures and plunging into the study of the past of methodology, due to the use of the Present Perfect Tense, which shows the inappropriateness of that methodology for the present day goals. The inversion "often" also serves this purpose. Gradually, step by step, H.G. Widdowson logically discloses all the sides of the topic, making the transference from one idea to another by means of such connective words and phrases as "thus, that is to say". The idea postulated in the previous sentence is unfolded by the following one. The paragraphs are not isolated either, they go on in disclosing the point suggested at the end of the previous one, making it wider and more complete.

The article is informative and cognitive because the writer manages to support the readership with multi-sided picture of the problem. His arguments are based on stating the negative sides and weak points of the conservative procedures and bringing them in contrast with the vistas the alternative methods can provide. He proves to be knowledgeable in his area showing the reader all aspects of language teaching methodology with a perfect assuredness.

Lengthy complicated sentences with subordinate clauses ensure the logical character of adducing the arguments, and though the author does not use words in their connotative meaning, but resorts to the dictionary meaning, for the sake of objectivity and impersonality, he does not fail to express his concern for the ineffectiveness of the procedures in use. While describing the conservative techniques the author constantly stresses the inactive role of the students in the learning process. This is achieved by using the Passive Voice (is actively discouraged, is not supposed), which creates the image of the students who are easy to manipulate. At the same time their desire to relate the new experience to the existing patterns is considered to be normal. The word "normal" is repeated two times, emphasizing that the student is not supposed to relate new experience to existing conceptual and behavioral patterns. The scientist shows that such methods are alien to the learners, who have to make reference to the own experience of language surreptitiously all the time.. The assumption of the learners' ignorance is just an assumption, but the result may be deplorable: the writer stresses that the students who are presented with language data and are required to use them

73

demonstrate the formal properties of the language system. As the scientist notes, it is a metalinguistic purpose of teaching, and the construction "little or nor implication of the utterance" reveals the author's attitude and indicates the basic goal of teaching - communicative relevance. The author is wise enough to accentuate the main idea of the paragraph again by mentioning it at the very end and making it obvious.

The third paragraph is the formulation. H.G. Widdowson skillfully convinces the readership of the necessity to reconsider the present day situation in teaching foreign languages. He does not reject anything, on the contrary, he sounds expressive due to the intensifying and expressive function of the inverted word "indeed". The situation is viewed upon as if it stood to reason “Clearly, the learner has to acquire the knowledge of the language system”. But at the same time a counter-argument, indicated by the words "but, however", is adduced. The writer resorts to the emphatic construction "too exclusive a concern for the peculiarities of the system" to underline the main drawback of the methodology, and in short, weighty sentences state the leading problem: “a one-way traffic of information and the pedagogy of imposition”. The author is not evasive and simultaneously stresses that it is unfortunate and the pedagogy of participation should be a top priority.

The idea is again presented in an intricate manner at the end of the final part of the text. The parallel construction "I believe" makes it sound convincing, weighty and well remembered. This effect is enhanced by the belief of the author who doesn't just air his views and preferences but tentatively supposes the higher degree of the effectiveness of the pedagogy which involves learner participation.

74

C. OFFICIAL DOCUMENTS STYLE

BUSINESS LETTER

Messrs. M. Worthington & Co., Ltd., Oil Importers, c / o Messrs. Williams & C.; Ship Agents, 17 Fenchurch Street,

London, E., C., England

Dear Sirs,

Re: 9500 tons of Edible Oil under. B / L Nos.: 2732, 3734, 4657 m / t Gorky ar’d 16.07.

In connection with your request to start discharging the above cargo first by pumping out bottom layer into barges and then to go on with pumping the rest of the cargo into shore tanks I wish to point out the following.

As per clause of the Bill of Lading “Weight, quantity and quality unknown to me” the carrier is not responsible for the quantity and quality of the goods, but it is our duty to deliver the cargo in the same good order and conditions as located, it means that we are to deliver the cargo in accordance with the measurements taken after loading and in conformity with the samples taken from each tank on completion of loading.

Therefore if you insist upon such a fractional layer discharging of this cargo, I would kindly ask you to send your representative to take joint samples and measurements of each tank, on the understanding that duplicate samples, jointly taken and sealed, will be kept aboard our ship for further reference. The figures, obtained from these measurements and analyses will enable you to give us clean receipts for the cargo in question, after which we shall immediately start discharging the cargo in full compliance with your instructions.

It is, of course, understood, that, inasmuch as such discharging is not in strict compliance with established practice, you will bear all the responsibility, as well as the expenses and/or consequences arising therefrom, which please confirm.

Yours faithfully C.I. Sh… Master of the m / t Gorky, 2.38 p.m.

75

Linguistic analysis

The text under analysis is a sample of official documents, serving a good example of using the language and composition of business documents.

The main purpose of this letter is to state the conditions in which the undertaking between 2 companies takes place.

The aim of the executor is to settle all the possible misunderstandings with the customer.

This business letter is written according to all the demands concerning the language and compositional pattern. For the purpose of brevity and due to the established practice of writing business letters the initial part - that is the heading, giving the address of the client, the date abounds in contractions, conventional symbols and abbreviations – Messrs, &, Co., Ltd., C/O, London E.,

The direct address – Dear Sirs – is used here as a conventional phrase of a complementary greeting as in any business letter, bearing no emphatic charge.

The whole letter consists of 4 paragraphs – the first is introductory, in which the essence of the problem is encapsulated; 2 main paragraphs, or body paragraphs – describing the problem, describing in minute details all the possible necessary steps for undertaking, and the forth paragraph – is the conclusive one, stating the responsibility of the client. The first and the last paragraphs are almost equal in their size and consist of one sentence, adding the feeling of regularity and order.

The body paragraphs are also of equal volume, which adds to the idea of balance and structure of this official document.

The language used by the author satisfies the demands of writing documents of such kind. There are plenty of special commercial words such as – discharging the cargo, weight, quantity, goods and so on, besides the vocabulary, peculiar to this special sphere of naval trade, which is applied here – bottom layer, barges, tanks, aboard our ship.

The language is conventional, according to common demands, various connective words, and words for reference are used – in connection with, the above cargo, as per clause, in accordance with, in conformity, therefore, and others. They help the writer to organize the information logically, to provide the smooth transition from one idea to another, to connect paragraphs logically and not to make unsubstantiated statements. The reference is done first to the client's request at the beginning of the letter – in connection with your

76

request. Then the sender explains his actions with the reference to the official documents – as per clause to the Bill of Lading...

The interest of the sender in fulfilling the terms of the contract is seen from such word combinations as – I wish to point out that it is our duty, I would kindly ask you to give us clean receipts.

All the words are used in their direct meaning, to avoid ambiguity, and in the conclusive paragraph the sender states that the responsibility for the slight violation of established practice is imposed on the client.

The letter ends with a conventional complementary farewell – yours faithfully, as well as the name of the sender, his rank, and exact time of sending bearing no emphatic meaning

2.2.TEXTS WITH ASSIGNMENTS FOR ANALYSIS

A.POETRY

1. Leisure

What is this life if, full of care

We have no time to stand and stare. No time to stand beneath the boughs And stare as long as sheep or cows.

No time to see when woods we pass, Where squirrels hide their nuts in grass. No time to see, in broad daylight, Streams full of stars, like skies at night. No time to turn at Beauty's glance,

And watch her feet, how they can dance. No time to wait till her mouth can Enrich that smile her eyes began.

A poor life this is if, full of care, We have no time to stand and stare.

W.H. Davis (1871 – 1940)

1.What do you consider to be the author's message of the poem? 2. What is the author's attitude towards the life full of care? 3. Show how the reader is constantly reminded of the poor life he lives. 4. In view of the contents of the poem, what is hinted at in the title “Leisure”? 5. Observe whether irony enters into the author's treatment of the subject. 6. Choose two words or phrases which you find

77

particularly vivid. Comment on each of them so as to convey the reasons why you find them effective. 7. The poet treats his subject in a very lovely and interesting manner. One way in which he sustains interest is by using expressions which suggest that there is something “human” about nature. Find in the poem what is often used with reference to human beings. 8. What do the images of the poem suggest are the poet’s feelings about nature? 9. Bring out the effectiveness of the repetition in the poem? 10. Would you recommend the poem to a friend? Give your brief reasons. 11. Suppose that you had some reasons to get up an hour before dawn. Describe the signs and stages by which the rest of the world “wakes up”.

2.THE HUMAN SEASONS

1.Four Seasons fill the measure of the year

There are four seasons in the mind of man He has his lusty Spring, when fancy clear

Takes in all beauty with an easy span: 2. He has his Summer, when luxuriously

Spring’s honey’d cud of youthful thought he loves To ruminate, and by such dreaming nigh

His nearest unto heaven: quiet coves

3. His soul has in its Autumn, when his wings He furleth close; contented so to look

On mists in idleness – to let fair things Pass by unheeded as a threshold brook:

4. He has his Winter too of pale misfeature, Or else he would forgo his mortal nature.

(J. Keats)

Assignments for Stylistic Analysis

1.Speak on the subject-matter and the idea of the poem.

2.Analyze the structure of the poem (its stanza, rhythm, rhymes), note instances of enjambment and speak on its stylistic function.

3.Pick out various types of metaphors and comment on their stylistic effect.

4.Comment on the meaning and stylistic peculiarities of the following lines: “Spring’s honey’d cud of youthful thought he loves” and “to let fair things pass by unheeded as a threshold brook”.

78

5.Dwell on the implication suggested by the poet in the two last lines of the

poem.

6.Pick out epithets, state their types and structure and speak on their stylistic function.

7.Summing up the analysis speak on the allegoric character of the poem.

3. SONG Sweet and low, sweet and low, Wind of the western sea,

Low, low, breathe and blow, Wind of the western sea Over the rolling waters go,

Come from the dying moon and blow, Blow him again to me;

While my little one, while my pretty one sleeps. Sleep and rest, sleep and rest,

Father will come to thee soon; Rest, rest, on mother's breast, Father will come to thee soon;

Father will come to his babe in the nest, Silver sails all out of the west,

Under the silver moon;

Sleep my little one, sleep, my pretty one, sleep.

(A. Tennyson)

Assignments for Stylistic Analysis

1.Speak on the rhythmical arrangement and rhymes of the poem.

2.Pick out cases of alliteration and speak on its euphonic effect.

3.Analyze the epithets and comment on their role in the poem.

4.Speak on various kinds of repetition.

5.Summing up the analysis speak on the EMs and SDs employed by the poet which make the poem a gentle lullaby.

79

B. EMOTIVE PROSE

1. He did extraordinarily well in the war. He was a captain before he went to the front, and following the Argonne battles he got his majority and the command of the divisional machine-guns. After the Armistice he tried frantically to get home, but some complication or misunderstanding sent him to Oxford instead. He was worried now – there was a quality of nervous despair in Daisy’s letters. She didn’t see why he couldn’t come. She was feeling the pressure of the world outside, and she wanted to see him and feel his presence beside her and be reassured that she was doing the right thing after all.

For Daisy was young and her artificial world was redolent of orchids and pleasant, cheerful snobbery and orchestras which set the rhythm of the year, summing up the sadness and suggestiveness of life in new tunes. All night the saxophones wailed the hopeless comment of the “Beale Street Blues” while a hundred pairs of golden and silver slippers shuffled the shining dust. At the gray tea hour there were always rooms that throbbed incessantly with this low, sweet fever, while fresh faces drifted here and there like rose petals blown by the sad horns around the floor.

Through this twilight universe Daisy began to move again with the season; suddenly she was again keeping half a dozen dates a day with half a dozen men, and drowsing asleep at dawn with the beads and chiffon of an evening dress tangled among dying orchids on the floor beside her bed. And all the time something within her was crying for a decision. She wanted her life shaped now, immediately – and the decision must be made by some force – of love, of money, of unquestionable practicality – that was close at hand.

That force took shape in the middle of spring with the arrival of Tom Buchanan. There was a wholesome bulkiness about his person and his position, and Daisy was flattered. Doubtless there was a certain struggle and a certain relief. The letter reached Gatsby while he was still at Oxford. (F. Scott Fitzgerald. The Great Gatsby).

Assignments for Stylistic Analysis

1.Speak on the subject-matter of the passage.

2.What SDs are used in the first paragraph to show the mood of the characters after World War I?

3.Analyze the stylistic peculiarities (syntactical and phonetic) in the sentence “She was feeling the pressure of the world outside, and she wanted to see him

80