- •Міністерство освіти і науки, молоді та спорту україни
- •Symbols used to structure a unit
- •Part one belles-lettres functional style
- •I. Introductory Notes
- •I. The Presentation of a Text
- •II. The Category of Informativity
- •Gist (Summary) of the Factual Information
- •III. The Category of Presupposition
- •IV. The Conceptual Information
- •V. The Category of Implication
- •VI. The Category of Cohesion
- •Assignments for self-control
- •1.5. On the American Dead in Spain
- •(1899—1961)
- •1. The dead sleep cold in Spain tonight.
- •2. The Lincoln Battalion.
- •4. The fascists may spread over the land, blasting their way with weight of metal brought from other countries.
- •5. For the earth endureth forever.
- •At the Bay
- •Katherine Mansfield (1888 – 1923)
- •Section 1 text comprehension questions
- •1.1. Issues for Discussion
- •Section 2
- •Vocabulary focus
- •2.2. Vocabulary Practice
- •1. Complete the table by filling in each part of speech section.
- •2. Use the word given in capitals at the end of the sentence to form a word that fits in the gap.
- •4. Find productive adjective-forming suffixes in the text and pick out all the instances of their use from the text. Comment on their generalized meaning.
- •4. Translate the following sentences into English.
- •5. Make uр sentences оf your own using the following polysemantic words in their different meanings:
- •Synonyms
- •1. Point out the synonyms; comment on the difference in the shades of their meaning or / and in expressive-evaluative or / and stylistic colouring; translate the sentences into Ukrainian.
- •2. Comment on the following.
- •3. Choose the best answer (a-d) which best completes each sentence below.
- •4. Translate the following sentences into English.
- •3. Usе suitаblе phraseological units instead of the words and combinations of words italicized.
- •4. Render the following words and ехpressions in English.
- •5. Match the meanings of the idioms with their definitions.
- •7. Translate the following sеntеnсеs into English using the appropriate phraseological units for the words italicized.
- •1. Render in Ukrainian the words and combinations of words italicized. Mind that оnе and thе same wоrd in the English lаnguаge mау have different equivalents in Ukrainian.
- •2.3. Further vocabulary practice for self-study
- •1. Unjumble the words in the box and add them to the most suitable group of the words below.
- •2. Use the words from exercise 1 to complete these sentences.
- •4. Read the text below and decide which answer (a, b, c or d) best fits each space. There is an example at the beginning (0).
- •Assignments for Text Analysis in Terms of Textlinguistic Categories
- •3.1. The Category of Informativity
- •3.2. The Category of Implication
- •Martin Chuzzlewit
- •Charles Dickens (1812 - 1870)
- •Section 1 text comprehension questions
- •1.1. Issues for Discussion
- •Section 2
- •Vocabulary focus
- •2.2. Vocabulary Practice word-building
- •1. Complete the table by filling in each part of speech section.
- •2. Use the word given in capitals at the end of the sentence to form a word that fits in the gap.
- •5. Point out the derivatives formed from the stems of the words familiar to you and analyse their morphological structure.
- •6. Analyse the morphological structure of the words:
- •Polysemy
- •Synonyms
- •1. Point out synonyms; comment on the difference in the shade of meaning or in colouring; translate the sentences into Ukrainian.
- •2. Which of the synonyms in the two groups given below do you prefer if you wish to stress the highest degree of the feeling?
- •3. Choose the answer (a-d) which best completes each sentence below.
- •Phraseology
- •1. Paraphrase the phraseological expressions italicized.
- •2. Replace the words and expressions italicized by phraseological expressions.
- •3. Think of one word only which can be used appropriately in all the three sentences.
- •2. Give the English equivalents for the words and phrases below; use phraseology where possible:
- •3. Translate the following sentences. Pay attention to the way the words italicized are rendered in Ukrainian.
- •Assignments for Text Analysis in Terms of Textlinguistic Categories
- •3.1. The Category of Informativity
- •3.2. The Category of Implication
- •3.3. The Category of Cohesion
- •Part two english newspaper style
- •I. General Notes
- •1.4. An outline of the analysis of a newspaper writing
- •Assignements for self-control
- •II. News reporting General Notes
- •2.4. Linguostylistic characteristics of a news report
- •2.5. Linguistic peculiarities of a headline
- •III. A feature article General Notes
- •3.2. Linguostylistic peculiarities of a feature article
- •Assignements for self-control
- •Blaze at charity bonfire damages warehouses
- •Text comprehension questions
- •Analysis of Genre Peculiarities of a Newspaper Publication
- •3.1. The Categories of Informativity and Presupposition
- •3.2. The Category of Cohesion
- •Gang arrested over plot to kidnap Victoria Beckham
- •Section 1 text comprehension questions
- •3.1. The Categories of Informativity and Presupposition
- •3.2. The Category of Cohesion
- •Section 1 text comprehension questions
- •Analysis of genre peculiarities of a newspaper publication
- •Assignments for text analysis in terms of textlinguistic categories
- •3.1. The Categories of Informativity and Presupposition
- •3.2. The Category of Cohesion
- •Linguistic Gaps in English Vocabulary
- •Section 1 text comprehension questions
- •Analysis of genre peculiarities of a newspaper publication
- •Assignments for text analysis in terms of textlinguistic categories
- •3.1. The Categories of Informativity and Presupposition
- •3.2. The Category of Cohesion
- •Giles Whittell
- •In Los Angeles
- •Section 1 text comprehension questions
- •Analysis of genre peculiarities of a newspaper publication
- •Assignments for text analysis in terms of textlinguistic categories
- •3.1. The Categories of Informativity and Presupposition
- •3.2. The Category of Cohesion
- •Part three scientific functional style
- •I. General Notes
- •Assignments for self-control
- •Assignments for self-control
- •Assignments for self-control
- •English Dialects
- •Section 1 text comprehension questions
- •1.1. Issues for Discussion
- •Section 2
- •Vocabulary focus
- •2.2. Vocabulary Practice word-building
- •2. Complete the table filling in part-of-speech sections. Some sections may remain blank.
- •3. Fill each space in the sentences below using appropriate derivatives of the words in capitals in the correct form.
- •Polysemy
- •1. For sentences 1 – 3 think of one word only which can be used appropriately in all three sentences.
- •Synonyms and register
- •1. Select synonymic words from the box matching the words below.
- •2. Fill the gaps with the words from the text that have the same meaning as the words in brackets.
- •3. Provide more formal equivalents to the following expressions.
- •4. Replace the phrases in bold with one of the words or word combinations from the box in the correct form.
- •Textlinguistic categories
- •3.1. The Categories of Informativity and Presupposition
- •3.2. The Category of Cohesion
- •Superluminous Laser Pulse in an Active Medium
- •Explanatory Notes
- •Section 1 text comprehension questions
- •1.1. Issues for Discussion
- •Section 2
- •Vocabulary focus
- •2.2. Vocabulary Practice word-building
- •2. Fill each space in the sentences below using appropriate derivatives of the words in capitals in the correct form.
- •Polysemy
- •1. For sentences 1 – 5 think of one word only which can be used appropriately in all three sentences.
- •Synonyms and register
- •1. Match the words from the text on the right with the synonyms on the left. Some words from the left column may have more than one synonym.
- •2. Fill the gaps with the words from the text vocabulary which are semantically correlated with the words in brackets.
- •Section 3
- •Textlinguistic categories
- •3.1. The Categories of Informativity and Presupposition
- •3.2. The Category of Cohesion
- •Text 3 Metabolites of Pseudomonas
- •Involved in the biocontrol
- •Of plant disease
2. Give the English equivalents for the words and phrases below; use phraseology where possible:
1) здивований погляд; 2) перехресний допит; 3) несподіваний; 4) понад сподівання; 5) всупереч очікуванням; 6) довідуватись; 7) грати роль; 8) перехрестя.
3. Translate the following sentences. Pay attention to the way the words italicized are rendered in Ukrainian.
1. а) Людина, яка відмовляється від своїх слів, не викликає довіри, б) Полонений відмовився дати свідчення щодо розміщення військ. в) Попри всі загрози, Джордано Бруно не відмовився від своїх ідей, г) Чи не відмовитеся ви виступити (speak) замість мене на зборах? У мене дуже сильний головний біль.
2. а) Правда цінніша за все. б) Насправді, він не такий вже поганий робітник.
3. а) Пасажир зайняв вільне місце біля вікна. б) Ми сподіваємось, що лижники від нашого інституту зможуть посісти перше місце в майбутніх змаганнях.
4. а) Дитина міцно тримала мати за руку. б) Студент склав іспит достроково.
Section 3
Assignments for Text Analysis in Terms of Textlinguistic Categories
3.1. The Category of Informativity
Present the text under analysis focussing on its genre, the type of narration, the place where the scene is laid and the main characters. Pay special attention to the general emotional tinge of the narration. Is it serious, matter-of-fact or humorous, satiric?
Formulate the main concern of the text.
State which types of information can be elicited from the excerpt.
Say into how many logically complete parts the factual information of the text falls. Briefly summarize each of them, making up an outline, the items of which serving as key points of each part.
Formulate the conceptual information of the text explicating the author’s artistic message.
Find the facts of socio-historic significance relevant in terms of the category of presupposition commenting on the background information underlying them.
3.2. The Category of Implication
To formulate the conceptual information of the extract under analysis, say what and who are exposed to the author’s ridicule? What vices and defects of the representatives of the New York aristocracy are subjected to Dickens’s biting criticism?
How is the Norrises’ admiration for the general brought out stylistically?
Is the general’s portrait painted in full accord with his inner properties? What stylistic devices serve to depict his conceit and pomposity?
Is the general’s character shaped mainly through the description of his actions or his speech?
How are his views voiced in his remarks concerning Europe? What stylistic impact does spacing of graphemes, namely, hyphenation of the words ‘a-mazing’, ‘Eu-rope’ and ‘ex-clusiveness’ produce?
What syntactical stylistic devices in the general’s remarks are representative of his high-flown manners of speech and his narrow-mindedness?
What lexical stylistic device(s) in the general’s speech is based on the image of a card game? What is the author’s implication in this case?
Comment on the stylistically relevant language means used in the concluding logical part rendering the general’s social prejudices.
What syntactic and lexical stylistic devices serve to depict the Norrises’s willingness to flatter the general and to share his critical opinion of Europe and Europeans?
What stylistic function does the stylistic device of chiasmus play in unfolding the narration?
What role does the abundant use of the -ing forms and the predicative complexes with them play in the depiction of the main characters’ behaviour?
How is the intonation of spoken language kept throughout the text? What is the role of one-member and elliptical sentences in this case?
And now that you have carefully analyzed the stylistic devices and expressive means employed in the extract as a whole, dwell on the author’s implications in the most conspicuous stylistic means.