- •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
Section 1 text comprehension questions
1.1. Issues for Discussion
What makes one recognize that different kinds of English are spoken inside England?
What feature of a regional dialect does Charles Barber consider to be the most important one?
How does the administrative division of England correlate with dialectal makeup of the country? Approach it in terms of your theoretical course of English Lexicology, namely, see the problem ‘Regional varieties of the English language’.
Is the number of actually existing regional dialects of the English language more numerous than it is apparent to the ordinary speaker? If so, account for this fact.
Whom does Charles Barber mean by ‘the untrained ear’ and which type of transference underlies this use?
Can an amateur distinguish between the dialects of different towns, villages or those of different streets similarly to a professional in the field of phonetics?
Which differences between the regional dialects are the most conspicuous ones and which are more difficult to recognize for the unprofessional speaker according to Charles Barber?
What examples does the author provide to illustrate the differences in vocabulary and grammar between regional dialects?
What types of English dialects are distinguished according to horizontal and vertical diversification of the English language?
How is the notion of a class dialect explained by Charles Barber?
Is there a certain correlation between social dialects and the local social structure?
How does the author account for the fact that our assessment of a person’s style of speech is simply due to social traditions and associations but not due to the features inherent in the language itself?
On what language levels, others than the phonetic one, does the social stratification of the language find its expression?
Does the author support the opinion that the speaker higher in the social ladder describes many of the usages of lower strata as ‘ungrammatical’?
What interesting coincidence is observed in the vocabulary usage between the representatives of the upper and the lower classes?
Why does the author find such descriptions of the style of speech as ‘educated’ and ‘uneducated’ merely euphemisms for class distinctions in speech?
Does one’s style of speech depend on education only or on some other factors according to Charles Barber?
What example does Charles Barber provide as an exception to the universally recognized correlation between education and class?
Section 2
Vocabulary focus
2.1. Stratification of the Scientific Text Vocabulary
Pick out words and word-combinations which can be regarded as special linguistic terminology and group them thematically.
Define the following terms: dialect, a regional dialect, a social dialect, an intrinsic quality of a language, a distinctive feature.
Find the derivational series of words with the root morpheme dialect.
Pick out all word-combinations in which the word ‘dialect’ occurs.
Select words which can be regarded as general scientific terms and complete the following table taking into consideration their part-of-speech belonging. Some sections may remain blank.
Noun
Verb
Adjective
Adverb
Which terminological units of the text can be regarded as consubstantial terms and why? Say which of them function as general scientific terms and which function as special linguistic terms.
Select general scientific units in the text and sort them out according to their structure into a) individual lexemes; b) word-combinations; c) predicative polylexemic units. After that complete the table below with the general scientific units taking into account their function in the logical unfolding of the text information.
function
example
exemplifying
introducing generally recognized facts
connecting points
adding information
specifying
expressing certainty
expressing uncertainty
comparing
contrasting
expressing concession
other
Think of Ukrainian equivalents to the general scientific units from the text. Mind that they should be fully in keeping with the stylistic requirements of the Ukrainian scientific prose.
Pick out general scientific verbal word-combinations with the head-words find, see, recognize, appear. What general scientific meaning do they acquire in the humanities text under consideration?
Which words of Latin, Greek or French origin can be traced in the text and which stylistic layer do they represent?
Find those units of the text which serve as means of quantitative expressivity, among them adjectives in the Comparative and Superlative degrees and emphatic and limiting particles.
Comment on the expressive nature of the words to lack, to lump, host used in the ST in question in the word-combinations to lack the power, to lump together, a host of dialects. How does their trite imagery contribute to the expressiveness of the text? What other instances of its manifestation are there in the text?
Is the present text illustrative in terms of subjective modal evaluation as another form expressivity can take in a ST? If so, provide examples.
Find those emotive adjectives which describe different kinds of speech in the text under study and comment on their contribution to the expressivity of this piece of scientific writing. Look for more words with inherent expressive-evaluative connotations in the present text.