РОССИЙСКАЯ ФЕДЕРАЦИЯ
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ
ФГБОУ ВО ТЮМЕНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ
ИНСТИТУТ ФИЛОЛОГИИ И ЖУРНАЛИСТИКИ
Кафедра английской филологии и перевода
Д. Е. ЭРТНЕР, Е. Г. СЕЧЕНОВА
ОСНОВЫ ТЕОРИИ ПЕРВОГО ИНОСТРАННОГО ЯЗЫКА:
СТИЛИСТИКА (SEMINARS IN STYLISTICS)
Учебно-методическое пособие
для студентов направления 45.03.02 «Лингвистика»
форма обучения – очная
Тюмень
Издательство
Тюменского государственного университета
2016
1 УДК 811.111’38(075.8)
ББК Ш143.21я73
Э 826
Д. Е. Эртнер, Е. Г. Сеченова. Основы теории первого
иностранного языка: Стилистика (Seminars in Stylistics): учебнометодическое
пособие
для
студентов
направления
45.03.02
«Лингвистика», форма обучения – очная. Тюмень: Издательство
Тюменского государственного университета, 2016. 80 с.
Учебное пособие составлено в соответствии с требованиями ФГОС
ВО с учетом рекомендаций и ПрОП ВО по направлению и профилю
подготовки.
Рабочая программа дисциплины опубликована на сайте ТюмГУ:
Основы теории первого иностранного языка [электронный ресурс] /
Режим доступа: http://www.umk3plus.utmn.ru, раздел «Образовательная
деятельность», свободный.
Рекомендовано к изданию кафедрой английской филологии и
перевода
ИФиЖ.
Утверждено
первым
проректором
Тюменского
государственного университета.
ОТВЕТСТВЕННЫЙ РЕДАКТОР: Н. В. Дрожащих, к.ф.н., профессор
РЕЦЕНЗЕНТЫ: Т. А. Ильющеня, к.ф.н., доцент
Д. В. Шапочкин, к.ф.н., доцент
© ФГБОУ ВО Тюменский государственный университет, 2016
© Д. Е. Эртнер, Е. Г. Сеченова, 2016
2 Contents
Preface……………………………………..........................................................4 Part I. Stylistic Lexicology……………….…………………………………………5 Connotations……………………………………………………………………....5 Types of words……………………………………………….…………………...8 Part II. Stylistic Semasiology (Expressive Means and Stylistic Devices)
………………………………………………………………………………………13 Phonographic EM and SD……………………...………………………………13 SD making use of the meaning of the language unit…………..……………18 SD making use of the structure of the language unit………………………..28 Part III. Functional Styles………………………………………………...……….31
Test yourself section………………………………………………………………56
Keys……………………………………………………………….………………..63
Appendix 1………………………………………………………..………………..66
Appendix 2……………………………………………………..…………………..68
Glossary of Stylistic Terms………………………………….…………………....69
Sources……………………………………………………….…………………....77
3 Preface
This course deals with the concept of style and its applications to the
notions of encoding and decoding. Emphasis is given to the written domain,
in particular to the style of various kinds of narrative, poetry, journalistic
prose, scientific prose, and official documents. The book contains exercises
on defining and interpreting the types and functions of phonetic, graphical,
lexical and syntactical stylistic devices, at the sentence level, and at the text
level.
The manual objectives are: to provide the students with an overview of
stylistic variation, to get them acquainted with the theory of stylistic devices of
the English language and to form basic knowledge and practical skills in
analyzing and interpreting the texts, belonging to different functional styles.
Upon successful completion of the course unit students will be able to:
appreciate the concepts of style and stylistic variation; relate specific issues
of lexical, phraseological, morphological, and syntactic variation to the
particular style; differentiate and analyse a number of types of text.
The students are encouraged to identify and analyze the main stylistic
features of different functional text types (scientific paper, instruction, tale,
etc.) in English, and to compare these texts to their Russian equivalents.
The necessary theoretical basis for the course is the basic knowledge
of linguistics, lexicography, translation studies, and theoretical grammar. In
addition to the transferable skills, students will develop the ability to stretch
analytical skills and use them to solve problems; to enhance the ability to
write and translate effectively; to strengthen the command of English as a
means of communication.
4 Part I. Stylistic Lexicology
Connotations
Task 1. Each of the following sentences has a pair of words with roughly
similar dictionary definitions.
One word in the pair is appropriate for the
context, while the other word is out of place. Choose the appropriate word.
Be prepared to discuss why the other word is out of place.
a. Snakes (junk, shed) their skins periodically.
b. The farmer (butchered, executed) livestock to feed his family.
c. The mother gave her baby a tender (smirk, smile).
d. The tortoise crept along at an agonizingly slow (velocity, speed).
e. Even the coolest star in the heavens is unbelievably (sultry, hot).
f. Robert (stole, pilfered) $50,000 from his employer.
g. The horse (loped, sprinted) at top speed for 200 yards.
h. The French are (noted, notorious) for their fine food.
Task 2. Below are groups of words which are often used to describe people.
What are the connotations of the words?
a. Childlike, Youthful, Childish, Young
b. Disabled, Crippled, Handicapped, Retarded
c. Relaxed, Laid-back, Lackadaisical, Easy-going
d. Slim, Skinny, Slender, Thin
e. Cheap, Frugal, Miserly, Economical
f. Young, Immature, Juvenile, Youthful
g. Inquisitive, Interested, Curious, Convivial
h. Confident, Secure, Proud, Egotistical
i. Lovely, Knockout, Beautiful, Stunning
j. Talkative, Conversational, Chatty, Nosy
5 Task 3. In certain contexts, a word's connotation can clash with the picture
presented. In each of the sentences below, one word obviously clashes with
the picture presented. Choose a more appropriate synonym.
a. The Senator introduced his mommy to the guests.
b. The Baroness delicately slurped her soup.
c. Paul flung down his napkin and pranced out.
d. The United Nations assembly recessed for chow.
e. Carol is a very dear acquaintance of mine.
f. John Wayne and Lee Marvin were pretty he-men.
g. Aspirins haven't helped to heal my headache.
h. Your teacup is filled to the brink.
i.
The gale winds hurt several houses in the area.
j.
The orchestra commander tapped for silence.
Task 4. In each item below, you will find three words with similar dictionary
meanings. But each word in the set expresses a different shade of feeling.
Arrange each set of items under the columns marked NEUTRAL,
FAVOURABLE, UNFAVOURABLE.
a. 1. lazy
relaxed
slow
b. 2. prudent
timid
cowardly
c. 3. mousy
shy
modest
d. 4. out-of-date
time-tested
old
e. 5. dignified
stiff-necked
reserved
f. 6. stubborn
persistent
persevering
g. 7. new
newfangled
up-to-date
h. 8. thrifty
miserly
parsimonious
i. 9. self-confident
proud
conceited
j. 10. curious
nosy
concerned
6 Task 5. Analyse the following synonyms according to their stylistic
differentiation:
a.
Currency – money – dough
b.
To talk – to converse – to chat
c.
To chow down – to eat – to dine
d.
To start – to commence – to kick off
e.
Insane – nuts – mentally ill
f.
Spouse – hubby – husband
g.
To leave – to withdraw – to shoot off
h.
Geezer – senior citizen – old man
i.
Mushy – emotional –sentimental
Task 6. Define stylistic relevance of the bold type words:
a. I must be off to my digs.
b. She betrayed some embarrassment when she handed Paul the tickets,
and the hauteur which made her feel very foolish.
c. When the old boy popped off he left Philbrick everything, except a few
books to Grace.
d. Silence was broken by the arrival of Flossie, splendidly attired in magenta.
e. He looked her over and decided that she was not appropriately dressed.
Task 7. Edit the following paragraph by replacing the slang words and
phrases with more formal language.
I felt like such an airhead when I got up to give my speech. As I walked
toward the podium, I banged my knee on a chair. Man, I felt like such a klutz.
On top of that, I kept saying “like” and “um,” and I could not stop fidgeting. I
was so stressed out about being up there. I feel like I’ve been practicing this
speech 24/7, and I still bombed. It was ten minutes of me going off about how
we sometimes have to do things we don’t enjoy doing. Wow, did I ever prove
7 my point. My speech was so bad I’m surprised that people didn’t boo. My
teacher said not to sweat it, though. Everyone gets nervous his or her first
time speaking in public, and she said, with time, I would become a whiz at
this speech giving stuff. I wonder if I have the guts to do it again.
Types of Words
Task 1. Comment on the peculiar spelling of the words in bold. Paraphrase
them with more neutral equivalents:
a. Should auld acquaintance be forgot
And never brought to mind?
Should auld acquaintance be forgot
And days of auld lang syne? (R.Burns)
b. The needs ye sow – another reaps,
The robes ye weave – another wears,
The arms ye forge – another bears. (P.B.Shelley)
c. As fair are thou, my bonie lass,
So deep in luve am I;
And I will luve thee still, my Dear,
Till a' the seas gang dry. (R.Burns)
d. List'ning, the doors an' winnocks rattle,
I thought me on the ourie cattle,
Or silly sheep, wha bide this brattle
O' winter war,
And thro' the drift, deep-lairing, sprattle,
Beneath a scar. (R.Burns)
8 Task 2. Compare the following utterances and define the spheres of
communication, the level of social and educational level, age and gender
differences.
a. Retire, please!
b. Leave the room!
c. Clear out!
d. Beat it, dude!
e. I ain’t got nothing!
Task 3. Discuss the notion of the NORM in the language as a system and
comment on the deviations from the NORM in the following examples:
a. He died on the 1st of October.
b. He passed away.
c. He kicked the bucket.
d. He went to the forefathers.
e. He breathed his last.
Task 4. Look at these three text extracts and decide which register types you
would classify them in. Underline key stylistically marked words which help
you decide the register. Find examples of stylistically colored words: terms,
colloquial/slang words, bookish/poetic words, officialese / literary words etc.
a) Dear Mr Brown,
Because Mr. Jones is out of the office for the next two weeks I am
acknowledging receipt of your letter dated May 20, l983. It will be brought to
his attention immediately upon his return. If I may be of any assistance during
Mr. Jones' absence, please do not hesitate to call.
b)
Bacteria have a thick, rigid cell wall, which maintains the integrity of
the cell, and determines its characteristic shape. Since the cytoplasm of
bacteria contains high concentrations of dissolved substances, they generally
9 live in a hypotonic environment (i.e. one that is more dilute than their own
cytoplasm). There is therefore a natural tendency for water to flow into the
cell, and without the cell wall the cell would fill and burst (you can
demonstrate this by using enzymes to strip off the cell wall, leaving the naked
protoplast).
c) Once upon a midnight dreary, while I pondered weak and weary,
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
`'Tis some visitor,' I muttered, `tapping at my chamber door Only this, and nothing more.'
Task 5. If you meet a new word it is often possible to work out its meaning
from its context. Practise by explaining what the words in bold in the following
sentences may mean.
a. I very much prefer restaurants where there is no microwavery.
b. They’re building a new cineplex on the edge of the town so we should
be able to choose from a variety of films on Saturday nights.
c. Upskiing, which uses small parachutes, is a rapidly developing sport in
the USA.
d. World AIDS Day was inspired by the health globocrats of the World
Health Organization.
e. He is writing a thesis on humorology.
Task 6. Define stylistic adherence of words and word combinations in the
following examples:
a. To kick the bucket.
b. The darkness was so thick you could cut it with a knife.
c. Say, boy, ain’t that a piece of work?
10 d. Iraqis Launch Urban Fightback in Baghdad.
e. Information Minister Mohammed Saeed al-Sahaf told reporters.
f. This approach is essentially correct; this view markedly advances our
understanding of…
g. This scheme is broadly consistent with physiological evidence.
h. I am basically in disagreement with this view.
i. This perception unfortunately ignores the diversity of the phenomena.
j. The principle can be stated more briefly still.
Task 7. Consider the lexical peculiarities of the following passages paying
special attention to interaction of the different types of vocabulary and their
stylistic functions:
a. “You agree with me, Jeeves, that the situation is a lulu?”
b. “Certainly, a somewhat sharp crisis in your affairs would appear to have
been precipitated, sir”. (Wodehouse)
c. “Learn, O thou of unshuffled features and agreeable disposition”, I said,
for one likes to be civil, “that the above Travers is my uncle. He sent me
here to have a look at the thing. So dig it out, will you? I expect it’s
rotten” (Wodehouse)
d. “Do you talk?” asked Bundle. “Or are you just strong and silent?”
“Talk?” said Anthony. “I burble. I murmur. I gurgle – like a running
brook, you know. Sometimes I even ask questions.” (A.Christie)
e. “Dave is the quarterback of Dave's ESL Cafe.”
f. “The mechanic did a quick and dirty repair on my car.”
Task 8. Analyze the denotative and connotative meanings of the following
words and give your variants of translation:
а) недотепа, миндальничать, пассионарный, олигарх, обличать,
кинуть к.-л.
11 b) misguided, to dismay, to empower, a sucker, to blight, misgivings, a
mogul, trivia, a dude, quarterback.
Task 9. Analyse the transformation of the sentence ―Your letter pleased
me greatly. Describe the type of stylistic transformation in each case:
1. Getting your letter was a real pleasure for me
2. Your letter made me jump from joy
3. Reading your letter was extremely pleasant
4. To read your epistle was a pure pleasure
5. Your letter is the best of what happened to me lately
6. No words fail me to describe happiness I felt, having received your
letter.
7. Your letter flattered me immensely.
8. Your letter gratified me unmistakably.
9. My joy of reading your letter couldn‘t be told in a tale or written with a
pen.
10. You should know what a wild delight invaded me when I was reading
your letter.
11. I was reading your letter and believe me my eyes were full of
uncontainable happiness and joy.
12. My joy of reading your letter was sea –wide.
13. Your letter elucidated my drab existence like a stream of light .
14. Your letter was like a stream of light in the kingdom of darkness.
15. Your writing to me was the most delightful thing possible.
16. Your letter was as honey for my heart!
17. The message you have sent to me was great!
18. Ur msg made me LOL.
19. Your letter warms the cockles of my heart when I re-read it during cold
evenings.
12 20. I‘ve read your letter and I‘m ready to bend my knee to the God to make
him send me one more message from you.
21. Thx 4 ur line, it‘s cool .
22. Oh, my friend, your letter
Made my mood go better!
23. The jocundity I felt having received your epistle was considerable
.
24. Like rivers fill the sea with water, your message filled my soul with
pleasure!
25. Your precious letter … How much it means to me!
26. Not unpleasing was your epistle tome.
27. Did your letter please me? Oh, it really did!
Part II. Stylistic Semasiology (Expressive Means and Stylistic Devices)
Phonographic EM and SD
Task 1.Comment on the nature and function of the phonographic stylistic
devices realized in the following examples:
a. Tit for tat
b. Tit-bit
c. It is neck or nothing
d. Willy-nilly
e. Hurly-burly
f. To shilly-shally
Task 2. Define and comment on the type of phonographic stylistic devices:
a. Last but not least.
b. O, my love is like a red, red rose
c. That newly sprung in June.
d. O, my love is like a melodie,
13 e. That’s sweetly played in tune. (R.Burns)
f. I had a coach with a little seat in fwont with an iwon wail for the dwiver."
(Ch.Dickens.)
g. He missed our father very much. He was s-l-a-i-n in North Africa.
(J.D.Salinger)
h. The possessive instinct never stands still (J.Galsworthy)
i. Silver Spoon (J. Galsworthy).
Task 3. Indicate the causes and effects of the following cases of alliteration,
assonance and onomatopoeia:
a. He swallowed the hint with a gulp and a gasp and a grin.
b. The fair breeze blew, the white foam flew,
The furrow followed free.
c. The Italian trio tut-tutted their tongues at me.
d. You, lean, long, lanky lam of a lousy bastard!
e. "Luscious, languid and lustful, isn't she?" "Those are not the correct
epithets. She is – or rather was surly, lustrous and sadistic."
f. "Sh-sh." "But I am whispering." This continual shushing annoyed him.
g. Dreadful young creatures-squealing and squawking.
h. The quick crackling of dry wood aflame cut through the night.
Task 4. Define and comment on the type of phonographic stylistic devices:
a. The pot was bubbling on the fire.
b. ALL our troubles are over, old girl," he said fondly. "We can put a bit by
now for a rainy day." (S.Maugham)
c. I even heard they demanded sexual liberty. Yes, sir, Sex-You-All
liberty." (J. Kerouac)
d. Doubting, dreading, dreams no mortals ever dared to dream before
(E.A.Poe).
14 e. De old Foolosopher, like Hickey calls yuh, ain't yuh?" (E.O'Neill)
f. He began to render the famous tune "I lost my heart in an English
garden, Just where the roses of Kngland grow" with much feeling: "Ahee last mah-ee hawrt een ahn Angleesh gawrden, Jost whahr thah
rawzaz ahv Angland graw." (H.Caine)
g. Piglet, sitting in the running Kanga's pocket, substituting the
kidnapped Roo, thinks:
this
"If
shall
is
I
take
never
flying
really
to
it." (A.Milne)
Task 5. Define and comment on the type of phonographic stylistic devices:
a. Pride and Prejudice, Sense and Sensibility (J. Austen)
b. Kiddies and grown-ups too-oo-oo We haven't enough to do-oo-oo.
(R. Kipling)
c. "Hey," he said "is it a goddamn cardroom? or a latrine? Attensh -- HUT!
Da-ress right! DHRESS! (J.Jones)
d. Adieu you, old man, grey. I pity you, and I de-spise you." (Ch.Dickens)
e.
And the silken, sad, uncertain rustling of each purple curtain…
(E.A. Poe)
f. The day is cold and dark and drear
It rains and the wind is never weary. (Longf.)
g. School for Scandal (R. Sheridan)
Task 6. Consider the following examples of onomatopoeia. Classify them into
direct and indirect. Can you guess the meaning not looking them up in the
dictionary? Offer the Russian equivalent to each of the examples:
15 Hiss, rustle, buzz, jingle, bow-wow, slap, tap, bubble, splash, chuckle, mew,
flop, purr, hoink, giggle, boa-boa, click, tick-tuck, cackle, roar, quack, tinkle,
cuckoo, ding-dong, caw, moo, bang, rap.
Task 7. Define the type of the rhyme (male or female) in the following
passages/ Illustrate these types with examples from the Russian language.
a. Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of the bay… (W. Wordsworth)
b. What though that light, thro' storm and night,
So trembled from afarWhat could there be more purely bright
In Truth's day-star? (E.A.Poe)
c. Hear the tolling of the bellsIron Bells!
What a world of solemn thought their monody compels!
In the silence of the night,
How we shiver with affright
At the melancholy menace of their tone! (E.A.Poe)
d. In visions of the dark night
I have dreamed of joy departedBut a waking dream of life and light
Hath left me broken-hearted. (E.A.Poe)
16 Task 8. Define the type of the rhyme (enclosing, paired, alternate, eye-rhyme)
in the ongoing passages. Find the corresponding examples of verse in the
Russian language.
a. Yes, there is holy pleasure in thine eye!
The lovely cottage in the guardian nook
Hath stirred thee deeply; with its own dear brook,
Its own small pasture, almost its own sky! (W. Wordsworth)
b. The seed ye sow – another reaps,
The wealth you find – another keeps;
The robes ye weave – another wears,
The arms ye forge – another bears. (P.B.Shelley)
c. There are some qualities- some incorporate things,
That have a double life, which thus is made
A type of that twin entity which springs
From matter and light, evinced in solid and shade. (E.A.Poe)
d. WANDERED lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils… (W. Wordsworth)
e. Who gas not seen thee oft amid the store?
Sometimes whoever seeks abroad may find
Thee sitting careless on a granary floor,
Thy hair soft-lifted by the winnowing wind. (J.Keats)
17 f. LIKE burnt-out torches by a sick man's bed
Gaunt cypress-trees stand round the sun-bleached stone;
Here doth the little night-owl make her throne,
And the slight lizard show his jewelled head. (O.Wilde)
g. And the silken, sad, uncertain rustling of each purple curtain
Thrilled me - filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
"It is some visitor entreating entrance at my chamber door h. Some late visitor entreating entrance at my chamber door; This it is and nothing more." (E.A. Poe)
i. TIME drops in decay,
Like a candle burnt out,
And the mountains and the woods
Have their day, have their day… (W.B.Yeats)
j. So sweet the hour, so calm the time,
I feel it more than half a crime,
When Nature sleeps and stars are mute,
To mar the silence ev'n with lute. (E.A.Poe)
k. For us, even banquets fond regret supply
In the red cup that crowns our memory. (G.G.Byron)
SD making use of the meaning of the language unit
Task 1. Define and comment on the type of SD making use of the meaning of
the language unit:
18 a. The average New Yorker is caught in a machine. He whirls along, he is
dizzy, he is helpless. If he resists, the machine will crush him to pieces.
(W.Frank)
b. To drink like a fish.
c. She dropped a tear and her pocket handkerchief. (Ch.Dickens)
d. A silvery laugh.
e. It was his habit not to jump or leap at anything in life, but to crawl at
everything. (Ch.Dickens)
f. Every Caesar has his Brutus. (O.Henry)
g. How delightful – to find yourself in a foreign country without a penny in
the pocket.
h. Oh, my love is like a red, red rose
That newly sprung in June… (R.Burns)
Task 2. Define and comment on the type of SD making use of the meaning of
the language unit:
a. Christ, it’s so funny! Madame Bovary at Columbia Extension School!
(J.D.Salinger)
b. No sleep till morn, when Youth and Pleasure meet
To chase the glowing Hours with flying feet. (G.G.Byron)
c. I’ve told you a million times.
d. At noon Mrs.Turpin would get out of bed and humor, put on kimono,
airs, and water to boil for coffee. (O.Henry)
e. Dreamy, gloomy, friendly trees! (Trench)
f. It was no easy task.
g. Dora plunged at once into privileged intimacy and into the middle of the
room. (I.Shaw)
19 h. He looked at himself in the glass. Here, then, was a modern Hercules –
very distinct from that unpleasant naked figure with plenty of muscles,
brandishing a club. (A.Christie)
i. Not bad.
j. He earns his living by his pen. (S.Maugham)
Task 3. In the following sentences pay attention to the structure and
semantics of oxymoron. Indicate which of its members conveys the
individually viewed feature of the object and which one reflects its generally
accepted characteristic:
a. He caught a ride home to the crowded loneliness of the barracks.
b. Sprinting towards the elevator he felt amazed at his own cowardly
courage.
c. He behaved pretty lousily to Jan.
b. There were some bookcases of superbly unreadable books.
c. Absorbed as we were in the pleasures of travel-and I in my modest
pride at being the only examinee to cause a commotion-we were over
the old Bridge.
d. Harriet turned back across the dim garden. The lightless light looked
down from the night sky.
e. Sara was a menace and a tonic, my best enemy; Rozzie was a disease,
my worst friend. (J. Car.)
f. A neon sign reads "Welcome to Reno-the biggest little town in the
world."
g. Huck Finn and Holden Caulfield are Good Bad Boys of American
literature. (V.)
h. You have got two beautiful bad examples for parents. (Sc. F.)
20 Task 4. Define the nature and comment on the type of SD making use of the
meaning of the language unit:
a. Then there were the twin boys, whom the family called “Stars and
Stripes”, as they were whipped regularly. (O.Wilde)
b. The little boy was deprives of what can never be replaced. (Ch.Dickens)
c. A disturber of the piano. (O.Henry)
d. Miss Toady, Miss Sharp (W.Thackeray)
e. I do not consult physicians, for I hope to die without their help.
(W.Temple)
f. A cutting smile.
g. It was done not without taste.
h. Money burns a hole in my pocket. (T.Capote)
i. A living corpse
j. And proved it – it was no matter what he said. (G.G.Byron)
k. The money she had accepted was two soft, green, handsome ten-dollar
bills. (T.Dreiser)
l. Can the Ethiopian change his skin, or the leopard his spots? (The Old
Testament)
Task 5. Define and comment on the type of SD making use of the meaning of
the language unit:
a. Sweet sorrow.
b. A deafening silence.
c. He was so tall that I was not sure he had a face. (O.Henry)
d. She was not without realization already that this thing was impossible,
so far as she was concerned. (Th.Dreiser)
e. She was scared to death.
f. Some books are to be tasted, others swallowed, and some few to
chewed and digested. (F.Bacon)
21 g. May’s mother always stood on her gentility, and Dot’s mother never
stood on anything but her active little feet. (Ch.Dickens)
h. There are tree doctors in an illness like yours…Dr. Rest, Dr. Diet, and
Dr. Fresh Air. (D.Cusack)
i. A film star.
Task 6. Distinguish between metaphor and metonymy in the following
examples:
a. Art washes away from the soul the dust of everyday life. (P. Picasso)
b. Conscience is a man’s compass. (V. Van Gogh)
c. As he swung toward them holding up the hand
Half in appeal, but half as if to keep
The life from spilling. (R. Frost)
d. Chaos is a friend of mine. (B. Dylan)
e. Friends, Romans, countrymen, lend me your ears. (W.Shakespeare)
f. All religions, arts and sciences are branches of the same tree. (A.
Einstein)
g. All the world’s a stage, and all the men and women merely players.
(W. Shakespeare)
h. I am the good shepherd…and I lay down my life for the sheep.
(The Bible)
i. All our words are but crumbs that fall down from the feast of the mind.
(K. Gibran)
j. Fill your paper with the breathings of your heart. (W. Wordsworth)
k. Let us be grateful to people who make us happy, they are the charming
gardeners who make our souls blossom. (M. Proust)
l. I’m mighty glad Georgia waited till after Christmas before it secedes or it
would have ruined the Christmas parties. (M. Mitchell)
m. And your very flesh shall be a great poem. (W. Whitman)
22 n. Advertising is the rattling of a stick inside a swill bucket. (G. Orwell)
o. Dying is a wild night and a new road. (E. Dickinson)
p. But now my oat proceeds,
And listens to the herald of the sea
That came in Neptune’s plea,
He asked the waves, and asked the felon winds,
What hard mishap hath doomed this gentle swain? (J. Milton)
Task 7. Comment on the nature of comparison in the following examples:
a. Her romantic mind was like the tiny boxes, one within the other, that
come from the puzzling East . . (J. M. Barrie)
b. . . . and snow lay here and there in patches in the hollow of the banks,
like a lady’s gloves forgotten. (R. D. Blackmore)
c. In the eastern sky there was a yellow patch like a rug laid for the feet of
the coming sun . . . (S. Crane)
d. I saw the best minds of my generation destroyed by madness, starving
hysterical naked…who disappeared into the volcanoes of Mexico
leaving behind nothing but the shadow of dungarees and the lava and
ash of poetry scattered in fireplace Chicago. ( A. Ginsberg)
e. . . . when I laid down the paper, I was aware of a flash — rush — flow
— I do not know what to call it — no word I can find is satisfactorily
descriptive — in which I seemed to see that bedroom passing through
my room, like a picture impossibly painted on a running river. (Ch.
Dickens)
f. . . . impressions poured in upon her of those two men, and to follow her
thought was like following a voice which speaks too quickly to be taken
down by one’s pencil . . . (V. Woolf)
23 Task 8. Identify the functional type of metaphors, their tenor - vehicle
structure, and the ground for comparison in the following sentences:
Example: A blanket of snow fell today.
Genitive metaphor.
Tenor – a thin layer of fresh snow.
Vehicle – blanket.
Ground for comparison – flatness, the ability of a blanket to cover, making
warm.
a. After years of misbehaving, he turned over a new leaf this year.
b. All the world's a stage.
c. A new crop of students entered school.
d. Anne is the apple of my eye.
e. America is a melting pot.
f. A tidal wave of donations came in.
g. Give him room to grow.
h. Have a ball.
i. He is a road hog.
j.
He is a mountain of strength.
k.
Her home was a prison.
l.
He showered her with gifts.
m.
He was boiling mad.
n.
How's life in the fast lane?
o.
I got cold feet before I was supposed to talk in class.
p.
I felt the weight of the world on my shoulders.
q.
I have butter fingers today; I keep dropping things.
r.
Life is a dream.
s.
Love is a red, red rose.
t.
My name is mud ever since I caused so much trouble.
24 Task 9. Comment on the nature of comparison in the following examples:
a. . . . utterly absorbed by the curious experience that still clung to him like
a garment.” (L. C. Douglas)
b. She entered with ungainly struggle like some huge awkward chicken,
torn, squawking, out of its coop. (A. C. Doyle)
c. He looks like right after the maul hits the steer and it no longer alive and
don’t yet know that it is dead. (W. Faulkner)
d. But,
soft!
What
light
through
yonder
window
breaks?
It is the east, and Juliet is the sun. (W. Shakespeare)
e. The very mystery of him excited her curiosity like a door that had
neither lock nor key. (M. Mitchell)
f. Elderly American ladies leaning on their canes listed toward me like
towers of Pisa. (V. Nabokov)
g. Kate inched over her own thoughts like a measuring worm. (J.
Steinbeck)
h. He says, you have to study and learn so that you can make up your
own mind about history and everything else but you can’t make up an
empty mind. Stock your mind, stock your mind. You might be poor, your
shoes might be broken, but your mind is a palace. (F. McCourt)
Task 10. Comment on the cases of irony and pun. Translate the sentences
into the Russian language:
a. It is the unkindest tied that ever any man tied. (W. Shakespeare)
b. To be able to be free from care, quite free from care; to be able to play
and romp with the children; to be able to keep the house beautifully and
have everything just as Torvald likes it! (H. Ibsen)
c. …winter of our discontent…made glorious summer by this Son of York.
(W. Shakespeare)
25 d. Not I, believe me. You have dancing shoes with nimble soles; I have
a soul of lead. (W. Shakespeare)
e. Claudius: “…But now, my cousin Hamlet, and my son…” Hamlet:
[aside] “A little more than kin, and less than kind. (W. Shakespeare)
f. Water, water, everywhere,
And all the boards did shrink;
Water, water, everywhere,
Nor any drop to drink. (S.T.Coleridge)
g. On the contrary, Aunt Augusta, I’ve now realised for the first time in my
life the vital Importance of Being Earnest. (O. Wilde)
h. Upon the murderer I invoke this curse – whether he is one man and all
unknown, Or one of many – may he wear out his life in misery to
miserable doom! (W. Shakespeare)
i.
I always told you, Gwendolen, my name was Ernest, didn’t I? Well, it is
Ernest after all. I mean it naturally is Ernest. (O. Wilde)
j. There’s no art
To find the mind’s construction in the face:
He was a gentleman on whom I built
An absolute trust. (W. Shakespeare)
k. They seemed to think the opportunity lost, if they failed to point the
conversation to me, every now and then, and stick the point into me
(Ch. Dickens)
l.
“Tickler was a wax-ended piece of cane, worn smooth by collision with
my tickled frame.” (Ch. Dickens)
Task 11. Analyze various cases of play on words; indicate which type is used,
how it is created, what effect it adds to the utterance:
a. After a while and a cake he crept nervously to the door of the parlour.
b. There are two things I look for in a man. A sympathetic character and
full lips.
26 c. Dorothy, at my statement, had clapped her hand over her mouth to hold
down laughter and chewing gum.
d. In December, 1960, Naval Aviation News, a well-known special
publication, explained why "a ship" is referred to as "she": Because
there's always a bustle around her; because there's usually a gang of
men with her; because she has waist and stays; because it takes a
good man to handle her right; because she shows her topsides, hides
her bottom and when coming into port, always heads for the buyos."
e. When I am dead, I hope it may be said:
"His sins were scarlet, but his books were read."
f. Most women up London nowadays seem to furnish their rooms with
nothing but orchids, foreigners and French novels.
g. "Someone at the door," he said, blinking.
"Some four, I should say by the sound," said Fili.
h. Babbitt respected bigness in anything: in mountains, jewels, muscles,
wealth or words.
i. Men, pals, red plush seats, white marble tables, waiters in white aprons.
Miss Moss walked through them all.
j. My mother was wearing her best grey dress and gold brooch and a faint
pink flush under each cheek bone.
k. Hooper laughed and said to Brody, "Do you mind if I give Ellen
something?" "What do you mean?" Brody said. He thought to himself,
give her what? A kiss? A box of chocolates? A punch in the nose? "A
present. It's nothing, really."
l. "There is only one brand of tobacco allowed here - "Three nuns". None
today, none tomorrow, and none the day after."
m. Some writer once said: "How many times you can call yourself a Man
depends on how many languages you know."
27 Task 12. Point out the function of antonomasia being realized in the following
examples. Translate the sentences into Russian:
a. The fatal Cleopatra for which he lost the world and was content to lose it.
(W. Shakespeare)
b. O, let us pay the time but needful woe, ... This England never did, nor
never shall, Lie at the proud foot of a conqueror ... (W. Shakespeare)
c. He’s such a good guy. I enjoy his company so much! I just hope he’s Mr.
Right.
d. He-Who-Must-Not-Be-Named. (J.K.Rowling)
Task 13. Comment on the following cases of allusion:
a. You’re acting like such a Scrooge!
b. I didn’t have any bus fare, but fortunately some good Samaritan helped
me out!
c. At rest on ocean’s brilliant dyes / An image of Elysium lies (E. A. Poe)
d. Ah, Krusty – this is your Waterloo! (Sideshow Bob)
SD making use of the structure of the language unit
Task 1. Define the nature and comment on the type of SD making use of the
structure of the language unit:
a. And like a rat without a tail, I’ll do, I’ll do, I’ll do. (Shakespeare)
b. Should auld acquaintance be forgot
And never brought to mind?
Should auld acquaintance be forgot
And days of auld lang syne? (R.Burns)
c. I looked at the gun and the gun looked at me. (R.Chandler)
d. He was numbed. He wanted to weep, to vomit, to die, to sink away.
(A.Bennet)
28 e. Music makes one feel so romantic – at least it gets on one’s nerves,
which is the same thing nowadays. (O.Wilde)
f. On goes the river
And out past the mill. (Stevenson)
g. Blessed are the poor in spirit: for theirs is the kingdom of heaven.
(Mathew)
h. Terribly cold it certainly was. (O.Wilde)
i. Many sweet little apples did Miss Sharp make to him about the dishes
at dinner. (Thackeray)
j. Art is long, life if short. (B.Shaw)
Task 2. Define the nature and comment on the type of SD making use of the
structure of the language unit:
a. I am exactly the man to be placed in the superior position in such a
case as that. I am above the rest of mankind, in such a case as that. I
can act with philosophy in such a case as that. (Dickens)
b. Down dropped the breeze, / The sails dropped down. (Coleridge)
c. The hospital was crowded with the surgically interesting products of the
fighting in Africa. (I.Shaw)
d. Adieu, adieu! My native shore
Fades over the waters blue. (Byron)
e. Well, Judge Thatcher, he took it … (M.Twain)
f. Of course it’s important. Incredibly, urgently, desperately important.
(D.Cusack)
g. “There’s no use talking to him, he’s perfectly idiotic!” said Alice
desperately. (L.Carrol)
h. Oh, it’s a fine life, the life of the gutter. (B.Show)
29 Task 3. Define the nature and comment on the type of SD making use of the
structure of the language unit:
a. One man’s meat is another man’s poison. (B.Shaw)
b. Doolittle: I’m a thinking man and game for politics or religion or social
reform, same as all the other amusements. (B.Shaw)
c. Poor boy… no Father, no Mother, no any one. (Ch.Dickens)
d. She had developed power, this woman – this –wife of hers!
(Galsworthy)
e. This war-like speech, received with many a cheer,
f. Had filled them with desire of fame, and beer. (Byron)
g. She was still fat; the destroyer of her figure sat at the head of the table.
(A.Bennet)
h. Don’t use big words. They mean so little. (O.Wilde)
i. Few of them will return to their countries; they will not embrace our holy
religion; they will not adopt our manners. (B.Franklin)
j. They looked at hundreds of houses; they climbed thousands of stairs;
they inspected innumerable kitchens. (S.Maugham)
Task 4. Define the nature and comment on the type of SD making use of the
structure of the language unit:
a. The sea is but another sky,
The sky a sea as well. (Longfellow)
b. Doolittle: I’ve no hold on her. I got to be agreeable to her. I got to give
her presents. I got to buy her clothes… I’m a slave to that woman.
(B.Shaw)
c. Little Miss Muffet/ She sat on a tuffet (Nursery rhyme)
d. The seed ye sow – another reaps,
The wealth you find – another keeps;
The robes ye weave – another wears,
The arms ye forge – another bears. (P.B.Shelley)
30 e. In ebery stage of these oppressions we have petitioned for redress in
the most humble terms: our repeated petitions have been answered
only by repeated injuries. (Th.Jefferson)
f. At your feet I fall. (Dryden)
g. Some people are wise, some otherwise. (B.Shaw)
Task 5. Define the nature and comment on the type of SD making use of the
structure of the language unit:
a. Youth is full of pleasance,
Age is full of care;
Youth like summer morn,
Age like winter weather. (W.Shakespeare)
b. How little had I realized that, for me, life was only then beginning.
(A.Christie)
c. There were real silver spoons to stir the tea with, and real china cups to
drink it out of, and the plates of the same to hold the cakes.
(Ch.Dickens)
d. Never can true reconcilement grow where wounds of deadly hate have
pierced so deep. (Ch.Milton)
e. In the days of old men made manners; Manners now make men.
(G.G.Byron)
Part III. Functional Styles
Task 1. Illustrate the major principles of decoding stylistic analysis at the
example of the English poem and its Russian interpretation. Offer your own
variant of translation:
31 The Raven
Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door '"Tis some visiter", I muttered, "tapping at my chamber door Only this and nothing more."
And the silken, sad, uncertain rustling of each purple curtain
Thrilled me - filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
"Tis some visiter entreating entrance at my chamber door Some late visiter entreating entrance at my chamber door; This it is and nothing more."
E.A. Poe
Ворон
Погруженный в скорбь немую и усталый, в ночь глухую,
Раз, когда поник в дремоте я над книгой одного
Из забытых миром знаний, книгой полной обаяний, Стук донесся, стук нежданный в двери дома моего:
"Это путник постучался в двери дома моего,
Только путник - больше ничего".
От дыханья ночи бурной занавески шелк пурпурный
Шелестел, и непонятный страх рождался от всего.
Думал, сердце успокою, все еще твердил порою:
"Это гость стучится робко в двери дома моего,
Запоздалый гость стучится в двери дома моего,
Только гость - и больше ничего!"
Д.М. Мережковский
32 Task 2. Define the style of the text. Support your point of view with illustrative
examples:
Manchester United crash out to Middlesbrough on penalties
Paul Wilson at Old Trafford
Wednesday 28 October 2015
Middlesbrough, who knocked Manchester City out of the FA Cup at the
Etihad last season, were good value for the win, if only for defending
resolutely and keeping their nerve in the shootout. David Nugent skied the
next effort after Rooney had seen Tomás Mejías save his opening attempt,
but successful kicks from Grant Leadbitter, Stewart Downing and Ben Gibson
saw them through.
“Penalties can go either way but we felt we were the better team in
open play,” said Middlesbrough’s manager, Aitor Karanka, not unfairly. “I am
proud because our overall performance was amazing.”
Louis van Gaal did not dispute the justice of the result. “Our penalty
takers were not so sharp after 120 minutes, but we had plenty of chances
before that,” the United manager said. “I am concerned that we have not
scored in our last two games. We could have scored in the game against
Manchester City, but it is goals that win matches, not the number of chances
created.”
The first half simply proved that United can be just as turgid and
unimaginative when Rooney is sitting watching as when he is playing. Boro
began to break forward after a while and ended up creating the first attempt
on goal. George Friend nutmegged Jesse Lingard to win a corner, and when
United failed to clear Leadbitter’s returned ball found Friend unmarked at the
far post, only for the full-back to shoot straight at Sergio Romero. Still,
together with 10,000 visiting fans illuminating their end of the ground with
mobile phones in a photogenic gesture of support for former Tees-side
steelworkers, it was clear Boro intended to make their presence felt. By the
33 half-hour mark the visitors were doing most of the attacking and all the
chanting, growing into the game as United retreated into their shell.
http://www.theguardian.com Task 3. Define the style of the text. Support your point of view with illustrative
examples.
Sonnet 56
Sweet love, renew thy force; be it not said
Thy edge should blunter be than appetite,
Which but today by feeding is allayed,
Tomorrow sharpened in his former might.
So, love, be thou; although today thou fill
Thy hungry eyes even till they wink with fullness,
Tomorrow see again, and do not kill
The spirit of love with a perpetual dullness.
Let this sad interim like the ocean be
Which parts the shore where two contracted new
Come daily to the banks, that, when they see
Return of love, more blest be the view;
As call it winter, which being full of care
Makes summer's welcome thrice more wished, more rare
William Shakespeare
Task 4. Point out expressive means and stylistic devices used in the text.
Comment on their function in creating the author’s intentions.
«Feuille d’Album»
He really was an impossible person. Too shy altogether. With
absolutely nothing to say for himself. And such a weight. Once he was in your
studio he never knew when to go, but would sit on and on until you nearly
34 screamed, and burned to throw something enormous after him when he did
finally blush his way out -- something like the tortoise stove. The strange thing
was that at first sight he looked most interesting. Everybody agreed about
that. You would drift into the cafe one evening and there you would see,
sitting in a corner, with a glass of coffee in front of him, a thin dark boy,
wearing a blue jersey with a little grey flannel jacket buttoned over it. And
somehow that blue jersey and the grey jacket with the sleeves that were too
short gave him the air of a boy that has made up his mind to run away to sea.
Who has run away, in fact, and will get up in a moment and sling a knotted
handkerchief containing his nightshirt and his mother's picture on the end of a
stick, and walk out into the night and be drowned. . . Stumble over the wharf
edge on his way to the ship, even. . . He had black close-cropped hair, grey
eyes with long lashes, white cheeks and a mouth pouting as though he were
determined not to cry. . . . How could one resist him? Oh, one's heart was
wrung at sight. And, as if that were not enough, there was his trick of
blushing. . . Whenever the waiter came near him he turned crimson - he
might have been just out of prison and the waiter in the know. . .
Katherine Mansfield
Task 5. Comment on the grammatical structure of the poem. Define the
difficulties that can occur in the process of translating it into the Russian
language:
And the twice told fields of infancy
That his tears burnt my cheeks and his heart moved in vine
These were the woods the river and sea
Where a boy
In the listening
Summertime of the dead whispered the truth of his joy
To the trees and the stones and the fish and the tide.
And the mystery
Sang alive
Still in the water and singing birds.
D. Tomas
35 Task 6. Comment on the type of the text, define its style-forming features.
Group the words according to the central lexical fields they belong to:
Acceptance
When the spent sun throws up its rays on cloud
And goes down burning into the gulf below,
No voice in nature is heard to cry aloud
At what has happened. Birds, at least, must know
It is the change to darkness in the sky.
Murmuring something quiet in her breast,
One bird begins to close a faded eye;
Or overtaken too far from his nest,
Hurrying low above the grove, some waif
Swoops just in time to his remembered tree.
At most he thinks or twitters softly, "Safe!
Now let the night be dark for all of me.
Let the night be too dark for me to see
Into the future. Let what will be, be."
Robert Frost
Task
7. What type of
EM and SD dominate in the text (phonographic,
making use of the meaning or making use of the function)? What does it
contribute to interpretation of the passage?
«The Soul Selects Her own Society»
The Soul selects her own Society —
Then — shuts the Door —
To her divine Majority —
Present no more —
Unmoved — she notes the Chariots — pausing
At her low Gate —
36 Unmoved — an Emperor be kneeling
Upon her Mat —
I've known her — from an ample nation —
Choose One —
Then — close the Valves of her attention —
Like Stone —
(Emily Dickinson)
Task 8. Comment on the functional style the text belongs to. Produce the
complete lexico-stylistic analysis of the given Text:
Suppose it were perfectly certain that the life and fortune of every one of
us would, one day or other, depend upon his winning or losing a game of
chess. Don't you think that we should all consider it to be a primary duty to
learn the names and the moves of the pieces; to have a notion of a gambit,
and a keen eye for all the means of giving and getting out of check? Do you
not think that we should look with a disapprobation amounting to scorn, upon
the father who allowed his son, or the state which allowed its members, to
grow up without knowing a pawn from a knight?
Yet, it is a very plain and elementary truth that the life, the fortune, and the
happiness of every one of us, and, more or less, of those who are connected
with us, do depend on our knowing something of the rules of a game infinitely
more difficult and complicated than chess. It is a game which has been
played for untold ages, every man and woman of us being one of the two
players in a game of his or her own. The chess-board is the world, the pieces
are the phenomena of the universe, the rules of the game are what we call
the laws of nature. The player on the other side is hidden from us. We know
that his play is always fair, just, and patient. But also we know, to our cost,
that he never overlooks a mistake, or makes the smallest allowance for
ignorance. To the man who plays well the highest stakes are paid with that
37 sort of overflowing generosity with which the strong shows delight in strength.
And one who plays ill is checkmated - without haste, but without remorse.
My metaphor will remind some of you of the famous picture in which
Retzsch has depicted Satan playing at chess with man for his soul. Substitute
for the mocking fiend in that picture a calm, strong angel who is playing for
love, as we say, and would rather lose than win - and I should accept it as an
image of human life.
Well, what I mean by Education is learning the rules of this mighty game.
In other words, education is the instruction of the intellect in the laws of
nature, under which name I include not merely things and their forces, but
men and their ways; and the fashioning of the affections and of the will into an
earnest and loving desire to move in harmony with those laws. For me,
education means neither more nor less than this. Anything which professes to
call itself education must be tried by this standard, and if it fails to stand the
test, I must not call it education, whatever may be made of the force of
authority or of numbers upon the other side.
T.H. Huxley
Task 9. Comment on the functional style the text belongs to. Produce the
complete lexico-stylistic analysis of the given Text:
Chernobyl’s babushkas – the women who refused to leave the
exclusion zone
Holly Morris
Thursday 29 October 2015
On 26 April 1986 the Chernobyl nuclear power plant’s reactor No 4 blew
up after a cooling test. The resulting nuclear fire lasted 10 days, spewing 400
times as much radiation as the bomb dropped on Hiroshima.
Today Chernobyl’s soil, water, and air are among the most highly
contaminated on Earth. The reactor is at the centre of a 1,000-square-mile
38 “exclusion zone”, a quarantined no-man’s land complete with border guards,
passport control and radiation monitoring.
But amid the environmental devastation, the human story of Chernobyl
is often lost. That story is embodied in an unlikely community of some 130
people, known as “self-settlers”, who defiantly live inside the exclusion zone.
Almost all of them are women. About 116,000 people were evacuated
from the zone at the time of the accident, but about 1,200 of them refused to
stay away. The women who remain, now in their 70s and 80s, are the last
survivors of those who illegally returned to their ancestral homes shortly after
the accident.
A new film by Holly Morris and Anne Bogart, screening in London this
weekend, follows the unlikely group of rebels as they continue to go about
their daily lives in the toxic and lonely environment.
The film depicts the zone’s scattered ghost villages, now silent, eerie
and contaminated. Many villages have eight or 12 babushkas, or babas – the
Russian and Ukrainian words for “grandmother” – still living in them.
One self-settler depicted in the documentary, Hanna Zavorotnya,
explained how she snuck through the bushes back to her village in the
summer of 1986. “Shoot us and dig the grave,” she told the soldiers who tried
to evacuate her and other family members, “otherwise we’re staying.”
Why did she choose to live on this deadly land? Is she unaware of the
risks, or crazy enough to ignore them, or both? When asked about radiation,
Zavorotnya replied: “Radiation doesn’t scare me. Starvation does.”
Radiation or not, these women are at the end of their lives. But their
continued existence and spirit indicate the transformative connections to
home, and about the strength of self-determination. They are unexpected
lessons from a nuclear tragedy.
http://www.theguardian.com
39 Task 10. Dwell on the functional style the text belongs to. Find in the text
different cases of comparison and various stylistic devices and comment on
them:
«A.E.F.»
There will be a rusty gun on the wall, sweetheart,
The rifle grooves curling with flakes of rust.
A spider will make a silver string nest in the darkest, warmest corner of it.
The trigger and the range-finder, they too will be rusty.
And so hands will polish the gun, and it will hang on the wall.
Forefingers and thumbs will point absently and casually toward it.
It will be spoken among half-forgotten, wished-to-be-forgotten things.
They will tell the spider: Go on, you're doing good work.
Carl Sandburg
Task 11. Dwell on the functional style the text belongs to. Find in the text
different cases of comparison and various stylistic devices and comment on
them:
Portrait of a Lady
Under certain circumstances there are few hours in life more agreeable
than the hour dedicated to the ceremony known as afternoon tea. There are
circumstances in which, whether you partake of the tea or not — some
people of course never do — the situation is in itself delightful. Those that I
have in mind in beginning to unfold this simple history offered an admirable
setting to an innocent pastime. The implements of the little feast had been
disposed upon the lawn of an old English country house in what I should call
the perfect middle of a splendid summer afternoon. Part of the afternoon had
waned, but much of it was left, and what was left was of the finest and rarest
quality.
Henry James
40 Task 12. Dwell on the functional style the text belongs to. Find in the text
different cases of comparison and various stylistic devices and comment on
them:
Beer giants AB InBev and SABMiller agree mega-merger
Anheuser-Busch InBev has agreed the terms of its £71bn takeover of
rival SABMiller, in a deal that will combine the world's two largest beer
makers.
AB InBev, the maker of Budweiser, will pay £44 for each share in
SABMiller, the price it offered on 13 October. To clear the way for the
takeover, SABMiller is to sell its 58% stake in its US joint venture MillerCoors.
It is selling the stake to its main partner in the business, Molson Coors, for
$12bn (£7.9bn).
'More choices'
The newly-created firm will produce about 30% of the world's beer. AB
InBev's brands include Stella Artois and Corona, while SABMiller produces
Peroni and Grolsch.
"Our combination with SABMiller is about creating the first truly global
beer company and bringing more choices to beer drinkers in markets outside
of the US," said Carlos Brito, chief executive of AB InBev.
SABMiller has a workforce of close to 70,000 people in more than 80
countries, and global annual sales of more than $26bn. AB InBev has a
workforce of 155,000 and global revenues of more than $47bn.
The two firms are predicting cost savings of at least $1.4bn a year.
Global market share of five biggest beer companies
Anheuser-Busch InBev - 20.8%
SABMiller - 9.7%
Heineken - 9.1%
Carlsberg - 6.1%
China Resources Enterprise - 6%
Source: Euromonitor, based on 2014 figures
http://www.bbc.com/news/business
41 Task 13. Comment on the functional style the text belongs to. Paraphrase the
following passage and translate it into Russian.
If alien life exists on exoplanets, how would we know?
Astrophysicist Sara Seager believes she has a way to reveal the biological
secrets of a ‘second Earth’ – watch the video above to see how.
9 November 2015
Staring at the twinkling stars in the night sky, it’s easy to forget that
those faint, distant lights are all suns. And, just like the fiery orb blazing
away at the centre of our Solar System, those suns may have orbiting
planets.
It’s not like we can zoom in to look at the surface of an alien planet
“We think there are upwards of hundreds of billions of planets in our
galaxy alone,” says astrophysicist Sara Seager. She is a born explorer,
dedicating her life to the hunt for exoplanets far, far away with Earth-like
conditions that could harbour life.
But how will we ever know what planets outside the Solar System
might support life? It’s not like we can zoom in to the surface to look – the
distance is simply too great – and if an alien species wasn’t intelligent, it
wouldn’t be broadcasting either.
Seager, however, believes she has a way to spot biological
signatures on exoplanets – and it involves a giant flower-shaped spacecraft
capable of blocking out the light of an entire star. Watch the video above to
see what it takes to achieve this seemingly impossible task.
Seager has been described as an "astronomical Indiana Jones"
http://www.bbc.com/future/story
Task 14. Comment on the functional style the text belongs to. Translate the
passage into Russian as if the text belongs to:
a) a newspaper style;
b) a scientific style.
42 The Compleat Anger
The Salmon is ever bred in the fresh Rivers (and in most Rivers about
the month of August) and never grows big but in the Sea; and there to an
incredible bigness in a very short time; to which place they covet to swim, by
the instinct of nature, about a set time: but if they be stopp'd by Mills, Floudgates or Weirs, or be by accident lost in the fresh water, when the others go
(which is usually by flocks or sholes) then they thrive not.
And the old Salmon, both the Melter and Spawner, strive also to get into
the Sea before Winter; but being stopt that course, or lost, grow sick in fresh
waters, and by degrees unseasonable, and kipper, that is, to have a bony
gristle, to grow (not unlike a Hauks beak) on one of this chaps, which hinders
him from feeding, and then he pines and dies.
Izaak Walton
Task 15. Comment on the style-forming peculiarities of the text. Translate the
passage into Russian as if the text belongs to:
a) a newspaper style;
b) a scientific style.
Heart of Darkness
“He was a remarkable man,' I said, unsteadily. Then before the
appealing fixity of her gaze, that seemed to watch for more words on my lips,
I went on, 'It was impossible not to-'
"Love him,' she finished eagerly, silencing me into an appalled
dumbness. 'How true! how true! But when you think that no one knew him so
well as I! I had all his noble confidence. I knew him best.'
"You knew him best,' I repeated. And perhaps she did. But with every
word spoken the room was growing darker, and only her forehead, smooth
and white, remained illumined by the unextinguishable light of belief and love.
43 "'You were his friend,' she went on. 'His friend,' she repeated, a little
louder. 'You must have been, if he had given you this, and sent you to me. I
feel I can speak to you -- and oh! I must speak. I want you - you who have
heard his last words -- to know I have been worthy of him. . . . It is not pride. .
. . Yes! I am proud to know I understood him better than any one on earth he told me so himself. And since his mother died I have had no one - no one to - to-'
"I listened. The darkness deepened. . . .”
Joseph Conrad's
Task 16. Comment on the functional style the text belongs to. Adopt the text
in the English language and transform it into:
a) newspaper style;
b) scientific style;
c) style of official documents
In the time of Spanish rule, and for many years afterwards, the town of
Sulaco - the luxuriant beauty of the orange gardens bears witness to its
antiquity - had never been commercially more important than a coasting port
with a fairly large local trade in ox-hides and indigo. The clumsy deep-sea
galleons of the conquerors that, needing a brisk gale to move at all, would lie
becalmed, where your modern ship built on clipper lines forges ahead by the
mere flapping of her sails, had been barred out of Sulaco by the prevailing
calms of its vast gulf. Some harbours of the earth are made difficult of access
by the treachery of sunken rocks and the tempests of their shores. Sulaco
had found an inviolable sanctuary from the temptations of a trading world in
the solemn hush of the deep Golfo Placido as if within an enormous semicircular and unroofed temple open to the ocean, with its walls of lofty
mountains hung with the mourning draperies of cloud.
From Joseph Conrad's Nostromo
44 Task 17. Comment on the functional style the text belongs to. Adopt the text
in the English language and transform it into:
a) scientific style;
b) style of official documents;
c) Belles-lettres style
UK unemployment rate falls to lowest since April 2008
The UK unemployment rate fell to a seven-year low of 5.3% in the three
months to September, new figures show.
It was the lowest jobless rate since the second quarter of 2008, the
Office for National Statistics (ONS) said.
The number of people out of work fell by 103,000 between July and
September to 1.75 million.
There were 31.21 million people in work, 177,000 more than for the
April-to-June quarter and 419,000 more than in the same period a year
earlier.
'Softer pace'
It comes after the latest Bank of England inflation report, released last
week, indicated it was unlikely to raise rates soon.
The Bank voted 8-1 to keep rates on hold, and said inflation was only
expected to pick up slowly, staying below 1% until the second half of 2016.
Following the latest jobs figures, Martin Beck, senior economic advisor
to the EY ITEM Club said: "Looking ahead, with less room for joblessness to
fall, a slower rate of decline in unemployment seems likely.
"Moreover, a recovery in productivity also points to a softer pace of job
creation as firms extract more output from existing workforces. That said, the
same trend will give firms the resources to pay more."
Economically inactive
Meanwhile, the ONS said that the claimant count increased for the third
month in a row, up by 3,300 in October to 795,500. That figure counts people
45 on Jobseeker's Allowance and those on the out-of-work element of Universal
Credit.
The number of people classed as economically inactive fell by 22,000,
to just under nine million in the latest period, the lowest for more than a year.
These include students, those on long-term sick leave, people looking
after a relative and those who are no longer looking for work.
In the same labour market statistics report, the ONS revealed that the
number of EU nationals working in the UK had increased by 324,000 in the
past 12 months.
ttp://www.bbc.com/news/business
Task 18. Comment on the functional style the text belongs to. Rewrite the
passage as if it is:
a) newspaper style;
b) scientific style;
c) style of official documents;
Huckleberry Finn
Sometimes we'd have the whole river all to ourselves for the longest
time. Yonder was the banks and the islands, across the water; and maybe a
spark — which was a candle in a cabin window — and sometimes on the
water you could see a spark or two — on a raft or a scow, you know; and
maybe you could hear a fiddle or a song coming over from one of them crafts.
It's lovely to live on a raft. We had the sky, up there, all speckled with stars,
and we used to lay on our backs and look up at them, and discuss about
whether they was made, or only just happened — Jim he allowed they was
made, but I allowed they happened; I judged it would have took too long to
make so many. Jim said the moon could a laid them; well, that looked kind of
reasonable, so I didn't say nothing against it, because I've seen a frog lay
most as many, so of course it could be done. We used to watch the stars that
fell, too, and see them streak down. Jim allowed they'd got spoiled and was
hove out of the nest.
Mark Twain 46 Task 19. Analyse the text, define its functional style and indicate the basic
style-forming features:
September 16, 1998
FRAMES-BY-YOU
126 Walnut Street
Philadelphia, PA 17503
ATTENTION: MS. CYBEL MEGAN
Dear Sirs:
We are pleased to have received your order of September 15 and would like
to welcome you as a new customer of Payton's Plastics.
Your order (No. 62997) for one dozen 4"x 5" sheets of 1/8" Lucite is being
processed and will be ready for shipment on September 21. It will be
delivered to your workshop by our own van, and payment will be c.o.d. (our
policy for all orders under $100).
We are sure you will appreciate the clear finish and tensile strength of our
entire line of plastics. Ms. Julie Methel, your sales representative, will call on
you soon with a catalog and samples.
Cordially,
PAYTON'S PLASTICS, INC. Howard Roberts Customer relations
Task 20. Comment on the type of the text, define its style-forming features.
The Supplier guarantees that the goods are in all respects in
accordance with the description, technical conditions and specifications of the
order, that they are free from defects in material, design and workmanship
and they conform to the Supplier's highest standards. Should the goods
prove defective during the period of 12 months from the date of putting the
machine, equipment or instruments into operation but not more than 18
months from the date of shipment, the Supplier undertakes to remedy the
47 defects or to replace the faulty goods delivering them c.i.f. Baltic or Black Sea
port at the Buyer's option, free of charge, or to refund the value of the goods
paid by the Buyer.
Task 21. Analyze the “Resolution” from the standpoint of its formal syntactical
structure. Comment on the numbered and capitalized parts of the document
and punctuation.
The Technical Assistance Committee,
RECALLING THAT according to Economic and Social Council
resolution 542(XVIII) the preparation and review of the Expanded Programme
and all other necessary steps should be carried out in a way that TAC ought
to be in a position to approve the over-all programme and authorize allocation
to participating organizations by 30 November at the latest,
CONSIDERING THAT a realistic programme such as Expanded
Programme cannot be planned and formulated without prior knowledge of the
financial resources available for its implementation,
CONSIDERING THAT TAC, with the assistance of such ad hoc
subcommittees as it may find necessary to establish, will normally need about
one week to carry out the task referred to in the resolution mentioned above,
BEARING
IN
MIND
the
necessary
consultations
with
the
representatives of the participating organizations,
1. ASKS the Secretary-General to seek to arrange each year the
Pledging Conference which should be convened as early as possible taking
due account of the factors involved;
2. DECIDES that the Secretary-General should in future work on the
assumption that in carrying out the functions of approving the programme and
authorizing allocations as required by Economic and Social Council resolution
542(XVIII), the TAC will usually need to meet one week;
48 3. REQUESTS further the Secretary-general to transmit this resolution
to all States Members and non-members of the United Nations which
participate in the Expanded Programme.
Task 22. Rewrite this letter in more suitable formal English. Use the
appropriate vocabulary and sentence structures.
Dear Mr Collins,
We're really sorry to say that we can't lend you the sum of five hundred
quid that you need, but it may be possible to give you a loan for some of the
money.
If you are still interested, do you fancy getting in touch with our main
office to fix up an appointment with the assistant manager. He will be happy
to talk to you about it.
Best wishes!
Task 23. Consider the Preamble of the Charter of the United Nations,
comment on the most peculiar form of the arrangement and syntax of an
official document.
CHARTER OF THE UNITED NATIONS
We the People of the United Nations Determined
TO SAVE succeeding generations from the scourge of war, which twice
in our lifetime has brought untold sorrow to mankind, and
TO REAFFIRM faith in fundamental rights, in the dignity and worth of the
human person, in the equal rights of men and women and of nations large
and small, and
TO ESTABLISH conditions under which justice and respect for
obligations arising from treaties and other sources of international law can be
maintained, and
49 TO PROMOTE social progress and better standards of life in larger
freedom,
And For These Ends
TO PRACTICE tolerance and live together in peace with one another as
good neighbours, and
TO UNITE our strength to maintain international peace and security, and
TO ENSURE, by the acceptance of principles and the institution of
methods, that armed force shall not be used, save in the common interest,
and
TO EMPLOY international machinery for the promotion of the economic
and social advancement of all peoples,
Have Resolved to Combine Our Efforts to Accomplish These Aims.
Task 24. Compare the peculiarities of the US and Russian constitutions. Mind
the aspects to follow:
a) compositional design and paragraphing;
b) choice of words;
c) syntax;
d) grammar and punctuation;
e) modality;
f) graphical devices.
THE CONSTITUTION OF THE UNITED STATES
We the People of the United States, in Order to form a more perfect Union,
establish Justice, insure domestic Tranquility, provide for the common
defense, promote the general Welfare, and secure the Blessings of Liberty to
ourselves and our Posterity, do ordain and establish this Constitution for the
United States of America.
Article. I.
Section 1. All legislative Powers herein granted shall be vested in a Congress
50 of the United States, which shall consist of a Senate and House of
Representatives.
Section 2. The House of Representatives shall be composed of Members
chosen every second Year by the People of the several States, and the
Electors in each State shall have the Qualifications requisite for Electors of
the most numerous Branch of the State Legislature.
No Person shall be a Representative who shall not attained to the Age of
twenty five Years, and been seven Years a Citizen of the United States, and
who shall not, when elected, be an Inhabitant of that State in which he shall
be chosen. […]
Section 3. The Senate of the United States shall be composed of two
Senators from each state,[chosen by the Legislature thereof] for six Years
and each Senator shall have one Vote.
Immediately after they shall be assembled in Consequence of the first
Election, they shall be divided as equally as may be into three Classes. The
Seats of the Senators of the first Class shall be vacated at the Expiration of
the second Year, and of the second Class at the Expiration of the sixth Year,
so that one third may be chosen every second Year; […]
КОНСТИТУЦИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ
Глава 1.
Основы конституционного строя
Статья 1.
1. Российская Федерация – Россия есть демократическое федеративное
правовое государство с республиканской формой правления.
2. Наименования Российская Федерация и Россия равнозначны.
Статья 2.
1. Человек, его права и свободы являются высшей ценностью.
Признание,
соблюдение
и
защита
гражданина – обязанность государства.
51 прав
и
свобод
человека
и
Статья 3.
1. Носителем суверенитета и единственным источником власти в
Российской Федерации является ее многонациональный народ.
2. Народ осуществляет свою власть непосредственно, а также через
органы государственной власти и органы местного самоуправления.
3. Высшим непосредственным выражением власти народа являются
референдум и свободные выборы. […]
Глава 5.
Федеральное Собрание
Статья 95.
1. Федеральное Собрание состоит из двух палат – Совета Федерации и
Государственной Думы.
2. В Совет Федерации входят по два представителя от каждого субъекта
Российской
Федерации:
по
одному
от
представительного
и
исполнительного органов государственной власти.
3. Государственная Дума состоит из 450 депутатов.
Статья 96.
1. Государственная Дума избирается сроком на четыре года.
2. Порядок формирования Совета Федерации и порядок выборов
депутатов Государственной Думы устанавливаются федеральными
законами.
Статья 97.
1. Депутатом Государственной Думы может быть избран гражданин
Российской
Федерации,
достигший
21
года
и
имеющий
право
участвовать в выборах.
2. Одно и то же лицо не может одновременно являться членом Совета
Федерации
и
Государственной
депутатом
Думы
не
Государственной
может
быть
Думы.
депутатом
Депутат
иных
представительных органов государственной власти и органов местного
самоуправления.
52 Task 24. Identify the functional style in the text given below and point out the
distinctive features that testify to its specific character.
It has long been known that when exposed to light under suitable
conditions of temperature and moisture, the green parts of plants use carbon
dioxide from the atmosphere and release oxygen to it. These exchanges are
the opposite of those, which occur in respiration. The process is called
photosynthesis. In photosynthesis, carbohydrates are synthesized from
carbon dioxide and water by the chloroplasts of plant cells in the presence of
light. Oxygen is the product of the reaction. For each molecule of carbon
dioxide used, one molecule of oxygen is released.
Task 25. Read a piece of scientific writing. Comment on the functional
peculiarities of the text.
For sociolinguists the whole notion of linguistic prescriptivism is
anathema. For them, colloquial, vernacular usage, far from being something
to be eliminated, is the main focus of interest. Variation in language, instead
of being an accidental, disfunctional element which impedes efficient
communication, and which should be suppressed, is crucial to the effective
functioning of a language. Three features of language variation are taken as
axiomatic:
(1) Variability is inherent in language and central to its social role.
Without it we would be incapable of communicating all manner of nuances in
our everyday use of language, in particular, vital information about our
personal identity (along the social axis of variation) and about our relationship
with the addressee (along the stylistic axis).
(2) There are no natural breaks between language varieties, no pure
homogeneous styles and dialects, no neat word boxes, only gradations along
social and stylistic continua. These fluid categories are susceptible to
quantificational analysis.
53 (3) Language variation is emphatically not “free”. In other words, it is not
randomly occurring or linguistically redundant and cannot be idealized away
from the linguist's central concern. In fact, it correlates in a complex but
nevertheless structured way with factors outside language, speaker variables
like age, sex, social class, etc., and situational variables like the degree of
formality, the relationship with the addressee and the like. However, these
non-linguistic correlates need to be analyzed rigorously and not left to the
impressionism of traditional social stereotypes. (S.B.)
Task 26. Analyse the text, find the features of the scientific prose style. What
communicative function is performed in this text?
A snowfall consists of myriads of minute ice crystals that fall to the
ground in the form of frozen precipitation. The formation of snow begins with
these ice crystals in the subfreezing strata of the middle and upper
atmosphere when there is an adequate supply of moisture present. At the
core of every ice crystal is a minuscule nucleus, a solid particle of matter
around which moisture condenses and freezes. Liquid water 4 droplets
floating in the supercooled atmosphere and free ice crystals cannot coexist
within the same cloud, since the vapor pressure of ice is less than that of
water. This enables the ice crystals to rob the liquid droplets of their moisture
and grow continuously. The process can be very rapid, quickly creating
sizable ice crystals, some of which adhere to each other to create a cluster of
ice crystals or a snowflake.
Simple flakes possess a variety of beautiful forms, usually hexagonal,
though the symmetrical shapes reproduced in most microscope photography
of snowflakes are not usually found in actual snowfalls. Typically, snowflakes
in actual snowfalls consist of broken fragments and clusters of adhering ice
crystals.
54 For a snowfall to continue once it starts, there must be a constant inflow
of moisture to supply the nuclei. This moisture is supplied by the passage of
an airstream over a water surface and its subsequent lifting to higher regions
of the atmosphere. The Pacific Ocean is the source of moisture for most
snowfalls west of the Rocky Mountains, while the Gulf of Mexico and the
Atlantic Ocean feed water vapor into the air currents over the central and
eastern sections of the United States. Other geographical features also can
be the source of moisture for some snowstorms. For example, areas adjacent
to the Great Lakes experience their own unique lake-effect storms, employing
a variation of the process on a local scale. In addition, mountainous sections
or rising terrain can initiate snowfalls by the geographical lifting of a moist
airstream.
55 Test Yourself Section
Test 1.
1. Identify the expressive means and stylistic devices making use of the
meaning of the language units:
a. His egg-like head was the main attraction, that made his rather plump
figure so vivid and memorable.
b. He is vain as a weathercock.
c. The machine sitting at the desk was no longer a man, it was a busy
New York broker. (O.Henry)
d. The big nose nodded as he left all hopes to guess what a disaster had
happened to him.
e. They swarmed up in front of Sherburn’s palings as thick as they could
jam together, and you couldn’t hear yourself think for the noise.
(M.Twain)
f. He is Napoleon of business.
g. The face wasn’t a bad one, it had what they called charm.
(J.Galsworthy)
h. The Night like some great loving mother, gently lays hand at our
fevered head. (J.K.Jerome)
2. Identify the expressive means and stylistic devices making use of the
structure of the language units:
a. The seed you sow another reaps;
The wealth ye find, another keeps;
The robs ye weave, another wears;
The arms ye forge, another bears. (P.B.Shalley)
b. I love my Love, and my Love loves me. (S.T.Coleriedge)
56 c. Doolittle: I’ve no hold on her. I got to be agreeable to her. I got to give
her presents. I got to buy her clothes… I’m a slave to that woman.
(B.Shaw)
d. I went to Oxford as one goes to exile, she to London. (H.G.Wells)
e. …it was the season of Light, it was the season of Darkness…
(Ch.Dickens)
f. At noon Mrs Turpin would get out of bed and humor, put on kimono,
airs, and the water to boil the coffee. (O.Henry)
g. I am sorry. I am so very sorry. I am so extremely sorry.
(G.K.Chesterton)
Test 2.
1.
Identify the expressive means and stylistic devices making use of the
meaning of the language units:
a. Her silvery laugh made her look like a butterfly girl, so vivid and lively.
Return to her?
No, rather I adjure all roofs, and choose…
To be a comrade with the wolf and owl… (W.Shakespeare)
b. I beg you a thousand pardons, but could you be not so loud, please,
Sir?
c. What a noble illustration of the tender laws of this favoured country! –
they let the paupers go to sleep! (Ch.Dickens)
d. His face was bright as a button while he was looking at her.
e. A good book is the best of friends, the same today and for ever.
(Tupper)
f. He was followed by a pair of heavy boots.
2. Identify the expressive means and stylistic devices making use of the
structure of the language units:
57 a. Farewell to the mountains high covered with snow!
Farewell to the straths and green valleys below!
Farewell to the forests and the wild-hanging woods!
Farewell to the torrents and loud-pouring floods! (R.Burns)
b. She possessed 2 false teeth and a sympathetic heart. (O.Henry)
c. The postman who didn’t live in it but wished he did, and the parson who
did live in it but wished he didn’t. (H.B.Wittley)
d. Down dropped the breeze. (S.T.Coleridge)
e. Couldn’t come any sooner. Been on my feet since 6 o’clock this
morning. (H.Bennet)
f. She dropped a tear and her pocket handkerchief. (Ch.Dickens)
g. …it was the age of wisdom, it was the age of foolishness…
(Ch.Dickens)
Test 3.
1. Define the type of the rhyme:
a. Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date… (W.Shakespeare)
b. Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore… (E.A. Poe )
c. Day of Satan's painful duty!
Earth shall vanish, hot and sooty;
So says Virtue, so says Beauty. (A. Bierce)
58 2. Identify the rhyming pattern:
a. Maud Muller on a summer's day
Raked the meadow sweet with hay.
Beneath her torn hat glowed the wealth
Of simple beauty and rustic health. ( J.G. Whittier)
b. The people along the sand
All turn and look one way.
They turn their back on the land.
They look at the sea all day.(R. Frost)
c. How soon hath Time, the subtle thief of youth,
Stolen on his wing my three and twentieth year!
My hasting days fly on with full career,
But my late spring no bud or blossom shew'th. ( J. Milton)
3. Define the type of foot in the following examples:
a. She walks in beauty, like the night
Of cloudless climes and starry skies;
And all that's best of dark and bright
Meet in her aspect and her eyes:
Thus mellow'd to that tender light
Which heaven to gaudy day denies (G.G. Byron)
b. Just for a handful of silver he left us
Just for a riband to stick in his coat…(R. Browning)
c. Reclining relaxed in the garden
the cat was ignoring my calling,
indifferently birds kept on chirping,
idyllic conditions for poets.
59 d. Double, double, toil and trouble;
Fire burn and cauldron bubble. (W.Shakespeare)
e. The Assyrian came down like a wolf on the fold
And his cohorts were gleaming in purple and gold
And the sheen of their spears was like stars on the sea
When the blue wave rolls nightly on deep Galilee. (G.G.Byron)
Test 4.
1. Define the type of the rhyme:
a. We paused before a House that seemed
A Swelling of the Ground—
The Roof was scarcely visible—
The Cornice—in the Ground— (E. Dickinson)
b. Now the trumpet's invocation
Calls the dead to condemnation;
All receive an invitation. (A. Bierce)
c. Silent, Silent Night
Quench the holy light
Of thy torches bright. (W.Blake)
2. Identify the rhyming pattern:
a. Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate.
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date. (W.Shakespeare)
60 b. Telling me again where I went wrong,
Just listen to the laughter of the falling rain When everyone knows now, in vain,
That it was the rain’s fault all along. (S. Beck)
c. Beneath her torn hat glowed the wealth
Of simple beauty and rustic health.
Singing, she wrought, and her merry glee
The mock-bird echoed from his tree. ( J.G. Whittier)
3. Define the type of foot in the following examples:
a. Fled foam underneath us and 'round us, a wandering and milky smoke
As high as the saddle-girth, covering away from our glances the tide
And those that fled and that followed from the foam-pale distance broke.
The immortal desire of immortals we saw in their faces and sighed.(W.B.
Yeats)
b. Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.(A. L. Tennyson)
c. Amusing deception, cat lazy
and silent just waiting for breakfast.
Indolent or working at trapping
a birdie who thinks that he's sleeping?
I'll leave now before I spoil something.
61 d. Just for a handful of silver he left us,
Just for a riband to stick in his coat—
Found the one gift of which fortune bereft us,
Lost all the others she lets us devote;
They, with the gold to give, doled him out silver,
So much was theirs who so little allowed:
How all our copper had gone for his service! (R. Browning)
e. Tyger, Tyger, burning bright
In the forests of the night (W. Blake)
62 Keys
Test 1.
1.
a. Epithet
b. Simile
c. Metaphor
d. Metonymy
e. Hyperbole
f. Antonomasia
g. Litotes
h. Personification
2.
a. Parallelism
b. Chiasmus
c. Climax
d.
e.
f.
g.
Ellipsis
Antithesis
Zeugma
Climax
Test 2.
1.
a. Epithet
b. Hyperbole
c. Irony
d. Simile
e. Metaphor
f. Metonymy
63 2.
a. Anaphora
b. Zeugma
c. Chiasmus
d. Inversion
e. Ellipsis
f. Zeugma
g. Antithesis
Test 3.
1.
a. Eye rhyme
b. Internal rhyme
c. Feminine rhyme
2.
a. Paired rhyme
b. Alternate rhyme
c. Enclosing rhyme
3.
a. Iamb
˘¯/˘¯/˘¯/˘ ¯
b. Dactyl
¯ ˘ ˘/ ¯ ˘ ˘/ ¯ ˘ ˘/ ¯ ˘ ˘
c. Amphibrach
˘¯˘/˘¯˘/˘¯˘
d. Trochee
¯˘/¯˘/¯˘/¯˘
e. Anapest
˘ ˘ ¯/ ˘ ˘ ¯/ ˘ ˘ ¯/ ˘ ˘ ¯
64 Test 4.
1.
a. Identical rhyme
b. Feminine rhyme
c. Monorhyme
2.
a. Alternate rhyme
b. Enclosing rhyme
c. Paired rhyme
3.
a. Anapest
˘ ˘ ¯/ ˘ ˘ ¯/ ˘ ˘ ¯/ ˘ ˘ ¯
b. Dactyl
¯ ˘ ˘/ ¯ ˘ ˘/ ¯ ˘ ˘/ ¯ ˘ ˘
c. Amphibrach
˘¯˘/˘¯˘/˘¯˘
d. Dactyl
¯ ˘ ˘/ ¯ ˘ ˘/ ¯ ˘ ˘/ ¯ ˘ ˘
e. Trochee
¯˘/¯˘/¯˘/¯˘
65 APPENDIX 1.
SAMPLES OF STYLISTIC ANALYSIS
1. My daddy's coming tomorrow on a nairplane." (J. D Salinger)
To create an impression of the little girl's speech, the author resorts to
graphical stylistic means: the graphon " on a nairplane" stands for "on an
airplane" . The contracted form "daddy's" is used to show the informal
character of communication (reduction of vowels is typical of colloquial
speech).
2. "You're the bestest good one - she said - the most bestest good one
in the world" (H.E. Bates)
The emphatic effect of the above given utterance is achieved by intentional
violation of English grammar rules (the rules of forming degrees of
comparison). The nonce-words thus formed ("bestest", "the most bestest")
create humorous connotations.
3. Then they came in. Two of them, a man with long fair moustaches
and a silent dark man... Definitely, the moustache and I had nothing in
common (D. Lessing)
At the level of stylistic semasiology, of interest is a case of genuine
metonymy. A feature of a man which catches the eye - his moustache stands for the man himself. The metonymy here implies that the speaker
knows nothing of the man in question; obviously, it is the first time those two
have met.
4. "I'm eating my heart out" - "It's evidently a diet that agrees with you.
You are growing fat on it." (W.S. Maugham)
The semantic and stylistic effect of pun here is due to simultaneous
realization in close context of the phraseological and non-phraseological
meanings of the phrase "to eat one's heart out". The first speaker uses it
figuratively, while the second one intentionally interprets it as a free word
combination, thus creating ironic connotations.
66 5. It is not possible to describe coherently what happened next: but I, for
one, am not ashamed to confess that, though the fair blue sky was above me,
and the green spring woods beneath me, and the kindest friends around me,
yet I became terribly frightened, more frightened that I ever wish to become
again, frightened in a way I never have known either before or after. (E.M.
Foster).
The syntax of this sentence paragraph shows several groups of parallel
constructions, combined with epiphora ("above me", "beneath me", "around
me"),
polysyndeton
("and...
and..."),
and
anaphora
("frightened...
frightened..."). These stylistic devices used in convergence create a definitely
perceived rhythm, which helps to render the atmosphere of overwhelming
inexplicable horror dominating the passage. The stylistic effect is reinforced
by the masterful use of climax creating gradual intensification of meaning:
6. Her mother, a severe, prim German woman, died when she was only
three, leaving her to the care of her father and his sister... (Th. Drieser)
In the analysed sentence, two nonfigurative epithets ("severe" and "prim")
appear in detached apposition. This provides them with additional emphasis,
produced by independent stress and intonation.
7. At the top of the steps... amber light flooded out upon the darkness
(S. Fitzgerald).
The metaphors "amber" and "flooded out" are used by the author to create a
colourful picture of the night and the dark hall, part of which is illuminated by a
ray of light coming from the room upstairs. The metaphoric epithet "amber"
substitutes the non-figurative "yellow" (similarity of colour). The figurative verb
"flood out" stands for the traditional "illuminate"; this transfer is based on the
funcational similarity of water flooding the earth and a ray lighting dark space.
67 APPENDIX 2.
SUGGESTED SCHEME FOR STYLISTIC ANALYSIS
1) Define the functional style, the type of narration, the main
compositional forms used. Characterize the typical features of the
functional style.
2) Present:
¾ the gist of the contents,
¾ the main subject matter,
¾ general tonality,
¾ the setting.
3) Comment on:
4)
the general layer of the vocabulary,
5)
the choice of words pertaining to the given functional style.
¾ the language means (EM and SD),
6) The main stylistic functions in connection with
¾ the style,
¾ tonality,
¾ subject matter,
¾ message of the author
68 GLOSSARY OF STYLISTIC TERMS
Alliteration (L. ad “to +lit(t)era “letter”) – a phonetic stylistic device; a
repetition of the same consonant at the beginning of neighboring words or
accented syllables. (ELT)
Allusion (L. alludere “to allude”) - a hint at something, presumably
known to the reader, frequently from literature, history, bible or mythology.
(ELT)
Anadiplosis (Gr. “doubling”) – a repetition of the last word or any
prominent word in a sentence or clause at the beginning of the next, with an
adjunct idea. See framing, repetition. (ELT)
Analogy - Greek analogia, proportion. The process of reasoning from
parallel cases (in its logical sense). In the literary way, it is the description of
something known in order to suggest in certain respects something unknown.
An analogue is a word or thing bearing analogy to, or resembling, another.
(CLT)
Anaphora (Gr. Anaphora “‘carrying back”) - a phonetic stylistic device;
the repetition of words or phrases at the beginning of successive clauses,
sentences or lines. (ELT)
Anticlimax ( Gr. Anti “against” + climax “ladder”) – slackening of tension
in a sentence or longer piece of writing wherein the ideas fall off in dignity, or
become less important at the close. (ELT)
Antithesis (Gr.) – an opposition or contrast of ideas expressed by
parallelism of strongly contrasted words placed at the beginning and at the
end of a single sentence or clause, or in the corresponding position in two or
more sentences or clauses. A. is often based on the use of antonyms and is
aimed at emphasizing contrasting features. (ELT)
Antonomasia (Gr. “naming instead”) – 1. A figure of speech close to
metonymy, which substitutes an epithet, or descriptive phrase, or official title
69 for a proper name. 2. The use of a proper name to express a general idea.
(ELT)
Aposiopesis (Gr. Aposoipan “to be quite silent”). The sudden breaking
off in speech, without completing a thought, as if the speaker was unable or
unwilling to state what was in the mind. (ELT)
Assonance (L. assonare “to respond”). A phonetic stylistic device;
agreement of vowel sounds (sometimes combined with likeness in
consonants). (ELT)
Asyndeton (Gr. A ‘not’ + syndetos “bound together”). The deliberate
avoidance of conjunctions. (ELT)
Climax (gradation) – (Gr. klimax “ladder”) – a figure in which a number
of propositions or ideas are set forth in a series in which each rises above the
preceding in force. (ELT)
Connotation - Latin connotare, to mark together. Connotation is the
implication of something more than the accepted or primary meaning; it refers
to the qualities, attributes, and characteristics implied or suggested by the
word. From its plain meaning and its sound the word may have associations,
images, echoes, impressions. Poetry in particular makes full use of
connotations, and creates wider ripples of meaning in the mind of the
responsive reader. (CLT)
Denotation - Latin denotare, to set a mark on, to point out, specify,
designate. The meaning of a term excluding the feelings of the writer; the
literal and factual meaning of a word. In logic, the aggregate of objects that
may be included under a word, compared with connotation. (CLT)
Denouement (catastrophe) – The unwinding of the action; the events in
a story or play immediately following the climax and bringing the action to an
end. (ELT)
Dramatic (interior) monologue – The speech of the narrator as his own
protagonist or the character speaking to himself when he is alone but
addressing the audience in his imagination. (ELT, ССРЯ)
70 Ellipsis - Greek elleipsis; elleipen, to fall short, deficiency. The omission
in a sentence of one or more words, which would be needed to express the
sense completely. (CLT)
Emotive connotation – An overtone or an additional component of
meaning expressing the speaker’s attitude, his feelings and emotions. (AR)
Epiphora – repetition of the final word or word-group. E.g. “I wake up
and I am alone, and I walk round Warlley and I am alone, and I talk with
people and I am alone” (J.Braine). (AR)
Epithet – Greek epitheton, attributed, added; epi, on, tithenai, to place.
An adjective expressing a quality or attribute considered characteristic of a
person or thing. An appellation or a descriptive term. (CLT)
Figure of speech – Any of the devices of figurative language, ranging
from expression of the imagination to deviation from ordinary usage for the
sake of ornament. Quite a number of figures of speech are based on the
principle of recurrence. Recurrent may be elements of different linguistic
layers: lexical, syntactic, morphological, phonetic. Some figures of speech
emerge as a result of simultaneous interaction of several principles of poetic
expression, i.e. the principle of contrast and recurrence; recurrence+ analogy;
recurrence+ incomplete representation. (CLT, AR)
Framing (ring repetition) – A kind of repetition in which the opening
word is repeated at the end of a sense-group or a sentence (in prose), or at
the end of a line or stanza (in verse). Framing is of special significance in
poetry, where it often adds to the general musical effect: “Roll on, thou deep
and dark blue Ocean – roll!” (Byron). (CLT)
Functional style – A system of expressive means and vocabulary,
answering the needs of a certain sphere of human activity. (ELT, CCРЯ)
Hyperbole - Greek huperbole, overshooting; from huperballain, to throw
beyond, to exceed; huper, over, ballein, to throw. Exaggeration, for the
purpose of emphasis. (CLT)
71 Imagery (tropes) -Figurative language intended to evoke a picture or
idea in the mind of the reader; figures of speech collectively. (ELT) Latin
imago, image; imitari, to imitate. (CLT)
Implication – a certain undercurrent of meaning revealing the author’s
attitude, the author’s message realized in word connotations. (AR)
Intertextuality - is the interrelation of the texts of the present and
preceding cultures (citations, reminiscences, fragments and formulas of
realia, idioms, etc.) (GLT); the interrelation of the author, the text and the
reader’s thesaurus or the vocabulary of texts familiar to the reader. (Толочин,
1996, КМД)
Jargon – Old French jargon, warbling of birds, chatter, talk.
Unintelligible words; barbarisms or debased language. A way of speech full of
unfamiliar terms; the vocabulary of science, profession, or art. (CLT)
Lacuna. Latin, lacuna, a ditch, a pool. In a metaphorical sense, a gap, a
deficiency. A hiatus, a blank or defect in a manuscript or book. (CLT)
Litotes - Greek litos, plain, meager. An ironically moderate form of
speech. Sometimes a rhetorical understatement, in which a negative is
substituted for the positive remark. ‘A citizen of no mean city’ for ‘a great
city’. (CLT)
Metaphor (metaphoric) – Greek metaphora, transference; meta, over,
pherein, to carry. The application of a name or a descriptive term to an object
to which it is not literally applicable. An implied comparison. It is based on the
idea of the similarity in dissimilars. (CLT)
Metonymy - Greek metonumia, expressing change, name-change. The
substitution of the name of an attribute of a thing for the name of the thing
itself, as crown for king, city for inhabitants, Shakespeare for Shakespeare’s
plays. (CLT)
Onomatopoeia – (Gr. onomatopoiia “word-making”) A phonetic stylistic
device; the use of words in which the sound is suggestive of the object or
72 action designated: buzz, cuckoo, bang, hiss. E.g. “And now there came
chock-chock of wooden hammers.” (ELT)
Oxymoron – (Gr. oxys “sharp” + moros “foolish”. A figure of speech
consisting in the use of an epithet or attributive phrase in contradiction to the
noun it defines. Ex.: Speaking silence, dumb confession… (Burns)
Paradox – Greek paradoxos, contrary to received opinion or
expectation. A statement which, though it seems to be self-contradictory,
contains a basis of truth. A statement conflicting with received opinion or
belief. A paradox often provokes the reader to consider the particular point
afresh, as when Shakespeare says, “Cowards die many times before their
deaths”. (CLT)
Parallelism - (Gr. parallelos “going beside”). A syntactic stylistic device;
specific similarity of construction of adjacent word groups equivalent,
complimentary, or antithetic in sense, esp. for rhetorical effect or rhythm.
(ELT)
Periphrasis – (Gr. peri “all round” + phrazein “to speak” A figure of
speech; the use of
a longer phrasing with descriptive epithets, abstract
general terms, etc., in place of a possible shorter
and plainer form of
expression, aimed at representing the author’s idea in a roundabout way.
(ELT)
Personification – (L. persona “person”). A figure of speech whereby an
inanimate object or idea is given human characteristics. (ELT)
Poeticisms – words used exclusively in poetry and the like. Many of
these words are archaic or obsolete, such as whilsome (sometimes), aught
(anything), ne (no, not), haply (may be), etc. (AR)
Poetic structure – the cohesion of the two layers, i.e. of the strictly
verbal and the supraverbal constitutes what is known as the poetic structure
of the literary text. (AR)
73 Polysyndeton – (Gr. poly “many” + syndetos “connected”). Repetition of
conjunction in close succession, as of one connecting homogeneous parts, or
clauses, or sentences; opposed to asyndeton. E.g. “And in the sky the stars
are met, and on the wave a deeper blue, and on the leaf a browner hue, and
in the heaven that clear obscure…” (Byron) (ELT)
Professionalisms – Characteristic words and phrases used within the
sphere of a particular profession. In fiction P. are used in to mark the speech
of a character with certain peculiarities. They are used mostly figuratively,
hence they should not be confused with technical words.
Pun (paronomasia, a play on words) – (It. Puntiglio “fine point”). The
humorous or ludicrous use of a word in more than one sense; a play on
words. E.g. “When I am dead, I hope it may be said: “His sins were scarlet,
but his books were read”. Here the pun is based on two homophones, read
and red. (ELT)
Repetition (reiteration) – Latin repetere, to try again, from petere, to
seek. One of the basic devices of art. It is used in musical composition,
painting, poetry, and prose. Repetition sets up a tide of expectation, helps to
give unity to a work of art. In poetry, devices based on repetition are the
refrain, the repetend, alliteration, assonance, rhythm, and the metrical
pattern. (CLT)
Rhythm – Greek rhythmos, Latin rhythmus, measured motion, rhythm,
cognate with rhein, to flow. Rhyme is identity of sound between two words
extending from the last fully accented vowel to the end of the word, as in fair,
chair, or smite, write, or ending, bending. (CLT)
Simile – (L. similes “like”). A figure of speech, which draws a
comparison between two different things in one or more aspects; an
imaginative comparison. (ELT)
74 Slang (slangy word) – Words and phrases in common colloquial use, in
some or all of their senses being outside of the literary language, but
continually forcing their way into it. It is opposed to standard English. S. is
often humorous, witty and adds to the picturesqueness of the language.
(ELT)
Stream-of-consciousness technique – is a technique for revealing
thoughts and feelings flowing, in perpetual soliloquy, through the mind of the
character. (ELT)
Style – Latin stilos, a pointed instrument for writing on waxed tablets;
also, way of writing. The effective use of language, especially in prose,
whether to make statements or to rouse emotions. (F.L. Lucas, CLT, ССРЯ)
Stylistic reference is the usage of words preferably used in a certain
functional style and conditioned by the respective sphere of activity. (AR,
ССРЯ)
Suspense (retardation) – (L. suspended). A device to produce a state of
uncertainty, usually with anxiety or expectation. The deliberate sustaining of
anticipation by means of postponement; the retarding of the satisfaction of
knowing how it all comes out. (ELT)
Synecdoche – (Gr. synecdoche). A figure of speech, alike to metonymy,
by which a part is put for the whole, or the whole for a part, or an individual for
a class, or an indefinite number for a definite one, or singular for plural. (ELT)
Trope - Greek tropos, turn, way; trepo, turn. The figurative, elaborate
use of word. The tem is applied to metaphor, simile, personification and
hyperbole. Tropes could be employed in forms of irony. (CLT)
Understatement (meiosis) - Greek meiosis, lessening.
The use of
understatement to give the impression that a thing is less in size and
importance than it really is. Often applied in the negative form illustrated
75 under litotes. It is commonly used in colloquial English. “That was some
opera”. (CLT)
Vulgarism - Latin vulgaris, from vulgus, the common people. A vulgar,
unrefined way of speech closely connected with slang and colloquialism.
(CLT)
Zeugma - Greek zeugma, band, bond, from zeugnumi, I yoke. A figure
of speech by which a verb or an adjective is applied to two nouns, though
strictly appropriate to only one of them. (CLT) Use of a word in the same
grammatical relation to two adjacent words in the context: one metaphorical
and the other literal in sense. E.g. “And the boys took their places and their
books” (Dickens). (ELT)
76 Sources
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78 Дарья Евгеньевна ЭРТНЕР
Екатерина Григорьевна СЕЧЕНОВА
ОСНОВЫ ТЕОРИИ ПЕРВОГО ИНОСТРАННОГО ЯЗЫКА:
СТИЛИСТИКА (SEMINARS IN STYLISTICS)
Учебно-методическое пособие
для студентов направления 45.03.02 «Лингвистика»
форма обучения – очная
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