Polina Lysenko 22zanMSO

Plan
Topic: Compositional Patterns of Syntactical Arrangement:

Goals:

Practical: to be able to use stylistic means in student’s oral and written speech.

Educational: to understand the role of means of inversion, detached construction,

parallel construction, chiasmus, repetition, enumeration, suspense,
climax (gradation), antithesis; formation in students stable theoretical knowledge and
practical skills: to recognize functional styles of English, its lexical and stylistic
features.

Developing: to develop the culture of language.

Educational: to cultivate students’ respect for a foreign language.

Professional: improve their language and join acquaintances in professional activities

Equipment: presentation, task cards, textbook.

Plan

I. Organization moment.
II. Short reports of students. Problem Discussion.
- Stylistic Inversion.
- Detached Construction.
- Parallel Construction.
- Chiasmus.
- Repetition.
- Enumeration.
- Suspense.
- Climax (Gradation).
- Antithesis.
 III. Practical Tasks
IV. Summary
V. Homework

Stage. Goal. Method Сontent of the work

I. Organization moment. -Greeting students at the Beginning of class
Method: conversation -Lecture notes who is absent/present
Goal: set up students to -Checking the readiness of the group for the class.
work Lecturer tell what they are going to do at the class: “Good
evening, everyone. Today we are going to talk about
Compositional Patterns of Syntactical Arrangement”.
II. Short reports. Theory. Short reports about:
Student Questioning. - Stylistic Inversion.
Problem Discussion - Detached Construction.
Method: discussion, - Parallel Construction.
conversation, - Chiasmus.
discussion, analysis. - Repetition.
Goal: to make sure
- Enumeration.
students know the
- Suspense.
material , to discuss all
- Climax (Gradation).
questions and problems
- Antithesis.
of stylistics
Students listen to each other, ask questions, answer and discuss.
III. Practical Tasks Exercise 1. What is the stylistic function of inversion in the
Method: discussion, examples below?
conversation, analysis, 1.Jim Bishop gave him a forbidding look, clearing his throat,
generalization, “Youʼre sure you didnʼt miss anything?” (R.R.) 2. Although
comparison, group Glick’s first monthly review had come back filled with
work. superlatives–resourceful, sharp, dependable – here he was in
Goal: teach students to Vatican City on “Pope-Watch.” (D.B.) 3. And they were too
distinguish stylistic compulsive to leave the place unimmaculate for the company to
devices, explain its role see. Even had they successfully killed him they were moving on.
and functions in the He was to be their final triumph. (R.B.P.) 4. She looked up into
literary text. the tree and then only by chance looked back down and saw his
hands shaking, tense and hard like an epileptic’s, his breathing
deep and fast, over in a moment. (M.O.) 5. They have me in the
same hospital with the crazy people? (J.G.) 6. Never once in all
the years she’d known her had Sammy left her desk cluttered.
(M.H.C.) 7. Down and down it plunged, and they winged out
over the void until they could look directly down, a mile and
more on to the glittering snake of the river in the depths. (W.S.)
Answer: 1) makes the text expressive 2) helps to understand the
meaning of the poem 3) makes the text impressive 4) aesthetic
function, 5) makes the text expressive, 6) rhythm-forming
function ,7) rhythm-forming function, helps to build a poetic
text.

Exercise 2. What is the syntactical function of the detached

lexical units in the following sentences? Which punctuation
marks are used?
1. One night, after my father had given my mother an especially
thorough workover, he did something heʼd never done before –
he started on me. (D.M.) 2. Evans told himself he should find a
more satisfying relationship. Something more serious, more
adult. More suited to his age and station in life. But he was busy,
and just took things as they came. (M.C.) 3. “Don’t you want to
know what I’m asking you to protect him from?” “I assume I
know,” Burke said. “People who might want to kill him for
being a Negro. And himself.” (R.B.P.) 4. The chamber was dark.
Medieval. Stone. (D.B.) 5. But you, me, your wife – all of us in
Federal law enforcement – cannot lend credence to those who
have alternative and perhaps paranoid theories about what
happened here five years ago. (N.D.) 6. There was an odour of
the sea. The smell of rust. Indigo. Ink. River-mud arrow-wood
formaldehyde paraffin ether. The tide of airs chaotic. There were
screams of camels in the distance as they picked up the scents.
(M.O.) 7. Through the windshield, we had a view of the first
house we ever owned. Slate roof. Stacked-stone and stucco
walls. Imposing but not pretentious lines. Welcoming. (D.K.)
Answers: The detached part assumes a greater degree of
significance (1,5). Detached units attach logical stress (1,4,6,7)
or additional emotional colouring (2,3) to the surface meaning of
the utterance.

Exercise 3. What is the stylistic function of the parallel

constructions below?
1.By the time you do, those elements will have changed. in that
instant, clouds will have shifted, smiles will have weakened,
branches will have been nudged by a breeze. (D.M.) 2. Slowly
Simon stood, feeling as weary as if heʼd been awake for days on
end, as battered as if heʼd fallen off a cliff. (L.H.) 3. Macri
stamped her foot and yelled as loudly as possible, “I am a
professional videographer with the BBC! By Article 12 of the
Free Press Act, this film is property of the British Broadcast
Corporation!” The men did not flinch. The one with the gun
took a step toward her. “I am a lieutenant with the Swiss Guard,
and by the Holy Doctrine governing the property on which you
are now standing, you are subject to search and seizure.” (D.B.)
4. It <the kite> exists in close symbiotic association with man,
feeding off his rubbish, picking up his leavings, soaking and
circling over his villages or his temporary campsites, watching
for his scraps or waiting patiently for him to squat in the bushes
and then dropping down immediately he has finished his private
business, acting as a universal sewage disposal agent. (W.S.)
Answers: generates rhythm, sets a monotonous intonation, gives
emotionality, complicates and fill the poetic text with different
shades of meaning.
Exercise 4. What is the stylistic function of chiasmus in the
following sentences?
1. Characters shape events; events illuminate characters. (D.K.)
2. Hypnotized by my own self-assurance, I had believed things
would be the way I wanted because I wanted them to be that
way. (L.D.) 3. They were linked; what she did affected him, and
what he did affected her. (L.H.) 4. You do not find the Grail, the
Grail finds you . (D.B.) 5. He had been staring absent-mindedly
into the hedge – and the hedge was staring back. Two enormous
green eyes had appeared among the leaves. (J.K.R.)
Answer: to add emphasis to a particular pair of phrase(2,3), give
expression of poetic speech(1,4,5).

Exercise 5. Define the type of repetition according to the

repeated element: phonetic, morphological, seme, lexical,
synonymic repetition. What are their stylistic functions?
1. In the end, Ginny had subsided into stubborn silence, thinking
her own thoughts behind a mask of cool indifference. (R.R.)
2. She sat at the night table, hunched over, reading of the young
boy in India who learned to memorize diverse jewels and objects
on a tray, tossed from teacher to teacher – those who taught him
dialect those who taught him memory those who taught him to
escape the hypnotic. (M.O.) 3. But his expression somehow
froze and the eyes glittered in a way that made cold sweat break
out on my forehead. (S.P.) 4. Jamie enjoyed solitude, but
loneliness was a constant ache. (S.Sh.) 5. Within the dynamic of
their couplehood they remained impervious, immutably
themselves. (L.D.) 6. Peter Evans here says the litigation is
 going forward, and I believe him. Nick says that the two
hundred and fifty grand was a mistake, and I believe him. (M.C.)
7. In a crisis, she functioned more like a Boom than a
Greenwich, very much the daughter of Grimbald and Clotilda,
working quickly but calmly, confident that she would be well
out of the zone of destruction when the end of the countdown
came. (D.K.)
Answers: 1. Phonetic (create mood, place emphasis on things) ,
2. Morphological (create an accumulation, place emphasis on
things), 3.phonetic (place emphasis on things, create mood ),
4.phonetic (create mood), 5. Synonymic (emotive increasing), 6.
Lexical (rhythm formation), 7. Morphological (create an
accumulation, place emphasis on things).

 Group work “The role and functions of SD in literary

text”
What are the main functions of these SD in literary text?
Complete the table. Write your opinion and find examples to
prove it. Compare with your classmates. Make a conclusion.
SD Role Function Example
inversion

chiasmus

repetition

enumeration
gradation
antithesis
(students own answers)

IV. Summary Ok, our class is over. We analyzed stylistic devices with specific
Method: conversation examples.
generalization Is everything clear?
Goal: summarize, Was is difficult/easy for you?
decide what difficulties What task is the most difficult/easy for you?
were with this topic
V. Homework P. 200-205 (“English Stylistics in Exercises” by V. Kleimenova)
Method: explanation Do test in written form.
Goal: consolidate Find 3 examples of detached construction, parallel construction,
students’ knowledge chiasmus, repetition, enumeration,
climax (gradation), antithesis.

Literature:

1. Клейменова В.Ю. English Stylistics in Exercises: Учебное пособие. Псков:

Изд-во ПсковГУ, 2015. 230 с.
2. Методичні рекомендації до семінарських та практичних занять із стилістики
англійської мови для студентів IV курсу / Уклад. О.П.Воробйова,
І.О.Іноземцева, Л.Р.Чеботарьова. К, 2000. 64 с.
3. Galperin I.R. Stylistics. М.: Либpoком, 2010. 336 с.
4. Kukharenko V. F. A Book of Practice in Stylistics. Vinnytsia: Nova knyga, 2000.
160 c.