Polina Lysenko 22zanMSO

Plan

Topic: Functional Styles of the English Language: Emotive Prose. Publicistic

Style. (Language of the Drama. Publicistic Style: Oratory and Speeches. The
Essay. Journalistic Articles).

Goals:

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

Educational: to know and compare the main functional styles of English language,
make comments on the main problems of the functional styles, 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 respect for a foreign language.

Professional: improve their language and join acquaintances in student’s

professional activities

Equipment: presentation, task cards, textbook.

Plan

I. Organization moment.

II. Student Questioning. Problem Discussion.

 Functional Styles of the English Language:

 Emotive Prose.
 Publicistic Style.
 Language of the Drama.
 Publicistic Style: Oratory and Speeches.
 The Essay.
 Journalistic Articles
III. Practical Tasks

IV. Conclusions

V. Homework

Stage. Goal. Method Сontent of the work

I. Organization -Greeting students at the Beginning of class
moment. -Lecture notes who is absent/present
Method: conversation -Checking the readiness of the group for the class.
Goal: set up students Lecturer tell what they are going to do at the class: “Good
to work evening, everyone. Today we are going to talk about
Functional Styles of the English Language: Emotive
Prose. Publicistic Style.”.
II. Student Theory. Students answer and discuss. Speak on following
Questioning .Problem topics:
Discussion.
 Functional Styles of the English Language:
Method: dialogue,
 Emotive Prose.
discussion,
conversation,  Publicistic Style.
discussion,  Language of the Drama.
analysis.  Oratory and Speeches.
Goal: to make  The Essay.
sure students  Journalistic Articles
know the
material , to
discuss all
questions and
problems of stylistics
III. Practical Tasks Exercise 1. Identify the following texts as representing
Method: discussion, particular functional styles. Comment on style-forming
conversation, analysis, features which helped you in the process of identification.
Match the texts with the references given below.
generalization,
References
comparison. (a) A contract for sale/purchase of goods;
Goal: teach students to (b) Waugh E. “Was Oxford Worth While?” (an essay);
distinguish functional (c) The Times: “Cabinet Leaders Who Were Born to
styles Be Political Stars” (a newspaper article);
(d) Langacker R.W. “Enunciating the Parallelism of
Nominal and Clausal Grounding” (a research article);
(e) Leacock St. “A Manual of Education” (a short
story).
 Text 1

Every man has somewhere in the back of his head the wreck of a thing
which he calls his education. My book is intended to embody in concise
form these remnants of early instruction.
Educations are divided into splendid educations, thorough classical
educations, and average educations. All very old men have splendid
educations, all men who apparently know nothing else have thorough
classical educations; nobody has an average education.
An education, when it is written out on foolscap, covers nearly ten
sheets. It takes about six years of severe college training to acquire it.
Even then a man often finds that he somehow hasn’t got his education just
where he can put his thumb on it. When my little book of eight or ten
pages has appeared, everybody may carry his education in his hip pocket.
Those who have not had the advantage of an early training will be
enabled, by a few hours of conscientious application, to put themselves on
an equal footing with the most scholarly.

Text 2

As living creatures, we are constantly striving for control on numerous

levels. Being sentient and intelligent, we strive for control at the epistemic
level by constructing and continually updating a conception of reality. If
we focus on basic reality, and make The Greater Simplification, we can
say that a reality conception comprises objects and relationships. The
objects exist indefinitely, and being conceptually autonomous, they are
independent of any particular relationship. By contrast, the relationships
are conceptually dependent, since they can only be realized via their
participant objects. Although some relationships endure through time, the
more salient ones are transient events. Objects and enduring relationships
give conceived reality a measure of stable organization, providing a frame
of reference for apprehending the transient events that occur within it.
Together, the objects and relationships – both enduring and transient –
constitute a structure that evolves through time as we apprehend new
events and learn more about prior ones. Establishing epistemic control is
largely a matter of building and evolving this structure.

Text 3

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
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.

Text 4

The first comprehensive study of the astrological make-up of the

nation’s political leaders has suggested a link between star signs and
parliamentary success.
The House of Commons is dominated by Arians, the leadership sign of
the zodiac, and Taureans. Leo (July 24 – August 23) is the Cabinet leader
– six members of Tony Blair’s team were born under the sign.
Characteristics include pride, vanity, a wish to lead and to be loved. Jack
Straw, the Home Secretary is one. They are also insecure. Harriet
Harman, the Social Security Secretary, is another. Aries dominates the
Shadow Cabinet with four members. Mr Hague, born March 26, 1961, is
their leader. They are noted for rushing into battle, for their self-will and
self-sufficiency. They are also loud-mouths.
The study, by A.S. Biss, the Westminster political lobbyist, shows that
only 37 of the 650 MPs were born under Scorpio (October 24 –
November 22). None is in the Cabinet or Shadow Cabinet. Their absence
is surprising considering their influence on the international stage – Indira
Gandhi, King Hussein of Jordan, General de Gaulle and Francois
Mitterand were Scorpios. The back benches are also dominated by those
born under Aries (March 21 – April 20). There are 73, followed by Taurus
(70).

Text 5

All the misunderstanding of the value of University life seems to me to

come from two extreme heresies. On the one hand are those who expect a
University to be a kind of insurance company into which so much money
is paid and from which so much, eventually, is extracted. They expect a
B.A. degree to be a badge which will gain them instant preference over
poorer competitors, and in nine cases out of ten they are disappointed.
On the other hand, there are those who expect Oxford to be like an
Oxford novel. A place of easy living, subtle conversation, and
illuminating friendships. They expect it to be a microcosm of eighteenth-
century Whig society, combined with an infinitely sophisticated
modernism. They, too, are disappointed.
The truth is that Oxford is simply a very beautiful city in which it is
convenient to segregate a certain number of the young of the nation while
they are growing up. It is absurd to pretend that a boy of eighteen,
however sound he has been as a school prefect, is a fully grown man.
Those who choose or are obliged to begin regular, remunerative,
responsible work at the moment they leave school, particularly if they
have had a fairly carefully tended adolescence, often show signs of a kind
of arrested development.
It is just because Oxford keeps them back from their careers that it is
of most value.
Answers: text 1 E, text 2 D, text 3 A, text 4 C, text 5 B .

Exercise 2. Identify the types of functional styles that can

be characterized through the use of the following
expressions and paragraphs.
1. Good evening, everyone. I would like to offer a toast
for the happy couple. May their days be filled with
love and laughter.;
2. bank-administered trust fund;
3. curve analyzer;
4. to kick the bucket;
5. the darkness was so thick that you could cut it with
the knife;
 6. Iraquis Launch Urban Fightback in Baghdad;
7. Information Minister Mohammed Saeed al-Sahaf told
reporters […];
8. To register exhibition participation a preliminary
application should be filed as a standard fax-coupon
from the invitation by the ORGANIZER, or as the
filled in on-line application form, or as a letter printed
on the organization letterhead;
9. This approach is essentially correct; the suggested
view markedly advances our understanding of […];
10.This scheme is broadly consistent with physiological
evidence;
11.This perception unfortunately ignores the diversity of
the phenomena;
12.The principle can be stated more briefly still.
Answers: 1oratorical, 2official-business, 3scientific,
4colloquial , 5literary ,6 official-business, 7 official-
business, 8 official-business, 9scientific, 10scientific,
11scientific, 12official-business.

Exercise 3. Convert the following passage into a more

informal style:
Mother was somewhat displeased when she observed that
I had omitted to remove my soiled garments from the
kitchen and place them in a more appropriate location, a
task which I had given her an undertaking that I would
perform before Father's return from his place of
employment.
Answer: Mother was displeased when she observed that I
hadn't took off dirty clothes from the kitchen and place
them in a appropriate location, and I promised to do it
before my father returns from work.

Exercise 4. Read the texts. a) What the functional style is

it? b) What the features of each functional style?
1. «Taffeta phrases, silken terms precise,
Three-pil’d hyperboles, spruce affectation:
Figures pedantical, these summer flies
Have blown me full of maggot ostentation:
I do forswear them...»
2. The ground was bare ice polished by the wind, with
scattered pebbles embedded in it. As it steepened, the slope
became covered with brick-hard snow on which I found that
my short-pointed crampons tended to scrape and slip. I was
heading for a snow-filled gully or couloir. The ridge now
towered directly above our heads. The sherpa wanted me to
move farther to the right, to the foot of the ridge before it
reaches the edge of the col, and from the point we had reached
the gully appeared to rise so steeply that for a moment I was
inclined to agree that we might as well try the alternative rock
climb.
3. It is the business of epistemology to arrange the
propositions which constitute our knowledge in a certain
logical order, in which the later propositions are accepted
because of their logical relation to those that came before
them. It is not necessary that the later propositions should be
logically deducible from the earlier ones; what is necessary is
that the earlier ones should supply whatever grounds exist for
thinking it likely that the later ones are true.
4. "But if I were to say, my fellow citizens, that we shall send
to the moon, 240,000 miles away from the control station in
Houston, a giant rocket more than 300 feet tall, the length of
this football field, made of new metal alloys, some of which
have not yet been invented, capable of standing heat and
stresses several times more than have ever been experienced,
fitted together with a precision better than the finest watch,
carrying all the equipment needed for propulsion…”
Answers: A) : 1)emotive prose, 2) belles lettres style,
3)scientific article, 4)oratorical style
B) 1) The imagery is not so rich as it is in poetry. 2)
Genuine, not trite, imagery achieved by purely linguistic
devices. The use of words in contextual and very often in
more than one dictionary meaning, or at least greatly
influenced by the lexical environment. A vocabulary
which will reflect to a greater or lesser degree the author's
personal evaluation of things or phenomena. 3) The
language means used, therefore, tend to be objective,
precise, unemotional, devoid of any individuality; there is
a striving for the most generalized form of expression.4)
Certain typical features of the spoken variety of speech
present in this style are: direct address to the audience
(«ladies and gentlemen)), «honorable members)), the use
of the 2nd person pronoun «you»), sometimes
contractions (/'//, won't, haven't, isn't) and the use of
colloquial words.

Exercise 5. Suppose that the following passage of prose

was produced by a school pupil in response to a request to
write a paragraph in Standard English and in a formal
style. Identify features of (a) nonstandard dialect; (b)
informal style; and (c) lack of knowledge of the
 appropriate register.
When my old man come home last night, he was really
bushed. He sat and watched telly all evening. I done my
homework and then watched television too. An operator
doctor was talking about the Health Service. It was really
boring. Then there was the one in charge of hospitals. He
wasn't very interesting neither.
Answer: a. the use of colloquial vocabulary (for example,
the word ‘telly’).
b. informal communication style, first person storytelling
c. no formal style, no marker words of this style

Exercise 6. Label the following sentences according to

their dialect (standard or nonstandard), register (technical
or non-technical) and style (formal or informal).
(a) I wants you to play this melody allegro, not adagio.
b) I want you to play this tune quickly, not slowly.
c) The rear off-side wheel look a bit wobbly.
d) The back left-hand wheel seems to be oscillating
somewhat.
e) His patella sustained an injury.
f) He done his knee cap in.
g) The publican don't need no more firkins.
h) The landlord doesn't need any more small barrels.
i) She ain't attended no baptisms.
j) She hasn't been to any christenings.
Answers: a) nonstandard, technical ,informal, b)standard
non-technical formal , c)standard non-technical formal ,
d) nonstandard, technical ,informal, e) nonstandard,
technical ,informal, f)standard non-technical formal, g)
standard non-technical formal h)nonstandard, technical
,informal, i)standard non-technical formal, j)standard
non-technical formal.

IV. Conclusions So, our class is over. We analyzed functional styles of

Method: conversation English with specific examples.
generalization Is everything clear?
Goal: summarize, Was is difficult/easy for you?
decide what What task is the most difficult/easy for you?
difficulties were with
this topic
V. Homework Exercises on p. 180-186 (in written form)
Method: explanation (‘Stylistics of the English Language’ by T. Znamenskaya)
Goal: consolidate
students’ knowledge

Literature:

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пособие. Изд. 2-е, испр. М.: Едиториал УРСС, 2004. 208 с.

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