Lexis 1. List all the words belonging to the semantic fleld of SAILING: Raft, ship-wrecked, mariner, cabin, port-holes, ship, steward, sailor. 2. Trace all subsequent lexical reiterations and grammar references of MAN (tine 8) and classify them according to discourse analysis theory. Lexical: ~ _Hyponyms: ship-wrecked mariner, mariner, sailor, Hibernian, — Repetition: man, ~ Synonym: person. Cohesive devices: ‘Substitution and/or ellipsis: Line 40: ellipsis of “it’s” in “Nice”, ... “nice but nubbly" Line 11: substitution and ellipsis: some in “fetch me some" Une 12: substitution: one in “one at a time...” Anaphoric reference: mostly through pronouns as shown: Line 9: it Line 45: who Line 21: his Line 24: he/nisLine 22: he Line 24: he/nis Line 28: who Line 29: himselffhe Lines 30-34: frequent repetition of “he” Line 36: This marvhe Line 37: him. Line 38: yourself Line 39: me/my Line 40: Vhe Line 44: him Line 42: he Line 48: who Lines 49-52: hemhis repeated Lines 55: | Lines 56-61: he/his/him Lines 64-65: he 3. Put the verbs in lines 28-34 in the following columns. (Some of these verbs appear in Part | “language Practice”. ‘stumped Jumped ‘thumped (thinking of the action) bump, bumped (thinking of the action) pranced banged (thinking of the action) danced hit leaped* bit creeped* prowled hopped hopped ** dropped dropped** crawled stepped stepped** leppea**** The verb can be both reguar (leaped) and irregular (leapt). The regular past is pronoun- cod [lisp], while the past part. is [lept], the same as the imegular form. For Creep, the form is irregular, but it would have the same pronunciation. ** Although they are not necessarily verbs of aggression, in this context they might be considered so since the mariner’s aim was to annoy the whale. *** This verb does not exist in English, but sounds like leapt [lept], so Kipling makes up a ew word spelt like “stepped” and sounding like [lept). 4. Give synonyms - either words or expressions — from the text for the following ones. State the line where you found them. Verbs may not be in the same verb form. GevBring/pick up (lines 1 to 14)...... find (1.4) fetch (I. 11). ‘Shrewdness/clevemess/smartness (lines 12 to 16) ... infinite resource and sagacity. (I. 16). Delight in drool over (lines 23-24)... Smacked his lips-so (1. 26). Permission/say-so (lines 12-27) .... Leave (I, 21). begin’ start (lines 48-66)...... proceed (I. 53). Taut (lines 48-76).... Tight (l. 52). 5. Provide antonyms - either words or expressions - FROM THE TEXT for the following ones. State the line where you found them. Verbs may not be in the same verb form in the text. Display/reveal (lines 56-76)...... hid (1.62). In danger (lines 4 to 16) ... out of harm's way. (I. 6). slow down (lines 43 to 64).... rushed (. 45). Yielding/loose (lines 48 to 66) .... firm (1. 50). . Give words or expressions FROM THE TEXT for the fllowing definitions. Verbs may not be in the same verb form in the text. With small knobs or lumps: nubbly (1, 10). Shout or weep noisily: how! (1. 32). Flow behind you as you go/draw along behind one: trailing (1, 20). small rounded pebbles lying on sea-shore: shingle (|. 56). emit or gather foam ... froth up (I. 11). «emit choking sounds/involuntary spasm of respiratory organs: hicoough (. 36, 38 & 44). run precipitately ur will great speed/eo quickly: rushed (1. 45). 7. Fill in each of the blanks with a suitable word or phrase FROM THE TEXT. IF you bothyjust wanted to see me, why didn’t you let me know? (I. 43 & 47) The room was dark, and | banged the door as | groped for the lignt switch. (1. 30) He insisted on his version, but the truth was quite otherwise. (|. 39) He was a man of unlimited resources. He could come up with a solution for everything, (|. 16) His left leg hurt so much that he hopped on his right one to the chair. (|. 32)Syntax-discourse analysis 1. Rewrite the first paragraph using connectors from the list, making the necessary changes. WHO, FURTHERMORE, NOT ONLY... BUT ALSO, EVENTUALLY, IN ORDER TO, THAT'S WHY, IN SHORT, FOR INSTANCE, THUS, ‘ANYWAY. Once done, underline the connectors used. ‘Once upon a time, O my Best Beloved, there was a whale who ate fishes. Not only did he eat the starfish and the garish, but also the crab and the dab, and many others like for instance the plaice and the dace, and the skate and his mate, and the mackerel ‘and the pickerel, and the really truly twily-whirly eel. In short, all the fishes ne could find in all the sea he ate with his mouth ~ so! Till eventually there was only one small fish, left in all the sea, and he was a small “Stute Fish. That's why he swam a little behind the Whale's right ear, in order to be out of harms way. Then the whale stood up on his, tail and said, “I'm hung. “And the small ‘Stute Fish said in a small ‘stute voice, “Noble and generous Cetacean, have you ever tasted Man? “No,” said the whale. What is it ike? Nice, said the small ‘Stute Fish. Nice but nubbly. Then fetch me some, said the whale, and he made the sea froth up with his tail One at a time is enough, said the Stute fish. If you swim to latitude Fifty North, longitude Forty West (that is Magic), you will find, sitting on a raft, in the middle of the sea, with nothing but a pair of suspenders (you must particularly remember the suspenders, Best beloved) and a jack-knife, he found one single, solitary shipwrecked Mariner, trailing his toes in the water. (He had his Mummy's leave to paddle, or else he ‘would never have done it, because he was a man of infnite-resource-and-sagacit). 2. Find an example of each of the following types of reference: = anaphoric: he (there was a whale and he ate fish...) = exophorie: white-citts ot Albion. = ellipsis: so did the whale; to tie the grating with. 3. Find conjunctions linking sentences or paragraphs to one another and classify them in the following categories. (lines 17-40). Indicate the line where you found Conjunetion| tine |Conjunetion| tine |Conjunction| tine | Conjunction | tine else 21 | and 17 | so 17_| then 23 [_but 28_| and 18 | because | 22 | then 26 pete ee | 39 | and 20 | so 27 | assoonas | 28 and 22 | 0 35 and 23-38 besides | 35 and 404. There is some world knowledge (or schemata) shared by Kipling and his readers which belongs to their common time and culture. Give 5 examples: Albion White cliffs Hibernian Change here for... (stations) Breeches 5. Make an analysis and draw the pattem of theme and rheme predominant in the paragraph between lines 27-31: ‘Theme: Then the whale > rheme: opened his mouth back and back and back I v I ‘Theme: until it > rheme: nearly touched his tail v Theme: he > rheme: swallowed the shipwrecked mariner, raft he was sitting in... jack-knife v v theme:> theme v Theme: he swallowed all > rheme: down into .... cupboards He ‘smacked his lips-so He turned round three times on his tail 6. Write sentences of your own, which express ideas contained in the text using the following connectors/conjunctions (please do not use the ideas contained in the first paragraph): ‘A)_ No sooner had the fish given the whale instructions than he swam in search of Man. B) Hardly had the fish seen Man when he opened his mouth and swallowed him. ©) Once the mariner had been swallowed he began to annoy the whole. D) Unless you take me to the white cliffs of Albion, | won't come out. E) Provided that you take me to the shores of Albion, I'l come out. F)_ Despite the hiccoughs, the whale swam very fast G) Even though man is nice, he is also nubbly. H) Not only did he cut the raft into small squares but he also tied it up tight. 1) Inthe face of what had happened, the ‘Stute fish decided to hide in the Equator. J) Neither could the whale cough up nor swallow down.7. Write a new sentence as similar as possible in meaning to the original one but using the word given in capital letters. The word given must not be altered in any way: 1. Line 47. *... just as he said “Fitch” the Mariner walked out of his mouth. REACTION: “just as he said “Fitch” the Mariner's reaction was to walk out of his mouth, 2. Line 4. “All the fishes he could find in all the sea he ate with his mouth” SINGLE: “he didn’t leave one single fish without eating it with his mouth” 3, The whale had a strong preference for eating fishes. RATHER: The Whale would rather eat fishes 4. Line 6. *...Stute fish swam a little behind the whale's right ear so as to be out of harm's way. HARMFUL: ‘Stute fish knew the whale could be harmful so he swam a little behind the whale’s right ear. Lines 58-60. “The grating in his throat... Prevented him form eating anything except very, very small fish”. BARRED: The grating in his throat barred him from eating anything except very, very small fish, 8. Make a sentence beginning with the word or words given so that the content reflects something said or implied in the text: 1. The ‘Stute fish suggested that the whale tried Man. 2. The author keeps on reminding the reader not to forget the suspenders. 3. The whale wished he hadn't eaten the Mariner. 4. Ifthe ‘Stute Fish had wamed the whale he wouldn't have eaten the mariner. 5. Regardless of the whale's command the man refused to come out. Phonology/phonetics 1. Provide homophones FROM THE TEXT for the following words: 1. See Sea 8. side sighed 2. eight ate 9. mite might 3. write right 10. pear pair 4. tail tale an. tied5. fare 6. wear 7. guest fair wear* guessed 12. blew 13. place blue plaice 14, sure [fio], v[/o:] shore * No homophone has been found apart from the same word given, since the only homophones are ware and where [weo], which are not found in the text. The only other similar, but not a homophone is were [wa:]. 2. Provide a contrasting/minimal pair for the following words in the text. 1. Cough 2. stood 3. trunks 4. breeches 5. find 6. Time 7. Dressed 8. sighed 9. wide 10. howled tough stool drunks preaches kind tame pressed sight tide hold 14. Raft 12. square 13. toes 14. fair 15. paddle 16. Rushed 17. Dace 18. inside 19. grating 20. trail laughed stare blows hair caddie blushed days insight grading sail