Евразийский национальный университет им. Л.Н. Гумилева

Учебно-методический комплекс дисциплины

Издание: четвертое

Министерство образования и науки Республики Казахстан

РГП ПХВ «Евразийский национальный университет им. Л.Н. Гумилева»

Факультет Филологический

Кафедра Теории и практики иностранных языков

УТВЕРЖДАЮ

Декан факультета

Жаркынбекова Ш.К.

_______________________ 20____г.

УЧЕБНО-МЕТОДИЧЕСКИЙ КОМПЛЕКС

ДИСЦИПЛИНЫ

По дисциплине 4311 Sti Стилистика

для обучающихся специальности (ей) 5В011900 «Иностранный язык-два иностранных язык»

Астана

2014

Силлабус

1.Анашева Дарига Касымовна – старший преподаватель кафедры теории и практики иностранных языков, филологический факультет ЕНУ им. Л.Н.Гумилева, Факультет иностранных языков 1986г., Семантика, Стилистика, Специальный перевод.

Контактный телефон: [phone]-32200 (раб)

Электронный адрес: [e-mail]

2. Данные о дисциплине

Код и наименование дисциплины: 4311 Sti Стилистика

количество кредитов:1

2. Распределение часов по учебному плану

Виды занятий	Общее количество часов	Осенний семестр		Весенний семестр
		В неделю	Всего	В неделю	Всего
Лекции	15	1	15
Практическое занятие
Семинарское занятие
Лабораторное занятие
Студийное занятие
СРО	2	2	30

4.Пререквизиты учебной дисциплины: Общее языкознание, Грамматика (практическая и теоретическая), Лексикология, Фразеология; Интерпретация текста.

Постреквизиты учебной дисциплины: Введение в литературоведение, Дискурсивный анализ текста.

5. Характеристика учебной дисциплины

5.1 Цель изучения учебной дисциплины: формирование профессиональной компетенции в области Стилистики, обобщение теоретических знаний о языковых средствах языка в их системе, о принципах и методах стилистического анализа, а также формирование умений и навыков адекватно использовать различные средства выражения для достижения целей коммуникации.

Задачи изучения учебной дисциплины: углубить знания студентов в области стилистического анализа необходимого для выявления языковых средств языка и стилистических приемов, а также для определения их функций в тексте;

-развить у студентов умения и навыки лингвостилистического анализа; -развить умения распознать и объяснить типологические особенности текстов, характерные для тех или иных функциональных стилей и специфику их языкового выражения;

-формировать социолингвистическую компетенцию у студентов для эффективного использования функциональных стилей в разных социальных контекстах.

5.2 Компетенции изучаемой дисциплины:

-Формирование коммуникативной компетенции

-формирование социолингвистической компетенции

5.3 План изучения учебной дисциплины

№ недели	Название темы	Формы организации обучения и количество часов					Задания для СРО и форма контроля знаний
		Лекция	Практическое (семинар)	Лабораторное	Студийное	СРО
1	Lecture: Introduction. Linguistic stylistics as a branch of linguistics, studying the styles and its peculiarities. A historical perspective and recent trends СРСП: Object of stylistic study. СРС: The interrelations of linguistylistics.	1 1				2	To study the main directions of stylistics development in domestic and foreign linguistics.
2	Lecture: Main Concepts and definitions. The Scope of Stylistic study Тема СРСП: Sources of modern stylistics. СРС: Style as a norm of language existence.	1				2	To analyze the category of norms and its role in stylistics: typology of norms.
3	Lecture:Conception of a fiction text. The functional significance of a fiction text Тема СРСП: Varieties of language and its development at different linguistic levels. СРС: Problems of synonymy	1				2	To explicate the varieties of language.
4	Lecture: Stylistics and other fields of study Тема СРСП: Stylistics and Literary study СРС: Meaning from a stylistic point of view..	1				2	To dwell upon stylistic usage of vocabulary layers: neologisms, professionalisms, terms, jargonisms, etc.
5	Lecture: Expressive means and Stylistic devices. General notes. Тема СРСП: Standard English and American. СРС: Synonymic expressive means , contextual synonyms..	1				2	To find out phonetic SD and EM in the text
6	Lecture:Lexical Expressive Means and Stylistic Devices. Intentional Mixing of the Stylistic Aspect of Words. СРСП: Lexical Expressive Means and Stylistic Devices CРС: Stylistic aspect of words	1				2	To analyze the text with diverse lexical SD and EM: explain their use and define functions. Make a list of stylistic figures.
7	Lecture:Stylistic characteristics of lexical Expressive Means: СРСП: Midterm achievement test. СРС: Context	1				2	Find out rhetorical means as stylistic devices, name them, determine functions. Make a list of rhetorical means on fiction and poetry
8	Lecture: Syntactic Expressive Means. Modality of a Sentence СРСП: Peculiar Use of Set Expressions CРС: Expressive means	1				2	Find out syntactical figures, name them and define its functions. Make a list of syntactical figures on the fiction and poetry.
9	Lecture: The Study of the Syntactic Whole in Stylistics. General Considerations. СРСП: Supra- phrasal units. The Paragraph . CРС: The analysis of Syntactical SD and EM	1				2	Study the phonetic? Graphic and other SD. Gather them in the form of a table. Illustrate phonetic figures with the help of examples. (orally and in written form)
10	Lecture: Extra-Linguistic Expressive Means. The notion of Paralanguage СРСП: Visual Expressive Means CРС: Compositional patterns	1				2	Study the individual stylistic peculiarities of fiction and poetry (by student’s choice).).
11	Lecture: Phonetic Expressive Means and Stylistic Devices.General notes СРСП: Samples of Phonetic SD and EM CРС: Diverse samples of linkage	1				2	Make up the complex stylistic analysis of the fiction and poetry
12	Lecture: Stylistic classification of English vocabulary. Layers of the vocabulary СРСП: The history of Publicistic Style CРС: Types of Functional Styles	1				2	Define typological and linguistic characteristics of a newspaper (article, correspondence, events, news, etc.) and name its main function. Depict its stylistic features and how they can be realized.
13	Lecture: Functional Styles of the English Language. Introductory Remarks. The Belles-Lettres Style СРСП: Written and Oral forms of scientific style CРС: Description of scientific style	1				2	Study linguistic characteristics of scientific texts (scientific article from a journal, resume, scientific report, etc.)/ Describe compositional, lexical and syntactical peculiarities of the given text. Analyze syntactical means.
14	Lecture: Newspaper Style, its main functions. СРСП: The Headline. The Editorial CРС: Analysis of diverse articles	1				2	Analyze the official texts, reform it and expound in literary available for students style.
15	Lecture: The Style of Official Documents, its main functions. The substyles СРСП: End-of-term achievement test. CРС: The complex analysis	1				2	Prepare literal speech with the usage of style.

5. Учебно-методическая обеспеченность дисциплины

№	Автор, наименование, год издания	Носитель информации	Имеется в наличии (шт.)
			В библиотеке	На кафедре
Основная литература
1	Galperin I. R. Stylistics. М., 1981	бумажный	3	-
	V.I.Shakhovsky. English Stylistics, 2008	бумажный		1
	Знаменская Стилистика английского языка, 2009	бумажный	10	1
	Кухаренко В.П. Семинары по стилистике. М., 1985	бумажный	-
Дополнительная литература
	Кухаренко В.П. Интерпретация текста. М., 1984.	бумажный	-	1
	Л.В. Косоножкина, Практическая стилистика английского языка, 2004	бумажный	-	1

5. Контроль и оценка результатов обучения

7.1 Виды контроля: текущий, рубежный, коллоквиум,проверка заданий на СРО

……………………………………………………… ………………………

7.2 Формы контроля: тестирование, устный контроль

……………………………………………………………………………………………

Знания, умения и навыки студентов оцениваются по следующей системе

Оценка по буквенной системе	Цифровой эквивалент баллов	Процентное содержание	Оценка по традиционной системе
А	4,0	95-100	отлично
А-	3,67	90-94
В+	3,33	85-89	хорошо
В	3,0	80-84
В-	2,67	75-79
С+	2,33	70-74	Удовлетворительно
С	2,0	65-69
С-	1,67	60-64
D+	1,33	55-59
D	1,0	50-54
F	0	0-49	Неудовлетворительно

5. Политика учебной дисциплины

Требования дисциплины: обязательное посещение лекционных занятий, активное участие в обсуждении вопросов, качественное и своевременное выполнение заданий СРО, участие во всех видах контроля (текущий контроль, контроль СРС, рубежный контроль, итоговый контроль).

Разработчик ___________ ____Анашева Д.К.________________________

(подпись) (Ф.И.О.)

Рассмотрено на заседании кафедры__________________________________

протокол № ______ от «______» __________20__ г.

Glossary on the discipline and methodological recommendations on activities with notional apparatus:

Recommendations:

1. Students should learn the terms deal with Stylistics by rote.

2. Students should use them during the stylistic analysis of various fictions.

3. It should be better to comprehend deeply Stylistic devices and Expressive means while preparing analysis.

1. Discourse- speech, lecture, report, discussion, text

2. Genre

3. Interpretation, interpretative skills

4. Concept, linguistic concept- notion, general idea

5. Crucial-very important

6. Tendency- aspiration, drive

7. Rhetoric, rhetorical question

8. To be relevant

9. Approach

10. Luminous – clear, a luminous writer (speaker)- a brilliant writer

11. Stylistic traits- peculiarities, characteristic features

12. Collocation –expression

13. To indicate- to depict, to delineate, to illustrate,

14. To intersect with- to cross

15. Informative text

16. In disguise – hidden

17. Interface

18. Currents

19. Contemporary- modern

20. Intentional –intention

21. To implement – to make, to provide, to supply

22. To decode- to explicate

23. Recipient –a person who receives information

24. Turgid style

25. Ornate style

26. Deviant

27. Refutation

28. Rigorous- strict, exact

29. To correlate with- to connect with

30. Eclectically- the derivative from “eclectics”(means the combination of several styles)

31. Overtone- subtext, hint

32. Trivial- ordinary, common, limited

33. Dichotomy- consecutive division of the whole into 2 parts

34. Parole –promise, obligation

35. To devise- to invent

36. Stimuli (pl)- stimulus- motive, influence

37. To equate – to make equal

38. Contextual meanings - may acquire additional lexical meanings not fixed in dictionaries.

39. Transferred meaning - practically the interrelation between two lexical meanings: dictionary and contextual.

40. Contextual metonymy - is genuine metonymy.

41. The epithet is a weaker but still forceful means.The epithet is subtle and delicate in character. It’s so direct as the interjection.

42. The epithet is a stylistic device based on the interpray of emotive and logical meaning in an attributive word, phrase or even sentence used to characterize an object and pointing out to the reader and friquently imposing on him some of the properties or features of the object with the aim of giving an individual perseption and evaluation of these features or properities.

43. The epithet makes a strong impact on the reader, so much so, that he unwittingly begins to see and evaluate thihgs as the writer wants to him to.

44. Oxymoron is a combination of two words (mostly an adjective and a noun or an adverb with an adjective) in which the meaning of two clash , being opposite in sense, for ex:’sweet sorrow’,’nice rascal’ etc.

45. Simile is the intensification of some one feature of the concept in question. Simile has formal elements in their structure:

46. Connective words such as like, as, such as, as if, seem.

47. Periphrasis is a device, which, according to Webster’s dictionary, denotes the use of a longer phrasing in place of a possible shorter and plainer form of expression.

48. Euphemisms, as is known, is a word or phrase used to replace an unpleasant word or expression by a conventionally more acceptable one.

49. Hyperbole is another stylistic device, which also has the function of intensifying one certain property of the object.

50. Hyperbole is a device, which sharpens the reader’s ability to make a logical assessment of the utterance.

51. The supra-phrasal unit (SPU) is used to denote a larger unit than a sentences

52. It generally comprises a number of sentences interdependent structurally (usually by means of pronouns, connectives,tense-forms) and semantically (one thought is dealt with).

53. A paragraph is a graphical term used to name a group of sentences marked off by indentation at the beginning and a break in the line at the end.

54. Asyndeton that is connection between parts of a sentence or between sentences without any formal sign, becomes a stylistic device if there is a deliberate omission of the connective where it is generally expected to be according to the norms of the literary language .

55. Gap- sentence link is the connection, which is not immediately apparent, and it requires a certain mental effort to grasp the interrelation between the parts of the utterance, in other words, to bridge the semantic gap.

56. Polysendenton is the stylistic device of connecting sentences or phrases or syntagms or words by using connectives (mostly conjunctions and prepositions) before each component part.

57. Ellipsis is a typical phenomenon in conversation arisin out of the situation.

58. Aposiopesis is a device, which dictionaries define as “a stopping short for rhetorical effect”. This is true. But this definition is too general to disclose the stylistic functions of the device.

59. In the written variety, a break in the narrative is always a stylistic device used for some stylistic effect.

60. Question-in-the-narrative changes the eral nature of a question and turns it into a stylistic device. Aquestion in the narrative is asked and answered by one and the same person, usually the author.

Lectures and methodological recommendations the lecture course study

Lecture 1. Stylistics and Style: A Historical Perspective and Recent Trends

Aim:to improve students’ skills in getting general knowledge of Stylistics and Styles, its history

Plan:

1. Ancient Times

2. The Middle Ages

3. The New Age

4. The 20^th Century: Linguistic Schools and Conceptions before Ferdinand de Saussure

5. Recent Development: Stylistics in the United Kingdom

Recommendations:

1. Scrutinize the lecture and pay attention to the terms given in the lecture.

2. Pay attention to the reference literature.

3. Speculate on the implications which might arise upon the reading of the lecture.

Presentation

1In ancient Greece the use of language can be seen mainly as an effort to create speeches. Thus we may recognize a practical function of language in political and judicial speeches, and an aesthetic function in ceremonial ones. The art of creating speech was called Rhetoric (from Greek techne rhetorike) and was taught as one of attractive speeches. Another language activity was the creation of poetic works.

The process of artistic creation was called Poetics. Its aim was to study a piece of art, and, unlike rhetoric, it focused on the problems of expressing the ideas before the actual moment of utterance. The work of Aristotle (384-322 B.C.) entitled Poetics is considered to be a pioneer publication in this field. His distinction of epics, drama and lyrics within artistic works is still applicable.

The third field of language use was the art of creating a dialogue. The study of creating and guiding a dialogue, talk or discussion, as well as the study of methods of persuasion, was called Dialects. The “dialogue technique” as one of the most convenient and efficient form of exchanging experiences and presenting research results was introduced and supported by Socrates. This method is still known in pedagogy as the “dialogical” or “Socrates method”.

The further development of Stylistics was based on the three above mentioned sources from which Poetics went its own way and created the field of study known at present as Literary Criticism. Rhetoric and Dialectics developed into Stylistics.

The development of Stylistics in ancient Rome, that is about 300 years later, brought the distinction of two different styles in speech represented by Caesar and Cicero. Their main characteristics are summarized in the following table:

Caesar and the Analogists	Cicero and the Anomalists
Stressed regularity and system rules	Aimed at the creation and development of “Ornate Dicere” that is flowery language
Focused on facts and data	Used unnatural syntactic patterns, sought for innovative often artificial sentence structure
Their aim was to create simple, clear and straightforward speeches	Due to their approach, where the true message and communicated content were secondary to the form of presentation, Rhetoric was called “the mother of lies”
Other representatives were Seneca and Tacitus	Cicero built his theory of Rhetoric on the distinction between three styles: high, middle and low

2. Latin was exclusively used as the language of science, art and administration and no attempts were made to deal with problems of speech. This period shows no progress in the development of Stylistics. An anomalistic rhetoric of Cicero became a model way of public speaking, which means that aesthetically attractive speeches were popular. They enabled speakers to develop their individual styles. However, the influence of ancient India brought about a tendency to make speeches brief in the case of a sufficient amount of data and facts being available to a speaker. This tendency to economize the speech intentionally enhanced the distinction between the Form and Content.

The language of science, culture and administration was very different from the language of common people. However, it would be inappropriate to speak about styles at this stage. It was the same language (and the same style) but, of course, different phrases, clichés and stereotyped bookish Latin formulas were used in each sphere. The most apparent discrepancies occurred in terminology.

3. On the one hand there were the traditions of Cicero and Aristotle, on the other, new theories of style have developed: individualist, emotionalist, formalist, functionalist, etc.

In the era of Romanticism the notion and term “style” referred exclusively to the written form of language 9from Gr. Stylos=a carver, an instrument for writing0. Spoken language was the main subject of rhetoric.

The most impressive work from this period is the book L’Art (1674) written by Nicolas Boileau-Despreaux, which became the bible of French poets of the 17^th and 18^th century. This book includes explanations of prose, poetry and drama, and is considered as an unusual guidebook for poets and other artists. T the same time it is not limited to poetics, several definitions are of stylistic character or even more general. In general the book is based on the poetics of Aristotle and Horatio. The three different styles are mentioned, their distinction being based on the opposition of language and parole first mentioned by Cicero.

At the beginning of 19^th century a German linguist and philosopher, Wilhelm von Humboldt described functional styles in his book “Uber die Verschiedenheit des menschlichen Sprachbaues und ihren Einfluss…” and treated poetry and prose as opposites: poetry and prosediffer in the selection of expressive means, i.e. words and expressions, use of grammatical forms, syntactic structures, emotional tones, etc.

Some literary schools have also contributed towards the development of stylistics. The French school Explication de texte developed a method of text analysis and interpretation which is known as close reading. This method was based on a correlation of historical and linguistic information and on seeking connections between aesthetic responses and specific stimuli in the text. The method became quite popular and was used by many other schools and movements.

4. At the beginning of the 20^th century a group of German linguists, B.Croce, K.Vossler and L.Spitzer, represented the school of the new Idealists. Their approach is known as individualistic or psychoanalytical because its main aim was to search for individual peculiarities of language as elements of expressing a psychological state of mind. B. Crose regarded language as a creation and thus suggested viewing linguists as the sub-department of aesthetics. Karl Vossler was known for looking for clues to national cultures behind linguistic details and Leo Spitzer for tracing parallels between culture and expression. His working method became famous as the Spitzerian circle. However the German school of individualists and psychoanalysts belongs to the past and there no any followers anymore.

He origin of the new era of linguistic stylistics is represented by the linguistic emotionalistic conception of the French school of Charles Bally. He worked under the supervision of Ferdinand de Saussure in Geneva. Bally’s own concept of stylistics is classified as emotionally expressive because of his strong belief that each particular component of linguistic information combines a part of language and a part of a man who interprets or announces the information.

While at the beginning of the 20^th century the Romance countries were mainly influenced by Bally’s expressive stylistics and Germany by Groce’s individual stylistics, a new linguistic and literary movement was developed in Russia and became known as formalism. The Russian Formalists introduced a new, highly focused and solid method of literary and linguistic analysis.

The crucial question of the movement known as Structuralism is What is language and what is its organization like? The main ideas of structuralism are presented in its fundamental work “Cours de linguistique generale” written by F.de Saussure (1856-1913) and published posthumously by his student Ch.Bally in 1916.

5.British stylistics is influenced by M. Halliday (1960’s) and his structuralist approach to the linguistic analysis of literary texts. British tradition has always been the semiotics of text context relationships and structural analysis of text: locating literature into a broader social context and to other texts. British stylistics and linguistic criticism reached its most influential point at the end of the 70s.

Control questions:

1. What is the historical perspective?

2. What are the trends of Stylistics?

3. What is the impact of the historical development of Stylistics?

Literature:

1. Л.Л. Нелюбин. Лингвостилистика современного английского языка. М., 2007г

2.Арнольд И.В. Стилистика современного английского языка. М., 1990 3. Кухаренко В.П. Семинары по стилистике. М., 1985 4. GalperinI.R.Stylistics. М., 1981 5. Кухаренко В.П. Интерпретация текста. М., 1984. 6. Разинкина Н.М, Функциональная стилистика. М., 1989. 7. Телия В.Н. Теория метафоры. М., Наука, 1990.

Lecture 2. Main concepts and definitions

Aim: to develop students’ skills in studying main concepts of Stylistics

Plan:

1. The Scope of Stylistic Study

2. The Notion of Language and literary Style

3. Stylistic analysis and literary Interpretation

4. Definitions of Style

5. Definitions of stylistics

6. Attempts of Refutation of Style

Recommendations:

1. Scrutinize the lecture and pay attention to the terms given in the lecture.

2. Pay attention to the reference literature.

3. Speculate on the implications which might arise upon the reading of the lecture.

Presentation

1.Stylistics is traditionally regarded as a field of study where the methods of selecting and implementing linguistic, extra-linguistic or artistic expressive means and devices in the process of communication are studied. In general we distinguish linguistic stylistics and literary stylistics. The division b/n the two is by no means easy or clear. Mick Short in his book “Exploring the language of Poems, Plays and Prose” comments on this problem:

“….stylistics can sometimes look like either linguistics or literary criticism, depending upon where you are standing when looking at it. So, some of my literary critical colleagues accuse me of being an unfeeling linguist, saying that my analysis of poems are too analytical, being of too full of linguistic jargon and leaving unsufficient room for personal preference on the part of the reader. ..” (Short.1996)

Mick Short is a Professor in the department of Linguistics and Modern English Language at Lancaster University and a leading authority in the field of Stylistics.

2. According to J.Mistrik (1985) stylistics can be defined as the study of choice and the types of use of linguistic, extra-linguistic and aesthetic mean, as well as particular techniques used in communication. He suggests that we carefully distinguish b/n the language style, belles-lettres and literary style:

1. The language style is a way of speech and or a kind of utterance which is formed by means of conscious and intentional selection, systematic patterning and implementation of linguistic and extra-linguistic means with respect to the topic, situation, function, author’s intention And content of an utterance.

2. The Belles-letters style (artistic,aesthetic) is one of the language styles which fulfills, in addition to its general informative function, a specific aesthetic function.

3. The literary style is the style of literary works implemented in all components of literary work, i.e. on the level of language, ideas, plot, etc. All these components are subordinated to aesthetic norms.

3. J. Mistrik draws clear boundaries b/n stylistic analysis and literary interpretation. He defines stylistic or text analysis as a procedure which aims at the linguistic means and devices of a given text, the message, topic and content of analysed textsare not the focus. The method of stylistic analysis can be equally applied to the study of language use i9n literary as well as non-literary texts

From this point of view literary interpretation is a process which applies exclusively to literary texts, it aims at understanding and interpreting the topic, content and the message of a literary work, its literary qualities and the so called decoding of the author’s signals by the recipient.

4. The following are the most common characteristics of style as listed by K.Wales in her respected work “A dictionary of Stylistics(1990):

(1) At its simplest, style refers to the manner of expression in writing and speaking, just as there is a manner of doing things, like playing squash or painting. We might talk of someone writing in an ornate style, or speaking in a comic style.

(2) One obvious implication of (1) is that therte Are different styles in different situation. So style can be seen as variation in language use, whether literary or non-literary.

(3) In each case, style is seen as distinctive: in essence, the set or some of linguistic features that seem to be characteristic: whether of register, genre or period, etc. Style is very commonly defined in this way at the level of text

(4) Clearly each author draws upon the general stock of the language in any given period; what makes style distinctive is the choice of items, and their distribution and patterning.

(5) Another different approach to style is to compare one set of features with another in terms of a deviation from a norm, a common approach in the 1960’s.

5.Stylistics is the study of style. There are different stylistic approaches. This variety in stylistics is due to the main influences of linguistics and Literary Criticism.

Stylistics in the 20^th century replaces and expands on the earlier discipline known as Rhetoric. It was in the 1960s that is really began to flourish in Britain and the united States. In many respects, stylistics is close to literary criticism and practical criticism. By far the most common kind of material studied is literary, and attention is text-cetred. The goal of most stylistic studies is not simply to describe the formal features of texts for their own sake, but to show their functional significance for the interpretation of the text;

6.the notion of style covers a large semantic field. The first group of stylisticians based their classification and analysis of style on a personal and subjective perception of analyzed texts. Regardless of how elegantly they expressed their opinions, they were accused of being very subjective, impressionistic and vague in their style evaluations and their attempts were charged with conceptual looseness.

The second group tried to remain on the very objective and strictly scientific bases, making use of mathematics, statistics and others. These authors provided rigorous definitions and statements supported with exact facts, figures and statistics. They were charged with tortuous pedantry and using inadequate “rough” methods for the treatment of the “gentle| material of literary texts

The third group is made up of a few scholars from different fields of study who deny the existence of style completely.

Control questions:

1. What is the origin of Style?

2. What is the notion of Stylistics?

3. What is the Stylistic analysis?

Literature:

1. Л.Л. Нелюбин. Лингвостилистика современного английского языка. М., 2007г

2.Арнольд И.В. Стилистика современного английского языка. М., 1990 3. Кухаренко В.П. Семинары по стилистике. М., 1985 4. GalperinI.R.Stylistics. М., 1981 5. Кухаренко В.П. Интерпретация текста. М., 1984. 6. Разинкина Н.М, Функциональная стилистика. М., 1989. 7. Телия В.Н. Теория метафоры. М., Наука, 1990.

Lecture 3 Conception of a fiction text. The functional significance of a fiction text.

Aim: to develop students’ skills in studying the functional significance of a fiction text

Plan:

1. The notion of a fiction text

2. Types of fiction

3. Elements of fiction

4. Conflict, types of conflict

5. Character

Recommendations:

1. Scrutinize the lecture and pay attention to the terms given in the lecture.

2. Pay attention to the reference literature.

3. Speculate on the implications which might arise upon the reading of the lecture.

1.Fiction is the form of any narrativeorinformativework that deals, in part or in whole, with information or events that are not factual, but rather,imaginaryandtheoretical—that is, invented by theauthor. Although fiction describes a major branch of literary work, it may also refer to theatrical, cinematic or musical work. Fiction contrasts with non-fiction, which deals exclusively with factual (or, at least, assumed factual) events, descriptions, observations, etc. (e.g., biographies, histories).