- •Ноу «липецкий эколого-гуманитарный иститут»
- •Contents preface ……………………………………………………………………..….5 part one…………………………………………………………………….…..6
- •Preface
- •Part one
- •Analytical reading and its concern
- •The Subject Matter of Analytical Reading
- •1.2. Literary Work
- •2. Language as the medium of literature
- •2.1. Meanings of Linguistic Units Connotation in the Word’s Dictionary Meaning
- •2.2. Denotation and Connotation in Imaginative Literature
- •3. Literary text as poetic structure
- •3.1. Verbal and Supraverbal Layers of the Literary Text
- •3.2. Principles of Poetic Structure Cohesion
- •4. Components of poetic structure: Macro-Components of Poetic Structure
- •4.1. Literary Image
- •4.2. Theme and Idea
- •4.3. Plot
- •Composition
- •4.5. Genre
- •4.6. Tonal System
- •5. Components of poetic structure: Micro-Components of Poetic Structure
- •5.1. Tropes
- •5.1.1. Tropes Based on the Interaction of Different Types of Lexical Meanings
- •5.1.2. Tropes based on the Intensification of a Certain Feature of a Thing or Phenomenon
- •5.1.3. Tropes Based on Peculiar Use of Set Expressions
- •5.2. Phonetic Expressive Means and Stylistic Devices
- •5.3. Figures of speech
- •Part two
- •Selecting a Topic Sentence
- •Checking the Topic
- •Checking Your Progress
- •Mini-test
- •Unit 2. Practice with ideas Locating Key Elements for the Idea
- •Selecting the Correct Idea
- •Checking the Idea
- •Formulating Ideas
- •Checking Your Progress:
- •Revision
- •Unit 3. Practice with principles of poetic structure cohesion
- •Grown up pink
- •Shiseido
- •Checking Your Progress
- •Tropes based on the Intensification of a Certain Feature of a Thing or Phenomenon
- •Tropes based on Peculiar Use of Set Expressions
- •Hear the loud alarum bells –
- •What a tale of terror, now, their turbulency tells!
- •Phonetic Expressive Means and Stylistic Devices
- •Figures of Speech
- •Revision
- •Helping Phrases
- •Unit 5. Understanding poetry
- •To say that for destruction ice
- •A rip tide is raging
- •Checking Your Progress
- •Tips on literary work analysis
- •Practice with extracts From The Girl Who Loved Tom Gordon by Stephen King
- •From The Girl Who Loved Tom Gordon by Stephen King
- •From The Girl Who Loved Tom Gordon by Stephen King
- •From Come Together by Josie Lloyd & Emlyn Rees
- •From Come Together by Josie Lloyd & Emlyn Rees
- •From Vertical Run by Joseph r. Garber
- •From Vertical Run by Joseph r. Garber
- •From Vertical Run by Joseph r. Garber
- •From The Web by Jonathan Kellerman
- •From The Class by Eric Segal
- •From The Blue Note by Charlotte Bingham
- •From Blackout by Campbell Armstrong
- •From Blackout by Campbell Armstrong
- •From Blackout by Campbell Armstrong
- •From Blackout by Campbell Armstrong
- •From Blackout by Campbell Armstrong
- •From Blackout by Campbell Armstrong
- •From Simply Divine by Wendy Holden
- •From Dance While You Can by Susan Lewis
- •From Dance While You Can by Susan Lewis
- •From Rage of Angels by Sidney Sheldon
- •From Whispers by Dean Koontz
- •From Whispers by Dean Koontz
- •From Man and Boy by Tony Parson
- •From Man and Boy by Tony Parson
- •From Cold Fire by Dean Koontz
- •Checking your progress
- •Scheme of Extract Analysis
- •From Whispers by Dean Koontz
- •From Needful Things by Stephen King
- •From Rising Sun by Jeffrey Archer
- •From Sinners by Jackie Collins
- •From Sinners by Jackie Collins
- •From False Memory by Dean Koontz
- •Revision
- •From Come Together by Josie Lloyd & Emlyn Rees
- •From Man and Boy by Tony Parson
- •From Man and Boy by Tony Parson
- •From Sinners by Jackie Collins
- •Bibliography
Phonetic Expressive Means and Stylistic Devices
Practice:
Exercise 4.7. Read the given passages. Analyze the cases of onomatopoeia printed in bold type, try to describe the way different people walked and speak of the effect produced.
Example:
Thumpa-thumpa-thumpa. Gage’s small bare feet thundering along the hallway runner. /Stephen King Pet Sematary/
In the fragment we see a case of onomatopoeia “Thumpa-thumpa-thumpa.” The hyphenated graphical form shows that Gage ran rather than walked, and probably was putting his feet flat on the floor.
Dussander shuffled past him and into the living room, his slippers wish-wishing on the floor. /Stephen King Apt Pupil/ (from Different Seasons by S. King)
Laurel thought of the listless clup-clup sound of her high heels on the cement, and the lack of echo when Captain Engle cupped his hands around his mouth and called up the escalator for Mr. Toomy. /Stephen King The Langoliers/
Hilary parked her car in the garage and walked to the front door. Her heels made an unnaturally loud tock-tock-tock sound on the stone footsteps. /Dean Koontz Whispers/
‘Okay!” The louder clack-clack of her feet. “here’s your snack, Gage. I got to go to school.” /Stephen King Pet Sematary/
Exercise 4.8.Read the given passages and pick out cases ofdirect and indirect onomatopoeiafrom the units in bolt type. Speak about the effect produced by it.
Example:
At the borderland of sleep she heard onrushing wings: wicka-wicka-wicka! /Dean Koontz The Vision/
In this fragment the author resorts to indirect onomatopoeia. The hyphenated unit “wicka-wicka-wicka” illustrates how fast the wings worked and the sound produced by them.
She paused a moment longer, listening for voices, for dogs, possibly for the irregular whup-whup-whup of helicopter blades. /Stephen KingThe Girl Who Loved Tom Gordon/
Her rage overflowed and she charged the sheets, clawed at them, began pulling them down. Her fingers caught over the first line and it snapped like a guitar string. The sheets hung from it dropped ina sodden, meaty swoop. […] Wilma took a single large, froggy leap and landed on top of one. It made a wearyflooshsound and billowed up, splatering gobbets of mud on her nylons. /Stephen KingNeedful Things/
Her foot went into a cold, vicious substance that was too thick to be water and too thin to be mud. […] She fell forward into long grass that hopped with bugs. She got a knee under her and yanked her foot back. It came with a loud sucking plop, but her sneaker stayed down there someplace. /Stephen KingThe Girl Who Loved Tom Gordon/
Thump!Something had fallen over in another part of the house. /Dean KoontzThe Eyes of Darkness/
He rang the doorbell again, thumbing it twice this time, so the sound from the belly of the house was BingBong! BingBong!/Stephen KingNeedful Things/
Exercise 4.9.Read the given passages and analyze cases ofalliteration,rhymeandrhythmfrom the units in bolt type. Speak about the produced effect and make the rhyme schemes:
I go to concert, party, ball –
What profit is in these?
I sit alone against the wall
And strive to look at ease.
The incense that is mine by right
They burn before Her shrine;
And that’s because I’m seventeen
And she is forty-nine.
/from My Rivalby R. Kipling/
For the moon never beamswithout bringing medreams
Of the beautiful AnnabelLee;
And the stars never risebut I see the brighteyes
Of the beautiful AnnabelLee;
And so all the night-tide, I lie down by theside
Of my darling,my darling, mylifeand mybride
In her sepulchre there by the sea–
In her tomb by the side of the sea.
/from Annabel Leeby E.A. Poe/
Nowhere can a secret keep
always secret, dark and deep,
half so well as in the past,
buried deep to last, to last.
Keep it in your own dark heart,
otherwise the rumors start.
After many years have buried
secrets over which you worried,
no confidant can then betray
all the words you didn’t say.
Only you can then exhume
secrets safe within the tomb
of memory, of memory
within the tomb of memory.
/Dean Koontz Cold Fire/
Checking Your Progress:
Exercise 4.10.Read the given passages and pick out cases ofonomatopoeia(state their kinds),alliteration,rhymeandrhythm. Speak about the effect produced by onomatopoeia. Analyse the rhyme and rhythm patterns, make the rhyme scheme:
Ahead of her, on the hummock which was her next stop, three frogs jumped out of the grass and into the water, plip-plip-plop. /Stephen King The Girl Who Loved Tom Gordon/
In the next yard the haverhills’ mutt began to bellow hysterically in its high, unpleasant voice – yark!yark!yark! – and this did nothing to improve Wilma’s state of mind. /Stephen King Needful Things/
Pity not! The Army gave
Freedom to a timid slave:
In which Freedom did he find
Strength of body, will, and mind:
By which strength he came to prove
Mirth, Companionship, and Love:
For which Love to Death he went:
In which Death he lies content.
/Redyard Kipling Ex-clerk/
They didn’t talk much during the remainder of the journey. At long last, the train stopped at Hogsmeade station, and there was a great scramble to get out; owls hooted, cats miaowed, and Neville’s pet toad croaked loudly from under his hat. /J. Rowling Harry Potter & The Prisoner of Azkaban/
The lock turned out to be easy, and as Frank climbed the stairs to the first floor again, he burst into an unseasonal but nonetheless cheery song:
Oh … you better not fight, you better not cry,
You better not pout, I’m telling you why,
Santa Claus is coming to town!
He sees you when you’re sleeping!
He knows when you’re awake!
He knows if you’ve been bad or good,
So you better be good for goodness’ sake!
/Stephen King Needful Things/