Міністерство освіти і науки України
КИЇВСЬКИЙ НАЦІОНАЛЬНИЙ ЛІНГВІСТИЧНИЙ
УНІВЕРСИТЕТ
БАЗОВІ НАВЧАЛЬНО-МЕТОДИЧНІ
МАТЕРІАЛИ
з дисципліни "Стилістика англійської мови"
для студентів ІV курсу
факультету англійської мови
Спеціальність 6.030500 "Мова та література" (іноземна
мова)
Київ - 2007
Ministry of Education and Science of Ukraine
KYIV NATIONAL LIGUISTIC UNIVERSITY
BASIC TEACHING MATERIALS
in the Course of Stylistics of the English Language
for Fourth-Year Students
at the Department of the English Language
Specialisation 6.030500 "Language and Literature" (English
and Another Language)
“
Kyiv – 2007
The Materials are based upon the Syllabus for the Course of English Stylistics
taught to fourth-year students (Specialisation 6.030500 ‘Language and Literature’) at
the Department of the English Language.
Compiled by:
I. E. Podolyan, Associate Professor of the
Chair of English Lexicology and
Stylistics
Reviewed by:
V.M. Tyahlovska, Associate Professor of
the Chair of English Philology at the
Department of Translation
Head of the Chair of English
Prof. Vorobyova O.P
Lexicology and Stylistics:
Coordinator:
Prof. Shutov O.H.
Assoc. Prof. Maksimenko A.M.
Published on approval of the Academic Council of KNLU (Proceedings
№_________ , ______________ 2007 )
1. General Requirements to Students’ Knowledge, Abilities and Skills
The main goal of teaching Modern English Stylistics as an academic subject is to
introduce students to this discipline and its interrelations with other branches of
linguistics. The updated syllabus of this course provides an insight into both
structural and cognitive understanding of stylistic entities and phenomena, into multiaspect differentiation of speech registers, as well as into different contemporary
approaches to text interpretation.
The tasks of the course of lie in:
–explaining students basic notions, concepts and problems of stylistics,
–instructing them how to identify and analyse linguostylistic phenomena in the
literary and other registers of language,
–helping students to acquire philological competence in interpretation of the text as
an artistic whole,
–improving students’ general knowledge of English (at all of its structural levels)
and developing their critical viewpoint upon stylistic peculiarities of language use.
As a result of studying the course of English Stylistics students are expected to:
–distinguish stylistic categories and phenomena from those of other linguistic
disciplines,
–comment upon functional roles of expressive means and stylistic devices in
speech and discourse products,
–know various approaches to stylistic differentiation of the English language,
–choose units of different functional styles in accordance with appropriate
linguistic contexts,
–understand the literary text as a multi-layer construct and an open system that
requires manifold approaches to its interpretation,
–be philologically competent in applying linguostylistic and other types of analysis
to the literary text,
By the end of the course students should be able to present well-rounded
interpretations of sample texts in the module test and at the examination.
The significance of the course of Stylistics of English consists in improving fourthyear students’ linguistic and communicative competence that relates to their
knowledge of structural language units and their functioning in speech.
II. Subjects, Modules and Forms of Students’ Work
The type of studies,
The number of hours
Including
Total
hourage
Lectures
Seminars
Module №,
Subject
Self Study
TERM 1.
Module 1. Foundations of Stylistics, Stylistics of Structural Language Levels
and Speech Registers
Subject 1.1.
Philosophical and General
6
2
2
2
Scientific Fundamentals of
Stylistics
Subject 1.2.
General Linguistic
6
4
2
–
Fundamentals and Basic
Notions of Stylistics
6
2
–
4
Subject 1.3.
Phonetic, Graphic and
Morphological Means of
Stylistics
10
4
2
4
Subject 1.4.
Stylistic Lexicology of the
English Language
6
2
2
2
Subject 1.5.
Stylistic Syntax of the
English Language
10
4
2
4
Subject 1.6.
Stylistic Semasilogy of the
English Language
8
2
2
4
Subject 1.7.
Stylistic Differentiation of
Modern English
2
Module test
Total for Term 1.
2
54
20
14
20
TERM 2.
Module 2. Basic Notions, Categories and Paradigms of Literary Text
Interpretation
Subject 2.1.
Linguistic Aspects of Text
10
4
2
4
Interpretation. Basic Notions
and Paradigms of Literary
Text Interpretation.
Subject 2.2.
Image of the Author as a
Literary Text Category
Subject 2.3.
Image of the Character as a
Literary Text Category
Subject 2.4.
Image of the Reader as a
Literary Text Category
Module Test
Module 3.
Preparation for the
examination
Total for Term 2.
Total for the academic year
7
2
1
4
7
2
1
4
10
4
2
4
---
2
---
---
36
12
32
8
22
52
72
2
72
126
III. Discipline Chapter
The number and the names of module subjects, their
contents (their aim, the main idea, the main problems, the key
notions) the contents of practical classes
Total
hourage
The name and
contents of selfstudy work
Hours
Methods and
for self- forms of current,
study module and final
work
testing
Module 1. Foundations of Stylistics, Stylistics of Structural Language Levels and Speech Registers
Subject 1.1. Philosophical and General Scientific Fundamentals
6
2
2
of Stylistics
Lecture 1
Stylistics as a Branch of Linguistics
2
Different
oral
The Aim of Studies:
conceptions of
questioning;
To introduce students to Stylistics as a linguistic discipline
stylistics as a
written testing
guided by the functional approach to the study of language, to
linguistic
explain the theoretical and practical significance of the course in
discipline, of its
the philological curriculum
aims and contents
The Main Idea:
To indicate the place and role of Stylistics among other
linguistic branches, to tell about its tasks and methods, and to
show its interdisciplinary links
The Main Problems:
Elucidation of stylistic fundamentals and basic notions through
the theory of information, discussion of properties of information
The Key Notions:
Functional approach, model of the information transmission,
oral
denotative and connotative information, redundancy and
questioning;
predictability, loss and accumulation
2
written testing;
Seminar 1. Philosophical and General Scientific
simulation
Fundamentals of Stylistics
discourse
The aim and contents: to assist students in mastering
fundamentals of Stylistics through discussion of the theoretical
issues on the basis of literary text fragments and discourse
situation
Subject 1.2. General Linguistic Fundamentals and Basic
Notions of Stylistics
Lecture 2
Basic Notions of Stylistics
The Aim of Studies:
To define the object and subject-matter of Stylistics, its basic
notions, types and kinds
The Main Idea:
To elucidate the key notions of Stylistics, in particular those of
style, image, norm and context, from the perspective of this
discipline
The Main Problems:
To present different interpretations of style and image and to
discuss various classifications of Stylistics
The Key Notions:
Style, norm, context, image, foregrounding, literary stylistics,
linguostylistics
Lecture 3
General Linguistic Fundamentals of Stylistics
The Aim of Studies:
To revise the basic categories and phenomena underlying
Stylistics as any other language discipline; to explain the notions
of expressive means and stylistic devices
The Main Idea:
To indicate the common points of study between Stylistics and
situations
6
2
2
oral
questioning;
written testing
related branches of linguistics, and to give the idea about
theoretical specificities of this discipline
The Main Problems:
To define the categories of expressive means and stylistic
devices as paradigmatic and syntagmatic phenomena
The Key Notions:
Syntagmatics, paradigmatics, invariant, variant, expressive
means, stylistic device, marked and unmarked members of the
opposition.
Seminar 2. General Linguistic Fundamentals and Basic
Notions of Stylistics
The aim and contents: to ensure students’ understanding of
basic linguistic and specific stylistic notions through analysis of
literary text fragments; to make a first introduction to
linguostylistic analysis
Subject 1.3. Phonetic, Graphic and Morphological Means of
Stylistics
Lecture 4
Expressive Means and Stylistic Devices at the Phonological
and Morphological Levels
The Aim of Studies:
To define phonetic, graphic and morphological means and
devices of stylistics, to outline their types and kinds, discourse
and textual roles
The Main Idea:
To emphasise significance of these stylistic means for
organization of utterances and texts, to show their differences
from unmarked members of stylistic oppositions
The Main Problems:
2
6
2
Sound
symbolism.
Patterns of
rhythm and
rhyme in poetry.
English and
Ukrainian
morphological
means and
devices in
comparison
4
oral
questioning;
written testing
4
Stylistic
functions of
phraseology in
oral
questioning;
written testing;
linguostylistic
analysis of text
fragments
Various approaches to classification of grapho-phonemic and
morphological means; means and devices specific to the English
and Ukrainian languages
The Key Notions:
Versification, instrumentation, sound symbolism, violation of
usual combinability, transposition of the meaning in context
Subject 1.4. Stylistic Lexicology of the English Language
Lecture 5
Stylistic Classification of the English Vocabulary. Words
Having No Lexico-Stylistic Paradigm.
The Aim of Studies:
To expound the principles of stylistic classification of
vocabulary and to pinpoint the major differences between neutral
and stylistically coloured lexemes and phrasemes; to expand upon
speech functions of words having no lexico-stylistic paradigm
The Main Idea:
To present the classification of vocabulary from the functional
perspective, as opposed to the previously learnt substantial and
structural approaches
The Main Problems:
Discourse and text roles of words and set phrases belonging to
different types and kinds of vocabulary; synonymy as a tool of
word selection
The Key Notions:
Lexico-stylistic paradigm, denotative, connotative, low-flown,
high-flown
Lecture 6
Stylistic Functions of Words Having a Lexico-Stylistic
Paradigm. Stylistic Phraseology.
10
2
2
belles-lettre and
other functional
styles. Low-flown
vocabulary in
modern literary
and media
discourse
oral
questioning;
written testing
oral
questioning;
written testing
The Aim of Studies:
To expand upon speech functions of words having a lexicostylistic paradigm; to present different ways of their grouping; to
consider stylistic functions of set phrases
The Main Idea:
To juxtapose stylistically charged vocabulary with words and
phrases having no lexico-stylistic paradigm, to deliberate upon
stylistic effects of both types
The Main Problems:
Selection of an appropriate vocabulary item in accordance with
contextual demands and speakers’ pragmatic aims
The Key Notions:
Poetic diction, archaic words, bookish words, slangisms,
dialectisms, expansion and reduction of phraseologisms
Seminar 3. Stylistic Lexicology of the English Language
The aim and contents: to train students in interpretation of the
stylistic functions of vocabulary items in literary texts, as well as
in products of other registers; to deliberate upon functional
appropriateness of a certain lexeme or phraseme in individual
speech
Subject 1.5. Stylistic Syntax of the English Language
Lecture 7
Expressive Means and Stylistic Devices of Syntax
The Aim of Studies:
To outline types and kinds of stylistic expressive means and
stylistic devices, to explicate their functions in fiction and other
registers of speech
The Main Idea:
To discuss the roles of these stylistic means in organization of
2
6
2
oral
questioning;
written testing;
linguostylistic
analysis of text
fragments
Syntactical and
compositional
patterns typical of
different speech
registers
oral
questioning;
written testing
4
2
utterances and texts, to show their differences from unmarked
members of stylistic oppositions
The Main Problems:
Selection of a syntactical construction or pattern in accordance
with the pragmatic aim; syntactical means and devices specific to
the English and Ukrainian languages
The Key Notions:
Reduction and redundancy of the syntactical pattern,
transposition of the syntactical meaning in context, formal and
syntactic interaction of constructions, ellipsis, anaphora,
parcellation, aposiopesis, chiasmus.
Seminar 4. Stylistic Syntax of the English Language
The aim and contents: to train students in identification and
interpretation of syntactical expressive means and stylistic
devices in various texts, with an emphasis upon fictional ones
Subject 1.6. Stylistic Semasiology of the English Language
Lecture 8
Semasiological Expressive Means and Stylistic Devices.
Figures of Substitution
The Aim of Studies:
To outline types and kinds of semasiological expressive means
and stylistic devices, to explain discourse and text functions of
figures of substitution
The Main Idea:
To account for the cognitive and linguistic nature of figures of
substitution, to discuss reasons for their usage in speech
The Main Problems:
Metaphor and metonymy as basic cognitive entities; figures of
substitution specific to the English and Ukrainian languages
10
2
Metaphorical
and metonymical
figures of speech
from the
perspective of
Cognitive
Linguistics
oral
questioning;
written testing;
linguostylistic
analysis of text
fragments
oral
questioning;
written testing
2
oral
questioning;
written testing
The Key Notions:
Figures of quantity, figures of quality, cognitive metaphor,
source domain, target domain, “stand-for” relationship, irony,
hyperbole, epithet
Lecture 9
Semasiological Expressive Means and Stylistic Devices.
Figures of Combination
The Aim of Studies:
To explain discourse and text functions of figures of
combination, to differentiate them from unmarked syntactical
patterns
The Main Idea:
To dwell upon linguo-pragmatic and stylistic reasons for the
use of semasiological stylistic devices in speech
The Main Problems:
Figures of combination as a means of stylistic and
compositional arrangement of texts; figures of combination
specific to the English and Ukrainian languages
The Key Notions:
Figures of identity, figures of inequality, figures of opposition,
zeugma, pun, simile, antithesis, climax
Seminar 5. Stylistic Semasiology of the English Language
The aim and contents: to train students in identification and
interpretation of semasiological expressive means and stylistic
devices in various texts, with an emphasis upon fictional ones
Subject 1.7. Stylistic Differentiation of Modern English
Lecture 10
Functional Styles in Modern English
The Aim of Studies:
4
2
8
2
Language and
discourse features
of official,
scientific,
publicistic,
literary
conversational,
familiar
colloquial and
belles-lettre
styles; types and
genres of texts in
each style
oral
questioning;
written testing;
linguostylistic
analysis of text
fragments
oral
questioning;
written testing
To present different classifications of functional styles (speech
registers) in local and foreign linguistics; to discuss peculiarities
of each register on every structural layer of language
The Main Idea:
To explain the communicative reasons for one’s choice of a
language register; to outline content and formal differences
between one-level language units that belong to different
functional styles
The Main Problems:
Deductive and inductive approaches to classification of
functional styles; stylistics of language, stylistics of speech
activity and stylistics of speech products
The Key Notions:
Functional style, speech register, non-functional style, belleslettre style, scientific style, poetic language, practical language,
oral code, written code
Seminar 6. Functional Styles of Modern English
The aim and contents: to ensure students’ understanding and
knowledge of distinguishing characteristics of each functional
style and its communicative factors of use.
Module test
Subject 2.1. Linguistic Aspects of Text Interpretation. Basic
Notions and Paradigms of Literary Text Interpretation
Lecture 11
Linguistic Aspects of Text Interpretation
The Aim of Studies:
To explicate the notion of a literary text as opposed to other
types of texts; to explain the content and aims of text
oral
questioning;
written testing;
students’ research
reports
2
10
2
Interpretation
of a literary text
in U.Eco’s,
R.Bart’s,
Yu.Lotman’s
critical essays.
Intertextuality as
4
oral
questioning;
written testing
interpretation as a linguistic discipline
The Main Idea:
To outline different perspectives on text interpretation and to
show its relations to other branches of linguistics
The Main Problems:
Text Interpretation as a methodology and a linguistic
discipline; essential differences between text interpretation and
linguostylistic analysis
The Key Notions:
Textual sense, textual meaning, objectivist paradigm of text
interpretation, subjectivist paradigm, linguostylistics, text
linguistics, literary stylistics
Lecture 12
Basic Notions of Literary Text Interpretation
The Aim of Studies:
To outline and explicate main categories of a literary text; to
dwell on integral units of the subtext
The Main Idea:
To present main categories of a literary text through its major
structural and stylistic constituents; to provide guidelines for
decoding of the subtext
The Main Problems:
A literary text as an integral unity having an implicit level;
decoding artistic details and implicates as a key to understanding
of the text message
The Key Notions:
Implicitness, discreteness, modality, conceptuality, artistic
details, implicates
Seminar 7. Literary Text Interpretation
a stylistic and
semiotic notion
2
oral
questioning;
written testing
2
7
2
4
Mikhail
oral
questioning;
written testing;
interpretation of
literary text
fragments
The aim and contents: to train students in interpretation of a
literary text as a whole, to help them with researching and
decoding the subtext, to ensure their following the suggested
pattern of text interpretation
Subject 2.2. Image of the Author as a Literary Text Category
Lecture 13
Image of the Author as an Anthropocentre of a Literary Text
The Aim of Studies:
To explain the notions of the author of a literary text and of the
narrative perspective; to outline the types of literary narrators
The Main Idea:
To provide guidelines for decoding the narrator’s image and
the narrative perspectives in a text of fiction
The Main Problems:
The literary author as a an external and internal category;
different facets of focalization and degrees of perceptibility
The Key Notions:
Implied author, (un)limited narrator, facets of focalization,
extradiegitic narrator, intradiegetic narrator, degrees of
perceptibility
Subject 2.3. Image of the Character as a Literary Text Category
Lecture 13
Image of the Character as an Anthropocentre of a Literary Text
The Aim of Studies:
To present approaches to the status of fictional character and to
view different classifications of fictional characters; to discuss
basic methods of characterization
The Main Idea:
To provide guidelines for decoding the character’s image and
Bakhtin’s theory
of narrative.
Roland Barthes
works on the
image of the
author. The
textual
phenomenon of
“stream of
consciousness”
7
2
4
Contemporary
classifications of
fictional
characters
2
oral
questioning;
written testing
oral
questioning;
written testing
for identifying methods of characterization in a text of fiction
The Main Problems:
The fictional character as a semiotic and literary category
The Key Notions:
Semiotic view of a character, flat character, round character,
axis of complexity, axis of development, (in)direct
characterization
Seminar 8. Images of the Author and Character in a Literary
Text
The aim and contents: to train students in interpretation of
images of the author and character in a literary text; to check up
on their knowledge of different aspects of these images and their
types and classifications
Subject 2.4. Reader’s Image as a Literary Text Category
Lecture 14
Image of the Reader as an Anthropocentre of a Literary Text
The Aim of Studies:
To introduce students to the notion of receptive semantics and
to explicate the differences between the real reader and reader-inthe-text as a literary text construct
The Main Idea:
To present typology of in-text readers in literary discourse and
to give guidelines for decoding the reader’s image
The Main Problems:
The reader’s image as a textual category; types of in-text
readers
The Key Notions:
Receptive semantics, split addressee, recipient design, in-text
reader, idealized addressee, hypothetical reader, empirical reader
10
2
4
Development
of the notion “text
addressee” in
literary criticism
and linguistics
oral
questioning;
written testing;
interpretation of
literary text
fragments
oral
questioning;
written testing
2
oral
questioning;
written testing
Lecture 15
Linguistic Signals of Addressee Orientation
The Aim of Studies:
To outline and specify all the types of linguistic signals of
addressee-orientation (SAO) to instruct students in identifying
and analyzing these signals
The Main Idea:
To instruct students in identifying and analyzing SAO in a
literary text
The Main Problems:
The reader’s image as a linguistically represented category
The Key Notions:
Typology of SAO, functional specificity of SAO, distribution
and range of SAO, means of foregrounding
Seminar 9. Image of the Reader in a Literary Text
The aim and contents: to train students in interpretation of the
reader’s image following linguistic signals of addresseeorientation; to check up on their knowledge of the typology of
text addressees
Module test 2
2
oral
questioning;
written testing;
interpretation of
literary text
fragments
2
IV. Samples of Assignments for Students’ Independent Work
1. Prepare a 10-15-minute class report on the phenomenon of sound symbolism as
treated from different – psychological, physical, linguistic, aesthetic and other –
perspectives. Use additional literature and on-line sources for the coverage of up-todate viewpoints on the phenomenon. Analyse the signs of sound symbolism and its
effect on the reader on the basis of a poem. You can also investigate the effect of
sound form on the recipient through advertising discourse. An interview or
association test is recommended as a research tool for studying the addressees’
reactions.
2. Prepare a 10-15-minute class report on stylistic peculiarities of the publicistic
style. Outline all genres and types of texts belonging to this speech register. Provide
examples of such texts or their fragments on handouts for participants of the seminar.
3. Prepare a 10-15-minute class report on Mikhail Bakhtin’s theory of narrative.
Study the recommended literature and comment on the two basic voice effects –
“monologism” and “dialogism” – that can characterize a narrative text. Supply
examples from literary discourse of various genres to illustrate the above effects.
4. Suggest your vision of the recipient design, characteristic of various discourse
types, e.g. advertisements, scientific discourse, newspaper articles, etc. Comment on
the points of similarity and difference between the discourse you choose and
conventional (or literary discourse), viewed from the recipient design perspective.
Self-Study Topics in Stylistics
1. Different conceptions of Stylistics as a linguistic discipline, of its aims and
contents.
2. Sound symbolism.
3. Patterns of rhythm and rhyme in modern poetry.
4. A contrastive analysis of English and Ukrainian morphological means and devices.
5. Stylistic functions of phraseology in belles-lettre and other speech registers.
6. Low-flown vocabulary in modern literary and media discourse.
7. Syntactical and compositional patterns pertaining to different speech registers.
8. Metaphorical and metonymical figures of speech from the perspective of Cognitive
Linguistics.
9. Typology of texts and their genres in different speech registers.
10. U.Eco’s, R.Bart’s and Yu.Lotman’s critical essays on literary text interpretation.
11. Intertextuality as a stylistic and semiotic notion.
12. Mikhail Bakhtin’s theory of narrative.
13. Image of the author as a notion discussed in Roland Barthes’ works.
14. “Stream of consciousness” as a textual phenomenon.
15. Contemporary classifications of fictional characters.
16. Evolution of the notion “text addressee” in literary criticism and linguostylistics.
V. Sample of the Module Test
Module Test № 1
on the Course of Stylistics of the English Language
for Fourth-Year Students of the English Department
Variant 1
General Notions (max. 15 %)
1. Complete the statement with the correct term.
The whole set of linear relations between the language units of one level within the
framework of the unit belonging to a higher level is called ____________.
2. Choose the correct completion of the statement.
In studying language, stylistics chiefly leans upon
a) the functional approach
b) the structural approach
c) the substantial approach
3. Choose the correct completion of the statement.
Materialized information clothed in a sound form is called
a) message
b) signal
c) code
4. Give a one-sentence definition to the notion of thesaurus.
5. Fill in the correct term.
Divergence between the sender’s and addressee’s codes, polysemy, physical noise,
changes in the transmission channel are classified as ______________ to
communication.
6. “Style is the man himself” (G.Buffon) is a famous interdisciplinary definition of
style. Provide another definition of style as a semiotic notion.
7. Complete the statement with the correct term.
The most correct and prestigious style of speech established in the society within the
given period of time is ______________.
8. Choose the correct completion of the statement.
Rendering the message an additional or different sense as a result of its decoding is
a) redundancy of information
b) accumulation of information
c) predictability of information
9. Name the three main types of context, completing the classification:
a) linguistic
b)
c)
10. Choose the correct completion of the statement.
By constellation one understands
a) a combination of units belonging to the same register in one context
b) a combination of units belonging to different registers in one context
c) a type of paradigmatic relations behind a stylistic device
11. Which of the two definitions is true?
a) The vehicle of a stylistic image is the naming notion.
b) The vehicle of a stylistic image is the named notion.
12. Choose the correct completion of the statement.
Genetic stylistics
a) aims at revealing the author’s intention
b) deals with the reader’s perception of the literary work
c) disengages itself from the author’s intention and the reader’s perception
Stylistic Phonetics and Morphology (max. 5 %)
13. Onomatopoeia can be defined as
a) a combination of speech sounds which aims at imitating sounds produced by
nature, people or animals
b) an effect of ease and comfort in pronouncing and hearing
c) a repetition of similar vowel sounds in close succession aimed at phonetic
and semantic organization of an utterance
14. Find a mistake in the following statement and re-write it correcting one word
only.
The abundance of morphological expressive means in English is predetermined by its
analytical character.
15. Determine to which parts of speech the following morphostylistic terms pertain.
For each term choose between the three options in brackets:
a) Pluralis Modestial (a pronoun? a verb? a noun?)
b) “Editorial we” (a pronoun? an article? a noun?)
16. Identify the morphological device in the following sentence:
“It was a dead leaf, deader than the deadest tree leaf.”
Stylistic Lexicology (max. 10 %)
17. Which of the following is not true?
a) Lexical meaning is basic while stylistic one is additional.
b) Lexical meaning is more flexible and changeable whereas stylistic one is
more stable.
c) Lexical meaning is explicit while stylistic one is, for the most part, implicit.
18. Words having a lexico-stylistic paradigm are characterised by
a) direct reference to the denotate
b) indirect reference to the denotate
c) no connotations
19. Select the two obligatory characteristics that pertain to expressive meaning:
a) indirect reference to the denotate
b) constant usage in a certain speech sphere
c) metaphoric transfer
20. Which of the following do not belong to the class of words having a lexicostylistic paradigm
a) archaic forms of words
b) barbarisms
c) foreign words
21. Organize the following groups of words into the two major classes, name these
classes: slangisms, borrowings, dialectisms, bookish words, neologisms, archaisms,
vulgarisms, exotisms.
22. Provide a one- or two-sentence explanation of the differences between lexical
neologisms and stylistic neologisms.
23. Which of the following types of structural transformation of phraseologisms is
not true?
a) expansion
b) reduction
c) convergence
Stylistic Syntax (max. 5 %)
24. Point out which of the syntactical stylistic devices given below can be defined as
a deliberate break of a sentence into two separate sentences or clauses:
a) aposiopesis
b) parcellation
c) ellipsis
25. Identify the type of repetition in the following:
“Yes, but I was afraid, afraid I’d go to one who’d tell Paul.”
a) ordinary
b) catch
d) chain
26. What syntactical EM is employed in the given sentence?
“The widow Douglas, she took me for her son.”
27. Define the two syntactical expressive means that were used to create gradation in
the given sentence:
“He was her Europe, her emperor, her allied monarchs and august prince regent.”
Stylistic Semasiology (max. 10 %)
28. Choose the correct completion of the statement.
Metaphors which are used as a means of giving a name to an object produced by
people in imaginary similarity of associations or emotions caused by the object, are
called
a) cognitive metaphors
b) nominative metaphors
c) generalizing metaphors
29. Which of the following statements is true?
a) Irony is a figure of the metaphorical group.
b) Irony is based upon the opposition of form and meaning.
c) Irony is always expressed through graphical or paralinguistic markers.
30. Organize the following figures into the two groups:
synecdoche, metaphor, allegory, periphrasis, epithet, euphemism.
31. Which of the statements contain oxymoron?
a) He was condemned to a living death.
b) “Make mine a whiskey sour, please!”
c) No light, but rather darkness visible.
32. Which figure of substitution is defined as a deliberate understatement of some
feature?
33. Which figure of combination creates a humorous effect in the following
statement?
“The man who is always asking for a loan is always left alone.”
34. By the stylistic criterion synonyms can be grouped into: synonyms-specifiers and
________________.
35. Define which of the figures – metaphor or metonymy – the following epithets are
based upon:
cat-and-dog life, a freezing mood, the kitten of a woman, a majestic sun.
Stylistic Differentiation of English (max. 5 %)
36. Choose the correct completion of the statement.
Practical oral, practical written, poetic oral and poetic written subsystems are
a) functional styles
b) functional types of language
c) functional types of speech
37. Genres of the texts are distinguished according to their
a) semantic feature and thematic characteristics
c) compositional and stylistic properties
d) all of the above
38. Fill in the gap with the correct term.
While V.V. Vinogradov distinguishes the conversational style only,
O.M. Morokhovsky differentiates between the literary conversational style and
________________________ style.
39. The genre of essay belongs to
a) the scientific style
b) the publicistic style
c) the belles-lettre style
40. Fill in the gap with the correct term.
O.M. Morokhovsky refers business, legal, diplomatic and military documents to the
__________________________ style.
Practical Assignment
(max. 50 %: “5”– 50 %, “4” – 40 %, “3”– 30%, “2”– 20 % )
Offer a comprehensive linguostylistic analysis of the following excerpt.
On the shore of the French Riviera, about half-way between Marseilles and the
Italian border, stood a large, proud, rose-coloured hotel. Deferential palms cooled its
flushed façade, and before it stretched a short dazzling beach. Now it has become a
summer resort of notable and fashionable people; in 1925 it was almost deserted after
its English clientele went north in April; only the cupolas of a dozen old villas rotted
like water lilies among the massed pines between Gausse’s Hotel des Étrangers and
Cannes, five miles away.
The hotel and its bright tan prayer rug of a beach were one. In the early morning
the distant image of Cannes, the pink and cream old fortifications, the purple Alp that
bounded Italy, were cast across the water and lay quavering in the ripples and rings
sent up by sea-plants through the clear shallows. (From F.S.Fitzgerald. Tender is the
Night.)
Test Evaluation (Explanatory Note)
A student’s total score for the test is comprised of maximum 50% for the
theoretical part and maximum 50% for the practical part. Each question of the
theoretical part is estimated from 0 to 3%, depending on the number of problem
points tested. The exact value of each question is indicated in the keys to the
questions.
Total Score: 20 points – 81-100 %, 16 points – 61-80% , 12 points – 41-60 %, 8
points – below 41 %.
Evaluation Criteria for the Linguostylistic Analysis:
A student deserves 50% of the test result if:
1. a linguostylistic analysis of the fragment is done in compliance with the
academic requirements, both in content and form;
2. three (3) mistakes in spelling, grammar, lexical selection and stylistic usage
have been made.
A student deserves 40% of the test result if:
1. a linguostylistic analysis of the fragment is done in compliance with the
academic requirements, with one (1) of them inaccurately or incompletely fulfilled;
2. two (2) mistakes in spelling or grammar and four (4) mistakes in lexical
selection and stylistic usage have been made.
A student deserves 30% of the test result if:
1. a linguostylistic analysis of the fragment is done in compliance with the academic
requirements, with two (2) of them inaccurately or incompletely fulfilled;
2. three (3) mistakes in spelling or grammar and five (5) mistakes in lexical selection
and stylistic usage have been made.
A student deserves 20% of the test result if:
1. a linguostylistic analysis of the fragment is not done in compliance with the
academic requirements;
2. four (4) mistakes in spelling or grammar and six (6) mistakes in lexical selection
and stylistic usage have been made.
A student deserves 0% of the test result if:
no linguostylistic analysis of the fragment was completed.
VI. Rating System and Assessment Criteria
The assessment of a student’s academic progress is maintained within the national
system of scoring (“5”, “4”, “3”, “2”). At the end of each module a tutor works out
the average score adding up the scores for a student’s class work activity, self-study
work and module test result.
1. Student’s Classwork:
“5” – 10 points
“4” – 8 points
“3” – 6 points
“2” – 4 points
missed classwork – 0 points
2. Self – Study Work:
“5” – 10 points
“4” – 8 points
“3” – 6 points
“2” – 4 points
not done – 0 points
3. Module Test:
“5” – 20 points
“4” – 16 points
“3” – 12 points
“2” – 8 points
not done – 0 points
Results of self-study work are presented at seminars in the form of oral answers
and reports. The assignments for students’ independent work are suggested as either
additional questions or further activities tasks in manuals in Stylistics and on lecture
and seminar handouts. Each student is required to make two 10-minute oral reports
on the suggested self-study topics during the seminars. An oral report based upon a
student’s independent research is evaluated maximally at 5 points.
The maximum score a student can gain for one module makes up 40 points.
Module evaluation is done in the following way:
Score
Mark
36 points and more
“excellent”
30 – 35 points
“good”
20 – 29 points
“satisfactory”
19 points and less
“unsatisfactory”
The maximum end-of-term score makes up 80 points.
The term mark before the examination session is determined according to the
traditional 4 – rate Ukrainian mark system
Score
Mark
72 points and more
“excellent”
60 – 71 points
“good”
40 – 59 points
“satisfactory”
39 points and less
“unsatisfactory”
The students who have the term mark “excellent” or “good” before the session get
their mark for the examination according to their term rating. All other students and
those who want to upgrade their final score pass the examination.
End-of-term
End-of-term
4
–
rate
ECTS mark
score
final score
Ukrainian mark
72 and more
172 and more
A
excellent
63 – 71
148 – 156
B
good
60 - 62
145 - 147
C
VII. Final Assessment
Final assessment is exercised by means of oral examination.
An examination card in Stylistics contains 3 problems:
1. a theoretical problem concerned with the study material of Module 1;
2. a theoretical problem concerned with the study material of Module 2;
3. a practical assignment pertaining to linguostylistic analysis and interpretation
of a literary text.
Evaluation Criteria:
“Excellent” mark is given if:
1. a theoretical problem based upon Module 1 is entirely covered; a student
demonstrates his/her knowledge of 90-100 % of the study material; 1-2 Stylisticsrelated mistakes are allowed;
2. a theoretical problem based upon Module 2 is entirely covered; a student
demonstrates his/her knowledge of 90-100 % of the study material; 1-2 Stylisticsrelated mistakes are allowed;
3. a student’s linguostylistic analysis and interpretation of the sample text analysis
is complete and correct; 1-2 Stylistics-related mistakes are allowed.
“Good” mark is given if:
1. a theoretical problem based upon Module 1 is covered in 75 - 90 % of the
required volume, 3-5 Stylistics-related mistakes are allowed;
2. a theoretical problem based upon Module 2 is covered in 75 - 90 % of the
required volume, 3-5 Stylistics-related mistakes are allowed;
3. a student’s linguostylistic analysis and interpretation of the sample text analysis
represents 75 - 90 % of the required volume; 3-5 Stylistics-related mistakes are
allowed.
.
“Satisfactory” mark is given if:
1. a theoretical problem based upon Module 1 is covered in 50 - 75 % of the
required volume, 5-8 Stylistics-related mistakes are allowed;
2. a theoretical problem based upon Module 2 is covered in 50 - 75 % of the
required volume, 5-8 Stylistics-related mistakes are allowed;
3. a student’s linguostylistic analysis and interpretation of the sample text analysis
represents 50 - 75 % of the required volume; 5-8 Stylistics-related mistakes are
allowed.
“Unsatisfactory” mark is given for:
1. a theoretical problem based upon Module 1 covers less than 50% of the
volume, there are more than 8 Stylistics-related mistakes.
2. a theoretical problem based upon Module 2 covers less than 50% of the
volume, there are more than 8 Stylistics-related mistakes.
3. a student’s linguostylistic analysis and interpretation of the sample text analysis
represents less than 50% of the volume, there are more than 8 Stylistics-related
mistakes.
The Final Examination Mark is put in the following way:
“excellent” – 5,5,5; 5,5,4; 4,5,5; 5,4,5
“good” – 5,4,4; 4,4,5; 5,5,3; 5,3,5
“satisfactory” – 3,3,3; 3,3,4; 5,3,3; 3,3,5
3,3,2; 3,2,3; 2,3,3 ; 3,3,2
“bad” – 2,2,2; 2,2,3; 2,3,4; 2,3,2; 3,2,2; 3,2,4
End –of–Term Rating and Evaluation:
Marks obtained by students at the examination are translated into examination
points in the following way:
“excellent” – 100 points
“good” – 85 points
“satisfactory” – 70 points
“unsatisfactory” – 50 points
The final end-of-term rating is made of the sum of the scores for 2 modules plus
the score gained at the examination. This sum is translated into the 4-rate national
evaluation system and 7-rate European evaluation system according to the following
scale:
End-of-Term Final
4-rate Ukrainian
ECTS Mark
Score
Mark
162 points and more
A
excellent
148-161 points
135-147 points
119-134 points
108-118 points
90-107 points
89 and less
B
C
D
E
FX
F
good
satisfactory
unsatisfactory
Sample of the Examination Card
Kyiv National Linguistic University
Chair of Lexicology and Stylistics of the English Language
Specialization “Language and Literature” 6.030500
Subject: Stylistics of the English Language
Term 8
Examination Card №2
1.The theory of image. The structure of image.
2. Publicistic style and oratorical style in Modern English.
3. Practical assignment: provide a complete linguostylistic analysis and
interpretation of the fragment from F.S. Fitzgerald’s story “The Diamond as Big as a
Ritz”.
Approved at the sitting of the Chair of Lexicology and Stylistics of the English
Language
Record №________ from _____________ 2007
Head of the Chair _____________________________________O.P. Vorobyova
Examiner_______________________
List of the Examination Questions
Stylistics as a linguistic discipline. The subject-matter of Stylistics and its basic
notions.
General scientific background of linguostylistics. Information theory and stylistics.
The definition of information. Different types of information.
Information theory and linguistics. The major types of information from a
linguostylistic perspective.
1. The principal model of information transfer. Its constituents.
2. The principal model of information transfer. Basic processes involved.
Information loss and accumulation.
3. Types and kinds of stylistics.
4. Basic notions of stylistics: language, speech activity and speech; syntagmatics
and paradigmatics; marked and unmarked members of stylistic opposition.
5. Basic notions of stylistics: style; individual style; norm; variant / invariant,
context.
6. Basic notions of stylistics. Types of paradigms. Expressive means and stylistics
devices.
7. Style and meaning. Meaning from the stylistic point of view.
8. Forms and varieties of language. The notion of received standard.
9. Basis for the stylistic differentiation of the English vocabulary; stylistic and
functional style meaning of the word. Types of stylistic meanings of the word.
10. General characteristics of words which have lexical and stylistic paradigm.
11. Literary words and their stylistic functions: poetic diction, archaic word,
barbarisms, bookish words.
12. The interrelations between archaic word, historic words, stylistic and lexical
neologisms.
13. Conversational words and their classification. Their stylistic functions.
14. The notions of EM and SD on the syntactic level.
15. General characteristics of the English syntactical expressive means.
16. Syntactical EM based on the redundancy of elements of the neutral syntactic
model.
17. Syntactical EM based on the violation of word order of elements of the neutral
syntactic model.
18. Syntactic SD based on the interaction of several syntactic constructions within
the utterance.
19. Syntactic SD based on the interaction of forms and types of syntactic
connections between words, clauses, sentences.
20. Syntactic SD based on the interaction of the syntactic construction meaning
with the context.
21. General characteristics of the English semasiological means of stylistics.
22. Classification of figures of substitution. EM based on the notion of quantity an
EM based on the notion of quality.
23. General characteristics of figures of substitution as expressive means of
semasiology.
24. General characteristics of figures of combination as stylistic devices of
semasiology.
25. Figures of quality: general characteristics.
26. Figures of quantity: hyperbole, meiosis.
27. Figures of equivalence: simile, substituting and specifying synonyms.
28. Figures of non-equivalence: climax, anti-climax, pun, zeugma.
29. Metaphorical group. Mechanism of metaphoric transfer of name. Types of
metaphor.
30. Metonymical group. Syntactic and semantic difference between metonymy and
metaphor.
31. Figures of opposition: antithesis, oxymoron.
32. Irony. Context types of irony.
33. The problem of functional style in English.
34. Functional and non-functional variants of the English language.
35. The notion of functional style.
36. Deductive classification of functional style.
37. Inductive classification of functional style.
38. The style of official documents in Modern English.
39. The publicistic style and oratorical style in Modern English.
40. The style of scientific prose.
41. Text interpretation as a linguistic discipline: subject-matter, aims and tasks.
42. Hermeneutic, logical, psychological and philological perspectives of the
literary text interpretation.
43. Basic notions of the literary text interpretation: textual reference and artistic
model of the world. Fictitious time and space.
44. Basic notions of the literary text interpretation: text partitioning and
composition. Implication and artistic detail.
45. The notion of the author in the narrative text. Internal and external aspects of
the author’s textual presence.
46. The notion of the narrative perspective. Types of narrative perspective.
47. The narrator in the literary text. Types of narrators.
48. Approaches to fictional character in modern text interpretation.
49. Major classifications of the literary text characters.
50. Methods of characterisation of the literary text personage.
51. Perceptive semantics of the literary text. The notion of the “split addressee”.
Major criteria for the differentiation of literary text addressees.
52. Reader-in-the-text as a literary text construct. Typology of “in-text” readers.
53. Linguistic signals of addressee-orientation. Cognitive mechanisms of their
formation and functioning, their typology.
VIII. Study and Training Sources and Aids
Recommended Literature
1. Мороховський А.Н., Воробьева О.П., Лихошерст Н.И., Тимошенко З.В.
Стилистика английського языка. – Киев, 1991.
2. Арнольд И.В. Стилистика современного английского языка. – Л., 1981.
3. Воробьева О.П. Текстовые категории и фактор адресата. – Киев, 1993.
4. Гальперин И.Р. Стилистика английского языка. – М., 1981.
5. Долинин К.А. Интерпретация текста. – М., 1985.
6. Домашнев А.Н., Шишкина И.П., Гончарова Е.А. Интерпретация
художественного текста. – М., 1989.
7. Кухаренко В.А. Интерпретация текста. – Л., 1979.
8. Кухаренко В.А.Практикум по интерпретации текста.– М., 1987.
9. Єфімов Л.П. Стилістика англійської мови і дискурсивний аналіз. Учбовометодичний посібник. – Вінниця: «Нова книга», 2004.
10. Скребнев Ю.М. Основы стилистики английского язика: Учебник для интов и фак. иностр. яз. – 2-е изд. – М, 2003.
11. Kukharenko V.A. A Book of Practice in Stylistics. – Вінниця: «Нова книга»,
2003.
12. Soshalskaya E.G., Prokhorova V.I. Stylistic Analysis. – M., 1976.
13. Vorobyova O.P. Literary Text: A Comparative Study // The Parasession on
Theory and Data in Linguistics. - Chicago: Chicago Linguistic Society, 1996. P.165-175.
14. Методичні вказівки до семінарських та практичних занять із стилістики
англійської мови для студентів IV курсу / Уклад. О.П.Воробйова, Л.Ф.Бойцан,
Л.В.Ганецька, О.Ю.Дубенко, І.О.Іноземцева, Л.Р.Чеботарьова, Л.Д.Якимчук. –
К.:КДЛУ, 1996 (1997).
Additional literature:
1. Брандес М.П. Стилистика немецкого языка. М., 1983.
2. Гореликова М.И., Магомедова Д.М. Лингвистический анализ
художественного текста. М., 1983.
3. Долинин К.А. Стилистика французского языка. Л., 1978.
4. Иванова Т.П., Брандес О.П. Стилистическая интерпретация текста. М.,
1991.
5. Моисеева Л.Ф. Лингвистический анализ художественного текста. К., 1984.
6. Одинцов В.В. Стилистика текста. М., 1980.
7. Пелевина Н.Ф. Стилистический анализ художественного текста. Л., 1980.
8. Степанов Ю.С. Французская стилистика. М., 1965.
9. Borisova L.V. Interpreting Fiction. M., 1987.
10. Diakonova N., Arnold I. Three Centuries of English Poetry. L., 1967.
11. Diakonova N., Arnold I. Three Centuries of English Prose. L., 1967.
12. Sosnovskaya V.B. Analytical Reading. M., 1974.
Lecture and Seminar Aids
1. Texts of all lectures on Stylistics presented in the computer programme
Microsoft Power Point.
2. Supplementary transparencies on lecture and seminar points.
3. Lecture and seminar illustrating materials on handouts.
4. Supplementary lecture tests presented in the computer programme Microsoft
Power Point.