Lingua e linguistica inglese 3
Indicazioni per l’esame scritto della componente ‘lezioni frontali’ –
Functional Grammar
L’esame è destinato esclusivamente a coloro che sono iscritti almeno al 3° anno di Lingua e linguistica
inglese e che hanno già verbalizzato l’esame di Lingua e linguistica inglese 2.
L’esame scritto di Functional Grammar per il 3° anno di Lingua e linguistica inglese potrà comprendere
qualsiasi tipologia di domanda già illustrata negli esercizi compresi nel course book della Prof. Miller
(con la collaborazione delle Proff. Maiorani e Turci). Alcune domande richiedono una semplice risposta
del tipo Yes/No o True/False, oppure una scelta tra diverse alternative; alcune richiedono anche una breve
spiegazione della risposta data. Alcuni quesiti consistono nel riempire gli spazi lasciati in bianco in alcuni
segmenti di testo (scrivendo la lettera corrispondente alla risposta scelta tra quelle proposte alla fine del
testo). Il test comprende anche domande a ‘risposta aperta’, per le quali sono previsti appositi spazi dove
rispondere brevemente ai quesiti.
Non è assolutamente permesso l’uso di dizionari né di testi o appunti di alcun genere.
Indipendentemente dall’anno di iscrizione (in corso o fuori corso), tutti gli studenti dovranno fare
riferimento ai programmi attuali (disponbili su Guidaweb).
Non è obbligatorio sostenere questa prova contestualmente alla prova scritta relativa alla componente
delle esercitazioni. Se superata, nessuna delle prove scritte dell’insegnamento deve essere ripetuta.
Segue nuovo (ottobre 2013) facsimile della prova:
Lingua e Linguistica Inglese 3 – Lezioni Frontali
Corso di Studio in Lingue e letterature straniere e
Corso di Studio in Lingue, mercati e culture dell’Asia
Language as Purposeful: Functional varieties of texts A.A. …
SESSIONE …
PLEASE PRINT:
LAST NAME_____________________________ FIRST NAME_____________________
MATRICULATION NUMBER ____________________________________
Professor of your group, for A.A. …:
Prof. Miller (…) □
Prof. Manfredi (…) □
There are 40 answers for you to provide to various types of questions (for ,75 of a point each). For the multiple
choice questions, just CIRCLE the letter in the right hand column that corresponds to your choice, for ex.:
A
Some questions may be in terms of True or False, ‘yes’ or ‘no’, or other alternatives; these may also require a
short explanation of your choice. Moreover, you are asked to match items in columns and fill in the blanks in
text-segments (e.g., putting the LETTER corresponding to your choice from among the items which are
provided below the segment to be completed). Finally, there are some ‘open’ questions. Answer these briefly
in the spaces provided.
**There is also an additional, ‘extra’ question, which, if answered correctly, will give you a bonus ,75 of
a point. Getting it wrong will not penalize you. SO…TRY IT!!!
Time: 60 minutes. Mark your answer sheet with PEN only. Although foolscap sheets are provided for you to
work on, all answers must be on the test paper itself. Only this will be corrected.
IF YOU PASS THIS EXAM YOU MAY NOT REPEAT IT, BUT YOU MAY WITHDRAW WITHIN
20 MINUTES.
______________________________________________________________________
SCORE
1.
4.
Complete the following by matching the LETTERS in the left-hand column with the appropriate NUMBERS of the
endings on the right.
A) M.A.K. Halliday
1 theorises heteroglossia: the basis of what has then been modelled
as the ENGAGEMENT SYSTEM within Appraisal Theory.
2 studies the relationships within and between social groups and the
critical socializing contexts in which the transmission of codes
positions individuals in society.
3 states that a text and its context interact dynamically, insomuch as
they contribute to realizing each other.
4 proposes a model of factors of communication and their
corresponding communicative functions.
B) M. Bakhtin
C) R. Jakobson
D) B. Bernstein
A) …… B) …… C) …… D) ……
5.
6.
International Herald Tribune. Try our new look. Try our new way of looking.
This advertisement exemplifies
A) Passive voice
C) Grammatical Parallelism

B) Hypotaxis
D) Prediction
A B C D

Motivate your choice:
………………………………………………………………………………………………………
…………………………………………………………………………………..................................
7.
9.
“Now, just finish your homework and get off to bed – no ifs, ands, or buts!!”

is an example of what Ruqaiya Hasan called an 'imperative semantic style'. As a result it is regulated by the
Bernsteinian:
RESTRICTED code
ELABORATED code

The same text can be viewed as an example of “language as reflection”.
True
False
Motivate your choice:
………......................................................................................................................................................................
........................................................................................................................................................................

10.
13.
Fill in EACH blank with ONE LETTER corresponding to ONE of the options provided below:
14.
Which of the following can be seen as ranking from the most ‘closed’ to the most ‘open’
register?
A) A tourist guide of London, a newspaper editorial, a Charlotte Brontë novel, a ‘post-it’.
B) Instructions for playing dominoes, a consultation with a tax expert, a biography of M. Luther
King Jr., a novel by Henry Miller.
C) A TV commercial, a conversation between an airline pilot and his crew, the text of a law, a
McDonald’s menu.
D) Instructions for operating a cellphone, a detailed memoire, a telephone directory, a ‘Thinking
of You’ greeting card.
When we analyze a text working TOP  DOWN, we begin by considering the ........ according to its variables of
........ , on the basis of which we make predictions concerning the ........ that we expect to find, and that we then
proceed to investigate concretely in the instantiated lexicogrammar at the level of the clause as ........ , exchange
and message.
A) representation; B) observer; C) Context of Situation; D) meanings and wordings; E) Clause; F) Field, Tenor
and Mode; G) intertext
A B C D
15.
18.
Fill in EACH blank with ONE LETTER corresponding to ONE of the options provided below:
According to Jay Lemke and his theory of ........ , the meaning of a text is inextricably connected with that of other
texts in a particular ........ community since it establishes links with other ........ of this community, both ........ .
A) discourse; B) synchronically and diachronically; C) signs; D) meaning-making practices; E) ideationally and
textually; F) intertextuality
Text 1
Tips on Volunteering Abroad
Do you love to travel and have a passion to learn first hand about a new culture? You can expand your
professional skills while making a positive contribution! There are hundreds of organizations all over the world
which welcome volunteers. Many groups are looking for assistance with programs focusing on social and
development issues. There is something for everyone! The following tips will help you make an informed decision
about which organization or type of experience will best suit your needs.
1.
Decide where in the world you would like to volunteer and the type of service or program that would appeal
to your own development. Organizations may offer volunteer opportunities ranging from a few weeks to two
years. Decide how long you plan to be away and if you plan on further travel beyond the volunteer experience.
Build all this into your schedule and budget!
2.
Consider whether or not you wish to work in a small group or individually and whether you wish to be
placed in a rural or urban setting.
3.
Research organizations carefully and try to contact previous alumni of these programs for first-hand
knowledge. Don’t be afraid to contact the organizations directly as well and ask them questions about staffing,
program directions, supervision and expectations. Some organizations will require you to pay a fee. This fee
assists with operational costs, food and room and board. Remember that many of these groups are not-forprofit or non-government organizations.
4.
Investigate the appropriate visas, letters of permission, petitions, passports and vaccinations required.
Develop some basic language skills and cultural awareness e.g., appropriate dress, gender roles, etc.
5.
Recognize that in order to be accepted as a volunteer you must have more than a need or want to help.
You must have language skills, leadership or training experience, be flexible and adaptable. Do not expect the
experience to be like home.
6.
Be sure to get a document in writing outlining the organizations expectations, your role, time of
commitment, fees, benefits, insurance, vaccination information and refund policies.
(From: http://www.mylaurier.ca/career/students/info/volunteer/abroad.htm)
19.
24.
Fill in EACH blank with ONE LETTER corresponding to ONE of the options provided below:
The ...... in the text is never made explicit and thus can be described as a/n ...... voice. As is typical of the ......
Register, even though the ...... is explicit in the text, his/her ...... is passive. The ...... of the human participants is
asymmetrical, the Addressee being the informed [-expert] rather than the [+expert] informer.
A) discourse role; B) didactic; C) Speaker; D) unequal; E) status; F) ‘how-to’; G) disembodied; H) Addressee
25.
26.
In the text above, Deontic Modality, or modulation, construing the Speaker’s attitude towards the Addressee, is
instantiated both explicitly and implicitly.
Provide 1 example of the former (A) and 1 example of the latter (B), from ‘Tip N. 5’:
(A) ..................................................................................
(B) .................................................................................
27.
28.
As is typical for this register, the main rhetorical aims of this text, in terms of Jakobson’s
model, can be said to be
A) Emotive & Poetic
B) Phatic & Emotive
C) Metalingual & Conative
D) Conative & Referential
A B C D
As far as the rhetorical/ discourse structure is concerned, could some ‘stages’ be positioned differently without
compromising the preparation for this experience abroad?
YES
NO
Text 2
Learn Italian in Trieste!
Our centrally-located school offers an Italian course in Trieste which is second-to-none, with its own on-site
residence. The school is ideally situated and is the perfect base from which to explore the city.
Walk along the promenade to the marina, with spectacular views of the sea on one side, and a wealth of splendid
architecture on the other side. Stop in a café or taverna to sample the regional delicacies, such as prosciutto di San
Daniele. Trieste is famous for its excellent fish, and its ideal conditions for water sports. Windsurfing, kitesurfing
and sailing are all popular here, and throughout the year Trieste's coast becomes crowded with sailing ships taking
part in various races and regattas.
Our Trieste school is open from early June to early October. Make the most of the summer sun on great beaches,
just along the coast from Trieste. Only five minutes away by bus is the distinctive Miramare castle, built teetering
over the sea by the Austrians, who once controlled this region. Trieste enjoys a great location, close to Austria and
Slovenia, and Venice is just two hours to the west.
The Convento di Santa Maria Maggiore in Trieste, located in the historic old town, is home to our school and onsite residence. It is a truly unique and atmospheric setting, with grand hallways and vaulted ceilings. Comfortable,
spacious classrooms afford you really magnificent sea views whilst you study Italian! There is also a library, with
DVDs for rent, and free WI-FI Internet access throughout the school. […]
(From: http://www.languagesabroad.co.uk/trieste.html)
29.
30.
32.
The text above can be said to be an instance of a/an .......................... register, since it shares some
features of different functional varieties of texts.
The text features 2 different kinds of Mood.
(1) Which are they?
........................................................................................................................
(2-3) Why is each of these typical of the register, with reference to its communicative functions?
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
33.
34.
37.
The wording really magnificent sea views (last par.) construes an example of
A) inscribed +Appreciation & explicit +Graduation
A B C D
B) inscribed +Affect: Satisfaction
C) invoked –Appreciation: Valuation
D) invoked +Appreciation & implicit +Graduation
Fill in EACH blank with ONE LETTER corresponding to ONE of the options provided below:
The first paragraph offers a good example of the Engagement resources typically at work in this texttype: they ....... the speaker’s meanings and would position the addressee in alignment with the speaker’s
point of view. In fact, the ....... statements are clear instances of the non-arguable ....... . In Bakhtinian
terms, the ....... force can thus be said to dominate.
A) bare; B) ‘contract’; C) centripetal; D) oppose; E) centrifugal; F) monogloss
38.
The Speaker of the text is explicitly instantiated only in/by the use of the deictic possessive
......................
39.
40.
Typically of this register, a cumulative praise of the place where the school is located is construed
throughout the text by means of the APPRAISAL SYSTEM of Attitude: +Appreciation, both explicitly and
implicitly. Provide at least 2 examples (1 example of each kind) from the second paragraph:
(1) explicit: ................................................................................................................................
(2) implicit: ...............................................................................................................................
41.
Bonus
As is typical for this register, elements of the city of Trieste such as ‘promenade’, ‘marina’, ‘coast’, etc.
construe a lexical relation of .................................. with it.
KEY TO FACSIMILE
1-4)
A) 3 B) 1 C) 4 D) 2
5)
C
6)
Reiteration of Imperative + Complement; Reiteration of structure: possessive deictic ‘our’ +
Classifier ‘new’ + Thing
7)
RESTRICTED code
8)
False
9)
The text is more action-oriented, because the Mood commands the addressee to perform ‘actions’. It
demands action.
10-13 ) C F D A
14)
B
15-18 ) F A D B
19-24) C G F H A E
25)
(A) EXPLICIT: you must have more than a need or want to help; You must have language
skills….adaptable.
26)
(B) IMPLICIT: Recognize…; Do not expect… (imperatives, with the implicit message I want you to)
27)
D
28)
YES
29)
hybrid
30)
(1) Declarative and imperative
31-32) (2-3) Declarative mood clauses, which typically realize statements, are typical of descriptive texts,
whose main function is giving information, in the form of propositions;
Imperative mood clauses, of the coercive type, are typical of advertising texts, where goods &
services are being demanded, through proposals.
33)
A
34-37) B A F C
38)
our
39)
(1) EXPLICIT: spectacular views of the sea; a wealth of splendid architecture; Trieste is famous for its
excellent fish, and its ideal conditions for water sports
40)
(2) IMPLICIT: Stop in a café or taverna to sample the regional delicacies; Windsurfing, kitesurfing and
sailing are all popular here; throughout the year Trieste's coast becomes crowded with sailing ships taking part
in various races and regattas
41-Bonus) meronymy