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Phonetic Expressive Means and Stylistic Devices. Exercise 4.7. Read the given passages
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.
1. 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)
2. 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 /
3. 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 /
4. ‘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 of direct and indirect onomatopoeia from 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.
1. She paused a moment longer, listening for voices, for dogs, possibly for the irregular whup-whup-whup of helicopter blades. /Stephen King The Girl Who Loved Tom Gordon /
2. 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 weary floosh sound and billowed up, splatering gobbets of mud on her nylons. /Stephen King Needful Things /
3. 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 King The Girl Who Loved Tom Gordon /
4. Thump! Something had fallen over in another part of the house. /Dean Koontz The Eyes of Darkness /
5. He rang the doorbell again, thumbing it twice this time, so the sound from the belly of the house was BingBong! BingBong! /Stephen King Needful Things /
Exercise 4.9. Read the given passages and analyze cases of alliteration, rhyme and rhythm from the units in bolt type. Speak about the produced effect and make the rhyme schemes:
1. 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 Rival by R. Kipling/
2. For the moon never beams without bringing me dreams
Of the beautiful AnnabelLee;
And the stars never rise but I see the bright eyes
Of the beautiful AnnabelLee;
And so all the night- tide, I lie down by the side
Of my darling, my darling, my life and my bride
In her sepulchre there by the sea –
In her tomb by the side of the sea.
/from Annabel Lee by E.A. Poe/
3. 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 of onomatopoeia (state their kinds), alliteration, rhyme and rhythm. Speak about the effect produced by onomatopoeia. Analyse the rhyme and rhythm patterns, make the rhyme scheme:
1. 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 /
2. 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 /
3. 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 /
4. 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 /
5. 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 /
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