Стиль та стилістика сучасного англомовного публіцистичного тексту

Т.П.Мироненко, Л.С.Добровольська

Миколаїв – 2010

УДК – 811.111+81`42

ББК – 81.432.1

Рекомендовано до друку Вченою радою Миколаївського державного університету імені В.О. Сухомлинського

(протокол № від р.)

Навчальний посібник «Стиль та стилістика сучасного англомовного публіцистичного тексту»/Т.П.Мироненко, Л.С.Добровольська – Миколаїв …, 2010 -.

Навчальний посібник розраховано для студентів – випускних курсів задля сприяння організації самостійної роботи у процесі підготовки до семінарів з дисципліни «Стилістика англійської мови» та «Зарубіжна література». Запропонований матеріал може слугувати засобом коригування та самоконтролю знань з метою виявлення студентами рівня опанування програмного матеріалу курсу.

Навчальний посбіник спрямовано на розвиток умінь аналітичного читання публіцистичного тексту та написання есе

Рецензенти: М.І. Шах-Майстренко, док.філ.наук, професор

Н.М. Філіппова, канд.філ. наук, професор

INTRODUCTION

When students read freely, they are able to select the types of books or texts on the topics of their choice. They can read fiction in the original to become acquainted with British or American literature. Free reading is important for students because much of their background knowledge comes from it. Free reading widens the scope of what a student already knows or wants to know. It can also help our students to explore other cultures and be aware of current events.

Teachers can encourage free reading by suggesting a list of books or texts or newspapers on many different subjects as well as civic maturity. Therefore students may be offered either fiction or nonfiction texts. Nonfiction means everything we read that does not come under the heading of novel, short story, play, or poem is nonfiction.

Nonfiction is writing that is factually true, as opposed to fiction, which may be true to life but is not factually true. Prose nonfiction embraces magazine and newspaper articles, editorials, reports, critical essays and reviews, personal and familiar essays, humorous sketches, biographies and autobiographies, diaries, letters, lectures, speeches and sermons.

In this selection of texts we distinguish among four kinds of nonfiction: familiar essays, expository writing and true narratives.

Familiar essays, are short, self-contained works that treat a somewhat limited subject; they usually deal with the personal tastes, interests, observations and reflections of their authors.

Expository writing follows the familiar essays. The purpose of expository writing is to explain, analyze, define or clarify something – to provide us with information and to show the how and why of things.

True narratives tell a true story. They can be autobiographical – that is the story of a person’s life told by the person himself. They can be biographical – that is the story of a person’s life told by another person. True narratives can also be about actual events and adventures.

The last kind of nonfiction in this selection is articles from newspapers. These articles are taken from American and Great Britain, newspapers, but they touch the problems which are closely connected with the problem of civic maturity.

We hope that students with a literal grasp of an essay would be able to understand the words on the page, cite details from the selection, and paraphrase certain sections of the essay. Students equipped with interpretive skills will see implicit relationships within a selection (such as comparison/contrast or cause/effect), make inferences from information that is supplied, and comprehend the intricacies of figurative language.

Finally, students functioning analytically will be able to summarize and explain difficult concepts and generate plausible hypotheses from a series of related ideas.

In short, this book leads you systematically toward higher levels of thinking and writing.

In order to stimulate your thinking on all levels, this text encourages you to participate in the making of meaning — as both a reader and a writer. As a reader, you have a responsibility to work with the author of each essay to help create sense out of the words on the page; as a writer, you must be conscious enough of your audience so that they perceive your intended purpose clearly and precisely through the ideas, opinions, and details that you provide.

To demonstrate interrelationship between reader and writer, our texts provides you with prose models that are intended to inspire your own thinking and writing.

Before each reading selection, we have designed some material to focus your attention on a particular writer and topic before you begin reading the essay. This "prereading" segment begins with biographical information about the author and ends with a number of questions for the essay that follows. This section is intended to help you discover interesting relationships among ideas in your reading and then anticipate various ways of thinking about and analyzing the essay. The prereading questions forecast not only the material in the essay, but also the questions and writing assignments that follow.

The questions following each reading selection are designed as guides for thinking about the essay. These questions are at the heart of the relationship represented in this book among thinking, reading, and writing.

The final section of questions consists of ideas for discussion and writing.

Поиск по сайту: