Integrated Language Skills 1 (ILS 1) Introduction to Textual Analysis Final Revision
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Answer the following questions: 1.
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Explain the most important structural and functional differences between sentences and texts. Explain the concept of lexeme. Provide one example of a lexeme in English. What is lexical ambiguity? Provide two examples in English. What is the basic meaning of the word discourse? What is the scope of the term discourse in textual analysis? List and explain the three most important aspects (or patterns) of text structure. 2
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Explain the difference between lexical and grammatical cohesion of a text structure. Explain the concept of speech event. Which types of contexts can you think of? Explain and provide examples. What is deixis in TA? Define the concept of trope, and provide one example. Explain and exemplify extended metaphor. 3
Jumbled text Here is the truth about unemployment. Those who try to fool the electors. $3 pays for two hoes for a refugee family in Mozambique. Thank you! It’s a waste. Individuals suffer. Families suffer. The nation suffers. Here is another. Young people, sixteen, no qualifications, never had a job. A gift from you can bring lasting changes to people’s lives. Madam Chairman, ladies and gentleman. Graduates with lots of qualifications, still can’t get a job. This envelope changes lives. Madam Chairman, unemployment is still far too high. $5 helps to provide clean water for 50 families in Zambia. Professionals, 45, never been out of work, are suddenly made redundant. There are two kinds of politicians. $1.25 buys a bag of cement to line a well in Ethiopia. For 50 years Oxfam has fought poverty in the third world by helping people to help themselves. That is the first truth. And those who tell the truth. Now, please give what you can! Politicians don’t create jobs. Businessmen do.
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Read the paragraph and answer the questions below: Whatever hour you woke there was a door shutting. From room to room they went, hand in hand, lifting here, opening there, making sure—a ghostly couple. ‘Here we left it,’ she said. And he added, ‘Oh, but here too!’ ‘It’s upstairs,’ she murmured. ‘And in the garden,’ he whispered. ‘Quietly,’ they said, ‘or we shall wake them.’ But it wasn’t you that woke us. Oh, no. They’re looking for it; they’re drawing the curtain,’ one might say, and so read on a page or two. ‘Now they’ve found it,’ one would be certain, stopping the pencil on the margin. And then, tired of reading, one might rise and see for oneself, the house all empty, the doors standing open, only the wood pigeons bubbling with content and the hum of the threshing machine sounding from the farm. ‘What did I come in here for? What did I want to find?’ My hands were empty. ‘Perhaps it’s upstairs then?’ The apples were in the loft. And so down again, the garden still as ever, only the book had slipped into the grass.
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How would you characterise the text? Is it a a. description b. a narrative c. a report ? Which grammatical means help to create the sense of mistery in the text a. indirect speech b. the use of various pronouns c. short sentences ? After choosing your answer in the previos question (a, b or c), support your choice by explaining and illustrating how the sense of mistery builds up and progresses in the text. 6