INVESTICE DO ROZVOJE VZDĚLÁVÁNÍ
Projekt Síť vzdělavatelů učitelů cizích jazyků NEFLT registrační číslo CZ.1.07/2.4.00/31.0074
je součástí IPRM Ústí nad Labem Centrum.
Tento projekt je spolufinancován Evropským sociálním fondem a státním rozpočtem České republiky
Projekt Síť vzdělavatelů učitelů cizích jazyků NEFLT registrační číslo CZ.1.07/2.4.00/31.0074
Practical stylistics
Tato publikace byla vytvořena na Pedagogické fakultě Masarykovy university v Brně v
rámci projektu NEFLT (Network of Educators of Foreign Language Teachers).
Projekt je zaměřen „na prohloubení vazeb mezi vzdělavateli budoucích učitelů cizích
jazyků na veřejných vysokých školách a následně vazeb na učitele samotné. Cílem projektu je
spolupráce mezi institucemi a oboustranný transfer zkušeností, tj. ze strany aplikační sféry
soubor aktuálních problémů a potřeb (zejména v kontextu reformy školství a globalizačních
tendencí) - ze strany terciárního školství reakce v rámci výuky a odborná pomoc skrze
workshopy, semináře, odborné studijní materiály, kontaktní platformy a metodická centra“
(http://neflt.ujep.cz/).
Jedním z výstupů projektu je série příruček a brožur pro učitele cizích jazyků, v nichž
autoři předkládají nové nápady pro výuku. Tato série se snaží pokrýt celou škálu úrovní a
typů vzdělávacích institucí. Čtenáři v ní najdou např. nové přístupy k práci s překladem,
učitelé mladších žáků typy pro komunikativní výuku prostřednictvím her a aktivit založených
na dětském příběhu. Jiné materiály přicházejí s nápady, jak tvořivě pracovat s písněmi, poezií
a literárními texty. Konkrétní postupy a návody popsané krok za krokem jsou většinou
doplněny o kopírovatelné pracovní listy připravené k přímému použití ve třídě a přinášejí
osvěživé činnosti, které nelze běžně najít v učebnicích.
Příručka Praktická stylistika nabízí vyučujícím a studentům možnost pochopit, čím a
jak je podmíněna rozmanitost výrazových prostředků v některých běžných oblastech užití
jazyka, a proniknout tak na základě vlastní zkušenosti do disciplíny zabývající se studiem
funkčních stylů, stylistiky. Na základě strukturovaného pozorování a analýzy typických jevů
ve vzorových textech si tak studenti mohou osvojit znalosti o základních stylech, zde
omezených na jejich varianty v písemném médiu. Po heuristicky pojatém úvodu do teorie
stylu jsou představeny styl administrativní, styly žurnalistiky i publicistiky, technický
(odborný) styl a styl vědy, umělecký styl a styl reklamy. Uživatelé pracovních listů mají ve
většině modulů možnost použít informace získané rozborem ukázkových textů a zkusit si
vytvořit svůj vlastní krátký text. Materiál předpokládá zpětnou vazbu prostřednictvím
srovnání a diskuse s ostatními studenty i komentářů od učitele. Příručka je rozdělena do 10
modulů, v nichž se nachází 23 přehledných pracovních listů. Cílovou skupinou jsou studenti
středních škol a gymnázií, případně i žáci 2. stupně ZŠ, s úrovní angličtiny A2/B1 podle SERR.
This publication has been created at the Faculty of Education, Masaryk University,
Brno within the framework of the NEFLT project.
The Network of Educators of Foreign Language Teachers is aimed at “creating a
cooperative network of relationships between the tertiary education of future teachers of
foreign languages and the practical or applied sphere, i.e. between extramural, secondary,
primary, and pre-school educational levels, deepening the ties between the educators of
future foreign language teachers in public schools of higher education and the resulting ties
with the teachers themselves and enhancing cooperation between institutions and the
mutual transfer of experience, i.e. from the applied sphere - a set of real problems and
requirements (especially in the context of school reforms and globalizing tendencies), and
from the tertiary school sphere - reactions within the framework of instruction and expertise
through workshops, seminars, scholarly study materials, contact platforms, and
methodological advisory centres” (http://neflt.ujep.cz/en).
One of the outcomes of the project is a series of handbooks and booklets for teachers
of foreign languages in which the authors provide new ideas for the lessons. This series tries
to address all possible levels and types of educational institutions. The readers will find, for
example, new approaches of working with translation; teachers of young learners will get a
lot of tips for communicative teaching through games and activities based on a children´s
story. Other materials bring new ideas on how to work creatively with songs, poetry and
literary texts. Procedures and step-by-step instructions are mostly completed by
photocopiable worksheets ready to be used in the classroom and offer creative activities
which cannot usually be found in textbooks.
The brochure “Practical Stylistics“ offers teachers and learners the possibility to
understand what determines the variety of linguistic means in some fundamental areas of
language use and how. They can thus apply their hands-on experience to acquire the basics
of the discipline which studies functional styles, i.e. stylistics. On the basis of structured
observation and analysis of typical features and phenomena found in sample texts the
students will be able to gain knowledge of the key styles and registers, in this publication
limited to their realisations in the written medium. Following a heuristic introduction to the
theory of style, the brochure presents the style of administration, the journalistic and
publicistic styles, the technical style, the style of science, the style of poetry, prose and
drama, and the style of advertising. In most of the modules, users of the worksheets can
apply the information obtained by analysis of model texts and can try to create their own
short texts in various genres. The learning material presupposes feedback through
comparison and discussion with fellow students, as well as comments provided by the
teacher. The brochure is divided into 10 modules, which contain altogether 23 clearly
structured worksheets. The material is aimed at lower and upper secondary school learners
whose CEFR level of English is A2/B1.
PRACTICAL STYLISTICS
Topic 1
Stylistic differences, style and genre.
Aims
To identify heuristically the differences between some distinctive styles and genres. To derive the concepts of style, genre, and stylistically distinctive features. To define stylistics as a discipline integrating linguistics with literary criticism.
Age group
Lower-secondary, upper-secondary
Level
A2 – B1
Time
40 mins
Materials
Extracts of different texts to demonstrate stylistic variety. Worksheets 1 and 2.
Introduction
Initiate a discussion about different spoken and written texts that students have worked with (a poem, a text message, a description, a short story, a chapter in a textbook, news, etc.). Stress that they differ and can be recognised easily. Elicit what makes them different from each other.
Procedure
1 Lead-in Get the students into pairs or small groups and let them think about the differences between items in the following pairs: a) a private e-mail and a formal letter, e.g. from a bank, an insurance company, a tax authority; b) a fairy tale and a chapter in a textbook; c) a joke and news on TV; d) books by two different authors that the students have read.
2 Analysis Students will try to answer the following three questions: 1) Do the two texts in each pair have anything in common? 2) Do they differ in any aspects? What are they? 3) Can the students put down two or three typical things of each type of text/utterance?
3 Synthesis and generalisation
Get the students to compare their answers by putting two pairs or groups together. What were the most frequent differences? Introduce the concepts of style (elicit that the used language means are determined by the function of the text/utterance) and genre (as a typical realisation with a certain form and serving a certain purpose). Let students suggest their own definitions of the concepts.
4 Application Students choose one of the styles or genres they are familiar with and suggest its characteristic distinctive features.
5 Variation With more advanced or creative students, step 4 can be varied so that students (after suggesting its characteristic features) also try to produce a short text or speech to illustrate the chosen style and genre.
Worksheet 1:
Pairs of texts Shared features Differences
a private e-mail X a formal letter (e.g. from a bank, an insurance company, a tax authority)
a fairy tale X a chapter in a textbook
a joke X news on TV
a book/story by ……………………. X a book/story by …………………. (comparing two different authors)
Worksheet 2:
Concept Definition Example
style / variety
genre
distinctive feature
Worksheet 2 - key:
Concept Definition Example
style / variety (1) The perceived distinctive manner of expression in writing or speaking. For some people, style has evaluative connotations (“good” or “bad”). (Wales 1990: 371) (2) A variation in language use. There are different styles in different situations.
Characteristic styles of individuals authors (writers, poets, but also singers, actors, painters, architects, etc.). Styles of expression used by individual speakers in different situations – at school, at work - in various jobs, at home, when dealing with authorities, …
genre
A use of language which conforms to certain schematic and textual conventions, as agreed by a particular discourse community. (Widdowson 2007: 129)
An informal letter, a joke, a short story, a report, instructions for use, a newspaper article, a lecture at university, a thesis, …
distinctive feature A feature of the language at various linguistic levels (phonological/graphetic, morphological, lexical, syntactic, discursive, semantic, etc.) which is characteristic of a certain purpose and situation in which the language is used, i.e. characteristic of a certain style and genre (as opposed to so-called common core, which is not specific to any purpose and situation of language use).
Use of short, domestic X long, foreign words; use of short, simple sentences X use of multiple sentences (coordinated and/or subordinated); use of different fonts, letter sizes, numbers, brackets, graphic symbols, tables, headings and subheadings, paragraphing etc. in written texts, …
PRACTICAL STYLISTICS
Topic 2
Stylistics as a discipline
Aims
To define stylistics as a discipline integrating linguistics with literary criticism. To introduce areas of stylistic differentiation and levels of stylistic analysis.
Age group
Lower-secondary, upper-secondary
Level
A2 – B1
Time
40 mins
Materials
Worksheets 3 and 4.
Introduction
Elicit knowledge about language and its study. What can we study about language (its structure, vocabulary, forms of its units, meaning of its units, function, history, acquisition, texts produced by users of the language, etc.). Do students know any names of disciplines studying the individual aspects of language?
Procedure
1 Lead-in Linguistics as a study of language involves specialised disciplines. Recapitulate some of them using students’ suggestions from the introduction (phonology, morphology, syntax, grammar, lexicology, onomastics, semantics, etymology, pragmatics, literary studies, versology, etc.)
2 Brainstorming
Get the students to think about the object of the study of stylistics. Ideally, they come up with the conclusion that stylistics relies on several other disciplines (or that it is their synthesis) as it analyses texts at different language levels. (Worksheet 3)
3 Analysis Students look at the text and say what features are characteristic of its style and genres. They try to identify the linguistic levels relevant to the specific features found. (Worksheet 4)
4 Creative follow-up
Students work in small groups and write a short text which breaks some established conventions of an intended style and genre. They swap the texts. Another group of students tries to identify the intended style and genre and the mistakes, labelling also the corresponding linguistic levels.
5 Recapitulation
With the help of students, make an overview of levels of stylistic analysis of a piece of language.
Worksheet 3:
Linguistic discipline What it studies
Worksheet 3 - KEY:
Linguistic discipline What it studies
phonetics Speech sounds (the vocal aspect of language) and how they are produced (articulated), transmitted (pronounced) and perceived, including the suprasegmental (prosodic) features of speech.
phonology The system (inventory) of phonemes in a language, their patterns and distribution.
graphology / graphemics The writing system of a language, manifested in handwriting or typography, and the related features such as punctuation, capitalisation, etc.
morphology The internal components of words, such as roots and affixes, whether lexical morphemes (prefixes and suffixes) or grammatical morphemes (inflections/endings).
lexicology The system of naming units (words) of a language, their form and meaning, origin, mutual relations, distribution (e.g. co-occurrences, use in different contexts, registers, by some individuals, etc.).
syntax The way sentences are structured, i.e. the way words, phrases and clauses are organised and how their formal arrangement performs different functions and contributes to meaning.
grammar The structure of language i.e. forms that convey some (grammatical) functions. It is concerned with structure of words (morphology) and clauses and sentences (syntax).
semantics The meaning (of words as well as of sentences and propositions).
semiotics /semiology Signs and their systems, their meaning and use in human communication.
etymology The origin and history of lexical units (including changes of meaning).
pragmatics The language use, i.e. the relationship of signs to their users and interpreters.
stylistics The ways of expression (styles, varieties) characteristic of certain users and of certain purposes and situations, realised by appropriate choices of language devices.
Worksheet 4:
Text Characteristic features Language levels
Piazza di Spagna
This is one of the most
picturesque squares in the city:
the Steps of Trinitá dei Monti, a
monumental work by Francesco
De Sanctis (1723-26), descend
majestically from the Church of
Trinitá dei Monti and acts as a
backdrop. To view the square in
all of its beauty, it is
recommended to arrive there
from via Condotti, the most
prestigious shopping street in
the city, lined with the shop
windows of the most renowned
names of high fashion and
jewellery.
Worksheet 4 - KEY:
Text Characteristic features Language levels
Piazza di Spagna
This is one of the most
picturesque squares in the city:
the Steps of Trinitá dei Monti, a
monumental work by Francesco
De Sanctis (1723-26), descend
majestically from the Church of
Trinitá dei Monti and acts as a
backdrop. To view the square in
all of its beauty, it is
recommended to arrive there
from via Condotti, the most
prestigious shopping street in
the city, lined with the shop
windows of the most renowned
names of high fashion and
jewellery.
(Rome and the Vatican, Ancient
Ostia, Villa Adriana, Villa
d´Este, Editions ITALCARDS,
n.d., p. 34)
Distinctive heading (bold) denoting the tourist sight; italics used for original names (quoted in Italian), numbers (dates), capital initial letters (proper nouns).
graphology
Many adjectives created by adding derivational suffixes.
morphology
Evaluative adjectives (picturesque, prestigious, renowned), vocabulary of arts and architecture (often polysyllabic, of Romance origin), calques (high fashion).
vocabulary
Pre- and post-modified noun phrases (the most prestigious shopping street, the shop windows of the most renowned names of high fashion and jewellery), verb phrases (descend majestically), etc.
word groups
Long sentences with non-finite clauses (infinitival – To view the square in all of its beauty; participial – lined with the shop windows…), parenthetic clauses used in apposition (a monumental work by….), passive voice (it is recommended).
syntax
The extract comes from a guide book. Pronominal reference (This…). Descriptive, positive, expressive style.
discourse
PRACTICAL STYLISTICS
Topic 3
Functional styles
Aims
To recognise individual functional styles. To derive criteria of some classification of styles/varieties/registers.
Age group
Lower-secondary, upper secondary
Level
A2 – B1
Time
40 mins
Materials
Teacher´s own examples of stylistically distinctive texts in Czech (a joke, a poem, a piece of prose, …) or in English (if learners are sufficiently advanced). Worksheets 5-7.
Introduction
A joke where humorous effect is achieved by use of inappropriate register. Students will try to remember other examples (e.g. bookish style used by a little boy – the narrator in Bylo nás pět by Karel Poláček).
Procedure
1 Lead-in People use different styles when they speak and write. Can you imitate somebody´s typical way of expression? Think of a famous person, such as a singer, actor, politician, etc.
2 Consolidation Explain that apart from the variation by use (choosing different registers depending on the situation and purpose of communication) there also exists variation by user (different dialects – geographical, temporal, social).
3 Summary Dialect and register variation. Introduce and explain Hallidayan factors determining register variation (field, tenor, mode). Name some important registers / varieties / functional styles. (Worksheet 5)
4 Practice Imitate a spoken academic style of a lecturer or a written style of a linguistic textbook and repeat the theory describing register and dialect variation in the appropriate way.
Worksheet 5:
Functional styles Characteristic features
Worksheet 5 – KEY (suggested answers):
Functional styles Characteristic features
style of informal conversation
Short, domestic words; simple sentences, coordination (conjunctions and, but, or, so); casual topics; tolerance to mistakes; unpreparedness and randomness of subject matter; prosodic features (relaxed pronunciation, quite narrow pitch range …).
style of prose
Combination of direct and indirect speech, inner speech (direct and indirect thought), description, narrative verbs, …
administrative style
Formality (impersonality, passive voice); abstract words; clear organisation of the text, …
style of law / legal documents
Formality (impersonality, passive voice); specific vocabulary; explicitness (repetition of key terms without relexicalisation); complex syntax (relative and adverbial clauses), …
journalistic style / news style / style of newspapers
Formal register; common core vocabulary with esp. political and economic terms; quoting oral sources; pictures; relative clauses; clichés, …
style of science / academic style
Formality (impersonality, passive voice); specific terminology of the given discipline; explicitness (repetition of terms); logical organisation (adverbial discourse markers); references to sources, …
Worksheet 6:
Register Factors determining choice Example
Definition:
field
tenor
mode
Worksheet 6 - KEY:
Register Factors determining choice Example
Definition:
Field = the subject matter or type of activity in which language is being used.
Choice of lexis, e.g. in occupational varieties (technology, law, medicine), also called (professional) jargons.
Tenor = the relationships between participants in a situation, their mutual roles and status; reflected by the degree of formality and directness.
Choice of formal register when speaking to somebody we don´t know or somebody superior (the boss, teacher, policeman,…). Using indirect questions and commands (Could you…?, Would you…?, Do you think that…?, Is it OK if I …?), explicit expression.
Mode = the purpose or function for which language is being used, covering the medium of communication (spoken or written).
The same topic, e.g. in history or in chemistry, can be covered either by using the written medium (a chapter in a textbook, a lecture posted on the Internet) or the spoken medium (a lecture, seminar, explanation in a class).
Worksheet 7:
Dialect Types of dialect Example of use
Definition:
geographical
temporal
social
Worksheet 7 - KEY:
Dialect Types of dialect Example of use
Definition:
Geographical = habitual language of a user which reveals his/her origin in a certain area.
Regional dialects of English in Britain – Scottish English, Estuary English, dialects of Midlands, the North (Liverpool, Leeds, Manchester); dialects of Czech – East Moravian, Haná region, Walachian dialect, Chodsko dialect, Ostrava,…
Temporal = habitual language of an individual which reveals the time in which it is/was produced or the age of the speaker.
English of Shakespeare, Austen, Victorian novels, Hollywood films from 1930s and 1940s; English of contemporary teenagers vs. English of their grandparents.
Social = habitual language of an individual which reveals his/her social background and status.
Queen´s English, English of upper/middle/working class in Britain, dialect of the American black (in the South), etc.
PRACTICAL STYLISTICS
Topic 4
Administrative style
Aims
To introduce the characteristic properties of the administrative style (or style of official documents). To present the most common genres of the style. To practice writing a short formal text following the formal requirements of the administrative style.
Age group
Lower-secondary, upper-secondary
Level
A2 – B1
Time
40 mins
Materials
A form, instructions for use, a formal letter. Worksheets 8 and 9.
Introduction
Elicit from students what different types of administrative texts they have experience with. What is their purpose? What language devices do they typically use?
Procedure
1 Lead-in Students probably have practical experience of various genres of administrative style in Czech. Let them name a few examples.
2 Presentation Students read several extracts in Worksheet 8 and try to identify their genres.
3 Analysis Students identify several distinctive properties of each genre represented by the extracts and write them in the chart. The most typical features will be subject-specific lexis, formality (no contractions, passive voice, long, abstract and Latin-based words), complex syntax (subordination, relative clauses, enumeration, etc.), clear organisation (paragraphing, numbering, headings), etc.
4 Production Students try to produce an administrative text on their own (Worksheet 9).
5 Evaluation and conclusion
The texts are swapped, students comment on efficient as well as badly chosen language means.
Worksheet 8:
Administrative texts What type of administrative text (= genre) is the extract ? What are its main characteristic properties?
Extract 1: Name:
Surname:
Date of birth:
Nationality:
Marital status:
ID/passport number:
Permanent residence:
Telephone:
Genre: Properties:
Extract 2: Terra Maschinenbau GmbH
Waldstrasse 20
45720 Schöndorf
Germany
Mr Robert Kent
Finch Industries Ltd.
River Industrial Park
45EJ73 Fulham
United Kingdom
12 January 2014
Dear Mr Kent
Cooperation in design of cutting machines
I was very pleased to have met you again at our stand at
the engineering exhibition held in Sheffield last week. I
hope you enjoyed yourself and felt that your visit was
useful.
I found our discussion about the development of cutting
machines in your company very interesting. (…)
Yours sincerely,
Walter Emming Walter Emming
Production Manager
Genre: Properties:
Extract 3:
No entry! No Admittance to Unauthorized Persons. Beware of pickpockets! Please don´t disturb. Interviews in progress.
Give way.
Genre: Properties:
Extract 4: Group net debt at 31 December comprised: 2012 2011 £m £m
Cash and cash equivalents 980 620 Assets held for trading 42 52 Convertible bonds (237) (125) Other bonds (678) (445)
Genre: Properties:
Worksheet 8 - KEY:
Administrative texts What type of administrative text (= genre) is the extract ? What are its main characteristic properties? (suggested answers)
Extract 1: Name:
Surname:
Date of birth:
Nationality:
Marital status:
ID/passport number:
Permanent residence:
Telephone:
Genre: form Properties:
Extract 2:
Terra Maschinenbau GmbH
Waldstrasse 20
45720 Schöndorf
Germany
Mr Robert Kent
Finch Industries Ltd.
River Industrial Park
45EJ73 Fulham
United Kingdom
12 January 2014
Dear Mr Kent
Genre: formal (business) letter Properties:
Cooperation in design of cutting machines
I was very pleased to have met you again at our
stand at the engineering exhibition held in
Sheffield last week. I hope you enjoyed yourself
and felt that your visit was useful.
I found our discussion about the development of
cutting machines in your company very
interesting. (…)
Yours sincerely,
Walter Emming Walter Emming
Production Manager
Extract 3:
No entry! No Admittance to Unauthorized Persons. Beware of pickpockets! Please don´t disturb. Interviews in progress.
Give way.
Genre: notices Properties:
Extract 4: Group net debt at 31 December comprised: 2012 2011 £m £m Cash and cash equivalents 980 620 Assets held for trading 42 52 Convertible bonds (237) (125) Other bonds (678) (445)
Genre: financial statement (part of an annual report) Properties:
Worksheet 9:
Write a short administrative text of your own choice. Swap the text with your colleague(s) who will read it and evaluate it.
Text:
What features of the text do you find well-chosen and effective?
Comments:
What features of the text do you think were not chosen or used well? How would you improve it?
Comments:
PRACTICAL STYLISTICS
Topic 5
Technical style
Aims
To introduce some genres of technical style, e.g. user´s instructions, recipe, list of ingredients, description of process, technical report, filled-in observation sheet.
Age group
Lower-secondary, upper-secondary
Level
A2 – B1
Time
40 mins
Materials
Teacher´s own examples of technical style (user´s instructions, recipes, lists of ingredients on product packagings, etc.). Worksheets 10 and 11.
Introduction
Get students to discuss the properties of some familiar genres of technical style. How is the function of technical texts similar to that of administrative texts?
Procedure
1 Lead-in Explain the difference of technical style from administrative style on the one hand and scientific style on the other.
2 Presentation Two extracts representing different genres of technical style. (Worksheet 10)
3 Analysis Students identify the typical features of technical style, namely nominalisation (high occurrence of nouns and noun phrases), lexical density, semantic condensation, frequent ellipsis of finite verbs or verb phrases as such, use of numbers, symbols, graphs, charts, etc.
4 Production Students create their own short piece of technical text depending on their choice.
5 Evaluation and conclusion
The texts are swapped, students read their partners´ texts and comment on efficient as well as badly chosen language means.
Worksheet 10:
Technical texts What type of technical text (= genre) is the extract ? What are its main characteristic properties?
Extract 1: Vegetable-flavored instant noodle soup Dehydrated product. Composition: Egg-free instant noodles 92% - wheat flour, vegetable fat (palm oil – solidified), cooking soda, flavor intensifier (sodium glutamate), sugar, thickener (guar foam), acidity regulators (sodium bicarbonate, potash). Loose spicing agent 8% - cooking salt, sugar, flavor intensifier (sodium glutamate), dried vegetables, …
Genre: Properties:
Extract 2: • Cleaning the air filters. (fig. 24)
1) Put the filter into running water for rinsing.
2) Remove some water by patting the filter with
towel, then dry it in cool place.
3) Dry the filter in a ventilation place, take care
not to bake it so as to avoid being deformed by
high temperature.
Warning: Neither wash the filter in a washing
machine nor dry it with a hair dryer.
• Power cord rewinding.
When not in use, unplug from the electrical
power outlet and then press the cord rewinding
button to feed back the power cord. (fig. 25)
Feed the cable with one hand whilst pressing the
rewind button with the other to avoid a whipping
action.
Genre: Properties:
Worksheet 10 - KEY:
Technical texts What type of technical text (= genre) is the extract? What are its main characteristic properties? (suggested answers)
Extract 1: Vegetable-flavored instant noodle soup Dehydrated product. Composition: Egg-free instant noodles 92% - wheat flour, vegetable fat (palm oil – solidified), cooking soda, flavor intensifier (sodium glutamate), sugar, thickener (guar foam), acidity regulators (sodium bicarbonate, potash). Loose spicing agent 8% - cooking salt, sugar, flavor intensifier (sodium glutamate), dried
Genre: list (of ingredients) Properties: enumeration (coordination of noun phrases, no conjunctions), nominalisation (prevalence of nouns/noun phrases), no determiners, numbers (percentages), …
vegetables, … Extract 2: • Cleaning the air filters. (fig. 24)
1) Put the filter into running water for rinsing.
2) Remove some water by patting the filter with
towel, then dry it in cool place.
3) Dry the filter in a ventilation place, take care
not to bake it so as to avoid being deformed by
high temperature.
Warning: Neither wash the filter in a washing
machine nor dry it with a hair dryer.
• Power cord rewinding.
When not in use, unplug from the electrical
power outlet and then press the cord rewinding
button to feed back the power cord. (fig. 25)
Feed the cable with one hand whilst pressing the
rewind button with the other to avoid a whipping
action.
Genre: user´s instructions Properties: imperative forms of verbs (to instruct), headings with non-finite forms (active participle / gerund – Cleaning the air filters, power cord rewinding), verbless clauses (When not in use),noun phrases (a ventilation place, the electrical power outlet, a whipping action), (numbered) lists (to show procedure or composition), …
Worksheet 11:
Write a short technical text of your own choice. Swap the text with your colleague(s) who will read it and evaluate it.
Text:
What features of the text do you find effective and appropriate to its function?
Comments:
What features of the text do you think were not chosen well? How would you improve it?
Comments:
PRACTICAL STYLISTICS
Topic 6
Journalistic style
Aims
News item (hard news)
Age group
Lower-secondary, upper-secondary
Level
A2 – B1
Time
40 mins
Materials
News items from printed media (newspapers) or electronic media (online editions of newspapers, Internet news servers). Worksheets 12 and 13.
Introduction
Let students discuss to find out their knowledge of journalism and newsreporting. What media bring the news? (Spoken and written modes, printed and electronic media, visual/graphic and phonic channels ...). What types of news do they recognise (political, business, sports, celebrity ...).
Procedure
1 Lead-in Students look at the piece of news and try to identify its parts.
2 Presentation Students are confronted with the typical structure of news, consisting of a headline, lead sentence, by-line, attribution, background, episodes, evaluation, history. They apply it to their empirical findings from step 1. (Worksheet 12)
3 Analysis Students read another piece of news, identify its parts. In a lead sentence, they try to recognise the information structure WHO-DID WHAT-TO WHOM-WHEN-WHERE-WHY/HOW (so-called inverted pyramid: information presented in the decreasing order of importance). What are the distinctive features of journalistic style? (Worksheet 13)
4 Practice Divide students into small groups and let them write a short news item covering a real current event.
5 Consolidation Read the news written by the other groups. Are they formatted in a similar manner as the news everybody knows from the media? If not, where does it differ?
6 Variation Transform the news you read into one- or two-sentence news that would be broadcast on the radio. Edit the news with the help of teacher, rehearse it and read it loud.
Worksheet 12:
Hard news 1 Identify the parts of the news
Syrian peace talks in Geneva deadlock despite UN efforts
Hollie Clemence
Published at 12:19PM, February 15 2014
A second round of peace talks aimed at ending the civil crisis in Syria has failed to make a major breakthrough, with no date set for a third round of negotiations.
Talks between the Syrian government and opposition began again last Monday but appeared close to fizzling out on Friday, prompting UN mediator Lakhdar Brahimi to call for a final meeting between the warring sides this morning.
Ahmad Jakal, opposition negotiator, described it as a “short, tense session, dominated by differences over how to tackle the issues of violence and political transition”.
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
Worksheet 12 - KEY:
Hard news Identify the parts of the news
Syrian peace talks in Geneva deadlock despite UN efforts (1)
Hollie Clemence (2)
Published at 12:19PM, February 15 2014 (3)
A second round of peace talks aimed at ending the civil crisis in Syria (4) has failed to make a major breakthrough (5), with no date set for a third round of negotiations. (6)
Talks between the Syrian government and opposition began again last Monday (7) but appeared close to fizzling out on Friday, prompting UN mediator Lakhdar Brahimi to call for a final meeting between the warring sides this morning. (8)
Ahmad Jakal, opposition negotiator, (9)
(1) headline
(2) by-line (writer)
(3) by-line (time)
(4) situation, setting
(5) event, action
(6) consequence, result
(7) history
(8) detail of the event
(9) source, attribution (an eyewitness, an expert or a figure of authority)
described it as a “short, tense session, dominated by differences over how to tackle the issues of violence and political transition”. (10)
(10) quote, quotation of source
Worksheet 13:
Hard news 2
Gold miners in South Africa rescued Eleven miners emerged from night underground after being robbed and trapped by
rivals.
Scotland faces “struggle” to join EU EC president José Manuel Barroso says new independent country would find it difficult to win approval.
Underline the lead sentence in the two extracts. What is its function?
Identify the parts of the lead sentence saying
WHO DID WHAT
TO WHOM
WHEN WHERE WHY/HOW
Find some typical properties (stylistically distinctive features) of the style of hard news (news reporting). Put them in the table giving examples from the text in Worksheet 12 above or from other news available.
PRACTICAL STYLISTICS
Topic 7
Publicistic style
Aims
Editorial, column, review.
Age group
Lower-secondary, upper-secondary
Level
A2 – B1
Time
40 mins
Materials
An example of a journalistic article (hard news) and a publicistic text (e.g. a review). Worksheets 14 and 15.
Introduction
Students discuss to share their experience and knowledge of publicism. What media bring publicistic texts? What types of publicistic texts (= genres) do students recognise (review, editorial, column, commentary, letter from a reader, obituary, feature article ...).
Procedure
1 Lead-in Students look at the two texts and try to identify their genres.
2 Comparison With the help of the teacher students compare the language means, procedures and text types of journalism and publicism. They fill in a table contrasting the two styles. (Worksheet 14)
3 Practice Students write a short film or book review (6-8 sentences). They try to be mostly positive and objective, including some founded criticism as well and not being too descriptive. (Worksheet 15)
4 Evaluation Swapping the reviews and reading them, students evaluate whether their colleagues have been informative enough and avoided excessively subjective views.
5 Variation Instead of a review, students can write a short text representative of a different genre, e.g. a commentary, editorial focused on a topic of their choice, report, etc.
Worksheet 14:
Journalism Publicism
Typical
language
means
Genres
Procedures
Worksheet 14 - KEY:
Journalism Publicism
Typical
language
means
Genres short news item (printed in a newspaper,
available at an online edition of a
newspaper; news read by newsreaders
on TV/radio)
editorial, report, commentary, analysis,
column, feature article, review, obituary
Procedures
Worksheet 15:
Review
Write a short film or book review (6-8 sentences). Try to be mostly positive and objective, but include some justified criticism. Avoid being too descriptive or subjective.
PRACTICAL STYLISTICS
Topic 8
Style of science (theoretical technical style).
Aims
To learn about formal register used in the style of science. To practise writing some scientific genres, e.g. a summary, encyclopaedic entry.
Age group
Lower-secondary, upper-secondary
Level
A2 – B1
Time
40 mins
Materials
Examples of scientific texts - textbooks, encyclopaedias, journals. Worksheets 16-19.
Introduction
Is the language of textbooks different from everyday language? How? Elicit what makes a formal register. What other styles and their text types use the formal register?
Procedure
1 Lead-in Recapitulate the findings of discussion. Students are probably quite familiar with the scientific style.
2 Presentation Encyclopaedic entry, chapter in a textbook, scientific/scholarly paper, essay, thesis, lecture. (Worksheet 16)
3 Error correction Students read a text written in obviously inappropriate register. They identify the problems and suggest improvement. They are asked to notice what language levels the distinctive features mostly affect. (Worksheet 17)
4 Application Students write an encyclopaedic entry of something they know well. They read each other’s definitions and, if possible, compare with entries in Wikipedia, Encyclopaedia Britannica, etc. (Worksheet 18)
5 Evaluation Where did the definitions resemble each other? In what aspects did the definitions differ the most?
6 Follow-up Students can complete a table comparing informal and formal (academic) styles with missing formal devices. (Worksheet 19)
Worksheet 16:
Extract 1:
feathers The body covering of birds, formed
as outgrowths of the epidermis and composed of the protein *keratin. Feathers provide heat insulation, they give the body its streamlined shape, and those of the wings and tail are important in flight. Basically a feather consists of a quill, which is embedded in the skin attached to a feather follicle and is continuous with the shaft (rachis) of the feather, which carries the *barbs. This basic structure is modified depending on the type of feather (see CONTOUR FEATHERS; DOWN FEATHERS; FILOPLUMES). (Oxford Dictionary of Science, p. 315)
Extract 2:
Income Effect
In addition, when your money income is fixed, a
price increase is just like a reduction in your real
income or purchasing power. More specifically,
the income effect signifies the impact of a price
change on consumers´ real incomes. When a
price rises and money incomes are fixed,
consumers´ real incomes fall and they are likely
to buy less of almost all goods (including the
goods whose price has risen). With a lower real
income, you will now want to buy less coffee.
Thus, the income effect will normally reinforce
the substitution effect in making the demand
curve downward sloping.
To obtain a quantitative measure of the income
effect, we examine a good´s income elasticity.
This term denotes the percentage change in
quantity demanded divided by the percentage
change in income, holding other things, such as
prices, equal. High income elasticities, such as
are found for airline travel or VCRs, indicate that
the demand for these goods rises rapidly as
income icreases. Low income elasticities, such as
for food or cigarettes, denote a weak response of
demand as income rises.
(Samuelson, P.A. & Nordhaus, W.D., Economics, 14th Ed., McGraw-Hill 1992, p. 88)
Extract 3: The analysed language material has been
collected from two asynchronous forums
accompanying students´ work on two different
projects during their long-term teaching practice.
The software tool, Matforum, was developed for
the purpose of on-line communication among
students during that period, with various aims of
different types of interaction (Černá 2005). All of
the participants were Czech native speakers, they
studied English as a foreign language and they
were future English teachers with the level of
English C1-C2 of the Common European
Framework of Reference.
(Ježková, Š., Computer mediated discourse and turn taking devices, Discourse and Interaction 4(2), 2011, p. 22)
Worksheet 17:
What is wrong in the following scientific text (extract from a Master thesis)? Write the incorrect passages in the left column and suggest improvement in the right column.
When dealing with the English we will definitely observe that there are lots of nominal forms, no matter whether we speak of nouns or pronouns or even verbal nouns such as the gerund, participle or other nominal form derived from verb, the infinitive. Saying this we do not talk about nominal forms in the function of subjects, objects, their attributes or whatever else. Unlike Czech, in English prevail pretty strong tendencies to nominal predication in cases where in Czech are exclusively lexical verbs: • Have a chat : popovídat si • Do the laundry: prát • Take a shower: osprchovat se • Fall in love: zamilovat se You can find this opinion and examples in works of many linguists. Further on, without any detailed
Incorrect or inappropriate Suggested improvement
description I will sketch two of the four main types of predication, who play the key role in using nominative forms.
Worksheet 17 - key:
What is wrong in the following scientific text? Write the incorrect passages in the left column and suggest improvement in the right column.
When dealing with the English we will definitely observe that there are lots of nominal forms, no matter whether we speak of nouns or pronouns or even verbal nouns such as the gerund, participle or other nominal form derived from verb, the infinitive. Saying this we do not talk about nominal forms in the function of subjects, objects, their attributes or whatever else. Unlike (in) Czech, in English (there) prevail pretty strong tendencies to nominal predication in cases where in Czech are exclusively lexical verbs: • Have a chat : popovídat si • Do the laundry: prát • Take a shower: osprchovat se • Fall in love: zamilovat se You can find this opinion and examples
in works of many linguists. Further on,
without any detailed description I will
sketch two of the four main types of
predication, who play the key role in
using nominative forms.
Incorrect or inappropriate Suggested improvement
the we (inappropriate plural personal reference) lots of
- it may be definitely observed numerous/many
we speak other
whether nouns…are concerned another
talk about or whatever else
refer to / mean etc.
pretty in Czech are (incorrect word order)
very/quite/considerably Czech applies/uses
Fall in love : zamilovat se You can find… many linguists Further on , who
Use italics as in other examples! This opinion and examples of such constructions are expressed/quoted by numerous linguists, e.g. by Dušková (2000: 54), Quirk and Greenbaum (1996: 315), … Furthermore/Moreover which
Worksheet 18:
Students write an encyclopaedic entry of something they know well. They read each other’s definitions and, if possible, compare with entries in Wikipedia, Encyclopaedia Britannica, etc.
Worksheet 19:
Informal register Formal register
PRACTICAL STYLISTICS
Topic 9
Style of prose, poetry and drama.
Aims
To introduce the common genres of the literary style. To analyse the structure and expressive tools of short genres representing poetry and drama: song lyrics, short radio play, and limerick. To enable learners to activate their creativity by producing a short artistic text in one or more of the genres.
Age group
Lower-secondary, upper-secondary
Level
A2 – B1
Time
40 mins
Materials
A poem or a song lyrics. Worksheet 20.
Introduction
Find out if students have any experience of reading prose, poetry or drama in English. What are their favourites?
Procedure
Lead-in Try to find out why the students have aesthetic feelings when they read, write or hear a literary work, film, play etc. What part is played by the language means?
Analysis Present a short poem or song lyrics. Can students identify any of the features mentioned before? (Worksheet 20)
Practice 1 Students try to write a short poem (between 4 and 8 lines). (Worksheet 20)
Practice 2 Students try to write a short play (2-3 minutes), either for radio or even to be staged in the theatre. (Worksheet 21) There should be at least three characters and apart from the dialogues also some instructions as to their movement and other action.
Recapitulation Put down typical effective language means of poetry (including song lyrics), drama and prose.
Worksheet 20:
Identify characteristic features of the poem at the individual language levels. I many times thought peace had come
When peace was far away,
As wrecked men deem they sight the land
At centre of the sea
And struggle slacker but to prove
As hopelessly as I
How many the fictitious shores
Or any harbour be.
(Emily Dickinson)
List effective stylistic features used in the poem at the following levels.
Level of phonology or graphology
Level of words
Level of clauses
Level of syntax
Level of semantics
Structure
Try to write a short poem (4-8 lines).
Worksheet 21:
Try to write a short play (2-3 minutes), either for radio or even to be staged in the theatre. There should be at least three characters and apart from the dialogues also some instructions as to their movement and other action.
List effective stylistic features used in the poem at the following levels.
Level of phonology or graphology
Level of words
Level of clauses
Level of syntax
Level of semantics
Structure
PRACTICAL STYLISTICS
Topic 10
Style of advertisements
Aims
To identify the efficient linguistic and non-linguistic tools employed in the style of advertisements. To practice the gained knowledge by creating learners´ own advertisement (i.e. composing an advertising brief including an advertising copy and a slogan).
Age group
Lower-secondary, upper-secondary
Level
A2 – B1
Time
40 mins
Materials
English advertisements gathered from printed (newspapers, magazines) and electronic media (Internet, television and radio commercials).
Introduction
Find out if students can remember any press advertisement or TV commercial. How does it work on the target audience?
Procedure
Lead-in Elicit why the students feel affected when they are exposed to advertisements. Do they have aesthetic, psychological, humorous aspects? What part is played by the language means?
Analysis Present an advertisement. Can students identify any of the features mentioned before? (Worksheet 22)
Practice Students work in small groups, try to write a short advertising copy and design the whole advertisement. It is advisable that all groups focus on the same product or the same class of products at least (to enable comparison). (Worksheet 23)
Comparison Students read advertisements prepared by other groups and discuss their impressions. What is efficient and what is not?
Recapitulation Put down typical effective language means of advertising.
Worksheet 22:
If you can´t come to London then London can come to you. “Successful students should be awarded a double degree; one in their subject matter, and one in self-discipline!” “Studying by distance learning is more accessible for me. Moreover, it is attractive in that you can study along with your current career.” “Through study, I am improving and expanding my understanding of my daily business… and events in other industries.”
University of London Study in your own time and at your own pace
Identify characteristic features of the advertisement on the left at the individual language levels:
List effective stylistic features used in the advertisement at the following levels.
Level of phonology or graphology
Level of words
Level of clauses
Level of syntax
Level of semantics
Structure
Worksheet 23:
Try to write a short advertising copy.
List effective stylistic features used in the advertisement at the following levels.
Level of phonology or graphology
Level of words
Level of clauses
Level of syntax
Level of semantics
Structure
