connection:
1. We don’t wish them ill. We don’t wish them well. We do not call them. We do
not see them. We simply detach.
2. Cannot believe Gary the Builder. Have left him a message every day this
week and nothing. No reply. Maybe he’s sick or something. Also keep getting
whiff of really horrible smell on stairs.
3. I paused at the French windows, looking around nervously. Heart lurched
when located him, standing on his own, in traditional Mark Darcy party mode,
looking detached and distant. He glanced towards the door where I was
standing and for a second we were locked in each other’s gaze before he gave
me a confused nod, then looked away. Then I noticed Rebecca crouched down
beside him with Constance.
4. They need to change the image because they need to recruit more people into
the prison service. But another point I’d like to make is that a large proportion
of the prisons in this country were built in the 19 century.
5. I mean this marriage. I mean his letting that blooming young girl marry
Casaubon.
6. There is a solution to this turbocharged madness. I would like to suggest that
we all get back in the saddle. Yes, that’s right, horses worked perfectly fine
for 2000 years or so. Think of the problems this would solve. We could get rid
of the cumbersome hunks of steel, the expensive monthly payments and the
annoying car alarms.
7. Generally, nobody gives a damn about anything – as long as they are safe.
Although in fact no one is safe.
8. Last year, 41000 people were killed in car crashes in Russia. This is the
equivalent of almost twenty catastrophes, or a major war, yet few people give
this slaughter much thought. The deaths happen daily, almost imperceptibly,
like a disease.
9. He has achieved his objective with a big industry. The general public,
however, has proved to be a trifle more tricky.
10. I have experienced this from both sides. As a junior surgeon you are
constantly at the mercy of your bleeper – forever shuttling between clinics,
the operating theatre, the wards and the administration. You resent anything
that distracts you from this. You begin think of the patients as the enemy.
As a patient one gets quite a different perspective. The doctors are hiding
from you all day, and when they do pop up everything has already been
decided on.
II. Analyze the following examples to single out the phenomenon of parcellation
and that one which is its opposite (fusion). Comment on the structure of the
sentences, specifying the formal properties of these phenomena:
1. I’m going to be marvelous: elegant, vivacious, beautifully dressed. Oh,
though. Do not have long dress.
2. Mark was talking to Rebecca. Again. She whispered something in his ear,
then burst out into a horrid hooting laugh.
3. He is unable to see you and she held the door open.
4. The air-hostess came down the aisle to warn the passengers they were
about to land and please everyone fasten their safety belts.
III. Analyze the following text. State the types of inter-sentence connections and
the connective elements, point out the textual categories (if any) realized in
the text.
Recent advances in human embryology and genetic engineering have raised the issue of how this knowledge ought to be used, and it is now a matter of considerable public concern and debate.
There are two main areas in which such research is widely regarded as
being beneficial, and the first of these is in the field of conception. Doctors can
help otherwise infertile couples to have children using the so-called “test-tube
baby” technique. Although there was considerable controversy when the first
such experiments were introduced, there is now a general acceptance that the
process is both safe and useful.
The second area is that of research into genetically transmitted diseases.
Some of these only affect children of a particular sex, as is the case with
haemophilia, which only affects males. In such circumstances, by determining
the sex of the child in advance, doctors can ensure that the disease will not be
passed on. In addition to this, research into human genetics offers the potential
of finding the causes for other diseases and their eventual cures.
On the other hand, there is deep-rooted hostility towards scientists who
interfere with nature and human life. This suspicion has a long history, and is
reflected in literary works such as Frankenstein and Brave New World. In
addition to this, however, there is wide-spread revulsion at the real-life
“experiments” that have been carried out in the past. As a result, there is a
common fear that scientific developments in genetics will inevitably be abused
and that they will lead inexorably towards “designer children” other worse
excesses.
In conclusion, it can be said that research in these areas needs to be regulated rather than banned. There are many potential benefits as well as dangers, and therefore, if this research is to be continued, it must be carried out under strict supervision and controlled by well-balanced legislation.
REVISION
Test yourself:
I. Fill in the blanks:
1. Predication is relating the denoted event to reality through the grammatical categories of ….
2. The characteristics of the sentence as a predicative unit are ….
3. Depending on the number of predicative lines sentences may be ….
4. The secondary parts of the sentence include ….
5. Actual division of the sentence implies its parsing into 2 parts: the theme-part, which conveys … information and the rheme-part, which conveys … information.
6. According to the purpose of communication all sentences are divided into following groups: ….
7. The complex sentence is derived from 2 sentences, one of which becomes … and the other ….
8. The semi-complex sentences with position-sharing can be of the following types: ….
9. The domain of text grammar are the following text categories: ….
10. Depending on the place of a connector in a sequence the sentence connection can be either … or ….
II. Identify the character of subordinate relations in the following phrases
choosing from Agreement (Ag), Government (G), Adjoining (Ad) and
Enclosure (E):
a) follow him; b) these trees; c) to move rapidly; d) a bag of yours;
c) an empty tank.
III. Provide an example of your own for each type of phrase:
a) a simple subordinate nounal attributive phrase with prepositional adjunct
with prepositional adjoining;
b) a complex coordinate syndetic adverbial phrase;
c) a complex coordinate predicative phrase with agreement and with subordinate objective non-prepositional adjunct with government.
IV. Identify the case of the underlined words in terms of the role grammar:
1. Stephan has made several trips.
2. It was evident to me.
3. Alan was picking flowers.
4. The hall seats 1000 people.
V. Reveal the deep structure of the sentence:
The article to be translated is available at any library.
VI. Identify the formal means of rheme-introduction:
a. Reggie almost died a few years ago.
b. Smiling she was closing the door.
c. This was after the divorce when she really was in bad shape.
d. You have to talk to him not for yourself, but for your son.
VII. Identify the type of relation between the clauses. Choose from Disjunctive
(D), Adversative (A), Copulative (C), Consequential (CQ) relation:
1. Consider the matter carefully, your decision will be final.
2. Either Mr. Wilson or Mr. Yomez will be the adviser for the computer club.
3. She was eager to get an early start and began packing the night before.
4. He ended his career of a spy, but kept some of the habits.
5. We have to look for a new house and you wait for Andy’s phonecall.
VIII. Identify the type of the sentences. Use the following abbreviations: S
(simple), C (complex), CD (compound), SC (semi-complex), and SCD
(semi-compound):
1. The survivors knew that the rescue was many days away.
2. The mayor seemed certain to be reelected.
3. The beaches are beautiful and uncrowded, and the sun shines most of the time.
4. The suspect went to the police station and turned himself in.
IX. Identify the type of connection in the sentences, given below. Specify the
type of a connector.
1. My Dad was drinking one night at home, and we could tell he was
about to get out of hand. We could always tell.
2. We are almost certain that Mark Sway knows more than he is telling.
We feel quite strongly that he is withholding valuable information.
3. The last time I hugged him was when he graduated from school. I still
keep this hug deep in my heart.
4. Ricky had just touched the handle. He froze for a second.
X. From the following text write out the numbers of the sentences which
have a) parallel connection, b) sequential connection.
Example: a) 5-6-7, 2-3 b) 8-9
(1) He stood in front of the phone, and cut his eyes in all directions.
(2) To the average person, the sight of Barry the Blade’s eyes cutting and darting and searching for violence, would make the blood run cold in the veins. (3) The eyes were very dark brown, and so close together that if one could stand to look directly into them for more than two seconds he would swear Barry was cross-eyed. (4) But he wasn’t. (5) The shady eyes confessed many hangovers, among other things. (6) The Blade loved his eyes. (7) He adored them. (8) He thought they were legendary.
XI. Identify the event types which receive conflated representation in the given
sentences:
1. The car buzzed down the road.
2.He dozed his way into the new cut, woke and dozed again.
3. She danced out of the room.
4.I zig-zagged /circled/ through the woods.
5.Virginia begins to unpin her hair, carefully counting the hairpins into a
matchbox.
6. I straight-armed the door open.
7. He joked his way into the party.
XII.State the type of the syntactic construction in the
given examples (use A.Goldberg’s classification: the
ditransitive construction, the resultative construction,
the caused-motion construction, the “way” construction):
1.Joe loaned Bob a lot of money.
2.They laughed the poor guy out of the room.
3. The music lent the party a festive relief.
4.They sprayed the paint onto the wall.
5. Frank dug his way out of the prison.
6.Harry locked Joe into the bathroom.
7.He kept her at arm’s length.
8.Troops have been shooting their way through
angry, unarmed mobs.
9. I had brushed my hair smooth.
10. You killed it stone-dead.
11. Joe bought his way into the exclusive country club.
12.She laughed herself crooked.
TOPICS FOR REPORTS AND COURSE PROJECTS:
1. Semantics of the transitive constructions in Modern English. (Семантика переходных конструкций в современном английском языке.)
2. Semantics of the ditransitive constructions in Modern English. (Семантика двухобъектных конструкций в современном английском языке.)
3. Polysemy of the conjunctions “and” and “but” in Modern English. (Семантическая вариативность союзов “and” и “but” в современном английском языке.)
4. Semantics and structure of the resultative constructions in Modern English. (Семантический и структурный аспекты результативных конструкций в современном английском языке.)
5. The concept “Motion” and syntactic means of its representation in Modern English.(Концепт «Движение» и его репрезентация синтаксическими конструкциями в современном английском языке.)
6. “Cause-result” (“sequential”) cross-event relation as represented in syntax: linguistic means of its expression.(Языковые средства выражения причинно-следственных отношений в английском предложении.)
7. Event integration in syntax: linguistic means of its expression in the simple sentence
in Modern English.(Языковая репрезентация событийных комплексов (событий, получающих многомерное осмысление) на уровне простого предложения-высказывания в современном английском языке.)
EXAMINATION QUESTIONS:
1. Syntax as part of grammar. The main units of syntax.
2. Traditional and cognitive understanding of syntax.
3. The basic principles and arguments of the cognitive linguistics as applied to
syntax.
4. Syntagmatic and paradigmatic patterning. Types of syntactic patterns.
5. The phrase theory. Classifications of phrases in Modern English.
6. Cognitive aspects of the phrase. Types of syntagmatic relations.
7. The sentence as a predicative unit of language, its characteristic features.
8. The structure of the simple sentence and different methods of its analysis.
9. The simple sentence structure analysis in the light of cognitive approach.
10. Paradigmatics of the simple sentence.
11. The actual division of the sentence and linguistic means of its expression.
12. Classification of sentences according to the purpose of communication.
13. The composite sentence as a polypredicative construction. Types of clause-
connections in the composite sentence.
14. The complex sentence as a linguistic unit. Classifications of complex
sentences in Modern English.
15. The problem of the compound sentence as a polypredicative unit.
16. The structure and types of the semi-composite sentence.
17. The principle of Figure-Ground Segregation in structural and semantic
organization of the sentence.
18. The problem of sentence classification within the cognitive approach.
19. The problem of the semantic study of syntactic constructions. Concepts
represented by syntactic constructions.
20. The inter-sentence connections in the text.
21. The textual linguistics.