Parenthesis

Text 4

Present a summary of the text

Use the vocabulary practiced in tasks 1 and 2 to make up situations of your own.

Fill in the blanks. Use the text for reference.

Find the Russian equivalents for the following words and phrases. Make up sentences with some of them.

Tasks

It follows that; a unit of communication; side by side with; there is always the distinction between; something already known; something to be used as the starting point; part of the utterance; to convey information proper; so to speak; recent investigation in the field; to coincide; by no means; this is always the case; invariably; contradictory; to establish and express the relationship between; the heart of the matter; to refer to reality.

2. Explain the meaning of the following words and word-combinations:

utterance; formal grammatical segmentation; secondary parts of the sentence; the actual division of the sentence (functional sentence perspective), the theme; the rheme; the context of situation; the division of the sentence into the group of the subject and the group of the predicate; the grammatical and analyses of a sentence; the dynamic analyses of a sentence; the level of parts-of-the-sentence analysis; predicative bond; predicating bond; the theme-rheme (lexical subject / lexical predicate) arrangement of the sentence.

1) A sentence (or "utterance") is a unit of …

2) It follows that side by side with its formal grammatical segmentation into formal grammatical parts — such as subject, predicate, the secondary parts of the sentence — there is always the … between something already known to the communicating parties, something to be used as its … …, and that part of the … which conveys … …, and is the unit of dynamic communication.

3) The … is that part of the utterance which is given or "implied" by the context of situation.

4) Recent investigation in the field has shown that there is no direct con­nection between the theme-rheme … within the sentence and its … … arrangement.

5) There is a … relationship between the grammatical and the dynamic analyses of a sentence.

6) On the level of dynamic syntax, it is the … … that is at the heart of the matter.

7) Terminologically the two levels (or approaches) are best … as the grammatical subject and grammatical predicate on the one hand, and lexical subject and lexical predicate — on the other. The … … (lexical subject / lexical predicate) … of the sentence does not always … with the grammatical division.

4. Make your own list of key–units and topical vocabulary

In our speech there is a great variety of phenomena which make it "non-smooth". All these phenomena may be united under the name of "parenthetical insertions" — i. e. elements, which syntactically and semantically are secondary, additional to the main discourse. The term "parenthetical insertions" embraces a great variety of syntactic phenom­ena— from pauses to lengthy parenthetical interpolation.

The status of parenthesis cannot be regarded as fully defined within the corpus of syntax. There exist a lot of different points of view on the existence and functioning of different kinds of phenomena which only in a very general terms may be called parenthesis (French — parenthese, German — Parenthese). This term in a very general way describes the process of the incorporation into sentence of words, word combinations or other sentences which are grammatically not connected with the main sentence.

Traditionally parenthetical insertions have been studied from two points of view — 1) from the point of view of the modal characteristics of the inserted elements and 2) their syntactic status. But the last one still remains to be less investigated. This fact may be explained by the restriction of the investigation by the limits of a sentence. But the very specific semantic connection of parenthetical insertions with the main sentence on the one hand, and their understanding as alien elements which are inserted into the sentence on the other, make it necessary to treat the problem of parenthesis on the level of units longer than sen­tences and the method of their investigation should be based on the communicative-dynamic approach to the problem.

In the oral speech we very often come across pauses — voiceless and voiced, which intrude into the smooth flow of speech. Alongside with pauses there exists a large variety of "one-word insertions" (однословные внесения): again, anyway, doubtless, hence, however, indeed, moreover, nevertheless, or course, perhaps, probably, therefore, etc. there are many clichéd expressions, also used as insertions: at any rate, by and large, in any case, in a way, no doubt, so to speak, that is to say, etc. Very often we come across the so-called predicative insertions: I believe, I suppose, I think, in my opinion, it seems to me, we believe, etc.

The analysis of the material shows, that practically all the insertions may be divided into three categories: 1) deliberation: anyway, doubtless, indeed, moreover, of course, perhaps, say, at any rate, by and large, in a sense, it seems, no doubt, etc.; 2) reference: hence, then, thenceforward, exhypotherses, etc.; 3) exemplification: thereby, thus, for example, for in­stance, that is, etc.

Syntagmatic parenthetical insertions are usually introduced into speech by means of syntactic bonds. Their prosodic arrangement is dif­ferent from that of the rest of the utterance: the range is narrated, the tempo is faster, the loudness is diminished.

In the written form of speech parenthetical insertions are usually singled out by doubled commas, dashes and brackets.

Parenthetical insertions may belong to the whole sentence, or to one part of it. Their place within a sentence depends on their function in the process of the communicative-dynamic organization of the sentence (its actual division) and on the function of the sentence in the communica­tive-pragmatic orientation of the text.

If parenthetical insertion belongs to the sentence as a whole, it usually occupies either the initial or the final position; if it belongs to a part of the sentence — it is used in the position, immediately preceding the part to which it belongs.

Parentheses are very important in the general pragmatic orientation of the text. Although parenthetical insertions introduce into the text some information of secondary importance, this information may develop the sentence either vertically or horizontally.

Parenthesis which belong to the category of exemplification usually introduce some example or specification into the text, thus producing the effect of persuasiveness. E. g.: That is, Toyota produced 70 cars per worker and G. M. produced 11.

Deliberative parenthesis reflect the author's estimation of the facts. E. g.:

Probably, all the arguments are correct.

Obviously, water sources need to be protected.

Alas, this has come too late to prevent a couple of potentially serious,

mistakes.

Longer parenthetical insertions fulfill practically the same functions within the text. But because of the fact that they may introduce more information, they develop the text horizontally. Thus, exemplifying in­sertions of this type present an illustrative complex.

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