Multiple sentences

Text 5

Discuss the text in class.

Present a summary of the text.

Ask questions on the content of the text.

Use the vocabulary practiced in tasks 1 and 2 to make up situations of your own. Arrange them in the form of a dialogue.

Tasks

1. Find the Russian equivalents for the following words and phrases. Make up sentences with some of them (5 – 7).

a great variety of phenomena; to be united under the name of; additional to the main discourse; to be regarded as; within the corpus of; fully defined; different points of view; in a very general terms; in a very general way; alien elements; to come across; to intrude into the smooth flow of speech; in the written form of speech; to single out; to fulfill practically the same functions; because of the fact that; to present; to introduce.

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

parenthetical insertions; from pauses to lengthy parenthetical interpolation; modal characteristics; syntactic status; communicative-dynamic approach;

one-word insertions; clichéd expressions; deliberation; reference; exemplification; syntagmatic parenthetical insertions; prosodic arrangement;

the communica­tive-pragmatic orientation of the text; to develop the sentence either vertically or horizontally.

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

As it was mentioned already in the previous chapter, multiple sentences contain another sentences or sentences-like construction. There exist two types of multiple sentences: compound sentences and complex sentences.

Compound sentences contain two or more clauses connected by coordination. The function of coordination is fulfilled by conjunctions (or coordinators). The most frequently used are: and, but, or.

e. g. Atomistic activities are more easily examined and graded, and the pressure on many students and teachers of language to substitute the goal of examination success for that communicative competence is perhaps another reason for their elevation.

To say that discourse have beginnings, middles and ends may seem a rather otiose statement, but it is the complexity and variety of such phe­nomena that interests us here.

You may bring these books now, or you may keep them for a week.

It is clear from the examples, adduced above, that compound sen­tences consist of two independent clauses, each of them representing a separate sentence.

Very often one may come across sentences, which are coordinated, but do not have any coordinator between them, coordination being sig­naled only by punctuation.

e.g. These texts are very frequent in British English newspapers and

radio and TV news bulletins; they are frequently used in class by teachers because of their shortness and (usually) human interest.

We often repeat the words of others; we notice repetitions in everything from political speeches to TV and radio news broadcasts: we accept repeti­tion as basic components of songs and poetry.

A complex sentence contains one or more subordinate clauses. Usually the subordinate clauses are embedded by means of a subordinator (or subor­dinating conjunction), especially in the case of finite clauses.

E. g.: Linguists in Britain generally pride themselves on being aware of schools of thought in linguistics throughout the world, no matter which theoretical position the individual linguist may prefer.

The sisters found a little place where a tiny stream flowed into the lake, with reeds and flowery march of pink willow herb, and a gravelly bank to the side.

There also exist non-finite and verbless clauses (reduced clauses). E. g.: Hearing voices coming from the sitting-room, Halliday talking to Li-bidem'now, he went to the door and glanced in.

Used in a general way, the terms "failure» and "success” are imprecise and emotive.

Non-finite clauses usually do not contain a subject. Verbless clauses lack a verb. E. g. Though very tired, they decided to continue their work.

As one could already see from the examples adduced above a com­pound sentence may contain a subordinate clause within one of the main clauses. E. g.: The little dark boats had moved nearer, people were crowding curiously along the Redge by the high-road, to see what was to be seen.

A complex sentences may have a hierarchy of subordinate clauses. E. g.: It is commonly accepted that the English language is vastly more used nowadays than it was in the past, and that the expansion of its use continue apace.

The example adduced above also shows the coordination of the sub­ordinate clauses within a complex sentence.

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