Lecture 5. E.g. What she meant when she said she had won was that she had brought him up successfully and had sent him to college and that he had turned out so well-good

E.g. What she meant when she said she had won was that she had brought him up successfully and had sent him to college and that he had turned out so well-good looking (her teeth had gone unfilled so that his could be straightened), intelligent (he realized, he was too intelligent to be a success), and with a future ahead of him (there was of course no future ahead of him).

(F.O'Connor)

In this extract one can observe the mingling of the voice of the character (mother) and that of the author.

The main stylistic function of parenthetic sentences is to give an additional information to the utterance and to intensify it.

Functions and stylistic effects

- to creating two or more layers of narrative

to create the second plane to the narrative, or a mingling of “voices” of different speech parties (M. Bakhtin: “polyphony”)

- to exemplify certain points

-to give the utterance an additional nuance of mean­ing or a tinge of emotional colouring

6. Emphatic constructions are used for the logical purposes to draw the reader's attention to the key word of the utterance. Emphatic sentences are sometimes called cleft sentences, because they are divided into two parts, with the emphasis on one part, giving it an extra importance.

By intensifying or contrasting any part of the utterance emphatic constructions give it an additional emotive charge.

E.g. It was I, not he, who left the room, and it was I who went to the kitchen and set the servants to work again for the guests' breakfast (even the cook was partly incapacitated by tears), it was I who telephoned to Doctor Magiot. (G. Greene)

Types of emphatic constructions:

1. The construction it is smb/ smth who/that emphasises the subject.

2. The constructions it is then that / it is by/through smth that highlights the adverbial modifiers of time and manner.

3. The construction it is to that/smth that foregrounds the object of the sentence.

4. The constructions based on the introduction of the intensifying what and such before the noun expres­sing either the subject or the object of the action (in the latter case inversion takes place).

E.g. What a night. Such a man to have died.

5. The emphatic constructions with do (does, did).

E.g. Well, yes, madam, we do do teas, three-and-sixpence a head, jam sixpence extra.

But I do know what I do want to do.

E.g. Do be quiet! Do be punctual, please! Do stop talking!

Emphatic patterns give prominence, intensify some constituent of the sentence.

Functions and stylistic effect

- to intensify, give prominence or contrast any part of the sentence, giving it an emotive charge

- to draw the reader's attention to the key word of the utterance

- to express the emotive evalua­tion and intensification of some event or fact

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