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Studies of written English
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IX
One of the most effective exercises in good writing is a free composition.
Free composition is a piece of independent writing (3—5 pages in length). You are free to select the subject, to decide on the pattern of writing (narrative, descriptive, argumentative, expository), and to choose writing technique (keywords, topic sentences, connectives and transitions).
In the process of free composition there are three main points to consider: what to say — selection of a subject and the theme, how to arrange the material in the best order, and how to express your thoughts in the best possible language.
The theme and subject should be selected with care so that you know exactly what you mean to write about and what is the purpose of writing — is it describing, entertaining, persuading or instructing?
"The British Isles" is, for instance, of descriptive nature, "How We Kept Mother's Day" is both entertaining and instructing, Judy's letters are sincerely persuading.
Composition must be unified and complete. It must have a beginning, middle, and end. It must be coherent; that is, systematic in its presentation, with reference to time, to point of view, and to situation. It must reveal your attitude or judgement towards material and characters or towards your reader, or both.
The beginning, or introduction expresses the occasion, the problem, and the purpose. A good beginning attracts the reader's attention, his interest and sometimes his emotions (see the beginning of "How We Kept Mother's Day" or of "A Friend in Need").
The middle or body of the composition in its turn makes the problem clear through narration, description, argument or exposition (compare different passages from this textbook). Usually the middle includes the details. It may have the turning point or climax describing the moment of greatest emotions.
The end or conclusion is the result of that clarification. The author provides an answer to the main question. It is usually marked by a summary statement emphasizing the message (compare the final sentences in "A Day's Wait", "How We Kept Mother's Day", "Rose at the Music-hall").
Assignments:
1. Write a composition explaining the message of the passage "Rose at the Music-ball.
2. Write a composition following the eventsdescribed in the pictures on pp. 338-339.
Write a composition describing your visit to a theatre and your impressions of the prevailing atmosphere,
If you have become proficient at writing compositions as an exercise you may turn to teaming how to write compositions as art. Try your hand at writing a composition about the best way to comfort your mother (father, child, sister or brother, friend).
Evaluate your composition according to the main principles of good writing: unity, coherence, and emphasis.
LABORATORY EXERCISES (II)
1. Listen to the text "Drama, Music and Ballet in Britain", mark the stresses and tunes. Repeat the text following the model.
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2. Record the dialogue "At the Box-Office" in pairs. Listen to the records and discuss them in class.
3. Listen to the dialogue "Pantomimes", mark the stresses and tones. Repeat it following the model.
4. Write a spelling-translation test:
a) translate the phrases into English;
B) check them with the key.
Respond to the following questions or statements and correct them if necessary.
Listen to the story. Write ten questions about the text. Suggest a title for the text and give reasons for your choice. Find evidence in the text to support the following statements.
CURIOSITY QUIZ FOR EAGERS
What do you know about K. S. Stanislavsky, his role in the history of the Moscow Art Theatre and bis influence on world theatre?
Where do the following quotations come from? Who says the lines? Under what circumstances?
a) The time is out of Joint Oh, cursed plight. That ever I was bom to set it right '
b) Beware, my lord, of the jealousy;
It is the green-eyed monster, that doth mock The meat it feeds on.
C) How sharper than a serpent's tooth it is To have a thankless child.
What do you know about the problem of Shakespeare's authorship?
What do you know about the Sovremennik Theatre? about the Lenkom Theatre? about the Tovstonogov Theatre in St Petersburg?
5. Listen to a text connectid with the topic "Theatre".
SUPPLEMENT
A. CLASSROOM ENGLISH
I. Pupil Language
This section contains a list of phrases that pupils might be expected to use during an English lesson.
Following the Lesson
I'm sorry, I didn't understand. You're speaking too quickly.
I didn't get that down. Could you say it again? Could you repeat the last bit?
I missed the beginning of what you said. Could you explain again, please?
Shall we do the exercise in our work books? Are we supposed to finish this off at home?
What do we have to do next? Could you write it up on the board, please?
Is it my turn? (Am I next? Shall I start?)
Correctness of Answers
Why can't you say...? Is this a mistake? What's wrong with (saying)...?
Why did you mark this wrong? Why did you put a line under this word?
Isn't there a mistake in sentence 3? Shouldn't there be an article?
I think you've made a mistake on the board.
Language Questions
How do you spell...? Are there two ‘l’s or only one?
How do you pronounce the next word? I'm not sure how to say the next word.
Could you use the future (passive) here? Can we leave this out (miss this out)?
Is there a shorter (better) way of saying this?
Politeness
I'm sorry I'm late; I've been to... I'm afraid I've left my book at home.
Could I leave ten minutes earlier (at twenty to...)?
Could I have another copy? Have you got an extra sheet?
Shall I turn the lights out?
II. Beginning of Lesson
Let me introduce myself, I'll be teaching you English this year.
It's time to start now, / We can get down to (some) work.
I'll just mark the register. Who is missing (away, not here today)?
Try not to be late next time.
I'm waiting to start.
III. End of Lesson
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There's the buzzer (bell). / We'll have to stop here.
Right. You can put your things away and go.
How are we doing for time?
There are still three minutes to go.
We still have a couple of minutes left.
Hang on a moment/just hold on a minute.
One more thing before you go.
Revise what you did today and then try exercise 5.
Do the rest of the exercise as your homework for tomorrow.
There will be a test on this next Tuesday (in the near future).
IV. Blackboard Activity
Come out to the board, please (when the teacher is at the front of the class).
Go to the board (when the teacher is standing at the back of the class).
Move out of the way (step aside) so that everyone can see.
Is there anything to correct (that needs correcting)?
What letter is missing? There's a `k' missing (`k' is missing).
Cross the 't's and dot the `i' s.
Write it with a capital `j' (it begins with a 'j').
Write it as one word (two words).
These two letters are the wrong way round.
Put a comma (question mark, exclamation mark, colon, semi-colon, full stop) after the word (sentence), please.
Enclose the words in quotation marks (inverted commas), please.
Let's all read the sentences from the board.
Use the duster (sponge).
Put (take, get, write, copy) that down in your notebooks.
Make notes on what I say in your exercise books.
Write it in block (big) letters (in block capitals).
Write (rewrite) it neatly.
Do the exercise in writing.
Will you, please, go to your seat. (Don't say 'Sit down' if a pupil is not standing at his seat.)
Hand in your papers as you leave (go out) and make sure your names are on them.
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