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Exercise 1.

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  5. Exercise 1. Learn the following new words
  6. Exercise 1. Learn the following new words
  7. Exercise 1. Vocabulary to the text.
  8. Exercise 2
  9. Exercise 2. Read the article. Decide if the sentences are true (T) or false (F).

 

Identify the following texts as representing particular functional styles. Comment on style-forming features which helped you in the process of identification. Match the texts with the references given below.

 

Text 1

 

Every man has somewhere in the back of his head the wreck of a thing which he calls his education. My book is intended to embody in concise form these remnants of early instruction.

Educations are divided into splendid educations, thorough classical educations, and average educations. All very old men have splendid educations, all men who apparently know nothing else have thorough classical educations; nobody has an average education.

An education, when it is written out on foolscap, covers nearly ten sheets. It takes about six years of severe college training to acquire it. Even then a man often finds that he somehow hasn’t got his education just where he can put his thumb on it. When my little book of eight or ten pages has appeared, everybody may carry his education in his hip pocket.

Those who have not had the advantage of an early training will be enabled, by a few hours of conscientious application, to put themselves on an equal footing with the most scholarly.

 

Text 2

 

As living creatures, we are constantly striving for control on numerous levels. Being sentient and intelligent, we strive for control at the epistemic level by constructing and continually updating a conception of reality. If we focus on basic reality, and make The Greater Simplification, we can say that a reality conception comprises objects and relationships. The objects exist indefinitely, and being conceptually autonomous, they are independent of any particular relationship. By contrast, the relationships are conceptually dependent, since they can only be realized via their participant objects. Although some relationships endure through time, the more salient ones are transient events. Objects and enduring relationships give conceived reality a measure of stable organization, providing a frame of reference for apprehending the transient events that occur within it. Together, the objects and relationships – both enduring and transient – constitute a structure that evolves through time as we apprehend new events and learn more about prior ones. Establishing epistemic control is largely a matter of building and evolving this structure.

 

Text 3

 

The Supplier guarantees that the goods are in all respects in accordance with the description, technical conditions and specifications of the order, that they are free from defects in material, design and workmanship and they conform to the Supplier’s highest standards. Should the goods prove defective during the period of 12 months from the date of putting the machine, equipment or instruments into operation but not more than 18 months from the date of shipment, the Supplier undertakes to remedy the defects or to replace the faulty goods delivering them c.i.f. Baltic or Black Sea port at the Buyer’s option, free of charge, or to refund the value of the goods paid by the Buyer.

 

Text 4

 

The first comprehensive study of the astrological make-up of the nation’s political leaders has suggested a link between star signs and parliamentary success.

The House of Commons is dominated by Arians, the leadership sign of the zodiac, and Taureans. Leo (July 24 – August 23) is the Cabinet leader – six members of Tony Blair’s team were born under the sign. Characteristics include pride, vanity, a wish to lead and to be loved. Jack Straw, the Home Secretary is one. They are also insecure. Harriet Harman, the Social Security Secretary, is another. Aries dominates the Shadow Cabinet with four members. Mr Hague, born March 26, 1961, is their leader. They are noted for rushing into battle, for their self-will and self-sufficiency. They are also loud-mouths.

The study, by A.S. Biss, the Westminster political lobbyist, shows that only 37 of the 650 MPs were born under Scorpio (October 24 – November 22). None is in the Cabinet or Shadow Cabinet. Their absence is surprising considering their influence on the international stage – Indira Gandhi, King Hussein of Jordan, General de Gaulle and Francois Mitterand were Scorpios. The back benches are also dominated by those born under Aries (March 21 – April 20). There are 73, followed by Taurus (70).

 

Text 5

 

All the misunderstanding of the value of University life seems to me to come from two extreme heresies. On the one hand are those who expect a University to be a kind of insurance company into which so much money is paid and from which so much, eventually, is extracted. They expect a B.A. degree to be a badge which will gain them instant preference over poorer competitors, and in nine cases out of ten they are disappointed.

On the other hand, there are those who expect Oxford to be like an Oxford novel. A place of easy living, subtle conversation, and illuminating friendships. They expect it to be a microcosm of eighteenth-century Whig society, combined with an infinitely sophisticated modernism. They, too, are disappointed.

The truth is that Oxford is simply a very beautiful city in which it is convenient to segregate a certain number of the young of the nation while they are growing up. It is absurd to pretend that a boy of eighteen, however sound he has been as a school prefect, is a fully grown man. Those who choose or are obliged to begin regular, remunerative, responsible work at the moment they leave school, particularly if they have had a fairly carefully tended adolescence, often show signs of a kind of arrested development.

It is just because Oxford keeps them back from their careers that it is of most value.

 

References

 

(a) A contract for sale/purchase of goods;

(b) Waugh E. “Was Oxford Worth While?” (an essay);

(c) The Times: “Cabinet Leaders Who Were Born to Be Political Stars” (a newspaper article);

(d) Langacker R.W. “Enunciating the Parallelism of Nominal and Clausal Grounding” (a research article);

(e) Leacock St. “A Manual of Education” (a short story).

 




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