STUDIES OF WRITTEN ENGLISH. One of the most effective exercises in good writing is a free composition

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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.

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?)