Arakin 4 kurs new 001 176. indd

or contast
and may be used in one sentence, e.g. “Youth 
is hot and bold, age is weak and cold” or
 in a number of sentences or 
paragraphs, e.g. 
“...on the assumption that all Negroes lie, that all 
Negroes are basically immoral, that... Which, gentlemen, we know is 
in itself a lie... . a lie I do not have to point out to you. You know the 
truth, and the truth is this: some Negroes lie, some Negroes are im-
moral, some...” The parallel constructions combined with 
the repetition 
of the same words emphasize the contrast expressed by the words “all” — 
“some” and the antonyms “lie”—”truth”.
d)
To make his point plain or to show how vital it is a writer 
sometimes arranges his ideas according to the degree of their im-
portance or emphasis, the most important, from his point of view, 
coming last. This stylistic device is known as 
gradation, or climax
* 
(нарастание),
 e.g.
“This case is not a difficult one, it requires no 
minute sifting of complicated facts... To begin with, this case should 
never have come to trial. This case is as simple as black and white.” 
The speaker expounds his point by repeating the same idea in a dif-
ferent way.
e)
There are various ways in which the writer or the speaker can 
draw the attention of the reader or listener to what he finds important 
and wants to bring to his notice. We have already mentioned some of 
them — syntactical parallelism and lexical reiteration, antithesis and 
gradation as well as special uses of conjunctions. Emphasis in this text 
is also attained by:
the use of the verb “to do”, 
e.g.
“...it (the case) does require you to 
be sure ... as to the guilt of the defendant”;
the use of interrogative sentences in Atticus’s speech (
e.g.
“What 
was the evidence of her offense?” and others);
the structure with the emphatic “it” (
e.g.
it was ... that);
emphatic word order (
e.g.
“All around us and in the balcony on the 
opposite wall the Negroes were getting to their feet”);
the use of “no” to emphasize that the opposite of a particular de-
scription is true: The girl is no fool. (compare the sentences “...she was 
no child hiding stolen contraband”—she was not a child; “I am no 
idealist”—I am not an idealist).

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