Lesson 1: Goals, objectives and methods of linguo-stylistic analysis of a literary text. Aim

The objectives of the course are:

1) development of understanding the text as a system;

2) identifying the features and main categories of literary

text as a special aesthetic reality;

3) learning about principles and criteria of the typology of texts;

4) developing the skill of meaningful and structural analysis of a literary text.

4. Methods for the analysis of literary text.

Methods for analyzing a literary text depend on its characteristics, specifics and research goals. These methods include:

1) linguo-stylisticcommenting;

2)functionalandstylisticanalysis;

3) quantitative characteristics of text elements when studying the style of the writer;

4) the method of selective consideration, analysis and explanation of language difficulties, individual author's deviations from general language norms

5) the method of line-by-line analysis of a coherent text in its dynamic length and integrity, which is based on identifying the interconnection of micro- and macro-images and requires consideration of a strict, artistically unbreakable sequence and dynamics of these images in the text of the work; Must point out it is the main method, which will be used in practical training.

6) a method of cross-cutting and complex analysis of the entire work as a whole, its compositional, figurative and linguistic structure;

7) the method of linguistic experiment - transformation, changing the structure of the syntactic structure while maintaining the conceptual content of a phrase, a passage;

8) method of comparison: 1) author's options; 2) the development of the topic

different writers; 3) comparison of the translation and the original;

9) heuristic method - comprehension and thinking on through structure of the

text

All of the above methods will be analyzed and used in the analysis of texts in seminars. Moreover, almost every text analysis will be accompanied by written creative work.

Teaching active reading skills is inalienable from the use of various types of formal and informal written assignments, within the framework of which what has been read is consolidated, generalized and built into the already existing system of knowledge.In American universities, this approach has long been known as writing-to-leam, literally "writing to learn."What does it mean to write to learn rather than learn to write? Must point out that students learn and retain more content when they are active participants in their own learning. This means that students must be asked to do more than repeat information that they have heard or read. Writing is a crucial component for students being active in their learning. It is a way for students to access higher order thinking, integrate information across the disciplines, and reflect upon their own learning process. It should be noted that writing in this case is much more than learning grammar, style, and mechanics.

The course of linguo-stylistic analysis of a literary text contributes to the creation of a powerful general educational background, a kind of general "cushion of knowledge" is unthinkable without courses that develop such reading and writing skills - this allows you to develop the ability not only to passively receive knowledge from a teacher, but also to actively learn by communicating with each other.

The importance and necessity of reading (especially analytical one) confirm the words of Joseph Brodsky. “In my opinion, books should come to every porch like electricity, like milk in England, like communal amenities, and the price should be minimal. And in any case, poems should be sold in pharmacies (if only because they brighten up the bill, from which you are terrified). And, of course, an anthology of American poetry should be in the nightstand of every hotel room next to a Bible that will not object to such proximity, she does not complain about the proximity of the telephone directory. "