Підручник для студентів старших курсів

3.2. The Category of Cohesion

1. 
   What words can be treated as the key-words supporting the logico-semantic wholeness of the text? Explain your choice. In what way does their recurrence contribute to the integrity of the text?
   
2. 
   Find words and word-combinations in the text the key-word “dialect” is synonymically related to. Are they synonyms proper or contextual synonyms?
   
3. 
   Pick out word-combinations with the key-word “dialect” and explain how they make for the wholeness and integrity of the text.
   
4. 
   What terminological lexemes and word-combinations denoting different levels of language structure reinforce the cohesive potential of the key-word “language”?
   
5. 
   Pick out substantive word-combinations supporting the cohesive capacity of the key-word “speech”.
   
6. 
   Distinguish thematic groups of words and word-combinations united by the common notions of:
   
   • 
     geographical names and areas;
     
   • 
     speakers;
     
   • 
     professions.
     
7. 
   Find lexical units pertaining to the lexico-semantic groups of: a) nouns denoting different aspects and notions of linguistics; b) nouns denoting educational establishments; c) nouns denoting factors and criteria determining social stratification; d) adjectives denoting social layers; e) adjectives characterizing the style of speech.
   
8. 
   Identify synonyms proper and contextual synonyms and comment on their role in the lexical cohesion of the text.
   
9. 
   Find in the text antonyms proper or contextual ones to the following words: posh, educated, top, higher, east, north. Mention other instances of antonyms in the text, if there are any. How does antonymy reinforce the lexical cohesion of the text?
   
10. 
    Which way of word-building can be regarded as the most productive one in the text? Select derivational pairs and series of words illustrating the role of word-building means in the lexical cohesion of the text. Specially comment on the way affixation contributes to the cohesive potential of the key-words. What other word-building means making for its logico-semantic wholeness are observed in the text?
    
11. 
    Select coheremes of immediate linear joining which serve:
    
    • 
      to express similarity
      
    • 
      to oppose and contrast ideas
      
    • 
      to add information
      
    • 
      to generalize information
      
    • 
      to specify facts
      
    • 
      to provide reasons
      

List other coheremes of immediate linear joining, if there are any.

12. 
    In the examples below distinguish the deictic coheremes which in a compressed form substitute for the information mentioned above. Find the antecedents they correlate with: This can often be seen …, Such differences are often marked by …, Besides being thus diversified … .Pick out other cases of deictic coheremes of this kind and comment on the way they make for the logico-semantic unity of the text.
    
13. 
    Which antecedents do the following deictic coheremes refer to in the text: question, topic, subject, thing? Find other nouns of broad semantics and point out the antecedents they substitute for. Explain how they foster the logico-semantic integrity of the humanities text in question.
    

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