BOOK1 \ CHAPTER2 SUMMARY


____________
SOOOOOOOOOOON

هدفي أن يكون التعلم متعة

OTHELLO - A210A

BOOK1 \ CHAPTER1 SUMMARY


____________


شرح بعض soliloquy في Othello 

OTHELLO - A210A

SOOOOOOOOOOON

هدفي أن يكون التعلم متعة

 

What you will study?

The arts past and present is presented through four themed books:

Book 1: Reputations Why are some individuals famous? What is it about Cézanne’s paintings or Cleopatra’s life that makes them so well known? This book takes you from the distant past to the contemporary world to consider these questions in the light of the famous and the infamous. Case studies of significant figures (Cleopatra, Josef Stalin and the Dalai Lama) introduce subject-specific skills such as differentiating between primary and secondary sources, and understanding and interpreting varied points of view. This will enable you to develop an understanding of how we construct ideas of the past. Chapters on Christopher Marlowe and Paul Cézanne consider artistic reputation through the works that made them famous: Marlowe’s Dr Faustus, the absorbing, tragic story of the man who sells his soul to the devil; and Cézanne’s mysterious, beguiling paintings of bathers and the Mont St Victoire. You’ll acquire competencies in visual analysis and the critical reading of literary texts. A chapter on the musical Diva explores artistic reputation from a different perspective and investigates why some performers become famous. The same chapter also introduces varied musical repertoires and develops your close listening skills.

Book 2: Tradition and Dissent Tradition is a widely used word, particularly in academic contexts, but what do we mean by it? Why is it important to an understanding of the arts? What does it mean to dissent from tradition? This book provides some answers while extending the range of your skills. We begin with Laches, the work of the ancient Greek philosopher Plato, which raises questions about how reliable tradition is as a source of knowledge. This is followed by discussion of tradition in relation to poetry, centred on an attractive anthology of poems about animals. Linked chapters explore religious dissent in England (including the cataclysmic story of the Reformation in England), and the gothic revival of the nineteenth century, concentrating on the work of the revolutionary architect Augustus Pugin. Ideas of tradition underpin the formation of nation states: by looking at the invention of tradition in Ireland, you’ll examine this historical process in action. Finally, you’ll listen to the string quartets of the controversial Soviet composer Dmitri Shostakovich, which raise fascinating questions about the importance of tradition to music and the extent that musical works might act as a form of political dissent.

Book 3: Cultural Encounters Cultural Encounters addresses questions that are pertinent both to the changing world we live in and to all arts subjects: what is the relationship between works of art and colonial history? To what extent can objects and texts be translated from one culture to another? There’s more interdisciplinary work in this part of the module. The book begins with linked chapters on the art of Benin – these are extraordinary sculptures from West Africa, which were taken by Britain and other European countries in the late nineteenth century. The chapters consider this encounter between Europe and Africa from both historical and art historical perspectives. The book continues by examining the philosophical tension between liberal ideas of inclusivity and the pressure for exemptions for minorities in contemporary society. You’ll then read a collection of modern short stories from around the world that explore the ways encounters between different cultures shape ideas of identity and belonging. These short stories are followed by an epic of the exchange of knowledge between cultures: the transmission of medical knowledge from Ancient Greece to the Arabian world and then back to medieval Europe. The book ends with another ancient text – Sophocles’s seminal tragedy, Antigone. You’ll study this play in the Nobel Laureate Seamus Heaney’s 2004 translation, The Burial at Thebes. Cumulatively, these individual case studies enrich and complicate our sense of the interplay and exchange of ideas from one culture to another.

Book 4: Place and Leisure The final book explores ideas of place and leisure: how should we interpret sacred spaces or Roman villas? What is the meaning and history of leisure? As well as these thematic questions, the end of the module prompts you to consider what you’ve learnt and what you’ll want to study in the future. With AA100 as the basis for your studies, you will have a good grounding in a range of subjects and their methodologies. The book has two related concerns, outlined in the opening chapters. First we consider leisure as a philosophical issue: what is the purpose of life, and how does leisure fit into broader accounts of what its purpose should be? Secondly, we look at how we interpret the human environment, from ancient monuments through to twentieth-century cities, by interrogating what we mean by the idea of sacred space. These concerns are joined together by focusing on Roman ideas of leisure, both in the evidence of Latin literature and the archaeological remains of villas from across the Roman Empire. The module concludes with a multidisciplinary study of the seaside. This material combines social history of the development of the British seaside resort in the nineteenth and twentieth centuries, including work on the changing technologies and medical ideas that fostered seaside holidays, with analysis of different representations of the seaside phenomenon in film, music and visual art.



SOURCE:
http://www.open.ac.uk/courses/modules/aa100#details

SOOOOOOOOOOON

هدفي أن يكون التعلم متعة

SOOOOOOOOOOON

هدفي أن يكون التعلم متعة

SOOOOOOOOOOON

هدفي أن يكون التعلم متعة

SOOOOOOOOOOON

هدفي أن يكون التعلم متعة

الاختبار كان :

PART 1:

1) عشر جمل مطلوب تحديد NOUN PHRASE فيه + تحديد HEAD OF NOUN PHRASE
طبعا الجمل كانت من عدة اكتيفيتي بالكتاب:
وهم اكتيتيفيتي 3
الجمل: 1-2-3-4
من TEXT 1
+
الجمل : 1-3-4
من TEXT 2

+
اكتيفيتي 2
الجمل: 1 -2- 4

2) جملة ومطلوب تحديد:
PHRASES
MORPHEMES

PART2
مناقشة طبعا باختصار SHORT PARAGRAPH
وطالبين نختار 2 من 3:

1) DISCUSS AND COMPARE THEORIES ABOUT GRAMMAR IN UNIT 1

2) DISCUSS THE ADVERB PHRASE AND ITS ROLES

3) DISCUSS FUNCTION AND FORM IN LANGUAGE

 

E303A - UNIT 1

 GRAMMATICAL THEORIES 

 = 

TRADITIONAL + FUNCTIONAL + PEDAGOGIC GRAMMAR

TYPES OF GRIMMER:

DESCRIPTIVE + PRESCRIPTIVE GRAMMAR

DIFFERENCES BETWEEN (WRITTEN AND SPOKEN MODE)

FEATURES OF SPEECH

QUESTION TAG

ELLIPSIS

DEFLUENCY (PAUSE - HESITATOR -REPETITION)

HEAD & TAILS

ACTIVITY

4\5\6

+P. 25

unit 1


spoken \ written features
ممكن ياتي اكتيفيتي نناقش نوع النص


types of grammar


activity 4 \ 5\ 6 + p25 

______________

E303A - UNIT 3

participant

process

circumstance


هم :

functional parts of a clause

participant = noun phrase \ ( adjective phrase in relational process)

process = verb phrase

circumstance = prepositional phrase \ adverb phrase


اذا 

FUNCTION

PROCESS \ PARTICIPANT \ CIRCUMSTANCE

FORM

NOUN PHRASE \ VERB PHRSE

ADJECTIVE \ ADVERB \ PREPOSITIONAL PHRASES

 

مهم استخراجهم من الجملة:

He is totally right

He = participant
is = process
totally right = participant


the girl with black dress is studying for the exam

the girl with black dress = participant
is studying = process
for the exam = circumstance

الانتباه لأمثلة الكتاب والاكتيفيتي

 2 \ 5 \ 4\ 3 \

بالاضافة ممكن شرح هالنقطة 

3) DISCUSS WHAT IA MEAN BY FUNCTION AND FORM IN LANGUAGE

 طبعا نوضح في البداية نوضح الفرق بينهم 

مع امثلة

وبعدين نوضح ان مثال ونقطة مهمة ان احيانا 

PREPOSITIONAL PHRASE

ADVERB PHRASE

اثنين CIRCUMSTANCE  في الجملة 

_______

ممكن جملة ويطلب استخراج كل  MORPHEME  فيها 

او نفس الجدول 

اكتيفيتي 2

او استخراج  PHRASE 

_______

شرح CLASSES OF CLAUSE

unit 3

activity\ 2-3-4-5-7-8-13

________

ما شاء الله لا قوة إلا بالله

_____________

 أرجو أن أكون قد وفقت 

دعواتكم لي

__________________________

Related links:

E303A MTA Revision: Unit 4

E303A MTA Revision: Unit 5

E303A MTA Revision: Unit 6

 

 
E303A - UNIT 5

FORM = VERB PHRASE

FUNCTION = PROCESS

Processes are construing the doing, thinking, saying and relational experience of people and other entities

مهم تعرفون تطلعون انواع البروسيس وتحدوونهم مع head verb
احتمال كبير يجي اكتيفيتي يطلب منا نطلعهم

TYPES OF PROCESS

ملخصي فيه كل شي باختصار تلاقونه في المدونة

اهني بس بشرح بعض الجزئيات..

VERB PHRASE

هي اي فعل بالجملة ويكون عادة
LEXICAL VERB

وله اربعة انواع

MATERIAL
MENTAL
VERBAL
RELATIONAL

هذا كطبيعة اساسية

ولكن قد يضاف له AUXILIARY VERBS
وهم الأفعال المساعدة

وينقسمون لقسمين:

TEMPORAL FINITE
ويسمون ايضا
PRIMARY VERBS
have(had-has) + be (is-are-am-were-was) + do (did-done


+

MODAL FINITE
ويسمون ايضا
MODAL VERBS

can\could - will\ would ......

أحيانا لا يكون هنالك lexical verbs
في جملة معينة

ولكن نجد \ temporal finite
primary verb

وهؤلاء لهم وظيفتين
اذا كان مع lexical verbs
=
auxiliaries \ temporal finite

أما
بعدم وجود lexical verbs

فيكونون هم main verb البديل


اما
modal
مستحيل يكونون فعل اساسي
دائما يعتبرون فعل مساعد


تمام انتهينا من الخطوة الاولى للفهم


الحين قلنا
verb phrase \ process

هو الفعل في الجملة

وهو : lexical verb

قد يكون مع او بدون finite

دائما عندي شي اسمه head verb
وهو الفعل الاساسي ودائما هو lexical verb
ما عدا في حالة عدم وجود lexical verb
يكون primary verbs

امثلة:

I study English

study = verb phrase = mental process = head verb


She has a book

has = verb phrase = relational process = head verb


she has played tennis.

has played= verb phrase = material process

اهني عندي فعلين؟
head verb = lexical verb = played
has = temporal finite


is studying
was studying
will be studied

تمام النقطة الثانية


verb phrase complex

وهو اضافة lexical verb او اكثر للفعل الاساسي
مثل اضافة الفعل
keep
start


The Toyota driver kept going


kept going = verb phrase complex = material process \ head = going

لماذا اهملنا kept?
لانها ما تخبرنا بشيء
going هي الفعل الاساسي اللي قاعد يصير و kept مجرد اضافة له


مثال آخر:

the art critics started calling Monet an Impressionist


أول شي نبحث عن : verb phrase
وهو : started calling

نلاحظ ان : calling بس ممكن تعطي معنى كامل
اذا calling = head






في افعال ثانية اسمها controlling verbs

ونفس طريقة kept + start لا تعطي معنى لوحدها مثل:

ended up
regret
insist
tend
appear

مثال:
the driver appeared to stop

verb phrase=
appeared to stop




من ناحية الشكل لما فعلين متصلين مع بعض ولكنهم يعتبرون فعل واحد شنو نلاحظ من الامثلة؟
ان الفعل الاساسي فيه ing
started calling
او انه متصلين مع بعض بـ to

مثال:
the critics ended up calling Monet an Impressionist

verb phrase =
ended up calling



فيه افعال ثانية ايضا لا تعطي معنى لوحدها مثل:
try
manage
happen
succeed in

نرجع لمثال سائق التيوتا:
the driver tried to keep going
the driver manage to keep going


verb phrase= manage to keep going
tried to keep going= verb phrase
going = head



في حالة ثانية :
وهي يكون عندنا فعلين متصلين بـ and



مثال:
the driver appeared to stop and check a map

appeared to stop and check

stop and check = يعتبرون فعل واحد لانهم مسبوقين
and

 = 

head verb

---

phrasal verb: وهي نوع من verb phrase

هي فعل متصل بـ preposition
او adverb

ويعتبران فعل كامل لا انفصال بينهم

اذا كان بالامكان الفصل بينهما اذا الفعل ليس phrasal verb


مثال:

Look up there

look و up هنا ليسا مرتبطين

اما المثال التالي:

look up the word in the dictionary

look up = فعل واحد phrasal verb

معنى الفعل هو s e a r c h
هنا

ما يمكن ينفصلون بالمعنى طبعا 

ولكن ممكن تقاطعهم كلمات اخرى في الجملة وتفصل بينهم كتابيا فقط وليس بالمعنى

راجع ص 140

_____________________________

adjective phrase

لها وظيفتين:

describer in noun phrase

participant in relational clause

مثال:
she is nice

nice = adjective phrase acts as a participant


ممكن يتبعها to verb
مثال:
too hot to handle
head = hot


يمكن الجمع بين اكثر من صفة بـ اداة الربط فتكون اطول ومعقدة
مثال:
tired but happy

ممكن يسبقها adverb
مثال:
really big

big = head adjective

totally right

ممكن يجي سؤال نشرحها مثل ما يمكن يجي سؤال نشرح اي فريز ثاني 

من ناحية التعريف والمكونات و الوظيفة 
_____________________

adverb phrase

وهي مثل prepositional phrase

تستخدم كـ circumstance
في clause

she smiled sweetly

او تسبق prepositional phrase
immediately behind me

او تسبق صفة

really big


او تسبق adverb اخر

fairly often


او تعبر عن stance

normally
probably

ممكن ياتي سؤال عن دورها في الجملة؟

---

________


unit 5
1-2-3-6-7
p. 139-40

__________________________

Related links:

E303A MTA Revision: Unit 1 3

E303A MTA Revision: Unit 4

E303A MTA Revision: Unit 6

 

E303A - UNIT 6

المهم

What is clause \ clause complex?

How to identify a clause?

Types of clauses and their functions?

_______________________

What does clause mean?

§ The clause is a fundamental unit in the process of communication, because it is the minimal unit which can stand alone as constituting a complete message.
§ A clause can be one word (imperative form): Go! Stop!
§ A clause is a unit of meaning built up around a process, a central 'going on', which could be a kind of action (jumping, leaving, giving), saying (stating, claiming), having (have, own, possessing), or being (being, relating, concerning)
§ Every clause has one process, which have participant.
§ Clause can also contain circumstances, which provide additional information where and how the participant were involved in the process.

_______________________

How to identify a clause?

كيف نحدد الكلوز في الجملة؟

أولا من خلال البحث وتحديد كل الافعال الموجودة

كل كلوز لها فعل واحد خاص بها او جملة فعلية خاصة

مثل ما شرحنا في الفصل الخامس كيف نستخرجهم

Verb phrase\ verb phrase complex

- Each clause has a process.

ثاني شي وجود النقطة دليل على نهاية جملة وكذلك الفواصل والفواصل المنقوطة. وكذلك ادوات الربط تعني بداية كلوز جديد

- Full stops and commas, Simi comma
- Conjunctions = new clauses
- Who, which whose, when


راجع اكتيفتي 1 ص 160

ممكن يأتي نص ويطلب ان نحدد كل كلوز فيه مع ذكر نوع الكلوز
(نوع الكلوز شرحه بعد قليل)

_______________________

Rank scale:

· Participants, processes and circumstance can combine in certain ways with other grouping such as conjunction to give a larger grouping: the clause.
· In the scale there are four levels:
1) The clause/ clause complex level
2) The phrase level
3) The word level
4) The morpheme level


هنا شيء مهم قد يأتي نص ونحدد كل كلوز و فريز وكلمات ومورفيم فيه

مثالا نحلل هذه الجملة:

Even though every room in the school had an air conditioner, the heat was unbearable.

CLAUSE:

Even though every room in the school had an air conditioner

the heat was unbearable

PHRASE:

Even though
every room
in the school
had
an air conditioner
the heat
was
unbearable

WORDS:

Even \ though \ every\ room\ in\ the \ school \ had \ an\ air\ conditioner\the \heat \ was\ unbearable.

MORPHEME:

Even \ though \ every\ room\ in\ the \ school \ had \ an\ air\ condition \er\the \heat \ was\ un\bear\able.

_______________________

What dose clause complex mean?
الجمل المركبة تقع في اعلى مستوى التكوين النحوي وتكون من خلال الربط بين العديد من الجمل المفردة لكل واحدة فعلها الخاص

· Clause complexes are the highest or broadest-scale rank/level of grammatical constituent.
· Clause complexes are formed through the linking of individual clauses.
· Each of them constitutes a clause because each has its own separate process with each process surrounded by its own associated participants and circumstances.
· Clause complexes are constituted of one or more clauses.


كيف نصنع جملا مركبة؟
هنالك طريقتين
There are two ways that clauses can be linked to form clause complexes:

1) Coordination – where two potentially independent grammatically equal clauses are linked, generally through conjunctions like ‘and’, ‘but’ and ‘or’.
الاولى للربط بين جملتين مستقلتين
وهي جملة تقوم بذاتها حينما نفصلها عن الجملة الاخرى
وتربط الجملتين بادوات الربط
and \ but \ or

2) Subordination – where a potentially independent primary clause is linked with a dependent or secondary clause which could not operate independently. This kind of linking is generally achieved through conjunctions like ‘while’, ‘because’ and ‘although’ and through relative pronouns like ‘who’ and ‘which’.

الطريقة الثانية تكون بالربط بين جملة مستقلة وجملة غير مستقلة
والجملة غير المستقلة لا تعطي معنى اذا انفصلت عن الجملة المستقلة ويكون الربط عن طريق :

while’, ‘because’ and ‘although’ and relative pronouns: ‘who’ and ‘which


· An independent clause is one which stands by itself and has equal status to the other clause or clauses it is being linked with.
· A dependent clause (subordinate clause), on the other hand, is not able to stand alone.

Combining independent clauses through coordination


كما قلنا الربط هنا يكون بين جملتين مستقلتين كل واحدة منهما تشكل جملة خاصة بها اذا حذفنا احداهما لا يتأثر المعنى (طبعا قد يكون جملتين او اكثر) وكذلك نستطيع تغير ترتيب الجملة فنبدا بالثانية قبل الاولى دون اي تأثر في المعنى ولكن قد يتأثر المعنى في حالة واحدة فقط اذا كان السياق معتمد على الترتيب الزمني للاحداث

- Each clause is capable of standing on its own without reference to the material to which it is linked.



العلامة هذه تستخدم للفصل بين الجمل: ||

ملاحظة : أداة الربط تكون جزء من الجملة التي تأتي بعدها

امثلة:


Mary plays the piano||and John learns origami.

You can watch television||oryou can have a swim in the pool.


- The independent grammatical status of a clause is indicated by the possibility of reorganising the sequence of the clauses without significantly changing the meaning or rendering the clause complex ungrammatical.
- There are independent clauses even though the order cannot be changed. It cannot be changed because these clauses are linked closely to the unfolding events in the real world.



_______________________



Combining clauses through subordination



هنا الربط يكون بين جملة مستقلة واخرى غير مستقلة
الجملة غير المستقلة تكون وظيفتها اعطاء معلومات اضافية \ داعمة \ تدقيق وتقصيل

· An independent clause is linked to a dependent clause.
· Subordination involves the linking of a potentially independent clause with one or more dependent clause.
· Dependent clauses cannot stand alone and act to supply supportive, background or modifying information for other clauses, or act to elaborate or extend those main clauses in some way.




الاهتمام بالنص الرابع ص 166 وتحليله

+

activity 4

Circumstantial dependent clauses

الجمل غير المسقلة الظرفية

تستخدم لاعطاء معلومات او خلفية مثل أين متى وكيف ....

تبدأ بأدوات ربط مثل:

when, if, because, after

وكما وضحنا أن ادوات الربط تكون جزء من الجملة

في الحالة السابقة

حينما وضحنا ان العلامة || التي تستخدم للفصل بين الجمل توضع بحيث تكون أداة الربط جزءا من الجملة التي تسبقها

ولكن هذا الارتباط شكلي لأن الجملتين مستقلتين

أما هنا فالارتباط أكثر إحكاما لأنه ارتباط بالمعنى لان الجملة غير مستقلة بالمعنى

1) Supply circumstantial or background information (similar to circumstances within a clause) – they tell: when, where, why, to what extent, for what purpose, in what manner, under what condition.

2) They may also act to indicate that the main clause is in some way anomalous or contrary to expectation.

3) Circumstantial dependent clauses can begin with a subordinating conjunction such as when, if, because, after.

4) In the case of these subordinated structures, the conjunction ‘binds’ with the dependent clause.

5) There are also circumstantial dependent clauses without these ‘binding’ conjunctions.

activity 5

_______________________

Finite and non-finite clauses

الفاينايت كلوز أو الجمل المحددة هي هي جمل تحتوي على فاينايت بروسس او فعل يعبر عن الزمن سواء الماضي او المضارع و العدد من جمع وفرد و كذلك تحتوي على مودال فيرب modal verb

اما الجمل غير المحددة وهي نون فاينايت فلا تعبر عن ذلك

· Finite verbs are marked for tense and modality, whereas non-finite verbs are not.

· Tense and modality can be tested by the presence of a temporal or a modal finite (auxiliaries) in the verb phrase.

· A verb phrase which has the simple present or the simple past is also finite.

For example: He completed all his assignments has tense marked by the ‘-ed’.

a clause with a finite verb phrase is a finite clause and a clause with a non-finite verb phrase is a non-finite clause.

الجمل الظرفية لا تعبر عن الزمن ولا تحتوي مودال اذا هي نون فاينايات - جميع الجمل المستقلة هي فاينايت

· Because they are not realising tense or modality, non-finite circumstantial clauses are necessarily dependent clauses. We can also say that all independent clauses are finite.

non-finite circumstantial clauses = dependent clauses

independent clauses =finite

ص 170

الامثلة:

7\8\9\10\11

---

ELABORATING THROUGH RELATIVISERS

الجمل المتصلة وهي جمل غير مستقلة ايضا مثل الجمل الظرفية

relative clause + circumstantial clause = dependent clauses

تتصل هذه الجمل بالجمل المستقلة عن طريق ادوات الوصل:

وتكون إما ضمائر \ او ظروف

· A relativiser is either a relative pronoun: (which- who- whom- whose- that) or relative adverb = (where- when – why)

الملون بالبرتقالي هنا هو : relative clause

Grown-ups, who were equally bewitched by J. K. Rowling’s book, felt let down by the movie.

This time the twists and turns of Harry’s adventures at Hogwarts – where he encounters even greater perils– could take me by surprise.

وظيفتها تفصيل المعلومات والخاصة بالجملة الاساسية وهي الجملة المستقلة باعطاء معلومات اضافية

· These kinds of clause are relative clauses and act to elaborate the main clause by adding details.

· The function of the elaborating clause is to specify the meaning of the main clause in some way – by clarifying it, giving more detail, restating it in different terms or by providing an example.

يوجد نوعان من الجمل المتصلة:

جملة مقيدة وجملة غير مقيدة

non-restrictive relative \restrictive relative clauses

· Elaboration is the primary function of non-restrictive relative clauses. These are typically clauses beginning with the relative pronoun ‘which’, ‘where’ or ‘when (often following a comma).

الجمل المتصلة غير المقيدة تكون بعدة فاصلة او بين شرطتين -- اي انها قابلة للحذف

He was mowing his front lawn, || which had grown rapidly over the last few weeks.

أيضا قد تأتي بعد who

وهالتي تبدأ بـ who يطلق عليها أيضا

interrupting clause

جملة عرضية

Elaborating (non-restrictive) relative clauses often begin with ‘who’ and

· These typically ‘interrupt’ the main clause. We call them interrupting clauses.

وهي لا تكون بـ who فقط قد تكون الجملة العرضية او غير مستقلة مجرد فعل (لانه كما قلنا ان الفعل لوحده يكون جملة)

Frank Lloyd Wright, who designed the Guggenheim, is considered one of America’s finest architects.

restrictive relative clause:

typically located after the head noun and operates to specify the head noun in some way.

وتكون بعد noun phrase

أي جزء منها أي لا وجود للفواصل هنا

Girls who are studying will success

الان نوع اخر من انواع الجمل المركبة تتعلق بما يقوله الناس وما يقتبس منهم اما عن طريقة الرواية\ ان اروي عنهم ويكون الاسلوب غير مباشر
أو ان اقتبس منهم وهنا يكون بشكل مباشر

· A type of clause complex relates to the resources we have in language for quoting what people said,
either directly as in She said ‘I am leaving’
or indirectly as in She said she was leaving.

هذه الجمل تتعلق بالجمل التي تحتوي افعالا قولية او ذهنية
· Clauses organized around verbal processes (to say-to announce- to declare) or mental processes (to believe – to understand – to think- to decide)

· Both reporting and quoting represent further ways in which we can link clauses into clause complexes.

reporting what others say – indirect speech:

رواية ما يقوله الاخرون \ الكلام غير المباشر

هو نوع من انواع الجمل المركبة يتعلق باقتباس ما يقوله الناس لكن بشكل غير مباشر

· Reporting involves subordination and quoting involves coordination

الريبورت يكون بشكل الربط عن طريق

subordination

اما الاقتباس يكون بشكل

coordination

مثال reporting

بما انه جملا مركبة اي لدينا جملتين

التي تحتوي الفعل القولي او الذهني تسمى:

main ‘projecting’ clause

التي تحتوي الكلام المنقول تسمى:

dependent ‘projected’ clause

مثال

Malcolm Schluter said Mr Buckland had been in the water for about five minutes.

main ‘projecting’ clause dependent

projected’ clause

It is understood that Mr Buckland’s left leg was bitten off

main ‘projecting’ clause dependent ‘projected’ clause

· Structures involving such indirect speech are seen as involving subordination – they involve a main projecting clause and a subordinate (dependent) projected clause

· The only kinds of process that can project in this way are mental (thinking, feeling, sensing) and verbal (saying) processes.

quoting what others say – direct speech

اقتباسما يقوله الاخرون \ الكلام المباشر

In contrast to indirect speech, direct speech structures involve Coordination

بما انه جملا مركبة اي لدينا جملتين

التي تحتوي الفعل القولي او الذهني تسمى:

main projecting clause

التي تحتوي الكلام المقتبس تسمى:

independent projected clause

مثال

Norm Craig said last night: ‘It’s too early to say anything at the moment.’

main projecting clause independent projected clause

‘He surfaced and called out to his mate something about a shark,’he said

independent projected clause main projecting clause

اذا

reporting = subordination

main projecting clause + dependent clause

quoting = coordination

main projecting clause + independent clause

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Embedding

التضمين وهو نوعين

Embedded phrases:

في الفريز ويكون من خلال ان تتضمن فريز في اخرى اي تتداخل في بعض

A phrase is put inside another one.

كما تكون prepositional phrase

متضمنة في noun phrase

مثال:

in the school

متضمنة في

every room

Even though every room in the school had an air conditioner

Embedded clauses:

هنا التضمين يمكن ان يكون عن طريق جملة وهي تكون في noun phrase

ايضا والتي عرفناها مسبقا بـ restrictive relative clause

فتكون جزءا منها متضمنا معها

· Embedded clauses are postmodifying the head of a noun phrase.

· Embedded clause frequently occurs as one part of a noun phrase – typically located after the head noun and operates to specify the head noun in some way.

حين لا تكون الجمل المتضمنة جزءا من noun phrase

فانها تحل محل participant

في الجملة

· Embedded clause acts as a participant when it is not a part of noun phrase structure:

The best is when they start arguing

activity 11

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Related links:

E303A MTA Revision: Unit 1 3

E303A MTA Revision: Unit 4

E303A MTA Revision: Unit 5