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Анализ текста The Fun They Had из учебника Аракина за 3 курс

The story under the title "The Fun They Had" was written by a highly prolific American
writer, one of the three grand masters of science fiction - Isaac Asimov. The theme is probably
"the influence of technology on the process of teaching." The story is kind of utopian story, but
from the perspective of the children who are the main characters of the story, it is a dystopia,
since they thought there was so much more fun back in the days when there were classrooms...
but the whole story circles around the theme of technology and how children in this version of
the future and how children today interact with that.
The key in this text is lyrical, and the narration here is interwinding with the direct speech
and the dialogues. To prove that the mood is lyrical let’s look at the descriptions of one of the
main character’s feelings related to her mechanical teacher. The author uses colloquial speech
and jargonized words, such as “gee, I guess, I betcha“ here, to show us that these children are
rather ordinary, and looks similar as the children of our age. The text could be divided into three
logical parts.
The first part of the story begins with the description of two kids who found a real book.
It was a little discovery, the girl “even wrote about it that night in her diary” It should be noted
that all the events of the story take place in the future, in the year 2155, that's why a mere book
from the past seems quite an interesting object for exploration. And, our heroes, Tommy (13)
with Margie (11) read the book, thinking of those who used it many centuries ago. The author
uses in this story such feature as pointing out the words by using the italic font. He emphasizes
the words, to make us feel deeper and pay extra attention to the very phrase. “Margie's
grandfather once said that when he was a little boy his grandfather told him that there was a time
when all stories were printed on paper” as we read this “the”, we understand that from the point
of view of these children it was very-very long ago. From the dialogue of the children we see
that they relationship is a friendship. Of course, the author could not avoid from inventing new
terms, such as “telebook”.
The second part begins with the picture of the teaching process in the far 2157. From the
very beginning of the part, we see the Margie’s feelings to the schooling process. Her attitude to
the mechanical teacher leaves much to be desired. Reading the story we come across the
problem, tackled by the author. It is a low knowledge level of children, and their uneagerness to
study. To prove it we should mention the fact when the County Inspector slowed up Margie's
mechanical teacher to an average ten-year level. The girl was 11, but she couldn't or didn't want
to cover her own age level, "she had been doing worse and worse". And how strong was her
hatred towards school! She hoped her teacher wouldn't be back, that "large and black and ugly"
teacher! "The part she hated most was the slot where she had to put homework and test papers." -
This sentence indicates at her being a usual girl with a usual nature, while this is the exact thing
commonly disliked at schools.
The third part of the text is the speculation of these children about the teaching process
“Centuries ago”. They argue whether the live teacher better than the mechanical one, or not;
could the living one be smarter than the machine etc. The narrator lets us see the criticism of this
young girl, she could not believe that the human can teach as good as the machine. The key in
this part is rather emotional, we can see this in the dialogue of our story-heroes. The author uses
such colloquies as “sure he is, I betcha”; and again points out the admiration of Tom – “a regular
teacher”. This story, written by I.Asimov makes the reader to think about the teaching process
nowadays. If we remember that it was written in the middle of the 20th century, we can say that
the details in this story are well chosen. I think that it has a certain purpose – to warn the reader
about the possible future problems, because the era of Internet and wide spread of the computers
has certain impact on our generation. Of course the mechanical, or computer teachers is the ideal
solution for breeding the very clever people, the caste of self-made people, but from the other
point of view, these people wouldn’t be so social, and would expect certain problems in
communication with other “ordinary” people. So, it is for us to decide, which way of education is
better.
Summary "The Man of Destiny".

I’ve read the text. The title of the text is "The Man of Destiny". The text is written by
G.B.Shaw. The beginning of the text is short abstract about the author.
“The man of destiny” is a play. It can be divided into 4 parts.
The first part opens with the lieutenant hearing the Lady's voice which he thinks to be the voice
of a man who has tricked him out of the Napoleon's letters. The lieutenant raises a sword and
runs towards the Lady to take revenge, but Napoleon protects her and puts the lieutenant under
arrest.
The second part. As soon as the lieutenant leaves, Napoleon begins to demand the
dispatches from the Lady, who behaves as if not understanding him. But then Napoleon snatches
a handkerchief from the Lady and proves the truth by comparing the handkerchief to another
one, given to the lieutenant by the man who tricked him out of the papers.
The third part. As far as the truth was revealed, there was no reason for the Lady to keep
on pretending as if she knows nothing about the dispatches. Got in a rather difficult situation, she
tries to talk the Napoleon’s head off and to lull his vigilance, but makes a mistake by quoting the
words of the lieutenant, that bring Napoleon back to his right mind. Very unhappy with himself
for having believed the Lady Napoleon firmly asks again for the letters and gets them finally.
The fourth part. Having given the papers to Napoleon, the Lady keeps on asking to have
one love letter back, saying, that it compromises some woman, and old friend of hers. Napoleon
doesn’t understand, why then the letter has been addressed to him, and the Lady hints, that it’s
from his wife to his friend Barras. Napoleon doesn't believe her and thinks she has done that
because of revenge. At the end of the play Lady leaves.
To sum up, the story is devoted to the problem of Napoleon’s private life. The author
managed to show the reader that every person has his own secrets and weak sides, no matter
what status he has in society, even the mighty Napoleon, a French political leader. I found the
story rather entertaining and interesting.
Анализ текста The Happy Man из учебника Аракина за 3 курс
The novel under analysis is entitled “The Happy Man”. It is written by Somerset
Maugham.
The main character is the narrator. There is no any information about his appearance in the text.
The only one thing about his age is the information that he was a young man when he advised
well. Nevertheless we can judge about his character from his thoughts, behavior and speech. The
description of his character is indirect. He is a wise man: he knows that it is impossible to know
another persons as well as oneself to give him/her advice which would be good for him/her. And
he is bold enough for a man who dares to give the life changing advice to a man he see for the
first time.
The text is expressive and emotional because it describes the feelings of the man who has been
forced to point the finger of other man’s fate. The author uses different stylistic devices for this
purpose.
The events took place in London and Seville, Spain. The settings where the actions took place
are the following: a modest apartment and an ordinary Spanish house with a patio. We don’t
know at what period of history the actions took place, but we know the time length of the
narrated events and the amount of time during they occurred: many years later, fifteen at least.
This novel runs about a desperate man who confided his life to a total stranger. The theme of the
novel: a man’s search for happiness; the role of advice in the life of people.
We can divide the novel into three logical parts in order to understand it better.
It is a narrative text. The key in the first part is rather pessimistic, and sometimes we can say that
it is rather negative. This could be proved if we look at the metaphors the author use: he
compares every man to “a prisoner in a solitary tower”, life to “a difficult business”. Another
metaphor is used when he says that “some people flounder at the journey’s start”. So we see that
the author tries to make us ready for the future accidents, and to show us the difference between
the past “wrapped in the dark cloud of Destiny” and the future.
The second part was written in the form of a dialogue between the patient and our hero. We can
see the despair of a stranger, because he uses “short, sharp sentences”, to emphasize it the author
told us that they had “a forcible ring”. The visitor seems to be very tired of life, he is passive, but
he wants to change something in it, that is why to show us the antagonistic character of the
visitor, the author uses an oxymoron “bright dark eyes”.
The third part is lyrical, and a bit romantic. In the third part, our main character comes to Seville,
and tries to find that stranger. He lived in an ordinary Spanish house, his room was littered with
papers, books, medical appliances and lumber but he was really happy. It could be seen from his
description: a dissipated, though antirely sympathetic appearance, and of course from his
murmuring “Life is full of compensations”.
The story tells us about different events, which followed one another: I heard a ring bell at the
door; I led him into my sitting room; achieved this feat; he reached out for his hat; he left me;
many years later; I happened to be in Seville, etc.
The text is a descriptive one; there are many descriptive signals: a modest apartment, a total
stranger, an apologetic laugh, a cursory glance, a little man, a wonderful life, trifling
indisposition, a squeamish patient, a dim recollection, a Spanish woman and others. Descriptive
words make the text expressive and vivid.
The author employs many contextual synonyms, which make the language expressive:
dangerous, hazardous; unwillingly, forced; confused, embarrassed; a total stranger, a perfect
stranger; alter, change; twinkled, shone.
By this story, the author shows us that our life is full of compensations. Taking the risk, you lose
something but also you can find something, which could be really important for you.
Анализ текста "Art for heart's sake" by Rube Goldberg

I’d like to tell you about my analysis of the story “Art for heart’s sake” . It’s a very interesting
story written by R.L.Goldsberg. He was an American sculptor, cartoonist and writer. He
graduated from the. He produced several series of cartoons that were highly popular. His best
works are “Is There a Doctor in the House?”, “Rube Goldsberg’ Guide to Europe” and “I Made
My Bed”.

The story is logically divided into 3 parts. In introduction the action centers around Collis P.
Ellsworth, an old gentleman whose obsessional idea is buying unnecessary things. In the chain of
events we see that his doctor Caswell suggests him taking up art and he invites a student Frank
Swain to teach him. The old man wants to exhibit his picture “Trees Dressed in White” in a
famous gallery. This picture wins the first prize. Then, in the climax we know that an old man
have bought this gallery.

The story is about an old man who decides to take up art. As for the mood of the text, it is
written in a humorous manner. The author use humor of words either humor of situation. We can
see it in describing picture:”.which resembled a gob of salad dressing thrown violently up against
the side of a house”. And then that picture wins the first prize in a famous gallery. As for tonality
of the text, it’s quite bright and enthusiastic. It proves the choice of author’s words like “graceful
lines”, “rich variety of color”, etc.

As for the choice of words, there are colloquial words - “scrawl”, “bosh”, “poppy-cock”. Also
there are some bookish words -“constructive”, “abruptness”, “purchase”. We can see medical
terms-“patient”, “doctor”, “nurse” and a lot of art terms -“oils”,” water-paint”, “canvas”.

As for the expressing idea of the text, the author uses such devices as metaphors (“when the late
spring began to cloak the fields and gardens with color”,” display curiosity”) to make the story
more emotional. Metonymies (“Trees Dressed in White”, ”sneak into the gallery”), synecdoche
(“ old pine-apple juice comes back”) to make it more expressive. Epithets(“insatiable curiosity”,
“vigorous manner, hyperboles(“great sacrifice”, “the lifetime dream of every mature artist”) are
used to express the author’s idea better. There is some irony in the text– “All his purchases of
recent years had to be liquidated at a great sacrifice both to his health and his pocket book” .

The author uses syntactical stylistic devices – inversion -“Upon this distinguished group
Ellsworth was going to foist his “Trees Dressed in White…” to mark out the words he thinks are
necessary, repetition: anaphora( “He won’t take…He doesn’t want…He hates…He doesn’t
like”) to show irritation which provoke Ellsworth, ordinary repetition “fine, fine”, rhetorical
question “..if I’m foolish enough to start?”, asyndeton “I was thinking could you spare the time
to come twice a week or perhaps three times?”-are used also to make the story more expressive.
As for the character sketch of Ellsworth, I think he is rude, capricious, stubborn. In the story for
example , it appears when he decided to exhibit his awful picture “Trees Dressed in White” in a
famous Gallery, as if he didn’t understand that his picture is terrible. He behave like a child: he
did only what he wanted to do.
All in all, the story presents that you can buy everything, even the art. Ellsworth behave like a
child, was very capricious, he used oaths to show his arrogance and scorn. Through all story he
showed that he is clever and cunning. I like this story very much, and I recommend it to
everyone.
"Interviewing Ingmar Bergman" by Ch. Samuels_
The story under analysis called "Interviewing Ingmar Bergman" is an extract from the book
"Encountering Directors" written by Ch. Samuels.
The extract is presented in the form of the dialogue of two persons, and in fact, is an interview.
One of the characters is an author himself - Ch. Samuels, who asks questions the other character
- Ingmar Bergman, a famous Swedish film director, writer and theatre producer. They speak
about Ingmar's works and try to come to agreement, 'cause there are things which each of them
understands in his own way.
As I see it the main idea of the extract is - one having found his way in this life will be able to
use his confidence to resist all troubles and lifetime situations. This we can see in the given
extract. Samuels bombards Bergman with questions, exerts every effort to prove him that some
of Bergman's creations aren't clear to the audience, but Bergman is sure he has found his way
and that's why is unshakable: "…for the heaven's sake a day must always come along when
finally one succeeds in understanding his profession!".
Bergman tells why he didn't become a writer and explains it with the lack of words: "I never felt
that writing was my cup of tea. And I always lacked words…". Personally I think that a writer is
a scientist working with words, and one and the same thing he can define in many ways, giving a
great number of synonyms. And when I hear that a writer lacks words to name a thing correctly -
that amazes me! This is an exact reason why I think Bergman would never become a smart
writer.
On the other hand we see that his psychological films are well known all over the world and
many of them won awards. Bergman created his own special world. I believe such people differ
from usual human beings, from the bigger grey mass, they see everything in their own
foreshortening. That's why their ability to see things we usually don't notice seems to us a bit
unique: "I had great difficulty with fiction and reality; as a small child I mixed them up so
much…" And that's the reason Bergman speaks with eagerness, not letting Samuels ask him new
question - as if he has little time to tell everything he wants:
 Bergman: … I played with my puppet theatre.
 Samuels: And -
 Bergman: Excuse me. I had very few contacts…
 Samuels: I want to interrupt you for just a moment. This description …
What concerns Ch. Samuels's comprehension of films, I guess the impact of films and music on
the audience is not comparable, though they work directly on the emotions. In general, people
listen to music in order to entertain themselves, just sometimes music raises deep emotions. But
after watching a worthy film one gets food for thought, and that may last for a long time.
However Bergman doesn't share this idea: "Your approach is wrong. I never asked you to
understand, I ask only that you feel."
What matters here is the attitude of Bergman to everything: using less and less music in films,
shooting in black and white, predominating dialogues - all this seems rather imprudent. I still
believe that good musical accompany makes a better impression on the spectator, that color film
is more realistic and that there must be scenes when everything is clear without words.
In a word, Bergman's explanations don't sound convincing and only his awards make me believe
he is a genius. Besides, I am of the opinion that experience and skill are of great importance in
any field, especially in film making. So, perhaps "by his lips the truth speaks".
In addition, I should mention that Bergman appreciates the critics' words and learns more from
them. That seems very wise, 'cause the one learning on one's own mistakes is better taught than
the rest. This fact even proves the reason why he got his awards. Here I fully support him.
The Apple tree

On the first of May, after their last year together at college, Frank Ashurst and his friend Robert
Garton were on a tramp. They were walking for the whole day, but Ashurst's football knee had
given out. They were sitting on a bank beside the road resting the knee and talking.

Robert suggested that they went on and found some farm to put up. In uttering those words he
saw a girl coming up to them. Ashurst immediately thought that she was very pretty. He put up
his hand in a salute and asked if there was some farm near there. The girl answered that the only
farm near was her and agreed to show them the way. They got acquainted.

When they came on the farm they met the girl's aunt. She took them in from head to heel and
told her niece to get the spare room ready. The friends asked the aunt where they could bathe.
She told them about a shallow stream in the orchard.

There was no room for more than one at a time in the bath, and Ashurst waited his turn, rubbing
his knee and gazing at the orchard. He thought of so many things that he seemed to think of
nothing; and he felt absolutely happy.
Analysis.
«Three Men in a Boat»
The author of this text is Jerome K. Jerome. He is a popular English writer. The most
famous works are Three Men in a Boat, The Idle Thoughts of an Idle Fellow, Novel Notes and
Three Men on the Bummel which belong to the end of 19th century and the beginning of 20th
century. He is famous for his art of story-telling and his humour which is based on
misunderstanding. He is good at revealing the weak sides of human nature.
This extract is about three men who decided to cook an Irish stew. They began cooking
from peeling the potatoes. They threw another products which they wished to get rid of and
mixed all carefully. At the end Montmorency bought fresh caught water-rat. After some
discussions these three men decided to try something new and added the rat. Eventually, they
were very happy by their cook masterpiece.
By this text the author wanted to tell us that it had better to try something new than to be
indifferent and do everything as usual. People ought to develop in this case world progress
would go ahead.
Jerome presents his story as 1st-person narration with descriptive passages. This extract
may be divided into the following parts. The first one is a description of Sonning. The second is
decision of cooking an Irish stew. The third is Montmorency’s contribution to the dinner. The
last one is about great success of Irish stew. This text is written with the cheerful, humorous,
emotional and optimistic prevailing mod.
The author used in this text a lot of lexical and stylistic devices which helped to create the
needful atmosphere. In the description of Sonning Jerome used metaphor: they (roses) were
bursting forth in clouds of dainty splendour; simile: it is more like a stage village than one built
of bricks and mortar; epithets: veritable picture, quaint rooms, winding passages, splendid
opportunity, a slap-up supper, sweet Sonning. The author underlines his own attitude towards the
village, he conveys his positive emotions to the reader.
Moreover, Jerome used polysyndeton with help of connectives: with low quaint rooms
and latticed windows and awkward stairs and winding passages; with the vegetables and the
remains of the cold beef and general odds and ends; all bumps and warts and hollows and so on.
He used these enumerations to increase the comic effect.
The author added also asyndeton. It is the sentence which is equal a paragraph in the
text. The author described the climax when Montmorency brought a dead water-rat. The author
kept the reader in suspense using the sentence where the connectives are deliberately omitted.
In addition, Jerome used hyperbole: the potato-scrapings in which Harris and I stood,
half-smothered, could have come off four potatoes. He used a deliberate overstatement to reveal
the humour of situation.
Moreover, he also used irony: It’s men such as you the hamper the world’s progress.
One’s palate gets so tired of the old hackneyed things; similes: Montmorency evidently wished
to present as his contribution to the dinner; a taste like nothing else on earth; gravy was a poem;
All these language means reveal the author’s manner, his style of writing. He renders his
feeling and thoughts with epithets, similes, metaphors and so on.
In conclusion, it is worth adding that the author shows us the weak sides of people in
such humorous manner.
Analysis.
Art for heart’s sake.

The Art for Heart’s sake was written by Reuben Lucius Goldberg (1883-1970). He was
an American cartoonist, sculptor, author, engineer, and inventor, was born in San Francisco.
Goldberg is best known for a series of popular cartoons he created depicting complex devices
that perform simple tasks in indirect way. Rube Goldberg began practicing his art skills at the
age of four when he traced illustrations from the humorous book History of the United States.
Among his best works are Is There a Doctor in the House? (1929), Rube Goldberg’s
Guide to Europe (1954) and I made My Bed (1960).
Art for Heart’s sake is about the old man Collis P. Ellsworth who has troubles with his
health. Doctor Caswell offers him to take up painting, for a chance. In some time Ellsworth
painted an awful picture which was no a work of art at all. To bewilderment of the doctor this
painting was not only accepted for the Show at the Lathrop Gallery, but took the First Prize. The
old man just explained that he had bought this gallery last month.
The idea of this text is everything can be bought for money. Value of art will vanish if
everyone foists his god-awful smudge as an eternal work of art.
The text is written as a 3rd person narration with dialogues of the personages. This text
can be divided into the following parts. The first is doctor’s suggestion to take up art. The second
is Swain’s lessons. The third is about the Trees Dressed in White. The forth is the culminating
point of the text. Ellsworth was awarded with the First Prize for his painting. The last one is
Ellsworth’s confession. That he had bought the gallery, that’s all.
The prevailing mood of the text is humorous. The author underlines the old man behaves
like a child (he replied Nope on the male nurse suggestion many times. He colored the open
spaces blue like a child playing with a picture book. He proudly displayed the variegated smears
of paint on his heavy silk dressing gown. He requested someone to read his envelope because his
eyes were tired from painting. It was done specially to archive strong effect). At the end the
author used the effect of defeated expectancy. When the old man confessed that he just bought
that gallery.
A lot of lexical and stylistical devices were used in this text. The author managed to
depict all his characters with genuine skills. Koppel, doctor Caswell, Swain and Ellsworth were
described not direct but through their behaviour, speech and dialogues.
The first character who was introduced to the reader was the male nurse Koppel. He
was the helper of doctor Caswell to treat the old man. The author described how hard it was. He
used gradation to reveal the male nurse’s despair (He won’t take his pineapple juice. He doesn’t
want me to read to him. He hates the radio. He doesn’t like anything!). Koppel couldn’t do a
thing with the old man. Despite he tried to prevent him from exhibiting the Trees Dressed in
White as the old man could become a laughing-stock.
To the contrary to anxious and uneasy Koppel calm and gentle Doctor Caswell
introduced in front of us. He is a professional and thinks a lot about his patients (He had done
some constructive thinking since his last visit. Making proposition to the old man he took his
stethoscope ready in case the abruptness of the suggestion proved too mush for the patient’s
heart. In spite of rude and vigorous Ellsworth’s answers like Rot and Bosh Caswell managed to
persuade him to take up art with his professional calm). He understood Ellsworth was no
ordinary case. Further unintentionally the old man’s diagnosis was described. The author used
zeugma for the irony (All his purchases of recent years had to be liquidated at a great sacrifice
both to his health and his pocketbook).
The doctor preferred not to interfere when Ellsworth decided to exhibit his painting at the
gallery. Doctor Caswell was the only man who managed with a supreme effort to congratulate
the old man on the First Prize while Swain and Koppel uttered a series of inarticulate gurgles.
One mistake the doctor made is he thought it safe to allow Ellsworth to visit museums and
galleries.
The next personage is Frank Swain. He is 18 years old and a promising student. He has
some simile with the doctor. Swain was also patient. The author used such simile (there was a
drawing on the table which had a slight resemblance to the vase) to underline the Swain’s
reaction (Not bad, sir. It’s a bit lopsided). Swain is professional too. As his visits grew more
frequent he brought a box of water-colors and some tubes of oils. He was no indifferent to the
Ellsworth and worried about the picture Trees Dressed in White. He was forced to sneak into the
Gallery and see the picture his own eyes.
At least the most inconsistent personage is Ellsworth. As it was mentioned before he
behaved like a child. The author used many slang words (rot, bosh, by gum, poppycock) to
display that the old man’s attitude to the Koppel, Swain and Doctor, to emphasize such trait of
the character as foolishness, confidence, independence. Originally the old man was not sure to
take up art. He looked appraisingly at Swain and drew the scrawls expecting the Swain’s critic
(the wrinkles deepened at the corners of the old man’s eyes as he asked elfishly what he thought
of it). In some time he asked Swain to come three times a week. It tells about his progress in
painting. The author used personification (I want to ask you something before old pineapple
juice comes back). It reveals the old man’s attitude to the male nurse. Then represented speech
of the old man was used (How were the galleries run? Who selected the canvases for the
exhibition?). Ellsworth displayed his insatiable curiosity about the galleries but in fact being a
person who couldn’t help from buying anything he formed an artful plan in his brain.
Ellsworth executed the painting. The author used epithets (a god-awful smudge; a loud,
raucous splash on the wall) and simile (which resembled a gob of salad dressing thrown
violently up against the side of a house) to give a real appraisal of the painting and show the
absurd accepting this picture to the gallery. The author used epithet (a lifetime dream of every
mature artist was a Lathrop prize) and inversion (upon this distinguished group Ellsworth was
going to foist his painting) to emphasize the importance of this exhibition, its scale and
prestigious.
Ellsworth organized everything before. This fact that Koppel, Swain and the doctor were
in the room when the envelope was brought was not a chance. He anticipated this result (He was
unusually cheerful during the exhibition). He proved them that art is nothing and everything can
be bought for money. All treatment and the good work, that the doctor has accomplished, were
spoilt. Ellsworth managed to wind everybody round his finger. Why it has happened?
From the point of view of syntax the text includes a lot of short and elliptical sentences
(Not bad). All these language means reveal the author’s manner, his style of writing. He renders
his feeling and thoughts such way and therefore reaches his desired effect.
It is worth adding that the author was a great cartoonist. It impacts on his style of writing.
He paid attention on details and traits of characters.
Analysis.
To sir, with love.
This book was written by E.R. Braithwaite. He was born in 1912 in British Guiana.
Eustace Braithwaite is well-known as a novelist, writer, teacher, and diplomatist. During World
War II, he joined the Royal Air Force as a pilot - he would later describe this experience as one
where he had felt no discrimination based on his skin colour or ethnicity. After the war, like
many other ethnic minorities, he could not find work in his field and eventually took up a job as
a schoolteacher in the East End of London. The book To Sir, With Love (1959) was based on his
experiences there. The other famous works are A Kind of Homecoming, Paid Servant, A Choice
of Straws, Reluctant Neighbours. His numerous writings have dealt with the difficulties of being
an educated black man, a black social worker and a black teacher.
Braithwaite continued to write novels and short stories throughout his long international
career as an educational consultant and lecturer for UNESCO. He is an academic, a permanent
representative to the United Nations for Guyana and a Guyana's ambassador to Venezuela.
This text is about the schoolteacher’s experience. The author described himself. It is a 1st-
person narration with descriptive passages. The main character came in the class as a new
teacher. He tried to make a good impression on them. But he had difficulty in coping with the
class. At the end of the story the class interrupted his lessons by knocking the lid of the desk,
began to swear and misbehave. Eventually he was in despair, lost his temper and thought over
what to do next sitting in the school library. The final is open in the text. The reader can only
guess whether or not he found the approach to the class.
In my opinion, this text can be conventionally divided into the following parts. The first
was about the description and advantages of the principal’s pet schemes. The second tells about
his acquaintance with the class and beginning of the teaching process. The third was the climax
of this extract. Everything lost the control. The pupils deliberately interrupted the lessons and
swear on any silly pretext. The last was the denouement of this text. The teacher sat in the
library, felling sick at heart and utter disrespect for him.
The main idea and the author’s intention consist in that teaching is a very long and
difficult process. And it is up to the teacher to find the way to the pupils. The class behaves such
way as it is allowed. There are no books, prescriptions or algorithm of actions how to behave
with class. Because it needs an individual approach to each particular one. Something that can be
appropriate to the one class can be inadmissible to another.
So, the prevailing mood of the text isn’t cheerful or ironical at all. The actions happen in
tense atmosphere. The author keeps the reader’s attention in suspense. He forces the reader to
sympathise to the teacher.
To achieve this result the author used a lot of lexical and stylistic devices. Describing the
Weekly Review the author used epithet (pet schemes) to underline the director’s positive
attitude. Moreover, he added (which director would brook no interference). It shows the reader
how importance the Review is. Braithwaite used repetition (in his own words, in his own way)
and synonyms (to comment, to criticise, to agree or disagree) to express that this Review is
rather objective as a lot of opinions create objectivity. The author emphasised that children were
free to express their opinion (no one and nothing was sacred; the child was safe from any form
of reprisal).
Moreover, he used direct speech of the principal. There are also phraseological units (to
take some pains), antithesis (careful – careless; individual – collective), opposites (mixture of a
relief and disappointment). It makes the story more vivid, solid and comprehensive.
Describing the teaching process the author used epithet (a painful procession), simile (he
was as transient as his many predecessors), metaphor (he were trying to reach the children
through a thick pane of glass). Thus, Braithwaite shows us how hard the process of teaching was.
The teacher wanted to be a successful, he tried to interest his pupils and was anxious what
impression he made on them.
The author introduced the terms of phases of his relationship with class (the silent
treatment, the noisy treatment). It tells about that the teacher was well-educated, seriously
attitude to his job and plan his work accordingly.
There are also epithets describing the children (remote, uninterested), metaphor (a
conspiracy of indifference), simile (children stared with attention a birdwatcher). It means that
the teacher is not indifferent to his pupils, he wants to inveigle them into active interest so he
observes them.
The author used the epithet (burning anger) to display the feeling of the teacher that he
was going to lose his temper. Phraseological unit (to play right into their hands) was used to
end the climax.
At the end of the story a lot of words with negative connotations were used (disrespect;
no sense of decency; ugly viciousness; minds were rooting after filth). These words reveal that
the narrator in despair. He did all his best to interest his pupils. He was very disappointed that all
his efforts didn’t meet the pupils’ respond. And such cliche (to fell sick at heart) improves it.
At the end rhetorical question was used (Why did they behave like that? What was
wrong with them?). The author makes the final open and gives opportunity to the reader to
suppose what would be further.
From the point of view of syntax the text includes a lot of long and complicated
sentences. It tells that the narrator is well-educated person. All these language means reveal the
author’s manner, his style of writing. He renders his feeling and thoughts such way and therefore
reaches his desired effect.
It is worth saying that this story is autobiographical. It seems to me, it can be a very good
book for future teacher. Because such story is rather plausible in our days.
Text analysis “Three men in the boat”.

I’d like to tell you about my analysis of the story “Three men in the boat”. It is a very interesting
story written by Jerome K. Jerome. He is one of the popular and well-known English authors. He
is famous for writing essays, short stories, and novels. Especially, he is famous for his special
humor, all his stories are based on that sparkling manner of writing.
The story "Three men in the boat" by Jerome K.Jerome presents that three men with a dog stayed
at the village. The action centers after their decision to stay at one of the shiplake islands for a
night. Then, they decided to make a supper, using all the ingredients and remains of food they
have. The initial paragraph shows how they'd finished cooking. The last paragraph describes that
they've enjoyed an excellent supper. Text is divided into four sections. The climax of the story is
episode when dog brings a water-rat and friends decided whether they will put it in the Irish stew
or not.
The main character of the story is George. In my opinion, he is very experienced and educated
man, because he’ll find a way to solve all the problems, and he knows how to behave in any kind
of situation. George is leader, he makes decisions and his friends follow him. Through the story I
noticed: “George said”, “George did something”. Also, he is brave but on the other hand prefers
to be on the safe side and “not try experiments”, he is careful. George is very economical.
The main theme of the story, in my opinion, is “three friends’ supper”, and the idea of the story
is “extraordinary solving of the friends’ problem”. Actually, this phrase from the text may also
show the idea: “I don’t think I ever enjoyed a meal more. There was something so fresh and
piquant about it. ..Here was a dish with a taste like nothing else on earth.” It means their great
success in cooking supper. The mood in the story is rather emotional and ironic, realistic. In
some parts its cheerful, in some – quite and restful, lyrical for example in describing nature.
Tonality in the story is very enthusiastic, rather bright and emotional.
Now I’d like to tell you about the realization of the idea on different levels. As for the choice of
words, in this text author uses more bookish words, than colloquial. In the beginning, in the
description of Sonning author uses bookish words to create the mood (for example: undertaking).
He also uses colloquial words in the description of cooking process (get rid of, etc). Choice of
vocabulary tells us about the characters of the story.
To express the idea, author uses many stylistic devices such as irony – because he wants to show
humorous situations; metaphors, such as fairy-like nook, extraordinary shape, smothered in
roses; epithet, for example, sweet Sonning; and zeugma – scraping potatoes/scraping ourselves.
The story is full of funny comic situations, and he uses these stylistic devices to make them
brighter. These devices help reader to understand the main idea of the text better.
All in all, the text presents that you can do something good even if you are not sure, you must try
something new. As for my impression, after reading this story I realized, that before having
something one should make it. So, I guess Jerome K. Jerome gives a wise lesson to his readers. I
recommend this interesting story to everyone.
Three Men in a Boat by Jerome K. Jerome - Summary
The story beings by introducing the main characters - George, Harris, 'J' (Jerome, the narrator) and
Montmorency, the dog. The men are spending an evening in J's room, smoking and idly discussing
various illnesses they fancy they are suffering from. They conclude they are suffering from 'overwork'
and are badly in need of a holiday. The options of a stay in the country and a sea-trip are considered, then
rejected (J. describes the bad experiences had by his brother-in-law and another unnamed friend on sea-
trips). The three eventually decide upon a boating trip up the Thames during which they'll camp-out,
notwithstanding more anecdotes from J. regarding previous mishaps with tents and camping stoves.

The next Saturday, they embark. George must go into work that morning ("George goes to sleep at a bank
from ten to four each day, except Saturdays, when they wake him up and put him outside at two") so J.
and Harris make their way to Kingston by train. Unable to find the correct train at Waterloo Station, they
resort to bribing a train driver to take his train to Kingston where they collect their hired boat and start
upon their journey. They meet George later in the day, up-river at Weybridge.

The remainder of the story relates their leisurely journey up the river and the incidents that occur. The
book's original purpose as a guidebook is apparent as the narrator describes the many landmarks and
villages they pass by such as Hampton Court Palace, Monkey Island, Magna Carta Island and Marlow,
and he muses upon the historical associations of these places. However, he frequently digresses into
funny anecdotes that range in subject from the unreliability of barometers for weather forecasting to
Harris' hopeless ineptness at singing Gilbert and Sullivan comic songs (that contrasts with his belief that
he has a talent for it). The most frequent topics are river pastimes such as fishing and boating and the
difficulties they may present to the unwary.

The book includes several classic comic set-pieces, such as the plaster of Paris trout in chapter seventeen
and the "Irish stew" in chapter fourteen - made by mixing together most of the leftover items in the party's
food hamper.
Анализ текста To Sir, with love из учебника Аракина за 3 курс

Dr. Edward Ricardo Braithwaite's story, "To Sir, with love" is a story about a teacher who begins
teaching at a reform school in London. The author bases the main plot of the story on his own
life when he was a teacher in a rough section of London. The plot and characters are believable
throughout the story, their actions show them as normal students who rebel for different reasons,
much like students do in the United States today. Braithwaite kept the story believable and
interesting. The students at the reform school had been kicked out of their other schools due to
behavior. Most of the students were from broken homes. They either only had one parent or none
at all.
The narration here is rather simple and going from the point of view of the teacher, the text is
rather easy to understand and feel. The text can be logically divided into a two parts. The key in
the first part of the text is rather dry and unemotional.
From the very beginning of the extract we see the description of the Friday morning, the “pre-
recess” period. The author gives the headmaster a nickname – Old man. To describe the
principal’s program our narrator uses such metaphor as “pet scheme”. From his next words we
see the description of this “scheme” as a program in which “Each child would review the events
of his school week in his own words, in his own way; he was free to comment, to criticise, to
agree or disagree, with any person, subject or method”. From his next words can be seen a little
irony, because “No one and nothing was sacred, from the Headmaster down, and the child,
moreover, was safe from any form of reprisal”. Then the narrator uses the large block of direct
speech of the Headmaster – Mr. Florian. This block describes the motives of creating such a
program, it shows us that Mr. Florian cares about his pupils and also tries to improve their
writing skills. Of course one of the advantages of this program is knowing the children’s opinion
and attitude to some people, things and processes.
Then we see a little interest of the narrator to this program, it is seen in his anxiety in discovering
his pupils estimation. The author uses here an idiom “to cut a figure”. The process of reading the
comments he compares to “a mixture of relief and dis¬appointment”, the children just mentioned
that they have a new "blackie" teacher. He see two variants: either they imagined he would be
transient as his many predecessors or he just had made so little impression on them. He
unreasonably blames himself for this, thinking that this is his own fault.
The mood begins to change into dramatic in the second part, the next part of the extract begins
with the depiction of the narrator efforts to be a successful teacher. Buying and reading books on
the psychology of teaching just did not work. He uses simile to compare the children’s resistance
with a “thick pane of glass”, he even use the metaphor “remote” to depict their attitude. The part
continues with a little flashback on the phases of the relationship with children. The first phase
was just work without question or protest, but without interest or enthusiasm at the same time.
The time passed and they entered the second phase of their education. The author calls it the
"noisy" treatment. We see how children can hurt the feelings of their teacher. The author wants
to show us the typical situation in many schools, to achieve the aim he uses the picture of the
typical school day. We see that those children, who tried to interrupt the lesson, were a kind of
“little heroes” to other children, and they were in some sympathy with them. A couple of such
interruptions were enough to destroy the planned continuity of the lesson. Of course, the teacher
sometimes felt anger and frustration because he was able to do nothing, and his children knew
that. To prove my words let us look into the next paragraph where Monica Page interrupts the
lesson. After the loud noise, made by the fallen lid of a desk, the narrator felt a sudden burning
anger, and after the words of this little girl: “The bleeding thing won’t stay up”, he was totally
demoralized. Of course, this attitude could not be unmanaged, and the teacher once was on the
boiling point, when he just lost his temper. A bit later, upstairs, he sat, feeling sickness at his
heart because of this utter disrespect for him. He did not know what is wrong with his children.
With help of so detailed picture we see, that our narrator is emotional person, who tries to be
closer to his pupils, and expects the same thing from them, but everything he gets – an ugly
viciousness.
In his work, Braithwaite reflects on the dynamics taking place in classrooms and the important
role teachers play in the development of students. His early work could be characterized as one
of the first reflective memoirs on teaching to receive international attention. This early work is
still considered one of the best.