Identify the following texts as representing particular functional styles.

Comment on
style-forming features which helped you in the process of identification. Match the texts
with the references given below.

Text 1

As living creatures, we are constantly striving for control on numerous levels. Being sentient
and intelligent, we strive for control at the epistemic level by constructing and continually
updating a conception of reality. If we focus on basic reality, and make The Greater
Simplification, we can say that a reality conception comprises objects and relationships. The
objects exist indefinitely, and being conceptually autonomous, they are independent of any
particular relationship. By contrast, the relationships are conceptually dependent, since they can
only be realized via their participant objects. Although some relationships endure through time,
the more salient ones are transient events. Objects and enduring relationships give conceived
reality a measure of stable organization, providing a frame of reference for apprehending the
transient events that occur within it. Together, the objects and relationships – both enduring and
transient – constitute a structure that evolves through time as we apprehend new events and learn
more about prior ones. Establishing epistemic control is largely a matter of building and evolving
this structure.

Text 2

Somewhere beyond the sunset, across the narrow sea, lay a land of green hills and
flowered plains and great rushing rivers, where towers of dark stone rose amidst magnificent
blue-grey mountains, and armored knights rode to battle beneath the banners of their lords. The
Dothraki called that land Rhaesh Andahli, the land of the Andals. In the Free Cities, they talked
of Westeros and the Sunset Kingdoms. Her brother had a simpler name. “Our land,” he called it.
The words were like a prayer with him. If he said them enough, the gods were sure to hear.
“Ours by blood right, taken from us by treachery, but ours still, ours forever. You do not steal
from the dragon, oh, no. The dragon remembers.”

Text 3

The Supplier guarantees that the goods are in all respects in accordance with the
description, technical conditions and specifications of the order that they are free from defects in
material, design and workmanship and they conform to the Supplier’s highest standards. Should
the goods prove defective during the period of 12 months from the date of putting the machine,
equipment or instruments into operation but not more than 18 months from the date of shipment,
the Supplier undertakes to remedy the defects or to replace the faulty goods delivering them c.i.f.
Baltic or Black Sea port at the Buyer’s option, free of charge, or to refund the value of the goods
paid by the Buyer.

Text 4

Typhoon Maysak caused damage in North Korea just one week after another typhoon,
Typhoon Bavi, hit the country. North Korea is particularly vulnerable to flooding, due to
deforestation of mountains and hills. Its ailing infrastructure also means that natural disasters
pose a particular challenge. Typhoon Maysak also hit South Korea, killing at least two people
and causing the evacuation of more than 2,200 people to the southern city of Busan.
 Text 5

Soldiers! Don't give yourselves to brutes - men who despise you - enslave you - who
regiment your lives - tell you what to do - what to think and what to feel! Who drill you - diet
you - treat you like cattle, use you as cannon fodder. Don't give yourselves to these unnatural
men - machine men with machine minds and machine hearts!
You are not machines! You are not cattle! You are men! You have the love of humanity
in your hearts! You don't hate! Only the unloved hate - the unloved and the unnatural!

Text 6

I remember when I first started teaching writing. I was so excited!

Then I got into the classroom and realized how many students didn’t enjoy writing. My
class was full of reluctant writers.
I spent years using different writing programs with little or no student engagement or
gains. My excitement and confidence dwindled. I ate a lot of Dove chocolate, read the
inspirational messages, and mulled over what to do.
Then an image came to me. It was a student happily writing. I knew what I had to do. My
students needed a scaffolded program that offered engagement and differentiation. I took my
experience and knowledge and went to work.
Countless hours, days, and months later, my Step-by-Step Writing Program was born! It
has everything. There are scripted lessons, anchor charts, mentor text, modeling, practice,
prompts, graphic organizers, checklists, rubrics, and so much more. Since then, thousands of
teachers are using it with amazing results! I felt complete.

Text 7

All the misunderstanding of the value of University life seems to me to come from two
extreme heresies. On the one hand are those who expect a University to be a kind of insurance
company into which so much money is paid and from which so much, eventually, is extracted.
They expect a B.A. degree to be a badge which will gain them instant preference over poorer
competitors, and in nine cases out of ten they are disappointed.
On the other hand, there are those who expect Oxford to be like an Oxford novel. A place of
easy living, subtle conversation and illuminating friendships. They expect it to be a microcosm
of eighteenth-century Whig society, combined with an infinitely sophisticated modernism. They,
too, are disappointed.
The truth is that Oxford is simply a very beautiful city in which it is convenient to segregate a
certain number of the young of the nation while they are growing up. It is absurd to pretend that
a boy of eighteen, however sound he has been as a school prefect, is a fully grown man. Those
who choose or are obliged to begin regular, remunerative, responsible work at the moment they
leave school, particularly if they have had a fairly carefully tended adolescence, often show signs
of a kind of arrested development.
It is just because Oxford keeps them back from their careers that it is of most value.