Comments. Explanatory Notes

Comments is the type of analysis students try to present if they are not willing or uncapable to cope with the two previously discussed variants.

«Comments», «to comment» is defined in dictionaries as «explanatory notes», «written or spoken opinion, explanations, or judgement made about»…, «to make a comment, give an opinion»… The very definition supposes a somewhat literary approach to the text. Students interpret it as periphasing the text, i.e. present a variant of retelling supplied – at best – with two or three linguistic/stylistic remarks.

A classical variant of Comments can be found in «Analytical Reading» and «Three Centuries of English Prose» by I. V. Arnold and N. Y. Diakonova (Leningrad, 1962, 1963, 1964).

Students, even if they possess the scope of information – literary and linguistic – are limited by time.

Here is an attempt to recommend a greatly clipped variant of Comments – which will answer the requirements or purposes (very down-to-earth, prosaic, pragmatic) of text interpretation in the graduation course: to demonstrate one’s ability of speaking English sufficiently well and to prove one’s ability recognize and assess some elements of the theoretical courses covered.

Two variants are suggested.

I. 1) «placing» the text – saying if it is a complete work or an excerpt (if it is an excerpt, speaking about its role in a bigger work).

2) Stating the genre (from the point of view of the plot and of the manner).

3) Introducing the author (using either facts or one’s imagination) as to the period, country, degree of being prolific or not, the intended audience, interests.

4) Innumerating the facts becoming clear because of the text.

5) State the predominant impression, the mood the text produces.

6) Give the proofs, illustrations of how, due to what linguistic means it (the mood) becomes obvious (a prosaic recommendation: a) there should be 4-6 illustrations; b) do not begin retelling the text).

7) Make a conclusion. Usually any conclusion is connected with the beginning. It is possible to connect it with points 1, 2, 3.

II. The second variety of comments may include the same points 1, 2, 3. The next points would be different.

4) Give the gist of the text in 1-2 sentences (avoid names and details).

5) Divide the text into parts, single out dialogue or represented speech.

6) Deal with parts as a succession: show their interdependence, means of connection. From each part single out 1-2 linguistically interesting facts and speak of them, emphasizing their significance for the contents, gist, idea. Speaking of SDs keep to the scheme: a) the effect, b) quotation, c) name of the SD (in case you forget it, just «a word combination»). b) and c) are interchangeable. The «effect» would not let you forget the significance.

7) Make a conclusion (as in variant I).

The comments on the text «A Private View» belongs to the second variant. The difference is in the number of linguo-stylistic facts that are discussed. They are, of course, too many for a student. The comments is an illustration of what might (or should) attract one’s attention. Reproducing this at the lesson a student will easily do the “desirable substraction”.

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