Introduction

Rendering any text presupposes first and foremost analyzing it from the point of view of
different aspects: germinevtic, linguistic, extra linguistic, stylistic, communicative.
The Germinavtic aspect means understanding the text.
The important point here is that first of all you must be able to differentiate between the topic
of the text and the idea, which in many cases may be totally different. In any advertising text,
for instance, the topics may vary from describing an attractive lifestyle to presenting typical
everyday routine while the idea (or rather a communicative message here) will almost always
be ―You should buy this product/service‖. Secondly, you must realize that the meaning or the
meanings (there may be several) are not only expressed explicitly but also implicitly, i.e. you
will have to perform a thorough study of the text in order to figure out and to render all the
valuable points of the text.
Studying the text from the point of view of the following aspects may be of great help here.
The Linguistic aspect of text analysis presupposes understanding the peculiarities its code
(language). While analyzing a publicistic text you should pay attention to a number its
linguistic features:
the use of certain vocabulary and cliché phrases, which may both constitute the style of the
given text and add to its communicative message;
the use of articles, which may change or underline some ideas;
the use of certain grammar structures, peculiar to the English language, which bear
semantic value.

The Extra Linguistic aspect may turn out to be of great concern. The thing is that it is not only
geographical names or names of people that you should pay attention to but also concepts.
Similar things may be treated differently by representatives of different cultures. Make sure
you do not confuse your own ideas and mentality with the mentality of the author and his or
her original recipients. Pay special attention to historical and cultural references as well as to
associations they are likely to produce. This will help you understand the implications made
by the author and his or her real attitude to the problem.
The Stylistic aspect involves analyzing the text from the point of view of 3 main branches of
stylistics:
Stylistic semasiology which investigates stylistic phenomena in the sphere of semantics, i.e.
in the sphere of meanings, regardless of the form of linguistic units. As distinct from stylistic
lexicology or stylistic syntax which deal with words and sentences, stylistic semasiology
makes meaning the object of its investigation.

Stylistic lexicology which presupposes that words pertaining to special spheres of linguistic
intercourse possess some fixed stylistic tinge of their own. Regardless of the context, they
reveal their attachment to one linguistic sphere or another.

Stylistic syntax which is the branch of linguistics which investigates the stylistic value of
syntactic forms, stylistic functions of syntactic phenomena, their stylistic classifications as
well as their appurtenance to sub-languages or styles.
Keep it in mind that every native speaker knows that there exist different ways of expressing
people's attitude towards phenomena of objective reality; there are different variants of
expressing similar, though not quite identical ideas. Moreover, one can state the existence of
different systems of expression within the general system of national language. This fact
conditions the existence of stylistics and constitutes its proper object. The use of stylistic
devises (especially metaphors based on transfer from one sphere of human activity to another)
is very popular in English Mass Media.

The Communicative aspect is all about understanding the message of the text, i.e. the idea
behind the words, the author‘s aim. In order to understand it correctly you should take into
account all the implicit meanings as well as the communicative situation upon the whole.
Here is a scheme of a typical communicative situation:
The situation
The Sender The Message The Recipient
The Code
Make sure you keep it mind that the original situation differs from the situation you perceive
the text in. The original recipient may differ from you as well.

General Plan of Rendering:

1. The Problem of the article (в широком рассмотрении)
2. The Subject matter of the article (в узком рассмотрении)
3. The author‘s communicative aim
4. The plot of the article (neither too detailed nor too short)
5. Personal attitude to the problem (no more than 5 sentences)

HOW TO RENDER AN ARTICLE (A STORY)

PLAN AND USEFUL STRUCTURES

I. INTRODUCTION
1. The title/headline of the story/article.
 The headline of the article is ... The article is headlined ... The article goes under the headline...
The article is entitled...
2. The author of the article; where and when the article was published (*if this information is
given).
 The author of the article is ... The article is written by ...
 The article is taken from the newspaper... It is (was) published in ... It is (was) printed in... The
article I’m going to give a review of is taken from…
 The publication date of the article is... The article is dated the first of October, 2013… The
article is printed on the second of October, 2013…
II. MAIN BODY
1. The topic/subject matter of the article.
 The article deals with the topic... The article is about ... The article is devoted to ... The article
touches upon the topic of... The key issue of the article is… The basic subject matter of the
article is...
 The article describes the situation... The article assesses the situation... The article informs us
about… / comments on…
 The article deals with / is concerned with / describes / examines / reveals / exposes / dwells
on / explains / addresses / discusses / presents / covers / outlines / states / offers / considers /
looks into / treats…
 2. The purpose/aim, the problem and the main idea of the article.
 The purpose of the article is to give the reader some information on ... The aim of the article is
to provide the reader with some facts/material/data on ...
 The article addresses the problem of... The article raises/brings up the problem...
 The main idea of the article is ...
3. The summary/contents of the article/story (facts, names, figures; the plot of the story).
 The scene is laid in … The action takes place in ... The story is set in ...
 The article can be divided into some logically connected parts…The first part deals with... The
second covers the events... The third touches upon the problem of... The fourth part includes ...
 The author starts by telling (the reader) (about, that ...) … At the beginning of the story the
author describes / depicts / touches upon / explains / introduces / mentions / recalls / makes a
few critical remarks on … The story begins (opens) with the description of / introduction of /
mention of / analysis of / summary of / the characterization of / author’s opinion of / author’s
recollections of / the enumeration of … The opening scene shows (reveals) … We first see
(meet) … (the name of a character) …
 Further/next/then the author reports (says) that ... The article goes on to say that ...
 In conclusion ... The author comes to the conclusion that .... In conclusion the author says /
makes it clear that … At the end of the story the author sums it all up by saying … The author
concludes by saying that… / draws a conclusion that / comes to the conclusion that …
4. * The style/vocabulary of the article.
 The author's vocabulary is rather vivid, poor, rich… The author resorts to colourful general phrases /
exaggerations / words with negative/positive connotation / descriptive adjectives / comparisons / metaphors /
epithets ... (to create а vivid picture, а humorous effect / to enforce the influence on the reader…). We see the
author's mastery in conveying the main idea to the reader with the help of …
III. CONCLUSION
Summarize / restate the message (main idea) of the article (story). Comment on the way the author
managed to convey it. Say whether or not you agree with the author's point of view. State your own
opinion of the article (story) and the problem discussed.
 In conclusion I’d like to … To come back to what I was saying… The message of the article is
that … / The main idea of the article is ...
 I fully agree with / I don’t agree with …
 From my point of view… As far as I am able to judge… My own attitude to this article is…
 The article is... / I find this article interesting / entertaining / exciting / gripping / amusing /
enjoyable / funny / witty / banal / dull / slow-moving / fast-moving outdated / boring /of no
value / too hard to understand... because .... In my opinion the article is worth reading
because ...

The purpose of headlines

What are the headlines for? What function do they perform? Do we cling to them as a tradition or do they serve a real
purpose?
Most of use of headlines to guide us to stories in which we are of marginal or no interest to us. This is the indexing
function of the headline and it suggests the first requirement of good headlines- it should state plainly what the story
contains. That is true, at least, of the straight news headline.
But the second principle function of the newspaper headline is even more important; it must convey accurate
information for headline scanners, a person who get most or much of their information on current affairs from the
headlines only.
Thus it is clear that the headline has both of these prime functions:
1. To index the parts of the news of greatest interest to each reader
2. To tell the news to the reader of headlines alone.
3. To convey the reader the relative significance of the news. News significance is expressed in terms of type display
the relative size and weight of headline used and is decided on by the editors on the basis of their own expert opinion of
a story's value.
4. To convey to the reader the relative seriousness of the news. For example, italics and various decorative
typographical device such as boxes, star, dashes, and so on. Indicate that a story is primarily included for some value
other than the significance of the news it conveys.
5. To make the news paper attractive. The headline in all its various forms is essential to assembling age catching yet
coherent new pages.
6. To give the newspaper character and stability. The consistent use of familiar headline structures gives the newspapers
or relatively familiar and welcome personality. Many readers might cynically at a seventh function of the headlines to
sell newspapers. This was true once and is to a moderate degree, still true in a few large markets where news stand sales
are regular and important sources of circulations. Such circumstances might put some pressure on the editors to use
large banner lines across the top of the page one because that's ideal for displaying the top news of the day on
newsstands. It is not as important now that single copies are handled largely by newspaper vending machines.

The purpose of a headline is to summarize the news content of an article in very few words. The headline should
report the topic, and perhaps a main fact. It should also present the information in an interesting way, so that the
reader is encouraged to read the article itself. All headlines include one or more of the following elements that attract a
reader’s interest: newness orunusualness, personal relevance or consequences, and emotions.
Sometimes one headline is not enough to summarize the important information, so a second headline, in smaller letters,
is added below the first. It is called a subheadline.
Syntax: newspaper editors differ somewhat as to the types of headlines they prefer. In the Times the average headline
(8 to 9 words) is longer than in most papers, and it strongly favors the syntax (structure) of a typical English
sentence: subject-verb-(completion). U.S. bombs Bagdad.
The second form for headlines is a noun phrase without a verb: Killer’ cane!
Or, more often, they are or include a prepositional phrase: Sting on the jungle.
A headline is often elliptical; that means that some words have been omitted from the sentence or phrase in order to
make it shorter. [The] Prime ministers of [the] two Koreas agree to meet. The verb is often left out: Otsuki [is] found
guilty of murder.
Verbs: are usually in a present tense, which emphasizes the immediacy of the report.
Infinitives are used to convey future: Liz Taylor, 8th husband [are] to be wed this week.
Present tense headlines are sometimes written in the passive voice to emphasize the object. Westchester mayor said to
be near death.
Numbers may appear alone, they refer to a number of people: Anti-smoking efforts will save 3 million. Or age: Boy, 6,
killed by 18-wheeler.
Fun with words.
Alliteration: Get fat as a pig & feel fit as a fiddle … say experts. Sad Sox Battle Bronx Bombers.

Women in England and Wales having fewer babies than ever before

Figures from the Office for National Statistics show women in England and Wales
are having fewer children and more are having none

The number of children a woman is likely to have while of childbearing age has fallen to the
lowest level on record.
Women who turned 45 last year had an average of 1.90 children, down from 2.21 for their
mothers‘ generation, according to figures from the Office for National Statistics (ONS).
Teenage motherhood is also dropping, with just 6% of women having had at least one child
before their 20th birthday.
In total, 18% of women born in 1971 had no children at all, compared with 11% of women in
their mother‘s generation.
The figures show the average size of families in England and Wales peaked for women born
in 1935 and has been falling ever since.
The ONS said the figures, collected from birth registration data going back to the 1930s,
defined 45 as the age by which most women had stopped having children.
Emily Knipe, from the ONS population statistics division, said childlessness was ―one of the
main drivers‖ of falling family sizes by the time women reached the end of their childbearing
lives.
But ONS spokesman Richard Miles said there were likely to be many reasons why women
appeared to be having fewer children overall. He said: ―It‘s fair to say that we have seen a
trend of smaller families overall, but there are a lot of contributing factors to that. Education is
a good example, and also continuing to work, so that all fits in with the trend.‖
The research showed a continuing downward trend in the rate of teenage motherhood, with
just 6% of women born in 1996 having at least one child before their 20th birthday, matching
rates seen among women born in the 1920s.
Only about one in 10 women who reached the age of 45 in 2016 had four or more children,
compared with about one in eight for women born in 1944.
Women born in the 1960s onwards also had fewer children by the time they were 30 than the
generations before them.
Overall, women born in 1971 were shown to have had 1.06 children on average by their 30th
birthday, compared with 1.8 children for their mothers‘ generation. This reflected a general
trend in postponing having children to an older age, the ONS said.
The Guardian, 24/11/2017

1. What is the title of the article?

2. Where and when was it published?
3. What stile is it written in? Why?
4. What is the opening statement of the article
5. What evidence does the author provide?
6. Whose viewpoints does the author present? How similar or different are they? Why?
7. Does the author clearly express his attitude to the problem?
8. What is the purpose of the article?
9. What is your view of the problem? Prove it providing several arguments.