Documente Academic
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Liliana Anton
Introduction
Recommended sites
Bibliography
Introducere
Cursul de fata se adresează studenţilor din anul I si al II-lea de studiu din cadrul Facultăţii de
Ştiinţe ale Comunicării.
Definitie.
Articolul este partea de vorbire care constituie un mijloc de individualizare a obiectelor si fenomenelor intr-
un context lingvistic sau situational; nu are forme flexionare, fiind neflexibil din punct de vedere
morfologic; indeplineste functia de determinant. Articolul este redat prin articolul hotarit the, articolul
nehotarit a sau an sau prin articolul zero. Aceste articole se folosesc pentru a realiza: 1) referinta unica
(unique reference) 2) referinta individuala (individual reference).
Articolul hotarat este folosit pentru a exprima referinta unica.
The earth moves round the sun. Pamintul se invirteste in jurul soarelui.
Articolul nehotarit poate fi folosit pentru introducerea in comunicare a unei notiuni care nu a fost
mentionata anterior.
TASKS
A. Fill in the blanks with the, a, an or no article:
“Do you see _____ man standing near ______ door? He works as _____ assistant in ____ same shop as I
do. Well, I saw him the other day and he was driving ______ red Porsche. And do you see ______
expensive clothes he’s wearing? Where does he get ____ money to pay for it all? ______ month ago he
hadn’t got _____ penny. I told you about ______ burglary that we had at ________ shop, didn’t I? Do you
think I should go to _____ police?
C. Insert a or an if necessary:
My neighbour is…….photographer; let’s ask him for………advice about colour films.
We had………fish and………chips for……..lunch.
That doesn’t sound…………….very interesting lunch.
I had a very bad night. I didn’t sleep ………....wink.
We’d better go by……taxi – if we can get ………..taxi at such ………..hour as 2 a.m.
Considerând momentul vorbirii punctul prezent, vorbitorul isi poate aminti un eveniment care a avut loc la
un moment anterior momentului vorbirii (then). In raport cu acest moment amintit then, care se refera la
trecut, alte evenimente pot fi:
a) anterioare momentului trecut then: Past Perfect;
b) simultane cu then: Past Tense;
c) posterioare: Future in the Past.
De asemenea, in momentul vorbirii (now), vorbitorul poate anticipa anumite evenimente (posterioare
momentului vorbirii). In raport cu un anume eveniment posterior momentului prezent (axa de referinţa a
viitorului). Alte evenimente pot fi:
a) anterioare: Future Perfect;
b) simultane: Future;
c) posterioare: engleza nu are marca formala pentru aceste evenimente.
In analiza timpului trebuie astfel luate in consideraţie urmatoarele elemente:
a) momentul vorbirii
b) momentul acţiunii;
c) axa sau momentul de referinţa.
In f uncţie de cele trei elemente — momentul vorbirii, momentul acţiunii şi momentul de referinţa — limba
engleza cunoaşte urrnatorul sistem de timpuri:
— pe axa prezentului: Present, Present Perfect, Future;
— pe axa trecutului: Past Tense, Past Perfect, Future in the Past;
— pe axa viitorului: Future, Future Perfect
TASKS
A. Fill in the blanks with the appropriate form of the verb in brackets at the present simple tense:
He (live)……… in Belgravia in London’s West End. He’s very rich, and he (own)…………. the company
Office Blocks International. Every morning the young Lord (have)……….. breakfast in bed and
(read)……. the newspapers. He (get)…………. up at ten o’clock and usually (go)……… for a walk in
Hyde Park. He (have)………… lunch at his club. He sometimes (meet)……. the directors of OBI, and they
(talk)…….. about the company’s plans. In the afternoon, Lord Stonebury and his friends (play)…… golf.
Then they (have)………. a few drinks. Or sometimes, he and his girl friend (go)…….for a drive in his
sports car. After dinner Lord Stonebury (go)…….. to a night club or a casino with one of his friends. They
(get)……….. home at about two o’clock.
B. Find and correct the verbs in the present tense that are mistaken in the text below:
Dear John,
Thank you for your very interesting letter. I am very pleased to be your pen friend. Are you really have a
swimming pool in the garden? It sound wonderful. As you know from my advertisement, I have 17 years
old and came from Cartagena in Chile. I’ve got two sisters and they is both older than me. My father own a
small factory paper but my mother don’t work. We living in a house outside the city. I enjoying playing
football and I am like science-fiction films.
I. Look at this learner’s text. Match the teacher’s ticks and corrections 1-10 to rules a) – f) below
C. Put the verbs into brackets into simple present or present continuous tense:
1. What Tom (think)……….. of the Budget?
2. He (think)……….. it most unfair.
I (agree)…………….. with him.
3. How much……. this one (cost)…………?
It (cost)…………… forty pence.
4. Look at that crowd. I (wonder)………….. what they (wait)……….. for.
5. This story is about a boy who (make)…… friends with a snake which he (find)………..
in the garden. Then he (go)………. away but he (not forget)……… the snake and some
years later he (return)……… and (look)……….. for it.
6. He (find)………. the snake who (recognize)……….. its old friend and (coil)…………
round him affectionately. But, unfortunately, the snake is by now a full-grown boa-
constrictor and its embrace (kill)………… the poor boy.
The snake (feel)…………. sorry about this?
I (not know)…………... The story (end)…………….. there.
7. How ………..you (end)………… a letter that (begin)……….., “Dear Sir?”
I always (put)……….., “Yours truly”, but Tom (prefer)…………. “Yours
faithfully”.
D. Look at this learner’s text. Match the teacher’s ticks and corrections 1-10 to rules a) – f) below
My name is Kim and I’m Korean. My family is living in lives….b)
an apartment near the centre of Seoul, and they all 1………………..
1 love the city except me. They 2 are thinking that 2 think………...
cities are exciting, but 3 I’m not agreeing with them; I 3 don’t agree ......
4 am preferring quieter towns or villages. Anyway, 4 prefer………..
just this month I 5 work for a small travel agency; I 5 ‘m working….
6 want to go traveling in Europe next month but 7 I’m 6 …………….
needing to earn some money first. 8 I’m thinking of doing 7 need……….
a course when I come back from Europe – my English 8……………..
9 gets better so maybe I can study abroad next time. 9 is getting…….
That’s very expensive, of course. Perhaps that 10 is 10 depends……
depending on how much I can earn – and my parents!
Note:
a) use the present continuous to talk about changing situations
b) use the present simple to talk about a permanent situation
c) use the present simple with a “thought” or “feeling” verb
d) use the present simple with verbs describing what things are, what they are like and what they
possess
e) use the present continuous for a temporary situation
use the present continuous for a temporary thought
f) use the present continuous for a temporary thought
Verbe neregulate
Participiu Traducerea
Infinitiv Past Tense trecut infinitivuiui Observatii
be was/were been a fi
beat beat beaten- a bate
become became become a deveni
begin began begun a incepe
blow blew blown a suf!a, a bate
break broke broken a (se) sparge
breed bred bred a creste, a educa
bring brought brought a'aduce
build buili buili a construi
buy bought bo Ugh I a cumpara
catch caught caught a prinde
choose chose chosen a alege
come came come a veni
cost cost cost a costa
cut cut cut a taia
deal dealt dealt a trata, a se
ocupa de
do did done a face
dra w drevy drawn a trage, a desena
dream dreamt dreamt a visa R. dreamed — in spe-
cial in engleza ameri-
drink drank drunk a bea drunken — adj.
drive drove- driven a mina, a sofa
dwell dwelt dwell a locui R. dwelled (rar)
in engleza americana
eat ate eaten a manca engl. britanica,: ate
(et); engl.
americana: ate (eit)
fall fell fallen a cadea
feed fed fed a hrani .
feel felt fell a (se) sirati
fight fought fought a (se) lupta
find, found found a gasi
fly . flew flown a zbura
forbid forbad(e) forbidden a interzice
forget forgot forgotten a uita
forgive forgave forgiven a ierta
freeze froze frozen a ingheta
get got got a primi, a obţine engl. americana:
get, got, gotten
tgive gave given a da
go went gone a merge
grow grew grown a creste
have had had a avea
hear heard heard a auzi
hide hid hidden a (se) ascunde Partioipiul trecut si
hid (rar)
hit hit hit a lovi
hold held held a |ine
hurt hurl hurt a lovi, a răni, a
durea
keep kept kept a |ine, a pastra
know knew known a §ti, a cunoasjte
lay laid laid a pune, a aseza
lead led led a conduce
learn learnt learnt a invata R. learned —
engl.
americana; adj.:
leave left left , a pleca, a lasa a learned [k:nid] man
lend lent lent a da cu
împrumut
lei let let a lasa, a permite
light lit lit a aprinde R. lighted
lie lay lain a zacea, a se afla R. lie, lied = a min|i
lose lost lost a pierde
make made made a face
mean meant meant a insemna
meet met met a (se) intilni
mow mowed mown, mowed a cosi
pay paid paid a plati
put put put a punt
read. read read a citi
ring rang rung a suna
run ran run a fugi
say said said a spune pers. Ill singular says
i [sez]
see saw seen a vedea
sell sold sold a vinde
send sent sent a. trimite
show showed shown a arata Uneori ortografiat
shew, shewed,
shut shut shut a include shewn
sing sang sung a einta
sit sat sat a sedea
sleep slept slept a dormi
smell smell s melt a mirosi R. smelled —
engleza americana
speak spoke spoken a vorbi
speed sped sped a grăbi, a §i R.: speeded
accelera
spell spelt spelt a ortografia R. spelled — engleza
americana
spend spent spent a cheltui; a
petrece
spread spread spread a (se) întinde
steal stole stolen a fura, a se furisa
stick stuck stuck a lipi
swim swam swum a inota
take took taken a lua
teach taught taught. a invafa (pe
altui), a preda
tell told told a spune, a
povesti
think thought thought a (se) gindi '
throw threw thrown a arunca
understandd understood understood a înţelege
wear wore worn a purta
weep wept wept a plinge
wet wet wet a uda si R. wetted
win won won a cistiga
write wrote written a scrie
TASKS
A. Fill in each gap with a verb from the box in the past tense simple. (The text below describes an
unsuccessful driving test.)
On my first test, I 1…………. out of petrol. Shortly after the restart from the emergency stop, the car
2……….. again, although I 3………… five times to restart.
“No”, I 4………….. to the examiner. “It won’t start.” The examiner 5……………. into the driving seat,
and I 6…………….. the car to the nearest service station, where I 7……………… for the petrol. “This is
not your fault and will not affect whether you pass the test”, he 8…………….., but I 9……………..
terrified and 10…………… not surprised to fail for lack of observation.
C. Put the verbs in brackets into the simple past or past continuous:
I( walk ) along the Piccadily when I (realize ) that a man with a ginger beard,
whom I had seen three times already that afternoon, ( follow ) me.
To make quite sure, I (walk ) on quickly, (turn ) right, then left and (stop ) suddenly at a
shop window.
In a few minutes the man with the beard (appear ) and (stop ) at another shop window.
TASK
Decide if the underlined verbs in the sentences below refer to present time (p) or future time (f):
1. I’m spending a few weeks with an uncle in the States this summer. _f_
2. I can’t find Barbara. Maybe she’s meeting the others for lunch. ___
3. When you see her, could you tell her to give me a call? ___
4. The show starts at 8.30 every day except Monday. ___
5. I hope everyone’s ready. We leave first thing in the morning. ___
Adjectivele monosilabice formează comparativul si superlativul in mod sintetic. Ele primesc -(e)r la
comparativ şi the -(e)st la superlativ:
small —smaller —the smallest
short — shorter — the shortest
Adjectivele formate din d o u a sau mai multe silabe formează comparativul si superlativul analitic cu
ajutorul lui more si the most:
careful — more careful — the most careful
difficult — more difficult — the most difficult
TASKS
A. Write the comparative and superlative for the following adjectives:
1. thin –
2. beautiful –
3. nice –
4. good –
5. bad –
4. Degrees of negativity
d. week vs. strong negation
e. emphatic negatives
f. semantic changes
5. Lexical negativity
6. Sentence negation – syntactic functions
7. The negation of the verb in expressing / using tenses at the indicative mood
8. Tests of negativity
a. question tags
b. yes/ no questions
9. Tasks
The English language is used for specific communication purposes, in various registers, such as: the
English used for business, finance, journalism, advertising, psychology, sociology, etc.
Definition: The illocutionary or communicative acts are those represented by the process of making
statements, asking questions, giving directives with the aim of getting the hearer to carry out some
action, making an offer or promise, thanking or expressing an exclamation.
1. Sentence
Definition: The basic unit for the expression of interpersonal and experiential meanings is the
independent clause, equivalent for the traditional “simple sentence”. It is also connected with the idea
of predication.
Ex: The readers were unable to believe that the story was true.
The readers were too smart to believe that the story was true.
The readers did not believe that the story was true.
c. General determiner – NO - which is used in front of singular and plural noun groups to
state that something does not exist.
Ex: There was no money for an operation.
We had no union.
He has no ambition.
I could see no tracks.
d. Negative Pronouns (none)/ Indefinite pronouns (no one, nothing, nobody)
ex: I waited for comments but none came.
None of as a quantifier
None of the townspeople had ever seen such weather.
None of this has happened without our consent.
Nobody in her house knows any English. Nobody knew the truth.
There’s nothing I can do. Nothing happened.
f. Affixes – prefixes: A, Anti, Counter, De, Dis, Ex, Il, Ir, Im, In, Mal, Mis, Non, Un
A prefix such as un-, dis- can be added to the beginning of some words to give them the
opposite meaning
4. Degrees of negativity
a. week vs. strong negation
ex: I didn’t miss anyone.
I missed no one.
b. emphatic negatives that triggers syntactic change subject – predicate/ auxiliary verb
ex: Never (before) have I met anyone so strange.
I haven’t ever met anyone so strange.
5. Lexical negativity
The process of negation is given by the use of one category of negators (particle “no/not” attached to
the auxiliary verb or the use of a negative adverb or pronoun):
Ex:
John isn’t too smart, in fact anybody in their family is so.
I don’t know what has become of her, I haven’t seen her in years.
Help me, please! I can’t budge this rock.
They say that this doctor has never studied anything anywhere.
Nobody told us anything to any of us.
I’m sure that Mark didn’t lift a finger to call me.
I didn’t sleep a wink last night.
I didn’t touch a drop ever since I have this ulcer.
The negation of the verb in expressing / using tenses at the indicative mood
Negatives of tenses
For the simple present tense negative we use does not + infinitive for the third person and do not +
infinitive for the other persons.
Both are usually contracted in speech: he doesn’t work; you don’t work
The simple past tense makes its negative with did not (didn’t) + infinitive: he/ we/ / they didn’t work
All other tenses are formed with auxiliaries, and the negative is formed by putting not after the auxiliaries.
Contractions are usual in speech:
Ex:
I haven’t seen him.
It won’t be easy.
I shan’t be here tomorrow.
He won’t drink wine.
They hadn’t applied for visas.
The present continuous tense and the perfect tenses can be contracted in two ways:
Ex:
He is not coming./ He isn’t coming. / He’s not coming.
I have not seen it./ I haven’t seen it. / I’ve not seen it.
The future tense is normally contracted to won’t but I’ll is also possible.
Ex:
He’ll not see you tomorrow./ He won’t see you tomorrow.
In English a negative sentence can have only one negative expression in it. So, never, no, none, nobody, no
one, nothing, hardly, hardly ever etc. are used with an affirmative verb.
Ex:
He ate nothing. He didn’t eat anything.
He never complains. He doesn’t ever complain.
We have seen no one. We haven’t seen anyone.
They hardly spoke at all. They hardly ever spoke. They didn’t speak much.
Double negation – Unlike some languages, standard national forms of English (British, American,
Canadian, Australian) do not favour multiple negation that is a succession of nuclear negative items in one
clause, although this is a feature of some dialects of English. Instead, the first negative item is followed
throughout the rest of the clause by non-assertive forms (any-)
Tests of negativity
In question tags - these are short addition to sentences asking for agreement or confirmation
Note that statements containing words such as: neither, nor, none, no one, nobody, nothing,
scarcely, barely, hardly, seldom are treated like negative statements and followed by an
ordinary interrogative tag
When the subject of the sentence is no one, nobody, anyone, anybody, none, neither we use the pronoun
THEY as the subject of the tag
INTONATION: When question tags are used, the speaker doesn’t normally need information but merely
expects agreement. These tags are therefore normally said with a falling intonation, as in statements.
Sometimes, however, the speaker does want information. He is not quite sure that the statement is true, and
wants to be reassured. In this case, the question tag is said with a rising intonation and the important word
in the first sentence is stressed, normally with a rise of pitch.
yes/ no questions
A. Questions requiring the answer yes or no In these questions the auxiliary comes first
Future
Simple/ Negative He will not work / He won’t work
TASK 1
“Don’t you know the actual name of the firm or association that employed her?”
“No, I don’t, I’m afraid.”
“Did she ever mention relatives?”
“No. I gather she was a widow and had lost her husband many years ago. A bit of an invalid he’d been, but
she never talked much about him.”
“Didn’t she mention where she came from – what part of the country? ”
“I don’t think she was a Londoner. Came from somewhere up north, I should say.”
“Didn’t you feel there was anything – well, mysterious about her?”
Lejeune felt a doubt as he spoke. If she was a suggestible woman – but Mrs. Coppins did not take
advantage of the opportunity offered to her.
“Well, I can really say that I did. Certainly not from anything she ever said. The only thing that perhaps
might have me wonder was her suitcase. Good quality it was, but not new.”
TASK 2
Turn the following sentences from the affirmative to negative by using for each situation three types of
negation: the particle no/not; a negative adverb; a negative pronoun:
TASK 3
Turn the following sentences from the affirmative to negative by using for each situation three types of
negation: the particle no/not; a negative adverb; a negative pronoun, if the case:
1
Michel de Certeau, L’invention du quotidien. 1. Les arts de faire, Bourgois, col.10-18, Paris, 1980, pp. 75-
77 in Bernard Miege, Gandirea comunicationala, Cartea Romaneasca, 1998, p.76
catre membrii grupului sau catre grup ca intreg. Scopul acestui discurs de autojustificare este corelat cu
<discursul nostru> si permite vorbitorului sa se prezinte ca fiind deja eliberat de prejudicii sau chiar fiind
victima acestui asa-numit prejudiciu rasfrant asupra sa.” 2
Discursul <care face diferenta> se regaseste in toate articolele campaniei de presa britanice
referitoare la imigrantii romani de etnie rroma. Opinia publica britanica este prezentata prin intermediul
discursului jurnalistic ca fiind prejudiciata social si economic, agresata fizic si verbal de catre imigranti.
Acest discurs jurnalistic centrat pe eul social este o exprimare a prejudiciului adus la nivel de grup. Functia
sa este de redare a mesajului negativ, respectiv a opiniei, atitudinii si reactiei la nivel oficial si public.
Discursul care face diferenta se regaseste atat in exprimarea directa a mesajului jurnalistic cat si prin
deplasarea responsabilitatii de pe grupul social agresat pe cel care agreseaza. Tehnicile de argumentare se
bazeaza explicit pe redarea situatiilor, contextelor si evenimentelor.(Anton L, Crearea de imagine prin
tipuri de argumentatie in presa scrisa britanica)
“Disappearing Britain”
Lindsay Jenkins
The UK is Broken Up
2 Ruth Wodack, (1996) “The Genesis of racist discourse in Austria since 1989”, in Carmen Rosa Caldas-Coulthard&Malcolm Coulthard (coord.), Texts and
Practices, Readings in Critical Discourse Analysis, Routledge, London , p. 116
Perhaps paradoxically it was Major's government which reversed some of the most hated of Ted
Heath's changes. In particular in 1996 the eight huge Welsh counties with their 37 districts councils
were abolished and replaced by 22 unitary authorities. Simultaneously, in Scotland the nine regions,
the three island authorities and 53 district councils set up in 19753 were replaced by 32 unitary
authorities.
Today, it is clear that Scotland, Wales and Northern Ireland are regions in their own right, that the
Heath regional divisions do not fit Brussels' current regulations.
In England the changes were more varied and the pattern of local government reverted to something
similar to the pre-1974 holocaust. The changes were phased to take effect on 1st April in each year
between 1995 and 1998.
In particular in 1996 four of Heath's hated counties - Avon, Cleveland, Humberside and the
combined Hereford and Worcester - were all abolished and converted into numbers of unitary
authorities plus Worcestershire County Council. The people of Rutland who had fought hard for
thirty years to have their county restored were satisfied by the compromise of a unitary authority
called Rutland.
In 1998, the Royal County of Berkshire ceased to exist, its Royal status abolished and now it only
exists for ceremonial functions. The Lord Lieutenant and the High Sheriff remain: the substance of
government has gone. Berkshire is in six unitary authorities.
Labour promotes regions
While in opposition, the Labour Party remained committed to regional government: it featured in
both the 1992 and 1997 Party manifestos. A 1995 consultation paper, A Choice for England,
proposed indirectly elected regional chambers and ultimately regional assemblies. London would
have an elected strategic authority combining both city and regional func¬tions.4
In marked contrast to its position today, the Labour Party had no problem admitting a Brussels'
connection with regional government. It stated, 'Labour wants to transfer power to the local level
and encourage Scotland, Wales and Northern Ireland and the regions of England to strengthen their
links with the rest of Europe to allow them to influence the deci¬sion making process in Brussels and
benefit more from European regional and structural policy.'5
On gaining office, the Labour government under Prime Minister Tony Blair acted almost at once. In
July 1997 it pub¬lished White Papers proposing a Scottish Parliament and a National Assembly for
Wales, and rushed to a referendum in September.6 With the summer holidays intervening, there was
no time for a serious debate.
In Scotland, 74.3 per cent voted for a Scottish Parliament.
The Labour government's enthusiasm for this socialist revo¬lution is imprinted in its 'Policy
Documents' and 'Guidance' on local government published since 1997.7 There have been over 100 of
them, more than one new publication for every month Labour has been in power, with well-worn
socialist titles like 'New Deal'.8
It is time to worry about one-man one vote, when the government writes of 'removing the democratic
deficit'. The Labour government's intent to superimpose an elected regional assembly was an answer
to what John Prescott recog¬nised were undemocratic quangos and 'strategic partnerships' - over 60
quangos and 140 partnerships in each region of England alone. But he had no intention of abolishing
them.
Was the Welsh referendum biased?
In Wales the referendum result was extremely close: the Yes vote won by a margin of only 6,721
votes. 50.3 per cent voted Yes, and 49.7 per cent voted No.
Unlike Scotland where 45 per cent of the total electorate went to the polls, in Wales the total voting
failed to reach that 40 per cent threshold required in 1979 for the result to count. The Blair
government had such a large majority in the Commons that it could ignore the threshold issue, which
had been forced on Callaghan's weak government.
Only a quarter of the Welsh electorate voted for a National Assembly for Wales and in
Monmouthshire the figure was as low as 16 per cent. It was scarcely a resounding endorsement.
That is the moral case against the referendum. But it was worse than that.
The Committee on Standards in Public Life, set up by John Major with a wide ranging brief 'to act
as ... an ethical work¬shop called in to do running repairs'," reported in 1998
'We were disturbed, in particular, by the evidence we heard in Cardiff to the effect that the
referendum campaign in Wales . . . was very one sided, with the last minute No organisation seriously
under-funded and having to rely for financial support essentially on a single wealthy donor. The
outcome of the Welsh referendum was extremely close, and a fairer cam¬paign might well have
resulted in a different out¬come.'
There appears to have been some deliberate manipulation of the No campaign.
That old political trick of 'bouncing' voters into voting Yes was used: the Welsh referendum was
timed to be immediately after that for Scotland, where the Yes vote was expected to win easily, as
indeed it did.
Derek Gregory of UNISON, the public services trade union, funded a massive Yes campaign across
Wales and used UNISON facilities, without asking his members' permission.
There was no attempt to give equal broadcasting time to both campaigns. That was especially true of
the BBC (financed by the general public) and The Western Mail, the largest circulation newspaper in
Wales. Both favoured the Yes campaign.
Some suspected that No votes failed to reach the count. The No campaign was not present at the
opening of postal votes. In Flintshire 6,000 No votes were reportedly missing. At the Rhondda Cynon
Taff count, Labour supporters emptied ballot boxes behind a curtain, crudely sorted the ballot
papers and then produced them from behind the curtain to the counters.
The count in Carmarthen was held up because of the late arrival of ballot boxes stuffed to the brim,
in marked con¬trast to the other ballot boxes.
The No campaign presented fully audited accounts show¬ing that 90 percent of its approximate
£115,000 ($200,000) expenditure was by the banker, Sir Robert Hodge. The government's Yes
campaign, spending tax-payers' money, failed to produce any meaningful accounts. Sir Robert told
the Neill Committee that 'I am led to believe that the other side . . . possibly spent a seven figure sum.
That puts it in proportion."
Regional Development Agencies at home and abroad
With the quick success of the Scottish and Welsh referendums behind it, in 1998 the Labour
Government established nine Regional Development Agencies (RDAs), one in each English region,
including one in London based in St Katherine's Dock.14 All these RDAs have a close working
relationship with the civil servants in the neighbouring Government Offices (GOs).
The nine agencies are expensive to run costing over £1.8 billion a year ($3.2 bn); the most expensive
is the North West Development Agency with a government allocation of £400 million a year ($720 m).
They each employ between 100 and 350 staff.
At a cost of about £600 million a year ($1.08 bn) the Scottish Enterprise's role is to be a very
expensive 'gateway' for EU grants.15 With the Scottish Executive it runs a separate organisation,
Scottish Development International. That has 21 small offices round the world and larger ones in
Boston, Houston, San Jose, Shanghai and Singapore.
The Welsh Development Agency, sponsored by 'the Welsh Assembly government', has offices in
Australia, Ottawa, Toronto, Beijing, Shanghai, France, Holland, Hong Kong, India, Ireland, Italy,
Japan, Korea, Taiwan, London, California, Illinois and New York. All these are additional to the
'embassies' the Welsh First Minister is setting up (see page 93).
The largest agency is Invest Northern Ireland with 710 staff and an undisclosed budget. The English
RDAs are public bodies responsible to the Department for Trade and Industry in London; the
government appoints
15 board members to each one.
The RDAs 'agreed' in 1999 to launch the eight 'English' regional assemblies, though as government
bodies they were unlikely to refuse. Assembly members are not elected, they too are appointed. Each
RDA consults with its regional assembly on the development of its Regional Economic Strategy,
described as the 'route map' for each region's development.
In practice the staffs of the GOs, the RDAs and the regional assemblies are closely intertwined.
Sharp-eyed watchers have spotted that some people have titles from each organisation and even
muddle them on correspondence, using more than one at the same time.
The RDAs co-ordinate land use, transport, economic devel-opment, agriculture, energy and waste.
Every RDA has a fully staffed office in Brussels and a close working relationship with the EU
Commission.
They promote the regions as though they were a country. For example, the East of England
Development Agency says it exports more to Europe than to the USA. Teams of business-men go
abroad touting the claims of each region for inward investment.
Two English RDAs have overseas offices. The North of England, in addition to its three offices in the
Northeast and another in Brussels, has offices in Chicago, Atlanta, Boston, Los Angles, China, Korea,
Taiwan and Tokyo.
The South East of England Development Agency (SEEDA) has offices in Washington, San Diego and
Boston, Sidney, and two offices in Japan, in Yokohama and Osaka.
These must duplicate the work of the Department of Trade and Industry, which maintains a large
number of offices round the world to promote British trade and are therefore an added and
questionable heavy cost for
the taxpayer.
London demoted to a regional capital
As a result of the steady break up of the UK, the London of the last 1,000 years will be no more.
London will return to a regional capital, to the role it had before the twelfth century.
London now has a form of regional assembly, following the endorsement of less than a quarter of the
electorate in a 1998 referendum. Only 34 per cent of Londoners voted of whom just over 70 per cent
said Yes.
This was even fewer than voted for a National Assembly for Wales. While in Wales questions about
the legitimacy of its Assembly rumble on, Londoners have submitted without a murmur.
The Labour government has described the Greater London Assembly as a half way house to a
regional assembly and that more changes are likely. John Prescott told the House of Commons that
he had 'no doubt that reform will continue. As the Prime Minister reminds us constantly, change,
change, change is always on the agenda.
The government has not yet made the nature of those changes public.
Just like the other English regions, the mushrooming of organisations and the criss-cross
responsibilities between the various groups of people elected in London has made a farce of
transparency and accountability. On top of that the London Assembly constituencies are so vast that
there is only the most tenuous of constituency links. Nearly half of the Assembly members are not
linked to a constituency at all.
Will there always be an England?
England's final destruction into nine parts began with the 2002 White Paper Your Region, Your
Choice published in 2002.
Reading the White Paper is an exercise in Kreminology: it abounds in obfuscations, deceptions and
deceits. For example, the overused word partnership has no precise meaning. 'When I use a word ...
it means just what I chose it to mean -neither more nor less' as Humpty Dumpty remarked in Alice
Through The Looking Glass.
The document is unimpressive: verbiage - 'economic cohesion', 'joined up government', 'joined up
policy making' and 'joined up decisions' - is mixed with self-evident truths - 'plans have to be
forward looking' and 'real knowledge' - with contradictions, dubious logic, and repetition. A wielder
of a red pen could cut the paper in half and still have plenty of non-sense left over.
Your Region, Your Choice sheds a little light on the source of regional government. Through the
verbal murk, the origin of words gives some of the game away. It is clear that the British White
Paper is not wholly British. 'Spatial planning' is imported from France via Brussels and was
unknown to British planners. 'Observatories', another EU favourite term, is derived from the
French. The West Midlands region is to have a 'concordat' with other British government
organisations.
The government's repeated use of the word devolution is misleading. As already described,
devolution is nothing new; all British local government has been devolved.
Devolution disguises a three-stage process of revolution. First, some government offices are moved
from London to the new regions. Second, some powers are taken from county councils and districts
and given to regions, and third, the county councils are abolished or turned into unitary authorities,
like Rutland.
The government avoids admitting that county councils are to be abolished and omits to say that
regional government is required by treaty obligation to the EU.
The White Paper explicitly calls British local authorities sub-regions. In a convoluted way it states,
'in any region where an elected Assembly is established, there should be an associated move
to a wholly unitary local government structure.'
Those who favour an English parliament to match and counter-balance those in Scotland, Wales
and Northern Ireland are answered elliptically. The White Paper notes that 84 per cent of the
population of the UK lives in England. In a leap of logic it continues that there cannot therefore be an
English parliament. Why not?
To satisfy logic, the White Paper should admit - but does not - that the population of England
dominates the UK so an English parliament would also be dominant.
To achieve that EU revolution, England has to be broken up so that it cannot dominate. That is the
White Paper's unwritten, but logical conclusion.
What the White Paper fails to say is that the ultimate 'devolution' will be from Brussels, because the
powers given to regions are those powers that have already passed to Brussels.
Direct links to the EU in Brussels can be discovered elsewhere for those who care to dig, but those
links are certainly not headlines. For example, the self-declared role of one directorate of the North
West Regional Assembly is 'To progress the European agenda through the provision of a coherent
and coordinated management infrastructure, the delivery and development of a range of EU funded
programmes, building on existing partners arrangements with candidate countries, and the
production of a regional European strategy.
The Assembly of European Regions (AER), with its logo of the EU ring of stars and declared aim of
'bringing together the regions of Europe and allowing them, together, to act in the construction of
Europe and European integration', truthfully reported that 'it is a matter of fact that today about
two thirds of all EU
legislation and programmes are applied at the regional, or local level.
New capital cities add cost
If and when formally elected, the regional assemblies will decide on their capital cities. Where might
they be? No doubt that will be strenuously debated. This list shows regional cities whose importance
is already rising:
2.“Freebies” means:
a. a.daily newspapers
b. b.free newspapers
c. tabloids
4. BBC is:
a. a.an American network
b. b.a British national Corporation
c. c.a private channel
5. Research in PR is:
1. a.preventing crises
2. b.gathering information
3. measure success
8.Scientific sampling
1. is a research technique
2. is not used in PR research
3. is used by physicians
9. Online networks
a. are not frequently used in PR research
b. are very much used in PR research
c. have many services
17. Research
a. is the basic groundwork of any PR program
b. is the most knowledgeable approach
c. is the most important part in PR
1. How can the Internet and World Wide Web be used as research tools?
4. Would you prefer library methods instead of online resources? If yes/ no, why?
RECOMMENDED SITES
1. A bookshop always updated with excellent materials to improve your level of English, no matter you are
at the intermediate or advanced level
www.oxford.ro
2. Would you like to borrow dictionaries, grammar books or English courses in Communication,
Journalism or Law?
www.britishcouncil.ro
3. You probably want to improve your pronunciation in English, your grammar or vocabulary.
www.britishcouncil.org/learnenglish
www.bbc.co.uk/worldservice/learningenglish
4. Other bookshops:
www.fedu.ro
www.macmillan.ro
5. You want to know more about tests of English as a foreign language
www.toefl.org
6. You need online dictionaries
www.limbi-straine.ro
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Tactics, seventh edition, 2004
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Limited, 1999
• James Curran and David Morley, Media and cultural theory, Routledge, 2006
• J. Thomson, A. V. Martinet, A Practical English Grammar, Oxford University Press, Great Britain,
2001
• J. Thomson, A. V. Martinet, A Practical English Grammar, Exercises 1, Oxford University Press,
Great Britain, 2001
• J. Thomson, A. V. Martinet, A Practical English Grammar, Exercises 2, Oxford University Press,
Great Britain, 2001
• * * * English Grammar, Collins Cobuild, London, 1990
• Mark Nettle, Diana Hopkins, Developing Grammar in Context, Cambridge University Press, UK, 2003
• Robert O’Neill, Success at First Certificate, Oxford University Press, Great Britain , 1990
• Cory, Hugh, 2000, Advanced Writing, Oxford University Press,
• Dooley, Jenny& Evans, Virginia, 1999, Grammarway, vol.4, Express Publishing,
• O’Dell, Felicity, 2003, English Panorama, vol.1, Cambridge University Press,
• Russell, Shirley, 2001, Grammar, Structure and Style, OUP,
• Vince, Michael, 1995, Advanced Language Practice, Heinemann Elt..
• * * Cambridge Proficiency, Cambridge University Press, Great Britain, 1996
• * * Cambridge, Phrasal Verbs, Cambridge University Press, Great Britain, 2000
• * * Cambridge, Idioms, Cambridge University Press, Great Britain, 2000
• Lidia Vianu, English with a Key, Teora, Bucuresti, 1999
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• ***Texts and Practices, Readings in Critical Discourse Analysis,
ed. Carmen Rosa Caldas-Coulthard&Malcolm Coulthard, Routledge, London, 1996