The Mark On The Wall The Mark On The Wall The Mark On The Wall The Mark On The Wall The Mark On The Wall
The Mark On The Wall The Mark On The Wall The Mark On The Wall The Mark On The Wall The Mark On The Wall
The Mark On The Wall The Mark On The Wall The Mark On The Wall The Mark On The Wall The Mark On The Wall
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The Mark on the Wall
Virginia Woolf was a novelist and essayist. She grew
up in a literary atmosphere and was educated in her
father’s extensive library. The famous group of
intellectuals which came to be known as the
Bloomsbury Group originated in gatherings of
Cambridge University graduates and their friends in
Virginia’s home. Along with her husband, Virginia
started the Hogarth Press which became a successful
publishing house.
In her novels, Mrs Dalloway and To the Lighthouse,
she experimented with new techniques, particularly
new ways of capturing the flow of time. She believed
that much imaginative literature is false to life because
it relates episodes in a straight line, whereas our
experiences actually flow together like a stream.
This essay records fleeting impressions and delicate Virginia Woolf
shades of mental experience. 1882-1941
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3. How does the imagery of (i) the fish (ii) the tree, used almost
poetically by the author, emphasise the idea of stillness of living,
breathing thought?
4 How does the author pin her reflections on a variety of subjects
on the ‘mark on the wall’? What does this tell us about the way
the human mind functions?
5. Not seeing the obvious could lead a perceptive mind to reflect
upon more philosophical issues. Discuss this with reference
to the ‘snail on the wall’.
Appreciation
1. Broadly speaking, there are two kinds of narration: one, where
the reader would remain aware of some outside voice telling
him/her what’s going on; two, a narration that seeks to
reproduce, without the narrator’s intervention, the full
spectrum and continuous flow of a character’s mental process.
Which of these is exemplified in this essay? Illustrate.
2. This essay frequently uses the non-periodic or loose sentence
structure: the component members are continuous, but so
loosely joined, that the sentence could have easily been broken
without damage to or break in thought. Locate a few such
sentences, and discuss how they contribute to the relaxed and
conversational effect of the narration.
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Language Work
A. Grammar: Content Words and Function Words
A sentence has words in it. What kind of words? It has nouns:
(1a) I looked up and saw the mark on the wall.
and verbs
(1b) I looked up and saw the mark on the wall.
It may have adjectives
(2a) How readily our thoughts swarm upon a new object…
and adverbs
(2b) How readily our thoughts swarm upon a new object…
Such words have a meaning that can be readily explained;
these words can be defined. They also have content. Nouns,
verbs, adjectives and adverbs are content words. But what about
the remaining words in our examples above? Take for example
the word and. What is its ‘meaning’?
(3) I looked up and saw the mark on the wall.
Its meaning is in its function in the sentence. It joins together
two words, phrases or sentences. It is a conjunction.
A conjunction is a function word. Function words are the kind of
words that we leave out when we send telegrams, when we can
guess at the meaning. Look at this example
…saw mark on wall
What words have been left out in this message? Two
occurrences of the word the. We can call the the definite article.
What is its function? In example (1), it shows that a unique
mark on a unique wall is being spoken about. Virginia Woolf
isn’t speaking about ‘a mark on a wall’, that is, any mark on
any wall. She’s speaking about a particular, definite mark on
a particular, definite wall.
(4) I looked up and saw the mark on the wall.
Definite and indefinite articles are function words. What about
the words I and our?
(5a) I looked up and saw the mark on the wall.
(5b) How readily our thoughts swarm upon a new object…
These are pronouns; they occupy the place of a noun. But are
they, therefore, content words, like nouns? We shall argue that
they are not. (Notice that they get left out in telegraphic
language.) We can make up new nouns in a language, but we
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TASK
(i) Can you say which words are content words in the examples
below, and which are function words? All the examples are from
the text in this unit.
(ii) Can you name the kind of word (its category as noun, pronoun,
etc.?). A dictionary may help you to do this. You can work in
pairs or groups, discussing the reasons for your analysis.
• Ants carry a blade of straw so feverishly, and then leave it.
• They wanted to leave this house because they wanted to change
their style of furniture.
• I don’t believe it was made by a nail after all; it’s too big, too
round, for that.
• There was a rule for everything.
• The tree outside the window taps very gently on the pane.
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B. Pronunciation
We have seen how the segments of spoken language, i.e. vowels
and consonants, combine to produce syllables, words and
sentences. When we articulate these segments, we notice that
there is some variation. That is, in connected speech, we do
not isolate sounds, but several things can happen to the
pronunciation of their individual segments. The speed and
rhythm can cause some segments to have weak forms, some to
drop out, and some put in.
Words, sometimes, have both strong and weak forms, depending
on whether they are pronounced with force. The word ‘is’, for
instance, is pronounced /iz/ when said in isolation, or in
emphasis as in
He is responsible.
[Meaning: He cannot get away from the fact that he is
responsible.]
But in the utterance
He is a doctor
The word ‘is’ has no emphasis, and so it is pronounced as /s/
or /z/.
TASK
(i) Look at the following words
Suggested Reading
The Death of the Moth by Virginia Woolf
The Moment by Virginia Woolf.
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