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Fresh. WEIGHTLESS. Clear Moisture. FLAWLESS. Infuse normal to dry hair with weightless
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43

, : *Du hast mich um Hilfe geboten gebeten

bieten bot hat geboten: Ich biete dir meine Hilfe an. ( Ich will dir helfen.)
bitten bat hat gebeten: Ich bitte dich um Hilfe. ( Ich will, dass du mir hilfst.)
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51





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: ; ; 5060 , ; ; 56 .
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, . -owy y
59

 : bombowy, gazowy, krepdeszynowy, bilardowy, konciumowy, rekordowy. - -: , , , , , . -n :

elegantny, paradny, sprytny.
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60

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62

 tumor, mass, growth, swelling, neoplasm, formation, blastoma,

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.
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: , , , , ..
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(67 %): As melancholy as a cat. ,
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(), .
VII. (11 101, 11 %). (55 %): Do not spur a willing horse.
. . .
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cannot alter his way of barking. . .
, .
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, . . .
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.
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, , , ,
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73


, : , ,
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. ., . .
,

, , , ,
.
handydandy , ,

, .
( . reduplicatio '')
, , idoo-doo)
(hardy-dardy), (brittle-brattle).
handy-dandy Webster's Revised Unabridged Dictionary 1913 . ,
, - ('a play of children in which
something, as a pebble or a coin, is shaken between the hands of one, while another guesses
74

which hand it is retained in'). , handy-dandy

: handy-bandy, handy-pandy, handy-spandy,
,
1585 . 16051606 .
handy-dandy ,
: What, art mad? A man may see how the world goes with no eyes. / Look with thine ears.
See how yond justice rails upon yond / simple thief Hark in thine ear. Change places and, handydandy, / which is the justice, which is the thief?
handy-dandy :
1. . . (1856 .): , ?
? . , - ? , , . (.)
: , ?
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75




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1) , : presidente presidenta, jefe jefa, pianista pianisto,
diablo diabla;
83

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alquiladas las habitaciones se alquilan las habitaciones;
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chansons).

(la nouvelle Athnes), (le nouveau Babylon),
(Paris est synonyme de Cosmos), (Jai eu deux affaires dans ma vie: Paris
et lOcan). (on ne vit qu Paris et on vgte
ailleurs), , (ne pouvoir se passer de Paris, marque de
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bien une messe!), , (voir Paris, et mourir).
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, (de tous les pays du monde la France
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une vie simple).
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(toute femme jolie, en France, est
souveraine).
, , , : sortir de Charenton
, ; avoir lair de revenir de Pontoise
, ; tre du rgiment de Champagne ;
vendre des coquilles ceux qui viennent de Saint-Michel ;
la tonnerre de Brest .
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que le vent vente, l'abbaye de Fcamp a rente), (quelques moutons et un Champenois
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noonday dark .
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town went street through the dying city afterwards on the train going away from Texas.
, , . ,
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our substance is air and light there was a flood once on the earth the living perished
was supposed to be punishment much ungodliness among the living evil is destroyed by
anything natural a dead city, part of a dead world, a dead age, a universe dying, aching with
loneliness, gasping for breath.
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: . Juilland, E. ChangRodrguez. Frequency Dictionary of Spanish Words. The Hague, 1964 (
5000 ) / . . . . .:
, 1977. ( 40 000 ). .

1.
Blanco 141
1.

473
2.
Negro
102
2.

471
3.
Azul
71
3.

371
4.
Verde
51
4.

216
5.
Rojo
44
5.

180
6.
Gris
41
6.

137
7.
Amarillo 21
7.

116
8.
Pardo
10
8.

109
9.
Marrn
9.

49
10. Violado
10.
31
11. Rosado
11.
23
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,
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. -arro, -orro, -urro: el cacharro (), el cachorro ();
-asco, -iego: el peasco (), el palaciego (), el labriego (). , -az, -ez, -oz, , -z .
: la balsa (), el charco (), la
manteca (), el perro (), la mueca (), el barro (), el puerco (), el toro
(), el conejo (), la cerveza (), la cabaa ().

() ,
IIIII . . . ,
. el hurfano (), la escuela (), la cuerda
(), gobernar (), golpear (, ) . , : la
filosofa ( . philosophia), la poesa ( . poesis), la matemtica ( . mathematica).
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question, and that statement will probably resemble other types of academic writing, with a
thesis statement, supporting body paragraphs, and a conclusion.
Typically, reviews are brief. In newspapers and academic journals, they rarely exceed
1000 words, although you may encounter lengthier assignments and extended commentaries. In
either case, reviews need to be succinct. While they vary in tone, subject, and style, they share
some common features:
first, a review gives the reader a concise summary of the content. This includes a relevant
description of the topic as well as its overall perspective, argument, or purpose;
second, and more importantly, a review offers a critical assessment of the content. This
involves your reactions to the work under review: what strikes you as noteworthy, whether or
not it was effective or persuasive, and how it enhanced your understanding of the issues at hand;
finally, in addition to analyzing the work, a review often suggests whether or not the
audience would appreciate it.
How to write a review?
Introduction
In general, you should include:
the name of the author and the book title and the main theme;
167

 relevant details about who the author is and where he/she stands in the genre or field of
inquiry. You could also link the title to the subject to show how the title explains the subject matter;
think about whether the book is part of a genre. Does the book fit into a type like mystery,
adventure, or romance? What aspects of the genre does it use?
identifying the book's particular novelty, angle, or originality will allow you to show
what specific contribution the piece is trying to make. If you are reviewing fiction, this may be
difficult since novels, plays, and short stories rarely have explicit arguments/
Summary of content:
this should be brief, as analysis takes priority. In the course of making your assessment,
you'll hopefully be backing up your assertions with concrete evidence from the book, so some
summary will be dispersed throughout other parts of the review;
the necessary amount of summary also depends on your audience. Graduate students,
beware! If you are writing book reviews for colleaguesto prepare for comprehensive exams,
for example you may want to devote more attention to summarizing the book's contents. If,
on the other hand, your audience has already read the book such as a class assignment on the
same work you may have more liberty to explore more subtle points and to emphasize your
own argument;
normally the summary takes not more than one-fourth of the whole text of your review.
Analysis and evaluation of the book
Your analysis and evaluation should be organized into paragraphs that deal with single
aspects of your argument. This arrangement can be challenging when your purpose is to
consider the book as a whole, but it can help you differentiate elements of your criticism and
pair assertions with evidence more clearly. You do not necessarily need to work chronologically
through the book as you discuss it. Given the argument you want to make, you can organize your
paragraphs more usefully by themes, methods, or other elements of the book:
describe the setting of the book. How does it compare or contrast to the world you
know? Does the author make you feel like you're a part of the setting? Can you picture the book's
setting if you close your eyes? As you write, try to pass on to your reader the sense of the setting
and place that the author has provided;
describe the book's main characters. Does the writer make you believe in them as
people? Why or why not? Think about whether you like the characters and about how liking
them or disliking them makes you feel about the book. As you write about the characters, use
quotations from the book of things they've said or done to give a sense of their personalities;
comment on the descriptions of landscapes, buildings, interiors and so on;
comment on the language of the book. What do you like or dislike about the book's
writing style? Is it funny? Does it give you a sense of the place it's set? What is the author's/
narrator's voice like?
if you find it useful to include comparisons to other books, keep them brief so that the
book under review remains in the spotlight;
avoid excessive quotation and give a specific page reference in parentheses when you do
quote. Remember that you can state many of the author's points in your own words.
Conclusion
This paragraph needs to balance the book's strengths and weaknesses in order to unify your
evaluation. Sum up or restate your reasons or make the final judgment regarding the book. You
should not introduce new evidence for your argument in the conclusion.
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