Interpretation of literary

Cohesion and integration of the text.

The text consists of two fragments but their logical coherence is ensured by the common theme and consecutive order of events.
Analysing the first fragment we can state, that although the writer
doesn't Use any lexical or grammatic means of linkage between separate paragraphs, their organic cohesion is evident. However the chronological order of narration is violated in the second paragraph. The author describes the contemporary state of the university at the time of writing the novel {1923} and then returns to 1904, when Martin was a third-year student. That becomes a certain obstacle in the realization of the category of cohesion.
The development of the main theme through a number of subthemes and minute patricular themes creates intratextual connections playing text-forming function-s. Thus if we consider Martin's university
days as the main theme of our micro-text and the character-sketches of professor Edward Edwards and Fatty Pfaff and the description of the boarding-house as the sub-themes, then the realization of the main theme through the development of the subthemcs in separate paragraphs creates intratextual connections which integrate the independent spans of the text into a single unity.
Such intratextual connections arc not always expressed by tra- ditional conjunctional words or temporal (e.g. A few days later) and spatial (e.g. Not far from ...) indicators. They can also be realized through the chosen contiguous position of paragraphs in case it ensures the onward movement of the narration logically developing the plot. Such is the case of expressing linkage in our text. The recurrent use of the key words: Winncmac, University, Martin, Digamma Pi etc also contributes to the cohesion arid integration of the text.

5. Conceptual information.

In this selection S.Lewis mildly ridicules the American system of education and its enormous scale.
The gigantic size of the Winncmac University, the exaggerated number of teachers, the rapid cycle of instruction, the abnormal multitude of subjects given in a chaotic enumeration with a comic abstruse medical term specially coined for the occasion (myohypertrophia kymoparalitica) emphasize his ironic treatment of the subject.
In his easy and natural manner the author creates several lifelike characters of medical students with their merits (best results at the examinations, a medal in experimental surgery etc) and drawbacks (noise and disorder in the boarding house, etc). Even the weakminded Fatty Pfaff arouses the author's admiration (oxymoron "magnificently imbecile") and compassion (oxymoron "annoyed affection", the tell-tale detail "trembling lips").
Although S.Lewis was a true exponent of critical realism and the complete novel exposes and condemns the corrupt system of education, science and health services in the U.S.A., the suggested passage doesn't express even hidden resentment against Fatty's chances of getting a medical diploma. Fatty's own protest "I don't like to cheat" sounds very unconvincing and only adds fuel to the fire of everybody's eager attempts to help him.
The author's jaunty and amusing manner of relating the episode enlists the readers' sympathy for the Digams' efforts to secure his success.