Working With Functional Grammar J. R. Marti Painter University of New South Wales A member of the Hodder Headline Group LONDON + NEW YORK + SYDNEY + AUCKLANDFirst pubished In Great Britain in 1997 by ‘Arnold, a member of the Hodder Headine Group, 175 Fith Avenuo, Now York, NY 10010 (© 1997 J. R, Mann, Chistian M, |. M. Mathiessen and Ciare Painter London WIP OME. nish Lary Cataloguing In Publstion Data ‘A catalogue recor forbs book i avaliable fem the British Library brary of Congress Cataoging-in-Pubication Data [A catalog record fortis book is avalable from the Library of Congress SBN 0 340 65250 0 (P0) ‘Typeset by Scribe Design, Gingham, Kent Printed and Bound fo Groat Stan by J W Arowsmity Lt, Bristol CONTENTS Preface 1 Introduction 2 Theme ~ clause as message Orientation Survey of options ‘Troubleshooting the units of analysis ing the Theme ig the metafunction as unmarked topical Theme ‘existential clauses’ longer Theme units Review and contextualization 3 Mood ~ clause as exchange 1 Orientationvi_ Contents 2. Survey of options 3. Troubleshooting ‘The unit of analysis Identifying structural elements Ambiguous POLARITY “Will: TENSE or MODALITY Analysis practice Phase I: exercises Phase I: texts Phase II: exercises Phase IIL: texts 5. Review and contextualization a 2. Survey of options 3. Troubleshooting A topology of processes General probes helpful in analysing for TRANSIVITY One process or two? Material clauses Verbal clauses Behavioural clauses Discriminating circumstance type inguishing between circumstances and other elements Analysis practice Phase I: exercises Phase I: texts Phase Il: exercises Phase II: texts Phase III: exercises Phase III: texts Review and contextualization ‘The clause complex ~ above the clause 1 Orientation 2. Survey of options 3, Troubleshooting Procedure for analysis ~ Picking out the unit of analysis Complexing versus embedding (downranked clauses) Parataxis or hypotaxis Identifying the logico-semantic relation ‘many ‘layers’ to the clause complex? clause complex relations ‘Surfacing’ from an embedding Analysis practice Phase I: exercises Phase I: texts Phase II: exercises Phase II: texts Phase III: exercises Phase III: texts 5. Review and contextualization Key to Chapter 2: Theme Phase I: exercises Phase I: texts, Phase Il: exercises Phase II: texts Phase III: exercises Phase III: texts Key to Chapter 3: Mood Phase I: exercises Phase I: texts Phase III: texts Key to Chapter 4: Transitivity Phase II: texts Phase III: exercises Phase III: texts Contentsviii Contents Key to Chapter 5: The clause complex 284 . Phase I: exercises 284 Phase I: texts 288 Phase II: exercises 290 PREFACE Phase II: texts 293 Phase III: exercises 297 Phase III: texts, 299 Index 5 This workbook is the culmination of a project initiated in the early 1980s by Jim Martin and Clare Painter, who were joined in the endeavour by Christian Matthiessen in 1988, We three were all concerned to provide support materials for students and colleagues who were learning the analyses proposed in Hi Introduction t0 Functional Grammar. tn p: ‘we shared the experience of {guiding students through fa s year after year ~ and wanted to prepare materials which would help earners through and around these expe ences. We also wanted to provide some support for people learning the grammar fon their own, or without the dialogue provided by a critical mass of systemic linguists such as we enjoy in the Sydney metropolitan region ‘We are of course much indebted to the many colleagues who have discussed aspects of these materials wi problems (Arljene Harvey, P in particular) and to the now thousands of students who have com: 2 undred hours of ther lives each to learning functional grammar in our under- graduate linguistics and MA applied linguistics programs at the Univ tence of this context grammar, and the theory from Whi texts of their choosing. So much happens that tation doesn’t argue about, that explicitnes certainly driven us crazy over the years and has been just wonderful too. We hope this workbook will help keep you and your students somewhat sane as you explore the wonders of the language people really use. (0 disengage the ‘we’ of this preface, Christian and Jim wo of more rough than ready n relorganize: 1 Introduction What is functional grammar? Functional grammar is a way of looking at grammar in terms of how grammar is used. In the field of linguistics, the main alternative to functional grammar is formal grammar, which is concerned with the ways in which our genes cons fof our grammars, and thus constrain what we ci grammar is not genetically oriented to our neurop! nal grammar sees grammar as shaped by, and as playing icant role in shaping, the way we get on with our lives. Its orientation is .er words, rather than biological Functional grammars are used for a variety of tasks. Fist and foremc used for describing languages in functional terms. Many of the principles of (1994) Introduction to Functional tially worked out for Chinese, which was the Subsequently he developed these princi- Grammar (henceforward FG) wet first language Halliday studied piles in his work on English grammar. groundbreaking research in his fel. Halliday’ work has isp range of languages, including French, German, Tagalog, Pit is kind is provided in the Further Reading functional interpretat fens as well ~ in particular, on visual images (Kress and critical discourse analysis (eg. Fairclough, 1992) including analysis of culturallyis growing all the grammar in your bulletin board for systemic functional linguists: sysfling@u.washington.edu. For those not on e-mail there are plenty of relevant references in the Further Reading section of IFG to follow up. Why this functional grammar? ‘There at al grammars, and different contexts ‘or example, & grammar for ‘same shared technical under a grammar for computational standings as a grammar for the professional contexts would need to be particularly exp! and structure to facilitate automatic text generation and parsing, while @ grammar jeal discourse analysis would need to include considerable social contextual to facilitate informed text deconstru writing the IFG grammar, however, was not t0 ton, but to provide a general grammar Tt i therefore a grammar which provides a basi r text analysts working in a wide range of differing contexts; and organized as a tool of this kind. You will find the IFG grammar much richer semant analyses y 7 ‘at stake in text generation, and more about discourse and subjectivity than any other grammar available today. ‘The grammar has also been designed to be relatively easy to apply to texts. We have found that between 26 and 39 hours of lecture ‘enough to give most students in undergraduate or MA programm¢ knowledge of the grammar. This workbook is designed to support introductory ide some scope for users to work nore deeply ‘and so on, many of which will be new to you. The to make the grammatical analysis semantically revealing ~ to show how the clauses, groups and phrases of a text map its meanings. Without the function labels, the grammar would be too shallow to be of much use in text interpret 31 school grammar we should also say ye grammar which tells you what you that a functional grammar is not a prescri ave found it poset compres thes aurea them St ovr one ort semester? wor Using the workbook 3 can and cannot say and provides rules for correcting what are often referred to as jeal errors, A functional grammar, in other words, is not a grammar of Rather, a functional grammar provides you with tools for understanding ~ for understanding precisely in grammatical terms the Uliference between I don’t have none and I don’t have any and thinking about wito would say which of these clauses in what kind of situation to whom; or the differ- fence between fo whom and who .. 1; or the difference between ir was I and it was ime. It presents the difference between these variations as a choice about what is functional in a particular context ‘of mistakes, and right or wrong) land shows you why the grammar of English so tions, In this sense, a fu to make up their own makes speakers expl ‘make an informed di Using the workbook ‘This workbook focuses on those parts of IFG that desl with the clause and been organized °G. Chapters in with Func ‘Workbook Chapter | Introduction IEG Chapter 1 Constituency 2 Towards a functional grammar 3 Clause as message as exchange 7 Above the clause: the clause complex the workbook in such a way that the chapters need not order. Each chapter Orientation, Survey Exercises and Texts for analysis), Review and’ cont Reading. Below, we outline very briefly the nature of each of these sections. Orientation We begin each chapter by referencing the relevant sections of the t recent edition of IFG and providing a brief characterization of the aspect of ‘grammar to be covered. Survey of options This section provides an outline summary of the principal {grammatical options described in detail in IEG, No knowledge of the metalanguage built up in other chapters is assumed in this opening description. ‘Troubleshooting In this part we aim to sort out misunderstandings, queries and issues that may arise when you apply the particular analysis being learned. We intend it to be used as a reference taat you can access when you have difficulty with any of the exercises or analysis tasks, rather than as preliminary material to read straight through before you start,4 Introduction Exercises Exercises provide practice in working with individual clauses bef fed, and at various points you are referred to the relevs ting section for help. The exercises, texts for analy- 10 three phases in increasing order of di Phase I is for Tis designed to get you to the point whet iysing a text on your own; Phase IIT takes you to some more problem- ues, points that arise less frequently, or tend to occur in more difficult texts. Texts for analysis Like the exercises, these are presented i rexts can be attempted after Phase T exercises and are quite simple, having ied where necessary to remove problems. By Phase TIT the snd have not been adapted in any way. Review and contextualization This section provides a summary of the rel aspect of the grammar, drawing on the metalany chapt ‘and showing where that part of the grammaf fi section puts the various aspects of the grammar int is partly designed for those who have some knowledge or experience of the IFG ‘grammar. It can therefore be used as the principal summary for those revising their tnderstanding of IFG or as an extension for those moving through the workbook, taking the chapters in order. Further reading At the wwe provide a short further reading related to the relevant aspect of the grammar. graphy of Key At the back of the book there is a key to the exercises and text analysis tasks. Where you disagree with an analysis given, it is a good idea to check the Troubleshooting section to see if this resolves your difficulty In designing the workbook we have aimed for enough flexibility to serve the needs of, fa range of readers, whether working alone or as part of a formal programme of study. For example, if you are not a linguist and you are currently undertaking only a brief introductory study in functional grammar, you may go through the workbook doing ‘only Phase I exercises and texts, On the other hand, if you have some experience with ‘grammatical analysis or are involved in a course of study that aims at independent text ‘analysis, you may focus your attention on Phase II exercises and texts, The book also aims to cater for those who are extending or revising their understandings of IFG and textualization of each chapter jexts. At whatever level you are Getting started with text analysis face when using functional grammar for text analysis is lyse. How do you divide the text into pieces that the ‘Thankfully, most texts offer some help. ‘The first problem you the problem of what to a IFG analyses can be applied Ifyou are dealing probably have been ‘ing with a capital letter and ending with a full stop, are a good starting point. There Gesting started with text analy {sa useful description\of punctuation in relation to (1985: 34-39). Ifyou are dealing with a of speakers, who take talking and ending wk neither of these strategies will work for spoken monologue ~ in which case yo id try punctuating the text on your own, dividing it into sentences a8 you go. for a functional grammar analy ‘clause rather have to start using what there are three ways in wolves looking for the ‘grammar in Halliday oken text, then it may involve a numbe you know about gram ‘One way is what processes in atext~p nd so on) oF ‘among things divide the text up into processes and whatever ‘goes ‘whom, where, when, how, why ete). Ifyou have some idea of what a verb is, you for verbs. Some of you may remem- jonal school grammar the notion that verbs are ‘action’ words. This at lots of verbs (e.g. be and have) ‘We can divide the text into clauses by grouping each proces personae (who's who) and scenery (where, when, how, why etc): ger baleen whales, ough thei baleen plates four of the clauses begin ‘Another way liday would call interpersonal. This in the text as a dialogue (even if it has a silent partner, as with monologue). Basical this means dividing the report again, but with ar ‘There are fewer species of the larger baleen whales, [+ Are there?] that filter ugh their baleen plates. [- They do not] Complications at this stage. ‘oped inTedema 1995, ledema, Feer and6 Introduction ‘This approach also works the clause defined as some ‘Are there?! do not For one thousand years, whales ‘whalebone, About 1000 AD, wt row boats, Over the next find Bowheads, By 1500, they were whaling o and by the 18005, inthe south Pacific, century, whaling shifted to the larger and faster baleen ‘This approach takes advantage of the fact that texts may ten‘ claus is and for example, the history of whaling along: For one thousand years, whales have been of commercial Basques us ‘America; and by the 1800s, in the naling sifted to the By 1500, they were w by the ‘Auantic America; land by the 1800s, inthe south Pac Early im this century, whaling shifted to the ‘This way into dividing up a text into clauses isle few texts have such a consistent pattern of starting points. But it can be helpt wo of the clauses above ~ since a text which in harder to apply. of all three approaches coincide. ig for processes are the same as the ones you get by arguing and looki lar beginnings. Procedural (instructional) texts are ‘about as near to this ideal as you can find. Try out the three approaches outlined lowing instructions from a secondary school science classroom: Constituency: functional and class units 7 Constituency: functional and class units Once you have divided your text into clauses, you can begin to analyse each clause ined in Chapters 3, 4 and 5 of the IFG. This will involve idk fanctional parts of the clause from each of the three persp Heaton, nterpersonal and testa, For example, Ml we take an ideation pproach (clause as representation) tothe clause Quite recently the Norwegians were Whaling off Greenland, we can identity four functional parts, as in Fig. 1.1 Fig. 1.1 Breaking a clause into functional parts In Fig, 1.1 the labels parts of the iructure. As you can see, lof labelling prove helpful when you are using grammar 10 ¢ functional parts of any clause take the form of phrases 1e Process part takes the form cchnically, a verbal group), as of, oF is realized by, a verb or a group of vert shown in Fig, 12. step ort pe newapns ot eeenons = Fig. 1.2 Cleuse structure picking out a verbal group functioning as Process ing you who or what is ‘noun of pronoun or else a group of which are associated with a noun. As a nominal group. indications of Time and Place are expressed as an adver- bial group oF a prep fof one or more adverbs while a preposi followed by a nominal group.8_ Introduction pe newoners al ing out a nominal group functioning as Actor ne nerapans| [nr wing Fig. 1.5 Breaking a nominal group into functional parts The func sts of a group or phrase are realized by different classes of word. ‘This is shown in Fig. 1.6 for the nominal group we have been looking at. sexi Cea Deke Et Tg cine aire nun i H O Fig. 1.8 Nominal group structure (Our discussion so far has shown that a clause can be analysed into its constituent parts, which are groups and phrases; and these groups and phrases can be analysed Constituency: functional and class units 9 swords into their cor ‘The scale of units from clause to word (or morpheme) is known as the "As you can see from the examples, when we analyse a structure at el ora groupe an nto cosuent pars cnr pr cn be el according to the function of the part and according to class of unit perform: Ing that function. In Figs 1.1 to 1.6 the functions of each been weten in Bold, They ae alo con of unit which realizes or expresses it. In Figs 11-16 the class labels have been ‘written in normal roman type. A class label tells you what kind or catego: in analysing and interpreting texts, then functional do. For one thing tey help distinguish ambiguous sequences of classes, We can exemplify this brielly by looking at the nominal group a running shoe. 1 sequence terminer, followed by a verb, followed by a noun. But it can mean ning that comes to mind is that of a is running (with functional grammar we can say that on the first reading running functions as a ling us what type of shoe (Fig. 1.7); on the second reading running is t describing what the shoe is doing (Fig. 1.8). —,, a aa oe we ae tot oe i . ees OS Fig. 1.7 A cassitying nominal group Fig. 1.8 A descriptive nominal group 1g, Both have the ed does not have the same joning to describe the flower; ave a basis for beginning al grammar to analys ne key point we have made ere are three possible angles on analysis ~ tional (clause as representation), the interpersonal (clause as exchange) and the textual10 Introduction ng these functional parts. I develop these inital points, taking you further in understanding the theoretical ori ¢ IEG and exploring Some more complex aspects of constituency. P: us experience of grammatical analysis, you may find that you wish to return to these points later when you have gained some familiarity with the IFG. Reasoning in a functional grammar Reasoning in a functional grammar We have discussed the relevance of functional labelling for discriminating poten- ly ambiguous structures, The other important grammatical work for function Is has to do with reasoning in 8 functional grammar. This reasoning is concerned. ‘with how grammatical items are related to each other. Let us continue wit example a running shoe. The point of labelling running a Classifier is to show t the nominal group in question is related to other nominal groups which class , leather shoes, second-hand shoes and group is related shoes, old shoes, dirty shoes, favou ‘affects the way ia which the nominal groups can be expanded. For running as a Classifier, the group can be expanded through further ‘he Adidas running shoes, With running as an Epithet, on the other the group can be expanded by grading the description: the quickly running shoes. At the same time, our functional description explains why we cannot say the ‘quickly running shoes when we are classifying, any more than we can say the quickly fm shoes, in English, Classifiers are categorical - we do not intensify them. Similarly, we cannot fof nominal group the one we are analysing Relevant related structures can be refered to as agnate structures, and reesoning about an optimum analysis ia any instance inolves looking at the patterns of ‘agnation. So, for example, if you were unsure whether red wine in a clause like she likes red wine was a Classifier+Thing or an Epithet+” rructure, you would need fo consider agnate groups. This Would lead you to ask whether red wine relates, to white wine, rosé wine and sparkling wine (open to extension as Hunter red wine or Italian sparki wine) of t0 pale wine and red medicine (open to extension ier, as in very pale wine, bright red medicine). If the hhave grounds for a Class wolves putting the ‘an you think of «context in which red would be intxpretable as an Epithet inthe nominal group the red wine? Reasoning in a functional grammar_11 “Table 1.1 paracigm fr present tenso Englsh Be (pereon and ner) singular Jatpeson | fam Sedporson | Shonte Unimately, the purpose of function labels is to show how the items you are analysing are related to the grammatical choices they embody. Traditionally, the ‘way of focusing on grammatical choices has been through a paradigm (hence the term ‘paradigmatic relations’). Representing grammatical ch often used when learning noun or ¥« gives an example for the simple present choices of person (the rows) against choice "But paradigms can be used to display rel shows a simple paradigm for MooD in the of alternatives arranged by row). ‘Sectarative ‘aby, Interrogative | Was o toking to baby? Imperative | Tke te baby! ‘and any choice made will have an implication choices are relevant to the interpersonal structure of the function labels for the parts of the clause — when we look at the clause as an inter- personal structure — will show which moop choices have been taken up. For the choice of impe re will typically be no Subject Subject, ative and interrogative structures. 1 r fe) Fae) sina rat ier 7) sehng—etaty 1 ' subj} [te ania _| [subir Fig. 1.9 Declarative clause showing Fig, 1.10 Interrogative clause showing Subject and Finite Subject and Finite12_ Introduction ‘The functional labels in Figs 1.9 and 1.10 identity # ive. In other words, they show where these examples se a claus 1d of display in IFG Chapter 6, on pages 181 and 199 for exampl is, Table 1.3 adds the option of having a tag or not to the et ‘Table 1.3. A simpo paracign for Engish wooo and rasan, not tagged tagged THe was liking te baby, wasnt he? Was he toking to Baby, was ho Treko tho baby, wont you? Tiki the baby! In Table 1.4, we have included the relevant function labels for ‘The analysis suggests to others in the language. ‘Table 1.4 A paraigm for waco and Thame including function structure not tagged tagged ‘eciorative 7 was ticking the baby. “He was tong the baby, waseit he? Stearn. ‘Subject inne tact Interrogative Was he toklng the baby? Was he tickling the baby, was he? Foc, to Sut int Subic Imperative Tike te baby! ‘Tesi he boy, wont you? I Frio Sct Paradigms as system networks 1, paradigms become back and the three- fourth dimension is ns use agin this conten, although most speakers of English do ot ave the option of a aes. Paradigms as system networks 13 pretty much o {theory behind f range of exampl is style of display, see IFG: 1 {two dimensions of choice outlined in the paradigm above can'be represented in system network as in Fig. 1.11. (pee tot fron ween Fa. 141 A pst nvr oc 2a ‘The network in Fig 1.11" says that, as far as choices for MOOD go, speakers of terrogative and impera systems: serrogative or imperative. The square bracket and its set of choices as a system. A set of systems is referred to as a system network. Fig, 1,12 identifies the different parts of a system network. dep Fig. 1.12 Naming the parts of @ alr system network "For the actual wooo network undedying the analyses presented in FG, see Chapter 3.14 Introduction. (oop system net 2 two-ciment paradigm ‘A system network of this kind ean be derived from any paradigm (including ing names of rows and column ts of choices. “gystems of features. This translation process is outlined in Fig. 1.13 for the example wwe have been considering. the system network), there is no in be considered. In considering woop and jersonal choices. Earlier on, we looked at the ideational structure fe recently the Norwegians were whaling off Greenland, identifying for, Process, Time and Place. These ideational functions embody ‘of reality or being PROCESS simultaneous, as in Fig. 1.1 foe a codon een a Just as the MooD cho} 1s Subject followed by be realized by the presenct Clause 14 A simple network for English process TvPE will be realized by a particular function structure, such so the choice from Process TYEE will the structure of particular functions like Actor and therefore m ‘unction). Just as the config- clause, the presence of an terial rather than mental ject and Finite tel is you what kind of process the claus Paradigms as system networks 15 and groups to one ano! Ifyou want to see a in TFG, you can consult Matthiessen (1995). [As we extend our description of choices in any language, we may find that choices we kept working on Mop in English, fe clauses (What a foo! he felt). These Subject and Finite functions on-exclamative), Finite *Sul terrogatives and imperatives. So independent of it as implied by the simplified MooD networks in Figs L.11-1.13. The more complex picture of MooD we have developed to this poi ied in Fig, 1.15. The network nov includes an ‘ fact that tags can be addi ve declaratives Or polar interrogatives or imperatives. Note that our hhad any repercussions for our PROCESS TYPE options, which freely Ye MOOD Variations we have outlined. -~ — TAGGING in fact depends on Moot Fig. 1.15 A mora developed network for English wooo ‘This grouping together of systems of interrelated options is the basis for Halliday’s functional interpr related to PROCESS ‘Type (clause as representation) Moop are handled in IFG Chapter 4 (clause as exchange); and options rel ‘xcept in Whe nterrogtives which ask about the Subject (see IFO: 45-6, 85). ‘We elo here the convention in Iinguiss of placing an asterisk before an “impossible structure16 Introduction ution of information (what comes first and TFG Chapter 3. These bu the dist Choice and constituency ‘Alongside bundles of choices organized by metafunction, we can also interpret con ierms of bundles of options. We will use an ideational focus to analy- sis fe this, aking the clause those shoes are wrecking my feet as an examy Fig. Wws the ideational analysis of the clause and of its functional parts. = oe a Fig, 1.16 Cause structure We can see in this example that the layering in the tree diagram reflects the organization of grammat fers are oriented to clause choices and the function: Process functional layers are oriented fo group/phrase choices and the es resulting from them (e.g. nominal group: Deictic*Thing); the structure is not developed. already referred to as organi 1d word r ‘a verbal group ith a word cons Fig, 1.17 Clause structure ~ in relation to underiying systems of choice Choice and constituency 17 i mbtlarep — nenlgwup Fale ine Delt Thing te a Fig, 1.18 Clause structure ~ showing an example of embedding In bringing this discussion t take two more steps. Both have to do with opening up choices again at pl ide the clause hierarchy where we ‘would not normally expect them. Cons (ideational) analysis of the clause ‘wearing those shoes is wrecking my feet. As we work through the analysis of this clause we find that the Act nominal group as we would normally expect, but is in fact another clause. So, at the point where we might expect fo have run fut of clause choices and be making nominal group choices, we find the clause choices opened up again. See Fig. 1.18. ‘When choices are opened up again in this way, at a rank lower than we would normally expect them, we say that one unit has been embedded in another ~ in this case, a clause has been embedded inside another clause. This disturbs the normal layering we find in clause structure ~ instead of a clause consisting of one or more sgroup/phrases and grouplphrases cot ‘of one or more words, we have a clause consisting of another clause among the groupiphrases. For more detail on embedding {also known as rankshift or downranking), see IG Chapter 6, and Chapter 5 below. ‘Alongside embedding, the other way in which clause analysis gets more compli- cated as choices for meaning are opened up again is through complexing (discussed in IFG Chapter 7, including 7 Additional). For example, if we adjust the example wwe are working, tly to read those shoes are wrecking my feet and ankles then it turns out being wrecked consists of two nominal groups, not Goals, but r ‘An outline of this structure is provided in Fig. 1.19, where we have drawn an dependency arrow between the first nominal group and the second. Note that complexing, we get more choices in this case, nominal ‘groups choices followed by more nominal groups chi ding, where in the example above we had clause choices where we were expecting nominal group ones ~ choices of a different kind, rather than more of the same. ‘Complexing occurs at all ranks in the grammar. Suppose we adjust our example to read those shoes are hurting my bruised and battered feet. In this ease, we have the discussion we wi ‘nore au embedded a the Head ‘discussion, 5 deal here withthe analysis ori group funsoning as18 Introduction Fig, 1.19 Clause structure with a nominal group complex inal group describing my feet. Here, f two adjectives, co-ordinated with the description of my fee \d of one round of choices we have each other. As with complexing in general, more of the same ~ two rounds of foot yn instead of one. An outline of this clause structure ing word complexing, is shown in Fig. 1.20. "AS well as words and groups, iti possible to have complexes of clauses. Suppose wwe change our example to those shoes are hurting my feet so I'll throw them avway. ce, we have a clause expanded by another one ~a clause complex. Chapter 5 of this workbook focuses in particular on this phenomenon. To sum up, grammatical choices made at clause and groupphrase rank create those ranks. In the most straightforward case, clause rank choices will result in functions realized by groups and phrases while group/phrase rank ‘choices will result in functions realized by words. In addition, however, there are two ways in which this constituency pattern can ‘choices. One way is through embedding a uni structure, When this happens a particular functic in the group) is realized not by a smaller unit Fig, 1.20 Clause structure with a word complex: References 19 Learning to use IFG ‘The description of the language provided by IFG is a very rich one and can only be learned step by step. For examp! perspectives ~ ideat fof your study will be to bring focus on one grammat ‘perspectives to bear on any text. You Wi ink at a time ~ clause or groupiphrase ~ Wherever you start, you are the grammar ‘This can be frustrating in the short term, but as you learn more isfaction of seeing each new aspect of the grammar comple- sminating what you have already learned. won when you first work with IFG is the school grammars there are many m« these categories, it may help to photocopy summary tables from IFG is workbook and paste them up around your desk as a memory aid. If you are computer-oriented, there are also hypercard systems and other supp: Tesources available ~ you can get onto sysfling to hunt them down. If you mn your analyses in a group ‘on what you are tryin dismayed) by too many special cases and compli Once the labels are under control, then a whole new way of readi to you ~ one in whi her than as formal (or even transcendental signified) to see language as having a far more central place in human experience than you may have imagined before, and may even go through a phase of thinking that after language is all there is ~ since it shapes and categorizes everything around us the moment we try to say anything about anyt idical Whorfian phase can be a trying one for peers from other di from it! However you react, we think you thinking about human experience, in whatev that pass preforme one buman being to another. You will start anew tool for ofessional context you use it in. It fives you a way of thinking grammatically about everything under the sun (and perhaps beyond). ‘Best of luck with your grammar learning. We hope this workbook gives you some now ways round at least some ofthe difficulties you might be experiencing without it20_ Introduction ne References \W. and Kalantzis, M. racy a genre approach Falmer ( yand Education) and burg Press Literacy, and Culture). ugh, Norman 1992: Discourse and social change, Pol lay, MAK. 1985: Spoken and writer language. Deakin; Deakin Uni MAK. 1994: An introduction to functional grammar (second 995: Lexicogrammatial certography: English systems, Tokyo: national Language Sciences Publishers. 5 John 1991: Text gene linguistics London: Pinter (Communication in Art (O'Toole, M. 1994; The language of displayed art. London: Lei . D, and Korner, H. 1992 Scientific literacy sydney: Metropolitan te it Right Resources for Literacy iaged Schools Program, ‘social meaning making, and Nabokov's Ada (Theory and History of Literature 74). 2 Theme clause as message 1 Orientation 1.1 Reading guide to IFG IFG Chapter 3 (Clause as message) Section 2.5 (Subject, Actor, and Theme) Section 86 (Given + New, Theme + Rheme) 1.2 Characterization of Theme The system of THEME bel the language. It is ‘clauses and, lowing versions ‘THEME choices: of departure presented against the background of the after the point of departure. This is called Rheme. The clause as message is thus ‘0 Theme + Rheme. In English and many other languages such as is organization is ‘realized’ (expressed, signalled) positionally: Theme is realized by initial position in the clause and Rheme follows.'Non-Theme ~ where the presentation st. moves after the point of departure; what Point of departure of clause as message: local context of clause as a piece {s presented in tha local context set up by Theme intial postion in the cause pesition following ital position formation presented in the though our concern in this from that of INFORMATION ‘THEME is one of two systems that organize the f INFORMATION.! And, the clause to organize information fon followed by the Rheme, the system of INFORMATION uses intona- t what is particularly newsworthy in the message. The New element Toreprounded by being ‘stressed’ as we speak (more technically, it ‘tonic syllable). For example: ‘a: Which one is Lindy’s boy? Be He's the tall one. ‘The information structure of the clause is discussed in IFG Chapter 8. 1.3 Thematic development within a text 1.3 Thematic development within a text “The choice of Theme for any individual clause will generally relate to the way information is being developed over the course of the whole text. In the following sme concerns reptiles and their subt dicate the progression from rept and so on: zards ‘ery large: Two large, carly cepiles were Edaphosaurus end Dimetrodon. They were each ‘about ten feet fang ‘Edaphosaunis and Dimetcodon had large fins on their backs. These were held up by tall, bony spines. ‘This progression of Themes over the course of a text is referred to as the text's method of development (Fries, 1981). 2 Survey of options We have described the Theme as providing the local context for the informat that the clause can be cor perspectives ~ textually clause can thus have "The domeia of INFORMATION is realy the information unit; se Further IFO Chapter 8. contextualization: Fig, 2.1 Metafunctional components to Theme interpersonal, and ideational stages, as shown in Fig. 2.1. (The ideational stage to the Theme is known as topical Theme.) Fig. 2.1 exemy fhe way the Theme ‘component in a clause may unfold from one metafunctional perspective to the next. ‘As the examples in Fig. 2.1 show, the Theme of the clause always concludes with a ‘topical’ element, and indeed there may only be a topical Theme, as in Reptiles24 Theme were the first animals with backbones that could live on land all the time. The textual ‘and interpersonal stages to the Theme may or may not be present. The next section, ‘will illustrate in turn each different type of Theme. 2.1 Ideational (topical) Theme the Theme, known as topical Theme, can be recogni wuse that expresses some kind of ‘representational’ f the is clause (see Chapter to say, it might be a ‘participant’, as in: ‘George Bernard Sha was born in Dublin, ‘The house was gloomy and uninviting, Or it might be a ‘circumstance’, giving information about ti ete: In 1876, Shaw joined his mother an London. ‘On the upper floor of such premises, «tall person cannot stand erect. place, manner, cause, 2.1 Marked and unmarked topical Theme If the first topical element of @ declarative clause is also the Subject of the clause, then the Theme choice is a neutral or ‘unmarked’ one, which gives the Theme no special prominence. By making use of the system of Vorce (the alternation between ‘active’ and ‘passive’) itis possible to vary the choice of unmarked Theme: eter Piper picked a peck of pickled peppers Unmaiied hemeube ‘Rane ‘A.posk of pickled peppers was picked by Peter Piper Usnaked Temesubect Roem However, when the topical Theme of a declarative clause is not the Subject, it gains a greater textual prominence. Non-Subject Themes are ‘marked’ Themes and fre often important in structuring the larger discourse. Here are some examples of marked Themes: Someday, you ll understand that Masked Theme Rhone —— Jasmin, [love the smell of sue Matad Theme Ree : For discussion of unmarked Themes in relation to clauses other than declaratives, see Section 5.4 below. Textual Theme 25 2.2 Interpersonal Theme ‘The interpersonal part ofthe Theme, if present, includes one or more ofthe follow- ing (422 Chapter 3). (i) The Finite, typically realized by an auxiliary verb. Its presence in thematic position signals that a response is expected, asin: ‘Shani they be doing that? ‘Asx you coming? ant touch that! (ji) A Wh- clement, signalling that an ‘answer! is requited from the addressee? ‘Why can't you come over tonight? Hast did school shape up? (ii) A Vocative, identifying the addressee in the exchange: Mc Wolf Mr, Wolf, may we cross your golden waters? Gv) An Adjunct, typically realized by an adverb. It provides the speaker's comment, assessment oF attitude towards the message. For example: Sail. it doesn't look lke the od places willbe around much longer. Perhaps women make beter ves. One final type of interpersonal Theme consists of first and second person ‘mental clauses which express the speaker's opinion or seek the addressee's: [Lehould think there would probably be some of them that you'l never se. don't sinpase you need Old English and Anglo-Saxon. aya think [should take an carly ply like the Prometheus? awkost biter beer should be sharp. Halliday regards these as ‘interpersonal metaphors’ of modality (IFG: 58, 354-63). That is, they can be regarded as comparable with Adjuncts like probably and treated as interpersonal Themes 23 Textual Theme ‘Textual Themes almost always constitute the first part of the Theme, coming before any interpersonal Themes. They give thematic prominence to textual elements with a linking function, yajunetions, linking two clauses in a coordinating relation: but napalm T adore Developers are also putting up huge office complexes, while the government is racing to complete infrastructure projects. ‘When you don’t have enough police, the erime rate gets higher. 4 Whe Theme isnot exclusively interpersonal I i simultaneously a topical Theme since, a well as | faneion at “question wor ii aso participant or ceumstance inthe cause.26 Theme ii) Relatives, relating a dependent clause to another clause: \We heard Professor Smith's lecture, which was a great disappointment. lowing two trading days demanded iil) Conjunctives, providi Furthermore this alternative would be far too c wt, secondly, ungoreunaran/, a apeing, the Route ba far to0 oot teterean)—? ‘What te et lemet ‘eaminy ives may or may not be thematic depending on whether they alee ‘occur first in the clause. For example, two days later is thematic in Later the state- ‘owned Taiwan Cooperative Bank took over Changhua, but lazer is not thematic in He later offered a brief, televised apology. iv) Continuatives, indicating a relationship to previous discourse: {Well there was a litle bit of bakelite before the war, wasn’t there? 24 Summary of types of Theme ed ions may contribute ‘2 Theme as it unfolds from left to right part. If you analyse a clause for Theme from I is how far the Theme extends to the rig! ‘Theme an the Theme of a clause; the last, and only boundary bet ‘mation given in IFG. It shows that the Theme extends from the beginning of the clause to include any textual and also the first experi! ant. dor interpersonal elements that may be present that is a circumstance, process or partici- 2.5 Extending the thematic principle beyond the clause iple of textual organization can also be seen operating with ger than the individual clause‘ One such case is where two or ‘clause complex’ (the sentence of written ‘engage our sympathies. (See 3.7 below.) In a similar wi of @ paragraph may be seen as functioning as a kind of ‘paragraph Theme’ (the Topie Si le the introductory paragraph itself has a thematic status vis-a-vis the text as a whole. clause toa preceding on ‘Also for smaller unt, See IFG Chapter 6. a Fig. 2.2 The extent of the Theme element28 Theme 3 Troubleshooting 3.1 Picking out the unit of analysis THEME is a system of the clause, so the first step in undertaking @ Theme analysis {sto identify the clause boundaries in the text being considered. To divide your fext into clauses you need to look for verbs or groups of verbs. These are the elements expressing processes of doing, saying, perceiving, thinking, feeling, being or having. Here are some examples of causes with the verbs in bold Some utterances, such as greetings (Hallo, Bye-bye), exclamations (Good Lord! ‘Shit!) or minimal conversational moves (Oh) do not have any verb. These minor ‘clauses have no Theme-Rheme structure and can simply be set aside. ‘One kind of clause which may lack a Theme is the non-finite clause without a Subject. For example: (Old Mother Hubbard went tothe cupboard to fetch her poor dog a bone (non-finite clause) Little Jack Horner sat inthe corner cating his Christmas pie (non-finite clause) Such non-finite clauses have been backgrounded for interpersonal reasons (see Chapter 3) and this has affected their texture, dep ical Themes, so thatthe whole clause can be counted as Rheme. In the Process whieh begins the clause does not serve as topical Theme her poor dog a bone cating his Christmas pie Rene 3.2 Identifying the Theme 32.1 Boundary between Theme and Rheme which ly, Theme is a pulse of information at the beginning of the about Rheme; but practically speaking we need to make # de where Theme begins and stops. The principle to remember is that everything up to ‘and including the first ‘topical’ (experiential) element will count as the Theme. “A tag lke won't you? counts as part ofthe cause and nota a separate unit Kdentfying the metafunction 29 32.2 Elliptical clauses ‘Where two clauses are linked by co Subject of the second clause may be He roared in fury and C) struggled wit In such a case the ellipsed Subject of the second clause counts as the (ellipsed) topical Theme. Consequently, the Process (struggled) is not the Theme. ation — in a paratactic structure ~ the od or “understood his might 3.3 Identifying the metafunction 334 Textual or Interpersonal?” 4) Yes and no Yes and no may be interpersonal or textual in function. roLaRiTy fs an interpersonal system, and when yes or no initiates a response to a yes/no inter- it functions as an interpersonal Theme: ‘As Did you gota Herald today? Nov taidne ‘Nos interpersonal Theme However, yes or no may also seve a continuative function, signalling a new move (by the sue or a diferent speaker) {hese cases they willbe phonological new move to what went Before (See ss Bad news about Maxine’ job Yes sz We won't go tothe beach today. No ts too wind. Oh, well, now and okay ace other textual continuatives, which similarly mark a response move in dialogue ora fresh initiation in monologue 5) Adjuncts_ Te i easy to confuse initial Adjuncts which have a textual, linking function and those which have an interpersonal, modal function (see further Chapter 3). Some cis most frequently confused are given in Table 2.1 (see IFG: 49 for Yes is textual Theme No is textual Theme 3.3.2 Interpersonal or topical? 4) Time expressions Expressions of frequency (‘us sometimes of often are interpersonal rather than experi (See IFG: 49, 89, 357-360.) Adjunets) such as in nature (Table 2.2).30_ Theme Table 22 Examples of ntrparsnal (oda) and experiential Ajuncts Topical (errporal Loran) ‘The Theme predication test is a useful way to discriminate topical Themes. In the following examples, the second version has the element in doubt as a predicated ‘Theme (see IFG 3.7). Only a topical element can successfully function as a predi- cated Theme: ‘On Saturdays we used to go jogging Ie'was on Saturdays we used to go jogging On Saturdays is topical Theme ly Jeremy is too drunk (to drive home) ‘sually that Jeremy is too drunk Usually is not topical Theme ) Question words Interrogative Wh- items¢ such as Where, Why, When, How are both interpersonal and topical (cf. IFG: $4 Table 3(7)). This is because they play @ role both in the interpersonal structure of the clause ~ as the Wh- function ~ (see Chapter 3) and in the transitivity structure of the clause, as participant or cir- ee Chapter 4). This is true both of direct and indirect (reported) wh- interrogative clauses. For example: Who ‘even know wha you were? Rhone ‘hone Rene 3.3.3 Textual or topical? 4a) Relative pronouns Note that relative items (such as whom), which, wh: f role in the transitivity structure of a clause as well as performing a linking function; they are thus topical and textual Themes (cf. IFG: 54, Table 3(7)): to help her b) Reference items A reference item, such as this, is sometimes mistakenly viewed as a textual Theme in an example like the following: Embedded ciuses introduced by Whe items, sich as [whatever he di] was wrong are discussed in 3.6) Subject it as unmarked topical Theme 31 However, although this is certainly textual i counts a& a topical Theme because it is a participant in the clause sti Chapter 4). «) Temporal expressions Ttis easy to confuse a textual linker combining two clauses br sentences in a temporal relation with a temporal circumstance specifying a time Setting for its clause. Textual Themes are underlined in the following excerpts ‘Fit I put my head on top of the gate ~then the head’s high encugh ~ then I stand on Epica then the foot ae high enough, you see ~ then I'm over, you se. the barn he watched Bern coming and going abou Now look at circumstances functioning In.1925, the playwright was awarded the Nobel [ity-sevem and sixty-seven, Shaw wrote such Methuselah, Androcles and the Lion, St Joan. During his lifetime, he was besieged by ‘offers to film his plays. Further temporal examples are contrasted in Table 2.3. (See Chapter 4, 3.9 (iv) {or further discussion.) “Table 2 Examples of textual and topical temporal expressions ‘Textual (a0 IFS 325-6) analysed as topical Th the item it serves as the Subject of i see Chapter keys into the mood of the clause, the Subject it will also be the unmarked topical Theme in declarative and yes/no interrogative clauses: t is hot. lb a hot? topical Interpersonat_| topical Theme heme Theme heme32_Theme ‘Table 24 Typos of ‘contents’ Subject pe ‘subtypeluse example ‘agnate example ambient t Tes hot Tho room's hot metecrdogical | Fs raining (can fling) imporeonal projection it (8) anteipaory tt | in mental ana feiatenal clauses wits pospostion it wories us that ho as dlsappecred fas disappeared wores us itis ielevan that | the fact relevant that sho is fhe a woman | 2 women: (ih fact) tat she's inelavant in Thame pracicaton | was te dog tat | the one tat died was the dog ties the cog sed ‘That is, whether or not the item it has any representational value, it will always the potential for serving as unmarked Theme and, when it does, ‘any other unmarked sm for some of these uses of it. For example, the Japanese for It's hot is Atsui, with an “i-adjective’ serving as Process and no Theme: the Japanese THEME system is not oriented towards the MooD system in the way the English THEME system is.) ty structure of 4) Ambient it The ambient it serves as a participant in the transi ? ’s windy, i's the clause in examples like it’s hot, it's humid, it's clouds , whats pleasant?) and today's nice, the weather rater clause of qualitative change (eg. coolg down). Subject it as unmarked topical Theme 33 le in the transitivity structure of the clause. ii) Non-representational it However, there are uses of it where the item does not fepresent some phenomenon of experience and does not serve @ ‘This occurs in ‘meteorological’ clauses and in the ‘impersonal’ use he like. The same con © use of ir in impersonal projections such that he is very wealthy (ee IFG: 266). 25 such asi raining or it seems that he is very "Theme. This topical Theme is not prototypical: ion to the mood selection of the clause (i [is] the sky's raining, the clouds are rainin other non-representational use Further, it cannot be picked up and it’s snowing ‘So why do we non-representational it as t the one hand, as itis quite regular in ‘mood selection of the clause: as unmarked topical Theme, it serves to give the mood selection thematic status: kt is raining today. It is sald that he's wealthy. topical Theme heme 's it raining today? Is it aid that he's wealthy? interpersonal | topical Theme heme (On the other hand, it contrasts with marked topical Themes prototypical, representational unmarked topical Themes do: lil) Anticipatory it (mental and rela pate an embedded clause occurring34 Theme that he's not doing his homework = he's not doing his homework Worries me ' not doing his homework ‘that he's not doing his homework is clear iv) Anticipatory it in Theme predication An anticipatory it also occurs with the special thematic strategy of Theme predication. This structure singles out one experiential element to serve as both Theme and New (see IFG 3.7). For example: was Rabbit who saw Piglet frst It was in Mathura that the Divine Cowherd was exchanged with the infant daughter of Jasoda. ‘These examples differ from the use of anticipatory it described in (c) above. There js no variant where the embedded clause functions as Theme: ‘Who saw Piglet ‘That the Divine Cowherd ws Mathura, hanged with the infant daughter of Jasoda was in Rather, the agnation is with a non-predicated version: fanged + In Mathura the Divine CCowherd was exchanged. To indicate the marked s1 as follows (see IFG: 60): Rabbit who saw Piglet firs. tus of a predicated Theme, the analysis can be shown 3.5 There's a. ‘existential’ clauses ‘There's always a long queue, There was trouble are all examples of ‘existential’ clauses which clause can be recognized by the presence rot function to express a location. As with non-representation giving the mood choice (of declarative ing such a Theme in the context of other topical choices, the meaning is simply that of ‘ a expressed by there serving as Subject. In other words, the point of dep precisely the fact that a participant (such as, a long queue or trouble at the mill) is to be introduced. So although there does not self function asa partipant (or camstance) i can til be regarded as topical Theme. 4.6 Recognizing longer Theme units is not ditt pronoun, recognise an unmarked Theme when that Theme is constituted as They, or a relatively short nominal group (i.e. noun phrase), Recogni ig longer Theme units 35 such as The big, bad wolf. However, the Theme may be realized by a longer unit than this in the following cases. (@) Nominal group in Theme position extends beyond the main noun: spoke to Red Riding Hood, ‘The teacher who undersiood him best was Marianne Fawley. For an explanation of this structure, see IFG 6.2. Gi) Group and Phrase complexes in Theme Sometimes more than one I group functions as the Theme: 0 Propositional phrases may be similarly linked into ‘complexes’ functioning as ‘Theme, For example: ‘AtSezana, on the Yugoslav border, they were very naughty, too. For a discussion of complexing, see Chapter 5, gave him ‘as Theme in a relational clause structure (see Chapt Whathessid is ‘What they lacked was (iv) Embedded non-finite clause as Theme. It is not only wh- clauses that can be ‘embedded into Theme position, Non-finite clauses are also common as topical Themes: ip 4) of the following kind: a business plan pwenty sits will improve your tummy muscles Tocsris human I to forgive (is) divine It is also possible for a complex of clauses to be embedded in this way: ‘Geating plenty of exercise and eating the tight food is important. (v) Embedded ‘that’ clause as Theme. ‘Fact’ clauses such as (The fact) [that the be fresh] are more commonly found in the Rheme, but do occur in ‘That. the (oad might not be fresh didn’t occur to them, 3.6.1 Tests to check for longer Themes the size of the expression is quite irrelevai issue, You can often see that a long expr.jth a pronoun, ie. consider a version of the clause “Theme. If you can ‘replace’ the expression you're it serves asa single element in the clause; for example: some of the animals we know. sn your tummy. Your tummy. . consider a version of the clause with (2) Make the expression non-themat a different thematic structure. For exampl From house to house I went my way : I went my way from house fo house. ‘The alternation involves from house to house as a whole, not only say from house; that is, you can’t normally get? ‘From house 1 house T went my way = From house I went my way to house. 3.7 ‘Hypotactic’ clause as Theme [A different kind of long Theme can be found if we extend the thematic principle beyond the clause to the ‘clause complex’ (the ‘sentence’ of the written language). This can be illustrated by comparing the following: ‘Were you lonely in Pars, when I was inthe concentration camp? ‘When was in the concentration camp, were you lonely in Paris? ‘The first example can be regarded as an unmarked ordering of clauses, where a ‘main’ clause is followed by a modifying clause. It will simply be analysed as shown above. In the second example, the when clause in its entirety can be regarded as functioning as an orienting context for the question Were you lonely in Paris? The when clause thus provides a marked Theme to which the second clause is Rheme (EG: 56-57): ‘When I was in the concentration camp, l were you lonely in Paris? At the same time, eat jual clause has its own Theme-Rheme structure, 50 ‘a double analysis is possible ‘When 1 asin the concentration camp, | were you lonely in Pars? Rhone —_ dependent, modifying) clauses which have the yy of occurring in this initial position as a marked Theme of the clause ‘Non-finite clauses are one such type of hypotactic clause. Here are some 1¢ of a clause complex: ‘as always in language, you have to treat analyte ules of thumb with care: ote that you can have from Atkens 10 Madrid we flew with Olympic From Athens we few to Madrid with Olympic Phase 137 4 Analysis practice 41 Phase I 44 Exercises Examples are taken from M, Williams, The Velveteen Rabbit. Pall & Munk; P. ‘Theroux, The Great Railway Bazaar, A.A. Milne, The House at Pook Comer. E.P. Dutton & Co, 1950; W. Russell, Educating Rita, Exercise 1 Identifying topical Theme (declaratives) Follow the models provided and underline the Topical Theme in each clause. Hig was fat and bunchy. tle rabbit ‘saying five minutes to eleven, ssmackerel of something. ‘See Section 3.3.3(b) ‘My mind’s full of This room does not need air. A peaceful smile came over his face... crumbled. Exercise 2 Identifying marked topical Theme (declaratives) Identify the Topical ‘Theme and classify a6 unmarked or marked (see 2.1.1.) For examy ange beings creep out of the ‘By this time they were getting near Beyore's Gloomy Place. {[shall have to go on a fast Thinking Walk by myself (For practice in recognizing the Subject, see further Chapter 3, Section 4.1.1, ‘Exercises 1 and 2) czE 1. Kanga’s house was nearest. 2. For at least two hours the boy loved him... 3, Nobody sits out there at this time of year. (0. OF its type it’s quite interesting.38_Theme 3) Follow the models to identify Ie below. Phase I 39 the numbat is active during the ely common Il but now lives (Adapted fom The Concise Encyclopedia of Australia 2nd ed. Buderim, Queensland: ‘Bateman, 1984, 438.) ‘Text 2 Explanation 2 4 5 é 1. ithe'd been warned of the contequencss & but two thousand people had seen me. become choked by their own de eee NonsilAter some tine, fan or cone-shaped deposits of gavel, Se formed around each valey or canyon outlet I These are called Theme heme (Adapted fom Sale, C, Wilson, G. and Friedman, B, 1980: Our changing world Bk 1 textual Topical ‘Melbourne: Longman Cheshite, 38) So te ang Ragan ‘nd then | we 0 out Gort Wel poor Coys [has nowhere ove : 42a Exercises 2 dentifying interpersonal Theme (decaratives) Follow the models 7 ersoualend topical componenis to the Theme in each clause. Fil out + ‘Maybe yu cll them sparrows s ‘esas does 1. Pethaps he won't notice you, Piglet. 2. ‘Branky i was fantastic. 3. For God's sake, you had me worried 4 Honest to God T stood up. 5. Sometimes I wonder.» See Section 332(0) 412 Tents for analysis “Themes in Text and Tent 2. (Boundaries between the clauses are ind a a P at and topial interpersonal | topleal component Themes Maybe yeu cal ther eparows each text (Gee Discuss and compare the method of development observed Section 1.3) ‘Text 1 Descriptive report ‘The numbat is an unmistakeable slender marsu short erect earsil The body is reddish brown with a pointed muzzle and Ofcourse | he does.40_ Theme Exercise 2 Identifying Theme (Interrogatives) Follow the models personal and topical components to the Theme in these interrogative cl ‘Ate-you sure? ‘Banik ys know what Tigges tks? identify inter- Phase ll 41 Exercise 4 Identifying Theme (imperatives) Follow the models to identify the ‘Take your old bunny, ‘Don't mention it Poob. 1, Can you hop on your hind legs? 2. Aren't you clever? 1. Come on. 3, Were you a famous poet? 2. Oh go away, Frank. 4, Did I ever say that? 3 5. Is that all? a 5. Let's visit Kanga and Roo and Tigger." Theme Rheme interpersonal | topical Theme heme. Are you sure Interpersonal | topical Don't you know what Tiggers ke. Look ati Take your old bunny. Dont mention it Pooh, Exercise 3 Identifying Theme (interrogatives) Follow the models to identify inter- ‘personal and topical components to Theme in wh- interrogative clauses. Where shall we buitd it? See Section 332(b) ‘Hou are you? i the matter, Eeyore? 2 3. 4 tion instead of in town? 5. How old are you? ‘Theme heme Interpersonal | topical : ore shall we buld W? ow ‘are you? all metafunctions Follow the models to identity stages to the Theme. Exercise 5 Identifying Ther textual, interpersonal and t ‘Then pechags he’ ‘Butdaiing you See Section 33.46) have prepared dinner should you? 1, But sometimes I hate them. 2. Then why did it try to bite me? 3. But surely you can see the difference between Harold Robbins and the other two? 4, But don’t you realize... Cold. See Section 3:3.1(0) We really should talk about you and Denny, my dear.2 Theme Phase It 43 Theme home Theme her textual Interpersonal | topical Interpersonal [unmarked topical Then perhaps he 1 say. and is as good as over| But darling, you shouldnt have prepared. wien | Pooh and Piglet _| sot out on thai 1 perhaps o 2 1 I 3. 4 5. & Exercise 6 Identifying Theme, all metafunetions Identify - sonal Themes and classify topical Themes as marked or unmarked, the table below. and here it s as good as ever when Pooh and Piglet set out on their way half an hour later. perhaps (ll put 8 mutfler round my neck. ‘And then we'll go out, Piglet... So after bre went round to see Piglet In criticism sentiment has no place. because halfway through that book I coul 'A crowd of us stuck together all week. was fantastic, ‘my cupboard, Tigger dear. ' go on reading it. suntil suddenly @ hundred miles above him a lark began to sing, if present ~ textual and 42.2 Texts for analysis ‘Text 1 Procedure Paprika-Garlic Roast Chicken 1 medium whole frying chicken (24-2% pounds) aspoon garlic powder teaspoons paprika ablespoons salad oil salt and pepper Preheat oven to 325°. Remove giblets from inside chicken and save for chicken stew or soup. Wash chicken inside and outside. (Don’t use soap!) ‘Rub chicken inside and out with garlic powder. Using a pastry brush or paper towel, coat chicken with oil and sprinkle with paprika to give a nice red tint. Salt and pepr y. Place chicken in a deep aluminium foil. The juices wi Roast in oven for 40 mis and coves agaia with fol Reta to oven for another 30 minutes. Then remove foil and continue roasting for 20-30 minutes more, oF until chicken is fork tender and golden brown. Serve with Brown Rice or Bulgar Wheat .dvallader, S. 1974: Cookup adventures for kids. Boston: Houghton Mit.) fen pan, breast down, and cover ti ep int the breast and keep the e end of e, turn chicken breast up44 Theme ‘Text 2 Parent-child conversation The first two clauses of this text have been analysed for you. Complete the Theme analysis for the rest of the text (M = mother, c= 44 year-ald boy) How could birds die? Mt «like the one in the garden, are you thinking of? ‘Well, sometimes birds die just when t very old, or maybe they got sick because they got some disease, or maybe a cat got it, Baby birds sometimes die when they fall out the nest, or, in the winter ~ if you were in 1 cold place ~ birds might die because they can't get enough food. presented. of development. 3a) though the United States participated heavily in World War I, the nature of that participation was fundamentally different from what became in World War The earlier conflict was a one-ocean war for the Navy and a one-theatre war for the Army; the Iatter was a two-ocean war for the Navy and one of five major theatres for the Army. © In both wars a vital responsi submarine work, £ but in the 1917-1918 conflict it never clashed with the enemy on the surface; g whilst between 1941 and 1945 it fought some twenty major and countless ‘minor engagements with the Japanese Navy. 1 American soldiers who engaged in World War I were taken overseas in trans- ports and landed on docks or in protected harbours; of the Navy was escort-of-convoy and anti- jin World War II the art of amphibious warfare had to be revived and devel- oped, k their way ashore. ' inchoate and almost neg A igned queen of the sea, © as she had in changing forms, since the age of Drake. P ine fought with tactics inherited from the age of s 4 r Textual | marked topical ‘unmarked topical @ | Although the United States | paricipatod heaviy in World Ware B The nature of that | was Tundamertally a participation j @ ‘The salar confell was a one-ocean war for he Navy and a one-theatre war for the Army. a the later was a two-ocean war forthe Navy and one of five major theatres for the Army. = Tn both wars T [bat Take 1017 1918 confct 7 | whilst between 1987 and 1945 mr “Amerean solders and Tanded on docks ora protected harbours; in Word War the aft of amphibious warfare had to be revived and | since ‘asa Woops 7 irpower, 7 Ta the later 7 Tn World War T of ae Tad in changing forms, Since the age of Drake. P| and Tought with tactics inherted a | bat in Word Wart 7 [er whieh Tor whieh ‘complotoly new tactics had to be devised, lative pronouns function as confations of textual and topical Theme46_Theme : Phase HII_47 3b) A rewritten version aes a Although the United States par é at participation was fundament unmarked topical ©. The earlier confict was a one-ocean war forthe Navy and a one-theatre war iris Ana, He ie a | athough the Urited States | participated heavily in World the latter was a two-ocean war for the Navy and one of five major theatres = for the Army. > was fundamentally diferent A vital responsibility of the Navy was escort-of-convoy and anti-submarine {rom fwnat it became in Wore in both wars, Wa tt £ wver clashed with the enemy on the surface in the 1917-1918 conflict; 7 ‘was a one-ocean war fort z ought some twenty major and countless minor engagements with the Navy and a one-theatre war Navy between 1941 and 1945, for the Army th American soldiers who engeged in World War I were taken overseas in trans- a porss ind landed on docks or in protected harbours; ° ‘A vial responsilty | wae escor-f-convoy and the art of amphibious warfare had to be revived and developed in World War oF he Nery bee leed ik since assault troops were forced to fight their way ashore. | bat 1 il inchoate and almost negligible in the earlier confit, a al ne n ‘American solders | wore taken overseas in : pooner: ne eI saat takgeoup iY T [end : Tanded on docks or 4 but he cpt naval fore was the area air tegroup in World War lance cea 1 which completely new tactics had to be devised for i the af of had tobe rovived and amphibious warfare _| developed in Word We Fil in the changes and compare the method of development see Section 1.3) of k 3a and 3b. ; > 4 1 | wh ich completly now tactics had to be devised for 43 Phase IL 43.1 Exercises Exercise 1 Recognizing long Themes Follow the models to identify the long. nominal groups realizing topical Theme. See Section48_Theme ‘he singers on the gate stopped suddenly ‘The only person who was Kind 3 him a all was the Skin Hore, 1, The Zoroastrian at the gate would not let me 2. The nature of that participation was fundamentally different, ‘The current interest in iconicity and related themes points to this issue as @ palpitating one, The history of American ingustics over he past O year i awash with arimo- ious name-calling, Exercise 2 Recognizing long Themes Follow the models to identify the group or phrase complex realising topical Theme. See Section 3.6(i). ‘Yowand | make a good team, don’t we? ‘Tehran, a boom town graft! onto village, isa place of no antiquity 1, Future historians, philologists, and lexicographers might find their labours light- ened by being enabled to appeal to such a standard. . ‘more than $200 million in annual sales, is only the seventh Korean an early whale, grew as. zy and unruly are n¢ to tackle, Bola generens,donspessty, and emptiness commonpae in noun 8, Mesoamerica, with its rich genetic and typological diversity, deserves attention... Exercise 3 Recognizing long Themes Follow the models and underline the wh- embedded clause realizing topical Theme in the following. (See Section 3.6 (i): ‘What you have just said will be a great help to us. ‘What we want i a Trained Bloodhound, for a living was the best he could. What you see is what you get ‘What I am proposing about compounding is, rather conservatively, that there are a number of compounding rules. 4 2. 3. 4 Exercise 4 Recognizing long Themes Follow the model and underline the non- finite embedded clause Theme in the following (see Section 3.6(W)). ‘Losing o sch an insapsrsnsa-eam gave the coach a real 1. Squeezing the spots may damage the skin permanent! 2. Rocking baby may help her to sleep. . 3. To see him all by himself like that really upset them. Phase Ul 49 4. To have requested leave just now would have been a bit unreasonable, §. Eating an occasional Mars bar won't do you any harm. Exercise 5 ‘Empty’ Subjects as Theme, predicated Theme Underline the topical ‘Theme in the following examples, some of which are predicated Themes. (See Section 3.4). ‘Actually, iis useful to know a bit about ches ‘kovas only yesterday that he was told about wal order. ‘even suggest such a thing ‘makes mites and ticks of economic importance. ould have endured the strain of a divided family. Itis good to understand the ni you shou tis only recent Ihave come to the 1 2 3 4 5 6 1 8 9. In fact, it was the husband and not the wife who got custody in that case. 10, Tt happened that we were there at the same time. 43.2 Texts for analysis ‘Text 1 Biographical recount Identify the Themes and consider the method of development of the text. Note the role of any marked Themes, George Bernard Shaw was born in Dublin Ireland, on July 26,1856, He attended four different schools but his real education came from a thorough grounding in hhich he obtained at home. In 1871, he was apprenticed to 2 Dublin estate agent, and later he worked as a cashier. In 1876, Shaw joined his mother and sister in London, where he spent the next nine years in unrecognized struggle and genteel poverty. From 1885 to 1898, he wrote for newspapers and magazines as ct ‘ganda, and, in 1884, he joined the Fabian active period of his career, Shaw wrote 47 plays. By 1915, his international fame wwas firmly established and productions of Candida, Man and Superman, Arms and the Man, The Devil's Disciple, were being played in many countries of the jaywright was awarded the Nobel ven and sixty-seven, Shaw wrote such dramas as Heartbreak House, Back to Methuselah, Androcles and the Lion, ‘Si Joan, During his lifetime he was besieged by offers to film his plays, but he accepted only a few, the most notable being Pygmalion, which was adapted his death) as the basis for the musical My Fair Lady. He died at the age of ni four at Ayot St. Lawrence, England, on November 2, 1950. ‘Text 2 Topographic procedure Identily the Themes and consider the text's method of development, Singapore's city centre straddles the Singapore River and runs parallel to the waterfront along Raffles Quay, Shenton Way, Robinson Rd and Cecil St. The50_Theme ‘Singapore River was once one of the most picturesque areas of Singapore with old shops and houses along the river and soaring office buildings right behind them. it doesn’t look like the old places will be around much longer. All the spproximate place where he first set foot on Singapore island. There is a second statue of Raffles in front of the clock tower by Empress Place. Nearby is the Supreme Court and City Hall, across from which is the open green of the Padang, cricket, hockey, football and rugby ‘matches. There are also memorials t f the Japanese ‘occupation and to Lim Bo Seng, a If you continue up Coleman St Church and come to F Known as ‘Forbidden which has many gray good viewpoint over Singapore. Once the hill is now topped by the old Christian cemetery has survived or | cuts through from Collyer Quay to 19 bridge and is known as “Acrial ‘Telok Ayer Transit Food Centre by the waterfront. Singapore's disappearing Chinatown is inland from this modern city centre. Wh Lonely Planet travel survival Singapore and Brune nely Planet Publications.) ‘Text 3 Advertisement Be seen in all the right places. From New York to Los Angeles to Dallas/Ft. Worth, the Delta system fies to all the top business centres ica. That's over 4200 flights a day to ‘more than 260 cities around the U.S. and around the world, So next time business takes you to 100k Delta. We'll make sure you're seen in all the right We love to fly and it shows. ‘Text 4 Description have been used to narrative Identify the Themes and consider how they ize the description. Note any marked Themes. Phase Ill 51 ied a long and narrow oblong box. In front of the Gogs, on wide snowshoes, tolled a man. Behind the sled came a second man. On the sled in the box lay ‘man, whose life was at an end ~a man whom the Wild had beaten down and conqueted. The bodies of the live men were covered with soft fur and leather. Their faces were blurred and shapeless under a coating of crystals from their frozen breath. All around them was a silence which seemed to press upon them as water does upon a (. London: White Fang, Abridged ion N. Farr, Pendulum Press 1977.) ‘Text 5 Casual conversation : 8: Do you think it's worth going to see The Godfather? going to see] The Godfather Two, yes. ler on the Orient Express is now at the ABC Shaftesbury that, actually. We'd be out of the the ABC Shaftesbury Avenue. Oh sorry, yes, no no no no you're right. Yes, yes they are. Les Enfanis du Paradis, what about & x c B D c ‘They love sex and lusty laughs. What rubbish! (ie. What rubbish : What is that lovely cinema in Victoria? Have you ever been to Biograph? (R. Quirk and J. Svartvik (Eds) 1980: A corpus of English conversation. Lund: CWK Gleerup) ‘Text 6 Exposition .The claims for the educational value of Show and Tell and Morning News Sessions are at best rather questionable, however, for several reasons. In the first place, the commitment to promoting oral language as something independent of ther areas of language development is itself very dubious. The notion of language development must involve development both in speech and in literacy, in can be drawn between the two. They are neces- ildren who are suocessful in Showing and Telling or Newsgiving will bent being given opportunities to use spoken language "Note chat the modal Adjunct apparey i ot an interpersonal Theme here, since it does not precede the topical Theme.52_Theme in other ways in schools. The particular activity and genre are not uniquely suitable for the development of oral language abilities. ‘On the contrary, since the particular genre used at any time is itself dependent ‘upon the activity range of differing act ‘ted range of genre types. Regrettably, Morning News and Show and Tel sessions frequently feature as the only concessions made to the development of ‘oral language in daily school programs. Where this is the case, the language ‘a good language program children move ‘ofa kind designed to stimulate and extend 10 speak, to read and to (Christie, F, 1985 Language education. Geelong: Deakin University Press 20-21.) ‘Text 7 Taxonomizing report Analyse Theme in the following text and consider structure-of the report. This dinning, 1980), published by Oxford University Press as part of its professional ESL teacher and writer of mical textbooks, who drew thi our attention, has commented that students find it hard to understanc appears to have been written by someone who Was an ‘outsider’ as far as electrical engineering and electronics were concerned. Conductors, Insulators and Semiconductors Tf we connect a battery across a body, there is a movement of free electron towards the positive end. This movement of electrons is an electric current, ied into three groups according to how readily they permit ‘low. These are: conductors, insulators and semiconductors. ry are substances which provide an easy path for an electric, ‘are conductors, however some metals do not conduct well. is a poor conductor. Copper is a good conductor, there- {is widely used for cables. A non-metal which conducts well is carbon. Salt ‘an example of a liquid conductor. se electrons is called an insulator. “There are no perfect insulators. All | however this can usually be ignored the flow they permit is so sme ‘Semiconductors are midway between conductors a tors. Under certain conditions they allow a current to flow easily but under others they behave as insulators. Germanium and silicon are semiconductors. Mixtures of certain metal- lic oxides also conductors. These are known as thermistors, The resis- rapidly as their temperature rises. They are therefore ing deviees. 2. London: in Foeus),) ial Engineering and ford University Press The location of THEME within the grammatical resources of English 53 5 Review and contextualization 5.1 Defining Theme ‘The system of THEME is a textual resource at clause rank for presenting the clause as a message (piece of text) in the unfolding text. It organizes the parts by specifying a poi Of the clause ~ for example Stepping beyond cognitive science’s new theory of ‘connectionism’, Gee form: th penetrating analyses, he ‘With penetrating analyses Theme ‘The point of departure of the clause as message, its local environment ~ what is called Theme - is realized by initial position in the clause, and is followed by the non-Theme, the Rheme. The Rheme provides the information to be processed the local environment specified by the Theme. ion of THEME within the grammatical resources of English If we pull back and take in the whole grammatical system of English, we can see that THEME is @ resource for organizing information located at the intersection of subsystems are complementary, each providing a parti ruction of meaning, As we noted above, THEME provides the resources for 18 up a local environment (context) for the clause as a piece of text or message ‘is being developed. (This local environment can fe point of departure for the process of interpreting the meani .) The textual system of INFORMATION is complementary 10 1e clause falls within the Given assigned it system falls the Rheme (see by INFORMATION and the New assigned b; TFG, Chapter 8). Within the clause, THEME is related to CONJUNCTION, a system providing the resources for making explicit the rhetorical relation between theTheme and Mood $5 clause and preceding text. Is also related to voice, a system which allows a choice {5 to which participant within the TRANSITIViTy structure will be assigned the status (of unmarked Theme. 53 Theme and Metafunction personal Themes. For example: most people don't discuss these things in public Topic — Rhett 54 Theme and Mood The nature of the unmarked choice of theme depends on the interpersonal status of the clause ~ is it dependent or independent, and, if independent, which type of ‘Moop selection characterizes it? The various unmarked Theme types are shown in is thematic: lidala li ie 23. Pye dete le] | ee a Thee Te i Tape | oa Go i — na te §) manne ne d ok pty ple el i 1s i e ae u a ig you wake up tate today? y a 4 4 | © jnmogatve: we | Whe ‘wer eee 3 3 Bye A en i i | 5 ine enor Ha | fa oa me [ soma - | i a ___ tisteert i nagave causes are bt eparsos and! Thana t i a i i Hiia |e é ‘What an impetuous boy he is! , there are further types of imperative clause that are also thematically ‘with Theme underlined, let's wake up late today!, lemme wakeup late56 Theme Further reading 2 Fries, Peter H. —_ STS Linguistiown Connexty of Discourse. Hamburg: Buske Mood clause as exchange exis. London: Pinter (Open word order language is English, ternational Review of 1 Orientation 11 Reading Guide to IFG Thematic development in English texts, London: Pinter (Open Linguistic Sevies) 20-54, IFG Chapter 4 (Clause as exchange) Section 8.7, 88, 89 (systems of TONE and KEY) ‘Section 10.4 (Interpersonal metaphors of MooD end MODALITY) 1.2 Characterization of MooD ¢ system of Moo belongs the grammatical res. example, each of the f each embodies an fafunction of the language and 1g an interactive move in dialogue. For ing alternatives has a different interactional status and Example Mood ‘The spy came in from the cold, declarative Did the spy come in from the cold? interrogative:yes/no Who came in from the cold? interrogativewh- Where did the spy come from? ‘Come in from the cold! imperative If we look at each of these as a possible move in a dialogue, we can see that one difference between them lies in the role the speaker takes up ~ the speaker may be ‘giving something to the addressee or demanding something of him/her. Moreover, the ‘something’ here, the ‘commodity’ being traded (to use Halliday's metaphor), will be either information or goods and services. While goods and services exist independently of language (and can be exchanged without accompanying language),Characterization of Moov 59 58_Mood ‘Table 2:1 speEcH Fuxcrion choices and itoc0 realizations ‘goods and services | Information giving FF STATEMENT (various) declarative He wil help me. demanding | commano ‘QuesTiON imperative ~ interrogative Help mel whe Whol help me? yes/no Wilhs help me? ‘proposal ‘proposition information is constituted in language and has no existence outside the symbolic y's metaphor | le 3.1. As you can see from speech functional categories of statement, question, offer and ‘and questions involve exchanges of information and are offers and commands are exchanges of goods and services, ‘These semantic categories are realized by grammatical MOOD jet me another beer!” is realized metaphorically by an instead of congruently by an imperative one ~ Get me another bee sonal metaphors expand the speech functional options, for examp! politeness. (See 2.5.1 below and IFG Section 104 for a discussion of metaphor ) So far we have been looking at single clause examples, but to understand inter~ personal grammar itis important to focus on its role in realizing dialogue, which is an interactive, collaborative process, To explore the role of the MooD let us look more closely at a minimal example of dialogue. logic exchange (extracted from Svartvik and Quirk, A corpus tegories may be realized by means | terpersonal | of English conversation [CEC, p. 623), A demands information and B gives on | demand: ‘The most central aspect of this passage of dialogue is that it is acted out as an exchange between A and B. The example above is, semantically, a demand for ie | sructwraem] 7 i] [atom ot anys, | Storm ot anaiysis, | doar Fig. 9.1. Dialogic exchange followed by a gift of information cogative: wh-' and ‘declarative’, respecti the clause diagrammatically, ‘the exchange revolves azound two parts: & structuralism? ~ It is and is the Mood element, here the combi- nation of Subject and the Finite verb, may involve one or more elements). You can sce that the order of the Subject and Finite elements within the Mood element is intei ly significant. In this ‘exchange, it switches from Mood (Finite"Subj Mood (Subject”Finite), indicating rm of analysis, ear ‘The example above also illustrates other interpersonal choices. For example, B chooses to respond it's a form of analysis, dear rather than i's a form of analysis, thus naming the addressee with a Vocative embodying an interpersonal attitude, an endearment (dear), ‘Some further examples of exchanges revolving around the Mood element are siven in Fig. 32 Tn each example in Fig. 32, the arrow connects the Mood element of A’ ‘ating declarative with the Mood element of B's response. You can also see that the responding clause which is continuous with the clause it is @ response to fore technically the Residue is presumed through ellipsis.) This fectively foregrounds the Mood element, the part of use of elipsis in res the clause embodying demanding tus inthe exchange, ing sought, poke exchange, pls~~. Fig. 32 Examples of dialogue Fig. 3.3. Basic wooo options Overall interpersonal organization of the clause 61 2 Survey of options -laratives may be exclams ‘and there are various kinds of imper- 3 be cool) ‘Each mood category is realized in English by a particular interpersonal structure, with one part ofthe structure being fundamental in discriminating the different types. 22 Overall interpersonal organization of the clause Halliday assigns the clause an interpersonal function structure in two steps. First he identifies an overall organization of the clause into Mood? + Residue (+ Moodtag) Soe Fig. 3.4. Mood Reside Moods i suney: |r bloody weit aiaa'e | — t i t Mobesecon Consisting of Subject and Finite ~ ween as Mod,62_Mood ‘One of the reasons for recognizing this kind of interpersonal clause structure is that, if @ speaker wants to get a verbal response to a dec! clause, s/he can add a tag (Mo ks up only ps Mood element, but not the Residue. That is, if the Mood! ie as the major the different mood sd in English by the Mood lipsis in respond- is further requires taking the second step in analysis, which al elements of the Mood, Residue and Moodltag, element, while the Residue may in part or whole be involved i ing moves. To explore 22. Structure of the Mood element table” and consists of Finite, Subject and ing as positive or negative and by grounc rms e was fon't) or in. terms mayh is, ete.) Th Subject is the element in terms of which the clause can be negotiated. (See further 2.2.12 below.) Modal Adj the positive/negative aspe typically realizes the funct -anings related to speaker judgement or to Table 3.2 outlines the class of unit which Table 3.2 Functions within the Mood element function lass of unit example FG Fin has p75 ‘Subject the git B76 (i) modal Adjunct adverbial group | already: unfortunately |p. a1-3 For example: Unfortunately | the git ‘Mood | ‘modal Adjunct | Subject i (comment) To probe for the Subject role, add a Moodtag, In the tag the Subject will be repeated as a pronoun, as in The girl has already done it, hasn't she? In a similar Overall interpersonal organization of the clause _63 way, the Finite can be identified as the ver’ which (re-Jappears in the Moodtag, as jn The girl has already done it, hasn't she? |As shown in Ts there are two kinds of modal Adjunct: the mood construes meanings m distingui ‘Tobie 3.3 Relation of wooo selection to Mood structure ‘ooo selection | Mood element Example (Mood in bold) prosont Subject*Finite they*will buld the house WinSubject*Finite | how quick’ they*wil Buld the hous! interogative yesino FiniteSubject wittthey buid the house? whe WieFinitosSubject! | what willthey buié? imperative a = uid the house! 22.1.1 POLARITY and MODALITY the clause is also where the interpersonal resources of FOLAR- ry (posi are realized in English. ‘These meanings can be expressed either as a feature of the Finite or as a separate ‘mood Adjunct (see IFG: 82-3): hasn't modality may polarity a perhaps For instance: he may be at home Mosd.. Residue (Note also the fusions of negat tc, and as Adjunct: rarely, hhe is perhaps at home - Resiue and modality ~ as Finite: won't, can’t, The first edkon of Halliday (Arno, 1985) weated comment Adjuncs as outside Mood Residue sally form part ofthe proposition being nepoiated64 Mood ‘Table 2.4 Kinds of modality Finite: modal Kind of modality mood Adjunct (modatization) ‘may. might, can, could; / ‘probability wil, would; should; must iy, perhaps, maybe usuality, ‘may, might, can, could; | usually, sometimes, wil, would should; must r ever, seldom, rarely sroposals (offers and commands). See Table 34 and IFG sections 4.5 and 104. 2212 The interpretation of Subject as an inerpersonal fancion imperative ‘you do: (implicit) Subject you ateful woman away. ote tht unlike the other mada Overall interpersonal organization of the clause 65 CCould you lend me a hand? ‘Would you take me to the Shall pour you another Can T get you anything Gan we give you a ride home? Here the Subject is responsible for the success of the proposal — it has to comply, fete. But you can also get a sense of Subject as the modally responsible element in propositions ~ indicative clauses negotiating information - when you consider the {ialogic potential embodied in the combination of Subject and Finite (See also the ‘example in IFG: 78): Mec: The two gentlemen had the last ofthe fry this morning, pevey: Oh, did they? peTEY: You slept like log lastnight. MEG: Mec: MEG: Perey: Mec: STANLEY: got a wheelbarrow in that van. maar They kate STANLEY: Oh Yes they have, Mec: You're a liar. STANLEY: A big wheelbarrow. And when the van stops they whe: and they wheel it up the garden path, and then they kno mec: They don’t STANLEY: They're looking for someone, Meo: They're not iso modally responsible in an indicative ion, In propositions we might characterize the meaning, element of meaning which the speaker assesses to be ner rejecting the proposi- ‘constant. Extended to proposals, this interpretation would imply that proposals are most at risk in terms of who is responsible for carrying them through, rather than (topical) Theme and Subject are only conflated in uses). Furthermore, the interpretation of Subject as a grammaticalization of ‘topic’ entirely fails to account for its contribution to Mood together with Finite and facts that follow from that, such as the following. {@) As already implied, modulations (obligations and inclinations) are oriented towards the Subject of the clause, not towards any other elements. Thus in you shouldn't say that word, ‘you' (Subject) rather than ‘that word’ (Complement) is vested with the obligation.66_Mood i) When a clause is nega 3.5 Residue functions negation normally starts with Finite and affe function example FG Predi been given p79 ‘Compiemer ‘ay aut p80 ‘Agjunet(s) ‘ut of pity p80 circumstance For example: These flowers have just__| been given | my aunt out of pity Predicator Complement — | Adjunct Mood Residue Whereas the Finite specifies the domain of argual ity, the Predicator may specify features of temp “Tradonaly, Complement wa includes the pretest as through time or modal- ty or modality (or other Quiside the Mood Residue structure 61 domains) that are related to whatever specification is made in the Finite, For example: She was going to respond Swbet Finke Predator Here the primary tense in the Finite establishes arguability in terms of past (was) in relation to ‘now', while the secondary tense in the Predicator specifies future (Going to) in relation to that past ‘The difference between Complements and Adjuncts is that Complements are potential Subjects, whereas Adjuncts are not Thus alongside she gave my aunt these Flowers out of pity, we have my aunt was given these flowers (by her) out of pity and. these flowers were given my aunt (by her) out of pity, but not out of pity was given these flowers my aunt. 22.3 Wh: an itinerant funetion One particular interpersonal clause function is sometimes found in Mood and sometimes in Residue, This is the Wh element, which always combines or ‘conflates? with another function. If it conflates with the Subject, it becomes part of the Mood th a Complement or Adjunct it becomes part of the When’ terpers ing negotiated and (li) textual elements which have no inter- (Interpersonal elements: Vocative: Identifies the addressee in the exchange (see IFO: 85) eg Madam, you'll ook like a lower, won't you? Vocative Mood ncRsidvene Moodtag Expletive: Expresses attitude towards the exchange itself or the information being exchanged” eg, Heavens, you'll look like a flower, won't you? Bxpletve Mood Resitttne Moodtag ana clause in which That Bloody68_Mood (Gi) Textual elements: CContinuative: yes, no (see IFG: 89) Ss, tualy does rin (6 IFG: 96) fe the Mood:-Residue structure of the proposition or proposal being negot- idicating its textual relevance as a message (by means of ions) and by indicating the addressee (by means ofthe speaker stance (by means of an Expletive), but they do 2.5 Interpersonal grammatical metaphor 2.8 Mood metaphor As noted in section 1.2 above, speech functions such as statement, command and. question have both congruent and metaphorical realizations. Wi realizations the grammar works as a metaphor for the relevant meat fan imperative like Tell me your name is used to question (to demand information) Gee Table Table 3.6 Examples of Mood metaphor ‘speech function | congruent realization | metaphorical realization What is your name? [interrogate Tell me your name. (impor And your namo i. [32s Could you get me a drink? Tnoed a dink, (deciarative 2.8.2 Modality metaphor ‘Metaphorical reali meanings beyond ions are also found for modality, expanding the range of modal realized by modal verbs as Finite and mood Adjunets is concerned, one kind of metaphorical realization involves L think, I reckon, 1 ’m convinced, I'm ization, known as explicitly subjee- ti speaker explicitly responsible for the assessment. The contrast bemcen what Faldayrefen to ae tne congruent and the metaphorical realization cf modalization is outlined in Fig. 3. "est person in declarative or second person in interrogate, eg, do you reckon? Interpersonal grammatical metaphor 69 (GESTED Grsnar must comupt Ey eae hhc Grane is compt engrvnt tcay= mean Tmetaphoreat (oay sta for mean) (edi resources for constructing participants are deployed to distance the assessment from the speaker and thus from negotiation. Adjectives such as possible, probable, usual, ypical, common are commonly used to construe modalizations objec- is outlined in Fig. 3.6. (Cian SP | would sack him s {say = mean]| [say stand Yor mean) Fig. 9.6 Congtuent and metaphorical realizations of inctination Modulation is also regularly made explicitly objective through nominalizations of 3, construing these either as a quality or a thing. Adjectives70_Mood Table 3.7 Metaphorica realizations of modalty Identifying structural elements 7 grounded or bounded by the tense or modality meaning carried in a Finite element and are rguable or negotiable. They generally consist Kind ot [eonqont__retetone Iago eaters of Rendon, though sometime Sbjct presen as mfr having fod in ‘Adjunct redicat ‘mental tributive the dog a bone. Fre] amt freer | ml a i} Minor causes are a second kin of moods clause. Tey are ‘minor because they aze not open to any ofthe major stom of ruse, MOOD or TRAGStT impiety | moiety — | impteny — | expe | exe Such clauses af o, yu, he, hanks tay, however, full «minor Specey functional Sretve | cbpeie | abet | ave | ebsie teaning and thus Serve an iterpersonal function as 4 greting, br acknowledge tent, of the like They thus have 8 somantc sole in dialogue but can spy be conn, | pasty, ignored when analysing grammatical for MOOD. maying, | oat, is stn, weds’ | Seri tere a 1 saan 42 Identifying structural elements a a 7 Tiewnn him | ahigaion be aloned be suposed, Paige readiness: wing ag | bo ng irlnaion | eats fs oes ae le ® lene readiness: | cancoud wea |= 1s poste or aay hmiiewe ily subjective and objective metaphorical realizations of is presented in Table 37, edicator realized toget fun simple past: Dawn had hor baby Subject Fhite/Predicator ‘Complement simple present: He feats angry ‘Subject Finite/Predicator ‘Complement , the Finite is realized separately from the Predicator, through the auxialiary verb do, : emphatic Dawn aa have her baby, 3 Troubleshooting Subjet | Fito | Predoaor | Gampiemert ‘3.1 The unit of analysis Every ‘major’ clause in English will embody a choice from the Moob system. Such tagged son ane: choices are also inherent in elliptical clauses, where all or part of Mood or Residue Fine ‘Subject ray be absent, For exampi Herald today? 8 No Eider] a negative Dawn iat | nave hee baby [Ret ae, however, wo kinds of ase which do not embody a MOOD chose, ‘eect Finke Predator | Complement The ‘non-finite’ clause, is characterized by its lack of finiteness; for example 0 fetch her poor dog a bone, (without) fetching her poor dog a bone, having fetched her poor dog a bone, etc. Such clauses are nol "See IFG: 95-86, For fuller analysis and discussion of speech function see Martin (199).TL_Mood Note the contrast with bare imperatives: simple present You ‘swim wall Subject FiaitePredicator | Adjunct Imperative (you) swim welt (Subject) | Predicator ‘Adjunct Note also that, when the main verb in the clause is be, there is no Predicator function, but only a Finite (also with have in some dialects). Thus are they happy?, not do they be happy?, and they aren't happy, not they don’t be happy. Adjuncts: in Mood or Residue? Modal Adjuncts have meanings related to those (eg. probably relates to might) andior involve a measure of speaker i idgement (presumably), in may be mapped on to (he ial Adjuncts; see IFG 4.3.2) ith circumstantial Adjuncts in moment of speaking focus of theme predic (ay Yes and no: modal Adjunct ot conjunctive Adjunct? Yes and no may be either in functior sf interpersonal or tex When yes or no const ‘ment, command or off following examples ill AE text incive Adjunct’ see IFG ‘a: Did you bring the keys? Identifying structural elements 73 ‘Tl bring the keys shall 17 i: Yes, do. On other occasions, yes or no do not realize a polarity function as continuatives with a purely textual function, simply linki ‘with what has gone before. In such a case, no switch in pol move is possible and the yes or no will typically be phonological a response, but the polarity 1m. the previous ‘weak: ‘a: Peter's beon having a work, ': Yes he's had a bad yea " understand what was in such @ state It time 5 was about II No I really couldn't see why every- In the above examples, yes and no are textual rather than interpersonal in charac- ter (conjunctive rather than modal Adjuncts). sal verbs: how far does the Predicator extend? English i rb plus an adverb or preposi rich in ‘phrasal (iv) Phras verbs’, for, look at, go out, being represented However, since this is not the strand of meaning we are concemed with when analysing Mood and Residue, it does not constitute a good reason for treating the adverb or preposition as part of the Predicator. On the contrary, Halliday prefers to treat the phrasal element as an Adjunct or part of an Adjunct (see IFG: 209). we the books out Stet ‘Complement Agunt He for us Sabet just ‘They in to the union Sabie ‘Aguet Adjnet He too long for us sbeet Ada Adjuct is analysis allows for generalizations concerning the ordering of A relative to each other, Thus a modal Adjunct that could precede a Compl such as unfortunately in They won't be borrowing, unfortunately, any good books ‘prepositional phase serving as Adjunct, as in they won't interpersonal be waiting for, unfortun. that one Adjunct cannot complementary role to the . That potential could be ther than passive or vice versa. AS ubject, the Complement is realized by a nominal group, while an red by a prepositional phrase or adverbial group:Linda her father cup of ta Sharon tear fend hiemum some flowers Preacatr | Complement | Complement | schnct (eominal group | (seminal gou)| (pep. pasa) Complement in the above examples also has the See Chapter 4). This particular ideational role ean also be realized later in the clause in @ prepositional form, as shown below Peter did't that to Linda Angela 2 cup of tea for my father They theear on He Some flowers his mum Sumect Complement | achnet | Adnet tearal group | (rep phrase) | (rp. phrase) is treated as an Adjunct in IFG, on the in this form. Nonetheless some analysts would as a Complement here too. Although to ‘mum or Linda does have mn remaining in the struct Linda wasn! My father is This suggests @ difference from other element becomes Subject, then the pre; “The flower bed si nominal mn is left as an Adjunct by itself: A similar argument applies to a by phrase which fills the ideational role of Agent, as in Linda will be cold that by Peter or His mum will be sent some flowers by him. Yn IPG these are treated as Adjuncts, indicating that when agency is expressed in this form it has a more peripheral status than when it is mapped on Subject role, as in He will send his mum some flowers. (The ‘Agents can appear both as Complements and Adjunets us as falling between the central participant roles and Subject: Anticipatory it There may be textual reasons for placing the ‘content’ of the Subject role in a position in the clause where it will be ‘news particularly when an embedded clause functions as Subject. To accommodate this, ‘contentless’i¢ may hold the typical Subject position in the clause, letting us know if the clause is interrogative or declarative, For example: See Chaptar 2. Ambiguous mood ype 75 ‘There are agnate variants to these clauses where the embedded clause itself ‘occurs first in the normal Subject position and no anticipatory itis needed: give the job to Max wll upset her. To capture this agnation, clauses with an anticipatory it are analysed as having a discontinuous constituent as Subject. The it forms the first part of the Subject and the ‘Postposed’ embedded clause forms the second part: upset that they didn’t give the job to Max her 3.3 Ambiguous mood type For various reasons, a given example may be structurally ambiguous in terms of its is. Here we will just point to a few examples. ‘Yesno interrogative or imperative? ‘When the clause is negative and the Subject is ‘you’, yes/no interrogative clauses and imperative ones may be structurally the same ~ Finite: don't * Subject: you, as in: [imperative] you ever go out! than interactant sut past rather than present tense). (2) When the clause is positive and the Subject is ‘you’, a yes/no interrogative clause may presume the Mood element (ct. IFG: 94) and in such cases it may be structurally the same as an imperative clause: [Do you} Want any sugar? In waiting, yes/no interrogatives and imperatives are disambiguated by punctua- ech jon is made clear by the choice of TONE (cf. IFG Section 8.7), As with (1) above, you can probe the difference by looking at agnate clauses since they bring out the difference between the two mood types. ive or declarative? Declarative clauses normall choose one. If they do, they are preted as questions at the semar wum, as indicated by the qui the examples below:types of declarative clauses, lausal polarity is Theme, as in At no time dia 8s are closely bonded in Engl sme and so comes before the Subj any time ~ and from the possibility (in all varieties of English) of a Moodtag — At no time did he question our decision, did he?), ples above also illustrate a possible fically between declar- imperative clauses with explicit Subject You tnd a resemblance, You tnd a resemblance! You cin probe these in various way, for instance by checking the nature of the you?; imperative: won't you?) and the possibility of ithe imperative clause (Pind a resemblance. leaving the Subjec 3.4 Ambiguous POLARITY You can probe the polarity value of a clause by adding a Moodtag (if the clause is instead), ‘a clue, have you? Tn the normal of course. However, there are lytical problems, a follows, yy value combines with usuality or degree. The clause is .egative, even though you don't find a not or n't and even though the nega ly ‘no’ they seldom come here nowadays, do they?; he nothing upsets her, does it?; nobody Complements: he believes nobody, ive polarity has been ‘transferred’ to a mental projecting cause believe this is the right move for us, i is not; the negative polarity is realized within the metaphorical modality don’t believe. TENSE or MODALITY? Will as a modal auxiliary may realize PRIMARY TENSE on some occasions and MODALITY on others. For example Dan will know the answer is ambiguous out of ple) present tense and | Phase 77 context. Actual ing future primary tense or median Dan is going to know the truth (ra ing tense) or Dan must know the truth (cealiz~ probabi uth (because he was there at the time): bet Dan knows the truth (because he was there at the time). Similarly, whether will expresses future primary tense or inclination should be judged according to the most likely agnate clause: open the window future tense ‘pen the window (when T paint the room). open the window inclination fer to open the window. 4 Analysis practice 41 Phase 1 4.1.1 Exercises (Examples based on Roddy Doyle 1992: Snapper. London: Secker ‘& Warburg.) Exercise 1 Practising the tag test Construct a related clause with a tag and under- line the Subject and Subject tag, For example: He isn't a black. He isn’t a black, is he? |. You heard me. That's shocking No one said anything {| We could have done something abot ‘There's no need to be getting sn Jimmy's the one that should be getting snotty. Linda's hitting me. Your mammy and Sharon and me are having a chat. The hot refreshed them. 410, Those two litle kittens were chasing the ball. x Exercise 2 Practising the tag test Construct a related clause ‘with a tag and under line the Subject tag. For example: Make us a cup of tea there, love. Make usa cup of tea there, love, wll ou? 1, Now get out. 2 Don’t start that.78_Mood 3. Ab Veronica, stop that, Mind yourselt against the table there. Exercise 3 Practising mood agnation Construct a related clause in the appropriate mood to complete the paradigm: For exar ‘Are you sure? ‘You are sue. a Be sure. imperative 1, Did you go in by yourselt? polar i Come for @ drink, Sharon. imperative 5. Will Tring home a few chips? polar interrogative qi declarative imperative Exercise 4 Practising mood agnation Construct a related polar interrogative and then a related declarative clause, For example: Why won't you tll ws? wh-interrogaive 5. Where did the wretched man go? declarative Phase I_79 Exercise 5 Ellipting Residue Develop an elliptical response for the following clauses, as modelled in the first two exampl First speaker uterance you can watch me hitting him, Can Tracy watch? 1 2 3 4 5 Exercise 6 Identifying Subject and Finite Label the Subject and Finite elements in each of the following clauses, as modelled for the first example. Firs speaker Second speaker response “Cant? Se = She can of course "She has of course. fying Mood and Residue Divide the clauses in Exercise 6 into ‘Mood and Residue elements on the basis of the previous analysis, as in the example. you can watch me. = Can you can watch me. = Can 1? aw BR Su Mood Residue Mood80 Mood Exercise 8 Identifying modal Finites Underline the Finite and check whether it JIMARY TENSE OF MODALITY. If modal, classify as probability or obligation, My perception may be ‘They didn't come that ightened by pregnancy, ckend, 1. He might already know. 2, Excuse me a moment, I ought to say hello to someone over there, ce that ton. See 2.2.1.1, For example: thought ofthat. ua Reside ‘Aaj plas 1. Pm not telling. = 2. She certainly wasnt kidding 2 3. She'd always been like that 3 4. Your mind's probably made up. 4 5. They might have told me before this 5. 6. He must necessarily be dismissed for the theft. 6. 7. You're definitely not going to tel us. 1 8. Would the lads sometimes go out? 8 9. Maybe it’s a bad idea. 9. 10. Till gladly do it 10, | Phase I 8 44.2 Texts for analysis ion (for young children) Reproduced below are the first 31 clauses of a shor information book for young children. For each line, label the fnood of the main clause (i.e, as declarat imperative). Under! main clause comes frst role rel 1, Do you enjoy making sounds? 2, What sounds do these things make ll if you bang them? 3, What different sounds can you make with your body and your voice? 4. Put your fingers on your throat Il as you talk \! or [as youl sing Hold a ruler on the edge of a table. Press down the end I! and let go. Can you hear a sound? 9, What do you see? 410. Whenever you hear a sound Il there is something moving. 13 You can make musical sounds with rubber bands of different sizes or if you pluck the strings of a guitar. 14, Strike a triangle with a beater. 15, Touch the triangle il while it is ringing. 16. What can you feel? 17, When something stops vibrating I the sound stops. 18. How does someone’s voice reach you? 19, The sound travels through the air as sound waves. 20, Throw a stone in a pool of water. 21. Watch {[the waves spreading out 22, Sound waves move through the air in a similar way. (From Webb, A. 1987: Talk about Sound. London, Franklin Watts.)c ROE How could birds die? Like the one in the garden, are you thinking of? Well, sometimes birds die when they got very old, ‘or maybe they get sick because they got some disease, because they can't get enough food. Yeh, but what happens if one bird falls out and then ~ and When it’s just about at the ground it fies? big enough to fly ight. 5 birds fall out the nest (hastily) I don’t think it was our cat ras on the ground (referring to dead bird in garden) But it looks as Perhaps its eye got b Could have been, but it definitely wasn't alive Phase 83 42 Phase I 42: Exercises Exercise 1 Recognizing Vocatives Label the Vocative and Subject functions as required in the following clauses Robin, you have to leave now. Vocative Subject 1. Darling, would you carry this for me? 2, All of you, get out of here. 3, Bruce was inspecting the lab. 4. Robin, let's go. 5, You really ought to leave straight away. 6, Chase had a thing for black eubber. 7, Mr Eliot disagreed. 8 You had better got ready Alfred. 9, Don's, Riddler, even think about i 10. Look at you. Exercise 2 Practising voice agnation to the following clauses as modelled 2d just told her father. (activ ‘would have been taken by th truot the active or passive clause related first two examples. Her father just bee He'd have walloped her. ? 1 Why won't you 2. ‘The door was shut by Jimmy. 3 He squirted his tea back into the cup. oe She'd been won over by the arguments. s. 6 bring you home a few chips. (2 versions] 7. My perceptions may be heightened by pregnancy. 7.84 Mood Exercise 3 Identifying Residue elements Divide the Residue in the examples in Predicator, Complement (nominal group), Adjunct onal phrase) as in the first two examples. (adverbial group, prep you can watch me.~ Can 1? you can watch me, se Pred Comp eM 00d vosenaen Residue ‘Are you coming for a drink? — No thanks, Daddy. ‘Are’ you coming for a rink? a Se Pred Adjunct Moog annonvn Residue Exercise 4 Identifying Predicator Analyse the following clauses for Subj and Predicator. Contlate Finite and Predicator if necessary. For example: she the meeting. Su a Finite 1 wanted to go down to the stables Su FuPredicator ‘They are going to sell the house as soon as possible. >. Twas expecting to see you earlier. He seemed to be perfectly cheerful He was beginning to get into the car. Couldn't they have done something abo ‘She might have stopped listening, Didn't they try to understand you? 8, They started to listen, Exercise $ Analysing Mood Residue structure including Wh Analyse the following clauses for Subject, Finite, Predicator, Complement and Adj Subject, Complement or Adjunct and Finite with Predicator as appropriate Make us ‘cup of tea there, love Predieator Complement Complement Adjunct Vocative 1, Stop that 2. How did it happen? Phase H_85 Don't start that. 4, Why won't you tell us? ‘What do you mean? When's it due? 7. What a house this ist ion of the inet a8 appro- Exercise 6, [dentifying types of Modal Adjunct Analyse the Mood fu following clauses for Subject, Finite, mood Adjunct and comment A¢ priate (see IFG: 82-83) Personally, I don't isike him. comment Adjunct Subject Finite 1. She was usually seen by someone. 2, Frankly she'd hardly been anywhere 3, She'd already visited some of the sights. 4, Apparently she'd barely seen any of the sighs in any quarter of the town. 5, In general she shopped in some of the fashionable streets. 6, Surprisingly, she probsbly didn't see anyone aay more 7. Provisionally, we might plan for a whole day then. Identifying Residue elements (phrasal verbs) As in the models, analyse jing clauses for Mood and Residue. Divide the Residue into Predicator, ‘Complement and Adjuncts as appropriate. ‘They looked for John. They looked for John, Subject FUPredicator Adjunct Mood Residue ‘She plugged in the kettle, She plugged in. —_the kettle, Subject FUPredicator Adjunct Complement Mood Residue ‘She plugged the kettle in. She plugged the kettle. =i, Subject FuPredicator Complement Adjunct Mood Residue86_ Mood Phase H_87 1. Lay off, Veronica. al the Subject may be | rmplex of a 7 7 ‘non-embedded clause) in each case. 2. Til sort this felts out 2. 7 Hunter I. Rethinking the School. Sydney: Allen & Unwin, 1994: 170.) 3. They won her over: ae What he did for a living was the best he could 1, The points that you made there surprised me. 4. They put her up to it 4 2. Your mammy and Sharon and I are having a chat. 5, What chance gave, chance took away. 5. She sow through their plan, 5, |i The increase of empirical Knowicdge, and more exact modes of thou | 6, He watched over the baby. ({ fe esa slab je 1. She chewed out the opposition. 7. | state can of course Exercise 8 Analysing non-finite clauses Analyse the ‘Complement and Adjunct as required (the non-finite clauses ‘each example). lowing non-finite clauses for (Some examples from The Goodman of Ballengiech, retold by M.C. Maloney, London: Methuen, 1987.) 1 He'd send one of the kids 10 get her ‘a choo, Predieator Complement Complement They heard him Subject It stood there, ‘Tracy came back in two hi Timmy Sr wished walloping up the stairs Predicator Adjunct rattling, ‘ts paws slipping on the formica. ‘withthe pup clinging to the front of her jumper the coach moved slowly down the road. for Sharon to go out in the hall firs He quickly took the King’s part, wielding his fail against the attackers, ‘Given my aunt by the Duke He would attempt to repay him the teapot remained a family heirloom for ‘generations. ments. , he granted him sole possession of the farm. be attributed neither to Schiller’s prescience nor to the belated character of ‘modern critique. Exercise 10 Identifying Mood-Residue Boundaries Analyse Mood and Residue in dng care to exclude textual and interpersonal elements which are outside the Mood and Residue functions (ie. conjunctive Adjunct, Vocative and Expletive) Fortunately, he'd already had dinner, my dear. ‘Mood Residue" xeoee ‘And then he would leave for work xxwcoox Mood Residue Gosh, I forgot. 2. Tracy, go up to your room. 3, don’t think so, Veronica. 4. Finally, they all lft 5. didn’t meet anyone though 6, Personally, I don’t like him. 7. Frankly, my dear, 1 don't give a damn, 8 They don’t, a a rule, ative before six 9. They lost, surprisingly.88 Mood 42.2 Texts for analysis 1-2 Classroom talk The following text extracts are taken from a sequence of jesons in an upper primary science class. Divide the text into clauses and note the mood of each clause (or label as Note any mood metaphors (ie. where mood choice is not congruent with the speech function choice), Analyse the inter- personal structure of each clause. Use the anal flect on the range of speech Toles adopted by the interactants, the use of modality and the significance of the choice of Subject. ‘Text Extract from the exposé (The class has recently watched a science film on the topic of mechanical advan- tage) 'TEACHER: Alright, a quick summary of what we have just seen. (teacher writes the heading ‘Summary’ on the board.) Quick. AnpREW: Lever. (calls out to the teacher before he is ready) ‘TEACHER: ‘TEACHER: Idren get organized) Right, you may have 10 use the is waiting for the class to settle before he begins) © get you (pause) to get your ideas have a suramary of what was the fm basically about. They seem to mention two basic machines. Um, ‘Andrew? fora Levee (aoncunes fe ward wit ax Amarin acini te lm) ‘reactier: “It has an Australian pronunciation, SIMON: Levers. TEACHER: Yeah, leave her alone. (said as a joke and the class laughs). Lever writes on the board) and ...(pause) rap: An inclined plane TEACHER: An (pause) inclined plane. (the teacher repeats the word as he writes it on the board and a child calls extended these two basic machin ‘machines. In that movie they extend some of the machines. They used the lever. child is calling out) ‘Teacher: Joanne? JOANNE: TEACHER: jone a lever. BRAD: ‘TEACHER: yause) Any bat really. JOANNE: x. (said very quietly) ‘TEACHER: Pardon, fying fox? (writes on the board) KANE: Clothesline. Phase I 89 ‘TEACHER: KANE! TEACHER: A wheel. (repeats out loud to the class and writes on the board) ‘Yeab, no you're right. Clotheslines. That was a... (interrupted) what did she use on the clothesline? SEVERAL TEACHER: 3¢ of (pause) lever. Except of course, you've {got also a what with it? A (pause) wind (prompting children Anything else that wasn't mentioned that possibly uses the princi- STEVEN: ‘TEACHER: ‘TEACHER: fit. Maybe we can get Six uses of an plane. Um Aranthi? ARANTHE ‘TEACHER: right. Great answer. (writes on board) ‘Text 2 Extract from children in task collaborati Ok, we are doing this one, So we need that (referring to a boule) . (there is a whispered group discussion about what comes next) We need a heavy nut. ‘There is one off the um. ‘We need ~ (interrupted) Yeah, yeah, Go ask Bill. (Katrina runs off) ‘We need a thin saw blade. (reading off the sheet) Use this. (Le. a stanley knife) Oh yeah, Do you have a matchbox anyw! Do you want me to ask Mr Kel Empty one. (Naomi gets up 10 look for a matchbox) We got a heavy nuts. (hands it 0 Aranthi) We need to tie some string. Now we need another matchbox. &: It doesn’t, it doesn't need a matchbox, does 2 ce c = c ¥% ie x c N x c N & ie k re w: at, (pause) We've got this. OK, we need a cork. Where are we going to get some of those? What we need is wire and a cork. OK, could you ask for one cork and one wire? (Katrina goes off) (Texts courtesy of Frances Chr ROnRAPhase lll 91 90_Mood 43 Phase IIL i Adjunets in the them as realizing polarity, probability, , readiness, obli 43.1 Exercises e, typicaity, obviousness, intensity or degree (IFG: 82-83) Exercise 1 Analysis of ‘split Subject’ Find a related clause which begins with i Analyse th tO etc. clause for Subject, Finite, Predicator, Complement ‘and Adjunct as required. For example: that they let, obvious Sub... Finite Comp. To enjoy it would be difficut. ey said ‘That they've People often say that no good will come of it. ‘That they didn’t apologize irritates me. 6. ‘That they don’t often come here is true. Exercise 2 Existential clauses Analyse the following existential clauses labelling for Subject, Finite, Complement and Adjunct, There was a collection of dolls indifferent national costumes. Subject Finite Complement 1. There was one particularly repulsive specimen in spotted blue. 2. On another wall there was a smaller shelf holding an assortment of china cats 3. There was a record player in a comer. 4 And be it was a greetings card, 5. There was a large number of cushions of all sizes and colours. 6. Along the stream ran a worn path. 7. On the table was a vase, a book and a greeting card. She was utterly shocked 4 4. Riddler was absolutely beside himset 1 z 2. 3) Robin had not even become his partner. 3 His parents were already dead. 4 3. s. é 6 1 7 & & 9. 9. 410, Possibly they just haven't yet artived. 10. xerese 4 Identifying modality type Pick out the most plausible kind of modality realized in the following clauses (ability, inclination, 3m, probability, usual- iy). (phone rings) That must be Fane. probability 1. You ought to get yourself a new car. 2. You just might see them there. 3. However hard I try, I can’t do it 4. He never arrives before six. 5. Am 6 1 8 9. 1 lowed to £0? 5. T might cor I might stay here, (Look at should finish this before six. {knock on door) Must we answer i? 1. Must you make so much noise? 10. (With so litle traffic about) we should be there by six. 1 Exercise 5 Identifying modality metaphors In the following examples, determine whether the projecting clauses are likely to be interpersonal metaphors of modal- ity, where so, identify the kind of modality. [rm inclined to think it was Moriarty = Perhaps 80. Ym inclined to think [probability] 1. That’s only fashion, 1 2 : 3. Yost now es sot marie? 9 "Seah heen 4. Tpomie ce = Please do. 5. Will he marry you? =No. I don't think so. oe92_Mood Td love you to do it 6 7. Do you reckon he'll come? 8 9. = Idoubt T demand you leave. 8 = Okay, I will. ). She said she was pregnant. = Did she really? 10, I still think you should tell us who the dad is. 10. . = You can think away then. 432 Texts for analysis ced Holmes, gazing fixedly at my boots. I was reclining ie moment, and my protruded feet had attracted his expression of weary patience. the bath! Why the relaxing and expensive Turkish rather have no doubt that the connection between lent one to a logical mind, and morning.” “I don’t admit that a fresh illustration is an explanat “Eprivo, Watson! A very dignifed an to were the points? Take the last one first . some splashes on the left sleeve and shoulder of your “Absurdly commonpiace, is it n “But the boots and the bath.” “Equally childish, You are in the habit of doing up your boots in a certain way- see them on this occasion fastened with an elaborate double bow, which is not | your usual method of tying them, You have, therefore, had them off. Who has Phase lif 93 tied them? A bootmaker - or the boy at the bat bootmaker, since your boots are nearly new. Wi Absurd, is it not?” (Conan-Doyle, A. 1981: The Penguin Complete Sherlock Holmes, Harmondsworth: Penguin, 942.) is unlikely shat remains? lyse the interpersonal structure of each clause in the TV Violence Jing of the Youth of Australia that we adopt a less vision. It has been knowa for some time that young children can be disturbed by the violent scenes presented by the televi- sion scene. No apparent effort however has been made by either the producers Of children’s programmes or the programmers of children’s programmes to take this into account: one only has to look at the extraordinary popular cartoon ja Turtles’. At some schools it was necessary to ba importance for the violence is not to be condoned, nor applauded. It is also essential that young people do not associate violence with bravery and heroism, whi ‘Outcome if we persist in allowing our children to be influenced by the garbage that fills our screens every afternoon and evening, and succeeds in passing for yment. It is possible that ‘unpleasant par never combat violence. It is of utmost importance ry assumes a sense of responsibility by carefully regu ing the materials that appear in children’s programmes. (Text courtesy of Bill Crowley.) ‘Text 3: Dramatic dialogue Analyse Times (opening of Act One) in his Plays: Four. London: 10 Fig. 3.8 on p. 96, show MooD selections in the columns line the Mood element of structure, We have supplied elided elements in square brackets.Locating Moon 95 94 Mood Speaker | Tum Kato Deeley 5 Review and Contextualization ‘ate | tected Saal On ind dot 51 Locating moon nomexelam untagged Desley | [Was she] Fat or thin? Kate | [She was] Fuller than me, | think, Deeley | She was {tuller than you] then. Kate | 1 think so {she was fuller than me then Deeley | She may not be [fuller than you] now. Dooley | Was she your best friend? Kate | Ob, what doos that mean? Dectey | What? Kate | [What does) The word trond {mean} . when you look back . all that time Deeley | Cantt you remember wnat you felt? Kato | It is a very fong time Decley | But you remember her. She remembers you. (Or why would she be coming here tonight? Compare the types of interpersonal selections Kate and Deeley make in this passage. Comment on and interpret the division of dialogic labour between them, Iexicograromar— ‘MOOD Fig. 3.7 Speecx FUNCTION, Nooo and TONE ‘The basic options in the system of MooD are set out as a system network in Fig, ‘The options in the system of woop gain their realization in structures of the clause (See 5,2 below) and in selections in TONE (see IFG Section 8.9). Fig. 38(subject Fete ene TYPE Peay ante lnomix——_—_legtn tke reoto] a MPERAIVE Soarer Sresournow Fig. 3.8 ooo system for English Moos side Mood nanets) | sbi Fre pratcar | Complements) | Asunts) roma | sit canbe Subject | (ent be 5 verb! group veow | preneun cpnar sonia goups vet gous repeater! proce Susy ve tas ted t completly veer tet Fig, 39 Modal structure of the clause98 Mood the options and shows the description of MOOD in delicacy hoices). The more delicate WOOD systems realized by selections in tone (rather than by the interpersonal structure ofthe clause) are known a the KEY systems (see IFG Section 8.9). 5.2 Interpersonal structure function, the Mood element, pot ig a response to the speech function, the Moodtag, and an element that expresses the zest of the propo- ted through the speech funct ‘The Mood element grounds the proposition or proposal by providing a ‘modall responsible’ element = the Subject - and by providing terms for negotiation choices of TENsE/MoDaLITY and POLARITY carried by the Finite andlor mood Addjunct(s). See Fig. 3.9. In addition, there may be interpersonal elements that fall outside this modal structure: the Vocative clement, which addresses the listener, and the Expletive (see Section 2.4 above). 53 Interpersonal structure and textual structure ‘The Mood*Residue structure is an interpersonal strand or layer alongside the textual Theme*Rheme structure discussed in the previous chapter. The two struc ‘ures thus constitute different, complementary functional perspectives on the clause: Madam, you’ I look tke a tulip. Interp. [topical clause textual Theme heme interpersonal | Vocative | Mood Residue ‘The difference between the two functional perspectives is shown in the different set of variants each variants such Madam you' Madam ip Madam : Like at {you look lke a tulip? : Madam who'll look Interpersonal structure and textual structures 99 copia!) Theme." Thus ing to different metafune- alike in having une ns of meaning rel in any clause. ‘Textually, these clauses are wwe need to recognize different tions, but simultaneously prese Further reading Alice 1995: Approaching the French clause as a me Fries (eds), On Subject and Theme: a discourse func Benjamins . Rodney D.. 1965: A fragment of a systemic description of English. Working Paper Reprinted in MAK: Halla ad LR, Martin (ds) Reais i sete gu ties. London: Batsford, 1 ine Normal College 1964-1989 ~ Part 2): 2-S1. Discusses MOOD systems Pi = Chapter 2: Negotiation. Amsterdam: sage. Martin refers to recent work by M. can addon uhm fame rng out fens eee tex and interes, "Madam you'l lok like ali,clause as representation 1 Orientation LI Reading guide to IFG IFG Chapter $ (main discussion of TRANSITIVITY) Sections 7.45-6 (embedded expansions and acts) Section 7.5 (projections, relevance to mental and verbal clauses) Section 7A.4-6 (hypotactic verbal group complexes) Section 10.3 (metaphors of transitivity) 12 Characterization of TRansrriviry ‘The system of TRANSITIVITY belongs to the experiential! metafunction and is the overall grammatical resource for construing goings on. Tt construes this flux of experience as quanta of change, These are represented as a configuration of a i, and. attendant circumstances. There ate, of ‘on and ways in which they may unfold, but the ‘grammar construes out a small number of distinct types, each with its own partic- ular characteristics. These constitute the process types. Imagine you are looking up at the sky, with a number of things happening al time (see Fig, 4.1). Out of this ongoing change (represented pictorially by repeated ‘and into wording. Here + ‘across the sky’, or more ‘The third metafunction the Weatlomal oe; but thas two modes, the experiential and the loca ‘Within the clase, we find the experiential mode, manifested in the stem of TRANSTTY (see below). The logial mode provides the rexoures for fo Characterization of Teansirivery 101 a Fig. 41 Construing experience 's winging a kite across the sky (ct iting across the sky, Or even sky is winging a kite, the sky's crossing a kite. jout going outside conventional English, we can see there is always a choice in how to construe experience. For instance, we might separate out kite- hhood, leaving it to be inferred from the manner of flying: something is flying across the shy like a ite ot we might separate out the motion and the mode of motion: @ tis possible 10 choice involved by looking across languages ‘and noting the alternative ways of construing some semantic domain such as ‘directed motion. For example, see Table 4.1. When we look at the different ways different languages construe the same semantic domain, we find variation along the ‘various dimensions of transitivity, e.g. in whether some phenomenon is construed as a process or a participant. However, such choices are also available within a given language. For example, we have alternatives such as in May people bought more and more TVs, VCRs, etc. and May saw a sharp rise in consumer electronic102_Transitvity ‘Table 4.1 Semantic domains across diferent languages Material clauses 103 ‘Table 4.3 Process typos and nuclear participants Engin | Akan “panese | Chinese process ype Tuclear participants | Example (participants n bold) Directed | she anam | abo ewan | cho ccosed [sho owam, goting | atonal motion’ | across the | crossing the | the er by | arose the mver rental vor ior Simmning falatona: atioutve ion osseasion | se has a car | wit aris ® [so Gsalony [eho 8 car hetavouet™i8 or care boa rociptation | We rang | waters fling [rani ating | tho skys ropping | erste Exetort inore tas « beaut princess water eee ae purchases. These are complementary; they are both part of the overall system, but the second example depends on the system being expanded through grammatical metaphor (IFG Chapter 10), where (among other things) processes are construed as if they were participants. 2 Survey of options We have described TRANSITIVITY as a resource for construing our experience in terms of configurations of a process, participants and circumstances, Such configu- rations are determined by two major systems, those of PROCESS TvPE and CIRCUM- STANTIATION. LOCESS TYPE is the resource for sorting out our experience of into a small number of types. These differ both with respect itself and the number and kind of participants involved. types of process in English. The three major ones are mat ich with a small set of subtypes. In addition, there are the behavioural, verbal and existential. These six kinds of “Table 42, Table 4.2 Process types In English Process type | subcategory Example clause (processes in bold) material happening) | the sugar dissolved doing) | she stirred the coffee ‘she saw the car mental ‘sho forgot his nama/his name escaped her ‘he liked his musie/his music pleased her relational Maggie was strong ‘Maggie was our loader behavioural he laughed verbal ‘she replied existontial there was once a beautiful princess Each of the six types of process has its own small set of participant roles. For example, a material clause involves an Actor and possibly a Goel: She stirred the coffee ‘Actor ProcessMaterial Goal Table 43 shows the central, or ‘nuclear’ participants associated with each process type. ‘Two further participants, generalized across process ty} Section 5.6. These are Beneficiary and Range. These are to circumstances than the other participants. i) Circumstances are discussed in Section 5.7 of IFG. They are general across 5 types (precisely because they are less centrally involved in the process than Participants). Scamplct are given in Table 44 ‘The various process types differ according to the criteria summarized in IFG on p. 173. (See Troubleshooting section below for further discussion.) A brief outline Of characteristics of each type is given below. participants but closer 2.1 Material clauses Material clauses construe doings and happenings (ING Section 5.2), rotoypically fe are concrete: changes in the material world that can be perceived, such as toto ia space Gle areve down te coms the dove hia door ihe coas) aad change in physical make-up (the lake froze; he melted the butter). However, such ‘concrete material processes have also come to serve as a model for construisig our experience of change in abstract phenomena. For example Prices fell throughout this period construes movement in an abstract space of measurement. Similarly, alongside destroyed the gazebo we have their arguments destroyed her hus covers both concrete and abstract processes. Participant is the Actor ~ the one doing the material deed, In ipant impacted by a d sometimes a Beneficiary ~ 2 participant benefit one given to or done for), or else (in clauses @ Goal) a Range = a participant specifying the scope of a happening. Examples are shown in Table 45. ‘The Goal is either actually brought into existence by the doing (build a house, bake a cake, compose a song), or it exists prior to the doing, but is affected in some104 Transitivity “Table 4.4 Types of ckcumstance in English ‘Mental clauses 105 ‘Table 4.5 Participant roles in material clauses iroum- | pleat] Example real Coun | subsatagory Stance’ | probe stance” | prove ie Sto: eatery Eatent | how 7 | forthe hours cemporat | or how long? stuhat” | very tres hours intervals? pany senoad sop patel | Row fa? forsu mice rory ‘Actor Process | Goal Beneficiary | Range gation | she uit the house _| (for the kids) g she wave the house | (tothe kids) she moved | the ch ae vent [ihe car [moved a peices om the —_| embed aS Ra to mua Location | at what in September, before tea; | tomporal | when? recent; during the lesson Point? Tn the yard; From Pars; miles | spatial | where? away with a hammer by Wickery | means | by what means? Manner | how? quickly ualty —_[how? 1s Fast as possible; Whe @ Top | comparison] what Ike? ‘because of you; thanks to | reason | why? him for lack of $5 cause | why? Tor Batter results; ithe Fope | purpose | Tor what of a good deal purpose? ‘on behalf of us all ‘Bahait [on whose Bohai? Gontin- [in what [inthe event of rain: without | condition | under what geney | cicum- | more help (wo can't do I) conditions? stances? [in spite of the ain ‘concession | despite what? Tn the absence of proot faut [Tacking what? ‘Recompa-| together | without) his fiends ‘comtative | whofwhat with? nniment' | with? as well as thom: ‘dative | and whaiwhat 6&6? instead of them Role 1s a concemed parent guise _| what as? (Giashod) into pisces product | what into? Matter | what | about this; with reference to about? | that Ingle [says according To the Shorter who? | Oxtord (she moved the chair into the corner) ot quality (she scrubbed the chi this, it differs from the nol it she did with {Range:] the mountain was climb it, she mance of the Process. of the result of the impact, such as a new location Range, which cannot be probed with do tor ed (Range:] {into fame. This is because the Range is not impacted on by the perfor- ‘The Beneficiary can be probed by looking at that version of a clause where it {ollows the Goal. In this case, itis realized with a preposition ~ either fo, marking it asa recipient type of Beneficiary, or for, marking ita a client type of Beneficiary: ‘She gave his aunt a teapot: She gave a teapot to-his aunt his-aunt a gazebo : She built a gazebo for bis aunt appears when there is a transfer of existing goods represented, while involved when there is provision of service (including the creation of 2.2 Mental clauses Mental clauses construc person involved in constious procesng, including processes of perc and affection. The one inherent participant is the Senser ~ the part ppant is endowed. Teute by consciousness aconsciois Deg, an objec ssi fr an abstraction, but not only such ‘things’ but also acts (e.g. I like swi Hr tasks interested her.106 Transitiviey ‘The Phenomenon may represent the of sensing. However, this content is not always represented as a participant within the clause. It may aiso be repre- sented by a separate clause. For example: David thought -> the moon was a balloon. ‘The second clause here is « projected clause which represents an idea brought into existence by the mental processing (see IFG Section 7.5). Other examples: She guessed ~ he would be late He wanted — them He preferred ~» them tos 23 Relational clauses Halliday's category of relation: of ‘copula’ constructions. Re [identifying] Maxine [identifying] between class membershi Attribute are of the same to class, subtype to type leant are huge anil) Token and Value are of di ion; they are related symbol: cally (elephants are my favourite animals; Mary i the leader; Olivier is (plays) Lear) ‘Typical kinds of meaning relations holding between Token and Value in an identi- fying clause are given in Table 46 ‘Table 4.7 shows some contrasting examples of attributive and identifying clauses. 2.3.1 Subcategories of relational clause All the examples given above are of intensive relational clauses. It is also possible for relational clauses to involve an additional meaning feature, making them either a projected cause and an onstue the roles of Relational clauses 107 ‘Table 4.5 Examples of meanings of Token and Value roles Toren | Value | typical verb (other than b=) | Example clause realizing process ‘sxpression | content | express, mean, represent, sigify| Knit brows signify thoughttuiness| ‘symbol | symbolized] betoken, stand for, reflect, spell_| Red stands for danger form ‘meaning | Wanslate as, mean ‘chien means dog rama | referent | name, christen, call (eausative) | [they] named the baby ona ‘nation | filer Tundlion a5, sen as, act as | the reservoir functions as positon | holder of | vote, elact (causative) position ‘aeor ‘role play, act as ‘Jenny played Ophelia possessive or cireumstant! In such a case two participant roles may be ‘conflated in the one clause element (indicated by a /). Examples: Max has posesine Max ‘owns ‘TokewPomenor ‘root: ening ad posenive The trees ‘The trees surround ‘Teen Proce ening and Table 4.7 Attributive and id alirbutive (not reversitie) ‘Jody is/seems/sounds (tke) a star Hea fiend lots of enerey NenbtePomaion the property| around Mary Mary Identifying (reversibi) ‘Judy is the star of Cukor's movie The star of Cukor's movie is Ho's the fiend you met yestorday: The friend you met yesterday is him Its Wednesday, Today's Wednesday; Wednesday is today 15 3 pm; The time is 3 pri; 3 pm is the time108 Transitivity 24 Verbal clauses Verbal clauses represent processes of ‘saying’; but this category includes not only the different modes of saying (asking, commanding, offering, stating) but also suggesting, and so on. It can also’ be any other tion, a verbal clause may also represent the addressee of a speech inter- action, as the Receiver. The Receiver is like a verbal Beneficiary, and can often (but not always) be marked by to: ‘They told me >to leave at once ‘They said tome — to leave at once ‘The ‘content’ of saying may be represented as a separate clause (a locution) quoting or reporting what was said (she said —» that she'd return in the morning: they told me ~> to leave at once; she asked —» whether it was too late). This quoted or reported clause is (in particular Section 7 Dut is a separate claus However, in add tuted in a projected clause, the content of saying may also be construed as a participant ~ the Verbiage of a verbal clause: ‘They told me aston She asked him a question ‘They said afew words ‘This is a kind of verbal Range, indicating the scope of saying in terms of a generic category (e.g. story, fable), a speech functional category (e.g. le, question) or a lexico-grammatical one (word, phrase 2.5 Behavioural clauses: between material and mental/verbal In addition to material clauses on the one hand and mental'verbal clauses on the other, each with their own grammatical characteristics (sce Section 3 below), the grammar accommodates an intermediate type with mixed characteristics ~ the theme-preicated variants such as 10 leave at once was 4d me by tha 9a lev they sald o me. ‘Note that IBC alto includes examples where the clause not an exchange of aformaton andthe Content of sayings 4 nowlinguitie commodity, 2g "She requested a dante’ Existential clauses 109 ‘Table 4.8 Behavioural and mental processes of perception The cat emis the flower Taste the wine inthis; | can taste the wine in the sauce Tean taste that there's wine in the sauce processes. We cam call it the Behaver behavioural processes are unlike me the unmarked represontation of present time is present-in-present (the present inuous/progressive); and ey cannot report (Le. occur with a reported clause in a projecting clause tes the differences between related pairs of behavioural processes of perception. ide categories reflecting the mental and verbal ones: percep- poe = kiss, hu ym different angles; physiologically: cough, gasp, stutter etc. and socially yal clauses in that they construe a participant lifer from relational ones in that there is only thereby introduced into the text: Dbunfight at the next mecting Latin tempo 'a process of one participant, the Existent, which ‘There will be ar Prosar existential Extent110 _Transitivicy Table 4.9 Types of behavioural process Ergative interpretation 111 ‘Table 4.10 Agents in diferent clause types ‘ehavioural rmentaiverbal additional ‘gent caption | ook at watch are, gah 0, obser ft view, look over, observe You whee na ‘monitor this 4 mara Inttor poo | Seneow | Se Taso programmes pan stand | thar exponabios sl ral an ianae Process:... | Seraar_| “mental” | Phenomenon ‘ast taste = Tis exporence | makes [hin | fe) the Bos usge fol foal Asooner Process: | Token _| (dentin) | Value ‘cognition | ponder, puzzle, solve, work ou ‘think, know, believe The new school has made | him (be) ‘more rebellious ee ee tor Process: | Carer | (~atibutve) | Ateute “eation | emi, frown, laugh, pout, asp, | fear, enjoy, Ike; Highton, soare, alarm, (singe. | gn sow eat, sid mb, | dag plas, areas ise emotion) Verbal | whine, whinge, mumbo, stammer, ‘ay, tal, ask fa Target in FG) In an existent ‘a Location circu However, exist use, the chere signals the process type but does not function as a toiled 5 so far discussed for each process type, there is often jonal participant with a causing or agentive role, especially ‘verbal group complex realizing the Process, such as make ‘The Initiator, Inducer, Assigner and Attributor roles can be generalized as repre- senting the role of Agent in the various clause types (see further Section 2.8 below). In the discussion so far, we have been giving a transitive interpretation to the experi ic carefully at sntary motifs as far the grammar, this perspective emerges as one of two cot jew is the more ‘a8 construing experiential reality is concerned. The tr we have inherited from Latin (via tr ive and accusative case). From this 'a Process happens (intransitive), and may tion we are asking is whether the action snk OF Hot, and this provides the contrast ‘The other perspectiv as involving a Process and some c through which the process is actualize ‘The additional question we can ask from the erg Drought the happening about (Halliday’s effective voice). Example clauses are shown in Table 4.12, intransitive / transitive =>) Fig, 4.2. The transitive perspective‘Table 4.11 Examples of intransitive and transtve clauses Ergative interpretation 113 ‘Table 4.13 Ergative correspondences for transitive participant roles ‘Rotor and Process ‘action optionally extended to @ Goal process WE ergative role | example firansitve] transi ‘pater Medium They ran {Re troops afacked the troops atacked the capil “Agent They moved fe Ga the guorilas hunted [the gueriias hunted tho milla a Tieymeed Gear Ihe pote charged | the police charged the rioters espien Cent | Benefcany They gave me the book “Alf pushed the forward They Bult her a sande Glen kicked the ball Range Range They did a dance a ‘mental [Sensor Medium They fe the movie (uke type) Phenomenon | Range They liked the movie {Glease ype) [Phenomenon | Ageat The movie deighied them Table 4.12 Examples of elective and midele clauses Senser Range Process and Medium middie} verbal Sayer Medium They replied the baby bounced the father bounced the baby Receiver Beneficiary They told me the plzza cooked Tim cooked the pizza Verbiage Range They told @ story the clothes dod ‘Mac ded the clothes behavioural Behaver Medium ‘She's looking at you ae existential Existent Medium: ‘There was a surprise ihe ship sank the stom sank the ship ‘elatonal:atibutve | Carier Medium ‘She was hapoy Abate Range ‘She was happy Felatonal:Feniiying| Token ‘Agent of Medium | (eee IFG Table 6(73)) effective J middle Valve Medum or Range Fig. 4.3 The ergative perspective xy suggests that all English clauses can be analysed from either a transitive , even though some clause types lend themselves to one tegories can be ‘translated’ he ergative model includes the Be {ee Seton 2.1 above), an the en the sergeant or corporal ha are domg the matching1d _Transitiviey 3 Troubleshooting 3.1 A topology of processes doings, i space ~ a frame- lauses in English. There are 32 are the core types of ing. The core types can be | ensings, saying, nes and somewhere along this cline there is a region of processes with both material and mental properties. Such regions include the indeterminate cases. The same is true of other pairs of process types. The factors that determine where a particular process is located in the overall, nee space as ‘maton Fig. 4.4 A topology of process typos General probes helpful in analysing for TRANsITIVITY 115 ‘Table 4.14 Troubleshooting sections ‘material behavioural relational 536 (0) process types include the etc.) the degree of ‘process can project another process, and so on; reflected in the transitivity probes to be discussed in more det ree major process types, together between pairs of them. ween receptive (passive) material jas broken and useless) and a similar one between prospect) and, again, atributive ‘grammatical ‘topology’ tlar text instance to a typological category is to be expected on occasion. None the ‘core’ instances can always be distinguished by checking for differentiating criteria, as discussed further below in the sections indicated in Table 4.14, 32 General probes helpful in analysing for TRaNsrrivrry Probes are questions you can ask which help you to explore the structure of the clause you are interested in. Three general probes for exploring tr mine the process type itis ged in the clause would stuffing is a member but make is a member of the set cook, produce, create when itis used in the clause the chef makes a very good stuffing.116 Transitivity (ii) Can participants be left to another more familiar one, clause with more or fewer participants. For instance, this helps to show the fence between (behavioural) he sang her a song and (verbal) he told her a st he sang her a song : *he sang her he told her a story : he told her 3.3 One process or two? ‘Very often there will be two lexical verbs in a single clause. For example: they wil start > t0 enjoy they began ~ asking they ended up —> ex they seem >to have they practised -» whistling they Were forced —> to leave they were allowed ~ to leave Proceso next week ining In all the above cases, there is a single clause, with a single Process elem: this element is realized by a complex of verbal groups. For example the Proces start to enjoy is vealized by @ complex of the two verbal groups will start an Spies i al in soc a soe pt he in the series. : to stay he the second verb in our ction coresponds tothe lst Material clauses 117 enjoy. In a Transitivity analysis, the second (non-finite) verbal group ae for PROCESS TYPE. Thus, they will start to enjoy the camp next week is a mental questions is a verbal clause and they seem to have enough money is a relational possessive one. (See IFG Sections 7A.4-6,) In contrast the first verbal gro phase (begin/continue/siop —> doing). Note that these simple clauses with complex Processes are different from cases where there are two clauses ~ and hence two distinct Processes ~ such as the following (sce further Chapter 5): he and ()) turned on he be in the cat he ng told them his mews ‘Where there are two distinct proceses like this (Je. two clauses), each can be associ- ated with its own circumstances, as in he left hurriedly at 3 pm, having told them his news quietly before the meeting. lysis of examples but where the first lexical verb has a ment they >to change their they ‘bring the they know the IFG recommends that these be analysed as a single transi same way as the earl they want 0 ¢ ‘Actor Process: mat lar to those in the frst group above or verbal meaning: configuration, in the ‘This does not, however, foreground the fact restricted by the lexical verb in the first verbal group (ie. only a conscious or semiotic entity can be construed as the major participant). An alternative analysis ‘hich gives equal status to both verbal groups by taking them to be processes of separate clauses may therefore be preferred: they want brary books Senger Process: mental > tachange Process material Goal ‘The interpretation here is that there are two clauses forming a clause complex, just as in cases where each process has its own set of participants and circumstances, as in the following examples: they want > youto change their books tomorrow they told us —> they would change their books tomorrow See IFG Section 7A.6 for discussion of alternate analyses of such examples (clause complexes vs simple clauses with verbal group complexes) 3.4 Material clauses (® Material or non-material clause? An important test for distinguishing among the main process types is to check the unmarked tense selection used to representsimple present or the present-in-present (present continu. ypes only material clauses favour present-in-preser the garden Material Mental Relat 2 material process m: in fal be qute abstract in character (ose Seaton 21 above) (Gi) Material or relational? See Section 3,6(() below. (il) Material clauses in the Survey section happy ‘Attribute (depitve) ‘Ausbute (esate) tion according to the relational model of 1s be left out, which is not the case in an attribu clause. Thus material we folded the paper flat: we folded the paper but not rel wwe kept the paper fla: we kept the paper. (See further IFG: 157.) (Gv) Range or Goal? The difference between a Range and a Goal in a material clause in the prototypical case: the Goal is (as the name suggests) the partic- impacted by the performance of the Process by the Actor, For example: he squashed the slug; they felled the tree they threw the ball ito a corner; he mashed the potatoes: she repaired the car he broke the gl © of the relationship between Actor-Process and Goal is thus very much the Range elaborates or enhances the Process. tes the Process (a) by restatement (the traditional category of he sang an old melancholy folk song; she laughed the smoker's hoarse laugh; (b) by specification (of the ‘lexical content’), as in: he did an exotic dance; they made a fatal mistake; she took a brisk shower, cr (c) by exemplification (ie. by giving a subtype of the process), as in: they played a game of tennis they listened to stores; they watched TV. Material clauses 119 (ii) Alternatively, the Range may enhance the Process, typically, by a cireum- stantial feature of space (location or extent): they climbed the nearest peak; the horse jumped the fence: they roamed the seats ‘The Goal and the Range thus differ in the degree and type of their involvement in the Process: the Goal is a real participant, actually affected by the performance of the process, whereas the Range is a restatement or further specification of the Process itsell. From these differences follow differences in probes. so it can often be followed by an Attribute, a Goal (1) It is impacted (atfecte ‘a Recipient preceded by a preposition that she climbed up the ladder. When ‘an alternative wording with Pro‘ ~ shower. Since the Range is not impacted, it can neither be construed (Attribute ete.) nor be probed with do to/with. Ranges are contrasted with Goals in Table 4.15. Table 4.15 Contrasting examples of Flange and Goal Process + Range Process + Goal polish the piano (bright) aint the wall (pink) ‘shake the post (10050) wash the steps (clean) Bull the fence (down) ‘ow the boat (across the lake) ive Autibate may be “incorporated inthe process cause 10 be la’ ete, ~ in whic tomorrow, Ween nano bud another gazebo. ants dein opera howe.120. Transitivty [As can be expected, there are a number of cases that are less cle represented by the examples given in Table 4.15. From one py and Range are really points on a cline between highly affected material participant lcipant (Je. Range). Various factors for a prototypical Range. For instance, ficity: specific referents are more likely t Goal in farmers shoot ducklings argu no real referential existence independent of the Process ~ play tennis, foot 3.5 Mental clauses @ Mental or behavioural? Tests to distinguish these types of clauses were given in Section 2.5 above. (See also IFG: 139.) Gi) Mental or verbal? Mental clauses are similar to some verbal clauses in their ‘unmarked present tense selection ~ the simple present: he thinks that would be a good may project another clause: He thought —> he was ambitious, he said —> he was ambitious. Bi certain mental ones can (namely, cognitive ones and certain affective ones). In addition, mental and verbal clauses differ critically in that verbal ones can have a Receiver, whereas mental ambitious, but not he thought Interior vole can be repented — he thought Mise > ‘that is the way to do In the first case, the rabbit is treated as a conscious being; in the second, an Attribute is ascribed to it and it is not necessarily a conscious being - indeed, it may have been turned into an inanimate stew. Te verb smell belongs to different sets in the two cases; compare: fox (mental) | clause can be passive ~the fox was smelled by the rabbit, ‘one cannot ~ good is smelled by the rabbit is not possible. wolves verbs which may construe either a mental process of reaction or a relation of causality. Compare: Mental clauses 121 Violent TY programmes affect ‘Femperstareslestnfuences him ote that the fist example, ike many other mental fusion where the Senser i Subject as in Our children respond to violent TV rograrms. iu Mental and relational clauses both construe emotion. Very often the same emotion may be construed cither as a mode of conscious procesing of as an "For example: (mental) ional) Her story depressed me (mental) felt unhappy onal) since both clause types construc emotion, it may be hard to know whether a partic- ular example is a mental or relational clause, The pairs above aze clearly distinct. For instance, relationally fear or misery can be intensified by very (as in he's very afraid of Virginia Woolf I felt very unhappy), and mentally they can be passive (as, in Virginia Woolf is feared by himt, 1 was depressed by her story). However, with clauses such as he is seared, iis harder to tell: He ‘seared mental | Sencar | Process;passive relational | Cawier | Process Atibute ‘The mental interpretation relates the example to he is scared by large dogs: large dogs scare him, he got scared, and so on; the relational interpretation relates it to he is very scared, he seems scared, he became scared, and 80 On. (dv) Phenomenon or projected idea? It is not always easy to judge whether a clause is embedded into the Phenomenon role or whether it is ‘projected’ as a separate clause by the mental process (see further Chapter 5). The first thing to consider is ‘what category of mental clause is involved, since perception clauses do not project and nor do affection clauses of the ‘reaction’ type, such as enjoy or dislike. See Table 4:16. ‘Where a cognition or affection mental process is involved, then, it may be neces- sary to discriminate an embedded fact clause functioning as Phenomenon from a projected clause. One test is to see whether the elemer a variant of the clause. I (Phenomenon). Consider the following examples ‘The supervisor wanted them Jem thought Did you find out who "He accepted that he would not got ‘They all understood that there would be a cancellation fee. the possibility of passive variants we find that this is only possible two examples: sm to leave was wanted by the supervisor. 3c idea was preposterous was thought By Jem.122 Transiivity Table 4:16 Mental process types Mental Process [Proj ‘Type of idea perception cognition affection: desire reaction custody was accepted by him. tion fee was understood by them all participants "Another test that can be applied in doubtful cases is that of Theme predication (see Chapter 2). As a participant, a Phenomenon is available for a Theme predi- cated variant of the clause, whereas a projected clause is not. Thus: em to leave that was wanted by him. ‘was preposterous that was thought by Jem. y you? (¥) Projecting clause complex or verbal group complex? See Section 3.3 above and IEG Section 74.6. 3.6 Relational clauses (@ Relational or material? Certain verbs can serve in both relational and material clauses. In particular, on, possession and change of state can be construed either relationally or materially. “The idea of relativity goes back, certainly, as a principle to Newton and If you consider what the unmarked present tense is, the an so-called. present progressive or continuols), which is the unmarked choice in a rial clause, Thus we would not expect to find: ‘The idea of relativity is going back, certainly asa principle to Newton and Gali "Note that a perception ver like see may also function asa (proesting) cognition process asin he 0 that no amount of tscrson woud make any diference. Relational clauses 123 ‘This correlates with the fact that the idea of relativity is not construed as moving ‘can also probe by exploring agnate verbs. dates from Newton and Galileo, which is ‘of the idea is dating from Newton and ‘example to the idea of relativity moves back to ‘and Newton, which would be material; nor can a circumstance of Manner be added to represent the rate of motion: we cannot say the idea of relativity is going iekly to Newton and Galileo. Possession Although fave, in its meaning ‘meaning of possession may be construed aspect such as getting, taking, obtaining, (Note also the material use of have, asin the young man is having dinner.) Change of state A state of being is typically represented in a Carrier + Process + the porridge was cold. In addi change of state (Gil) Relational or verbal? See S iv) Attributive or identifying? (a) The most important test is that of reversibility. ‘Compare: [Border is short: *Short is Border [Border isthe captain : The captain is Border Attributive clauses really have only one participant Cartier. Consequentt reversible. t can serve as Subject ~ the these clauses have no passive variants and are thus not ng ones, but is not so successful ifthe clause is @ nominal type attribu- tive, Compare: Border is short : *Short is Border Border is @ good batsman : A good batsman is Border ‘This last example is tricky because its reversal still makes sense. The clause needs to be considered in context; for example: ]126 Transitivicy ‘A: Tell me something about Border 1 Border isa good batsman In this case, B's answer is an attributive clause (and B could not reply A good batsman is Border here). However, the following exchange shows the clause in different context ‘A: Tell me the name of (an example of) a good batsman 1 Border isa good batsman/A good batsman is Border B's reply is an identifying clause and therefore rever the clause assigns class-memtbx class membershi ‘more specific ve tive and identifying clauses. If the reversal makes sense in the context then the clause can be taken as identtying. This can be done with Border is a good batsman: Border exemplifies a good batsman : A good batsman is exemplified by Border (¥) Token or Value? Token and Value differ in meaning along the in Section 2.3 above. If you have difficulty in a particular case participant is Token and which Value, you can apply the following ru is active, as in Border exemplifies a good batsman, then the Subj If the clause is passive, as in A good batsman wplified by Border, then the js Value. To apply the test when the re verb is be, simply replace suggested For example This piece of work is our best effort: (Subject/Token:) This piece of work represents (Value:) our best effort. (vi) Relational clauses sometimes not recognized There are some re! differ from the typical Carrier + Process + or Toker christened She calls him They elected hor They voted him This proves (that) Process: Kentiving | Token made him a good citizen This proves him wrong ‘Atwbutor | Process: atibutive | Cartier | Attibute "See Chapter 3 for identication ofthe Subject oe Verbal clauses 125 uld not be confused with material processes which include a ion 3.4(ii) above. Note: the ambiguity of an example such as she made him a good friend: she made him a good friend Attibutor Process. Carrier Carrier Process Beneficiary ‘Actor Process Beneficiary: Client means ‘she caused him to be a good friend” 4 reading is material perfectly straight- forward with something like she made (baked) him a cake. (©) Clauses with Process/Attribute (Je. a quality normally represented as an Attribute is inherent in the Process) s such as eager, keen, willing, , scared; ready, quick, slow can occur as ‘They can also, however, function to modify the meaning expressed by the verb in examples where the process is not relational: Maxine is afraid to play against that team Doctors are quick to prescribe antibiotics. Compare doctors are quick to prescribe antibiotics : doctors prescribe antibiotics ly. In both cases the process being construed is the behavioural thas been added ). The additional ‘Compare: prescribe. to create a ‘verbal group compl ‘meaning is modal in character, relating, ynal meaning fe: Chapter 7 Adi inclination or ak Janey is eager to please her professors Process mertal| Se Phenomenon Pr Beech Carer 3.7 Verbal clauses @ Verbal or behavioural? Note that there are a number of processes representing verbal behaviour ~ talk, chatter, gossip, speak; lie ~ that are behavioural rather than126 _Transitiviey verbal; they cannot project. For example, we cannot say they gossiped that their arty. ( 3t while behaviour ic repres , but again projection is not possible (eg. they outline the plot is normal, dined that the heroine was kidnapped is not possible) and these are ‘We can also include on the behavioural borderline such ‘judgemental’ verbal processes a8 flatter, insult, praise, malign, slander, abuse which have the peculiarity of allowing for an additional participant role, the Target. These are analysed in IFG: 141 as follows: ‘They praised her to her parents Sayer Process: verbal Target Reel But, as noted in IFG, they cannot project reported speech and are towards the material end of a cline. Because they cannot project, these too could be taken a5, behavioural and analysed in the following way: ‘They Behaver praised her Process behavioural Range ‘One final borderline case is when a sound is ‘quoted’, usual the process. For example: to her parents Receiver Tris not possible to have a Receiver in these clauses since the sound is simply a sound and not a piece of language being addressed to anyone. They are therefore moving towards the material end of a cline and are best treated as behavioural. ‘Note too that a small set of ‘verbal judgement’ verbs ~ see Section 3.7(i) above ~ 7 laud may also occur with an embedded fact, clause: The press applauded the fact that no violence occurred, The press condoned the fact that some violence occurred. In these contexts, no Receiver is possible and such verbs are functioning as mental processes of affection: reaction. ‘Verbal or relational? There are a number of verbs (show, indicate, suggest ‘The stripes emphasizehigh vot hte ok te pon and gigi hema pots the caper an example these verbs functioning n a material dase Distinguishing between circumstances and other elements 127 (one difference between the two process types illustrated by these examp! that, fa verbal clause will usually admit a Receiver whereas a relational one will not. Siphon Ge () Behavioural or mental? Tests to distinguish these types of clauses were given in Section 25 above. (See also IFG: 139) Behavioural or verbal? See Section 3.7(1) above. i) More than one participant Most behavioural clauses have only one participant role, the Behaver. However, there may, in some instances, be candidates for a ‘second participant role. Consider, for example: they solved the problem, they stared tt the doctor, they watched the cricket, they described the new project. this label may ipant a more specific label as the problem the doctor the cricket Proves behavioral Phenomeeon described the new project Proce ebavoul —Verbage (acid) 3.9 Discriminating circumstance type Use the probes provided in Table 4.4 to help you. 3.10 Distinguishing between circumstances and other elements slement of clause struct jother function. In p nominal groups; lauses in clause complexes, ‘Adjunct (textual) ( Circumstance or participant? Circumstance or participant with phrasal verb? Because of the prevalence of phrasal verbs in English, it may sometimes be difficult to decide whether to interpret a structure as process + circumstance or process + participant. For example, which is the best analysis of the following?128 _Transitivity ‘They got off the old bus OR They off the old bus We esr Plesomenon «Sener Pacer mental Mater. will be obvious that the preposition must count as part of the process realization. For example: ‘They randown the boy They ran down the lane ‘They called for change They called -—for achat suet Proms Vs ‘cor Proce Coie If in doubt, the best test is to check the ‘circumstance’ as the focus of Theme predication, 3 phrase is feasible as a predicated Theme, as in the last two cases, it is likely to be functioning as a circumstance. Location or Beneficiary? Examples: She sent the parcel to New York Location She tent the parcel fo her aunt Beneficiary If an expression like to New York or to her Aunt is Beneficiary then it can also ‘occur in an alternative position in the clause without the preposition ro. Thus: "She sent New York the parcel ‘She sent her aunt the pares! Manner or Attribute? Examples: example: Time goes more quickly when you're having fun. Manner: means or Agent? Examples: was broken by a paricularly savage blow Agent 1 chosen for that task by chance Mani ‘An Agent is a participant in the clause, although when it appears as a by phrase in ‘a passive clause it may be hard to’ distinguish from a Manner circumstance. Distinguishing between circumstances and other elements 129 However, only the participant can take on the Subject role in an active variant of the clause, Thus the active form of his jaw was broken by a particularly savage blow ily savage blow broke his jaw whereas the active variant of He was task by chance (rather than chosen for ‘Chance chose him for that task). (Gi) Circumstance or Qualifier? A prepositional phrase may function as a circum- the clause, a8 in the cop hit che man [Manner:means] with his baton. But al phrases may also be embedded as the ‘Qualifier’ part of a nominal in the cop beat the man with red hair, ‘case the man with red hair functions in its entirety as the Goal. group, not only to the icular prepositional phrase, check’ whethe Answering where, when, how, what like etc. with respect to the process. For example: ing out on athletics ‘The report commented on a number of inconsistencies in their stores. For the clock on the space ship was showing a differen ime [tothe clocks on earth. In all these examples, the prepositional phrases in square brackets are embedded into the nominal groups functioning as participants. Thus from local schools defines t does not provide the location of the process of missing out. Similar) Sixty children travelled from local school Several protesters set up camp near the roy ‘The commission criticised a number of offic In these clauses the prepositional phrases can be read as providing the‘ the process. Because they function as circumstances, they can readily occur as marked theme, as in In iis report the commission criticised a number of officials. (Gil) Circumstance or dependent clause in clause complex? Meanings of location, ‘manner, cause and so on can appear as part of the clause in the form of stance. However, these meanings can also occur as a separate clause wit n, such as when she was a young girl, by transmitin character, with respect to a main or ‘alpha’ clause (see some examples of clauses that are dependent in cl mistaken as circumstances. Processes are picked out @ H. Hertz had demonstrated the cuth inthe theory £ by transmitting radio waves over a short distance. ‘a Newtonian physics used this argument B in developing the special theory of relativ As well 3s committing fun ‘2 we should be upgrading publi ise complexes but might be ‘bold:130__Transitivity (iv) Circumstance or textual Conjunctive? Circumstances and conjunctives are metafunctionally di domain of space-time. ns in text are conjunctive and marked by elements serving as Conjunctives wit Monday, after midnight, the now of speaking (now, hen; yesterday, tomorrow), or in terms ah event (after the meeting, at breakfast, before the war). Tn principle, you can probe the difference by checking whether the element in earlier that several attempts had been made to cross ‘Mountains is not so good. This is clearer outside the domain of space-time. For instance, it was however/nevertheless/consequently/furthermore that several attempts hhad been made to cross the Blue Mountains are all impossible. ‘The border between conjunctives and circumstances is hazier in the domain of space-time, as shown in the Table 4.17. Table 4.17 Temporal conjunctves and circumstances Circumstantial Adjuncts (experiential) Conjunetive Adjunets | nominal groups Prepostional phrases Earle. The previous year Before the war Tater. The following week “After ax woake Next. ‘A fow minutes later Tia few minutes ‘Afterwards; after tis ‘After the meeting ‘There are unambiguously textual items with a clear anaphoric sense: earlier have a noun representing a period of time (year, day, hour, minute, month, period, ete.) as the cental and which are modified by an item with conjunctive implications in the text: (nex, following etc.) ~ The previous year they had made several he focus of Theme predication - only available to ‘topical" Themes analysed as circumstances, Phase I 131 4 Analysis Practice 41 Phase 1 411 Exercises Exercise 1 Practising the tense test Write a clause agnz ‘examples which would be used to comment on action: or states concurrent wi ‘moment of speaking. ‘A small boy stood bravely on the ramy ‘A small boy is standing bravely on the ramparts He has a crown on his head, He had a crown on his head. He will have a sceptre in his hand, 1 2. 3. 4 3. bridge. 8. He said that his name was "The Goodman of Ballengiech’ Exercise 2 Practising the “do to/do with’ probe Write a clause related to the example, which asks @ question focusing on the process (formed with do to or do with). ‘The farmer was welding his Mail agsinst What did the farmer do with his fail? the attackers. ‘The man led James tothe bern ‘What did the man do with James? ‘The farmer had been threshing corn ‘They admitted the bondsman pe through the palace, He removed his hat, He gave him the farm. Feuding divided the country. Ruflians attacked the king He brought water132_Transitivity test Find a clause related to the example which ‘James heard things that normally would James heard that there was trouble i the not have reached his ears. land. "The king asked the labourer a question. The king asked the labourer, ‘Who are you?” “He answered quickly James saw the castle. James knew the answer. ‘The king replied. ‘The king smiled to himself. James assured him of his welcome. Exercise 4 Discriminating process types Label the following clauses appropriately as material or mental, See Section 3.4(i). ‘The boy stood bravely on the ramparts (Only his closest attendants knew his ‘tue identity. ‘The ruffians robbed him. i Kinsmen performed the service for 5. 300 years, The king was amused by his wonder 6 and comment. ‘Nothing could please me more. 1 ‘whenever the king should pass 8. ver the land. How will I recognize the king? 9. 0, Willie suddenly realized the true 1 rank of the man. Exercise 5 Discriminating process types Label the following clauses appropriately ‘as mental or verbal, See Section 3.5(i. ‘The sight of theie young king ealmed the mental crowds below. Willie sid so. James wanted his uncle's sword. Willie cagerly agreed, James asked a question. Tames decided on peace. Willie answered slowly. 3. James heard things about the Teuding chieftains Phase [133 7. He liked the simple pleasures. te o 4 9° Wi 9. 10, “His hat", repeated his escort 10. minating process types Label the following clauses appropriately 1, All but the two of us are bareheaded. 1 2 2 3. He had a crown on his head. 3 4. He became king. 4 3. 5. 6 6 1 1 8. This promise was & 5. Hehe attacked by rtfians 9, 10, Who are you? 10, Exercise 7 Identifying clause elements Find the process, and each participant and circumstance in the following clauses, as shown in the example. Long ago asmall boy stood circumstance participant process cireumstance fon the rampart, 1. The sight of their king calmed the crowds. 2. This lad was James V of Scotland. 3, Shortly after his birth his father had fallen in battle, 4. Disorder spread throughout the kingdom, 5. In the hall, Mum took off his boots. 6. One day he was attacked by a band of rutfans 7. He retreated to a nearby bridge. 8 Jamie put on his thickest jersey 9. The farmer had been threshing corn in his barn 10, He travelled with the king134 Transitivity ! Exercise 8 Discriminating process types Label the following clauses as material, mental, verbal or relational. “That was awful | | | relational 1, It was Christmas Eve. 2. Josie had played in the car almost all the ‘way to Grandma's “Yes”, answered Dad, 10. This Josie knew. LL In the porch, the ringers said goodnight to each other. 12. She curled up tight. 13. She counted sheep. 14. The present delighted her. ‘There was a sudden noise existential ‘The noise was loud. relational 1. She is a very tall woman, 1 2. There will be a storm soon. 2 3. Once upon a time, there was a 3. beautiful princess. 4, This is ridiculous, 5. Heer favourite colour was red. 6 In the lane there was a now sports ear. 7. There are many different kinds of toadstool 8. Many toadstols are poisonous. This time there can be no excuse, fe eee reer apes Exercise 10 Discriminating circumstance types Label the underlined circumstance in the following clauses, as in the examples. See Table 4.4, Jamie had slept in the eat, Location: place He lay with open eves, Manner: quality 1. ..and they exploded to bits. 2. Are you going out? 2 3. You can come with me. 3 Phase 1135 4, Some of the people were standing inating, holding the ropes. 5, They pulled the ropes again. 6 They rang for several minutes a: 8 9. ls were ringing sweetly again. See you in the morning. ). Dad had to carry him the last bit. 10, Nobles feuded among themselves over land and power. James dressed as a yeoman, wielding his fail again He wanted to own the farm for himself Willie prepared for his important journey. ‘You will know him by his hat. ‘He laughed in-spite of himself. It seemed odd to him. pleasures he could not have shared asking. Exercise 11 Discriminating circumstances from textual and interpersonal elements (Gee Chapters 2 and 3.) Pick out the circumstances in the following examples. Unfortunately, they could not get away quickly. However no-one followed him into the valley. We hurried lI but did not arrive While they were taking the boxes into the yard he evening, they were singing loudly. ‘They were probably working the whole week. ‘They just came with their friends ll although they were uninvited. ‘The men often travelled away from home. Next they opened the presents with great excitement. Dring the long drought, he lost much of his crop. Although she 10, Perhaps he will be noticed at the hunt by some of the others. 44.2 Texts for analysis tes and 2, which were Identify the process types and circumstance types yw the text. To help carlier presented in Chapter 2. Wri you, processes are in bold and cire G: What comparisons can be ‘made between the two texts? How do the selections of PROCESS TYPE and CIRCUM- STANTIATION reflect the purposes of the texts?Phase I 137 1. The numbat is an uamistakeable slender marsupial with a pointed muzzle and ‘The body Is reddish brown |! 3, but the rump is much darker 114, and has about six white bars acrass it. 5. The eye has a black stripe through 7. The toes are strongly clawed and active during the day! 10 ‘common |i 12. but now lives (Adapted feom The Concise Encyclopedia of Australia 2nd ed. Buderim, Queenslang: Bateman, 1986: 459.) PROCESS TYPE (CRCUNSTANTIATION 1 2 3 4 6. 6 7. a 8 1 1 1 ‘Text 2 Explanation 1. After flash floods, de: sand and rock fragments. reams from areas carry heavy loads of fatter area of desert basins | they slow down I 4. and their waters may soak quickly into the basin floor! ‘Then the streams drop their loads; I 6. first they drop the heaviest material - the then (they drop) the sand Il 8. and finaly (they drop) the 1s become choked by their own deposi 1, Alter some time, fan or cone-shaped (Adapted from Sale, C, Wilson, G. and Friedman, B. Our changing world Ble I. ‘Melbourne: Longman Cheshire 1980: 54.) ‘Text 3 Taxonomizing report Identify the processes in the following text and label according to type. What semantic work is achieved by the different types of process and how do the choices compare with those of text 1? ‘There are many species of whales.* They are conveniently divided into toothed The toothed whales are found worldwide in great the Sperm whale, which grows to about the size of a liar to Canadians are the Beluga or white whale, the \Narwhal with its unico whale, which is commonly stranded on beaches, the Spotted and Spinner Dolphins that create a problem for tuna seiners, and the Porpoises which we ‘commonly see along our shores. There are fewer species of the larger baleen whales*, that filter krill and small fish through their baleen plates. The largest is the Blue whale which is seen frequently in the Gulf of St Lawrence. It reaches a length of 100 feet and a weight (of 200 tons, equivalent to about 30 African elephants. The young are 25 feet ‘about 200 Ibs a day on their milk diet. Other species are Grays s0 commonly seen on migrations along our Paci California and the Bering Sea, the Bowheads of Alaskan waters, the Rights, jously threatened, the Humpbacks, enjoyed by tourists in such places as Hawaii and Alaska, the smaller Bryde's whales, and the smallest Minke whales, ‘which continue to be abundant worldwide. 'AS with the growing interest in birding, increasing numbers of whale watchers now notice the differences between the various species of whales. pted from Martin, W. whaling.” A.T. Bilak (ed) Innovative fisheries management init “An existential” lause, used to introduce something in138 _Transitivity ‘Text 4 Magazine feature (excerpt) Pick out and class ing the able below. (A longer version ofthe text the processes, writing them fnclosed in square brackets = since ‘Dangerous liaisons ‘Wornen fivho form relationships with prisoners] often believe they alone under. “They say, “I know this guy; I know some prisoners are also very physi Janet Glass, who works with a C: icy team at Sydney's Long Bay jail, “Often, these women are attracted to prisoners because they have just ended a relationship,’ Glass adds. ‘Th ipty, and want some sort of emotional filip. The prisoners are prob: ling them lies, but they appear gallant and masculine and women believe them, ms part of a participant role. (Adapted from box inset into large feature by F. Robson “Prisoners prey". Sydney ‘Moming Herald. Good Weekend magazine 24695: 5.) T material verbal mental relational Phase 1139 42 Phase II 421 Exercises Exercise 1 Identifying participant roles Go back to Phase I, exercise 4, and label the Actor, Goal, Senser and Phenomenon participants, For example: ‘The boy stood bravely on the ramy Actor Only his closest attendants knew his true identity. rental Se Phenomenos ia Exercise 2 Identifying participant roles Go back to Phase 1, exercise 5, and label the Senser, Phenomenon, Sayer and Verbiage participants ‘The sight oftheir young king calmed the crovids below. mental Phenomenon Senser sald it verbal Sayer Verbiage Exercise 3 Distinguishing Beneficiary and circumstance Identify the underlined phrase in the following clauses as either a circumstance or a participant (Recipient, Client in a material clause or Receiver in a verbal one). Note that if itis a partic- pant there will be a related clause in whi 4 preposition, as in the example. See Section 3.10 ‘They made some food for their Rayal guest ‘They made their Royal guest some fo0d. He granted sole possession of the farm to Willie All the children ran up to her. She was thirsty fora drink. ‘orher, Father Christmas's box of clothes was brought to your house. She made a good dinner for her. ‘And I shall creep very quielly {0 the spare room. She trained hard for the race. She sang a song for her sister. 10. He sent some money to his frend. 1. She worked hard for her mother.140 _Transitvicy Exercise 4 Differentiating identifying and attributive clauses Label the following Clauses as attributive or identifying; if identifying, formulate an agnate clause ii reverse sequence, See Section 3.6(iv). For example: He had a crown on his head. attributive James V of Scotland was identitying 1. His mother was the regent. 2, The lion represents courage. 3, James became adventurous and resourceful. 4, ‘AUG he was an experienced fighter. 5, He was both wise and good. iG 4 8 9. His name was Willie. ‘That was only a foolish dream. Who are you? ‘The king must be either you or me. 10, All but the two of us are bareheaded. 10, Exercise 5 Existential clauses Underline the Existent role in the following examples. “There were his earmos in sack and on the table (there) was a fine craked goose there was a royal sceptre, xe had been a riot. the vase. 1 2 3 4 5. On the table lay some tattered books. Exercise 6 Practising tess to differs following clauses as verbal or ment ble (verbal) and whether the ‘acti fe mental from verbal processes Identify the y checking whether a Receiver rol i. participant must be conscious (mental Mary told an exciting tale of her adventures. Mary ing tale of her adventures. ‘Thentiacy (old an exciting tale of her adventures verbal 1, They didn't explain that we needed to pay in advance. 2. We always hope for a quick response. 3. Please consider all the options carefully. 4. They suggested that there were alternative fights. 5, They promised that there would be a short interval. 6, We believe it's the best idea 7. They understand that they won't be able to stay. 8) They insisted t not be covered. bie computers would. Phase Il 141 Exercise 7 Practising tests to discriminate behavioural from mental processes Fill in the following grid for each of the clauses given by answering the questions. (What is the unmarked tense for commenting on ongoing activity? (If present, mental) prese eg hears present in present e.g *is nearing question reps eg. They thou eg *They medi They thought he'd lot The baby was watching me. mental No one wil notice, ‘Sho suddenly heard movements, Listen to this. “They al looked round, e|xjolelale |e |= ‘Jamie could emell the holly and the ivy 1 Exercise in the fol process fferentiating behavioural from verbal processes Identify the process ing examples as behavioural or verbal by checking whether or not the report another clause (if yes, verbal). Jamie explained everything. ‘amie explained that he was coming. verbat Jamie laughed. “Tamie laughed that he was coming. behavioural They all talked at once. ‘They were singing at the top of their lungs. Jamie agreed, ‘The barometer says rain, ‘The baby was screaming. Everyone praised him. ‘They stated their beliets She spoke loudly and firmly. era eene142_Transitivity Exercise 9 Identifying participants (behavioural clauses) Analyse clauses for Behaver, Range and Target as required (see Section 3.7() They praised Caesat Behaver “Target ‘They sang acaral Behaver Range She took a bow. He insulted his audience He did a poo. She drove the car. They scaled the wall He slandered his rival. She blamed the judges She gave a speech He smiled a most compelling smile. 10. He pondered the problem. Exercise 10 Discriminating mental from attributive claus clauses as mental or relational attributive. See Section 3.5( Joanna was very excited T don’t believe i ‘The children could see from a distance. Joanna was very upset But I did see him. None of the children belioved it except Sylvia. ylvia always had good ideas. Tve never felt so irritated. ). relational attributive ‘mental Identify the following Phase I 143 Exercise 11 Diserimin dlauses os relational atibu ‘The night grew cold Stranger things happen. 1. The play begins 2. She became upset 3 The paint turned brown. 4, The term ends in November. 5. A problem arose with that solution, 6 1. 8 it gets bad sometimes. 5. 6 It goes sour in the heat. 1. 8 ‘A bridge appeared in the distance. a Range or a Goal in each jing examples. See Section 3.4(). He never gave it a thought Range He picked up a.stone, threw it and hit the Hite cabin, — Goal(s) We're doing ‘The Coventry Carot. He smelled that smell in every nook and cranny. They had a game of catch. 9, They licked their fingers. 40, T-can taste prunes. srgeant kicked another cannon ball. 13. He had the best dinner ever. ‘Token and Value Label the Token and Value functions jentifying clauses, as in the examples. See Section 3.6(¥). in the following relatio She 's the one, Token Value hing we want sf something to go wrong. Token 1. What was the last item on the programme? 2. The student's response Is a site for surveillance. 3. Now was the time for everyone to join in. 4. The basic mechanism is one where the teacher surveils the student.144 _Transtivity 5. Ws his fault 6. The viow of English that I have developed represents a minority position 7._ It was the best concert ever. 8 One of the results that real diferences are obscured, 9. What is immediately striking the manner in which it works. 10. The exercise doesn't involve composing a written response. LL. My birthday Is today. Exercise 14 Types of attributive clause Label the Carrier and Attribute in the following relational five clauses; also note whether the clause is intensive, possessive or circumstantial. See Section 2.3.1 1 have of carrots, possessive Cartier wasn’t intensive Carrier 1, He was in the phone booth. L 2, Tt was a tracksut 2 3, He grew thoughtful 4 4 5. The fare seems exorbitant 5 6. That's easy. 6 7. He had a sore head. 1 8. Where's our lunch? 9. Here are his paw marks. 9. Phase Ul 145 Exercise 15 Discriminating projected ideas and locutions from participants Label all participants and ci snces in the following clauses; remember that separate nls unless embedded. See Sections 3.5(iv), 3.7(i). they said Sayer Attribute Noone saw thom opening. the kchen window with a jemm ‘Senser Phenomenon 7 tor Goal Manner:means They love ice-cream. ‘They don’t like us doing this. T want you to have it. She repeated the answer. I wish there was someone to talk to. Are you quite sure I'm not dreaming? 7. We've all been wondering where you disappeared to. 8. “But well get col” said Rachel 9, told everyone to leave 10 The toy amused her. 11, T don't even know if her family has gifts at Christmas. 12, Tt was wonderful to be wrapped in paper with pictures on it. Exercise 16 Discriminating circumstances from other elements Label the partici- pants and circumstances in the following clauses. See Table 4.4 ‘As the snowflakes fell, the two girls danced. Actor ‘Actor 1. On Christmas eve, he erept out to his woolshed. 2, He ran away out of fear.146 Transitivity 3, He had a surprise for them all 4. ‘The sledge began moving, because the ground sloped down, 5. They saw some toys in the sack. 6. Inno time at 7. They ate the 8. They ate the Il, he made a top. icing on the cake. icing off the cake 9, What did the youngsters say on your arrival?” 10, Can I see the presents you got from Santa? 42.2 Texts for analysis ‘Text 1 Explanation (for young children) Consider again the following text from Chapter 3. Analyse it for TRANSITIVIry, subcategorizing mental and behavioural processes (see Sections 2.5; 3.8 ‘What patterning can you observe to the choices And if you analysed it in Chapter 3 ~ how does this relate to the MOOD choices? iy 1. Do you enjoy [making sounds)? 2.1. What sounds do these things make 3. What different sounds can you make with your 4.1 Put your fingers on your throat II 42 as you talk 5. What can you feel if you bang them? 6. Hold a ruler on the edge of a table. TA Press down the end II72 and 80. 8) Can you hear a sound? 9. What do you see? 10.1 Whenever you hear a sound i! 10:2 there is [something moving]. uL 121 Try this with 13.1 You can make musical sounds 132 or by plucking the 14. Strike a triangle 15.1, Touch the triangl 16." What can you feel? 2 and see. 17.1 When something stops vibrating i! 172 the sound stops. 18. How does someone's voice reach you? 19, 20. 21, through the air as sound waves. ‘one in a pool of water. waves spreading out]. 22. Sound waves move through the air ina similar way. (From Webb, A. 1987: Talk about Sound. London: Frat iy and your voice? (3 or [as you] sing. rubber bands of different sizes I! lin Watts) Phase 147 ‘Text 2 Children’s story (opening) Divide the following excerpt into clauses. Identify ‘cipants and circumstances. How do the choices made 1088 My name’s Laura and this is my place. I turned ten last week. Our house is the fone with the flag on the window. Tony says it shows we're on Aboriginal land, bbut I think it means the colour of the earth, back home. Mum and Dad live here t00, and Terry and Lorraine, and Aunty Bev, and Tony and Diane and their baby Dean. He's my nephow and he’s so cute! We come from Boul Dad thought there'd be more jobs in the city. Tais [picture] is me and Gully. I have to keep her on a lead because she chases cars. She comes from Bourke too. I guess she thinks they're sheep. This is a map of my place. We've got a ‘MeDonalds right on the corner! (From Wheatley, N, 1989: My place. Blackburn: Collis Dove.) ‘confuse circumstances function (see Chapters 2 and 3) (M = mother, C = 4%year- ‘c How could birds die? [One] Like the one in the garden, are you thinking of? ‘Well, sometimes birds die l when they get very ol ‘or maybe they get sick Il because they got some when they ‘of, in the winter ~ <> ~ birds might set enough food. I "Yeh, but what happens maybe there was something wrong maybe a cat killed it~ (hastily) T don’t think I it was our cat Perhaps it was on the ground Iland then a cat got it. i: Yeah, it was probably pecking Maybe it was just a very old bit garden) But it looks as KO EOEO ely wasn't alive,148 _Transitivity ‘Text 4 Magazine feature Text 4 from Phase I is reproduced here and without one simplification in Phase I. Analyse the t including participant and circums ‘choices through the text and the roles construed for the various people mentioned in the text. ‘Dangerous liaisons ‘Women [who form relationships ‘men, and can reform them. sme prisoners are also very physical arming,’ notes Sister Janet Glass, who works with a Cathol team at Sydney's Long Bay jail ese women are attracted to prisoners because they have just ended Glass adds. “They're emply, and want some sort of emotional a relationship, flip. The prisoners are probably lying to them*, but they appear gallant and masculine and women believe the Prison Fellowship (see main sto aan interdenominational organization with its own programs and dependent, PF has received financial support from the Baptist Church and its director, Ross Coleman, was a welfare worker with Baptist Community Services. Coleman says PF volunteers ‘must provide character references and undergo a training program before start- ing the work. Volunteers use pseudonyms in letters and prisoners’ replies are sent to PF headquarters and then redirected. The forming of emotional attach- ‘ments with is forbidden. ‘Coleman admits that volunteers [who transgress] ‘would only be detected it they told us, so sometimes that could happen and we were oblivio ‘which a tisk...” He says PF is ‘particularly concerned’ [with Christian prison- ers, or prisoners [who have found Christ whilst in prison] ] Unexpectedly, mainstream churches often c he influence of pente- or charismati¢ Christian groups within the penal system. ‘Some PF volun- "says Sister Glass. ‘Some rdinary degree, then leave ‘nich can be dangerous,’ says 2 wipe out all memory of their pentecostal types raise emot prisoners to deal with®® the re Sister Glass. ‘Born again prisor crimes, because Jesus has forgiven them.” to large feature by F, Robson "Prisoners prey’. Sydney ‘Morning Herald. Good Weekend magazine 24695: 4) 1 eson of the text, fusatve stu Spm regarded asa singe cai (Adapted from box ins Texts 5 and 6 are provided. of raspberries. They are more troublesome in ‘gardens where there is plenty of cover to nest in, and fewer plants to feed from, than in large open raspberry fields. Unless you can devise a really efficient way ‘them, you will have to net. To support the net, make a framework of Phase Ill 149 ‘wires or canes fixed to posts over the row. Cover the ps of the post ig on the top and pecking through; it must hang well clear of the si is carried on side shoots growing out from the canes. ‘om Spi ‘Text 6 Biographical recount George Bernard Shaw was bora in Dublin, Ireland, on July 26, 1856, He attended four different schools but his real education came from a thorough grounc ‘music and painting, which he obtained at home. In 1871, he was appr ‘a Dublin estate agent, and later he worked as a cashier. {n 1876, Shai mother and sister in London, where he spent the next nine years in unrecognized struggle and genteel poverty. From 1885 to 1898, he wrote for newspapers at literature, music and drama. But his main interest at ganda, Active peried of his carcer, Shaw wrote 47 plays. By 1915, his internation ‘was firmly established and productions of Candida, Man and Superman, land the Man, The Devil's Disciple were being played in many countries of the world, from Japan. In 1925, the playwright was awarded the Nobel Prize for Lit ween the ages of fifty-seven and sixty-seven, Shaw wrote such dramas as Heartbreak House, Back to Methuselah, Androcles and the Lion, ‘St Joan: During his lifetime he was besieged by offers to film his plays, but he ‘accepted only a few, the most notable being Pygmalion, which was adapted (after his death) as the basis for the musical My Fair Lady. He died at the age of ninety- four at Ayot St. Lawrence, England, on November 2, 1950. 43 Phase I 43.1 Exercises Exercise 1 Relational clauses Analyse the following clauses as attrib fying, assigning Cartier, Attribute or Token, Value labels as appropriate. ‘The red stands for our mother earth Token Value or identi- identifying 1. It was the best movie I'd ever seen. 2. Tt was pretty good. 3. Isn't he j he cutest little thing! 4. One good batsman is Lara; another's Tendulkar. 5. If Scully's a babe Il is Mulder a fox?150 Transitivity 6. (Give an example of a Range) ~ A dance is a Range in Do a dance 7. “You're the greatest, (he exclaimed.) 8. He's a good player. 9. That has to be the slowest century ever scored 10, Dolphins are toothed whales with a clear dorsal fin, some cervical vertebrae fused and spatular teeth, Exercise 2 Differentiating verbal and identifying clauses Analyse the following clauses as verbal or relational, assigning Sayer or Token Value labels as appropri ate, See Section For example: He said hello Sayer verbal 1. Ulan means ‘rin’ 2, The report reflected their intelligence. 3, The last item on the programme said Secondary School Choit ~ Cs 4. Our protest shows we're against apartheid 5. Te means peace in our time. 6. It indicates the lack of consensus on the issue 7. The clouds suggest rain, 8 The report revealed they're intelligent. 9. He indicated he'd be there at six. Phase lll 151 tional clauses) Determine whether the projectior les are embedded or ‘embedded projections in [] and underline projected ideas (see 1. Twondered if she was winning 2, I struck me that she was late 3, She had been upset she hadn't won 4, She expected him to leave. 5. He rejoiced that she'd arrived, 6, Hee was angry that she'd arrived 7. piqued him that she'd won. 8. He is hopeful that she'l pass. Exercise 4 Causative mental and verbal clauses Analyse the following cla sas verbal or mental, including Sayer, Receiver or Inducer, Senser roles as appropriate For example: He convinced her _ (to g0.) told her persuasively” Sayer Receiver eo He made the proposal was genuine) Inducer Senser = 1. They tried to convince them that resistance was fut 2. He'd have liked Data to take charge. 3, He satisfied them that victory was possible. 4, She had them consider that Tokens were Subject in the active. 5. She implored them to leave.152_Transitivity ig an_Assigner or 7 “bute or Token, Value functions. See Section 3.6(vi a). For example: ‘You must make ita good one, must make it a.good one Carrier Attribute 1. Pm keeping my windows shut. 2, Dad had called thei cat Sally. 3, Te would make her feel better. 4. You can consider it done 5. They elected her chairperson. 6. Tideclae the games open 7. Twant well done, 8, I pronounce him the winner and new champion. Exercise 6 Result cor Depictive Att ‘She arived sick re pint the town ta 1d label the Resultative For example: wing clauses. See 1. She left town exhausted 2. She planed the edge straight. 3, He kissed the cut all better. 4, He cooked the onions brown. 5, He walked out happy. Exercise 7 Discriminating following clauses as mate 1. On the table was a vase of flowers. there took place a fearful conflagration. 3. The phenomenon occurs every few minutes. 4. Few of the books were on the shelf. 3. There wasn't much rai Phase Ill 153 6. It happens all the time, 7. Along the stream ran a worn path, 8, The Renaissance began in Italy. Exercise 8 Discriminating verbal and agentive identifying clauses Analyse the following clauses as verbal or relational identifying, assigning Assigner + Value (Token) or Sayer roles as appropriate. See Section 3.6(vi) for agentive identifying clauses. For example: location 1, She demonstrated that that was the case. 2. She asserted that it was obvious. 3, She proved her point. ‘The map indicates that this is the way. Her actions confirmed their suspicions. 5. He confirmed he'd be there by six, 5 6 7. The report proves that the best solution. 8 Their reply shows that to be the point. ‘Their efforts ensured a quick result Exercise 9 Circumstantial relational processes Determine the type of circumstantial identifying process in each of the following clauses. Label the participants. ‘Temperature affects humidity. Token Process: identifying: causal Value 1. Night follows day. 2. ‘These voting patterns resulted in a hung Parliament, 3, He faced tremendous opposition. 4, Taking on a new job is related to increased stress. 5, Pressure influences rainfall.154 Transtiviy 6 A bronzed skin was associated with health and beauty in their minds. 7. Spies cover its back 8 ‘The earlier figures correlate with our results 9, ‘This chapter concerns the rise of imperialism. 10. Jo Chaney resembles a young Marlon Brando. Exercise 10 Ergativity Analyse the following clauses from both a transitive and cexgative perspective, He opened the box slowly ‘Actor Processimaterial Goal Manner ‘Agent. Process Medium Manner 1, He was shot in the elevator. 2. They were looking atthe dancers. 3. She'd been waiting every evening for ten nights 4. The clothes dried quickly onthe line, | 5. The dog chased the bird in a frenay. 6. We realy enjoyed the concert 7. She was very unhappy: 8 Temade her very unhappy. 9, Don't give Peter any more money, will you? 10, The whole business excited her. Exercise 11 Ergativity Analyse the following clauses from both a transitive and cergative perspective. ‘The argument convinced her Phenomenon Processimental Sensor n Agent Process Medium Location 1. The rice lasted them a couple of weeks. She kept it fresh with daily watering, According to critics, his dancing reflects tremendous artistry. ‘This time he asked her the time. 10. Phase Il 135 The region boasts a number of attractions for visitors of al ages. She thought over their proposal without any assistance He sang them a moving ballad, “They walked the horses round and round the paddock. She passed them the contract in light of their request. My daughter proved my harshest critic. 433 Texts for analysis ‘Text 1. Description The following text was considered in Chapter 2 from the point of view of Theme choices. Now analyse the transitivity structures. ‘The trail of the meat ‘The land was cold and white and savage. Across it there ran a thread of frozen with the eamp-outft, was lashed a long and narrow oblong box. In front of the dogs, on wide snowshoes, toiled a man. Behind the sled came a second man. On ‘man whose life was at an end ~a man whom the Wild had beaten down and conquered. The bodies of the live men were covered ‘with soft fur and leather. Their faces were blurred and shapeless under a coating of crystals from their frozen breath. All around them was a silence which seemed to press upon them as water does upon a diver. . London: White Fang. Abridged Edition N. Farr, Pendulum Press 1977.) ‘Text 2 Historical explanation Identify the participants in the following text as Agent or Medium and write them in the chart below. How Did the Long March Contribute to the Eventual Communist Vietory? First of all, it established the leadership of Mao Zedong. Although Mao was the Long March assured his dominance. Mao's leadership also brought an end fo the dominance of the Soviet Union in the party and made Chinese Communism more independent. ‘The Long March forged a tightly knit army that drew strength from its suffer- ings, The survivors formed the tough nucleus of the New Red Army which devel- oped at Yanan. The policy of going north to fight the Japanese also stimulated high morale in the Red Army and inspired patriots throughout China. ‘As it passed through twelve provinces the Red Army brought the message of Communism to hundreds of millions of peasants, who would otherwise have never heard of Communism. (CE, Bugey, 1988: The Long Revolution: A history of modern China, Sydney ‘Shakespeare Head Press (Modern History Series), 240.)156 _Transitivity ‘Agent Process Medium ‘Text 3 Narrative (excerpt) Analyse the following text for transitivity and/or ergativ- ity and reflect on the world view presented through the narrator's eyes. ‘The bushes twitched again. Lok steadied by the tree and gazed. ‘A head and chest faced him, half-hidden. There were white bone things behind the leaves and hai ‘mouth, so that his face was longer than a face should the man was holding the stick out to him but neither he nor Lok could reach 3s the river , He would have laughed his head. The stick began to grow shorter at both ends. Then ‘twitched and he turned to the tree. By his face there had grown a twig. rushed to the edge of the water and came back. On bank the bushes grew thickly in the floo some of the leaves were opening under wat 4 Written Exposition You may have analys: this ‘letier to the editor’ in Chapter 3, Now add a trans young children can be debe by the wolom scones presented bythe ‘sion scene. No apparent effort however has been made by either the producers Of children’s programmes or the programmers of children's programmes this into account: one only has to look at the extraordinary popular The clause as experiential construct 157 “Teenage Mutant Ninja Turtles. At some schools it was necessary to ban the acoentores associated with the programme because cilren w their cartoon heroes; importance for the future of Aust violence is not to be condoned, nor applauded. people do not ass ee with bravery and het Sutcome if we persist in allowing our children to be influenced by the garbage that fils our screens every afternoon and evening, and succeeds in pasting for ing the materials that appear in children's programmes. (Text courtesy of 5.1 The clause as experiential construct ‘When considering the clause from the perspective of the experiential metafunction, the relevant systems are collectively known as TRANsrrIVITY and the clause itself is, Fig. 4.6 Transtivty structureRelation to other metafunctions 159 Se — fe fs Ee ‘She enjoyed the chocolates. | The chocolates pleased her. i ‘She tod us 2 str. 4 She war bce ‘Ste was tho lad ‘ ‘She hada Wi She owned he Vb. : circumstantial | The oes wore arund her | The woes surounded her : oxistontial ‘There was once a man fram + Manchuria leas as = Fig. 7 Tranaiviy options and examples interpreted a8 a process cor particular the types of component in this configura participants involved in the process and circumstances associated process. The Key to the difference ls and in the =. | +E = = = Se Lay a 5.2 Ergative perspective Teectocecs —powal | ton middie effective ‘The sugar dissolved. Kt dissolved the sugar. casei] pp | Pa - heel mite eo ieee | oe a ded = ret oe vale = Viewed from this perspective, the core of th clause isthe Proce eee They cried FG. the Medium participant. rocess is something external to ‘mental ‘She saw tha hit The ito caught her attention also be an Agent present ture. See Fig. 49. Sr ae160_Transitiviy Relation to other metafunctions 161 vaca yor tak ata a tn process of attribution fad the Carrier of this attribute (jou). See Fig. 48. "ip example Shows that not every element that enter i a textual o wn sonal structure wi ee baad ‘Madar: plays no role in the represe enough if we probe th te ewe ‘Madam, ii yau who’ ook like (focus on spted focus on Vocat tateenen | Yate | et | tte ‘Vocative as a purely interpersonal element, “the general correspondences between the experiential and interpersonal functions are shown in Table 4.18. Sen corn} trace | ae “The general principle is that participants have the potential for being given the interpersonal status of modal responsiblity; thus they serve as Subject (actual modal 5.3 Relation to other metafunctions ‘The transitivity structure of the clause maps on to the textual and interpersonal layers described in Chapters 2 and 3. Thus, the example Madam, you'll look like a ‘ulip, in addition to its textual and interpersonal meanings, is a representation with Table 4.18 Correspondences between experi {ype of experiential transitivity Interpersonal ind interpersonal functions responsibility) or as Complement (non-actual hut potential modal responsibilty) For example, all three participants in our eat imple Hermes gave my aunt these flowers out of pity can serve as Subject. See Tables 4.19-4.21. ‘Note that in the passive clauses the Agent does not in fact serve as Complement although it is a participant. We can therefore make a simple yet powerful general- ization about the hierarchy of participants in relation to the interpersonal functions Subject, Complement and Adjunct (see Table 4.22), In the active, unmarked voice, the Agent is Subject and the other participants are Complements; in the passive, ‘Table 4.20 Mapping of participant roles and interpersonal roles: Tpit Men prin ete oy | Faas au Pediane | woo gow en ee = wa Sant = a circumstance functions Adjunct adverbial grour Benefici my aunt acess ae or ” | Continge Medium 1 these flowers: centre eu aa Matter) Table 4.19 Mapping of participant roles and interpersonal clause: Hermes gave my aunt these flowers out 4.21 Mapping of participant roles and interpersonal roles: sive clause, 2: These flowers were given my aunt (by Hormes) out of pty pertcipant Subject Complement ‘djunet ipant Subject Complement ‘Adunet funetion: ion: ‘agent Hennes gent Termes Beneficiary A my aunt Beneficiary my sunt Medium "these flowers Medium “these flowers cause Vout of pity Cause Tout of py162_Transitivity ‘able 4.22 Hiorarchy of participant functions in relation to interpersonal functions voce: fgent ‘iedium, clay, Beneticany | Medium” save Subject Complement | Complement Eine possve nertes] [ERR] Sumit Complrent ‘Table 4.23 Correspondences between transitity functions and interpersonal functions Interpersonal participant ‘Subject: functions Complement ‘creumstance 7 funetions ‘Accompaniment; Role; : Angle, Matter a yminal group; for example: Hermes gave these flowers to my aunt. Here the Beneficiary is an Adjunct rather than a Complement (there is no passive nds out among the par nly one that serves as Subject or Complement Beneficiary and Range are closer to cizcumstances in that they can junet. ‘This suggests a view of trans pant, at the centre of the configur which has the Medium as a nuclear partici mn, as shown in Fig. 49. Further reading 163 prosion Ang Me ‘other puticpants a any Bey) Fig. 4.9 Exgative clause structure Further reading tue and verb for eelational processes in English few developments in systemic linguists vl 0-185. Tn liday and RP. Fawcett ( Theory and description. London: Pinter,164 Transitvity Halliday, MAK. 1971: Ling i Golding’s “The Tnhe Handbook of discourse analysis, V 992: Some lexicogrammatical features of the Zero Population Growth ten, Ta Sandra Thompson and Willam Mann (eds), Discourse description: diverse analyses of 2 find-rasing text Amsterdam: Benjamins, 327-358, For an example of a text analysed in te grammar, In MAK. Halliday and RP. Fawcett istics ».d: Theory and description, London: Pinter, ind Butt, David (eds) 1996: Functional descriptions, Tacludes studies of rransmriviry in English, Dutch, jersity: the ease from case. In R. Hasan, C. Cloran and, ions, Amsterdam: Benjamins, 323-372, Discusses various (995: The objet of study in cognitive scence. Cultural Dynamics 6, 1 English systems. Chapter 4; experien 5 The clause complex above the clause 1 Orientation 1.1 Reading guide to IFG TFG Chapter 7 (above the clause) 1.2 Characterization of clause complex ‘move to the logical subcomponent of the ways in which the highest ranki may be related to one or more further clauses to form a complex of clauses or a ‘clause complex. For example, having begun wi y’ clause We loved the show ourselves, the speaker could add a (theor less number of further Tinked clauses, asin: We loved the show ourselves > so we'll get tickets for Tim and wer mother....‘The kind of struc the higher rank unit of ‘sentence’. However, form a clause complex, they do not thereby create 1k. His position is that the sentence is no ‘The two interpretations of the status of ‘sentence’ are illustrated in Fig. ‘as the IFG position. has ato been taken by eg Michel ‘Robert Longacre wi age rpory within systemic ingisicwcommunication166 The clause complex ees te pe Fig. 5.1 Sentence and clause complex int of view, a clause complex construes a sequence of ‘configurations from the flow of events. Fig. 52 shows this construal schematically. ‘The clause complex might be used to group process configurations as constituting ‘one subepisode in an episode, or a subprocedure in a procedure, or a step in reason- ing. The following example is taken from a narrative, where one subepisode is construed by 11 clauses related by ‘and then’ into a clause complex: into the kitchen -> put le of whisky saw a hot made tea -» poured in a dollop whisky ~» carried them upst The following examples a ‘construe sequences of operat Heat remaining remove from texts; here the clause complexes fe subprocedures: able, > and (ifthe yee ancestors unsoly- 2), >and remove Fig. 5.2 Consiruing the flow of events into a ciause complex raxis_167 ‘As the parentheses ‘lause complex unsolvable, complexes serve to guide the sequence of ope1 successors were generated in (3); if you want & ral limits to them (1 browned), Clause compl fant resource in reasoning, as in proofs and explanations. ay contain subcomplexes such as procedures, clause that her aunt knew > she knew > how unwelcome Richard would be in Enderby Street “You will have to go to hospital”, € said Dr Smith Projection is deployed in narrative to construe the dialogic passages and to repre- sent the characters’ processes of consciousn: ing where it serves to specify the journalists’ sources, as with eye. and comments by ‘important people’. Examples: Greenpeace’s atm = both the tourism and here and energy campaign co-ordinator Ms Lyn Gol be affected by the "© Ms Goldworthy said «did not know —> when drilling ‘would begin. ‘The difference and complementarity between expat seen very clearly in the conventions of comic strips. Exp rally by sequences of frames (sometimes with a conjunctio sequence in time is broken, e.g. meanwhile) or by split frames if the expanding relation is one of addition. Projection, on the other hand, cannot be represented by text mn and projection can be ‘content of projection is represent 2 Survey of options Clauses within a complex are interrelated grammatically in terms of two systems, those of TAXIS and LOGICO-SEMANTIC TYPE. 2.1 Taxis ‘Taxis is concerned with the interdependency relations between grammatical units forming a complex, such as groups forming a group complex or clauses forming @ clause complex. Some examples of complexes at different ranks are shown in Table 54.168 _The clause complex ‘Table 5:1 Complexes at citfeent ranks ‘Type of unit in complex “The black and white Kitten The old man and his dog, Rover. ) the blue shit, with the button-down colar ‘adverbial gp./prepostional phrase onthusiasicaly but without ski prepositional phrase the relation is a hypotactic one. xx are linked in a paratactie relation, each unit could stand as an independent funct other. Here are some examples of paratactic clause o were crumpled and dirty. ads enjoyed it {or she seemed in some way to make him He replied quickly, ‘This paratactio relation is i sequence. For exai sd in the notation by label the clauses numer~ and everything is soaked. “The rivers overflow, I the streets become ri 1 2 By contrast, where two units within a complex are linked in a hypotaetic relation, ‘one unit modifies the other, one clause is a ‘principal’ or ‘dominant’ clause and the other is dependent upon it. Examples are shown in Table 52. A dependent clause ‘may be a non-finite clause, as in the second example in Table 5.2 (apart from visit ing his sister in York once a month), in which case its dependent status is very obvious. ‘Table 5.2 Examples of hypotactic clause complexes ‘dominant (2) They spoke to Dr Liu, The man rarely left the village and a dependent one is Greek alphabet, using an alpha for the dominai dependent on that, and so on. In the following example the notation is written alongside each clause: raxis_169 Fig. 5.3 Atemative representation of IFG Fig. 7-2 ‘a we're going to buy an intercom system Bo that we can hear Stephen indifferent parts of the house Whenever he cries, clause complex will not necessarily have the alpha clause as the the sequence, so this notation i sequenced fondest the depen As they walked along the dark fn meadow fa he watched the moon. ‘Where there are several clauses in the complex, ied separately here, paratactic and hypotactic While they have been exeny in a single clause complex. For example: relationships may well be comt 1 we're going to go to 2. and were ging to buy Sa and we're going to buy }fothat we ean hear Stephen in diferem pars ofthe house 4 whenever he eres. et for Stephen and Emily170_The clause complex A Morel wenttobedin misory ww | ea Morel fet ast | 1 | sxe wore numbed by some drug 2 | or footings wore paralysed Fig. 5.4 A clause complo, ilustrating interdependencies ‘Morel went to bed in misery, representation of the last example can also be given (see Fig. 54) yyering’ of the structure. 2.2 _Logico-semantic type ‘One clause in a clause complex is linked to another not only in terms of Taxis, but also in terms of a particular logico-semantic relationship. In the most general terms there are two types of such relationship: expansion ~ which includes the meanings realized by conjunctions ~ and projection - which includes direct and indirect speech and thought. Thus for any complex there are simultaneously two sets of choices, as shown in Fig. 5.5. Logico-semantic type 171 ln rpc Fig. 5:5 Basle clause complex options 22. Expansion ‘The various logico-semantic relations included as expanding relations are of three main kinds: elaboration, extension and enhancement. 2.2.1.1 Elaboration (=) ‘The elaborating relation is symbolized in the notation with an ‘equals’ sign. In a paratactie elaborating complex an initial clause is restated, exemplified or further specified by anot! is He looked his clothes were damp, dirty and torn. 1 2 ike the character she was playing; il she hated her self-confidence. 2 In a hypotactic elaborating complex, the dependent clause ~ realized by a ‘non- restrictive’ relative clause ~ provides some kind of elaborating description or comment. For example: ‘They were now in the bare country of stone ‘The accident left him with two broken fron She didn’ which he loved. ‘which was such a shame 2 8 ‘The dominant and dependent clauses are linked by ‘tone concord’ in speech (IFG: 228), while in writing a comma or dash can be expected to separate them. The beta ‘An embedded clause having the same form, such as who'd been expelled in We spoke to the boy Iiho'd been expelled, doce ot hae these characteristic,172_The clause complex clause may elaborate just one participant in the alpha clause, in which case it often ‘occurs next to that participant ing or included in the alpha clause. Angled brackets are used to enclose the included clause: His mother, << who had been watching thm all veing>, mae her way ve. 2.2.1.2 Extension (*) ‘The basic meanings of the extending relation are those of addition (including the adversative relation) or variation, The extending relation combines most frequently with parataxis, being realized most typically by the conjunctions and, nor, but and or. For exampl ‘The beef ani t sd its meat is surprisingly tender, 2 [Note that the Subject of the continuing paratactic clause may be ellipsed: ‘The idea of relativity did not originate with Einstein, I but [it] goes back to Newton. 1 2 Extension is less frequently realized in combination with hypotaxis. Typical linkers are whereas, instead of, except for, apart from, as well as, the latter roducing a n dependent clause. (See IFG: 233 for a summary of the || markers of extension.) 22.13 Enhancement (*) ‘The meanings included as enhancement are those of time, place, manner, cause and condition, which can also be expressed as circumstances within the clause: manner as circumstance: ‘They dried their clothes with the fon manner as hypotactic enhancement, They dried their clothes Il by Aanging them on braches in the wind In the clause complex, enhancing relations are most frequently found in combi- nation with hypotaxis, although paratactic links with so and and then are common, IFG: 236 provides a table of paratactic enhancing linkers, while IFG: 237 summa- rizes the principal markers of hypotactic enhancement. 22.2 Projection Projection Procedure for analysis_173 Table 6.3 Examples of projection paratactic projection They said ‘he's hopeless" (quoting) They thought "he’s hopeless" hypotactie projection Thoy said (that) ho was hopeless (coporing) They thought | (that) ho was hopeless projecting clause projected clause He told his aunt that he would write home regulary He desided Table 5.4 Examples of projected proposals Projecting clause “is aunt told ira Tecution:proposal (that) he should write home more regulary fo wnte home at least once a month hot to forget Projecting clause ‘idea:proposal His aunt wishes That he would write home more regularly Fis aunt would have liked him to waite home regularly Fis aunt expected him to forget 23 Summary of clause complex relations See Table 5.5. 3 Troubleshooting 3.1_Procedure for analysis When analysing clause complex relationships in a text, you first identify boundaries boundaries between ranking clauses. You ith one ranking clause per line so+ 174 _The clause complex ‘Table 6.5 Summary of clause complex relations Picking out the unit of analysis 175 ‘Table 5.6 Signals of clause complex boundarios: minimal length principle 3.2 Picking out the unit of analysis ‘When analysing a clause complex since working with a transer boundaries are ‘whether a particular logico-semantic relationship holds between two clauses within a complex or whether itis a cohesive relationship between two clause complexes. ‘One approach would be to recognize a boundary whenever possible and thus 10 allow a clause complex relationship only where there is an unambiguous grammat- = = Fae ot dial| Pat wh compe es a ineproa 1 seg oe nt tr | 2 gg sassy 3 Pic fro 5 OBESE Tone 4 roti sus = 1 ty 2 hrm pene 5 Sg my at boar | 1 Tw dead ube 1 fava corte spp 3] mractarite te, 2 Sayeeda iaatona 21 + Dia ney comolan «Thay just Kop quit as usual cdnglto her the 8 clause is not & | 2 or did it keep quiet as usual? | *B instead of complaini linked to the previous one by an explicit conjunction a ee 7 mane. Before a conjunction which can function cohesively (8.9. and, ENHANCEMENT | 1 She spent ail her money on a car, & She couldn't afford to go on holiday | AS Gamee se" | 3 Mist mane na Eo : wien Pres nce, - Heifers amare oe 8 enol caohety Get to eat exclusively cohesive one (@.g. moreover, however, therefore) ina Bama pl Thne (a: ge Smtr WG i er lle eee 1 The yt a yor oe TEREST ew nwt te tc | ahaa a. 5 mea re g|t cree nace 2 ie 3| 4 weaiasee 5 tao eae 5 ical signal of hypotaxis or parataxis. If adopting this ‘minimal’ length strategy then 2S. erpersonal, ideational and te ignals of when to recognize the beginning 2] 1 tats na «te gt Ste ad be E)2 in 5 i aye “Dent og nw: = hooped 3 Benge ees ‘opposite, ‘maximal’ Tength approach may be taken whereby a logico-semantic paratactic link is assumed wherever itis possible to argue for one. ‘In a written text, itis best to allow punctuation to override gram: tations concerning clause-complex boundaries. In a ‘or maximal approach is favoured, intonation should the general principles being used. IFG: 306—7 suggests that the unmarked sequence ff tones for two clauses in a cohesive relation is tone 1 (falling) followed by tone jereas the unmarked sequence for a paratactic sequence is tone 3 (low rise) followed by tone 1. iow, some examples will be discussed in terms of the two general approaches (ie. minimal and maximal).176 The clause complex (i Paratactic or cohesive elaboration? Example 1 "TEACHER: his [schicken embryo] head tucked up under his wing e's squashing A minimal approach will regard the chi ‘complex and the teacher's He's squashing approach might take each clause as a parat Given a tone 1 contour on the first three clauses, there would be addi {for favouring the minimal analaysis. Example 2 ‘CHILD: What does Daddy do when he's sick? orwer: When he's sick hen youre ot very well yout. ‘A minimal approach will regard the Mother's B clause when you're not very that this new fax sequence is not sine git cnunion A atina proch voud se is section as @ (paratactic) elaboration by the mother of her sequence beginnin ‘when he's sek : . ae (i Parataectic or cohesive extension and enhancement? Example 1 b where there was one (dog) in a yard fe so™my husband went up 1 and looked over the fence g and there was our dog, only z i 50 he brought ours home ke and he went back up later. In this part of an oral recount, clauses e-K might cons fon as several different clause compl terpreted as cohesive rat ingle complex, or ing a new complex with a cohesive So, on the ‘not part of what is projected by a, b or ¢; and the ideational grounds that itis c fon the textual grounds that story. Clauses f and g are Ves te fate a new sequence of actior ‘This is clear from the omission of the Subject and at g. It would, however, be feasible to have Furthermore at h and/or i and Picking out the unit of analysis 177 these points, then, that phonological considerations will ‘Atone 3 + tone 1 sequence for two clauses ambiguously ‘two form a single complex, whereas a series of tone 1s, tion. Other signals of cohesion other than taxis would ning of the syllable before the Consequently Setermine the bo sted wil sugg ‘al indicate 20 Ho's pause before the conjunc Conjunction andor a change of Example 2 “e¥Can you do that? = Heean ean’ In this example there is a contrastive relation the intonation (a tone 4, tone 1 sequence). Ther tion. A minimal clause complex analy lacking any grammatical relation of ext relation, which can be recognized as paratactic rather than cohesive on the grounds that but could more readily be used than however between the two clauses. ‘321 Boundaries of ‘ranking? clauses within a clause complex ‘There are three possible problems which may arise in determining where clauses begin and end within a complex. 1 Embedded clauses Embedded (je. rankshifted or downranked) clauses do not enter into relations of bypotaxis or parataxis with other clauses and should be ignored. It is relations between ‘ranking’ clauses which are to be analysed. See Section 33 below for help in recognizing embedded clauses. 2 Included clauses Sometimes one clause interrupts another clause without being embedded in it. For example: when we arive before 8, the place Mary Smith, because, if we don’, we'll get busted again. In each of the above examples the italicised clause is ‘included’ within the other clause without being a part of it. This can be notated using angled brackets: ‘Sometimes < the pl I ocked up ta. checause > we'll get busted agai or, if displaying the text with one clause per line and the analysis in the left-hand ‘margin: Sometimes << >> the place is still ocked up because << >> we'll get busted again cif we don'>> tis important not to confuse an inter- 3 Verbal group complex or clause compl 1e between verbal groups at one rank ‘ependency relation between clauses wi178_The clause complex below. See discussion in Chapter 4, Section 33, For example, he started to cry is ‘one clause with a Process realized by a verbal group complex, started t0 cry, not & ‘combination ofa finite clause he started and a non-finite clause fo ery. Among these, the projection cases may be the trickiest ~ sce IFG Section 7A.6 for projection, 4 Separate clause or circumstance within the clause? Note that a semantic relation two clauses «2 They opened ‘They opene () Metaphorical re iroumstance as a ranking clause where metaphorically realized as a long nominal group with a nominalization asthe Head of the group. For example: Despite Western suspicions [that he was behind some of North Korea's most heinous terrorist acts in the past decade], several Japanese sources ‘paint hi as @ reasonable, practical man, lere Despite Western suspicions that he was by twisting the rusty key very firmly clause c ha firm wist to the rusty key clause wi logico-semantic relat nt i the nominalization suspicions. The congru- don would have a clause in a clause complex: -ocess left implicit You may be misled into taking a depender tance in cases where the process is omitted (see Section 3.7 Table 5.7 Logico-somantic types in parataxis, typotaxls and embedding ‘ase complex ~ combing trough Ranker — clause ‘embedded note gram paratais potas i 5 He thought Ho rogreteg 2 | teaid tose words? ine fac) e father aa Tee lworde “The boy sat wat i | ne ran away _ who ran away Heo packed ‘tor hehad packed || The best ime woul be (ti ‘and then ne ran away | ha ran away ‘entancem Complexing versus embedding (downranked clauses) 179 ‘Non-finite verb (as Process) or preposition? (See IFG: 212-13.) It may be diff mnt is a clause or a prepositional phrase where the ‘verb form such as including, regarding, concerning, al phrase only has a potential for Smbiguous unt has anon ding. The essential diferen Yiwo-element configuration, ange, whereas a clause is alvays Expandable and will have some related finite variant. For example: prepositional phrase (part of clause) fhm vo yu intend 18 do regarding Panel's lation? ‘They crane everything in te howe, ocd he rspberry wine regarding his oppose number with some hostility. Including the entire commit in her erlclom, the woman made an emotional speech, 3.3 Complexing versus embedding (downranked clauses) ‘Table 5:7 sets out the different logico-semantic types that can occur both in the environment of clause complexing (parstaxishypotexs) and in the environment of embedding ~& clause serving a a constituent part of another unit. See IFG Sections 75, 7146 (expansion) and 75.6, 75. ion). 33:4 Relative clauses: hypotactic elaboration or embedding? As shown in Table 5.7, a relative clause like who ran away may be embedded within L group? (the boy [who ran away]) or may enter a hypotactic relation ‘another clause (We saw John, who ran away). The two structures are readily i guishable in speech, since the hypotactic non-embedded clause tone group maintains tone concord with the main clause. (In i. as John) is already fully tself provides the identity of the ich boy? ~ the boy [who ran away] ~ hence the tra relative clause. Compare the following two exam [kypotaetic cause complex} poke to my brother I who works in a bank. (I have only one brother) ele ranking clause containing a nominal group with embedded clause as Postmodifie] ke to my brother [who works in a baa} (Ihave several brothers, one of whom works n'a bank) 33.2 Contexts in which embedded (rankshifted) clauses occur () Within clause Table 5.8 sets out on a continuum the possible ways a participant may be construed in English. As a postmocifying Qulier. See 1FG Chapter 6180_The clause complex ‘Table 5.8 Realizaons of participant function (rom Thing to Fact) . Role incluso | Weaning | Example Milton construed imetephenomenal | None ~ not paricpant| Wacimows)_|(eparte ranking aus) pant mcr (eft) athe (embeded cause Mod was eat Ute ned or him to got fs car ‘macrophenomenel at we saw (he GH 0) Pin Sermo Tucrara | wot met the one) Evo vevesuse | ‘sho mariedh phenomenal | paricpant aren enocess | th long wi: the aily Fomea gmp) — | oe oy the great white whale A patti as the great Janey gets. These types of embedded clauses can occu with vatious process types. however, a thing, such i. However, a clause can also serve to represent , whoever, whatever, etc. ~ For example [what whatever Janey wants} rarious participant roles 1s embedded clauses construing concrete and abstract phenomena, ere are embedded clauses representing ‘macrophenomena ts) oF ‘metaphenomena’ (facts) and these only occur in a few different participant role. The different possibilities are outlined below. Material clauses Embedded clauses representing acts can occur as Actor. ‘Act (macro) {Cleaning the table with the stin-remover] damaged its surface {Running the marathon] killed him [Crushing him like that broke his bones ‘But embedded fact clauses don’t occur: prepesiinal pi at old green Ford is life) jon of the example the fact/knowl- thought of a a noun together with any “he noun andlor af embedded In he tole Boye with ed alr oF Complexing versus embedding (downranked clauses) 181 Mental clauses Embedded clauses can function as the Phenomenon of a mental ciause under certain conditions. Embedded clauses representing acts can occur a the Phenomenon of perception in perceptive clauses, ‘Act (macro) ‘The driver didnt see [them crossing the street] He felt [the ant crawling up hs leah ast heard fhim come in] Embedded clauses representing facts can occur as the Phenomenon of affective clauses of reaction ~ metaphenomena: such facts exist independently of the Senser’s conscious processing and impinge on his! her consciousness 1: have been unable to succeed] have been unable to succeed] annoys me ‘we have been unable to succeed] The fact annoys me [hat we have been unable o succeed) AS shown, these clauses may function as the postmodifying Qualifier in a nominal group where the Head is a noun such as, ‘can be regarded as serving as the Head of the nominal group. See yn 7.57. Cognitive mental clauses usually project ideas. That is, they bring ideas into igh the cognitive processing (he thought/believed/guessed/dreamed/ imagined that the earth was flat), they do Phenomenon. However, there are a'few examples of facts in a cognitive context — for instance: he accepted (the fact) that the earth is round. Verbal clauses Verbal clauses project locutions in clause complexes but they do not ‘occur with embedded clauses of the act or fact type. There are a couple of excep- tions with an embedded clause as Verbiage: Hie acknowledgedladmitted tothe press (the fact) [that he had made a serious mistake]] Relational clauses Clauses representing both acts and facts can occur as Car attributive clauses and as Token or Value in identifying ones. ‘Act (macro) Leaving early] is better My preference is [to leave early] Fact (meta) [that he has already let] is unlikely: Ws unlikely [that he has already left] ‘The problem is [that he has already let [That he has already left] isthe problem i) Within groups Downranked clauses only occur within nominal and adverbial groups, not within verbal groups. Within nominal groups, they may serve as He: Which means that the embedded clause functions as participant in the clause. both nominal and adverbial groups a downranked clause may serve as Postmodifier (See IFG Chapter 6). Table 5.9 provides examples of downranked clauses in nominal groups.182__ The clause complex ‘Table 5.9 Oownranked clause In nominal group ‘embedded clause Postmodifi ‘embedded clause as Head + je an (the problem is) the fact that econ The prion Ba re le epioent hee nelgent aboalon | whatvr Wai Bak Teas | the gazebo rl Wn bak Nanos) (ead aire) fg gon tomatoes canbe | In ac ng oraen fun) tomatoes (can be fun) the gazebo whose architact later became famous (was admived) The gazebo where tay ‘used fo meat (was admired); (there were) more flowers than they had expected to fing ‘expansion| extension | Whose was (6 not the esue) ‘enhancoment| wherever Wron bull the gazabo| (is now a famous place) ‘Table 5.10 Downranked clause in adverbial group ‘ombedded clause as Head | embedded clause as Postmodiier projection| ‘elaboration expansion) extension ‘enhancement (he ran) more quiciy than a ‘man his age could be ‘expected fo With adverbial groups, comparative clauses are downranked as standards of comparison, serving as Postmodifier, as shown in Table 5.10. 3.3.3 Distinguishing ranking and embedded clauses Since dificultes aise within particular lopico-semantic types (projection/expansion) we have summarized the analysis of claus aaa ‘h of these types. Contras tis that can be us ation in parc. Ular, you may have to do some work to decide whether they are ranking clauses or dowatanked clauses serving within groups. ‘Table 5:11 Contrast between ranking and downranked clauses ebedied (dourvankad) Sane ‘ation “enact oie Park hays hs aon td a ars br ned ino 2 ‘compo hey aoe inate Inalad ofa wal a5 909 {ng ‘hey ook aS boot thay went fein ust bor the fan st hey wont fshing hn the sun | hing (te por Last before the ‘Sr sal ithe bet tne fo go {7 Non-deting weave causes wih whose, of which an ba inkan as extending eo IFG: 26184 The clause complex 3.4 Parataxis or hypotaxis? If you are uncertain as to whether a (non-embedded) clause is hypotactic or parac. tactic, then you can check for the signals of hypotaxis listed below. (Note, however, that these criteria do not distinguish hypotactc from embedded clauses.) (i) A non-finite ranking clause is hypotactic. See italicized clauses in the follow. ing examples: She entered, laughing happily She went overseas 19 broaden her mind Having broadened her mind, she came ome. (i) A ranking clause is hypotactc if introduced by a relative pronoun: who, whose, whom, which (ii) ranking clause is hypotactc if introduced by a conjunetion that ‘stays with’ its clause even when that clause is shifted to another place in the complex (see also Section 33.1): 1 didn’t hear about the meeting beeause Iwas il Because Twas il, T didn’t hear about the meeting. (iv) A ranking clause is hypotactc if it is reported (indirect) speech or thought: She said (ihat) she would come they believed (that) the world would end on Saturday at noon. 34.1 Linkers occurring in both hypotactic and parntactic relations ‘There are a few conjunctions which, while typically constructing a hypotactic link between clauses, may on occasions be used paratactically (see IFG: 231, 235), Examples are when, so that, except that, because and though. Some examples of paratactic uses are given below. ‘He walked to the end of the road I! when suddenly he saw the dog. In this example, the meaning relation between the clauses is of ‘and then’. The paratactic nature of the link is attested by the fact that the when clause cannot be ‘moved to thematic position: ‘when suddenly he saw the dog lhe walked tothe end of the road, When so that is used paratactically, it creates 2 meaning of ‘result’ rather then ‘purpose’, For example: “He worked hard I so that by five o'clock he had finished. Although, or clause final though, may be used paratact ‘however’, as in the following examples: ‘You could argue that way Il though I might have to disagree ‘You could argue that way IIT might have to disagree with you, In all these cases, thematizing the clause with the conjunction is not possible. 3.5 Identifying the logico-semantic relation A number of conjunctions can mark different logico-semantic relations, with differ. tent senses. These are tabulated in Table 5.12. ‘Table 5.12 Some common conjunctions and ther different logico-semantic senses = ee z= 38 3 |B, les 32 2 Ba |g ee3a/285 38 |e33/8 ls tell ceeae elvis! eee | |llitele 93/3 SeElees| 3. EERIE SHEA ER g Hotel, 3 3 | pie la] iy A ap FESEERE lees] ats eiges lgcctvelee [E83] [g83 fg: GHG) |) AR | \5 3 3 gig 7h ai lz ls s i J Elk186 _The clause complex ‘You can probe which sense is relevant in a given example by considering what the set of agnate items is: each sense of the item in question will correspond to a differ. tnt agation set, When you are trying to identify the sense of a structural conjune- tion, you can also probe it by checking what a variant with an added cohesive conjunction (a conjunctive Adjunct) would be 35.1 Different meanings for but Perhaps the hardest conjunction to shade into one another (Sec Table 5.12). lating two points of contrast, is probably the most reinforced with a cohesive conjunction such as out is but, because the different senses in contrast, by conta [Now Noah was a good man and this pleased God, but ing and Fighting and cheating and st ein the book, then time would be the same for everyone in book: but 1 book, it Would be diferent. [contrast inthe book = ‘The replacive sense of but occurs with negative polarity; here but can be reinforced by instead, rather: how sick you are ~ where you are] sense of but can also be expressed by except: ‘They had litle choice but [except] to turn back ncessive sonse of but is used to indicate that a ‘could be expected to have (a ‘irustrated caus in the sense of ‘I concede p, in spite of this q’ of “yo this q’. Here are some examples from The Concise Columbia En the typical use of concessive but in historical accounts to indicate an unexpected situation: ‘The U.S. long supported and aided the Nationalists, but in the 1970s Tai spite of thi Although the How many ‘layers’ to the clause complex? 187 ‘opposition party won nearly a Aibough the KMT rein conirol He supported the FRENCH REVOLUTION at England (1792) and then to the US. (1794) he supported the French Revolution at fst after the fal ofthe monarchy he fled.) ‘A clause complex may contain wo buts in different senses: 1 actually completed the crossing but [in spite ofthis] they had co tun le choive ther concessive or adversatives ish explored .., European sete ‘The Spanish explored the area in 1823} those rituals opposing the moral precepts of Buddhism have been ITATION practices have been retained. [concessive: ‘end yet, [eoncessve: ‘and yet i ‘ment began only -» O} 1528; in contrast, European. In Buddhist Tant dropped, but the complex: in spite “Although Hiuals have bean dropped... meditation practices have been retained .. OR adversative: in contrast’ Rituals have been dropped: in contrast, meditation races have been retained] 3.6 How many ‘layers’ to the clause complex? ‘The issue here is the notation for analysing multi-clause clause complexes. There are three points to note. (© Change of taxis One useful rule of thumb is that you should ‘indent’ one layer Whcnover tee is a change in tax, ftom parataxis 10 bypotaxi oF vice versa. For Srammple: she never enloys parts ~» if her Boyfiiend’s not there —>s0 I wont invite fer will be analysed 35 follows Lg emer so ai v2 Sol worrt invite her orf the text is not being displayed with one clause per lin: ‘sot there l so I won't invite her 2 she never enjoys parties (ia ‘This way of notating indicates for the above example that the paratactic relation holds between the final clause and the previous two taken together. i) Change of logico-semantic relation You should also indent one layer when there is a switch of logico-semantic relation (even if the taxis is of the same kind). Thus 1 Once T was going up the steps 1 and someone said "2. “Don't go up the steps ‘Once 1 was going up the step Il and sdmeone said II“Don’t go up the steps” 1 20 2)188 The clause complex ‘Surfacing’ from an embedding 189 He hoped Ba he would be there in good time "B_so that he could get the seat next to Janey He hoped Il he would be there in good ® Bla the could get the seat next to Janey 3) )Theme marking When a clause complex begins with a dependent hypotactic is has a thematic function, best indicated by regarding it as the outermost ‘of any continuity in logico-semantic function with she shipped downstairs « whisting happily. IEG Section ing the nearest analysis ofthe aon-fiaite one, For exampl Hoping to meet somebody famous she went othe reception Batate she hoped to mec somebody famous she went Between finite clauses where there is an exp and, it may al been made explict. For example ‘The rivers ovefow, the sets Dome svers and everyting and everybody is soaked IFG: 235 argues against interpreting these as enhancing relations. (ii) Implicit Process in dependent clause A dependent relational clause may have ‘no explicit Process and thus be mistaken for a phrase or group. For exam; Henry away «we can really get down to business. When we probe thi with Henry away is not a prepositional phrase, but a clause with at related to with Henry being away and since Henry is away. Sit Proo ‘oi ‘yan a). Sari Wher only Young child e- Henry wrote his fist shore story, An avid angler, = Henry was ‘fond of fish. - . (il) Implicit projection See 3.82 below, 3.8 Projection ‘The relationship between projeting and projected clause is notated with single quote () for an iden and double quate) for leu “ the ing clause in a paratactic complex, 1¢ 1 to indicate this: “That would be wonderfull” 2 sho said 382 Locutions without explicit projecting clauses text, punctuation may signal a locution without there being an explicit projecting process. For example, the underlined complexes in the text excerpt below fre within quotation marks, but are not grammatically linked to a verbal process of ‘Mas Wilson rejected the compliment II by raising her eyebrow in disdain. B [wat Cook ike “8 pursued Mrs MeKeeall 2 represents only the gramm: relationship. 3.9 ‘Surfacing’ from an embedding Jn speech it is not uncommon for a speaker to begin an extended stretch of text ‘wititan expression such as The problem is...or My idea was... What really happened was... or The way you do it is... These openings set up a Value~Token structure, ‘where the Token is an embedded clause or clause complex, as in: we have no money} ‘we should go to Martha's and wait forthe boys there] An issue for analysis arises when the Token turns out to be a substantial monologue. For example: |What you have to do fs make up two teams and get someone from Team A to read jon to team B, who have a Set amount of time to answer, and who ~ if they get the dice and go forward that number of squares, but if they can’t hance to have a go] Then fe the next question. “The problem is My idea was190_The clause complex is as if, having begun with a Value/Theme + Token/News clause structure, the fer continues by pursuing the typical choreography of spoken language, initial embedded clause several times. By the time a new clause ‘surfacing’ by displaying ‘What you have to do fs make Up two teams tnd gettomeone fom Team A tread a quton to team B, who have a set amount of cond (or some later clause) within the embedding as jal non-embedded part: 1 What you have to do is [make u +2 a and get someone from Team A “Bho have a set amount of time to ans ‘question to team B, 4 Analysis practice 4.1 Phase 1 44.1 Exercises cen or adapted from various sources including The Wentworth Courier g's Lord of the Flies, D.H, Lawrence's Sons and Lovers, Aldous Huxley's Antic Hay, George Orwell's Animal Farm and F. Scott Fitzgerald's The Great Gatsby. and clause complex cise 1 Identifying clause boundaries Mark olf the clause ‘boundaries in the following pieces of text. For example: to my father Il when he returned tears rolled dawn his chee work I and was fe apologised. 1, Old Mother Hubbard ‘Went to the cupboard To fetch her poor dog a bone ‘When she got there ‘The cupboard was bare ‘And so the poor dog had none 2. The Randwick mayor said the Council was very enthusiastic about the new bowling centre for the Randwick shopping centre. He said he hoped the AMF ‘company would have the same success as the Manhattan bowling centre at Mascot, which opened last year. Phase 191 3, His cheeks were ruddy, and his red, moist mouth was noticeable because he laughed so often. 4, The Thai do not kill animals, so the meat butchering is Ieft to the Muslims and Chinese complexes is the is the (dominant 2.1, For example: ‘one morning some man stopped me on the road, 8 Hi when she got home from Nottingham, 2, Ifyou want to learn itl you must begin. 3. Roger remained, i watching th 4. Seeing Ralph under the palms, Ihe sat by him, 5. Ttwas a dismal affair, ! which might have belonged to Maurice Barres in youth, 6. Whenever I'm having a good time Il he wants to go home, 7. [looked back at my cousin, |I who began to ask me questions in her low, thrilling voice. 3 Distinguishing ypotaxis from parataxis (expansion) Identify (as hypotactic or paratactic) the taxis relation between the following pairs of clauses, tnd notate accordingly. See Sections 2.1, 34. For example ‘As soon as the skies brightened, Paul drove off inthe milk 8 . heavy float, 1, William had just gone away to London, i and his mother missed his money. 2. He sent ten shillings once or twice, Il but he had many things to pay for at first. 3, Ifa quarrel took place, II the whole play was spoi 4, Ina few minutes she put on her coat, II to walk the two and a half miles to the station, 5, Mrs Morel talked again to Paul, | who was helping her with her housework.192_The clause complex 6. He resented Mr Bojanus’s neglecjay, il he was pained and wounded by the aspersion, 7. Folding him in her arms, il she swayed slightly from side to side with love. 8, Throw it away Il or give it to your sister. 9. Whilst Morel was progressing favourably in the hospital, the family was extra- ordinarily happy and peaceful. 10. The Thai do not kill animals, lI so the meat butchering is left to the Muslims ‘and Chinese, Exercise 4 Distinguishing « from 8 clauses in a hypotactie rela Determine which clause in each of the following hypotactic (Gependent) beta and which is the (dominant) alpha. See Section 222. For example: ‘They say he's a nephew or a cousin of Kaiser Wilhelm’s. @ 8 1. She had already told him I she could not daace 2. She knew ll that it was not everything 3. Tell me Il where it hurts you, 4, Tt would all come to an end soon, ! she hoped. 5. She never believed | at her life belonged to Paul Morel. 6. She thought they lived in his own house, Exercise § Distinguishing hypotaxis from parataxls (projection) Indicate the taxis relation between the following pars of clases, esing 12 or a,b notation, For example: ‘You asked my sister I if there was cancer in the family a B “The train gets in at hal-past six," Il she replied emphatically, T 2 1, Sometimes Mrs Morel would say: II “You ought to tell your father.” 2, But the Sister says I that i's the pain, Phase 1193 3, The three children realized Ith it was very bad for their father. said, in a detached, dreamy voice. 5. wish I this boiler was atthe bottom of the sea! 6, He felt his son did not want him, 7. Ask him Ii the London train's come. 8 Paul knew I that this girl, Louise Travers, was now Dawes’ woman. 9. She wondered II who had been talking to him. 10. “Who has been talking to him?” tl she wondered. Exercise 6 Identifying logico-semantic relat semantic relation between the sion (*), Add the appropriate not ‘Williams had just gone away to London, 11 and 1 (expansion) Identify ng pairs of clauses as elaboration (-) or exten- the analysis. For example: smother missed his money. 2 1. He didn’t offer to help, i! but just watched her struggling. 1 2 , Il who was helping her with her housework. B was past ten o'clock, 2 2. Mrs Morel talked again to Ps 3, Te was getting very late hich, after all, would never get her to eaven. B 4, It matters more than her cleverness 5. Take it inside ll or put it over there. 1 2 : 6 As well as headlining a special meal, | meat composes several Thai delicacies. 7. Now he would transform if he would ad ots beter hate 1 2 & He was accompanied by bis wie, I whose manser was quite hostile dent had no serious consequences, II apart from upsetting his cousin. B Ihe seemed to know all the new things, all the interesting people 1 2 9. The i 10, He was very clever, very artistic