Professional Documents
Culture Documents
A)1) A functional grammar aims to match forms to functions and meaning in context
There are three strands of meaning that form the basis of functional interpretation of grammar
The representational/experimental: it has to do with the ways language represents our experience of the
world as well as the world of our thoughts and feelings.it concerns with how we talk about actions, happenings,
feelings, believes. situations and so on.
The interpersonal: It has to do with the ways in which we act upon another thought language. It is the way
we express our judgements and attitudes, about things
The textual: it has to do with the ways a stretch of language is organized in relation to its context, textual
meaning is important in the creation of coherence in spoken and written texts
2) Adjuncts:
Circumstantial: The night before Easter Sunday, 1998(nominal group)
In the night (p phrase)
The next night (nominal group)
Conjunctive: For instance, the vagus nerves slow down the rate of heart beat, while the accelerator nerves
increase it
Modal: The sodium ions which enter are somehow pumped out again
3) The difference between Marked and Unmarked theme is that:
Marked is when there is a change in the expected order, when adjuncts or complements are in initial position.
Unmarked is when the subject is in initial position.
4) The unmarked correlation between given- new and theme and rhyme is for given to coincide with the theme, the
new information with some part of the Rhyme. Going beyond the clause, a consistent progression from given to new
will help the reader’s understanding of the text.
5) Low likelihood:
I am sure that I will visit them again within a few years
It's definitely not for money
Now I think I know what that is
Mid requirement:
Animal lovers who think that hunting is cruel but do not subscribe to extremist view should first ensure that
they know all the facts.
We shouldn’t spend too much time watching television
6) The difference between mood and speech act is:
SPEECH ACTS
In other words, they are labels for the kinds of things we are doing when we act upon the another through
language.
Asking for information and giving information
Giving instructions (order)
MOOD
We speak about structure, that can be used with a typical function (statement)or another
- Declarative: “They put the books into the boxes.”
- Interrogative (yes/no type): Did they put the books into the boxes?”
- Interrogative (wh type): “Where did they put the books?”
- Imperative: Put the books into the boxes”
- Exclamative: “What a mess the books are in!”
Would you go off and finish colouring yours, please (Mood: interrogative, Speech act: directive)
You are sure you haven't made a mistake somewhere (Mood: declarative, Speech act: question or directive)
C) identify what kind of structure is involved in each sentence (clft-sentences, extraposition, thematic (why)
1- what I want to talk about today is the organization of clauses and messages.
2- A socialist I am, and a socialist I always be.
3- There are lot of foreign students living in this building
4- It is regretted that the university is unable to provide continuous nursing as domestic care
Exam 2
1)There are three strands of meaning that form the basis of functional interpretation of grammar
The representational/experimental: it has to do with the ways language represents our experience of the
world as well as the world of our thoughts and feelings.it concerns with how we talk about actions, happenings,
feelings, believes. situations and so on.
The interpersonal: It has to do with the ways in which we act upon another thought language. It is the way
we express our judgements and attitudes, about things
The textual: it has to do with the ways a stretch of language is organized in relation to its context, textual
meaning is important in the creation of coherence in spoken and written texts
2) Adjuncts:
Circumstantial: The night before Easter Sunday, 1998(nominal group)
In the night (p phrase)
The next night (nominal group)
Textual : However, there were many challenges
Conjunctive: For instance, the vagus nerves slow down the rate of heart beat, while the accelerator nerves
increase it
Modal: The sodium ions which enter are somehow pumped out again
3) What is derived thematic progression? A derived thematic progression is when all the themes derived from hypper
theme or global topic. In a longer text, a variety of topic for discussion might be introduced by the author later in the
course of the chapter, the author might refer back to any one of the topics or aspects of the topics and use it as theme
4) The unmarked correlation between given- new and theme and rhyme is for given to coincide with the theme, the
new information with some part of the Rhyme. Going beyond the clause, a consistent progression from given to new
will help the reader’s understanding of the text.
5) likelihood
It's definitely not for money (low likelihood)
Now I think I know what that is (low likelihood)
Ah! That must be Aunt Angela (modal aux of likelihood)
We ought to just make it, as long as traffic’s not too bad at the tunnel (modal aux of likelihood)
Mass marketing computing systems will continue to be silicon-based (prediction)
This should benefit the users of information systems(prediction)
Someone must have taken the message (expressing past)
Their future will be affected if they have a criminal record (based on conditions)
E.g.: In the lower layers of the sea, there are few animals.
a. The lower layers of the sea (group)
b. Lower (word)
c. The (morpheme)
3. What is genre?
It has a General Oriented Activity Staged that takes place in a specific culture.
- Tenor: refers to the social relationships between those taking part. Are specific in terms of:
- Status of power
- Affection
- Contact
Mode: refers to how long is being used. The channel of communication is spoken or written.
Analysis
As regards thematic progression: The author uses mainly a constant thematic progression as it is a short
narrative for young readers which describes the life of Snow white. The constant theme is ‘snow white,
which is repeated in all the clauses by the use of the personal ‘she’.
The author highlights certain circumstantial themes by fronting them (adjuncts in theme position) ‘Once
upon a time.....’(temporal frame)
To make connections with the previous clauses and also to give textual meaning, the writer chooses the
existential there, to introduce a topic (Once upon a time there lived a little girl named Snow white)
The voice chosen is active. The agent subject has the discourse role of the topic them (‘Snow white did not
want her uncle and aunt to...’(clear evidence that Snow White is the most important participant of the
discourse of the point when the clause is produced.
Cohesive ties:
Lexical cohesion:
Repetition: ‘She ‘- reference to Snow white
Changing words that share a similar meaning connected to a geographical area (castle, woods, cottage)
The chain gives information about the possible context where the author of the story might have lived
Substitution: ‘....but no one answered’, as ‘one’ in this example is making reference to ‘the drawrfs’
Collocations: ’feel asleep’ and ‘run away’
Grammatical cohesion:
Anaphoric reference: Pronoun ‘she’ ‘her’/ ‘they’- ‘uncle and aunt’
The sentence connectors or linkers that appeared are ‘so ‘then’ ‘and’- to make explicit links across the
sentences.
The author uses mainly to the simple tense and the past continues tense.
There are examples of temporal conjunctions like’ meanwhile’ then, ‘once upon a time’
Transitivity: most of the major process that the author uses are material and mental due to the fact that the
narration is for young readers.
In this text the participants are animated. This characteristic helps the text to follow the principle of animacy
which states that human beings are preferable and especially in narratives for children.
Mood and modality:
Mood: It can be observed that the author chooses declarative moods and interrogative mood by a question
(what is your name?
Modality: The use of ‘would’ to express past likelihood and the modal ‘may’
It is possible to state that the author’s choices make the text to have an effect on people. This useful
resource helps young readers to follow the story in a relatively straightforward and unadorned way.
There are no nominalizations.
As regards coherence, the text is organized in a way that is familiar to readers, so they can discern without
effort what the text is about. cv
EARTHQUAKE
ANALYSIS
THEME
- Thematic progression: the author uses mainly a constant thematic progression, because he is describing
an episode that occurred to himself, so the constant theme is the pronoun “I”
Examples: “I was driving along…”, “I thought a tyre…”, “I got back…”
- Mental: because the author describes his thoughts and the scenery.
“I thought” “I saw”
- Verbal:
“As I said”
- The participants are both animate (“I”, the author who is telling the story) and inanimate (“the car”,
“the rocks”…)