 Topic 1

 Mood: Subject + Finite; Meaning Negotiation in Interaction.

Eggins (2004) states that the mood structure of the clauses refers to the organization of the
set of functional constituents including constituent subjects. The mood system at the
clause encodes the relationship between the participants in interaction as well as the
speakers' or writers' attitudes and comments. Included here, for example, are indicative,
imperative, and interrogative instructions. The mood system also includes choices
in modality, such as expression of probability and obligation. 

Understanding the main term of Interpersonal meaning. 

For further explanation, you may read 

Gerot, L, and Peter W. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Second Edition.

London: Continuum.

Halliday, M. A. K. & Matthiessen, C.  (2004). An Introduction to Functional Grammar.Third

Edition. London: Hodder Arnold.

 Topic 2
 Mood & Residue 

The Mood carries the interpersonal functions of the clause and consists of Subject+Finite.

The Subject is realized by a nominal group that the speaker gives responsibility for the
validity of the clause (ibid), while the Finite is realized by the first of the verbal group. The
rest of the verbal group is the Predicator, which forms part of the Residue. A clause thus
consists of Mood+Residue. The Mood element can be identified in Mood tags
(pedagogically, question tags)

For further explanation, you may read 

Gerot, L, and Peter W. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Second Edition.

London: Continuum.
 Halliday, M. A. K. & Matthiessen, C.  (2004). An Introduction to Functional Grammar.Third
Edition. London: Hodder Arnold.

 Topic 3
 Participants, Processes, Circumstance

Ideational meaning constructs a model of experience and constructs logical relation

through the transitive system (Linguistic Constructionism). Its macro function is
conceptualizing the process involved in our mental activities. It uses transitivity as a
grammatical pattern. The main point of the transitive system is PROCESS, which is
connected with 2 elements (participants and circumstances).

For further explanation, you may read 

Gerot, L, and Peter W. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Second Edition.

London: Continuum.

Halliday, M. A. K. & Matthiessen, C.  (2004).  An Introduction to Functional Grammar.Third

Edition. London: Hodder Arnold.

 Topic 4
 Participants, Processes, Circumstance

Ideational meaning constructs a model of experience and constructs logical relation

through the transitive system (Linguistic Constructionism). Its macro function is
conceptualizing the process involved in our mental activities. It uses transitivity as the
grammatical pattern. The main point of the transitive system is PROCESS, which is
connected with 2 elements (participants and circumstances).

For further explanation, you may read 

Gerot, L, and Peter W. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.
 Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Second Edition.
London: Continuum.

Halliday, M. A. K. & Matthiessen, C.  (2004).  An Introduction to Functional Grammar.Third

Edition. London: Hodder Arnold.

 Topic 5
 Struktur Theme- Rheme 

The textual function

This function refers to a strategy to create ''texture'' and to make language operationally
relevant.
Theme is the starting point of a clause; while the remainder is the rheme. Theme is “the
element which serves as the point of departure of the message. It introduces the main
information to be conceived later by the rheme (Halliday & Matthiessen, 2004).

Understanding Textual Meaning

For further explanation, you may read 

Gerot, L, and Peter W. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Second Edition.

London: Continuum.

Halliday, M. A. K. & Matthiessen, C.  (2004). An Introduction to Functional Grammar.Third

Edition. London: Hodder Arnold.

 Topic 6
 Struktur Theme- Rheme 

The textual function

This function refers to a strategy to create ''texture'' and to make language operationally
relevant.
Theme is the starting point of a clause; while the remainder is the rheme. Theme is “the
element which serves as the point of departure of the message. It introduces the main
information to be conceived later by the rheme (Halliday & Matthiessen, 2004).

Understanding Textual Meaning

For further explanation, you may read 

Gerot, L, and Peter W. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.

 Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Second Edition.
London: Continuum.

Halliday, M. A. K. & Matthiessen, C.  (2004). An Introduction to Functional Grammar.Third

Edition. London: Hodder Arnold.

 Topic 7

Mid-Term Test 

 Topic 8
 Communicative Competence/Discourse Competence. 

Communicative competence is a term in linguistics that refers to a language user's

grammatical knowledge of syntax, morphology, phonology, and the like, as well as social
knowledge about how and when to use utterances appropriately. The notion of
communicative competence is one of the theories that underlie the communicative
approach to foreign language teaching. At least three core models exist. The first and most
widely used is Canale and Swain's model and the later iteration by Canale. In a second
model, sociocultural content is more precisely specified by Celce-Murcia.

Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second

language teaching and testing. Applied Linguistics. 1(1); pp.1–47. DOI:10.1093/applin/1.1.1.

Celce murcia et al. (1995). Communicative competence: A pedagogically motivated model

with content specifications". Issues in Applied Linguistics. 6 (2)pp. 5–35.

Celce-Murcia. (2007). Rethinking the Role of Communicative Competence in Language

Teaching. E. Alcón Soler and M.P. Safont Jordà (eds.), Intercultural Language Use and
Language Learning, Springer Journal 41–57.  

Gerot, L, and Peter W. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics.  Second Edition.

London: Continuum.

Halliday, M. A. K. & Matthiessen, C.  (2004). An Introduction to Functional Grammar.Third

Edition. London: Hodder Arnold.

 Topic 9
 Context of Situation, Register, and Genre 
 Functional linguists put great emphasis on the relationship between language and context.
The main contention here is that it is impossible to understand the meaning of what
someone has said or written without knowing something about the context surrounding the
text. And the opposite is also true: if we can understand what our interlocutor writes or
says, we can also draw conclusions about the context of situation (Martin, 2001). The
relation between language and context is one of ‘realization’: the text ‘realizes’ the situation
and the linguistic system ‘realizes’ the culture. We must keep in mind, however, that we are
referring to a semiotic and not a material relationship, that is, not a relationship of cause
and effect but of semiotic construal −the culture is construed by systems of linguistic
choice, while the situation is construed by patterns of language use (Halliday, 1978). 

for further information, you may learn the following books; 

Martin, J. R. (2001). Language, register, and genre. In A. Burns & C. Coffin (Eds.), Analysing
English in a global context: A reader (pp. 149-166). London: Routledge/Macquarie
University.

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Second Edition.

London: Continuum.

Halliday, M. A. K. & Matthiessen, C.  (2004). An Introduction to Functional Grammar.Third

Edition. London: Hodder Arnold.

Celce-Murcia. (2007). Rethinking the Role of Communicative Competence in Language

Teaching. E. Alcón Soler and M.P. Safont Jordà (eds.), Intercultural Language Use and
Language Learning, Springer Journal 41–57.  

 Topic 10
 Stratification and Metafunctions of Language 

Understanding language features as a phenomenon. 

 Stratification and metafunctions in a systemic functional linguistic framework (following
Martin 1992). 

for further information, you may learn this following books;

Martin, J. R. (1992). English text–systems and structure. Philadelphia; Amsterdam: John

Benjamins. 

Gerot, L, and Peter W. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Second Edition.

London: Continuum.

Halliday, M. A. K. & Matthiessen, C.  (2004). An Introduction to Functional Grammar.Third

Edition. London: Hodder Arnold.

 Topic 11
 The Characteristics of Spoken and Written Texts 

Understanding the function and features of spoken and written texts. 

Spoken texts also have shorter, less complex words and phrases. They have fewer
nominalizations, more verb-based phrases, and a more limited vocabulary. Spoken texts are
lexically less dense than written language - they have proportionately more grammatical
 words than lexical words.
For further information, you may learn this following books; 

Gerot, L, and Peter W. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Second Edition.

London: Continuum.

Halliday, M. A. K. & Matthiessen, C.  (2004). An Introduction to Functional Grammar.Third

Edition. London: Hodder Arnold.

Celce murcia et al. (1995). Communicative competence: A pedagogically motivated model

with content specifications". Issues in Applied Linguistics. 6 (2)pp. 5–35.

 Topic 12
 Gambits, Lexical Bundles, Noun Groups, Nominalization

 As we move from the spoken to the written version, the main means of achieving these
changes is through the process of nominalization: turning things that are not normally
nouns into nouns, with consequences for other parts of sentences. 
Although heavily nominalized language can sound pretentious and may make the meaning
obscure, the real motivation for this grammatical process is a functional one: by
nominalizing, we are able to do things with the text that we cannot do in unnominalized text.
Nominalization has two main textual advantages: rhetorical organization and increased
lexical density. 
Understanding the relationship between logical and clause.  
for further information, you may learn this following books;

Gerot, L, and Peter W. (1994). Making Sense of Functional Grammar.  Australia: Gerd Stabler.

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Second Edition.

London: Continuum.

Halliday, M. A. K. & Matthiessen, C.  (2004). An Introduction to Functional Grammar.Third

Edition. London: Hodder Arnold.

 Topic 13
 Clause Complex and Cohesive Devices 
 Conjunction and reference are within the grammatical zone, but lexical cohesion operates
within lexical zone. It is achieved through the choice of lexical item.

Understanding how to analyze the cohesiveness and coherence of the text. 

for further information, you may learn this following books;

Gerot, L, and Peter W. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. Second Edition.

London: Continuum.

Halliday, M. A. K. & Matthiessen, C.  (2004). An Introduction to Functional Grammar.Third

Edition. London: Hodder Arnold.

 Topic 14
 Descriptive text, Report, Procedure, Explanation, Recount, Narrative, News
items, Discussion, Exposition, and Review.

Understanding the basic genre based on the various texts above. 

 Topic 15
Final-test