L LS Liliek Soepriatmadji©2008 Organizing messages

LS Liliek Soepriatmadji© Objective: organizing messages  know the metalanguage for organizing your message  have worked with a lot of practices in describing the organization of your message ObjectiveObjective, Thematizing a cl, Theme-Rheme, Theme realization, TR categories, Theme in Decl,Thematizing a clTheme-RhemeTheme realizationTR categoriesTheme in Decl M of DM of D, AssignmentAssignment

LS Liliek Soepriatmadji©2008 Thematizing a clause  The boy chased the pretty girl anywhere.  Anywhere the boy chased the pretty girl.  By the boy the pretty girl was chased anywhere.  The pretty girl was chased by boy anywhere. ObjectiveObjective, Thematizing a cl, Theme-Rheme, Theme realization, TR categories, Theme in Decl,Thematizing a clTheme-RhemeTheme realizationTR categoriesTheme in Decl M of DM of D, AssignmentAssignment

LS Liliek Soepriatmadji©2008 Theme and Theme  THEME  The first element of the clause (the point of departure for what the speaker is going to say)  signals to the audience what the meaning is about  contains textual meanings (the message) because it signposts the development of the text  RHEME  the rest of the clause. Halliday (1994: 38) ObjectiveObjective, Thematizing a cl, Theme-Rheme, Theme realization, TR categories, Theme in Decl,Thematizing a clTheme-RhemeTheme realizationTR categoriesTheme in Decl M of DM of D, AssignmentAssignment

LS Liliek Soepriatmadji©2008 Theme realization  nominal group  The duke has given my aunt that teapot  adverbial group  Very carefully she put him back on his feet again  prepositional phrase  Once upon a time there were three bears  With sobs and tears he sorted out those of the largest size  nominalization.  What the duke gave to my aunt was that teapot. ObjectiveObjective, Thematizing a cl, Theme-Rheme, Theme realization, TR categories, Theme in Decl,Thematizing a clTheme-RhemeTheme realizationTR categoriesTheme in Decl M of DM of D, AssignmentAssignment

LS Liliek Soepriatmadji©2008 Theme-rheme categories ThemeRheme  The boy chased the pretty girl anywhere.  Anywhere the boy chased the pretty girl.  By the boy the pretty girl was chased anywhere.  The pretty girl was chased by boy anywhere. categorycategory 1, 2, 3123 components ObjectiveObjective, Thematizing a cl, Theme-Rheme, Theme realization, TR categories, Theme in Decl,Thematizing a clTheme-RhemeTheme realizationTR categoriesTheme in Decl M of DM of D, AssignmentAssignment

LS Liliek Soepriatmadji©2008 Topical (experiential) Theme  the first element of the experiential meanings:  Participant  Process  Circumstance.  The man in the moon came down too soon.  The man who came to dinnerstayed for breakfast. Topical ThemeRheme categorycategory 1, 2, 3123 components

LS Liliek Soepriatmadji©2008 Textual Theme  any combination of  Continuative (yes, no, well, oh, now)  Conjunctions (and, because, who)  Conjunctive Adjunct (for instance, in addition, likewise)  But the pig was not  When the princesaw Cinderella Textual ThemeTopical Theme Rheme categorycategory 1, 2, 3123 components

LS Liliek Soepriatmadji©2008 Interpersonal Theme  the first element of the clause which indicates an interaction between speakers.  Finite in Interrogatives  Vocatives  Mood Adjuncts (surprisingly, in my opinion, fortunately).  May we have some butter for the royal slice of bread?  Jessica, come here  Could the team have beaten the grant finalists?  Probably they could. Interper TTopical TRheme categorycategory 1, 2, 3123 components

LS Liliek Soepriatmadji©2008 Components of a multiple theme NoMetafunctionComponents of Theme 1Textual Continuative Structural (conjunction or WH-relative)conjunction Conjunctive Adjunct 2Interpersonal Vocative Modal Adjunct Finite WH-interrogative 3ExperientialTopical (participant, circumstance, process categorycategory 1, 2, 3123 components

LS Liliek Soepriatmadji©2008 Continuative  signals that a new move is beginning  Discourse signalers: yes, no, well, oh, now categorycategory 1, 2, 3123 components

LS Liliek Soepriatmadji©2008 Structural Conjunction NoTypeExamples 1 Conjunction: Co-ordinator Sub-ordinator and, but, or, so, then when, while, before, after, until, because, if, although, unless, since, that, whether, in order to even if, in case, supposing that, assuming that, seeing that, given that, provided that, in spite of the fact that, in the event that, so that 2Relative: Definite Indefinite which, who, that, whose, when, where, (why, how) whatever, whichever, whoever, whosever, whenever, wherever, however categorycategory 1, 2, 3123 components

LS Liliek Soepriatmadji©2008 Conj Adjuncts: relates cl to the preceding text NoTypeMeaningExamples 1 Appositive Corrective Dismissive Summative Verifactive i.e., e.g. rather in any case in short actually that is, in order words, for instance or rather, at least, to be precise in any case, anyway, leaving that aside briefly, to sum up, in conclusion actually, in fact, as a matter of fact 2 Additive Adversative Variative and but instead also, moreover, in addition, besides on the other hand, however, conversely instead, alternatively 3Temporal Comparative Causal Conditional Concessive Respective then likewise so (if…) then yet as to that meanwhile, before that, later on, next, soon, finally likewise, in the same way therefore, for this reason, as a result, with this in mid in that case, under the circumstances, otherwise nevertheless, despite that in this respect, as far as that’s concerned categorycategory 1, 2, 3123 components

LS Liliek Soepriatmadji©2008 Mood adjunct: expresses speakers’ judgment NoTypeMeaningExamples 1 Probability Usuality Typicality Obviousness How likely? How often? How typical? How obvious? probably, possibly, certainly, perhaps, maybe usually, sometimes, always, (n)ever, often, seldom occasionally, generally, regularly, for the most part of course, surely, obviously, clearly 2Opinion Admission Persuasion Entreaty Presumption Desirability Reservation Validation Evaluation Prediction I think I admit I assure you I request you I presume How desirable? How reliable? How valid? How sensible? How expected? in my opinion, personally, to my mind frankly, to be honest, to tell you the truth honestly, really, believe me, seriously please, kindly evidently, apparently, no doubt, presumably (un)fortunately, to my delight/ distress, regrettably, hopefully at first, tentatively, provisionally, looking back on it broadly speaking, in general, on the whole, strictly speaking, in principle (un)wisely, understandably, mistakenly, foolishly To my surprise, surprisingly, as expected, by chance categorycategory 1, 2, 3123 components

LS Liliek Soepriatmadji©2008 Theme in Declaratives  congruent T (conflated with the Subject): Unmarked  Incongruent (Marked theme): something other than the subject  Merrily we roll along  On Saturday nightI lost my wife Marked Circ Top ThemeTop ThemeRheme  Mary had a little lamb  Shewent to the Baker’s  Unmarked Top ThemeRheme T in DecT in Dec, T in Exc,T in Exc T in IntT in Int, T in ImpT in Imp ObjectiveObjective, Thematizing a cl, Theme-Rheme, Theme realization, TR categories, Theme in Decl,Thematizing a clTheme-RhemeTheme realizationTR categoriesTheme in Decl M of DM of D, AssignmentAssignment

LS Liliek Soepriatmadji©2008 Theme is Exclamatives  How cheerfully he behaved  What tremendously easy questions you asked Interpersonal ThemeRheme T in DecT in Dec, T in Exc,T in Exc T in IntT in Int, T in ImpT in Imp

LS Liliek Soepriatmadji©2008 Theme in Interrogatives POLARITY  Is he at home?  Can you forget it? Interper TTopical ThemeRheme WH-QUESTION  Where has my little dog gone?  Who will send you the message? Interpersonal Top ThemeRheme T in DecT in Dec, T in Exc,T in Exc T in IntT in Int, T in ImpT in Imp

LS Liliek Soepriatmadji©2008 Theme in Imperatives  Put the kettle on!  You kids keep out of the way  Don’t leave any belonging on board  Let’s not quarrel about it T in DecT in Dec, T in Exc,T in Exc T in IntT in Int, T in ImpT in Imp

LS Liliek Soepriatmadji©2008 Mode of the discourse  In order to organize experiential and interpersonal meanings into a coherent text or to understand how experiential and interpersonal meanings are organized into a coherent text you need to equip yourself with some linguistic knowledge:  Role of language: constitutive or ancillary  Type of interaction: monologue, dialogue  Medium: spoken or written (or signed)  Channel: phonic or graphic (or visual)  Rhetorical thrust: instructional, persuasive or literary Step 1, 2, 3, M of D, Clues123M of DClues M of D ObjectiveObjective, Thematizing a cl, Theme-Rheme, Theme realization, TR categories, Theme in Decl,Thematizing a clTheme-RhemeTheme realizationTR categoriesTheme in Decl M of DM of D, AssignmentAssignment

LS Liliek Soepriatmadji©2008 Clues  Does language constitute the whole of the activity or is it helping some other activity along?  Is the text interactive or not? (Is it a dialogue or monologue?)  Was the text originally spoken or written?  Do we know precisely how the activity is taking place?  How could we summarize the main tone or thrust of the text? Step 1, 2, 3, M of D, Clues123M of DClues ObjectiveObjective, Thematizing a cl, Theme-Rheme, Theme realization, TR categories, Theme in Decl,Thematizing a clTheme-RhemeTheme realizationTR categoriesTheme in Decl M of DM of D, AssignmentAssignment

LS Liliek Soepriatmadji©2008 Segmenting text (Step 1) O.K, I want you to go over And get the ball…. Now sit down there…. Sit down over there…. Now roll it Roll it over to Tiffany And she’ll push it back to you There you go (LAUGHTER) And back again (LAUGHTER) Oh not too hard (WARNING) You’ll hurt her There you go (LAUGHTER) Oh! O.K, pick it up And throw it … like that Oh (DISMAY) Go And get it Step 1, 2, 3, M of D, Clues123M of DClues

LS Liliek Soepriatmadji©2008 Diagram: analysis (step 2) Textual meaningsMODE OF DISCOURSECommentary Thematic choices: Topical Theme – I, she, you, go, get, roll, pick up, throw, push, sit Textual Theme – and, now, and then Cohesion: Lexical – ball Reference – it (ball) Ellipsis – and back again, oh not too hard Structural pattern: fit with procedure As a result of our analysis and knowledge of context of culture we can write up our description Role of language: ancillary Type of interaction: monologue Medium: spoken Channel: phonic Rhetoric thrust: procedural/rather bossy Nonverbal compliance gives this text some dialogic qualities. Text now transcribed Step 1, 2, 3, M of D, Clues123M of DClues

LS Liliek Soepriatmadji©2008 Commentary (step 3)  The textual meanings in the text provide the answers to the questions. Most of the topical themes are predicator in imperative clauses that reflect the procedural nature of the text. It is a highly cohesive text with the main conjunction and. The simple language and the ellipsis indicate that the text is originally spoken. The language is helping the game along rather than constituting the whole activity and thus the role of language is ancillary. Step 1, 2, 3, M of D, Clues123M of DClues ObjectiveObjective, Thematizing a cl, Theme-Rheme, Theme realization, TR categories, Theme in Decl,Thematizing a clTheme-RhemeTheme realizationTR categoriesTheme in Decl M of DM of D, AssignmentAssignment

LS Liliek Soepriatmadji©2008 Assignment  When you want to know what the text is about, what analysis will you perform?  When you want to know how the reader is positioned by the author, what analysis will you perform?  When you want to know how a text is constructed at discourse level, what analysis will you perform?  Of the three domains of meanings in Functional Grammar, which domain is particularly involved in the mode of the discourse?  In transitivity analysis, what do you really want to find out?  In mood analysis, what do you really want to find out?  In theme-rheme analysis, what do you really want to find out?  In what way does Traditional Grammar differ from Functional Grammar?  Find a text. Break it down into clauses and put them into Theme-Rheme Structure, and write up the mode of the discourse. ObjectiveObjective, Thematizing a cl, Theme-Rheme, Theme realization, TR categories, Theme in Decl,Thematizing a clTheme-RhemeTheme realizationTR categoriesTheme in Decl M of DM of D, AssignmentAssignment

LS Liliek Soepriatmadji©2008 THANK YOU