This document discusses the concept of transitivity and theme/rheme in Systemic Functional Linguistics (SFL). It explains that in SFL, language is organized around three metafunctions: ideational, interpersonal, and textual. Transitivity deals with the ideational metafunction and involves processes, participants, and circumstances. There are six main types of processes: material, mental, relational, behavioral, verbal, and existential. The document provides examples and definitions for each process type.

1. 11/ /١٤٣٤ ٠٨ ١/ /١٤٣٤ ٠٨ ١
TRANSITIVITY & THEMETRANSITIVITY & THEME
AND RHEMEAND RHEME
AHMED QADOURY ABEDAHMED QADOURY ABED

2. ١٤٣٤/٠٨/١ 2
SFL: BASIC CLASSIFICATIONSFL: BASIC CLASSIFICATION
• In SFG, language is seen as being
organized around three complementary
metafunctions: ideational, interpersonal
and textual. The idea of ‘metafunctional
diversity’ (or metafunctional
complementarity) is a hypothesis about
the organization of language on two
levels:
• (1) on a macro level, it is a hypothesis
about the way in which language, as a
semiotic system, plays a role in human
life in general;
• (2) on a more specific, linguistic level, it
is a hypothesis about the way in which

3. ١٤٣٤/٠٨/١ 3
• IdeationalIdeational serves for theserves for the
expression of content ,i.e.,expression of content ,i.e.,
the speaker’s attitude towardsthe speaker’s attitude towards
the world.the world. TRANSITIVITYTRANSITIVITY
• InterpersonalInterpersonal serves andserves and
maintains social roles ,i.e. tomaintains social roles ,i.e. to
build up social relations.build up social relations.
MOOD AND MODALITYMOOD AND MODALITY
• TextualTextual serves serves howserves serves how
the speaker or the writerthe speaker or the writer
constructs a text, usingconstructs a text, using
cohesive ties.cohesive ties. THEME ANDTHEME AND
RHEMERHEME

4. ١٤٣٤/٠٨/١ 4
DEFINITIONDEFINITION
• Transitivity is concerned with theTransitivity is concerned with the
transmission of world-view.transmission of world-view.
• Transitivity generally refers to howTransitivity generally refers to how
meaning is represented in the clausemeaning is represented in the clause ..
• It plays a role in showing how speakersIt plays a role in showing how speakers
encode in language their mental pictureencode in language their mental picture
of reality and how they account for theirof reality and how they account for their
experience of the world around themexperience of the world around them ..

5. ١٤٣٤/٠٨/١ 5
DEVELOPMENT OF THE TERMDEVELOPMENT OF THE TERM
• Transitivity was developed as the
concept of transitive or intransitive verb
(Halliday,1976:159) whether the verb
takes an object or not, but in SFL it
functions to link grammar to the meta
functions; however, in Halliday’s terms,
transitivity as a major component in
experiential function of the clause deals
with the “transmission of ideas
“representing ‘processes’ or
‘experiences’: actions, events, processes

6. ١٤٣٤/٠٨/١ 6
THE STRUCTURE OFTHE STRUCTURE OF
TRANSITIVITYTRANSITIVITY
• In Halliday’s concept ofIn Halliday’s concept of transitivitytransitivity there arethere are
three components of what he calls athree components of what he calls a transitivitytransitivity
processprocess::
• (i) the(i) the processprocess itselfitself
(ii)(ii) participantsparticipants in the processin the process
(iii)(iii) circumstancescircumstances associated with the processassociated with the process
• TheThe processprocess is realized by ais realized by a verbal groupverbal group,,
• thethe participant(s)participant(s) by (a)by (a) nominal group(s)nominal group(s)
(although there may be exceptions here), and(although there may be exceptions here), and
• thethe circumstance(s)circumstance(s) by (an)by (an) adverbial group(s)adverbial group(s)
oror prepositional phrase(s)prepositional phrase(s)
(Halliday,1985:101)(Halliday,1985:101)

7. ١٤٣٤/٠٨/١ 7
Typical function of group and phrase classes
type of
element:
typically realized by:
(i) process verbal group
(ii) participant nominal group
(iii) circumstance adverbial group or prepositional
phrase

8. ١٤٣٤/٠٨/١ 8
TYPES OF PROCESSESTYPES OF PROCESSES
• Halliday proposesHalliday proposes threethree majormajor (and other(and other
threethree minorminor) types of processes that) types of processes that
exist in the transitivity system of English,exist in the transitivity system of English,
and the different types of the semanticand the different types of the semantic
roles which are associated with eachroles which are associated with each
process.process.
1-1- Material ProcessesMaterial Processes
2- Mental Processes2- Mental Processes
3- Relational Processes3- Relational Processes
4-4- Behavioural ProcessesBehavioural Processes
5- Verbal Processes5- Verbal Processes
6- Existential Processes6- Existential Processes

9. ١٤٣٤/٠٨/١ 9
MATERIAL PROCESSESMATERIAL PROCESSES
• These are the processes ofThese are the processes of DOINGDOING..
• They convey the image that some entity DOESThey convey the image that some entity DOES
something that may be done to some othersomething that may be done to some other
entity ( Halliday,1985:103).entity ( Halliday,1985:103).
• These processes involve two inherentThese processes involve two inherent
participants roles:participants roles: the obligatory ACTORthe obligatory ACTOR whichwhich
is assigned to the doer of the processis assigned to the doer of the process
expressed by the clause ; andexpressed by the clause ; and the optionalthe optional
GOALGOAL which is assigned to the entity affectedwhich is assigned to the entity affected
by the process.by the process.
• Material processes can be:Material processes can be:
1-1- Action processAction process (where the processes are(where the processes are
performed by animate actors)performed by animate actors)
i-i- intentionintention processes (the actor performs theprocesses (the actor performs the
act voluntarily)act voluntarily)
ii-ii- supervensionsupervension process (the act happens by itsprocess (the act happens by its
own)own)
2-2- Event processEvent process (where the processes are(where the processes are

10. ١٤٣٤/٠٨/١ 10
• John kicked the ball.
Actor Process Goal
(material)
John hit the man very hard. in the bay
Actor Process Goal Circumstance
material Manner Place

11. ١٤٣٤/٠٨/١ 11
MENTAL PROCESSESMENTAL PROCESSES
• These processes encompass senses ofThese processes encompass senses of
feelings, thinking and perceiving.feelings, thinking and perceiving.
• They include two participants: the firstThey include two participants: the first
one is theone is the SENSORSENSOR who is the consciouswho is the conscious
being ,and thebeing ,and the PHENOMENONPHENOMENON which iswhich is
the sensed, felt or thought.the sensed, felt or thought.
• Mental processes can be subdivided intoMental processes can be subdivided into
(Halliday,1985:106-111):(Halliday,1985:106-111):
1-1- PerceptionPerception processes as seeing,processes as seeing,
hearing, etc.hearing, etc.
2-Affection2-Affection processes as liking, fearing,processes as liking, fearing,
etc.etc.
3-3- CognitionCognition processes as in thinking,processes as in thinking,

12. ١٤٣٤/٠٨/١ 12
Cognition : I don’t understand his theory.
Senser mental Phenomenon
Affection : I fear the coming war.
Senser mental Phenomenon
Perception : I heard the music
Senser mental Phenomenon
.

13. ١٤٣٤/٠٨/١ 13
RELATIONAL PROCESSESRELATIONAL PROCESSES
• These are the processes ofThese are the processes of BEINGBEING..
• The fundamental meaning of clausesThe fundamental meaning of clauses
expressing such processes isexpressing such processes is that something isthat something is ..
These indicate that some relationship connectsThese indicate that some relationship connects
between two participants without implying thatbetween two participants without implying that
one participant affects the other in any way.one participant affects the other in any way.
• These processes can be subdivided into:These processes can be subdivided into:
1-1- IntensiveIntensive processes (expressing an ‘X is a’processes (expressing an ‘X is a’
relatiuonship)relatiuonship)
2-2- PossessivePossessive processes (expressing an ‘X has a’processes (expressing an ‘X has a’
relationship)relationship)
3-3- CircumstantialCircumstantial processes (expressing an ‘X isprocesses (expressing an ‘X is
at/on a ‘ relationship)at/on a ‘ relationship)

14. ١٤٣٤/٠٨/١ 14
John is talented
Carrier attributing attribute
John is the leader.
identified identifying identifieridentified identifying identifier

15. ١٤٣٤/٠٨/١ 15
BEHAVIOURAL PROCESSESBEHAVIOURAL PROCESSES
• This type of processes is concernedThis type of processes is concerned
with physical and psychologicalwith physical and psychological
behaviours like breathing, dreamingbehaviours like breathing, dreaming
, smiling ,etc., smiling ,etc.
• This type lies between material andThis type lies between material and
mental processes. Themental processes. The BEHAVERBEHAVER isis
a conscious sensor ,but the processa conscious sensor ,but the process
expresses a meaning of doing. Mostexpresses a meaning of doing. Most
of the clauses of behaviouralof the clauses of behavioural
processes have just one

16. ١٤٣٤/٠٨/١ 16
John is crying.
Behaver Process : behavioral
Some other examples of behavioral processes are sit,
dance, sing,
near material processes, think, watch, look, listen
near mental processes, talk, gossip, grumble, chatter

17. ١٤٣٤/٠٨/١ 17
VERBAL PROCESSESVERBAL PROCESSES
• Verbal processes are those ofVerbal processes are those of sayingsaying. But. But
saying here implies a rather broad sense; itsaying here implies a rather broad sense; it
includes any type of symbolic exchange ofincludes any type of symbolic exchange of
meaning.meaning.
• This type involves two participants: the first oneThis type involves two participants: the first one
is theis the SAYERSAYER who is speaking, and the secondwho is speaking, and the second
is of three kinds:is of three kinds:
1- The1- The VerbiageVerbiage (which means the verbalization(which means the verbalization
itself).itself).
2- The2- The ReceiverReceiver (the one to whom the(the one to whom the
verbalization is addressed)verbalization is addressed)
3- The3- The TargetTarget (the direct participant on whom the(the direct participant on whom the
sayer acts verbally with such verbs as insultsayer acts verbally with such verbs as insult
,praise,etc.),praise,etc.)

18. ١٤٣٤/٠٨/١ 18
EXISTENTIAL PROCESSESEXISTENTIAL PROCESSES
• Existential processes represent that somethingExistential processes represent that something
existsexists oror occursoccurs as in ‘as in ‘There seems to be aThere seems to be a
problem’problem’. The word ‘. The word ‘therethere’ in this example is’ in this example is
semantically empty and has no representationalsemantically empty and has no representational
functions, but it is required just to occupy thefunctions, but it is required just to occupy the
subject position in the clause.subject position in the clause.
• These clauses must contain the verbThese clauses must contain the verb BEBE oror
some other verb of existencesome other verb of existence followed by afollowed by a
noun phrase taking the role of the existent,noun phrase taking the role of the existent,
• The existent may be aThe existent may be a phenomenonphenomenon as in ‘as in ‘ThereThere
followed an angry debatefollowed an angry debate ’ ,or an’ ,or an eventevent as inas in
‘‘There was a warThere was a war’.’.
• Existential clauses often contain aExistential clauses often contain a
circumstantialcircumstantial element as in ‘element as in ‘There was a warThere was a war

19. ١٤٣٤/٠٨/١ 19
The committee announced that the new bill will
be passed.
Sayer verbal Verbiage
I told her how to play the piano.
Sayer verbal Target Verbiage

20. ١٤٣٤/٠٨/١ 20
There was a little house on the big prairie.
existential Existent Circumstance
Place

21. ١٤٣٤/٠٨/١ 21
NUMBER OF PARTICIPANTSNUMBER OF PARTICIPANTS
• BehaviouralBehavioural andand existentialexistential processesprocesses have only onehave only one
participant each, whereas theparticipant each, whereas the other processesother processes maymay
have two.have two.
• Second participants ofSecond participants of materialmaterial andand relationalrelational
processesprocesses may or may not be present.may or may not be present.
• Two further points:Two further points:
– firstlyfirstly, the participants are usually represented by, the participants are usually represented by
nominal groups, andnominal groups, and
– secondlysecondly, processes with single participants make use of, processes with single participants make use of
intransitive verbs, whilst those with two participantsintransitive verbs, whilst those with two participants
make use of transitive verbs (except for relationalmake use of transitive verbs (except for relational
processes which make use of intensive verbs).processes which make use of intensive verbs).

22. ١٤٣٤/٠٨/١ 22
TRANSITIVE AND INTRANSITIVE VERBSTRANSITIVE AND INTRANSITIVE VERBS
Theboy slept
Participant Process
Subject Predicator
Thetheft runs ontheroad
Participant Process Circumstance
Subject Predicator Adjunct
John kicks the ball
Participant [1] Process Participant [2]
Subject Predicator Complement
the boy kicks the ball on the field
Participant
[1]
Process Participant
[2]
Circumstance
Subject Predicator Complement Adjunct

23. ١٤٣٤/٠٨/١ 23
TRANSITIVITY , CLASS ANDTRANSITIVITY , CLASS AND
CLAUSE STRUCTURECLAUSE STRUCTURE
The
teacher
writes his letters carefully in the library
participant process participant circumstance circumstance Transitivity
Nominal
group
Verbal
group
Nominal
group
Adverbial
group
Prepositio-
nal phrase
Class
Subject Predica-
tor
Comple-
ment
Adjunct Adjunct Clause
structure

24. ١٤٣٤/٠٨/١ 24
Hao Plam’sHao Plam’s Heroic MotherHeroic Mother• 1a1a My family thinkMy family think
• 1b1b I’m a little crazy.I’m a little crazy.
• 2a2a They say it,They say it,
• 2b2b then ^ they zoom off on their nice new mopeds,then ^ they zoom off on their nice new mopeds,
• 2c2c or their kids turn on the TVor their kids turn on the TV
• 2d2d and ^ they watch their cartoon American movies.and ^ they watch their cartoon American movies.
• 3a3a I smile at themI smile at them
• 3b3b and ^ I makeand ^ I make
• 3c3c as if I do not understandas if I do not understand
• 3d3d when they speak in Englishwhen they speak in English
• 3e3e when I’m around.when I’m around.
• 44 Hanoi has changed so much.Hanoi has changed so much.
• 5a5a In the early morning I do my exercises near Hoan Kiem Lake with theIn the early morning I do my exercises near Hoan Kiem Lake with the
group of Heroic Mothers,group of Heroic Mothers,
• 5b5b and we follow the instructions of our leader, Vuong.and we follow the instructions of our leader, Vuong.
• 6a6a It’s funnyIt’s funny
• 6b6b how we all still defer to her,how we all still defer to her,
• 6d6d she is high up in rank in the Women’s Union.she is high up in rank in the Women’s Union.
• 7a7a We all have families of our own,We all have families of our own,
• 7b7b but we still call her Bac, elder aunt for her leadership and care.but we still call her Bac, elder aunt for her leadership and care.
• 8a8a The green of the lake is often shrouded by mist in the morning,The green of the lake is often shrouded by mist in the morning,
• 8b8b and the traffic is thin.and the traffic is thin.
• 9a9a Few tourists are up at this timeFew tourists are up at this time
• 9b9b and it’s just the locals,and it’s just the locals,
• 9c9c ^ the locals are doing star jumps^ the locals are doing star jumps
• 9d9d and ^the locals are playing badminton on the pavements.and ^the locals are playing badminton on the pavements.

25. ١٤٣٤/٠٨/١ 25
• 1a My family think1a My family think MentalMental processprocess
• 1b I am1b I am RelationalRelational processprocess
• 2a They say2a They say VerbalVerbal processprocess
• 2b they zoom off2b they zoom off MaterialMaterial processprocess
• 2c their kids turn on2c their kids turn on MaterialMaterial processprocess
• 2d they watch2d they watch BehaviouralBehavioural processprocess
• 3a I smile3a I smile BehaviouralBehavioural processprocess
• 3b I make3b I make BehaviouralBehavioural processprocess
• 3c I do not understand3c I do not understand MentalMental processprocess
• 3d3d they speakthey speak BehaviouralBehavioural processprocess
• 3e3e I amI am RelationalRelational processprocess
• 44 Hanoi has changedHanoi has changed MaterialMaterial processprocess
• 5a5a I doI do MaterialMaterial processprocess
• 5b5b we followwe follow MaterialMaterial processprocess
• 6a6a It isIt is RelationalRelational processprocess
• 6b6b we deferwe defer MaterialMaterial processprocess
• 6d6d she isshe is RelationalRelational processprocess
• 7a7a We haveWe have RelationalRelational processprocess
• 7b7b we callwe call RelationalRelational processprocess
• 8a8a The green of the lake is shroudedThe green of the lake is shrouded MaterialMaterial processprocess
• 8b8b the traffic isthe traffic is RelationalRelational processprocess
• 9a9a Few tourists areFew tourists are RelationalRelational processprocess
• 9b9b it isit is RelationalRelational processprocess
• 9c9c the locals are doingthe locals are doing MaterialMaterial processprocess
9d the locals are playing Material process

26. ١٤٣٤/٠٨/١ 26
THEME AND RHEMETHEME AND RHEME
• This concept goes back to the founder of theThis concept goes back to the founder of the
LinguisticLinguistic Circle of Prague schoolCircle of Prague school, Vilém, Vilém
Mathesius who developed and applied theMathesius who developed and applied the
concept of “Functional Sentenceconcept of “Functional Sentence
Perspective” (FSP). According toPerspective” (FSP). According to
Mathesius, every utterance hasMathesius, every utterance has twotwo
different structures: one isdifferent structures: one is grammaticalgrammatical,,
and the other isand the other is informationalinformational termed: “thetermed: “the
information-bearing structure of theinformation-bearing structure of the
utterance”utterance”

27. ١٤٣٤/٠٨/١ 27
KNOWN AND COREKNOWN AND CORE
• The basic elements of the formal structure ofThe basic elements of the formal structure of
the sentence are the grammatical subject andthe sentence are the grammatical subject and
the grammatical predicate, the basic elementsthe grammatical predicate, the basic elements
of the information-bearing structure are theof the information-bearing structure are the
foundationfoundation of the utterance- whatever in aof the utterance- whatever in a
given situation isgiven situation is knownknown or at leastor at least obviousobvious
and thus forms aand thus forms a point of departurepoint of departure for thefor the
speaker- and thespeaker- and the corecore of the utterance, that is,of the utterance, that is,
whatever the speakerwhatever the speaker affirmsaffirms about theabout the
foundation of the utterance or in terms of it.foundation of the utterance or in terms of it.

28. ١٤٣٤/٠٨/١ 28
• The terms “foundation” and “core” are usuallyThe terms “foundation” and “core” are usually
replaced, respectively, by “theme ”andreplaced, respectively, by “theme ”and
“rheme”“rheme”
• Unless special effects are aimed at,Unless special effects are aimed at, themetheme
usually precedesusually precedes rhemerheme (i.e. theme is(i.e. theme is
unmarked). In marked utterances, rheme isunmarked). In marked utterances, rheme is
promoted to thepromoted to the first positionfirst position followed by thefollowed by the
themetheme

29. ١٤٣٤/٠٨/١ 29
a. The mana. The man is coming.is coming.
b. His hairb. His hair I can’t stand.I can’t stand.
c. Smithc. Smith her name was.her name was.
Thus theme in (a) is unmarked, but is markedThus theme in (a) is unmarked, but is marked
in (b, c) owing to thein (b, c) owing to the thematizationthematization of the newof the new
informationinformation

30. ١٤٣٤/٠٨/١ 30
SENTENCE:TWO POINTSSENTENCE:TWO POINTS
• A sentence contains a point of departure and aA sentence contains a point of departure and a
goal of discourse. The point of departure, calledgoal of discourse. The point of departure, called
thethe themetheme, is the ground on which the speaker and, is the ground on which the speaker and
the hearer meet.the hearer meet.
• The goal of discourse, called theThe goal of discourse, called the rhemerheme, presents, presents
the very information that is to be imparted to thethe very information that is to be imparted to the
hearer.hearer.
– Movement from theme to rheme reveals the movementMovement from theme to rheme reveals the movement
of the mind itself.of the mind itself.

31. ١٤٣٤/٠٨/١ 31
NATURE OF THEMEAND RHEMENATURE OF THEMEAND RHEME
• Theme provides theTheme provides the settingssettings for thefor the
remainder of the sentence – rheme.remainder of the sentence – rheme.
Rheme is theRheme is the remainderremainder of the messageof the message
in a clause in which Theme is developed,in a clause in which Theme is developed,
that is to say, rheme typically containsthat is to say, rheme typically contains
unfamiliar or new information. Newunfamiliar or new information. New
information is knowledge that a writerinformation is knowledge that a writer
assumes the reader does not know, butassumes the reader does not know, but
needs to have in order to follow theneeds to have in order to follow the
progression of the argument . Theprogression of the argument . The
boundary between Theme and Rheme isboundary between Theme and Rheme is
simple:simple: Theme is the first elementTheme is the first element

32. ١٤٣٤/٠٨/١ 32
• Theme Theme
RhemeRheme
The lion The lion beat the unicorn all beat the unicorn all
round the town.round the town.
All round the town All round the town the lion beat the lion beat
the unicorn.the unicorn.
However, the unicornHowever, the unicorn still did not want to bow still did not want to bow
to the lion.to the lion.
Would the unicorn Would the unicorn give in give in
to the lion.to the lion.
When the lion got to the battle field When the lion got to the battle field the the

33. ١٤٣٤/٠٨/١ 33
• ║║ItIt was the rush and roar of rain║was the rush and roar of rain║
║║that hethat he typified, ║ ║typified, ║ ║and itand it stoppedstopped
him║, ║him║, ║for no voicefor no voice could be heardcould be heard
in it║. ║in it║. ║A memorable storm ofA memorable storm of
thunder and lightningthunder and lightning broke withbroke with
that sweep of water, ║ ║that sweep of water, ║ ║ and thereand there
was not a moment's interval inwas not a moment's interval in
crash ,and fire, and rain, ║ ║crash ,and fire, and rain, ║ ║ untiluntil
after the moonafter the moon rose at midnight. ║rose at midnight. ║
(A Tale of Two Cities, P.104)(A Tale of Two Cities, P.104)

34. ١٤٣٤/٠٨/١ 34
• The flow of information in a sentenceThe flow of information in a sentence
from theme to R is crucial in achievingfrom theme to R is crucial in achieving
communicative effectiveness in acommunicative effectiveness in a
message. The exchange of informationmessage. The exchange of information
between successive Theme and Rhemebetween successive Theme and Rheme
pairings in a text is calledpairings in a text is called ThematicThematic
PatterningPatterning oror ProgressionProgression
(Eggins,2004:45ff). Thematic patterning(Eggins,2004:45ff). Thematic patterning
contributes to the cohesive developmentcontributes to the cohesive development
of a text, that is to say, in a cohesiveof a text, that is to say, in a cohesive
text the distribution of given and newtext the distribution of given and new

35. ١٤٣٤/٠٨/١ 35
DANES’S MODELDANES’S MODEL
• Danes has claimed that the way in which lexicalDanes has claimed that the way in which lexical
strings and reference chains interact withstrings and reference chains interact with
theme is not random. Rather, the patterns oftheme is not random. Rather, the patterns of
interaction realize what he refers to as a text'sinteraction realize what he refers to as a text's
Thematic Patterning (1974:113).Danes'(1974)Thematic Patterning (1974:113).Danes'(1974)
proposal of four main types of Thematicproposal of four main types of Thematic
Patterning constitutes a functional explanationPatterning constitutes a functional explanation
of the ordering of information in discourse. Heof the ordering of information in discourse. He
claims that the organization of information inclaims that the organization of information in
texts is determined by the progression in thetexts is determined by the progression in the
ordering of utterance themes and their rhemes.ordering of utterance themes and their rhemes.
His spelling out of the relationship betweenHis spelling out of the relationship between
successive themes and their rhemes wouldsuccessive themes and their rhemes would
appear to provide a more satisfactory accountappear to provide a more satisfactory account
of 'the method of development' of textsof 'the method of development' of texts

36. ١٤٣٤/٠٨/١ 36
• 1- Simple linear progression1- Simple linear progression
An item from the rheme of the first clause becomes theAn item from the rheme of the first clause becomes the
theme of the subsequent clause, as in:theme of the subsequent clause, as in:
-We are observed by our resident pair of collared doves-We are observed by our resident pair of collared doves
,perched on a convenient tree, cable or roof-top.,perched on a convenient tree, cable or roof-top.
- They recognize not only us by our car- They recognize not only us by our car
- Strangers and unfamiliar cars are viewed with suspicion- Strangers and unfamiliar cars are viewed with suspicion
The examples can be mapped as follows:The examples can be mapped as follows:
T1 (we)T1 (we) +R1 (collared doves)+R1 (collared doves)
T2 (They)T2 (They) + R2 (car)+ R2 (car)
T3 (strangers and unfamiliar cars)T3 (strangers and unfamiliar cars)
+R3+R3

37. ١٤٣٤/٠٨/١ 37
• ii- Constant Progressionii- Constant Progression
The item in the theme of the first clause is also selected asThe item in the theme of the first clause is also selected as
the theme of the following clause, as in:the theme of the following clause, as in:
-- Homer employs a particular event, the quarrel betweenHomer employs a particular event, the quarrel between
an arrogant …an arrogant …
- Homer grasps that there is an internal logic to existence.- Homer grasps that there is an internal logic to existence.
- For Homer, actions must have their consequences.- For Homer, actions must have their consequences.
T1 (Homer) + R1T1 (Homer) + R1
||
T2 (Homer) + R2T2 (Homer) + R2
||
T3 (For Homer ) + R3T3 (For Homer ) + R3

38. ١٤٣٤/٠٨/١ 38
• iii- Derived Hyperthematic Progreesioniii- Derived Hyperthematic Progreesion
The particular themes in subsequent clauses are derived from aThe particular themes in subsequent clauses are derived from a
hypertheme or from the same overriding theme, as in:hypertheme or from the same overriding theme, as in:
In England, there was scarcely an amount of order andIn England, there was scarcely an amount of order and
protection to justify much national boasting. Daringprotection to justify much national boasting. Daring
burglaries by armed men, and highway robberies, tookburglaries by armed men, and highway robberies, took
place in the capital itself every night; families wereplace in the capital itself every night; families were
publicly cautioned not to go out of town removing theirpublicly cautioned not to go out of town removing their
furniture to upholsterers ' warehouses for security; thefurniture to upholsterers ' warehouses for security; the
highwayman in the dark was a City tradesman in thehighwayman in the dark was a City tradesman in the
light, and being recognized and challenged by his fellow-light, and being recognized and challenged by his fellow-
tradesman whom he stopped in his character of "thetradesman whom he stopped in his character of "the
Captain," gallantly shot him through the head and rodeCaptain," gallantly shot him through the head and rode
away; the mail was waylaid by seven robbers, and theaway; the mail was waylaid by seven robbers, and the
guard shot three dead, and then got shot dead himselfguard shot three dead, and then got shot dead himself
by the other four,…by the other four,… (A Tale of Two Cities :Ch. 1:p.4f(A Tale of Two Cities :Ch. 1:p.4f))

39. ١٤٣٤/٠٨/١ 39
T1(In England, there) + R1 (was an amount of order andT1(In England, there) + R1 (was an amount of order and
protection )protection )
T2(Daring burglaries) + R2T2(Daring burglaries) + R2
T3 (families) + R3T3 (families) + R3
T4(the high wayman in…) R4T4(the high wayman in…) R4
T5(the mail ) +R5T5(the mail ) +R5
T6(the guard ) +R6T6(the guard ) +R6

40. ١٤٣٤/٠٨/١ 40
• iv- Splitting Progressioniv- Splitting Progression
The theme of the first clause is split into two items;The theme of the first clause is split into two items;
each is considered a theme element in the subsequenteach is considered a theme element in the subsequent
clause:clause:
• On this fine Sunday, Mr. Lorry walked towardsOn this fine Sunday, Mr. Lorry walked towards
Soho ,early in the afternoon, for three reasonsSoho ,early in the afternoon, for three reasons
of habit. Firstly, because on fine Sundays, heof habit. Firstly, because on fine Sundays, he
often walked out, before dinner , with theoften walked out, before dinner , with the
Doctor and Luice; secondly, because onDoctor and Luice; secondly, because on
unfavourable Sundays, he was accustomed tounfavourable Sundays, he was accustomed to
be with them at the family friend ,talking,be with them at the family friend ,talking,
reading, looking out of windows, and generallyreading, looking out of windows, and generally
getting through the day; thirdly, because hegetting through the day; thirdly, because he
happened to have his own little shrewd doubtshappened to have his own little shrewd doubts

41. ١٤٣٤/٠٨/١ 41
• T1 (Mr. Lorry) R1 ( three reasons of habit)T1 (Mr. Lorry) R1 ( three reasons of habit)
(Ri+Rii+Riii)(Ri+Rii+Riii)
•
• T2( = Ri) (Firstly…he) R2 (walked…)T2( = Ri) (Firstly…he) R2 (walked…)
• T3 ( = Rii)(secondly…he) R3 (wasT3 ( = Rii)(secondly…he) R3 (was
…)…)
• T4 ( = Riii) (thirdly…..he)T4 ( = Riii) (thirdly…..he)
R4(happened …)R4(happened …)