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Transitivity & THEME AND RHEME

This document discusses the concept of transitivity in Systemic Functional Linguistics (SFL). It explains that transitivity deals with how language encodes experiences of the world and involves processes, participants, and circumstances. Six main process types are described - material, mental, relational, behavioral, verbal, and existential. The key participants for each process type are identified. The document also discusses the development of transitivity in SFL and its relationship to clause structure.

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11/ /١٤٣٤ ٠٨ ١/ /١٤٣٤ ٠٨ ١ TRANSITIVITY & THEMETRANSITIVITY & THEME AND RHEMEAND RHEME AHMED QADOURY ABEDAHMED QADOURY ABED
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
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
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 ..
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
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)
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
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
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
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
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,
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 .
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)
١٤٣٤/٠٨/١ 14 John is talented Carrier attributing attribute John is the leader. identified identifying identifieridentified identifying identifier
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
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
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.)
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
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
١٤٣٤/٠٨/١ 20 There was a little house on the big prairie. existential Existent Circumstance Place
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).
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
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
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.
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
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”
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.
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
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
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.
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
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
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)
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
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
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
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
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))
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
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
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 …)

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Transitivity & THEME AND RHEME

  • 1.
    11/ /١٤٣٤ ٠٨١/ /١٤٣٤ ٠٨ ١ TRANSITIVITY & THEMETRANSITIVITY & THEME AND RHEMEAND RHEME AHMED QADOURY ABEDAHMED QADOURY ABED
  • 2.
    ١٤٣٤/٠٨/١ 2 SFL: BASICCLASSIFICATIONSFL: 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 • IdeationalIdeationalserves 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 • Transitivityis 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 OFTHE 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 STRUCTUREOFTHE 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 functionof 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 OFPROCESSESTYPES 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 PROCESSESMATERIALPROCESSES • 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 • Johnkicked 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 PROCESSESMENTALPROCESSES • 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 PROCESSESRELATIONALPROCESSES • 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 istalented Carrier attributing attribute John is the leader. identified identifying identifieridentified identifying identifier
  • 15.
    ١٤٣٤/٠٨/١ 15 BEHAVIOURAL PROCESSESBEHAVIOURALPROCESSES • 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 iscrying. 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 PROCESSESVERBALPROCESSES • 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 PROCESSESEXISTENTIALPROCESSES • 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 committeeannounced 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 wasa little house on the big prairie. existential Existent Circumstance Place
  • 21.
    ١٤٣٤/٠٨/١ 21 NUMBER OFPARTICIPANTSNUMBER 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 ANDINTRANSITIVE 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’sHaoPlam’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 • 1aMy 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 ANDRHEMETHEME 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 ANDCOREKNOWN 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 • Theterms “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. Themana. 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:TWOPOINTS • 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 OFTHEMEAND 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 • ║║ItItwas 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 • Theflow 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’SMODEL • 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 …)