DISCOURSE ANALYSIS

Dr. Drs. Suriyadi, M.Hum.

The objective of the lesson: the students are able to analyze text by using systemic functional linguistics.

What is discourse analysis?

The aim of this course is to introduce you to the principles and techniques of the systemic functional approach to language, in order that you may begin to analyse and explain how meanings are made in everyday linguistic interactions. Before we discuss what discouse analysis is, it is better we understand what Discouse is. Discourse usually means actual intances of communicative action in the medium of language. Meanwhile, Analysis is for processes, mental, or mechanical, for taking think apart. Through these explanations we can say that Discouse analysis is the study of language in every day sense in which most people use them. [Johnstone 2008: 2]

The systematic fungsional Appoach to language.

Systemic-Functional Linguistics (SFL) is a theory of language centered around the notion of language function. While SFL accounts for the syntactic structure of language, it places the function of language as central (what language does, and how it does it), in preference to more structural approaches, which place the elements of language and their combinations as central. SFL starts at social context, and looks at how language both acts upon, and is constrained by, this social context.

Functional grammar refers to an approach to language on the principle of roles or function played by language (or rather functions given by human beings to language in their lives as social beings).

A central notion is 'stratification', such that language is analysed in terms of four strata: Context, Semantics, Lexico-Grammar and Phonology-Graphology.

Four main theoritical claims about language:1. That language use is functional2. That its function is to make meaning3. That these meanings are influenced by the social and cultural context in which they are exchanged.4. that the process of using language is a semiotic process, a process of making by choosing.

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Four main theoritical claims about language can be operasionally designed in the following stratum.

(connotative)

(denotative)

Figure 1. Strata in SFL discourse analysis.

Figure 1 tells us that language context consists of the three strata, discourse semantics, lexicogrammar, and phonology/graphology. The meaning of the language is realized by the lexicogrammar, and then it is coded by the phonology/graphology. Social context consists of the three strata as well, register (context of situation), genre (context of culture), and ideology.

Context will determine the language. On the other hand, language refer to context. The language can be understood if it refers to social context .

The notion of functional approach to language (or rather Functional Grammar) is interpreted as covering three related meanings.

Firstly, functional study to language is based on the principle that language is structured in response to the needs of people as social beings for language. In other words, language in use or known as text, that is everything that is said or written, forms in context of use which is often referred to as social context. Thus, language evolves in line with human needs for language.

Secondly, functional approach refers to the concept that human beings use language in order to fulfill three functions known as metafunctions namely

1. to represent experience, 2. to exchange experience, and 3. to organize experience.

Technically, these metafunctions are termed as ideational, interpersonal and textual functions respectively.

The ideational metafunction divides into: 1. experiential function and,2. logical function.

Experience function of language is used to describe experience.Logical function of language is used to relate experience.

As function equals meaning it is said that language conveys four kinds of meaning:

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Ideology

Genre

Register

Discourse SemanticLexico-grammarPhonology/graphology

Social context

Language context

1. experiential, 2. logical, 3. interpersonal and,4. textual meanings.

The grammar of language centers on the four meanings.

Thirdly, functional approach implies that each element or unit of language in any level is explained by reference to its function in the total linguistic system. In this sense, clauses, phrases, words, morphemes, and so on are interpreted as functional with respect to the whole.

In other words, a unit does something or functions in a bigger unit above it in which it is an element, and finally the function of each unit is eventually determined by the function of language use.

The use of language is contextually dependent. This is to say that a text forms in contexts and is therefore determined or shaped by the context. On the other hand, the text itself determines or shapes its contexts. This is technically understood as the text construes context. In systemic theory the context consists of context of situation (register), culture (genre) and ideology.

A text is a semantic not a grammatical unit. It forms in an interaction between the addresser and the addressee. However, it is realized by grammar or lexicogrammar. Its realization in lexicogrammar is natural in the sense that a text is determined by the context of situation

The context of situation consist of 1. field, 2. tennor, and3. mode.

Field is what is the use of language about, Tenor refers to participants (and their relations) in the use of language or interaction, and Mode is the medium or manner of the use of language.

We will make an operation. Doctor => operation => patientGeneral => operation => combatThief => operation => steal/robberyLogistic => operation => observe directly to the marketplace

As an element of context, genre refers to staged, goal-oriented social activities. Genre is culturally bound in the sense that social structure determines potential combination of field, tenor and mode. In addition a genre also determines stages of social interaction.

Ideology, a very abstract element of social context, refers to a social construct that says what one should and/or should not do.

eg. What’s your name? (englishman) => things Siapa namamu? (Indonesian) => human

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2. TRANSITIVITY

Specific Instructional Objectives: After studying the materials you are expected to be able:

1. to identify processes in texts 2. to classify processes into their types 3. to analyze texts using labels of transitivity 4. to distinguish the same form of process in different contexts of use.

ORIENTATION

As well as using language to interact with people, we clearly use it to talk about the world, either the external world, things, events, qualiries, etc., or our internal world, thought, beliefs, feelings, etc. When we look at how language works from this perspective, we are focussing primarily on the ‘content’ of a message rather than the purpose for which the speaker has utter it.

From the experiential perspective, language comprises a set of resource for refering to entities in the world and the ways in which those entities act on or relate to ech other.

At the simple levels, language reflects our view of the world as consisting of ‘going-on’ (verbs) involving things (nouns) which may have attribute (adjective) and which go on againts background details of place, time, manner, etc.

In the clause They slowly unlocked the front door, we can distinguish not only a recognisable type of going-on (‘unlock’) but also doers (‘they’) and done-to (‘the front door’) and a manner (‘slowly’).

Realization of language as experience is seen in a clause. A clause is considered as a unit of experience, which is constituted by three elements or three kinds of function: process, participant(s) and circumstance.

A process refers to activity done which is equivalent to verb in traditional terminology. Participants are persons or things, which are involved in a process. A circumstance indicates situations or surroundings in which the process occurs.

The notion of circumstance is equivalent to adverbs in traditional terminology. In the clause The man bought a hook yesterday, bought is the process, both the maii and a hook are the participants and yesterday is the circumstance. Each of the three elements is subdivided in the following sections.

PROCESS

Processes are specifically categorized into six types namely material, mental, relational, behavioral, verbal and existential processes. These categories are based on semantic or syntactic criteria or both. As the process is numerous only a few examples are give as representatives in the following subsections.

Material ProcessSemantically material processes indicate activities or events, which happen in the outside' world. Syntactically the unmarked tense associated to material process is the present continuous tense. The verbs run, buy, and write in the clauses below are material process.

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1. The boy is running.2. My son bought a new car last year.3. She has written a letter are material processes.

BeneficiaryThere is one further Participant role that needs to be discussed. This is Beneficiary. The Beneficiary is the one to whom or for whom the Process is said to take place.

In Material Processes, the Beneficiary is either the Recipient or the Client. Recipient is the one to whom goods are given. The Client is the one for whom services are provided.

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. I Sold the car to JohnActor Material Goal Recipient

. I Sold (to) John the carActor Material Recipient Goal

2. They Threw a farewell party for JaneActor Material Goal Client

They threw (for) Jane a farewell partyActor Material Client Goal

To find out if a prepositional phrase with to or for is a Beneficiary or not, see if it could occur naturally without the preposition, as in the second example in each of the above pairs.

In Verbal Processes the Beneficiary is Receiver, a Participant role we've already met. The Receiver is the one who is being addressed, The Receiver is also sometimes called the oddressee.

You Promised the doctor you 'd quit smokingActor Verbal Receiver Actor Material

Range

Range is the element that specifies the scope or domain of the Process,

The Range in Material Processes typically occurs in middle clauses, those with Actor only, no Goal.

She dropped a curtsy She dropped an eggActor Material Range Actor Material Goal

Another distinction is that Material Processes with Goals can 'take' resultative attribute, while Material Processes with Range cannot.

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Kelly shot Fuller deadActor Material Goal resultative attributeShe dropped a curtsy dead

Also in Material Processes with Goals, the Goal can be changed into an appropriate pronoun and still make sense in context:

Kelly shot Fuller dead. Kelly shot him dead.

This doesn't work with Material Processes with Range:

He dropped a curtsy. He dropped it.

The 'doing' type Processes, their meanings and key Participants are summarised below.

Process Type Category Meaning Participant

Material doing, happening Actor, goalBehavioural behaving, Behaver, Range,Mental sensing Senser, PhenomenonVerbal saying, signalling Sayer, Target, Reciver

Mental ProcessMental processes refer to verbs indicating perception, cognition, and affection. Semantically a mental process involves sense, which is inside the human or conscious being. Syntactically the unmarked tense associated with this type of process is the simple present tense. In addition, the participant that is related to the sense must be a conscious or human being. The verbs know, like and hear are mental process in the clauses below.

1. I know his name.2. Do you like the new car?3. The witness heard her voice.

Relational ProcessRelational process construes being and relation among entities through attribution and identification. Syntactically the process belongs to the "copula" construction. The common verb belonging to this type is BE (is, am, are, was, were, have been, etc.), become, seem, cost, weigh, etc.

1. My son is a doctor.2. The car was in my garag.3. The professor seemed unhappy.

Verbal ProcessVerbal processes show activities of saying, commanding, asking, and offering. Syntactically the process can project another clause. The verbs say, tell, ask, are verbal process

1. She said "Good morning", 2. My uncle told me a story about his trip to Bali 3. He asked me where Iput the book are verbal.

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Behavioural ProcessBehavioural processes construe human physiological behaviours. Syntactically a behavioural process shares characteristics of mental, verbal and material process. However, the process differs with the three types in some respects. Like a mental process, the participant is endowed with human consciousness. Unlike mental and verbal processes and thus similar to the material one the behavioural process is associated to the present continuous tense. In addition, a behavioural process can not project a clause. The verbs of smile, watch, listen in the clauses below are behavioral process.

1. She is smiling at me.2. We watched the man in the park.3. I am listening to John speaking are behavioural.

Existential ProcessExistential processes share features of relational process in the sense that the common verb is BE (is, am, are, was, were, have been, etc.) and other verbs such as go, come, toil. Syntactically the process is preceded by there. Example:

1. There was a cat under the tree.2. Along this waterway toiled a string of woolfish dogs.

PARTICIPANTS

The core of an experience in a clause is the process. Consequently, the process itself determines the number of participants attracted. The capacity of a process to attract or tie participant is known as valency. On this basis it is determined that the participants are labeled according to the process types.

The participants divide into one that does the activity (Participant I) and one that the process is done to (Participant II). To exemplify, the labels for participants in the material process are Actor (participant 1) and Goal (Participant 11). Thus, in the clause My son bought a new car, my son is Actor and a new car is Goal. With reference to the process types the labels for participants are summarized in the following table.

Table 1: Process and Participants

Types of Process Participant I Participants IIMaterialMentalRelational

BehaviouralVerbalExistential

ActorSenser

- Identification: Token- Attribution: Carrier- Possession: Possessor

BehaverSayerExistent

Goal PhenomenonValueAttributePossessed-Verbiage-

CIRCUMSTANCES

Circumstances are general across process types (precisely because they are less centrally involved in the process than participants). In the clause My son bought a car yesterday, yesterday is the circumstance. Specifically,

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circumstances divides into nine types. Each of which may also be delicately subdivided. In the following examples, the circumstances with examples are presented in a table.

Table 2: Circumstances

Types of Subcategory Probe Examples of RealizationCircumstanceExtent temporal for how long? for three hours

every three hoursspatial how far? for six miles

Location temporal when? in Septemberbefore tea

spatial where in the marketin Parishere

Manner - how quicklyas fast as possible

Cause - why because of youfor better results

Contingency - in what circumstances? in the event of rainin spite of the rainin the absence of proof

Accompaniment - together with? with(out) his friendsinstead of them

Role - what as? as a concerned parent(smashed) into pieces

Matter - what about? about thiswith reference to that

Angel - says who? according to the ShorterOxford

ANALYSIS

With reference to the types and labels of process, participants and circumstances, a clause is analyzed into its components. The analyses of a few clauses are presented below.

My daughter bought a new car yesterdayActor Process: Material Goal Circumstance: Location: temporal

The boy loves his mother very muchSenser Process: Mental Phenomenon Circumstance: manner

The old lady told an interesting story last weekSayer Process: Verbal Verbiage Circumstance: Location: temporal

The man is a doctorCarrier Process: Relational attribute

There was a car in the car park

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Process: Existential Existent Circumstance: Location: space

Some notes:

Material or non-material clause

An important test for distinguishing a material process among the other types of process is to check the unmarked tense selection used to represent present time. Is it the simple present or the present continuous tense? Of the three main types only material clauses favour the present continuous.

Right now Jane is digging the garden Material processAt the moment Jane likes arty films Mental processRight now Jane has no energy Relational process

Material or relational?

A process can function as a relational or a material process. A process is relational when it indicates relation in space not movement in space. The verb go may be relational or material depending on context as shown in the following. The idea of relativity goes back to Newton and Galileo (relational-relation in space) The man goes back home (material-movement in space)

Relational process with identification or attribution? A relational process with identification is reversible whereas one with attribution is not reversible. Thus, the pairs of Token-Value is for reversible relational clause whereas Carrier-Attribute is irreversible

The man is the doctor (eversible- identification)Token Process: Relational Value

The man is a doctor (irreversible-attributive)Carrier Process: Relational Attribute

REVIEW & CONTEXTUALISATION

Language is structured in accordance to its functions in human life. There are three functions of language in human life: ideational, interpersonal and textual functions. Ideational function divides into the experiential and logical functions. These are known as metafunctions.

We treat the experiential function that is the use of as representation of experience. As a representation of experience, language is grammatically structured in a configuration known as transitivity. This is coded a unit of experience known as clause.

A clause is constituted by three elements: process, participant(s) and circumstance. The process is the core of experience in that it determines the participants. The key role of participant lies in the degree of involvement in the process. Participants are actually centrally involved in the process by bringing it about, being affected by it, benefiting from it whereas circumstances are associated with(or attendant) rather than involved. On this basis, the. participants are labeled with reference to the process types whereas circumstances are all across process types.

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However, language is also used as an exchange of experience that is language is used human beings use language to exchange their experience. This is known as the interpersonal meaning which is coded in the Mood. The Mood of clause wil be discussed after this section..

EXERCISES

Exercise 1 Discriminating the process types. Label the following clauses as relational, verbal, material, mental, behavioural, existential, etc.

For example:I met the man materialShe is my sister relational

1. She is a very tall woman 1…………2. The man built a new house 2………… 3. There can be no excuse for your absence 3 ................4. She made a mistakes 4…………. 5. Are you going out? 5…………. 6. She told me a story 6…………. 7. They will be here tomorrow 7…………. 7

Exercise 2 Discriminating circumstance types. Label the underlined circumstance in the following clauses.

For example:John slept in the car Location: spaceHe lay with open eyes Manner

1. Are you going out 1……………… 2. You can come with me 2 ……………..3. It seemed odd to him 3 …………….4. He laughed in spite of himself 4 ……………..5. He played a trick for a laugh 5 ……………..6. The man was born in Italy in 1958 6 ……………..7. It will rain a'ccording to the weather watch 7 ............

Exercise 3 Analyze the following texts into clauses. Then analyze the text with reference to their process, participant and circumstance types by using appropriate labels.After the flash floods, desert streams from upland areas carry heavy loads of silt, sand and rock from fragments. As they reach the flatter area of desert basins, they slow down and their waters may soak quickly into the basin floor. Then the streams drop their loads; first they drop the heaviest material on the stones, then they drop the sand and finally their drop the silt. Soon their own deposits choke these short-lived streams and they spread their load in all directions. After some time, fan or con-shaped deposits of gravel, sand and clay are formed around each valley or canyon outlet. These are called alluvial fans.

Exercise 4

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The following are all Material Processes. Label the Process and label Participants as Actor, Goal, or Beneficiary.

1. Neurotoxins will kill the insects.2. A fungus destroyed the coffee plant leaves.3. You can write him a note.4. Sufficient water should be added.5. A better crumb structure gives the soil more stability.6. Standing crops can be trampled by wild animals.7. Ignition is provided by battery, coil and distributor.8. Remove the gudgeon pin.9. Someone had found the fugitives a suitable hiding-place.10. The prisoners were offered small concessions.

Exercise 5

The following are all Mental Processes. Label the Process and label the Participants as Senser and Phenomenon.

1. He saw the whole room.2. Perceptual relationships were seen correctly.3. The subject observed slight after-effects for months.4. They were also noticed by the researcher.5. Must we envisage the question in a purely intellectual sense?6. Considerable discomfort may be experienced.7. Does this explanation convince anyone?8. The next report fascinated all of us.

The following are Mental processes with a clause in a Participants role. Label them, treating the italicized clauses as single elements.

9. We soon realized that the planners had erred.10. I knew at all times exactly what the President was doing.

Exercise 6

For each of the following: (a) identify the type of Process as Material, Mental, or Relational; (b) identify the Subject and assign its Participant label.

1. The side suspension arm may be removed.2. The patient experienced the usual side-effects.3. Hormones can be injected into animals.4. India has a number of such dams.5. Eight days later the outskirts of Melbourne were struck by a raging firestorm.6. This was definitely bad news.7. I want results.8. Chemicals are spread on the land.9. He absolutely hated the large formal dinners.10. Why was he so anxious?11. Herbivores can digest fibres.

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12. People didn’t like it.13. Such a man would see enemies everywhere.14. One of the witnesses before the committee was Nobel-winning economist

Paul Samuelson.15. I eventually fascinated reporters.16. Hunt became a special projects man.17. They could be rotated independently.18. Not a sound was heard.19. The only important risk is the moral one.20. I remember the humorous aftermath of our first formal state banquet.

Exercise 7

(a) Analyse the following examples of Verbal Processes, labeling the Process and Participants (Sayer; Quoted; Reported; Verbiage; Receiver.)

(b) Rewrite the first example (1) as direct speech and label your rewrite as in (a).

(c) Rewrite the second example (2) as reported (indirect) speech and label as in (a). Do not analyse the quoted or reported clauses.

1. He asked me if the money was traceable.2. Dean said, ‘That’s the good news.’3. The he said, ‘Can we meet again soon?’4. Someone suggested we should do it differently.5. The informants told the police everything.

Exercise 8

Some of the following are Existential processes; some are not. (a) Identify the Existential Processes. (b) Identify the Existent in each.

1. There was little understanding of acoustics.2. On either side of this structure are beige curtains.3. There they heard further stories.4. There is no ventilation.5. There will not be many traitors.6. There will come to a new dilemma.

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3. MOOD

Specific Instructional Objectives: After studying the materials in this chapter you are expected to be able:

- to identify types of Mood in texts - to label elements of clauses with reference to Mood systems - to match speech functions with Mood systems - to distinguish different functions of the same element of clause in the Mood systems.

ORIENTATION

Language is simultaneously used as representation, exchange and organization of experience (Halliday 1994: 68; Wilson & Sperber 1993: 1-3). As social beings, human kinds can not live isolated; they need to interact with others in order to fulfill their needs. The use of language to interact is said to perform interpersonal function.

The interpersonal function is realized at two levels namely at the level of (discourse) semantics and lexicogrammar which is termed Mood.

At the level of semantics, human being perform two roles namely GIVING and DEMANDING. The commodity exchanged may be either INFORMATION or GOODS & SERVICES. When the roles and commodities are cross classified, four specific activities or speech functions are derived as summarized in the table 3 below.

Table 3: Speech Functions

ROLES COMMODITYINFORMATION GOOD& SERVICES

GIVING statement offerDEMANDING question command

With reference to systemic functional linguistic theories, as developed by Halliday (1994), Matthiessen (1993) and other systemicists, the four speech functions are summarized as follows:

(a) [giving/information] = statement(b) [demand/information] = question(c) [give/goods & services] = offer(d) [demand/goods & services] = command

The four speech functions are semantic in nature, They find their realizations in Mood which is an aspect of interpersonal meaning at the level of lexicogrammar (Halliday 1993). In their congruent representations the speech functions of statement, question and command are realized by declarative, interrogative and imperative. However, the speech function of offer does not have an unmarked representation of Mood; rather it is potentially coded by any one of the four speech functions. In English the unmarked realizations of the speech fiinctions can be summarized in the following figure.

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Realization of speech function in Moods

SPEECH FUNCTION

Is realized by

MOODstatement Declarativequestion Introgativecommand Imperativeoffer 0

In English a statement may be either positive or negative such as 1. He came to the office yesterday and 2. He did not come to the office yesterday.

These are coded by positive and negative declarative mood respectively. A question may be either information question (wh-question) or yes/no question such as

1. Where didyou go last week? and 2. Did you go to the movie? respectively.

Like a statement, an imperative may be positive or negative as in 1. Open the door! Or 2. Please don't smoke here!.

An offer may be coded by a statement such as Let me take the book for you.

The four speech functions are initiated by the speaker. In real interaction, the interlocutor i.e. the addressee in his/her turn also responds to the speech functions produced by the speaker i.e. the addresser. In other words, a speech function by an addresser is responded by the addressee. Martin (1992: 56) holds that when the initiation and response as orientation of both the interlocutors are taken into account, other four speech functions

With reference to the figure, systemically eight speech functions are derived as follows:

(1) [give/information/initiating] = statement (S)(2) [give/information/responding] = acknowledge statement (AS)(3) [demand/information/initiating] = question (Q)(4) [demand/information/responding] = response statement to question (RSQ)(5) [give/goods & services/initiating] = offer (0)(6) [give/goods & services/responding] = acknowledge offer (AO)(7) [demand/goods & services/initiating] = command (C)(8) [demand/goods & services/responding] = response offer to command (ROC)

Speech functions may be coded in congruent or incongruent representation. As stated earlier, statement, question and command may be congruently coded by declarative, interrogative and imperative moods respectively. It is not uncommon to find that a statement is coded by the interrogative Mood as seen in the following conversation which involves two friends in which they exchange their experience related to their children. As shown in the analysis below B's Did he? is an AS spe ' ech function which is typically coded by a declarative mood. however, in the conversation the As is coded by an interrogative mood which is a marked realization. A speech function may be coded by an elliptical mood or minor. By minor is meant an expression which has no process or verb. When the speech functions are analyzed and their realizations in lexicogrammar are found the following descriptions are derived.

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CONVERSATION SPEECH

FUNCTION MOOD

A: My son passed the entrance test? S DeclarativeB: Did he? AS InterrogativeA: Yes S Elliptical Dec.

I am very happy S DeclarativeA: Congratulation to your son. AS Minor

How is your daughter? Q InterrogativeB: She is fine. RSQ Declarative

She is doing her Spanish S DeclarativeA: Did she go to Mexico? Q InterrogativeB: No. RSQ Elliptical Dec.

But she will be attending a course in Spainthis Summer. S Declarative

A: Good. AS Minor

As an exchange of experience a clause divides into five structural elements namely Suhject, Finite, Predicalor, Complement and Adjunct. Subject and Finite form MOOD whereas Predicator, Complement and Adjunct constitute RESIDUE.

SUBJECT is something (person or thing) which is argued about. The notion of Subject in functional is to some extent equivalent to the term Subject in traditional grammar. e.g. The man bought a new car. (the subject is the man)

FINITE is defined as verbal operator that is an aspect of verbal phrase which, together with Subject, makes something arguable. e.g. 1. The man bought a new car. (the Finite is did)

2. Jane sells books (the Finite is does)

The split of Finite from verb or verb phrase is shown as the following, where the Finite is italicized.

- bought = did + buy- sells = does + sell - has done = has + done - write = do + write

PREDICATOR is the verb phrase minus Finite. e.g. 1. The man bought a new car (the Predicator is buy).

2. Janes sells books (the Predicator is sell). The predicators; are italicized in the following verb phrases.

came = did + comewill come = will + comehas written = has + wriltenwill have done = will + have done

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COMPLEMENT is an element of clause which is potential to become the Subject. The notion of Complement is equivalent to the term Object in traditional grammar. e.g. The man bought a new book ( a new book is the Complement).

However, not all elements of clause functioning as the Complement can be changed to Subject and the Complement is not fully similar to the notion of Object in traditional terminology.e.g. John is a doctor. ( a doctor functions as the Complement in systemic functional grammar).

ADJUNCT is an element of the clause which is not potential to be promoted to be the Subject. The notion of Adjunct is equivalent to adverb in traditional grammar. e.g. H e came to my house yesterday. ( to my house and yesterday finiction as the Adjunct).

The Subject and Finite are two main structural elements which operate a mechanism whereby the Mood is determined: In other words, Subject and Finite determine and mark the types of Mood of a clause. In the conversation below A and B just repeat she and did as the Subject and Finite respectively to change and move from one Mood to another. The interrelations among the elements of clause to MOOD and RESIDUE are summarized in table 3.

Table 4: MOOD and RESIDUE elements

SubjectM 0 0 D

FinitePredicator

R E S I D U EComplementAdjunct

A: Jane came to my office yesterday.B: Did she?A: Yes,she did13- She didn'tA: She didB: She did notA: She did for sureB: She didn't for God's sake

As clearly exemplified in the conversation a Declarative Mood is coded by both the Subject and Finite with that order. This is systemically coded as Subject ^ Finite, where ^ means 'followed by'. The following table summarizes the systems of Mood and their realizations by the two structural elements.

Table 5: The Coding of Mood

Mood CodingDeclarative Subject ^ FiniteInterrogative Finite ^ Subjectimperative A Finite ^ PredicatorANALYSIS

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A clause as representation of exchange can be analyzed in terms of the structural elements of interpersonal meaning. In other words, a clause is analyzable with respect to the functions of Subject, Finite, Predicator, Complement and Adjunct. The following analyses are meant to exemplify the Mood analysis.

(1) My son bought a n w car last week.

My son did buy a new car yesterdaysubject Finite Predicator Complement Adjunct

M 0 0 D R E S I D U E

(2) The secretary has sent the letter to London.

The secretary has sent the letter to Londonsubject Finite Predicator Complement Adjunct

M 0 0 D R E S I D U E

(3) Last week the man came to my house.

Last week the man did come to my houseAdjunct Subject Finite Predicator Adjunct

R E - MOOD S I D U E

(4) Will they be coming to he party next week?

Will they be coming to the party next week?Finite Subject Predicator Adjunct Adjunct

M 0 0 D R E S I D U E

Clauses of (1), (2) and (3) are in Declarative Mood. This is marked by the fact that the Mood is coded by the structural elements of Subject ^ Finite. In different way, clause (4) is in Interrogative Mood which is realized by the structural elements of Finite ^ Subject.

When the Transitivity and Mood analyses are mapped on to a clause a double configuration is conflated on the same element of the clause as shown in the following.

(5) My daughter bought a new car y sterday.

My daughter bought a new car last weekActor Process: Material Goal Circumstance

Subject did buy Complement AdjunctFinite Predicator

M 0 0 D R E S I D U E

Some Notes:

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MOOD is an interpersonal realization at the clause rank. MOOD covers the elements of Subject and Finite by which a clause is coded as either declarative, interrogative or imperative. Congruently, declarative, interrogative and imperative code the speech functions of statement , question and command respectively.

Every 'major' English clause will embody a choice fom the Mood system. Such choices are also inherent in elliptical clauses, where one or all parts of Mood or Residue may be absent. For example in the following clause by B the Residue is elided.

A: Did you get a letter today?B: No, I didn't [ ... ] Elliptical declarative

There are two kinds of clause where the choice of Mood is not employed, namely the 'non-finite' and minor clause.

The 'non-finite' clauses.The non-finite clause is characterized by the absence of Finite. However, the Residue orSubject may be present as shown in the following examples:- to send his son an express letter to London- without telling us his name- her having entered the property

Minor clauses Minor clauses are expressions such as oh, yuk, hi, Yummy, thanks, wow. They are called ‘minor' clauses because they are not open to any of the major systems of Transitivity, Mood and Theme. The really serve an interpersonal function such as greeting, acknowledgement, surprise, etc.

The Mood system dose not apply in the two kinds of clause.

EXERCISES

Exercise 1: Practicing Mood agnation. Construct a related clause in the appropriate mood to complete the paradigm. For example

Is he a doctor polar interrogativeHe is a doctor declarativeBe a doctor imperative

1. Did you go to the market polar interrogative..................................... declarative..................................... imperative

2 . ....................................................polar interrogative. The old girl drives it... declarative. ................................... imperative

3 . ....................................................polar interrogativeCome for a drink, Sharon imperative

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4. Will I bring home a few chips? polar interrogative............................................ declarative......................................................imperative

5 . ....................................................polar interrogativeMy son bought a new car declarative

........................................ imperative

Exercise 2: Analyzing clauses. Analyze the following clauses into its elements of Subject, Finite, Predicator, Complement and Adjunct. Group the elements belonging to MOOD and RESIDUE respectively as shown in the following example.

She ran very quickly to the station

Finite Predicator AdjunctMOOD RESIDUE

She did run very quickly to the stationsubject Finite Predicator Adjunct Adjunct

M 0 0 D R E S I D U E

1. She was usually seen by someone. 2. John, did you see the man?3. In general she stopped in some fashionable streets. 4. Frankly, she'd hardly visited some of the sights. 5. Where did they go at the weekends?

Exercise 3: Analyze the interpersonal structure of each clause in the following written text.

It is essential for the well being of the Youth of Australia that we adopt a less tolerant attitude to violence in television. It has been known for some time that young children can be disturbed by the violence scenes presented by television scene. No apparent effort however has been made by either the producers of children's programmes or the programmers of children's programmes to take this into account: one only has to look at the extraordinary popular cartoon "Teenage Mutant Ninja Turtles".

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Exercise 4: Analyze the following conversation with reference to speech function and Mood A: Did you attend the party yesterday? B: What? A: Did you go to the party B: Yes A. How do you like it? B: Oh, it's really great.

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