plan for the class -...

PLAN FOR THE CLASS

o The SFG model of language revisited

o Mode revisited

o The textual metafunction revisited

o Introducing the notions of Theme and Rheme

o Different types of Theme: Single & Multiple; Topical Unmarkedand Marked

o Practice: identifying Theme and Rheme. Identifying different

types of Theme. Establishing preliminary patterns

Based on Gerot & Wignell, chapter 5, Bloor & Bloor, chapter 5,

Martin, Matthiessen & Painter, chapter 2, Eggins, chapter 10

MODE REVISITED

Mode is one of the three dimensions of the context ofsituation (the other two are field and tenor) and it refersto channel of communication and to the role oflanguage in the interaction:

channel of communication can be spoken orwritten (depending on presence or abscence offace-to-face contact, visual/ aural contact,immediate feedback)

role of language (i.e. how language is being used):whether to accompany action (as in a buying-sellingtransaction, where language is subsidiary to action )or to represent action (as in a narrative, wherelanguage is all there is)

SPOKEN AND WRITTEN MODE DEFINED

Spoken language Written language

Language that accompanies action, characterized by face-to-face interaction, aural-visual contact and immediate feedback

Language that represents action, characterized by non- face-to-face interaction, by lack of aural-visual contact and by the absence of or delayed feedback

Context of situation Meaning/

Semantics

Wording/Lexico-grammar

field experiential transitivity

tenor interpersonal mood/ modality/appraisal

mode textual Theme-rhemesystem/cohesion

THE CONTEXT- MEANING – WORDING

RELATIONSHIP

THE TEXTUAL METAFUNCTION REVISITED

The context dimension of mode relates, at the semantic level, to

the textual metafunction. This is the metafunction by which

language is used to create and organize text. It is called the

enabling metafunction, as it is the metafunction that makes it

posssible to make experiential and interpersonal meanings by

distributing experiential and interpersonal elements in the

clause.

HOW DOES THE TEXTUAL METAFUNCTION

OPERATE?

Through the textual component of the grammar, i.e.through textual resources mainly of two kinds:

Structural resources (Clause-related resources ofTheme and Rheme in combination with Given andNew Information and the textual patterns created bythese resources) (Unit 1-2)

Cohesive resources (Text-related resources ofReference, Substitution, Ellipsis, Conjunction andLexical Cohesion) (Unit 3)

These two types of resources work together to give a senseof continuity to text, to contribute to the text hangingtogether and cohering with its context.

STRUCTURAL RESOURCES

THEME & RHEME

In Units 1 and 2, we will be focussing on the structural,

i.e. clause-related resources of Theme & Rheme, in

combination with those of Given and New information.

We’ll start by asking the following questions:

What is Theme & Rheme?

How do we identify Theme and Rheme?

WHAT IS THEME AND RHEME?


Theme Rheme

Point of departure of theclause, that links it topreceding clauses and tocontext

Where the text moves toafter Theme

What the clause is about What is said about theTheme

Given/ sharedinformation

New information

Peak of prominence at the beginning of theclause (thematicprominence), determinedby initial position and byconvergence with Giveninformation

Peak of prominence at the end of the clause(rhematic or informationprominence), determinedby New information and main stress.


SUMMING UP DEFINITION

Theme Rheme

The point of departure of the clause, that links the clause to the preceding clauses and to its context and tells us what it is about, usually representing given or shared information and presenting a peak of prominence at the beginning of the clause.

The point where the clause moves to after its onset, presenting new information and a peak of prominence deriving from new information and signalled by the main stress.

TESTING DEFINITION OF THEME AND

RHEME IN TEXT

The Themes are in bold in the text below and the Rhemes are

everything that is not the Theme. Let’s consider the Themes and

Rhemes in the text and decide if the definition of them applies:

(1) The numbat is a slender marsupial mammal with a pointed

muzzle and short erect ears. || (2) Its coat is grey-brown to

reddish brown, with about eight transverse white stripes on the

rump. || (3) The eye has a black stripe through it || (4) and the

long bushy tail is yellowish. || (5) The teeth are small. || (6)

The tongue is extensible, as in all mammalian ant- or termite

eaters, || (7) and the forefeet are strong-clawed for digging. || (8)

Most marsupials are active during the night. || (9) The numbat

is active during the day…

TESTING DEFINITION OF THEME AND

RHEME IN TEXT - COMMENTS

The Themes “the teeth”, “the tongue”, “and the forefeet”, “most

marsupials” and “the numbat”, for example, represent the point of

departure of their respective clauses, link them to the context (as they

all relate to the same field = numbat) and to preceding clauses (as they

are all related to the numbat or different parts of its body), and

represent given information (presented before, as in the case of “the

numbat”, or shared because field is shared, as in the case of all the

Themes that relate to parts of the numbat’s body). They are prominent

in the clause given their initial position and given information nature.

It’s interesting to see how in producing and, consequently, in processing

text we move from the known (Given/Shared Information) to what’s new

(New Information) as this obviously facilitates processing.

HOW DO WE IDENTIFY THEME

AND RHEME?

HOW DO WE IDENTIFY THEME AND RHEME?

Theme Rheme

More generally-expressed criterion found in some of the books

Everything that takes initial position in the clause (“initial position” seems vague and imprecise and does not help much in accurate identification)

The rest of the clause

More specifically-expressed criterion

Everything that takes initial position in the clause up to and including the first experiential element

Everything that is not the Theme

DO THE CRITERIA APPLY TO OUR ANALYSIS OF THEME AND RHEME IN THE NUMBAT?

Let’s check if the criteria apply to the Themes already identifiedand then let’s complete the analysis for clauses 10-14, applying thecriteria

(1) The numbat is a slender marsupial mammal with a pointed muzzleand short erect ears. || (2) Its coat is grey-brown to reddish brown,with about eight transverse white stripes on the rump. || (3) The eyehas a black stripe through it || (4) and the long bushy tail is yellowish.|| (5) The teeth are small. || (6) The tongue is extensible, as in allmammalian ant- or termite eaters, || (7) and the forefeet are strong-clawed for digging. || (8) Most marsupials are active during the night.|| (9) The numbat is different in being active during the day. || (10) Itshelters in hollow logs || (11) and forages for termites. || (12) Thistermite-eater was once relatively common, || (13) but regrettably nowlives in a small area of South Western South Australia. || (14) It is theofficial animal emblem of Western Australia.

DO THE CRITERIA APPLY TO OUR ANALYSIS OF THEME AND RHEME IN THE NUMBAT? KEYS

Let’s check if the criteria apply to the Themes already identified and then let’s complete the analysis for clauses 10-14, applying the criteria (1) The numbat is a slender marsupial mammal with a pointed muzzle and short erect ears. || (2) Its coat is grey-brown to reddish brown, with about eight transverse white stripes on the rump. || (3) The eyehas a black stripe through it || (4) and the long bushy tail is yellowish. || (5) The teeth are small. || (6) The tongue is extensible, as in all mammalian ant- or termite eaters, || (7) and the forefeet are strong-clawed for digging. || (8) Most marsupials are active during the night. || (9) The numbat is different in being active during the day. || (10) Itshelters in hollow logs || (11) and [it]* forages for termites. || (12) This termite-eater was once relatively common, || (13) but regrettably [it]*now lives in a small area of South Western South Australia. || (14) It is the official animal emblem of Western Australia.

*In clauses with elliptical Subject, we retrieve the Subject from previous context and if there is no experiential element before it, the retrieved Subject is the Theme.

WHAT IS THE FUNCTION OF RHEME?

We have been focussing mainly on Theme so far and Rheme has

probably appeared to you as sth of an unimportant appendix. That is by

no means so. Rheme performs a very important function in the textt.

By presenting New Information, Rheme brings the text forward, i.e. it

makes for progress/development in text. If you look at our numbat

text, you will see that the Themes tend to repeat themselves and are less

varied (the numbat, it, it, it; different parts of the numbat’s body),

whereas Rhemes are more varied, and thus are mostly responsible for

progression in the text. If one wants to know what aspects the text

addresses, then one looks at the Theme; if one wants to know

what point the text is making, then one has to look mainly in the

Rheme.

IMPLICATIONS OF THE CRITERION FOR

THEME IDENTIFICATION

IMPLICATIONS OF THE CRITERION FOR THEME-IDENTIFICATION

If the Theme of a clause is everything at the beginning of

the clause up to and including the first experientialelement, then textual and interpersonal elementsoccuring before the first experiential elements are alsopart of Theme, as in the following examples:

(5) The teeth are small. (Single Theme)

… (7) and the forefeet are strong-clawed for digging.(Multiple Theme)

… (13) but regrettably [it] now lives in a small area ofSouth Western South Australia. (Multiple Theme).

This means that there are different types of Themes!

DIFFERENT KINDS OF THEME

Single Theme (made up of only one element, namely anexperiential element called Topical Theme), as in the followingexamples:

The numbat is an unmistable slender marsupial with… (only experiential = topical)

Its coat is grey-brown to reddish-brown

Multiple Theme (always containing a topical theme, plus a textual theme and/or an interpersonal theme)

… and the long bushy tail is yellowish (textual &topical)… but regrettably it now lives …(textual,interpersonal & topical)

ELEMENTS THAT CAN BE TEXTUAL THEMES

Type Definition & Example

Continuatives (Well, Now, Yeah, Ok, Right, …)

Grammatical words that signalcontinuity in dialogue, that show onemove in dialogue relates to the previousone: “Well, I’m afraid I disagree”; “Yeah,he is such a good fellow” What would be

topical theme? (I, he)

Conjunctions (and, but, or, so, when, because)

Grammatical words that link clauseswithin a clause-complex (paratactic orhypotactic). They are fixed in theirsequencing (always at the beginning ofthe clause) and cannot be moved around: “… and she left”; “… because she hadleft” What would be topical theme? (she,

she)

Conjunctive adjuncts (nevertheless, however, therefore, though …)

Grammatical words that provide links across sentences or sections of text. Unlike conjunctions, these can be moved around (and can take initial position, be located after the Subject or at the end). They are thematic when initial, of course: “Besides/ Furthermore/ Moreover I don’t agree with his other arguments.

SEQUENCING OF TEXTUAL ELEMENTS IN THEME

If all three types of textual themes co-occur in the same

clause, then their sequencing is

Continuative + Conjunction + Conjunctive Adjunct

“Well, but, on the other hand, we need him in the

team”

“Yeah, but, nevertheless, I would like to talk to him”

“Right, but, even so, I don’t think I will change my mind”

ELEMENTS THAT CAN BE INTERPERSONAL THEMES

Type Definition and example

Vocatives (nanes, nicknames, etc.)

Names, titles or terms used to call a person or call her attention: “Mary,what did you do in your holidays?”; “Dear colleagues, we are gathered here today to say farewell to Prof. Smith, who is retiring.” What would

be topical theme? (what, we)

Finite (in yes/no interrogatives) Element of the clause that ankers it in time: “Did you go along?”; “Will you help us?” What would be topical

theme? (you, you)

Modal Adjuncts (probability, frequency, attitudinal)

Optional elements in the clause that express attitude, interpersonal meaning: “Perhaps he is angry”; “Usually she leaves at 10”; “Fortunately I will be granted a scholarship.” What would be topical

theme? (he, she, I)

ELEMENTS THAT CAN BE TOPICAL (UNMARKED) THEMES

Type Definition and example

Nominal group or Pronoun. Sometimes the group is heavily pre- and post-modified:

The numbat is an unmistakable marsupial. It is original of Australia.

The traditional and long outdated idea that women are somehow not apt to do both, work and raise children, is luckily being quickly abandoned. (The NGp in S position represents a single experiential element)

Nominal group complex : The numbat and the kangaroo are marsupials.

Embedded clause: What we need is change.That he left is unfortunate.Living in urban areas has more advantages than disadvantages.To know him is to love him.

THE MAXIMUM POSSIBLE SEQUENCING OF ELEMENTS WITHIN THEME

Well, but alternatively, Mary, surely

Cont. Conj. Conj. A. Voc. Mod.A

Textual Th. ________ Interpers. Th.

wouldn’t the best thing be to wait?

Finite S F/P C

Interp. Th.__Top. Th. ___Rheme

LET’S ANALYSE THEME AND RHEME

AND IDENTIFY SINGLE AND MULTIPLE

THEMES IN TEXTS

STEPS FOR ANALYSIS

First segment the text into clauses, using (||) between clauses

and (|||) between sentences.

Next identify the Theme of the clause and its component parts,applying the criterion for identification (everything at thebeginning of the clause up to and including the firstexperiential element), and label the components “textual”,“interpersonal” or “topical” according to the phase of the Themethey represent.

Remember that if all three occur, they will occur in the order suggested above: first “textual”, next “interpersonal” and finally “topical”. The probabilities can be expressed as “(textual +) (interpersonal +) topical”

RECORDING ANALYSIS

You can use a chart as the one below to record your analysis.

Some of the categories (unmarked, marked) you have not learned yet, but you will learn soon. Just so you know, most of the topical themes in the text will be unmarked:

Textual theme

Interp. theme

Topical Marked

Topical Unmarked

Rheme

and the forefeet are heavily clawed

but regrettably it now lives in a small area of …

ANALYSE THEME AND RHEME AND IDENTIFY THE DIFFERENT TYPES OF THEMES IN THE FOLLOWING TEXT FOLLOWING THE STEPS

SHOWN ON SCREEN 27

Animal testing may be necessary, but we need to be merciful

Regrettably, millions of animals undergo painful suffering or death every year as a result of scientific research. While most people think animal testing is necessary, others are upset by what they see as needless suffering. This essay looks at some of the positive and negative aspects of animal testing.

Many medical treatments and procedures have been developed from experiments on animals. Since animals share many features with humans, often scientists test the safety and effectiveness of newly developed drugs on animals before they undertake pilot testing on small groups of patients. Medical teams practice new operating techniques such as transplants on animals. If there was no animal testing, most probably many procedures or new drugs would be extremely unsafe.

ANALYSIS

Regrettably, millions of animals undergo painful suffering or death every year as a result of scientific research. ||| While most peoplethink || animal testing is necessary, || others are upset by what they see as needless suffering. ||| This essay looks at some of the positive and negative aspects of animal testing.

Many medical treatments and procedures have been developed from experiments on animals. ||| Since animals share many features with humans, || often scientists test the safety and effectiveness of newly developed drugs on animals || before they undertake pilot testing on small groups of patients. ||| Medical teams practice new operating techniques such as transplants on animals. ||| If there was* no animal testing, || most probably many procedures or new drugs would be extremely unsafe.

* There was expresses an existential process. In existential clauses “there was” is

the first experiential element of the clause and thus the Theme in unmarked cases.

ANALYSE THEME AND RHEME AND IDENTIFY THE DIFFERENT TYPES OF THEMES IN THE

FOLLOWING TEXT

However, understandably enough many people are concernedthat animals are suffering unnecessarily and cruelly. They donot believe that every new drug needs to be tested on animals.Besides, they are worried that many animal tests are ineffective.Indeed, many drugs have had to be withdrawn from the marketdespite extensive testing. They particularly feel that animaltesting should not be used for non-essential products such ascosmetics, shampoos, soaps, and cleaning products.Furthermore, some campaigners would like to see certain testsreplaced and more humane methods used.

Doubtless, we need to ensure that the millions of animals who are used for testing new products are treated with the minimum of suffering. Although some animal testing may be unavoidable at present, treating our fellow creatures as mercifully as possible will demonstrate our humanity.

ANALYSIS

However, understandably enough many people are concerned[[that animals are suffering unnecessarily and cruelly]]. |||They do not believe ||that every new drug needs to be testedon animals. ||| Besides, they are worried [[that many animaltests are ineffective]]. ||| Indeed, many drugs have had to bewithdrawn from the market despite extensive testing. ||| Theyparticularly feel || that animal testing should not be used fornon-essential products such as cosmetics, shampoos, soaps,and cleaning products. ||| Furthermore, some campaignerswould like to see certain tests replaced and more humanemethods used. |||

Doubtless, we need to ensure ||that the millions of animals [[who are used for testing new products]] are treated with the minimum of suffering. ||| Although some animal testing may be unavoidable at present, ||treating our fellow creatures as mercifully as possible will demonstrate our humanity.

RECORDING ANALYSIS

TextualTheme

Interpersonal Theme

TopicalThemeMarked

TopicalThemeUnmarked

Rheme

Regrettably, millions of animals

undergo … research.

While most people

think

animal testing

isnecessary.

others are … suffering.

This essay looks at … testing.

RECORDING ANALYSIS

TextualTheme

Interpersonal Theme

TopicalThemeMarked


Rheme

Many medical treatments and procedures

have been … animals.

Since Animals share …humans,

often Scientists test … animals

before they undertake … patients.

Medical teams

practice … on animals.

RECORDING ANALYSIS

TextualTheme

Interpersonal Theme

TopicalThemeMarked


Rheme

If there was no animal testing, …

most probably

many procedures or new drugs

would be extremely unsafe.

However understand-ably enough

manypeople

areconcerned[[that …cruelly]].

They do notbelieve

that every newdrug

needs to betested onanimals.

RECORDING ANALYSIS

TextualTheme

Interpersonal Theme

TopicalThemeMarked


Rheme

Besides, they are worried[[that manyanimaltests areineffective]].

Indeed, manydrugs

have had to… testing.

They particularlyfeel

that animaltesting

should …products.

Furthermore,

somecampaigners

would liketo see …used.

RECORDING ANALYSIS

TextualTheme

Interpersonal Theme

TopicalThemeMarked


Rheme

Doubtless, we need toensure

that the millionsof animals[[who …products]]

are treated… suffering.

Although someanimaltesting

may beunavoidableat present,

treating ourfellowcreaturesasmercifullyas possible

willdemonstrate ourhumanity.

NOW LOOK AT THIS TEXT AND ANALYSE THEME AND RHEME USING A CHART

Segment the text and analyse Theme and Rheme. What clauses

pose difficulties for a Theme- Rheme analysis? Why?

In Australia there are three levels of government: the federal government, state governments and local governments. All of these levels of government are necessary for a number of reasons. First, the federal government is necessary for the big things. They keep the economy in order and they look after things like defence. Similarly, the state governments look after the middle-sized things. For example, they look after law and order. Finally, local governments look after the small things. They look after things like collecting rubbish, otherwise everyone would have diseases. Thus, for the reasons above, we can conclude that the three levels of government are necessary.

INTRODUCING MARKED TOPICAL THEME

Identify Theme and Rheme in the following clauses

applying the general criterion. How are the Themes different from the Themes in, for example, “The numbat”? Do it on your own and then check the next screen

For at least two hours the boy loved him.

To the left of the town-hall there is a nice café where you can sit for a while and have a nice coffee.

Off/Out he went.

Change is what we need.

(We had wanted him to leave) and left he had.

MARKED TOPICAL THEMEFURTHER EXAMPLES - KEYS

The Themes below are all Marked as, instead of the

typical, unmarked combination/conflation of Theme and Subject, Theme is conflated with other elements of the clause (Circumstantial adjunct, Adverbial in phrasal verbs, Complement (SC, DO, IO) or Process


To the left of the town-hall there is a nice café where you can sit for a while and have a nice coffee.

Off/Out he went.

Change is what we need.


UNMARKED AND MARKED TOPICAL THEMES SIDE-BY-SIDE

Unmarked Theme Marked Theme

The boy loved him for about two hours.


There is a nice café to the left of the town-hall.

To the left of the town-hallthere is a nice café.

He went out/off. Off/Out he went.

We want change. Change is what we need.

(We had wanted him to leave) and he had left.


UNMARKED AND MARKED TOPICAL THEMES DEFINED

Unmarked Topical Theme Marked topical theme

It’s the topical (experiential)

phase of the Theme of a

clause, in which the Theme

is conflated with the

Subject.

It’s the topical (experiential)

phase of the Theme of a

clause, in which the Theme

is conflated with an

element OTHER THAN the

Subject (e.g. a

Circumstance, a

Complement (DO, IO, SC),

a Process).

FUNCTIONS OF UNMARKED AND

MARKED TOPICAL THEMES

What functions do the Unmarked Themes and Marked Themes perform in the text on governments?

-

Unmarked Theme Marked Theme

Continuity Orientation/reorientation (In Australia)

Recapitulation(for the reasonsabove)

TEXT FOR THEME-RHEME PRACTICE (SINGLE AND MULTIPLE; MARKED AND

UNMARKED)

The nature of the US participation in the two world wars

The nature of the US participation in WW I was fundamentally different from what it became in World War II. // The earlier conflict was a one-ocean war for the Navy and a one theatre war for the Army; // the latter was a two-ocean war for the Navy and one of five major theatres for the Army. // In both wars a major responsibility of the Navy was escort-of-convoy and anti-submarine work, // but in the 1917-1919 conflict it never clashed with the enemy on the surface; // whilst between 1941-1945 it fought some twenty major and countless minor engagements with the Japanese Navy. // American soldiers who engaged in World War I were taken overseas in transports // and landed on docks or in protected harbours; // in World War II the art of amphibious warfare had to be revived and developed,

TEXT FOR THEME-RHEME PRACTICE (SINGLE AND MULTIPLE; MARKED AND

UNMARKED)

The nature of the US participation in the two world wars

Airpower, in the early conflict, was still inchoate and almost negligible; // in the latter it was a determining factor. // In World War I the battleship still reigned queen of the sea, // as she had in changing forms, since the age of Drake. // Battle Line was fought with tactics inherited from the age of sail; // but in World War II the capital naval force was the air-craft carrier task group, //for which completely new tactics had to be devised

(Morrison, S. E. 1963: The two ocean war. Boston: Little Brown)

THEME SYSTEM

unmarkedSingle topical (experiential) marked

Theme

textual + topicalMultiple interpersonal + topical

textual + interp. + topical

THEME SYSTEMCOMMENT

The previous system shows the choices we can

select from when distributing experiential and

interpersonal meanings in a clause, to construct

text. Just as transitivity was a system of choices

(material, mental, verbal, etc.), Theme IS a

system of choices as LANGUAGE IS SYSTEMIC.

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