Papers from the 39th ISFC

To boldly proceed
Papers from the 39th International Systemic
Functional Congress

Edited by John S. Knox

39th ISFC Organising Committee ~ Sydney1to boldly proceed ...

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Papers from the 39th ISFC

to boldly proceed ...

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to boldly proceed ...

Published in 2012 by The Organising Committee of the 39th International Systemic
Functional Congress, Sydney.

© Copyright lies with the authors, 2012.
The moral right of each author to be identified as the author of their paper is asserted.
All rights reserved by the authors.

ISBN 978-0-646-58257-3

Cover photo and back-page photo by Alexanne Don.

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To boldly proceed:
Papers fromthe 39th International Systemic Functional Congress

Edited by John S. Knox

to boldly proceed ...

Contents
Contents	
  

ii	
  

Authors	
  listed	
  alphabetically	
  

iv	
  

ISFC39	  Organising	  Committee	
  Members	
  

vi	
  

Acknowledgements	
  

vi	
  

Statement	
  regarding	
  review	
  process	
  

vi	
  

List	
  of	
  Reviewers	
  of	
  Conference	  Abstracts	
  

vii	
  

List	
  of	
  Reviewers	
  of	
  Full	  Papers	
  

vii	
  

The	
  Jazz	  is	
  strong	
  with	  this	  one:	
  Presentation	  and	  positioning	
  of	
  knowers	
  in	
  performance	  student	
  texts	  3	
  Jodie	  L.	
  Martin	  Who	
  has	  the	
  knowledge	
  if	
  not	  the	  Primary	  Knower?	
  -­‐	
  Using	  exchange	  structure	
  analysis	
  to	
  
cast	
  light	
  on	
  particular	
  pedagogic	
  practices	
  in	
  teaching	
  Danish	
  as	
  a	
  Second	  Language	
  and	
  History	
  9	
  Anna-­‐Vera	
  Meidell	
  Sigsgaard	  Burnishing	
  and	
  tarnishing	  in	
  academic	
  literacy	  Jing	
  Hao	  &	
  Sally	
  L.	
  Humphrey	
  	
  

15	
  

Language	
  in	
  education:	
  Pre-­‐service	
  teachers’	
  ideas	
  about	
  grammar	
  and	
  knowledge	
  about	  language	  21	
  Kathrin	
  Bock	  &	
  Mette	  Vedsgaard	  Christensen	
  Interpreting	
  Chinese	
  elementary	
  school	
  education	
  from	
  a	
  multiteracies	
  perspective	  Wendy	  L.	
  Bowcher	  &	
  Jinping	
  Xia	  27	  Investigating	
  Thai	  students’	
  academic	
  literacy	
  development	
  in	
  Australian	
  universities	
   33	
  Yupaporn	
  Piriyasilpa	
  Engaging	
  with	  others	
  by	
  establishing	
  academic	
  stances	
  in	
  the	  context	
  of	
  English	
  as	
  a	
  
Foreign	
  Language	  Widhiyanto	
  

39	
  

Developing	
  an	
  approach	
  to	
  teaching	
  grammatical	
  metaphor	
  to	
  ESL	
  writers	
  Devo	
  Yilmaz	  Devrim	
  

45	
  

Functional	
  recast	
  of	
  causal	  discourse:	
  From	  textbook	  to	
  lecture	
  Ping,	
  Liu	  &	
  Xiaoping,	
  Liang	
  

51	
  

The	
  implementation	
  of	
  a	
  Genre	
  Based	
  Approach	
  to	
  teaching	
  narrative	  writing	
  Inggy	  Yuliani	
  Pribady	
  

57	
  

The	
  theory	
  and	
  practice	
  of	
  blended	
  foreign-­‐language	  tasks	  Jesse	
  Gleason	
  

63	
  

“I	
  rest	  my	
  case”:	
  Linguistic	
  resources	
  used	  by	
  successful	  young	
  writers	
  of	
  persuasive	  texts	  69	
  Damon	
  Thomas	  &	
  Angela	
  Thomas	
  Register	
  and	
  genre	  in	
  model	  letters	
  for	
  writing	
  instruction	
  Ho	
  Theen	
  Theen	
  &	
  Sridevi	
  Sriniwass	
  

75	
  

Using	  a	
  4x4	
  framework	
  for	
  whole	
  school	
  literacy	
  development	
  Sally	  L	  Humphrey	
  &	
  Sandra	
  H.	
  Robinson	
  

81	
  

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Papers from the 39th ISFC

Languages	
  other	
  than	  English	
  for	
  Defence	  Force	
  deployment	
  Elizabeth	
  Thomson	
  &	
  Helen	
  de	
  Silva	
  Joyce	
  

87	
  

SFL-­‐based	
  text	  analysis	
  for	  translator	
  education	
  Mira	
  Kim	  &	
  Edward	
  McDonald	
  

93	
  

Exploring	
  the	
  logical	
  resources	
  of	
  Chinese	
  nominal	
  groups:	
  A	
  systemic	
  functional	
  approach	
  Jing	
  Fang	
  

99	
  

A	
  systemic	
  functional	
  interpretation	
  of	
  Ergativity	
  in	
  Classical	
  Tibetan	
  Wang	
  Pin	
  

105	
  

An	
  SFL	
  analysis	
  of	
  existential	
  clauses	
  in	
  research	
  articles	
  José	
  DURÁN	
  

111	
  

Clause	  complexes	
  in	
  Korean	  Gyung	
  Hee	
  Choi	
  

117	
  

Context	
  and	
  double	
  articulation	
  in	
  the	  translation	
  of	  verbal	
  art	
  Annabelle	  Lukin	
  &	
  Adriana	
  Pagano	
  

123	
  

Transitivity/Ergativity	
  in	
  Thai	  Political	
  Science	
  texts	
  Ingrid	  Wijeyewardene	
  

129	
  

Requests	
  in	
  tweets	
  during	
  a	
  crisis:	
  A	
  systemic	
  functional	
  analysis	
  of	
  tweets	
  on	
  the	  Great	
  East	
  Japan	
  Earthquake	
  and	  the	  Fukushima	  Daiichi	
  nuclear	
  disaster	
  
135	
  
Motoki	  Sano,	  István	
  Varga,	
  Jun'ichi	
  Kazama	
  &	
  Kentaro	  Torisawa	
  Hasan’s	
  semantic	
  networks	
  as	
  a	
  tool	  in	
  discourse	
  analysis	
  Annabelle	  Lukin	
  

141	
  

SFL	
  and	
  language	  branding	  Susana	  Murcia	
  Bielsa	
  

147	
  

Loops	  of	
  spoken	
  language	
  in	
  Danish	
  Broadcasting	
  Corporation	
  news	  Michael	  Ejstrup	
  &	
  Bjarne	
  le	
  Fevre	  Jakobsen	
  

153	
  

A	
  study	  of	
  evaluative	
  meanings	
  in	
  disaster	  news	  photos	
  using	  Appraisal	
  Theory	
  
PENG	
  Yi	
  &	
  FENG	
  Haihua	
  

159	
  

Visual	  discourse	
  systems	  of	
  Identification	  and	  Taxonomic	
  Relations	  in	
  Grimm’s	
  fairytales
	
  
165	
  
XIE	
  Nini	  Towards	
  developing	
  a	
  framework	
  for	
  analysing	
  tourist	
  site	  entry	
  tickets	
  in	
  an	
  ecosocial	
  environment	
  
171	
  
Jennifer	
  Yameng	
  Liang	  Spatial	  Engagement:	
  Grammaticalising	  ‘voice’	
  in	
  exhibition	
  space	  Robert	  James	  McMurtrie	
  

177	
  

Instantiation,	
  realization	  and	
  multimodal	
  musical	
  semantic	
  waves	  Jodie	  L.	
  Martin	
  

183	
  

Committing	  Commitment:	
  Theorizing	
  processes	
  of	
  change	  Ken	
  Tann	
  

189	
  

Going	  beyond	
  speech	
  to	
  seek	  out	  New	
  information	
  in	
  writing	
  &	
  other	  modalities	
  Nick	
  Moore	
  

195	
  

iii

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Authors listed alphabetically (family name last)Kathrin	
  Bock	
  	
  

21	
  

Wendy	  L.	
  Bowcher	
  

27	
  

Gyung	
  Hee	
  Choi	
  

117	
  

Mette	
  Vedsgaard	  Christensen	
  

21	
  

Helen	  de	
  Silva	
  Joyce	
  

87	
  

Devo	
  Yilmaz	  Devrim	
  

45	
  

José	
  Durán	
  

111	
  

Michael	  Ejstrup	
  

153	
  

Jing	
  Fang	  99	
  Haihua	  Feng	
  

159	
  

Jesse	
  Gleason	
  

63	
  

Jing	
  Hao	  15	  Sally	  L.	
  Humphrey	
  

15	
  

Sally	  L.	
  Humphrey	
  

81	
  

Jun'ichi	
  Kazama	
  

135	
  

Mira	
  Kim	  93	
  Bjarne	  le	
  Fevre	  Jakobsen	
  

153	
  

Jennifer	
  Yameng	
  Liang	
  

171	
  

Xiaoping	
  Liang	
  

51	
  

Ping	
  Liu	  51	  Annabelle	  Lukin	
  

123	
  

Annabelle	  Lukin	
  

141	
  

Jodie	  L.	
  Martin	
  

3	
  

Jodie	  L.	
  Martin	
  

183	
  

Edward	  McDonald	
  

93	
  

Robert	  James	  McMurtrie	
  

177	
  

Anna-­‐Vera	
  Meidell	
  Sigsgaard	
  

9	
  

Nick	
  Moore	
  

195	
  

Susana	  Murcia	
  Bielsa	
  

147	
  

Adriana	  Pagano	
  

123	
  

Yi	
  Peng	
  

159	
  

Yupaporn	
  Piriyasilpa	
  

33	
  

Inggy	  Yuliani	
  Pribady	
  

57	
  

Sandra	
  H.	
  Robinson	
  

81	
  

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Papers from the 39th ISFC

Motoki	  Sano	
  

135	
  

Sridevi	  Sriniwass	
  

75	
  

Ken	
  Tann	
  

189	
  

Ho	
  Theen	
  Theen	
  

75	
  

Angela	  Thomas	
  

69	
  

Damon	
  Thomas	
  

69	
  

Elizabeth	
  Thomson	
  

87	
  

Kentaro	
  Torisawa	
  

135	
  

István	  Varga	
  

135	
  

Pin	
  Wang	
  

105	
  

Widhiyanto	
  

39	
  

Ingrid	  Wijeyewardene	
  

129	
  

Jinping	
  Xia	
  

27	
  

Nini	
  Xie	
  

165	
  

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ISFC39 Organising Committee Members
Convenor:
Sue Hood
Conference Administration Co-ordinator:
Jacqueline Robson
Helen Caple
Alexanne Don
Shoshana Dreyfus
Jenny Hammond
Rosemary Huisman
Sally Humphrey
Pauline JonesJohn Knox
Jo Lander
Lucy Macnaught
Erika Matruglio
Lorraine McDonald
Clare PainterTrish Weekes

Acknowledgements
The editor would like to thank the following people:
•
•
•
•
•
•

The other members of the ISFC39 Organising Committee for their tireless workin making the Congress happen.
The reviewers, for volunteering their time, expertise, and generosity.
The authors, including those who had papers rejected, for sharing their work.
Canzhong Wu, Christian Matthiessen, and Maria Herke - editors of theProceedings of the 35th ISFC - for allowing us to use their template.
Mick O’Donnell, for putting the proceedings on the ISFLA website.
Mee, Miles, and Ben, for everything, as ever.

Statement regarding review process
All papers in this volume went through a two-stage, double-blind peer review process. First,
all abstracts for the 39th ISFC Congress were double-blind peer reviewed. Those who had
abstracts accepted were then invited to submit a full paper for consideration to be included inthis volume. The full papers were then double-blind peer reviewed. A list of the reviewers of
abstracts and full papers follows.
John S. Knox, EditorviPapers from the 39th ISFC

List of Reviewers of Conference Abstracts
Honglin Chen
Janine Delahunty
Alexanne Don
Yaegan DoranShoshana Dreyfus
Dorothy Economou
Jenny Hammond
Susan Hood

Rosemary Huisman
Sally Humphrey
Pauline JonesJohn Knox
Helen Lewis
Annabelle Lukin
Ahmar Mahboob
Edward McDonald

Alison Moore
Annemarie O’Brien
Clare PainterBeatriz Quiroz
Geoff Thompson
Elizabeth Thomson
Michele Zappavigna

List of Reviewers of Full Papers
Thomas Amundrud
David Caldwell
Helen Caple
Phil Chappell
Yumin Chen
Chris Cléirigh
Brian Dare
Dorothy Economou
Susan Feez
Meg Gebhard
David Hall
Jenny Hammond
Rosemary Huisman
Sally Humphrey
Astika Kappagoda

Mira Kim
Naomi Knight
Sook Hee Lee
Theo van Leeuwen
Miranda Legg
Mary Macken-Horarik
Edward McDonald
Ahmar Mahboob
Jim Martin
Karl Maton
Anne McCabe
Stephen Moore
Estela Inés Moyano
Mikako Naganuma
Ayako Ochi

Mick O'Donnell
Beatriz Quiroz
Louise RavelliDavid Rose
Terry Royce
Lorraine Ryan
Mary Schleppegrell
Teresa Oteíza Silva
Maree Stenglin
Ping Tian
Len Unsworth
Canzhong Wu
Michele Zappavigna
Yiqiong Zhang
Sumin Zhaoviito boldly proceed ...

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Papers

to boldly proceed ...

2

Papers from the 39th ISFC

The Jazz is strong with this one: Presentation and positioning of
knowers in performance student texts
Jodie L. Martin
University of Adelaide
Adelaide, Australia
jodie.martin@adelaide.edu.au

Abstract
Jazz is frequently depicted as only accessible to ‘ideal knowers’, suggesting a hierarchical knower structure(Maton 2007, forthcoming). This paper uses various frameworks from Systemic Functional Linguistics includingtransitivity and appraisal theory (Hood, 2010; Martin & White, 2005) in combination with Specialisation from
Legitimation Code Theory (Lamont & Maton, 2008, 2010; Maton, 2009, 2010) to investigate the representationof the writer, the reader, musicians and other musical knowers in the research projects of jazz honours
performance students.
The study has found that student writers construct their own authority as sensing knowers. They also position thereader as an equally musically and analytically literate participant. Musicians are validated as legitimate knowers
and as worthy of research through their own exceptional qualities and through alignment with high status jazzmusicians and key institutions and locations. This paper offers some insight into the structuring of knowers inthe study of jazz, and the key linguistic resources for their depiction, suggesting further avenues for study of thediscipline of music.

“What is jazz? Man, if you have to ask you’ll never know.”
Louis Armstrong

1 You must learn the ways of Jazz: Jazz in tertiary education
Jazz is frequently portrayed in popular culture as being only understandable by the sort ofpeople who understand jazz. This circularity creates an impression of exclusivity, wherein the
key measurement for power, legitimacy and success is having the appropriate disposition andthe right sort of musicality. Jazz education, however, aims to produce musical knowers byenabling students to acquire experience and exposing them to significant works and artists.
How do these two values – musicality and musicianship – shape the field of jazz and its
actors, and how do students integrate or balance musicality and musicianship in their own
research and writing?
Each discipline has a way of structuring knowledge, of evaluating knowers and of
positioning people on the light or the dark side. The writing in each discipline reflects this.
And success for a student, in part, involves being able to appropriately convey thesepriorities, or at least challenge them in acceptable ways. In order to investigate jazz studies,
this paper focuses on the presentation and positioning of knowers in a corpus of six 5000word research projects from honours students of jazz performance, taking one text as a casestudy, from a student we shall call ‘Skywalker’.
Building on Bernstein’s work on knowledge structures wherein knowledge is organised inhierarchical or horizontal structures (see for example Bernstein, 1999), Legitimation Code
Theory (LCT) (Maton, 2000, 2007, 2009, 2010) suggests that knower structures are equallypresent. The specialisation codes of legitimation (or Specialisation) from LCT describe
educational knowledge as consisting of epistemic relations (ER) between knowledge and theworld, and social relations between knowledge and an author (Maton, 2000, p. 154). Each3

to boldly proceed ...

represents a continuum of strength, which mapped on a Cartesian plane produces four
specialisation codes: knowledge code (ER+ SR-), knower code (ER- SR+), elite code (ER+SR+) and relativist code (ER- SR-). Lamont and Maton (2008, 2010) write that
“Understanding the basis of attitudes and practices among learners, teachers and musiceducation researchers towards music in formal education is crucial for enabling widening
participation and the future success of a music curriculum” (2010, p. 63). They observed thatthe study of music in the UK starts in primary school with a knower code, emphasisingmusical dispositions and personal expression, changes to a knowledge code in lower
secondary school, requiring the demonstration of musical knowledge and skills, andconcludes with an elite code in upper secondary, emphasising both dispositions and skills.
This demonstrates the shifting values in music education and the insight that the frameworkprovides. They call for further study into “constructions of achievement within higher levelsof music such as undergraduate degrees and conservatoires” (Lamont & Maton, 2008, p.
280); this research attempts to answer that call. LCT also incorporates the notion of ‘gaze’,
which Bernstein describes as necessary for recognising legitimacy in the field (1999). Maton(2010) further identifies types of gazes, including born, social, cultivated and trained gazes.
In the context of jazz studies, having the appropriate gaze could also be described as having
the ‘ear’ for music or a ‘feel’ for the rhythm. This paper will concentrate on the social
relations present in the student texts and will use a systemic functional linguistic (SFL)
analyses and interview data to support the observations.
Specialisation from LCT suggests useful questions for investigating the discourse of adiscipline. Drawing on Hood (2010, p. 177), this paper aims to address the following
questions: How does the student present themselves as a knower in their writing? How aremusical knowers evaluated? What is given prominence: the sociological positioning of
knowers or explicit skills and sets of procedures for exploring music? Transitivity andattitude analyses from SFL are used to investigate the knowers. The study of participant types
reveals that the students depict both themselves and their reader as sensing knowers, whilematerial processes relating to analysis are attributed to the student’s research, study or paper.
The attitude analysis reveals that musicians are justified for research for being highly skilled(positive judgement capacity) and highly unique (positive judgement normality). They arefurther legitimised by association with esteemed institutions, bands and musicians.
The knower code suggested by the epigraph is evidenced in the students’ research
projects, both in how they present themselves as a knower, and how they position andevaluate the focal musicians of their study. Social relations are variously strengthened byshifting between emphasis on experience, training and exposure to music, which for the
students indicates they have the appropriate ‘gaze’ to interpret jazz, and emphasis on themusical virtuosity and innate talent of the focal musicians of the study. The observations
from the corpus will be further substantiated with evidence from Skywalker’s research
project about a young and relatively unknown musician. This provides the opportunity to
examine the linguistic resources the student uses to legitimise the musician, establish his jazz
credentials, and place him clearly on the light side of jazz.

2 The Jazz is with you, young student, but you are not anacademic musician yet: Students as knowers in their texts
The university jazz program is oriented to producing jazz knowers; how students of thiscourse represent themselves in their writing reflects on how they see themselves as knowers,
on how legitimate they believe their opinions to be and on what grounds their observations
and opinions are validated. The participating students were practising musicians, performing
and teaching regularly, which contributed to their sense of authority.
4Papers from the 39th ISFC

The way the students present themselves in the corpus varies between explicit first person
pronouns, third person references and implied presence through passive constructions or
possessive pronouns. Transitivity analysis reveals that they represent themselves primarily as
sensers of mental processes and secondarily as actors (see table 1).
Participant

ExampleNumberSenserHere we see a very common progression in jazz standards

41

Behaver

As I listened to Mason’s solos over and over again

8

Sayer

the author would suggest that the rhythms be taken as a guide

3

Actor

I have analysed transcriptions of Allan’s solos

19

Other

It is vital that one has complete command of one’s instrument

5

Table 1: Participant types of student writers
As there is such a clear majority of sensers, the subtypes of mental processes are significant.
25 of 41 sensers relate to mental processes of cognition, [1], and a further 10 are sensers ofmental processes of perception, [2].
[1] As the author deems compositional elements important to improvisation, so too are lyricalelements through their association with composition.
[2] I witnessed first hand what a powerful and unique performer he is.

This suggests that the students have the appropriate gaze to make observations, evaluate andform opinions on music. This was reinforced during interviews; Skywalker described thebasis for his authority to criticise his fellow trombonists:
I have been playing trombone for seven years, played piano for 11, have listened to countlessrecordings of trombone players and listened to many trombone students. I would argue that I did
have the authority to say that trombonists are less technically able in general.

His use of judgement to evaluate musicians will be examined below. Other students similarly
attributed the validity of their opinions and observations to their experience. This indicatesthat their gaze is acquired through their exposure to significant others – through theirexperience with the instrument, through performance, and through listening to and studying
others’ performances.
The majority use of cognitive mental processes also includes mood adjuncts such as ‘I
believe’ and ‘I think’. For example,
In the excerpt I believe that Carter used his index and middle fingers to strike the string.

Halliday defines the mood adjuncts as examples of interpersonal grammatical metaphor(Halliday & Matthiessen, 2004, pp. 626-630) which might alternatively be realised as an
adjunct such as ‘possibly’. They make it clear that the students are expressing their own
opinions; that it is their judgement based on their own experience of the music which
underlies these knowledge claims.
Four of the six texts refer to the reader through imperative command (“Note the use ofintervals…”), through direct reference (“you can see that Carter’s bass line…”) or throughinclusive reference (“if we were to analyse…”). The reader is similarly constructed as a5

to boldly proceed ...

sensing knower (13 of 22), but primarily with mental processes of perception. This
demonstrates that the students expected their audience to be equally musically andanalytically literate. However they did not expect the reader to have the same degree of
specialisation; evidence for this gap in specialised knowledge is found in the imperative
commands of perception, and in the explanations of instrument-specific technique.
Material processes are attributed in almost equal number to the research itself as to thestudent writers, with 17 of 31 references to the text positioning it as the actor of a material
process [1]. Alternatively the research provides a circumstance of location for evidence andactivity [2]. In these instances, the product, that is the study, is foregrounded over the
producers, that is the students (Hood, 2010, p. 197).
[1] This study will dissect and analyse the improvisations of bass trumpeter and trombonist Elliot
Mason.
[2] Throughout this research I have looked at a series of different tools which Carter uses to create
his bass lines.

The students thus present themselves with authority as musicians, at times making it clearthat the knowledge claims are based on their own perception and understanding of the music,
their own experience as musicians and their opinions.

3 The Jazz runs strong in my family: Associations of legitimation
Five of the six research projects in the corpus investigated and characterised an exemplary
musician in order to enable emulation. The musicians are presented in the introduction andjustified as worthy of research through ascribed evaluation and through associations oflegitimation. Musicality and musicianship were again key concepts in positioning themusicians as legitimate knowers.
The analysis of expressions of judgement in the introductions to the research projects
reveals that the major resources used related to normality and capacity. That is to say that themusicians are valued for being both very special and highly capable. Across the corpus, there
were 69 instances of judgement of the focal or secondary musicians, with 39 relating tocapacity, 28 relating to normality and two to tenacity. Judgements of normality centre around
two foci: prominence and individuality. Terms relating to prominence include ‘greatest’,‘famous’ and ‘established’, while those relating to individuality include ‘unique’, ‘virtuoso’and ‘prodigy’. These terms present the musicians as being remarkable due to inherent
qualities, often phrased as categorical, declarative statements. Not all evaluations were madeby the students themselves, but by selecting overtly evaluative quotes from other musicalknowers, they supported and legitimised their own evaluations. Judgements of capacity focus
on the musician’s proficiency on the instrument. They include superlative terms such as beinga ‘master’. Although terms of capacity relate to the skills the musicians have, these skills
themselves may be presented as attributes of the musician, for example, “[each solo] is
executed with unfathomably virtuosic technique” or “Elliot Mason can only be described as amusical prodigy”. This differentiates between the acquisition of skill and being skilful.
The latter example begins Skywalker’s text, and strongly sets the musician on the lightside. Skywalker’s introduction makes the greatest use of judgement in the corpus, with atleast thirty more instances of judgement in the introduction. As in the corpus, judgements ofnormality and capacity are used to position the focal musician; there are nine instances ofjudgement: normality and 23 of judgement: capacity. Skywalker’s use of judgements ofcapacity centres on technique (“makes use of large intervallic leaps within phrases…”,“developed his technique and understanding of harmony” “advanced improvisational
6

Papers from the 39th ISFC

techniques”) and generalised proficiency. Proficiency is expressed through nouns and noungroups; Mason is described as a technician, an experienced commercial player, an
accomplished improviser and an innovator. The descriptions of his talent and mastery are
significantly presented as nominal groups, thus as facts with assumed consensus. They canoccur as the actor of a material process, with Mason as the beneficiary:
Mason’s command of the trombone allows him to perform on it as comfortably as he does on thebass trumpet.

Mason is thus depicted as the possessor of technique. Given that the aim of the text is toenable emulation through analysis, this suggests that technique is something which can beacquired by others, not an entirely unattainable quality of the musician.
Mason is also presented as a born knower, worthy of research due to both exceptional
talent and exemplary training and experience. His exceptional talent is emphasised throughthe musical pedigree of his family, and his success in competition and recognition at a young
age. His attendance of the renowned Berklee College of Music provides his training
credentials. His experience is underscored by association with celebrated jazz musicians andgroups, such as the Maynard Ferguson Big Bop Nouveau, and broadened by association withpopular musicians, such as Bette Midler and Jessica Simpson.
Emphasis shifts between musicianship and musicality in Skywalker’s text. At times, theimportance of both is significantly emphasised:This command [judg: cap] of advanced [judg: cap] improvisational techniques coupled with a strong
sense of musicality [judg: cap] makes him an impressive [app: reac: imp] musician to behold and oneof the most formidable [app: reac: imp] trombonists/bass trumpeters in the world today. Further still,
he manages [judg: cap] to have a completely unique [judg: norm] musical voice.

This example primarily uses judgements of capacity and includes marked use of appreciation
to evaluate Mason as a musician. The tension between emphasising these two values is clear
in the isolated attempts to restore the balance, such as in the quote below:
Regardless of the instruments he plays, and perhaps most [grad: force: int] importantly [app: val],
Mason is an exceptionally [judg: norm; grad: force: int] musical player [judg: cap], not just [grad:force: int] an impressive [judg: norm] technician [judg: cap].

This example pairs judgements of normality with judgements of capacity, providing
intensification to the latter.
Skywalker’s preference for evaluations of capacity suggests that this is the most importantbasis for justifying an unknown musician as worthy of research. That is, capacity is the
precursor to greatness, although uniqueness is also valued. Mason is introduced according to
his innate qualities and biographical validity. This is further supported with his training andjudgements of capacity which detail some specific skills but generally emphasise Mason’s
capability. Thus Mason is legitimised according to social relations rather thanepistemological relations, suggesting a knower code is used in Skywalker’s text.

4 May the Jazz be with you: Conclusion
Understanding how knowers are positioned and evaluated in texts reflects the organisational
structures of the discipline. Specialisation from LCT in collaboration with systemic
functional analyses provide a useful and suggestive framework for the understanding of the
field of jazz. Together they highlight the importance of social relations and knowers in thediscipline of jazz and the parameters by which they are legitimised. Students represent7

to boldly proceed ...

themselves as sensers whose understanding and perception underlies their knowledge claims.
They present themselves as having the right gaze, by virtue of their experience both asmusicians and students of jazz, to interpret and appreciate the work of the musicians they are
studying. Those musicians are evaluated as being unique and skilled. They are variously
depicted as being worthy of research through their experience and through their innate
musicality. The value of their experience is augmented through associations whose
legitimacy in jazz culture is established. The evaluation and positioning of the focalmusicians also suggests that musical value is attributed to people with jazz experience andjazz dispositions.
This research demonstrates that jazz performance students must acquire the right gazethrough exposure to significant works by significant musicians, in addition to theirexperience playing their instrument and performing. This is significant for a range of creative
disciplines which produce practitioners who translate creative, practical experience into texts
in order to disseminate and further knowledge of the field.

References
Bernstein, B. (1999). Vertical and Horizontal Discourse: an essay. British Journal of Sociology of Education,20(2), 157-173.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to Functional Grammar (3rd ed.).
London: Edward Arnold.
Hood, S. (2010). Appraising research : evaluation in academic writing. London: Palgrave Macmillan.
Lamont, A., & Maton, K. (2008). Choosing music: exploratory studies into the low uptake of music GCSE.
British Journal of Music Education, 25(3), 267-282.
Lamont, A., & Maton, K. (2010). Unpopular Music: Beliefs and Behaviours towards Music in Education. In R.
Wright (Ed.), Sociology and Music Education (pp. 63-80). Basingstoke: Ashgate.
Maton, K. (2000). Languages of legitimation: The structuring significance for intellectual fields of strategic
knowledge claims. British Journal of Sociology of Education, 21(2), 147-167.
Maton, K. (2007). Knowledge-knower structures in intellectual and educational fields. In F. Christie & J. R.
Martin (Eds.), Language, knowledge and pedagogy: Functional linguistic and sociologicalperspectives (pp. 87-108). London: Continuum.
Maton, K. (2009). Cumulative and segmented learning: exploring the role of curriculum structures inknowledge-building. British Journal of Sociology of Education, 30(1), 43-57.
Maton, K. (2010). Canons and Progress in the Arts and Humanities: Knowers and Gazes. In K. Maton & R.
Moore (Eds.), Social Realism, Knowledge and the Sociology of Education : Coalitions of the mind (pp.
154-178). London: Continuum.

8Papers from the 39th ISFC

Who has the knowledge if not the Primary Knower? - Usingexchange structure analysis to cast light on particular pedagogic
practices in teaching Danish as a Second Language and History
Anna-Vera Meidell Sigsgaard
PhD Fellow, Dept. of Education (DPU), Aarhus University,
Tuborgvej 164, DK-2400 Copenhagen NV, Denmark
avm@dpu.dk

Abstract
This paper reports on findings from a project researching Danish as a Second Language (DSL). While official
pedagogic discourse (Bernstein, 2000) is available in curriculum guidelines, the historically grounded relativeautonomy of schools means that the actual pedagogic discourse of DSL varies in terms of teachers’
competencies. A deeply rooted progressivist approach to schooling combined with a more recent focus onnational testing correlate with a Ministerial recommendation that DSL be taught embedded in the school’s othersubjects (Undervisningsministeriet, 2005). This paper focuses on the pedagogic practices of one case of DSL
embedded in a fifth grade History unit, taught in a Danish public school with 85% bilingual students. Exchange
structure analysis (Martin, 1992; Martin & Rose, 2007) makes visible certain patterns of classroom discourse.
With focus on the K1-move, which according to the theory is the only obligatory move in a knowledge exchange,
analysis of the collected data shows, interestingly, that this move is often ambiguous or missing, which raises
questions of a more general pedagogic nature, conceptualized here by the knower code from Legitimation Code
Theory (Maton, 2000, forthcoming).

1 Introduction – What Are We Going To Learn Today?
Children in a fifth grade class gather to start a new History topic; as they sit down, they aretalking and joking with each other and the three teachers in the room. This school’s fifth
grade is made up of 30 children divided into two teams, sharing five teachers who work ingroups and individually depending on the subjects and the units being taught. As such, thisclass is very similar to most Danish public school classrooms. What sets it apart is that it is ina school where the majority of the children are classified as ‘bilingual’1.
Evidence of the so-called fourth grade slump (Chall, Jacobs, & Baldwin, 1990; GitzJohansen, 2006) experienced by many second language students and increasing linguistic
diversity of students’ backgrounds presents challenges to the Danish public school and has
led to the development the relatively new school subject, Danish as a Second Language(DSL)2.

1.1 DSL in the S-School – Background and Data
The S-School, where this data is gathered, is a K-9 public school servicing an area outside of
Copenhagen where the majority of the population has an ethnic minority background,generally with a fairly low socio-economic status and often referred to as “second generation
immigrants”. Schools like the S-School have been highly politicized and discussed in the
media for the past decades, as they and the areas they service are often seen as a cause forconcern: they tend to have poor results, many students have trouble while in school, do not
1

The Ministry of Educations terms bilingual children as those who speak a language other than Danish at homeand start learning Danish when exposed to Danish society and public institutions such as day care or school.
2
DSL appeared as a recognized school subject with official ministerial guidelines for the first time in 1995.

9to boldly proceed ...

choose secondary educations and even drop out early (Undervisningsministeriet, 2011). The
validity of these concerns can be debated in other fora, but repeating them here gives a
picture of the concern the general population and policy makers share over schools like the SSchool. Because of the high concentration of bilingual students, the school-board chose toprioritise DSL by hiring a school principal who, in turn, hired new teachers, many of whom
have the available DSL minor. As a result, the S-School sees itself as a kind of flagship for
DSL. At the time of observation (2009), all of the grade-teams had at least one DSL-teacher
and a DSL-coordinator for the entire school.

1.2 Evicted - An Interdisciplinary, Multimedia History and DSL Unit
The findings of this project are taken from observations of a History unit taught by threeteachers: Bonny (DSL-coordinator), Adam (History), and Sarah (Danish and completing an
in-service DSL-minor at the time). Of the unit’s six 90-min. lessons, all except the fifth werevideoed in order to capture teacher-student conversations. All recordings have been
extensively annotated, with several phases chosen for transcription and subsequent analysis.
The focus of this History unit was Denmark at the turn of the previous century. To thisend, Bonny chose an on-line multi-media material called Sat Ud (Evicted). The publishers
claim this material is well-suited for teaching ‘bilingual’ students because of its
interdisciplinary approach, while also building on visual media and making use of IT (Alinea,2007). The materials present students with an image of the famous Danish painting, Sat
Ud(1892) by Erik Henningsen. By listening to a narrated story, focusing on different areas ofthe painting, and answering listening-comprehension type questions, students are meant togain insight into what life for a working class family in Copenhagen was like during the late
1800s/early 1900s.
Throughout the unit, students worked in pairs at a laptop computer, working through thestory and completing the exercises. Most lessons started and ended with a teacher-led wholeclass discussion functioning as a recap of what students had encountered in the materials sofar. The data presented in this article is from such a recap session.

2 Theory of pedagogical discourse
According to Bernstein (2000), distribution of knowledge within the school system isdifferentiated, based on a distributive principle by which different social groups are recipientsof different knowledge structures (pedagogic discourse). Certain knowledge structures areseen as institutionally privileged and with more powerful possibilities for success than lessprivileged ones. Classroom discourse and practices, therefore, regulate student
consciousnesses, shaping students into different pedagogic subjects (Bernstein, 1990; Christie& Martin, 2007) with varying access to and chances for educational success. Within thistheoretical framework, linguistic analysis of classroom talk has the potential to bring forthteachers´ both implicit and explicit evaluations of students’ oral and written texts, enabling
discussion of the type of knowledge-knower structures catered to in the observed pedagogicaldiscourse (Maton, 2010).33

Due to the constraints of this paper, the theory section offers only a brief account of relevant aspects of ESA
and LCT. The reader is directed to Dreyfus (2006); Hunt (1991); Martin (1992); Martin and Rose (2007b) andMaton (2000, forthcoming) for extended accounts of ESA and LCT, respectively.

10

Papers from the 39th ISFC

2.1

‘Delayed’ and ‘Primary’ Knower Moves – Exchange Structure

Exchange Structure Analysis (ESA) has significant advantages over other discourse analytic
approaches in that the model is based on a comprehensive, systemic language model making
it possible to describe and quantify discourse patterns at different strata and with varying
levels of detail; secondly, conversations are understood as a way of doing social life and seen
as enacting and constructing dimensions of social identity and interpersonal relations (Eggins& Slade, 2005). ESA focuses on the interpersonal dimension of discourse and therefore on
the social identities speakers take up or allow each other, making visible the power relations
between participants.
ESA describes the negotiation of meaning construction in spoken language by
distinguishing between what is negotiated: initiating/responding to information/action being
offered/demanded (Martin & Rose, 2007). This approach builds on work by (Sinclair &Coulthard, 1975) who found a pattern in pedagogic discourse dubbed IRF (initiation,
response, feedback). In ESA, moves are classified focusing on their organization with respect
to each other, bringing the analysis to the level of discourse semantics (Martin, 1992). At thislevel, exchanges are seen as the basic unit of social interaction (Dreyfus, 2006; Martin, 1992;
Ventola, 1987) and are made up of moves, which follow an orbital structure with a single
nucleus (the K1) and satellites4. The structure of the knowledge exchange potential can beillustrated as follows (where the parentheses represent optional moves, D means ‘delayed’, ^means ‘followed by’ and f denotes a follow-up move): ((Dk1) ^ K2) ^ K1 ^ (K2f ^ (K1f)).
Exchanges starting with the delayed primary knower move (Dk1) will be the focus for the
linguistic analyses in this paper. These exchanges are initiated by the teacher in situations
where she has the authority to demand students present knowledge for evaluation (Dreyfus,
2006), i.e. she delays giving information, posing a question to which she knows the answer,
so students can answer in a K2, which then can be evaluated and potentially expanded in thevital K1 (Martin 2006, Martin & Rose 2007a).
The discourse analytic approach of ESA interacts well with the more macroscopic
perspective of Legitimation Code Theory allowing linguistic analysis to inform a broader
sociological perspective on the pedagogy being enacted.

2.2 Knowledge and Knowers – Legitimation Code Theory
Legitimation Code Theory (LCT) (Maton, forthcoming) extends and expands uponBernstein’s theory of pedagogic codes (1996, 2000). Within LCT, the notion of specialization
codes of legitimation, which differentiates between epistemic relations between knowledge
and its proclaimed object of study, and social relations between knowledge and its author or
subject, is useful to understanding the underlying sociological implications of the pedagogy
being enacted in the discourse observed. Of the four specialization codes described by LCT,
the knower code, in particular, lends a plausible explanation as to why the teacher structures
her exchanges as she does. A knower code is characterized as exhibiting relatively weakclassification and framing of epistemic relations (ER-), while its social relations exhibit
relatively stronger classification and framing (SR+) (ibid.). In other words, a teacher enacting
a knower code focuses more on the students and their way of being rather than the knowledge
structure during a unit of study.

4Though beyond the scope of this paper, exchanges can take longer in reaching resolution, as the synoptic
moves (above) can be interrupted with dynamic (tracking or challenging) moves, see Martin (1992), Martin &Rose (2007).

11

to boldly proceed ...

3 Where’s the Knowledge? - Applying ESA to the data
The example chosen for analysis here is exemplary of a pattern of talk exhibited by all theteachers throughout the data, where the obligatory K1 in a Dk1-exchange is either ambiguousor missing. In this example, the teacher, Bonny, is leading the class discussion at the end of
the unit’s 2nd lesson, summing up students’ activities. In the discussion, she picks up on oneof the exercises most students had trouble with, in which they were asked to use the wordevicted in a sentence. Bonny starts by asking, “What is the next thing you are asked to do?”One of the students answers inaudibly. Presumably repeating or reformulating the student’s
answer, Bonny answers, “You have to find out what evicted means”, thus bringing the class’attention to the field at hand in this, the first exchange of the phase, and focuses theirattention on the meaning of the word evicted. She continues5:
2

BonnyStud. 2Bonnystudents[pointing at stud2] Did you find out what evicted means?
Yes, uhm, they were evicted because they couldn't pay their rent?
Is that what the word evicted means?
[calling out] Thrown out.

3

Bonny
Stud. 2
Bonny
Bonny

[looking at Stud. 2]…
Yees, uhmm. I don't know.
Nooo? [look at camera, smiling]
And that is it.. [looking around at students] Were you asked to explain
what it was that was happening on the painting … or were you asked
to explain what the word evicted means?
What the word evicted means.
It means, uhm, evicted, for example that you're evicted from yourhouse, so, or, they (get) thrown out of the house, or[small nod] yes?
[points at Stud5] …
it means that you are thrown out of the house
Evicted. Thrown out?

4Stud. 3Stud. 4
5

6
7

8

9

Bonny
Bonny
Stud. 5
BonnyStud. 6
Bonny
BonnyStud. 6
Bonny
Stud. 3
BonnyStud. 1Bonny
BonnyStud. 7
Bonny
Bonny

If you're in a group, then you can also just be evicted
yes? If you're in a group, very good, then you can also be evicted.
How can that happen?
if you do something wrong, or something?
yes?
or if there isn't enough room
it can also just be a problem with room
Or you haven't uhm not paid your rent
Or you haven't paid your rent.
Yes? [pointing to Stud7] …What have you learned today?
Uhm .. [looking at her paper, smiling uncomfortably] what evictedmeans?
You learned what evicted means, yes?
Yees? [looking around at the students]

Dk1
K2
clrq
K2
(missing K1)
Dk1:nv
K2
K1
Dk1
K2
K2
K1
Dk1
K2
clrq
(missing K1)
K2
K1
Dk1
K2
clrq
K2
K1
K2
K1f
Dk1
K2
K1

At this point Bonny changes the topic to pursue “what have you learned today” in around-robin format, thus changing the field and marking an end to the phase6.

3.1 Missed teaching opportunities in the K1-moves
Of the 9 exchanges above, 8 are initiated by Bonny with a Dk1, where she asks the students aquestion she already knows the answer to in, presumably, an attempt to focus students’5

The transcription has been divided into exchanges (leftmost column) with moves analysed in terms of ESA(rightmost column). Transcription key: Dk1=delayed primary knower, K2=secondary knower, K1=primaryknower, K1f=primary knower follow-up, :nv=non-verbal move, clrq=clarification request (a dynamic, trackingmove).
6
Arguably, the shift occurs in exchange 8, where Bonny reformulates her question, but because of stud7’s
response, this and the following exchanges were included in this phase.

12Papers from the 39th ISFC

attention to the field (the meaning of the word evicted) and to assess their understanding. Twoof these exchanges (2 & 5) are missing a K1 and therefore missing an opportunity for theteacher to give the students the knowledge she is asking them to demonstrate. In both cases,
she initiates a new exchange with a new Dk1 instead. Of the K1’s present, Bonny does notelaborate on or explicitly evaluate the meanings being negotiated, sending mixed signals withher body language and intonation.
In four of the exchanges (3, 4, 6, 8) Bonny’s intonation in her K1’s seems more like aquestion than feedback while physically nodding/smiling (signalling approval). As a result,
her K1’s are unclear, on the one hand accepting students’ K2’s, while also suggesting there
might be more to the answer given. This could be seen as a way of implicitly asking students
to expand their K2’s. Her starting the following exchanges with new Dk1’s seems to support
this interpretation.
Additionally, Bonny offers imprecise feedback in her K1’s: in the 6th exchange, she
accepts student 6’s suggestion that evicted means the same as being excluded. Althoughperhaps semantically related in a common-sense understanding7, her K1 does not provide thedetail necessary to make clear how they are related. The same can be said of her K1 in
exchange 7, where she accepts student 3’s K2 of being evicted due to limited space. By notelaborating8 on students’ contributions, her simplification equates eviction to social exclusion
or to a result of limited space. Her K1’s, therefore, do not bridge to the more abstract andreflective understandings students must access and master in order to achieve educational
success. Interestingly, student 1’s K2 in exchange 7 is arguably the best definition of evicted
offered so far, but Bonny also fails to highlight this K2 as being more precise than the others,
simply repeating it in her follow-up (K1f) move.
Allowing the three definitions to stand as equally correct without elaboration andcombined with the mixed signals in body language and intonation results in several missed
teaching opportunities, presumably leaving students unclear on what evicted really means.

4 Learning a knower code
Linguistic analysis using ESA lends a perspective on the pedagogic discourse, which initiallyseems to suggest unfocused teaching: the K1-moves made by the teacher, the person who has
the authority to establish the knowledge being taught, are unclear. Nodding and smiling,
asking different students to participate, and allowing three varying definitions of evicted as
equally correct suggest there is more to the picture than what ESA alone can reveal. Perhaps,
more subtly, the teacher’s strategies are a reflection of her understanding of what learning isand, therefore, of the specialization code present in this classroom.
ESA shows that the teacher’s input lacks refinement and direction, thus neglecting to focus
on expanding students’ knowledge-base and understanding of what the word evicted means.
As such, the epistemic relations displayed are quite weak; at the same time, the social
relations play a significantly more important role in that the participants partake in a, forthem, common and recognisable pattern of interaction where the teacher asks a question towhich she already knows the answer and students readily offer their guesses. Traditionally,
this type of pedagogic interaction is used to check student knowledge, but in this case, theinteraction seems to serve a different purpose: to condition students to the type of interaction
valued in the classroom setting, while the knowledge and language needed is deprioritised.
7

Both eviction and social exclusion involve undesired outcomes: i.e. exclusion from the group/home.
See e.g. Rose (2011), Martin (2006), Martin & Rose (2007a) for how elaboration moves can extend
knowledge.
813

to boldly proceed ...

The result is a knower code, where it would seem students are expected to teach themselves,
and where the ideal knower is (already) Danish. The students in this study are thus left
floundering from an epistemic and (second) language perspective with hardly a chance ofbeing seen as legitimate within the school context.
Despite the insights offered by the linguistic analysis using ESA, the findings in this paper
clearly point to the need for further, complementary sociological analysis using LCT to shedlight on the underlying pedagogical issues at stake in such classrooms as the one observedhere.

5 References
Alinea. (2007). SAT UD – et online undervisningsforløb i historie og dansk for mellemtrinnet. København:
Alinea.
Bernstein, B. B. (1990). The structuring of pedagogic discourse. London ; New York: Routledge.
Bernstein, B. B. (1996). Pedagogy, symbolic control and identity - theory, research, critique. London ;Washington, D.C.: Taylor & Francis.
Bernstein, B. B. (2000). Pedagogy, symbolic control and identity – theory, research, critique (2 ed.). London:
Taylor & Francis Publishers, Ltd.
Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis : why poor children fall behind.
Cambridge, Mass.: Harvard University Press.
Christie, F., & Martin, J. R. (Eds.). (2007). Language, Knowledge and Pedagogy: Functional linguistic andsociological perspectives. London: Continuum.
Dreyfus, S. (2006). When there is no speech: a case study of the nonverbal multimodal communication of achild with an intellectual disability. PhD, University of Wollongong, Wollongong.
Eggins, S., & Slade, D. (2005). Analysing casual conversation: Equinox.
Gitz-Johansen, T. (2006). Den multikulturelle skole - integration og sortering. Frederiksberg: Roskilde
Universitetsforlag.
Hunt, I. (1991). Negotiation in Joint Construction: teaching literacy in early childhood. Honours Thesis.
Linguistics. University of Sydney
Martin, J. R. (1992). English Text - System and Structure. Philadelphia/Amsterdam: John Benjamins Publishing
Company.	
  	
  Martin, J.R. (2006). Metadiscourse: Designing Interaction in Genre-based Literacy Programs, in R. Whittaker,
M. O'Donnell and A. McCabe (eds) Language and Literacy: Functional Approaches. London: Continuum,
95-122.
Martin, J. R. & Rose, D. (2007a). Interacting with Text: the Role of Dialogue in Learning to Read andWrite, Foreign Languages in China. 4 (5): 66-80
Martin, J. R., & Rose, D. (2007b). Working With Discourse: Meaning beyond the clause (2 ed.). London:
Continuum.
Maton, K. (2000). Languages of Legitimation: the structuring significance for intellectual fields of strategic
knowledge claims. British Journal of Sociology of Education, 21(2), 147-167.
Maton, K. (2010). Knowledge & knowers : towards a realist sociology of education. London: Routledge.
Maton, K. (forthcoming). Knowledge and Knowers: Towards a realist sociology of education. London:
Routledge.
Rose, D. (2011). Meaning beyond the margins: learning to interact with books. In S. Dreyfus, S. Hood & M.
Stenglin (Eds.), Semiotic Margins: reclaiming meaning (pp. 177-209). London: Continuum.
Sinclair, J. M., & Coulthard, R. M. (1975). Towards an analysis of discourse: the English used by teachers andpupils. Oxford: Oxford University Press.
Undervisningsministeriet. (2005). Fælles Mål Faghæfte 19 - Dansk som andetsprog. Copenhagen, Denmark.
Undervisningsministeriet. (2011). Hjælp til skoler med mange tosprogede elever. Press Release Retrieved 0111-2011, from http://www.uvm.dk/Aktuelt/~/UVM-DK/Content/News/Udd/Folke/2011/Jun/110621-Hjaelptil-skoler-med-mange-tosprogede-elever
Ventola, E. (1987). The structure of social interaction : a systemic approach to the semiotics of service
encounters. London: F. Pinter.

14

Papers from the 39th ISFC

Burnishing and tarnishing in academic literacy
Jing Hao
University of Sydneyjhao6986@uni.sydney.edu.au

Sally L Humphrey
Australian Catholic University
Strathfield, NSW
Sally.humphrey@acu.edu.au

Abstract
This paper reports on research which investigates the way authoritative status is achieved linguistically instudents persuasive texts. Our study draws on resources within the APPRAISAL system of systemic functional
linguistics to explain how writers justify their own research or position. This is achieved through a complex
interaction of resources which unfold across these texts, to firstly bring in external academic sources and thenstrategically evaluate them. These configurations of linguistic resources are glossed as ‘burnishing’ and‘tarnishing’ (Humphrey & Hao in press). The concepts of burnishing and tarnishing enable us to make explicit
the linguistic resources that are needed to create authoritative tenor relationship in academic discourse and allow
for effective guidance of students’ academic literacy learning.

1. Introduction
Managing evaluative resources is crucial for students in constructing academic arguments.
According to Hood (2004:18), part of the apprenticeship as an undergraduate has to do with‘building solidarity with the academic discourse community while at the same time
constructing differences that provide space for their own research in their academic writing’.
One important way in which audiences are persuaded to the student writer’s position is bystrategically situating that position in relation to the sources which are brought into the text.
This work requires both positive and negative evaluation of external sources as well as
positive evaluation of the internal source (i.e. the semiotic representation of the student
writer). Evaluating sources positively or negatively requires configurations of ideational andinterpersonal resources which are glossed as ‘burnishing’ and ‘tarnishing’9 (Humphrey &Hao in press). This paper proposes a set of linguistic resources at stake for achieving
burnishing and tarnishing in undergraduate students’ writing. We focus on interactions ofinterpersonal resources from within the APPRAISAL systems of ENGAGEMENT, ATTITUDE andGRADUATION (a full account of ideational and interpersonal meanings at stake cannot beprovided here). We illustrate these resources in two persuasive texts produced byundergraduate biology and performance studies students. While our focus is on the
instantiation of the resources to inform pedagogical practices, the concepts of burnishing andtarnishing can also be viewed from the perspective of affiliation/individuation in terms of
how students use these resources to align with their discourse communities and at the sametime create their own research space.

2. Theoretical foundations
Educational linguists working within various traditions of genre (Hyland 2005, Swales 1990)
have long been concerned to explain the rhetorical unfolding of academic arguments and thewriter’s role in positioning audiences in appropriately authoritative ways. Until relatively
recently however, insufficient knowledge of the linguistic resources involved in such
positioning has limited the pedagogic value of these explanations. With the development ofsystems of evaluative resources known as APPRAISAL, Sydney School genre theorists have
9

These terms were initially suggested by Professor Jim Martin (personal communication) for the work
described here.

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been able to systematically examine and describe the resources needed to build an evaluative
stance in texts such as the introduction to undergraduate research reports, which is glossed by
Hood as a research warrant in order to capture its persuasive function (Hood 2010, Hao &Humphrey 2012). These theorists, as with those who have explored evaluative stance inmedia texts (White 1998), recognise that the process of building an evaluative stance involves
a configuration of interpersonal resources, which are known as voice roles. For example, inmedia discourse, White (1998) identifies voice roles according to their role in constructing
different genres (i.e. reporter voice in hard news, correspondent voice in news commentaryand commentator voice in editorials). Voices roles in academic research warrants have been
identified by Hood (2004, 2010) in terms of configurations of resources within fields (i.e.
observer voice in the field of ‘object of study’, critic voice in the field of ‘research’ andinvestigator voice in both fields). The concern of these theorists is with who takes theparticular voice role. However, from a pedagogical perspective, our concern is to empower
students to take the broader role of the manager of voices which they introduce into the text.
From a linguistic perspective we are concerned with identifying the resources available forstudents to play this manager role.
In addition to voice roles, educational linguists working with APPRAISAL (Hood 2004,
2010; Hao and Humphrey 2012) recognise that an evaluative stance is developed through theinteraction of ideational and interpersonal meanings. Hao and Humphrey (2012) situate theseinteractions on the cline of instantiation, demonstrating how resources from IDEATION and
APPRAISAL system are co-instantiated in academic texts. This combination of meanings istermed ‘coupling’ (Martin 2010). When students evaluate external and internal sources, thetarget of evaluation is typically a semiotic entity (e.g. study; ‘author (date)’; argument, thisessay, I). However, there are a great many interpersonal resources which the student writer
may potentially combine to burnish and/or tarnish these targets.
The pedagogic concern of this paper with making visible the resources available tostudents means that we are focussing on identifying the resources which are instantiated fromthe systems, i.e. with the instantiation cline. However, the complementary hierarchy ofindividuation/affiliation is also needed to explain how students use these resources to alignwith their discourse communities and at the same time create their own research space. The
Affiliation/individuation cline draws on Bernstein’s notions of the relationship between the‘reservoir of meanings in a culture and the repertoire a given individual can mobilize’(Bernstein 1996/2000: 157). In the SFL framework, this hierarchy from reservoir to repertoireis theorised as two trajectories, individuation/affiliation (Martin 2010). Figure 1 below showsthese two trajectories.
From the perspective of affiliation, burnishing and tarnishing can be seen as ways ofaligning within a discourse community. From the perspective of individuation, they can beseen as ways of individuating their own research and positions. In the following sections wefirstly describe the combinations of resources available for achieving burnishing andtarnishing from the perspective of instantiation. We then explore resources for burnishing andtarnishing from the perspective of individuation, describing how students use the resources
differently to affiliate and individuate in different discourse communities.

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Papers from the 39th ISFC

0+#1+.-(

2!/1-.(($)-'%13(!"#$!%&'(/+450+#1+.-($')$*$)+!%&'(,-./&'!(

Figure 1: Individuation and Affiliation (Martin 2010:24)

3. Resources for burnishing and tarnishing in academic literacy
While the starting point for identifying resources for burnishing and tarnishing is ideational
meanings, typically the semiotic entities which construe internal or external sources, theprimary interpersonal meaning associated with heteroglossic discourse is the ENGAGEMENT
system of APPRAISAL (Martin & White 2005:97). It is this system which provides resources
for student writers to bring external sources into texts.

ENGAGEMENT(ENG)

ENG & ATTITUDE(ATT):

Appreciation
ENG & ATT:

burnishing externaltarnishing externalsourcessources
positive projecting verbs (e.g.
• concession for opening
endorsement)
tarnishing. Eg.
the report demonstrates/proves
However/yet/although…
• negation e.g.this study
didn’t show…
this study provides significant This argument is limited (-ve(+ve Appreciation) evidence… Appreciation)…
McAuley’s framework is useful Gay McAuley’s scheme…is(+ve Appreciation)
problematic (-ve Appreciation)
McAuley’s insights… (+ve
the subjective (-ve judgement)
Judgement)…
interpretation…
Gay McAuley’s scheme…

Judgement
ENG & ATT inv(high status
source)ENG & ATT inv
Recent studies report…
few studies have reported …
(GRADUATION)
Table 1: Overview of resources for Burnishing and Tarnishing external sources

Once sources have been presented, there are a number of ways of completing theburnishing or tarnishing through the coupling of ENGAGEMENT resources with evaluative
resources involving ATTITUDE and GRADUATION. Table 1 provides an overview of theresources we have found to be at stake in burnishing and tarnishing external sources, with
examples from undergraduate biology and performance studies. In these examples,
ENGAGEMENT is underlined, ATTITUDE is shown in bold, and GRADUATION is double
underlined.

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to boldly proceed ...

It is important to note that the burnishing or tarnishing which results fromENGAGEMENT resources such as endorsement (e.g. demonstrates, proves) and distancing (e.g.

claims, assumes) occur because of couplings between interpersonally charged projecting
verbs and ideational semiotic sources (e.g. the report, these studies).
In addition to the couplings available to burnish or tarnish external sources, resourcesof APPRAISAL also combine to burnish internal sources. Semiotic entities which refer to thewriter’s own study or perspectives (e.g. this study, the above argument) can be seen asheteroglossic in that they signal that the proposition is one of a number of possibilities within
the discourse community (Martin & White 2005: 109). Couplings of these semiotic entities
with positive values of attitude burnish the writers own study or viewpoint. E.g. This
research has made a contribution (+ve Appreciation) to…; This study is necessary (+veAppreciation)…
Personal pronouns may represent an internal source, particularly in the texts ofhumanities’ students. This is typically the case when the pronoun refers to the student text
rather than to the person. e.g. This essay will argue that… I will…
In certain disciplines within the humanities, personal pronoun representing the writeris regarded as a high status source because what matters in the discipline is the knower’s own
opinion (see Maton 2007) e.g. I found this a problematic idea…
Once burnishing or tarnishing has been established through these couplings, resourcesof GRADUATION can be used to adjust the degree of intensity. In the following example,
GRADUATION is shown by double underlining. e.g. McAuley’s many insights …(+veJudgement)…; The extremely subjective (-ve Judgement) interpretation…
In the next section we will illustrate the use of these resources and demonstrate how
student writers in two disciplines argue for a position or justify their own research study.
These two texts illustrate the different ways of affiliating and individualising in different
discourse communities.

4. Burnishing and tarnishing in a biology research warrant
The text used to exemplify resources of burnishing and tarnishing in biology is a research
warrant at undergraduate level. The following segment from the text has been divided into
phases based on the particular set of burnishing and tarnishing resources.
In this biology research warrant, burnishing and tarnishing is achieved through threesteps, moving forth and back along the hierarchy of individuation/affiliation. These steps are:
Step 1) The student writer burnishes external sources through a coupling ofendorsement and positive appreciation in order to affiliate with the biology discourse
community. Step 2) After this affiliating step, the student writer tarnishes external sources
through a coupling of concession and endorsement as well as negative appreciation in orderto move towards individuating the student writer’s own research. Step 3) Finally the student
writer accomplishes the individuation through burnishing the internal source (i.e. the student
writer’s own study or viewpoint) using resources of positive appreciation.

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It has been reported (ENG: endorsement) that the frequency ofoccurrence, severity and spatial scale of hypoxia has been increasing
due to pollution and global warming effect (Wu, 2002)...
For example, recent (GRAD) studies have shown (ENG:
endorsement) that the bottom of the northern Gulf of Mexico isregularly hypoxic or anoxic and the problem has been deteriorating
due to the introduction of anthropogenic nutrients (Justic et al. 1997).
Although (ENG: counter) these studies have demonstrated (ENG:
endorsement) the general adverse effects of chronic aquatic hypoxia
on the heart, little is known (invoked ATT: –ve appreciation) about
the underlying molecular mechanisms of the M2 mAChR underchronic hypoxic condition.
… In order to have a better understanding (ATT: +ve appreciation)of the adverse impact of aquatic hypoxia in fish, it is necessary (ATT:+ve appreciation) to study (ENG: internal source) the impact ofhypoxia at the molecular level...
Table 2: excerpt from biology research warrant

burnishingexternal source

tarnishingexternal source

burnishinginternal source

5. Burnishing and tarnishing in a performance studies essay
The text used to exemplify resources of burnishing and tarnishing in performance studies is
an excerpt from an interpretative essay at undergraduate level. As with the excerpt from
biology, this segment has been divided into phases based on the particular set of burnishingand tarnishing resources.
McAuley suggests (ENG: acknowledge & +ve ATT: high status source)that a performance could, and most probably should, be viewed morethan once prior to analysis; and that this is a method of avoiding a
subjective interpretation (ATT: +ve appreciation)…
I (ENG: acknowledge & +ve ATT: high status source) find this aproblematic idea (ATT: -ve appreciation), as a performance makercreates a work that is intended to function on a single viewing…

burnishingexternal source

tarnishingexternal source& burnishinginternal source
tarnishing
There is really (GRAD) no (ENG: negation) room in McAuley’s
schema (ENG & +ve ATT: high status source) to discuss the experiential external source;
burnishingside of a performance such as this, perhaps better analysed (ATT:+ve appreciation) through a framework of phenomenology or through anotherexternal source
Victor Turner’s theories of the liminal phase (ENG: acknowledge).

Table 3: excerpt from performance studies essay
As in biology, the performance studies text also moves through three steps of burnishingand tarnishing. However, in the second step, tarnishing of the external source is combinedwith burnishing the internal source. In this case burnishing of the internal source is achieved
through the use of the high status source, ‘I’ rather than reference to the writer’s text inbiology (i.e. this study). The writer is the one who burnishes external sources and is at thesame time burnishes themselves. Interestingly, at the end of shunting, the student writercloses the position by affiliating with the discourse community again through burnishinganother external source.

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to boldly proceed ...

6. Conclusion
This paper has presented a preliminary outline of important resources for positioning
audiences in students’ persuasive texts. We have focussed on the instantiation of resources
for burnishing and tarnishing external and internal sources. Making these resources explicit
informs pedagogic practices for scaffolding students literacy development.
The analysis of burnishing and tarnishing across disciplines suggests that different resources
are used to achieve burnishing and tarnishing in different discourse communities. In bothcases however, these resources are used for shunting back and forth for the purposes ofaffiliating with the particular discourse community as well as individuating a
position/research space. While our illustration of both disciplines has been limited to one
such shunting, it is important to note that more than one affiliation/individuation movement islikely to occur in one text. Once student writers manage to draw on the resources forburnishing and tarnishing, they can navigate back and forth along these two trajectories ofaffiliation/individuation to enact an authoritative tenor and negotiate space within a discourse
community.

References
Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (revised ed’n) Oxford:
Rowman & Littlefield
Hao, J. & Humphrey, S. (2012). The role of ‘coupling’ in biological research warrant. Linguistics and Human
Sciences. vol 5.2 2009 p.169–194
Hood, S. (2004). Appraising research: taking a stance in academic writing. Unpublished Ph.D. thesis.
University of Technology, Sydney.
Hood, S. (2006). ‘The persuasive power of prosodies: Radiating values in academic writing’. Journal of English
for Academic Purposes 5. 37–49.
Hood, S. (2010). Appraising Research: Evaluation in Academic Writing. Palgrave Macmillian UK.
Humphrey & Hao (in press). Deconstructing Written Genres in Undergraduate Biology. Linguistics and Human
Sciences. (Special Edition. SLATE project).
Hyland, K. 2005. Metadiscourse. London: Continuum.
Martin, J.R. (2010) Semantic variation: modelling realisation, instantiation and individuation in social semiosis.
In M. Bednarek & J.R. Martin (eds) New Discourse on Language: Functional Perspectives on
Multimodality, Identity, and Affiliation. London/New York: Continuum.
Martin, J.R. & White, P.R.R. (2005). The Language of Evaluation: Appraisal in English. London & New York:
Palgrave Macmillan.
Maton, K. (2007). ‘Knowledge-knower structures in intellectual and educational fields’. In F. Christie & J.R.
Martin (eds.) Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives.
London: Continuum. pp. 87-108.
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge
University Press.
White, P. (1998) Telling Media Tales: the News Story as Rhetoric. Unpublished PhD thesis, Sydney,
Department of Linguistics, University of Sydney.

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Papers from the 39th ISFC

Language in education: Pre-service teachers’ ideas about
grammar and knowledge about language
Kathrin Bock, Lecturer and Mette Vedsgaard Christensen, Senior Lecturer, Via
University College, Faculty of Education and Social Studies, Denmark10
VIA University College
Nattergalevej 18600 Silkeborg, Denmark
kboc@viauc.dk; mvc@viauc.dk

Abstract
Even though the national curriculum for mother tongue instruction in Denmark emphasizes a functional view oflanguage (Danish Ministry of Education, 2009), we - as teacher educators - have experienced that most of ourteacher students’ notions about language and grammar are deeply rooted in a formal and structural view oflanguage. Hence we designed and carried out an action research project with the aim of pushing first year teacher
students’ notions about language in a more functional direction. Throughout their first year in teacher training
the students were involved in a series of radical changes to the curriculum, such as introducing SFL-based
linguistics (Halliday 1994) and genre theory (Martin & Rose 2008) as the overall theoretical framework for
language description. These changes were made in order to equip future teachers with a more functional view on
language. In this article we show how the introduction of systemic functional linguistics to first year pre-service
teacher students successfully changed their predominantly formal and structural conceptions about grammar andgrammar pedagogy in the mother tongue subject into more functional and communication-oriented ideas about
what and how children should learn about language in school.

1 The starting point: Is there a grammar pedagogy in the mothertongue subject?
As teacher educators, we have come across two paradoxes in the field of language andgrammar teaching. Firstly: Even though the national curriculum for the mother tongue subject
in Danish primary and lower secondary schools at least partially emphasizes a functionalview of language and grammar, the starting point for our work on systemic functional
linguistics in teacher education was the hypothesis that most of our pre-service teacher
students had experienced a predominantly structural and formal education in grammar andknowledge about language before entering the teacher’s college to become mother tongue
teachers. Secondly: as teacher trainers in the mother tongue subject, we soon discovered that
we have well-established notions of literature pedagogy (Hansen, 2004), literacy pedagogy(Elbro, 2003; Frost, 2003), but we could not find a clear notion of how to teach grammar in
the mother tongue subject; nor could we trace any significant academic discussions on how toteach, what to teach and how students should learn about the language system in the mothertongue subject. Hence, our project also aimed at exploring and outlining the contours ofgrammar pedagogy.

1.1 Grammar in the national curriculum: The missing link
The national curriculum for mother tongue instruction in Danish emphasizes, at least for themost part, a functional view on language and grammar. After nine years of school, students’knowledge about language must include their ability to “characterize and use language
10

We would like to acknowledge our colleagues senior lecturer Inger Maibom and senior lecturer Niels
Mølgaard and their indispensable contributions to the project.

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to boldly proceed ...

consciously for communication, reasoning, problem solving and knowledge transfer.”(Danish Ministry of Education, 2009) and generally the goals regarding language in themother tongue subject are formulated in functional terms, aiming at supporting students’communicative competences in general. The teachers are instructed to include knowledge
about language throughout the Danish subject, but they are also advised to establish a“linguistic corner” in lessons, a special moment where different aspects of language aretreated in depth. Meta-language about words and syntax should be taught so that the students
can draw on this knowledge in foreign language classes. The instruction manual does say thatstudents should train syntactic analysis and appropriate use of commas, but it is emphasizedthat varied and differentiated insight in language can only be obtained when looking at
language through a functional lens (Danish Ministry of Education 2009, p. 51-52). However,
the instruction manual for mother tongue teachers only leaves a limited space for thegrammar topic and is very vague when it comes to explaining and exemplifying whatgrammar pedagogy could look like in the classroom. There is, in other words, a missing link.
As mentioned above, the starting point for our action research project was the hypothesisthat our teacher students had been taught a predominantly structural view on language andgrammar during their time in school, and that their ideas about grammar and grammar
pedagogy would be heavily influenced by that. A grammar pedagogy based on a formal viewof language will have the following characteristics: When language becomes the topic in theDanish mother tongue classroom, the object under study is a particular kind of language. It is
not the actual language in the textbooks for reading; the novels, the poems or the shortstories, instead, the language subject to study and discussion during grammar activities is theshort and idealized sentences, sentences that are construed only to illustrate a certain
grammatical rule or phenomenon. Hence, a clear distinction between the language of, forexample, literature and the language of grammar appears in class. The consequence of this
distinction is that grammar becomes a secluded topic; hence the link between knowledge
about language and use of language throughout the rest of the mother tongue subject becomes
unclear. Teaching materials used for teaching children grammar and language description aremostly structured so that they follow a principle of increasing grammatical complexity, often
beginning with the nouns, their gender and number, then going through the verbs and ending
up with more complex syntactical problems. There is no clear connection between the actual
communicative skills required when you are, for example, a year 7 student and the topic of
the grammar. What are the students learning in grammar classes? Often, teaching materials
will focus on teaching children two things: the meta-language and how to apply the metalanguage when analyzing language, language being the idealized language of the grammar
book. How analytical skills and mastering of the meta-language relate to meaning-making
and actual communicative skills is unclear.
It would not be fair to say that the picture of the typical formal grammar schoolingdepicted above is typical of all Danish teachers, neither are we claiming that this way ofteaching should always be avoided or that will not result in learning benefits for students. But
even if the depicted situation is not typical - and it should not be typical the above quoted
official teaching instructions taken in consideration - what notions do former students haveabout grammar and grammar pedagogy in school? Among 100+ first year teacher students weformed 4 focus groups and conducted group interviews in order to find out.

2 Pre-service teachers’ ideas about grammar
As mentioned above, the starting point for our action research project was the hypothesis thatmost of our students had experienced a rather structural and formal education in grammar. In

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order to find out whether this was the case or not, we conducted eight focus group interviews
with selected students: four groups were interviewed twice, once before we began the topic
and once again at the end of the grammar course. In the following are some of therepresentative answers from our first round of interviews. We asked our interviewees to think
about what the word grammar means, and not surprisingly, most of the participants first of all
think that grammar is synonym to “rules”. They also point out that grammar is “…something
about commas and inflections” or “rules that are intertwined.” One of the students thinks ofgrammar as the “upshot of the Danish subject”. We also asked them to explain the connection
between grammar and use of language, and interestingly enough, rather than explaining how
they are linked, the students emphasize that language use and language description areopposites:“I don’t know. I have not really experienced any connection between the two. It [the grammar] is
extracted from the language and becomes a thing of its own; hence I see grammar and languageas two different things.”“When you say grammar, I do not think about it as being language, I think about it as a system ofrules, but I do not think about it as language as such.”

When asked why grammar is taught in school, the idea that knowledge about language
and grammar leads to a more correct use of language clearly emerged from the interviews.
Children should learn about grammar so that they can speak and write in a correct way. The
answers above quite clearly indicate that our students think of grammar as synonymous withrules and they think of grammar first of all as a tool that helps writers and speakers use
language in a correct way. Teaching should help pupils to remember rules for correct use oflanguage. Noticeably, the students make a very clear distinction between “language as such”
and “grammar as a system of rules”. With only one exception, all of our interviewees confirm
the hypothesis that was the starting point for our project: a formal and structural view oflanguage prevails among teacher students.

2.1 The project: a new grammar pedagogy
Our one-year action research project aimed at replacing the teacher students’ structural viewsof language in education with a more functional and meaning-based notion of language
through introducing them to SFL-based linguistics (Halliday 1994) and genre theory (Martin& Rose 2008) as the overall theoretical framework for language description and letting themexperience a different grammar pedagogy than the one depicted above. We also wanted tofind out whether a grammar pedagogy rooted in systemic functional linguistics could improve
the students' own writing skills. What we did can in overall terms be described as a contrast
to the formal and structural grammar pedagogy depicted above. The progression aimed atfollowing a principle of increasing communicative demands for pre-service teacher students;
starting with analyses of narrative texts and their specific language patterns, then studying the
linguistic resources for appraisal (Martin & White, 2005) when writing up evaluative texts
on children’s books and ending with their first written academic assignment. As a principle,
we used mainly authentic texts to illustrate grammatical theory, and the grammatical theory
itself was the meaning-based systemic functional linguistics, which was new to all ourstudents, as it is not taught in Danish schools. We drew heavily on SFL-based materials(Humphrey et al., 2011; Butt et al., 2000) and we tried to localize them, using authentic andrelevant Danish texts to illustrate textual or discursive properties. It is beyond the limitationsof this article to describe our action research project as a whole, as the project has been
concerned with most of the grammar and language curriculum for first year students inteacher training. However, below we will account for both some of the most important
actions taken, beginning with a recount of what happened in the grammar classes.

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to boldly proceed ...

The basic idea behind implementing an SFL-based grammar pedagogy was to raiseawareness among the future Danish teachers about how the meaning-making potential of
language is a result of choices, and that those choices are context-dependent. To highlight theclose relationship between text and context we put our students through a number of
exercises where they were asked to talk and write about the same topic in very different
contexts. These exercises showed us that our students were able to use both spoken andwritten language in very different but appropriate ways, but the exercises also showed us that
it was very difficult for the students to account for the specific linguistic differences in theirtexts. All the texts were written down and saved electronically, the aim being to look at the
texts and describe them in more and more detail as the course proceeded. In order to provide
the students with a concept through which the connection between text and context can beunderstood, we introduced them to the notion of register and we had the students reconsider
their texts and look more closely at what linguistic choices they had made with respect totheir context of situation. What was before tacit knowledge acquired as members of theDanish speech community, could now be accounted for using the notions of field, tenor andmode. The functional model of language became an organizing tool for the rest of thegrammar course: Having introduced the notions of field, tenor and mode, the respective
metafunctions of language were introduced, and the rest of the course aimed at highlighting
how language is designed to fulfill different functions using different linguistic resources.
The students then experienced how language can “mean” something about experience, howlanguage can create relations between people and how language is used to organize meaning.
In order to make students aware of how different texts use different linguistic resources torepresent experience, we looked at how different types of texts used different kinds ofparticipants, processes and circumstances: What linguistic resources does H.C. Andersendraw on when he depicts the Danish countryside and with what effects? What makes certain
pieces of stories action-packed? What linguistic resources are available for expressing
attitudes about something or someone? And how are they used, for example, on Youtube
when writing comments, in the news article and the book review? For this particular part ofthe course we drew heavily on Derewianka (2008).
In the grammar course we also treated one the most important written assignments forfirst year teacher students: the written assignment on their first internship in a school. In thisreport the students have to account for their own teaching during the internship: How they
organized it, how they carried it out in class and how they evaluated the outcomes. Theinternship-report is a particularly difficult assignment to write; it exists only in teacher
education and for most of the students it will be the first written assignment ever in higher
education. In the report the students are expected to use language to make a recount, todescribe, to analyze and reflect upon their own teaching. Drawing on SFL-analysis andterminology we were able to pinpoint the linguistic resources needed to write a good report:
How do you create a recount of your own teaching and what kind of language is needed toanalyze and reflect upon your own teaching? This exercise made it clear to both students andteacher educators exactly how complex and difficult the genre is to describe, to write and toassess.

2.2 The outcomes: grammar means possibilities
At the beginning of the first year, we collected two kinds of data from our students. One
written assignment from each student and interview data as explained above. We asked all
students to write a book review of a children’s book that everyone had read for the course inliterature pedagogy. The book reviews that we received were very alike. Almost all students
chose to headline their review “Book review” and the overall structure of the reviews were
the same; first the events of the book were retold in chronological order, then a short,24Papers from the 39th ISFC

personal evaluation of the book was offered. The book reviews showed that the students hadinterpreted the task as a classic school assignment, the addressees of the reviews were theteachers and the overall purpose of the texts was to make the teacher able to see that they had
read the book. At the end of the grammar course we had our students write another bookreview. This time they interpreted the task very differently. The texts were now clearly
written for a different audience than the teacher; content and structure of the texts, style, evenlay-out and use of illustrations now showed a significantly more reflective approach to thetask and the text. In general, we traced a significant and noticeable progression in ourstudents’ writing, our detailed analyses of the texts showed that the students had benefitted
especially from the work we did on linguistic resources for appraisal (for an in-depth
explanation (in Danish) see Christensen & Bock, 2011).
During the course we followed and traced our students’ learning not only by assessing
their writing, but also by asking the focus groups to participate in one more interview. At theend of the first year, we interviewed our focus groups again, asking them to reflect upon thequestions from the first interview again. What does grammar mean to our students now?
Have they abandoned the idea that grammar equals rules, and that the most important purposeof teaching knowledge about language is to teach students how to use language correctly?
This time, the same students no longer think of grammar as another word for “rules”: One ofthe participants says that grammar now means: “…possibilities, I think that most of what wehave learnt is about possibilities for expressing oneself.” Another student thinks that grammarmeans “…that you have methods that help you to combine words well in order to create
cohesion and to help you get your message across”. The connection between grammar anduse of language is also clearer now: “You leave the notion of correctness when you know a
bit more about the use of language”. For one of the students, it all came together: “I neversaw the purpose of grammar before, now I see it, because I understand its function”. Insteadof being a dichotomist question of right or wrong, using language is now a question ofchoosing between possibilities. The idea that grammar is a tool that ensures correct use oflanguage is abandoned in favor of a view of grammar as a tool for successful communication.
Maybe the most interesting thing emerging from our focus group interviews is not the factthat studying systemic functional linguistics gives students a more functional view oflanguage and a more thought-through approach to language and grammar in school. After all,we expected this. The most interesting thing is how formal and structural the students’ views
on language were when they started their teacher training. Taken into consideration that thenational curriculum, at least partly, features a functional view on language, and that mostmother tongue teachers probably would not want to identify with the formal grammar
pedagogy depicted above, it is remarkable to what extent the formal, decontextualized idea ofgrammar is what teacher students reproduce.

3 Conclusion and perspectives
As outlined above, the national curriculum of mother tongue instruction in Danish has arather blurry and ambiguous view of the role of language. While the official instruction tomother tongue teachers features well-informed and explicit notions about how teachers
should practice literature and literacy pedagogy, no equivalent is found in the language
section. On the one hand, the national curriculum emphasizes a functional view of language,
and teachers are instructed to include language in other parts of the subject, but on the other
hand, there is a missing link; teachers have nowhere to turn for help for and ideas about how
to do just that. The results can be seen among teacher students who reproduce the idea thatgrammar and language description is a decontextualized activity, and that grammar andlanguage are two separate things. This lack of grammar pedagogy is problematic for a25

to boldly proceed ...

number of reasons: 1) Teachers are teaching grammar and knowledge about language in themother tongue subject apparently without a clear didactical framework to support theirpractice. No informed and thought-through theory about language can be traced, and noreflections about what and how students should learn about language emerge. Teacher
educators must define and shape language pedagogy for the mother tongue subject that offersa clearer didactical and theoretical framework where it is clear what, how and why we teachgrammar to students. Our action research project shows that systemic functional linguistics
offers such a framework. 2) Teachers must be able to meet increasing linguistic demands.
Teachers are expected to teach language and literacy across subjects and hence to possess theknowledge about language and texts that meets the demands of their subject. Teaching andlearning content in school subjects cannot be separated from teaching and learning thelanguage of that subject, hence teachers’ knowledge about language and literacy is crucial(Love, 2009). A formal view on language is therefore not sufficient when teachers need to beable to identify and teach the linguistic patterns of the language of the school. The knowledge
about language that is transmitted in the mother tongue subject must therefore be useful andrelevant outside the mother tongue subject. 3) Research has shown that young teachers draw
heavily on their own experiences as pupils and tend to abandon and forget what they learnedin teacher training (Rasch-Christensen, 2010). Therefore, teacher students’ ideas aboutteaching are important indicators for what their future practice could look like. Our students’ideas about grammar pedagogy tell us that there is an urgent need for a new grammar
pedagogy both in schools and in teacher training.

References
Butt, D., Fahey, R., Feez, S., Spinks, S. & Yallop C. (2000). Using Functional Grammar: An explorer’s Guide.
(2nd edition). Sydney: National Centre for English Language Teaching and Research.
Christensen, M. & Bock, K. (2011). Nye spilleregler for sprog i dansk. In M. Christensen. & L. Daugaard(Eds.), Sprog på spil. Aarhus: Systime.
Derewianka, B. (2008). Venturing beyond YouTube: Learning the Language of Appraisal. TESOL in Context,
Vol 18, No. 2. 42-58.
Elbro, C. (2003). Læsning og læseundervisning. Copenhagen: Gyldendal.
Frost, J. (2003). Principper for god læseundervisning, Copenhagen: Dansk psykologisk Forlag.
Halliday, M.A.K. (1994). An Introduction to Functional Grammar. London: Edward Arnold.
Hansen, T. I. (2004). Procesorienteret Litteraturpædagogik. Copenhagen: Dansklærerforeningen.
Humphrey, S., Love, K. & Droga L. (2011). Working grammar: an introduction for secondary English teachers.
Sydney: Pearson.
Love, K. (2009). Literacy pedagogical content knowledge in secondary teacher education: Reflecting on oral
language and learning across the disciplines. Language and Education. Vol 23:6. Routledge.
Martin, J.R. & D. Rose (2008). Genre Relations: Mapping Culture. London: Equinox.
Martin J.R. & White, P.R.R (2005). The language of evaluation: Appraisal in English. London: Palgrave.
Rasch-Christensen, A. (2010). Linjefaget historie - mellem læghistorie og profession (Ph.d.-dissertation).
Aarhus: VIASystime.
Undervisningsministeriet (2009). Fælles Mål 2009 Dansk (Danish Ministry of Education: Common Goals:
National Curriculum for Mother Tongue Instruction, revised edition 2009).

26

Papers from the 39th ISFC

Interpreting Chinese elementary school education from amultiteracies perspective
Wendy L. Bowcher and Jinping Xia
Sun Yat-sen University, China
135 Xingangxi Road Guangzhou 510275 PRC
wendybowcher@gmail.com
xiajp@mail2.sysu.edu.cn

Abstract
Literacy and the written word are typically associated with social advancement, education, and cultural prestige.
To be literate means to be able to read and write, and hence, literacy is a learned skill. It is not something thatcomes naturally, but is “associated with educated practice from the start” (Halliday, 1985, p. vii). In 1994, agroup of scholars known as “The New London Group” met to discuss the ways in which “cultural differences
and rapidly shifting communications media” impact on the “the subject of literacy pedagogy” (Cope &Kalantzis, 2000, p. 5). In reconsidering the concept of literacy, the group proposed the concept of“multiliteracies”. This concept was developed from a specific ideological and socio-political viewpoint: a “postFordist”, “fast capitalist” view. What then of other contexts such as China, which do not fit the ideological
viewpoint described by the New London Group? This paper examines Chinese literacy education and points out
ways that it may be interpreted from a multiliteracies perspective and within the framework of Systemic
Functional Linguistic (SFL) theory.

1 Multiliteracies Pedagogy
The concept of multiliteracies as proposed by The New London Group (TNLG) encompasses
two main interrelated concerns. The first has to do with developing a literacy that takes into
account interrelationships between multifarious cultural groups and their attendant texts in“our culturally and linguistically diverse and increasingly globalised societies” (The New
London Group, 2000, p. 9). The second is an emphasis on “the burgeoning variety of text
forms associated with information and multimedia technologies” (The New London Group,
2000, p. 9). These changing text forms, or “registers”, reflect the changing social contexts inwhich interaction takes place. The interaction of different communicative modes plays animportant role in “reshap[ing] curriculum, learning and pedagogy” (Jewitt, 2006, p.4). Thereis much research into multimedia literacy and its applications in educational contexts (e.g.
Jewitt, 2006; Unsworth, 2001). For instance, Unsworth (2001) sets out an agenda which takes
account of the knowledge, pedagogic, and multiliteracies dimensions of learning andteaching, particularly in primary and junior secondary schooling within a “Literacy
Development Cycle”.
Also of significance in the description of multiliteracies pedagogy is the need to prepare
children for full participation in a “post-Fordist” society wherein “people are simultaneously
members of multiple lifeworlds” with the consequence that their identities too, “havemultiple layers that are complex in relation to each other” (The New London Group, 2000, p.
17). In their description of “the realm of citizenship”, TNLG talk of the “end of the Cold
War” and of the “Communist Bloc” and of “a new world order” in which liberalism “eschews
the state”. And in their discussion of changing personal lives, they note that there has been
“an historical shift in which singular national cultures have less hold than they once did”
(2000, p. 10-17). A multiliteraces pedagogy thus aims to develop “social futures”: “theestablishment of [a] civil and pluralistic society … through strengthening educational mores”(Cole & Pullen, 2010, p. 3).

27to boldly proceed ...

In discussing discourses, proponents of multiliteracies pedagogy argue that “a discourse isa construction of some aspect of reality from a particular point of view, a particular angle, interms of particular interests” (The New London Group, 2000, p. 25). Indeed, this is what thediscourse of multiliteracies is, and, as a particular view on pedagogy it does not fully
encompass different political and economic contexts in which literacy pedagogy is ofparamount importance. One such context is China. A consideration of Chinese educationfrom a multiliteracies and SFL viewpoint can highlight some important ways in which
education, power, society, and technology in this context converge. It can provide a means of
uncovering the “invisible” and “visible” pedagogical practices that take place (Bernstein,1990) and the processes involved in what Martin identifies as the three dimensions of change:
the logogenetic, ontogenetic, and phylogenetic. He notes that “phylogenesis provides theenvironment for ontogenesis which in turn provides the environment for logogenesis;
conversely, logogenesis provides the material for ontogenesis which in turn provides thematerial for phylogenesis” (Martin, 1999, p. 125). Understanding Chinese literacy pedagogy
within this kind of framework can provide an important step towards building a truly global
future of tolerance and world citizenship.

2 Literacy in China since the establishment of the PRC
In 1949, at the founding of the People’s Republic of China (PRC), education in China was indire need of reform; “only 20 percent of the population had completed some level of
education; about 90 per cent of the population was illiterate” (Kwong, 1979, p. 443).
Although Mao Zedong’s vision for education was: “schools run by the masses for themasses” (Pfeffer, 1972, p. 640), one of the problems of reforming education was a lack oftrained teachers in a situation where the basic needs of the populace and the establishment ofa strong government were also necessary. Thus, in reality, there was “little structural change
in the education system” (Kwong, 1979, p. 445), and a unitary socialist system of education
was developed more in line with a Soviet model of a highly centralized socialist economic
system (Pfeffer, 1972). Along with this was a centralization of school funding and anelementary education administrated by local governments, under the direction of the StateCouncil and provincial governments (Yang, 2009). This centralised education system madeuse of national resources to implement literacy development and played a key role in raisingrates of literacy.
By 1958 and during the “Great Leap Forward” (1958-1961) there was an upsurge inliteracy levels. According to Yang (2009), at this time, education policies aimed to raise
literacy rates and at the same time to indoctrinate socialist ideology and political loyalty.
However, education policies still had drawbacks and were unable to readily adapt to culturaland economic changes; further, they fettered the development of productive forces as well as
creativity. After the “Great Leap Forward” and particularly during the Cultural Revolution(1966 to 1976) voices from various sectors of society complained that the educational system
was “cultivating an elite” and producing “incompetent and useless” people (Bastid, 1970,p.20). This period of time marks a devastation in the country’s educational provision andliteracy work (Liu, 2006, p. 336).
From 1978, China implemented the policies of reform and opening-up, and a socialist
market economy was established. Deng Xiaoping, the late leader, maintained that educationmust be adjusted to meet the demands of China’s modernization, of the world, and of the
future. Deng (1993) put forward the concept of siyou xinren, which is typically translated as“A new generation of socialist builders with high ideals, moral integrity, good education anda strong sense of discipline”. In 1988, the central government issued regulations foreliminating illiteracy and required local governments to provide financial and other relevant28Papers from the 39th ISFC

support for literacy. Further, the regulations related literacy to life skills development (Wang,2009). Another big issue in the 1980s was the establishment of a compulsory education law
which required pupils to attend nearby schools and to receive five or six years of freeelementary and middle education.
Educational restructuring was carried out in 1985 and then deepened in the 1990s with thepromulgation of several laws and regulations which stressed the importance of elementary
education and proposed a transition from an examination-oriented education system tooverall quality development of the nation aimed at establishing a new educational system tofit with the contemporary rapid advancement of science and technology and fierce
international competition (Yang, 2009). In 1995, Chinese elementary education was steered
towards cultivating talents. The importance of this in the context of a knowledge-based
economy and for rejuvenating the Chinese nation was emphasized again in the early 2000’s.
Since the reform and opening-up in the 1980’s, elementary education has gained tremendous
achievements and current adult literacy rates stand at around 94% (UNICEF, 2010).
With the achievement of a high level of literacy, in recent years other features pertinent toeducation have been foregrounded. For instance, Premier Wen Jiabao (Wen, 2012, sect. 5)
recently stated, “The people place their hopes on education, and education is crucial for
China’s future, so we must achieve even better results in this work”. In his report, Wen links
education to developing technology and “high-quality talent”, improving education in rural,poorer urban areas and for minority groups, and to encouraging democratic school
management systems.
Over the years the Chinese education system has continuously been adapted to thechanging political and economic situation in China with a national agenda that shapes and isshaped by participation from advisory groups and representations from various politicalparties, provinces and ethnic groups who come together in annual meetings of the National
People’s Conference (NPC) and the Chinese People’s Political Consultative Conference(CPPCC) sessions. Education features prominently in the thousands of recommendations
proposed at these sessions.

3

Is there a “Multiliteracies” Pedagogy in China?

There is no doubt that literacy education in China has been intimately linked with changes in
Chinese society and with how China sees its place in the world, but can literacy education in
China be interpreted along the lines of a “multiliteracies” agenda? And what can an SFL
perspective bring to an understanding of literacy education in China? Zhang and Freebody(2010, p. 43) note that yuwen, a concept defining “literacy” is difficult to translate into
English in a way that “reflects the social, political, cultural and disciplinary ideas that thisnotion carries”. Much rethinking of literacy pedagogy and education as a whole in China has
occurred in light of political, economic, and technological changes, and with a view toshaping “new citizens” for China and in the world, a view that seems aligned with that of
TNLG.
With regard to the first main concern of multiliteracies pedagogy, championing
interrelationships among multilingual and multicultural groups and their attendant texts, it isnecessary to consider links between literacy, multilinguality and multiethnicity in China.
Valuing dialectal variation within China and encouraging minority groups to maintain theirlanguages, while at the same time promoting the development of a standard national
language, Putonghua (Mandarin), is considered to be an important part of literacy educationin China. Over the years there have been various bilingual educational programs, although29to boldly proceed ...

not all with positive results. In the Chinese context, bilingual education refers to “schoolingin which minority and majority languages are used as teaching media, or taught to any
extent” (Tsung and Cruikshank, 2009, p. 549), and the purpose and outcome of mostbilingual education in China is largely to “facilitate … assimilation” (Lin, 1997, p. 202). For
instance, although many elementary schools may use a minority language as the language of
instruction, entrance to higher education requires proficiency in Putonghua, so it is essential
for students to become proficient in Mandarin if they are to fully participate in the broader
Chinese society and to enjoy the full range of educational opportunities. And because theeducational system in China is a standardised national system, there is little room fornegotiating change at the classroom coalface; whether that be in bilingual minority
educational settings, or in monolingual settings. And with only few exceptions, such as the
Korean language groups, minority groups within China still lag behind their Han counterpartsin school retention rates and in college entrance levels.
Chinese research into multiliteracies pedagogies in classrooms in China has tended tofocus on its practical applications rather than its ideological underpinnings. Hu (2007) andZhu (2008), for instance, consider multiliteracies education in general with the latter
proposing ways to reform Chinese education by learning from multiliteracies pedagogies inAustralia. Other work looks at multiliteracy pedagogy in second language classrooms at thecollege level (e.g. Wei, 2009; Zhang, 2010).
Cole and Pullen (2010, p. 4) comment that “literacy is, according to multiliteracies,
deeply dependent on social-cultural factors that are always in motion”. In this regard, Zhang
and Freebody’s (2010) study of several elementary school yuwen texts reveals how children
are acculturated into certain aspects of school life, which include not just the kinds ofmultimodal texts they encounter, but the kinds of moral and civic values specific to thechanging Chinese context. Indeed, developing the “social-literate” child is a theme that runs
throughout the development of education in modern China and can be read into many official
educational policy documents. For instance, a major value that Chinese elementary education
policies stress is “patriotism”. The concept of patriotism (the Chinese term for it is “爱国主义”
aiguo zhuyi) has evolved along with the country’s development. The “May Fourth
Enlightenment” (1919) saw a transition from the old to a new form of patriotism, that is, thetraditional king-loyalty patriotism was transferred to a new Marxism-instructed loyalty(Tang, 2011) characterized by “a proletarian world outlook -- a Marxist rather than bourgeois
democracy; representing the interests of the proletariat and the laboring people; and relating
patriotism with internationalism and care for the proletariat around the world” (Moral
Education Department of Ministry of Education, 1993, p. 102. our translation). This may
seem to be at odds with TNLG’s view of the “new world order” where “no person is amember of a singular community” (2000, p. 17). However, patriotism in China does notnecessarily “presuppose exclusive or hostile feelings towards other countries or cultures [or]self-isolation or simplistic protectionism” (Patriotism). And although proponents ofmultiliteracies suggest that the “new world order” sees a “liberalism that eschews the state”,
the “state” would still seem to be very much a part of people’s identities, no matter which
political system they live within. Investigating the various contexts of situation and theirattendant texts that play a role in the life of a child at school and in their development as aliterate member of society is possible within an SFL framework: from curriculum genres, thefocus and modeling of text types such as narratives, observation-comment, and reports,
through to the extracurricular school situations such as school festivals, and official
occasions. All of these situations provide opportunities to understand how both invisible andvisible learning and acculturation are structured and reflect the specific socio-politicalcontext.

30

Papers from the 39th ISFC

China is in a very different era in terms of its development from that of “western”
countries. It is not “post-Fordist”, nor is it characterized by “fast capitalism”. But there is astrong sense of a need for cooperation with the rest of the world, and this can be seen indevelopments in almost every facet of life, from economic, business, political, educational,
and social. Thus, while instilling patriotism for the motherland cannot be seen as“postnationalist” in the way that TNLG suggest, educational policies can be seen as
promoting a “sense of common purpose that is now essential to a peaceful and productive
global order” (2000, p. 15).
With regard to the use of multimedia, new technologies and new texts in the classroom,
the Ministry of Education (2004) proposes six projects with the “Application of IT to
Education Project” (our translation) as one of them. In line with this, the “Ten Years
Development Plan of Education Informatization (2011-2020)” states that China’s education is
now facing increasingly intensified international competition which brings about
opportunities as well as challenges. One of the objectives of this plan is: “to establish a webbased learning environment with high-quality teaching resources; form information service
systems in the learning society; build broadband covering all regions and various schools by2020” (Ministry of Education PRC, 2010, our translation). Furthermore, the plan requires
basic facilities, software and teaching resources, building intelligent teaching environments,
developing e-learning modes, reducing the digital gap between rural and urban areas andtrying to realize education equity under the educational informatization. It encourages
students’ automatic learning and cooperative learning thereby improving their learning
quality and problem-solving abilities. These reflect changing contexts of situation and thuschanging text types, or registers, particularly in terms of the mode of discourse: the channel
and forms of contact relevant to these texts.

4

Concluding Comments

Since the late 1970s, education in China has seen significant changes in rates of literacy
and in the ways it has adapted to a globalized market. Changing worklives and changes topublic and private lives are inevitable when marketization and privatization become major
trends in China, and while minority groups within China still lag behind their Han
counterparts in school retention rates and in college entrance levels there are core values,
such as patriotism, and the all-rounded socialist citizen, that are felt to be important as part ofthe educational process. Literacy programs in China are intimately linked to where China
sees its future: a leader in technological innovation and creativity across a range of fields.
There is much about the educational concerns within the Chinese context that can beinterpreted and investigated within the general concept of multiliteracies pedagogy and froman SFL framework, particularly in terms of contexts of situation and text types. Multimedia
literacy and new forms of texts reflecting changing contexts of situation are recognized as
key parts of literacy education in China.

References
Bastid, M. (1970). Necessity and political ideals in education reform during the cultural revolution. The China
Quarterly 42: 16-45.
Bernstein, B. (1990). Class, Codes, and Control, Vol. 4: The Structure of Pedagogic Discourse. London:
Routledge.
Cole, D. R. & Pullen, D. L. (2010). Introduction to multiliteracies in motion: current theory and practice. In D.
R. Cole & D. L. Pullen (Eds.), Multiliteracies in Motion: Current Theory and Practice (pp. 1-13). London:
Routledge.
Cope, B. & Kalantzis, M. (2000). Introduction: multiliteracies: the beginnings of an idea. In B. Cope & M.
Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social Futures (pp. 3-8). London:
Routledge.

31to boldly proceed ...

Deng, X. P. (1993). Selected Works of Deng Xiaoping Volume III (Deng Xiaoping Wenxuan Disanjuan).
Beijing: Renming Press.
Halliday, M. A. K. (1985). Spoken and Written Language. Geelong, Vic.: Deakin University Press.
Hu, Z. L. (2007). Multimodalization in social semiotics (Shehui fuhaoxue zhong de duomotai hua). Language
Teaching and Linguistics Studies (Yuyan Jiaoxue Yu Yanjiu), 1, 1-10.
Jewitt, C. (2006). Technology, Literacy and Learning: A Multimodal Approach. London: Routledge.
Kwong, J. (1979). The educational experiment of the Great Leap Forward, 1958-1959: Its inherent
contradictions. Comparative Educational Review, 23(3), 443-455.
Liu, J. W. (2006). China’s literacy education today. International Journal of Lifelong Education, 11(4), 335339.
Lin, J. (1997). Policies and practices of bilingual education for the minorities in China. Journal of Multilingualand Multicultural Development, 18(3), 193-205.
Martin, J. R. (1999). Mentoring semogenesis: ‘genre-based’ literacy pedagogy. In F. Christie (Ed.), Pedagogy
and the Shaping of Consciousness: Linguistic and Social Processes (pp. 123-155). London: Cassell.
Ministry of Education PRC. (2004). 2003-2007 Educational Reform and Development Plan (2003-2007 Jiaoyu
Zhenxing Jihua). Retrieved from http://www.edu.cn/20040325/3102277.shtml.
Ministry of Education PRC. (2010). Ten Years Development Plan of Education Informatization (2011-2020)(Guojia Zhongchangqi Jiaoyu Gaige he Fazhan Guihua Gangyao (2010-2020 nian)). Retrieved fromhttp://www.china.com.cn/policy/txt/2010-03/01/content_19492625_3.htm.
Moral Education Department of Ministry of Education (Guojia Jiaowei Sixiang Zhengzhi Gongzuosi) (Ed.)(1993). Patriotism Education (Aiguo Zhuyi Jiaoyu Gailun). Beijing: Higher Education Press.
Patriotism. ‘Pondering over patriotism’. Retrieved fromhttp://english.peopledaily.com.cn/200409/21/eng20040921_157754.html
Pfeffer, R. (1972). Serving the people and continuing the revolution. The China Quarterly, 52, 620-653.
Tang, X. (2011). A Comparative Study of Patriotism Education in China and America (Zhongmei Aiguo Zhuyi
Jiaoyu Xianzhuang Bijiao Yanjiu) (Doctoral dissertation). Retrieved from CNKI database.
The New London Group (2000). A pedagogy of multiliteracies: designing social futures. In B. Cope & M.
Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social Futures (pp. 9-42). London:
Routledge.
Tsung, L. T. H. & Cruikshank, K. (2009). Mother tongue and bilingual minority education in China.
International Journal of Bilingual Education and Bilingualism, 12(5), 549-463.
UNICEF. (2010). Retrieved from http://www.unicef.org/infobycountry/china_statistics.html
Unsworth, L. (2001). Teaching Multiliteracies Across the Curriculum. Buckingham: Open University Press.
Wang, L. B. (2009). Basic Education in China. Paramus, NJ: Homa & Sekey Books.
Wen, J. B. (2012). Report on the Work of the Government (Zhengfu Gongzuo Baogao). Retrieved fromhttp://europe.chinadaily.com.cn/china/2012-03/16/content_14847775_10.htm
Wei, Q. H. (2009). A study on multimodality and college students’ multiliteracies (Duomotahua yu daxuesheng
duoyuan shidu nengli yanjiu). Computer-assisted Foreign Language Education (Waiyu Dianhua
Jiaoxue),126, 28-32.
Yang, M. (2009). Educational System in China. Paramus, New Jersey: Homa & Sekey Books.
Zhang, D. L. (2010). Preliminary investigation into the concept of design and the selection of modalities in
multimodal foreign language teaching (Duomotai waiyu jiaoxue de sheji yu motai diaoyong chutan). Foreign
Languages in China (Zhongguo Waiyu), 7 (3), 48-53.
Zhang, B. & Freebody, P. (2010). Image, genre, voice, and the making of the school-literate child: lessons from
Multiliteracy teaching in China. In D. R. Cole & D. L. Pullen (Eds.), Multiliteracies in Motion: Current
Theory and Practice (pp.42-58). New York: Routledge.
Zhu, Y. S. (2008). A study on multiliteracies and its enlightenment to China education reform (Duoyuan duxie
neng li yanjiu jiqi dui woguo jiaoxue gaige de qishi). Foreign Languages Research (Waiyu Yanjiu), 4, 10-14.

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Papers from the 39th ISFC

Investigating Thai students’ academic literacy development inAustralian universities11
Yupaporn Piriyasilpa
Rajamangala University of Technology Isan, Khon Kaen Campus / Macquarie University

Abstract
Different social settings create different goals and demands for learning, and writing goals and the required
degree of sophistication in writing can change when students move across different disciplines. Especially forThai students who further their education abroad, the challenge they face is not writing in isolation. The
relocation to a new learning context means that they encounter a number of variables, for example, culture,
educational level, and potentially different disciplines, which may bring difficulties and influence their academic
literacy development. Taking a case study approach, this study examines the writing development of Thai
students in Australian universities. The participants in this study are Thai students undertaking postgraduate
education in Australian universities. The data includes students’ writing, reading texts, classroom observationand interviews with students to examine the writing demands and students’ writing development. The data are
analysed using tools from Systemic Functional Linguistics, including work on genre analysis (e.g. Martin andRose, 2008) and curriculum macro-genres (e.g. Christie, 1997). The research is in progress, and this paper will
discuss the research design and methodological issues.

1 Introduction
Higher learning involves the practice of reading and writing to gain more experience andknowledge. When students move through different levels of education in different social
settings; however, the challenges they face can change from discipline to discipline(Clereham, Kett, Gedge, and Tuovinen, 2003: 328). At undergraduate level in Thailand,
students’ writing in English is mainly essay type for classroom assignments. At higher levels,
however, students write not only an essay, but also theses, research papers or other academic
papers for different purposes. This requires them to take on new roles and to engage withknowledge in new ways, constructing texts which constitute unfamiliar and unlearnt language(Hood, 2004: 1). The requirements from different levels of education and learning contexts
reflect the change in discipline that students have to encounter which lead to a more complex
process of reading and writing (cf. Flower, 1990). Bhatia (2002: 38) argues that when
students move from one discipline to another, they are faced with the problem of reconciling
differences and even contradictions associated with varying disciplinary practices, including
the use of genres as well as conversations with their teachers and specialist writers. For Thai
students who further their education in Australia in particular, the challenge they face is notwriting in isolation. The relocation to the new learning context means that they encounter anumber of variables, such as, culture, educational level, and potentially different disciplines,
which may bring difficulties and influence their academic literacy development (cf. Belcher,1994). It is therefore important to examine how students adjust to the new discourse demands
in order to better understand how future curriculum development can create a learning bridge
between institutions.
By examining how Thai students' writing develops as they study in Australian
universities, and how these students adjust to the new disciplines and different social
demands, this study aims to contribute to our understanding of the difficulties faced by this11

This study is fully funded under an Endeavour Award Scholarship.

33

to boldly proceed ...

cohort, with an ultimate aim to develop effective academic support. This paper discusses thedesign of the study and its theoretical framework. The data, however, are not included in thediscussion as the research is still in the process of data collection.

2 Literature review
Literacy, in the traditional view, may be explained as the ability to read and write. As
learning involves cultural factors, literacy can also be understood as a social phenomenon.
This social phenomenon is influenced by social values, beliefs and contexts, and the way
language is used changes according to the demands of different social settings (Gee, 1990;
Hasan, 1996). Christie (1990) argues that literacy in the contemporary world is very different
from what it was at any time in the past in that it demands not only the ability to understandprint materials, but also the ability to create and respond to new ones, ‘for we do keep
generating new kinds of writing, new kinds of genres, as a necessary part of generating new
knowledge and new ways of thinking’ (p. 21).
The components of literacy have been described by different studies using different terms;
however, those descriptions share common concepts. That is, literacy involves three mainlevels: the understanding of form, the application of language, and the application of metaknowledge of language in different social contexts (see Hasan, 1996; Wells, 1987). Thisimplies that literacy involves not only the understanding of language form, but also the ability
to make use of it successfully in different circumstances. Gee (1990) argues that different
social institutions vary in different kinds of interaction, which will always bring different
kinds of discourse (p. 153), so learning to write in the academy means learning to acquire arepertoire of linguistic practices which are based on complex sets of discourses, identities,
and values (Paltridge, 2004). For those entering the academy, it forces them to make acultural shift in order to take on identities as members of those communities (Hyland, 2006:22), and this cultural shift may lead to difficulties for practitioners to represent themselves ina way accepted by the community. In this way, the understanding of different demands madeby different social contexts would help when examining students’ literacy development.
Relevant studies which explained students’ use of language in different disciplines include
the study of ‘rhetorical community’ from a survey of students’ assignments (e.g. Horowitz,1986), or the investigation of demands made in different disciplinary settings and the change
in students’ writing (e.g. Beaufort, 2004; Belcher, 1994; Tardy, 2005). The findings fromthese previous studies show that in order for students to adjust themselves in the new learning
context different skills and knowledge are needed as well as the incorporation of otheracademic practices and consultancy. Therefore, other socially associated circumstances, forexample, the values, beliefs, and identity of the community need to be taken into accounttogether with students’ use of language when describing literacy practices in different
disciplines. Building on these previous studies, the present study takes a case-study approach
to examine Thai students’ literacy development in Australian universities. The study uses
systemic functional linguistics (SFL) as a theoretical framework, as discussed below.

3 Systemic functional linguistics
SFL is a social semiotic theory which describes language in relation to its social context(Eggins, 2004; Halliday, 1994; Halliday and Matthiessen, 2004, Martin, 1992). In terms of
SFL, language is structured to make three kinds of meaning simultaneously: ideational (theuse of language to communicate the experience of the world), interpersonal (the use oflanguage to maintain relationships between the participants of a society) and textual (the useof language to cohesively communicate the previous two meanings - Eggins, 2004: 3).
Within SFL, Martin and colleagues have developed the models for analysing
discourses (e.g. Martin and Rose, 2003; Martin and Rose, 2007; Martin and White, 2005).
34

Papers from the 39th ISFC

These theoretical frameworks have become influential in many educational contexts, which
include the use of SFL in analysing classroom language (e.g. Christie, 2005), the language
used in online discussions (e.g. Coffin and Hewing, 2005; Coffin, Hewings and Painter,2005a) and academic writing (e.g. Hood, 2004; Woodward-Kron, 2005). SFL has also beenused in some studies of disciplinary learning, such as, the study of Schleppegrell, Achugar
and Oteiza (2004), which focused on the meaning-making potential of historians’ language
choices. Using SFL as a theoretical framework, the present study is set up to examine thedemands students face and their writing development. The study aims to answer the researchquestions below:• What are the writing demands placed on Thai students studying at postgraduate level inAustralian universities?
• How does the academic writing ability of Thai students develop in Australian
universities, and what factors are involved in this development?

4 Curriculum contexts
To investigate Thai students’ literacy development, this study takes place in an Australianlearning context. The potential case-study participants were contacted after the researcher
arrived Australia and the ethics clearance was approved. The initial contact was made with alarge number of students, but later on the number dropped down (see section 5). At the laststage, the curriculums from the two disciplines which will be accessed and compared in thisstudy are a course in Medicinal Chemistry, and a course in Comparative Human Resource
Management.
Medicinal Chemistry is a unit offered to both undergraduate and postgraduate students inthe discipline of chemistry. The unit highlights the fundamental knowledge of medicinal
chemistry, and trains students in necessary skills and experiences for designing andsynthesising new drugs. It is organised by three relevant classes: lecture, laboratory, andworkshop. The lectures provide conceptual knowledge in the field of medicinal chemistry,and students put this knowledge into practice in laboratory classes by designing andconducting their own experiments to synthesise new drugs. The computational workshop isprovided as a special class for postgraduate students to learn how to use computer software to
draw molecular structures in their lab reports. A number of assessments have been used inthis course and some of them have been collected as the data for analysis. The details areshown in Table 1 below.
Assessments
Individual lab report
Final lab report (group)
Midterm exam
Assignment 1 (conceptual knowledge of chemical and biological properties)
Assignment 2 (report of computer workshops)
Spot test
Final exam
Table 1. Assessments in medicinal chemistry course

Collected
Yes
Yes
Yes
Yes
Yes
No
No

Comparative Human Resource Management focuses on the fundamental concepts ofeffective human resource management. It is offered to students from different departments
under the school of Business (e.g. international business, hospitality, accounting, marketing).
The class is run as a lecture, and divided into three sections. The first two sections focus on
the theoretical knowledge of the subject matter, and the last focusses on students’presentation. Assessments of this unit are of four methods as shown in Table 2 below.

35

to boldly proceed ...

AssessmentsCollected

Individual essay
YesGroup presentation
Yes
Group report to accompany group presentation
Yes
Final examination
No
Table 2. Assessments in comparative human resource management course
The structure of the two curriculums, the contents provided, assessments or any otherrequirements will be examined and compared to see how the experience of the Thai students
participating in the case study affected their academic literacy development.

5 Research methodology: Participants
The participants in this study include both lecturers and Thai students undertaking
postgraduate education at an Australian university. Initially, students were contacted byemails, and only those who replied and agreed to participate were contacted in person toarrange for a face-to-face meeting and provide further details of the research project. The
study started with six participants. Later on, however, one student opted out so the number
remained five. The five students were from two faculties: Business (majoring: International
Business, Marketing, and Hospitality) and Sciences (majoring: Chemistry and Biomolecular
Sciences, and Biological Sciences).
After the students agreed to take part in the study, the lecturers were contacted for
permission to observe classes and access of course reading notes, unit outlines, audio
recordings, and other documents relevant to student writing. For the Business discipline, thethree participants were undertaking one communal unit (Comparative Human Resource
Management). So, the lecturer of this unit was contacted for permission of class observation
and access of relevant texts. In the discipline of Science, the two participants did not share thecommunal units which required writing assignments, therefore; two lecturers of different
units were contacted (Medical Chemistry, and Molecular Biology and Genomics). Permission
for class observation and collection of all relevant data was received from the lecturer ofMedical Chemistry but no reply was made from the latter. This, again, resulted in the numberof participants dropping down to four. Therefore, full analysis of the data collected in thisstudy will be made by comparing the school of Chemistry with Business school.

6 Methodology: Data
The data in this study include learners’ assignments, taken from a single course of study over
one semester. The supplementary data include texts from different resources, observation andrecordings of lectures and labs, transcripts of interviews with the participants, and teachers’comments on students’ assignments. The collection of some data has been completed whilesome are still in progress. The details of data collection and its progression in this study arepresented in Table 3 below.

7 Data analysis
Table 3 below shows that the data in this research study have been collected through a rangeof methods. To answer the research questions, the data analysis of this study is set toinvestigate three different angels: (1) the demands students encounter, (2) the patterns ofstudent writing, and (3) the factors influencing the changes in their writing. The demands
placed on students will be examined through the analysis of data from unit outlines, course
reading notes and relevant documents, tasks or assignments, and observations of lectures,workshops or laboratory classes, which will represent the social values, norms and identities
36

Papers from the 39th ISFCof the new disciplines. Taking a genre perspective, students’ writing samples will be analysed
to trace changes in their performed academic literacy and to identify the patterns of languagein their writing. Finally, the factors that influence student writing will be examined throughthe analysis of teachers’ comments, lectures, reading resources (course reading notes and/ or
set readings from books or journals), and interviews with students. Teacher’s comments,
lectures, and reading resources are hoped to reflect how, as potential guides and models, they
influence the changes in students’ writing, and the interview with students is hoped to reflect
their opinions on their writing development and processes as well as their knowledge ofliteracy and some of the influences on that knowledge development (Tardy, 2005: 329).
Data

Quantity
ChemistryBusiness

Approx. 2000 words
Individual lab report
Approx. 2500 words
Group report
Approx. 2000 words
Midterm exam
Approx. 2500 words
Assignments
Course reading notes and Approx. 30 pages
relevant sources
3 hours
Observation of lectures
4 hours
Observation of workshop
Observation of laboratory 4 hours
Approx. 200 words
Teachers’ comments
1 pageQuestionnaire
1 hourInterview with students
Table 3. Details of data collection and quantity

Collection complete
ChemistryBusiness

N/A
Approx. 2500 words
N/A
Approx. 2500 words
Approx. 30 pages

Yes
Yes
Yes
Yes
Yes

N/A
Yes
N/A
Yes
Yes

3 hours
N/A
N/A
Approx. 100 words
1 page1 hour

Yes
Yes
Yes
Yes
In progress
In progress

Yes
N/A
N/A
Yes
In progress
In progress

Due to the constraints of time limitation and the funding of the research, theabove discussion of data analysis is, however, just a plan. It may not be possible to complete
all the three angles of analysis within the limited timeframe. The disciplinary features ofstudents’ writing samples is also another constraint. As can be seen in Table 3 above, most of
the data collected are from Chemistry. The student’s texts, however, include a lot of diagramsof molecular structure, and not much writing. In the meantime, it has only been possible tocollect one individual piece of writing from the Business students. Due to these constraints,
the selection of what data is possible to analyse, what kind of analysis will be possible andproductive, and what research questions are feasible to answer are under reconsideration.

8 Conclusion
This paper discussed the methodological outline of the study of Thai students’ academic
literacy development. The findings from the study will provide insight into how the academic
literacy of Thai students develops in Australian universities; explain the variables students
face, which affect their writing development when moving into Australian universities andprovide some guidelines in terms of the expectations and requirements of academic literacy
in Australian universities. The study is still in progress, and there have been a number ofchallenges in the data collection stage of this research which raise methodological issues forthe analysis, and also ultimately for the research questions to be addressed.

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Coffin, C., Painter, C., & Hewings, A. (2005a). Argumentation in a multi party asynchronous computer
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K.McCormick, & W. Peck (Eds.). Reading-to-write: Exploring a cognitive and social process (pp. 221-252).
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Halliday, M.A.K. (1994). An introduction to functional grammar. London: Arnold.
Halliday, M.A.K. and Matthiessen, C.M.I.M. (2004). An introduction to functional grammar. London: Arnold.
Hasan, R. (1996). Literacy, everyday talk and society. In R. Hasan & G. William (Eds.). Literacy and society(pp. 377-424). London and New York: Longman.
Hood, S. (2004). Appraising Research: Taking a stance in academic writing. Unpublished PhD thesis. Facultyof Education University of Technology, Sydney.
Horowitz, D. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL
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Martin, J. R. & White, P. (2005). The language of evaluation. New York: Palgrave.
Martin, J. R. & Rose, D. (2003). Working with discourse. London: Continuum.
Martin, J. R. & Rose, D. (2007). Genre relations: mapping culture. London: Equinox.
Paltridge, B. (2004). Academic writing. Language teaching, 37, 87-105.
Painter, C., Coffin, C., & Hewings, A. (2003). Impacts of directed tutorial activities in computer conference: A
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Schleppegrell, M., Achugar, A. and Oteiza, T. (2004). The grammar of history: Enhancing content-based
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Woodward-Kron, R. (2005). The role of genre and embedded genres in tertiary students’ writing.
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Engaging with others by establishing academic stances in thecontext of English as a Foreign Language
Widhiyanto
University of Wollongong
Building 22.108 Northfields Avenue Gwynneville Wollongong 2522
w463@uowmail.edu.au

Abstract
This paper reports on a preliminary investigation of how an undergraduate student in Indonesia engages withothers by establishing her academic stances through her thesis. The investigation focuses on the writer’s
linguistic choices in relation to distribution of interpersonal meaning throughout the text. It is particularly
concerned with the writer’s efforts in managing social relationships while establishing an authorial identity inrelation to the body of knowledge, the readers, and experts in the field. This study is underpinned by Systemic
Functional Linguistics, and is specifically informed by Appraisal theory. The data source is an undergraduate
thesis analyzed using the ENGAGEMENT system frameworks. The text analyzed in this study seems to present
inadequate and inappropriate engagement between the writer and the putative readers and the sources cited. A
pedagogical implication is that the deployment of language in the development of engagement between thewriter and the reader, and the writer and co-texts need to be explicitly taught to student writers in the Indonesiancontext.

1 Introduction
This study arises out of a concern that student writers in the context of English as a foreign
language (EFL) in Indonesia experience difficulties in bringing in others into their academic
texts. Such a relationship is mainly constructed through the writers’ efforts in engaging withother texts while establishing their own presence in their own texts. These two textual
operations are achieved through the use of interpersonal resources. Interpersonal meaning,which is shaped by the language choices the writers employ, functions to represent social
relations and social identities (Fairclough, 1992). This meaning helps writers construct anacademic stance with respect to the knowledge, the readers, and other experts in the field. In
doing so, they create certain prosodies of interpersonal meaning in their texts. An
understanding of the patterns of the prosody of interpersonal meaning and their functions intexts helps to establish academic stance in academic discourse (Hood, 2006, p.37).
In many cases, student writers face problems in engaging with English academic genres.
One reason could be that academic discourse communities require “characteristic kinds ofrelationship and practices that are enacted in or through discourse” (Hood 2004, p.24).
Student writers, particularly from EFL contexts, such as in Indonesia, may not be aware ofthese relationships and practices. This lack of knowledge may prevent them from mastering
the genres. Student writers, in this context, have to struggle with both the English language
and the codes of practices of the academic community. In addition, the idea that ‘written texts
in tertiary education should sound argumentative’ (Lee, 2006) may also be unfamiliar tothem. Consequently, students are still unable to productively negotiate meaning in their texts.
However, in the last decade or so Australian genre-based education has increasingly
influenced the Indonesian traditions in how teaching and learning of English academic
writing should be carried out. With the introduction of genre approaches, students’ awarenessabout crafting the meanings they communicate in their texts has been heightened. Emilia(2005) claims that genre-based pedagogy has enhanced the written academic discourse
practices especially in students’ performance in their argumentative skills.
39

to boldly proceed ...

A number of studies have explored the importance of interpersonal meaning in English
academic texts crafted by university students (Hood, 2004; Hyland, 2000; 2005a; 2005b;
Thompson, 2001), some of which especially explore the negotiation of the writers’ position
using SFL: particularly, APPRAISAL theory (Chatterjee, 2007; Padmanabhan, 2011). Most
studies in the area have been conducted on the texts produced by ESL learners (Hood, 2004;
2006; 2010; Lee, 2006, 2007, 2008; 2010a; Nakamura, 2009; Padmanabhan, 2011), and areconcerned either with students’ achievement of skills compared to those of published writers(Hood 2004) or to those of native English-born speakers/writers (Lee 2006). Focusing on
ATTITUDE and GRADUATION, Hood (2004; 2006; 2010) points out that student writers need to
become increasingly objective and critical in their academic writing and to demonstrate skillsof engagement with members of the academic discourse community while establishingdifferences and a space for their own research. Lee (2006, 2010; 2010a) reports that highgraded students’ essays display greater interactivity by showing awareness of the audience inargument structure and making interpersonal choices. Nakamura (2009) argues that in an
examination setting, there were “distinguishing features” of successful and less successful
texts in terms of the degree of the writers’ dialogic or inter-subjective engagement with thereaders.
Whilst there is a growing body of literature about the phenomena of roles of interpersonal
meaning in academic texts, few studies have examined how stance spreads across the body oflengthy texts. Building on the previous research, this paper reports on a preliminary study that
focuses on how an undergraduate student in an Indonesian EFL context manipulated
linguistic choices in spreading interpersonal meaning throughout her thesis to constructengagement with others while establishing her academic authority.

2 Theoretical Framework
2.1 The APPRAISAL system
Within SFL perspectives (Halliday & Matthiessen, 2004), Appraisal theory provides acomprehensive account of the resources of evaluation and stance (Martin, 2000; Martin &Rose, 2007; Martin & White, 2005; White, 1998). Appraisal theory deals with the linguistic
realizations of feelings, emotions and opinions (ATTITUDE), and how these subjective values
are amplified or toned down (GRADUATION). The theory is also concerned with interpersonal
resources that are used to engage with others by taking inter-subjective positioning(ENGAGEMENT). This theory has been expertly outlined in a number of studies in academic
texts (see for example, Hood, 2004; Lee, 2006). Since this paper focuses predominantly on
the ENGAGEMENT system, a brief outline is offered here as a prelude to the analysis.

2.2 The ENGAGEMENT system
The framework of the ENGAGEMENT system is developed on a basis that all clauses, either
monogloss or heterogloss, are stanced or attitudinal, and in some way construe for the text aheteroglossic influence of prior clauses (Martin & White, 2005; White, 1998, 2003). From an
Engagement perspective, all clauses can be either monoglossic or heteroglossic at the sametime proposals or propositions. In monoglossic clauses, the writer is the originator and thesource of the assertion; there is no other voice the writer refers to. Monoglossic clauses are
realized by bare assertion, though their effects to dialogistic positioning are complex (Martin& White, 2005, p. 100). These effects may include that the proposition is as taken-for-granted
or as currently under debate.

40

Papers from the 39th ISFC

In contrast, the heteroglossic clauses, which may explicitly or implicitly refer to othervoices, open a space for dialogue. Heteroglossic clauses are categorized into: ‘dialogically
expansive’ which opens up the space for alternative viewpoints to come in play in the
discourse, or ‘dialogically contractive’: in which though it opens a dialogic space in the
discourse, they act to narrow the space by directing to exclude certain dialogic alternatives, intheir intersubjective functionality (Martin & White, 2005).
“Dialogically expansive” clauses include either ‘entertain’: those which indicate that
their position is but one among a number of alternatives, such in “I assume that the stories
have something to deal with Dickens’ personal life”, or ‘attribute’: the clauses that relate theinternal authorial voice of the propositions to the external sources. Two sub-categories
emerge in ‘attribute’: ‘acknowledge’: the locutions do not overtly stand on any external
position, such as in “Eagleton defines literature as a fine art because it is difficult to make alimitation of it”, or ‘distance’: the locutions act an explicit detaching of the attributed
propositions as in “He thought that he was not supposed to work but study”.
“Dialogically contractive” clauses include: ‘disclaim’ that acts to reject some dialogic
alternative, and ‘proclaim’ that presents an authorial voice challenge or even exclude
dialogic alternatives. Disclaim is divided into ‘deny’ that presents negation to introduce
alternative positive position in the dialogue as in “The warehouse was just not a suitable forhim who had at least gotten a formal education for a short time.”, and ‘counter’ that present
an alternative position for countering the expected proposition in the dialogue such as “Nomatter how hard they tried, working people would never make their dream came true.”
Conversely, proclaim is divided into ‘concur’ that refers to clauses that overtly announce theaddresser as agreeing with the view of the writer, as in “Of course, it was different in thequality if at least the two classes were involved.”; pronounce includes authorial emphases or
explicit authorial interventions or interpolations, as in “…my main reasons will not go
beyond my curiosity toward him and his works.”; while endorse means referring the
propositions to external sources that are construed by the writers’ voice as correct, valid,
undeniable, as in “From the analysis above, the first description of education …”. Moreover,some forms of reported speech may be used in dialogue with others, the putative or imagined
readers: for contracting or expanding the dialogue. However, to get to the sense of the
dialogue, linguistic analysts have to consider the context of each clause, not just the reporting
verbs themselves as the only sources of the ‘dialogue’ offered by a writer. For further
discussion of the ENGAGEMENT system see Martin and White (2005).

3 Data and Method of Study
This study makes use of written data collected from a thesis submitted by an undergraduate
student, Clara (a pseudonym). This thesis was randomly selected from a collection of theses.
Clara writes this an at-least-sixty-page thesis as part of the requirements for the degree of“Sarjana Sastra” (Bachelor in Literature) at an Indonesian university. The thesis is an
exploration of Charles Dickens’ critique of education practice during Victorian era found inDavid Copperfield, Great Expectations and Oliver Twist. The thesis follows traditional
structure of introduction ^ review of related literature ^ method of investigation ^ data
analysis ^ conclusion and suggestion (Paltridge, 2002). The analysis was done by dividing
each chapter into single clauses, and categorizing the clauses as per Martin and White (2005).
In this stage, attention was focused on heteroglossic clauses and since context has a strong
influence on determining the proposition/proposal of a clause, even monoglossic clauses, theanalysis was careful to consider the context surrounding each clause in interpreting the
proposition/proposal conveyed.

41

to boldly proceed ...

4 Findings and Discussion
The number and percentages of clauses from the analyzed text is shown in Table 1 below.
Heteroglossic
Dialogic ‘contractive’
Dialogic ‘expansive’
Disclaim
Proclaim
Attributeconcurenteracknowdeny counter affirm concede pronounce endorse tain
ledge
distance

Chapters of the thesis
12

clauses
Chapter I Introduction%
clauses
Chapter II Review on Literature%clauses
Chapter III Method of Investigation%
clauses
Chapter IV Data Analysis(Discussion)%
clauses
Chapter V Conclusion and
Suggestion%
clauses
Sum

%

3

1
1.1
9
3.9
3
2.8
60
12.9
2
5.1
75
8.1

4

1
1.1
21
9.1
1
0.9
49
10.5
0
0.0
72
7.7
15.8

monoglossic

Sum

5

6

7

8

9

10

11

12

13

5
5.5
14
6.1
2
1.9
26
5.6
2
5.1
49
5.3

1
1.1
0
0.0
0
0.0
0
0.0
0
0.0
1
0.1

4
4.4
1
0.4
4
3.7
18
3.9
2
5.1
29
3.1

3
3.3
4
1.7
2
1.9
50
10.8
1
2.6
60
6.5

26
28.6
41
17.7
11
10.3
42
9.0
14
35.9
133
14.3

8
8.8
33
14.3
4
3.7
12
2.6
2
5.1
59
6.3
21.6

2
2.2
4
1.7
0
0.0
3
0.6
0
0.0
9
1.0

40
44.0
104
45.0
80
74.8
205
44.1
16
41.0
443

91
100.0
231
100.0
107
100.0
465
100.0
39
100.0
930

47.6

100.0

15.0

Table 1 Summary Findings of ENGAGEMENT Analysis
The table above shows that there is an almost equal distribution between monoglossic andheteroglossic clauses used in the analysed thesis. About a half (47.6%) of the whole clauses
are monoglossic, almost equally distributed in each chapter (see column 12). Chapter I uses
many bare assertions as this chapter functions to set up the setting of the study. Similarly,
Chapter III posses 74.8% bare assertions to contextualise the method of investigation. In
addition, Chapter V also shares similar number of monoglossic clauses to testify the findings.
The use of these clauses in appropriate contexts may function to contextualize sharedassumptions and/or show the writer’s authority (Lee, 2010a, p.187). However, in some othercases, Clara seems unknowingly to use monoglossic clauses inappropriately. In Chapter II,
the clause, “Literature, moreover, is also classified into three categories”, may read as if it is
her who has the authority; in fact, this clause is neither her authority nor shared knowledge.
Similar reading can be discovered in Chapter IV: “However, during the Victorian era, the twoclasses have developed into three social classes”. There is no reference in either clause.
By relying heavily on bare assertions, Clara represents herself as either confident with theclauses, or, as perhaps unknowingly not recognizing the importance of acknowledging otherpositions, or others who have done similar studies. A closer look into linguistic analysis
seems to suggest that she is reluctant to give a space for dialogue. In a wider perspective, it iscommon for inexperienced writers to take for granted solidarity with readers without
acknowledging other sources (Derewianka, 2007). Even clauses that appear to beheteroglossic at a preliminary reading do not necessary open up space for dialogue with thereader. For example, "Extensive reading of literature is needed to enrich references ofworldwide writers". This involves an "objective" metaphor of obligation Martin and White(2005), that the proposition can be read as subjectively conveyed via the modal "must" whichis construed experientially via the verbal process "to need". Therefore, this form of thedirective might be analysed as a bare assertion—a proposal of monogloss.
On the other hand, the heteroglossic clauses (52.4% of the total ones) are used in different
proportions for each category and sub-category in each chapter, in which 21.6% under‘dialogic expansion’ and 30.8% under ‘contraction’ categories (see further in column 3-11). It
implies that though she opens a dialogic space in the discourse, these clauses act more to42

Papers from the 39th ISFC

narrow the space by directing to exclude certain dialogic alternatives with the readers and thesources (Martin & White, 2005).
As ‘disclaim’ proliferates in many parts of the thesis, Clara seems to reject various facts
by offering propositions against what she reads from the novels as such in the clause“Workhouse is a house for poor people who did not have money and nowhere to live”. She
indicates her disalignment of what she read against what is as a common expectation. In the
instance, “It (i.e. reading as an activity) did not exist in working class life”, she denies the fact
in the novel and challenges with a view that reading habit should be in everyone’s life. By
using ‘proclaim’ which acts to limit the scope of dialogistic alternatives, with ‘endorse’subcategory, Clara uncritically warrants her propositions by referring to other voices (Martin& White, 2005); e.g. In line with that [the data she reads], a fact about education practicealso appears in the third book that is Great Expectations. Moreover, by ‘concur: affirm’, she
seems to projects herself as confident with her propositions, announcing to her readers her
position, as in “It was typically industrial revolution in Victorian era that employed children
as factory labours”.
The ‘entertain’ sub-category which projects clauses as dialogically expansive, as in “Onlysome could feel formal education with a very small scale”, there is some space for negotiation
with the readers and/or other knowers. This clause can be clearly read as implying a sort ofgrammatical metaphor - specifically a metaphor of probability (assuming). It may read as thewriter is not quite sure about her proposition that she is open for other voices, or she iswilling to negotiate with others’ different views. Thus in “I assume that the stories havesomething to deal with Dickens’ personal life”, we can read it as metaphorically related to"Maybe, probably, or possibly, the stories have something to deal with Dickens’ personal
life." These kind of "subjective" modals of probability explicitly ground the assumption in an
explicit subjectivity. Lastly, by applying ‘dialogic expansion: attribute’, Clara formulates her
authorial voice by attributing it to some external sources (Martin & White, 2005). It is usedmostly in chapter two in which she needs support for her propositions, such as in “Marxism
supports the idea of classless which means no offenses or forces from one social class to theother”, she shows that her position is based on another well developed theory. It is her voice
but it is strengthened by reference to others: she disassociates her own authorial stance byattributing it to other voice, though without necessarily entering into a critical dialogue withthem.
In sum, the fact that Clara used larger incidences of monoglossic than heteroglossic
clauses may indicate that she appeared trying to establish her authority over her study, thoughsome of them are not appropriately deployed. Otherwise, she appears to be “talking” toherself rather than to her reader, being deaf to others. Her use of heteroglossic clauses, on theother hand, also appears more to limit the dialogue and do not represent a critical struggle
with the alternative positions. In other words, her writing tends to be ‘externally authoritative
discourse’ not ‘internally persuasive discourse’.

5 Conclusion and teaching implications
As this paper reports on a preliminary investigation of bigger study that explores how theinterpersonal prosody ebbs and flows across a whole dissertation, it only copes with how thisstudent manipulated linguistic choices in spreading interpersonal meaning throughout her
thesis. The analysis reveals that this student needs to work hard in negotiating stance withrespect to others. It appears that a lack of metadiscoursal language or interpersonal resources
to the propositional content may be a challenging part of student writing. Communicatingwith readers in general becomes a contesting effort. A pedagogical implication may be that43

to boldly proceed ...

teachers should refer back to the importance of meaning-focused teaching rather thanteaching grammar separately from contexts. Methodologically, through such studies as this,researchers and teachers can develop more explicit ways of interpreting problems of EFL
writers from user-bound notions or an interpersonal perspective.

References
Chatterjee, M. (2007). Textual Engagement of a Different Kind? Paper presented at the ASFLA Conference,
Sydney.
Derewianka, B. (2007). Using appraisal theory to track interpersonal development in adolescent academic
writing. In A. McCabe, M. O’Donnell & R. Whittaker (Eds.), Advances in Language and Education (pp.
142–165.). London and New York: Continuum.
Emilia, E. (2005). A critical genre-based approach to teaching academic writing in a tertiary EFL context inIndonesia. Doctor of Philosophy, University of Melbourne, Melbourne, Melbourne. Retrieved fromhttp://dtl.unimelb.edu.au/R/A7VMYEGLQ8YIB6P5NRCKT72JLBC458QKQV2XJRPGE75DX33RDH01547
Fairclough, N. (1992). Intertextuality in critical discourse analysis. Linguistics and Education, 4(3–4), 269-293.
Halliday, M. A. K.& Matthiessen, C. M. I. M. (2004). An Introduction to Functional Grammar (Third ed.):London: Hodder Arnold.
Hood, S. (2004). Appraising Research: Taking a stance in academic writing. Doctor of Philosophy, Universityof Technology, Sydney, Sydney. Retrieved from http://www.grammatics.com/appraisal/hoodS-phdlinks.htm
Hood, S. (2006). The persuasive power of prosodies: Radiating values in academic writing. Journal of English
for Academic Purposes, 5(1), 37-49.
Hood, S. (2010). Appraising Research: Evaluation in Academic Writing (First ed.). Hampshire: PALGRAVE
MACMILLAN.
Hyland, K. (2000). Hedges, Boosters and Lexical Invisibility: Noticing Modifiers in Academic Texts. Language
Awareness, 9(4), 179-197.
Hyland, K. (2005a). Representing readers in writing: Student and expert practices. [doi:10.1016/j.linged.2006.05.002]. Linguistics and Education, 16(4), 363-377.
Hyland, K. (2005b). Stance and engagement: a model of interaction in academic discourse. Discourse Studies,
7(2), 173-192.
Lee, S. H. (2006). The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL
and Australian tertiary students. Doctor of Philosophy (PhD) Online, University of Sydney, Sydney.
Retrieved from http://hdl.handle.net/2123/1285
Lee, S. H. (2007). An application of multiple coding for the analysis of ATTITUDE in an academic argument..
Linguistics & the Human Sciences, 3(2), 165-190.
Lee, S. H. (2008). An integrative framework for the analyses of argumentative/persuasive essays from aninterpersonal perspective. Text & Talk, 28(2), 239-270.
Lee, S. H. (2010). Command strategies for balancing respect and authority in undergraduate expository essays.
Journal of English for Academic Purposes, 9(1), 61-75.
Lee, S. H. (2010a). Attribution in high-and low-graded persuasive essays by tertiary students. Functions ofLanguage, 17(2), 181-206.
Martin, J. R. (2000). Beyond Exchange: APPRAISAL System in English. In S. Hunston & G. Thompson (Eds.),
Evaluation in Text: Authorial Stance and the Construction of Discourse. Oxford: Oxford University Press.
Martin, J. R., & Rose, D. (2007). Working with discourse: meaning beyond the clause. New York: Continuum.
Martin, J. R., & White, P. R. R. (2005). The language of evaluation: appraisal in English. New York: Palgrave
Macmillan.
Nakamura, A. (2009). Construction of evaluative meaningin IELTS writing: An intersubjective and intertextual
perpective. Doctor of Philosophy, University of Wollongong, Wollongong.
Padmanabhan, M. C. (2011). Identity and Textual Engagement: Expreriences of 3 international students writinga doctoral thesis in EAL. Doctor of Philosophy, University of Wollongong, Wollongong.
Paltridge, B. (2002). Thesis and dissertation writing: an examination of published advice and actual practice.
English for Specific Purposes, 21(2), 125-143.
Thompson, G. (2001). Interaction in academic writing: learning to argue with the reader. Applied Linguistics,
22(1), 58-78.
White, P. R. R. (1998). Telling Media Tales: the news story as rhetoric. Doctor of Philosophy, University ofSydney, Sydney. Retrieved from http://grammatics.com/appraisal/whiteprr_phd.html
White, P. R. R. (2003). Beyond modality and hedging:A dialogic view of the language of intersubjective stance.
Text, 23(2), 259.

44

Papers from the 39th ISFC

Developing an approach to teaching grammatical metaphor to
ESL writers
Devo Yilmaz Devrim
University of Sydney
Department of Linguistics Transient Building F12 2006 NSW
dyil0551@uni.sydney.edu.au

Abstract
This paper presents the theoretical foundations and findings of an action research project conducted within the
SLATE (Scaffolding Literacy in Adult and Tertiary Environments) project, which was jointly managed by theCity University of Hong Kong (CityU) and the University of Sydney (USYD). The action research project
reported in this paper specifically focuses on how undergraduate students develop their grammatical metaphor(GM) use with the help of tutors’ online language support, and aims at developing an approach to teaching GM.
GM, which was suggested by Halliday (1985a), is a fundamental characteristic of registers of science,bureaucracy, and academia, and its mastery can lead to success in academic and educational environments.
Therefore, developing an approach to teaching GM to second language users is essential. This project is framed
as action research, which spanned a period of three years, based on the action research cycle suggested by
Kemmis & McTaggart (1988).

1 Research Context
The research project aims to develop an approach to teaching GM within the SLATE project.
The SLATE project was a joint project between CityU and USYD that aimed to provide
online literacy support to undergraduate students. USYD was contacted by the City
University of Hong Kong to help their undergraduate students’ academic writing skills. The
project was called Language Companion Course (LCC) in Hong Kong, and the title given to
the project at the USYD end was the SLATE project.
The SLATE research team trained tutors on online feedback provision using a tool
called the 3 x 3 matrix (Humphrey, Martin, Dreyfus & Mahboob, 2010). The matrix consistedof nine squares that intersect metafunctions (i.e. ideational, interpersonal, textual) and various
text levels (i.e. whole text, paragraph, clause). This helped tutors provide online feedback andunderstand what roles metafunctions play at various text levels. Therefore, the feedback
provided by the SLATE tutors covered a wider range including content, organization,
lexicogrammar, text formatting, spelling and punctuation in comparison to the LCC tutors’
feedback. In other words, the feedback instances provided by the SLATE tutors was not
limited to corrective feedback that focuses on grammatical accuracy (see Ellis, 2009 forcorrective feedback).
The research study that is reported in this paper focused on GM feedback. The GM
feedback refers to the SLATE tutors’ online comments that helped their students use GMs
more effectively. The following example shows how a student was supported on the use of
GM. The feedback is in curly brackets.
Lastly, the 0.1K-ohm resistor converts the current to voltage, enabling us to measure{You could
use the grammatical metaphor in this spot eg : the measurement of...} the
output voltage across it.

In the above example, the tutor supports a student by suggesting him/her to use GM. The
tutor also suggests a phase to the student.

2 Grammatical Metaphor
Grammatical metaphor is defined as the resetting of the relationship between discourse
semantics and lexicogrammar that creates tension between these strata. The model that was45

to boldly proceed ...

adopted in the research was the stratal model (Halliday, 1985a, 1998; Martin, 1992a, 1993b;
Halliday & Martin, 1993), which was chosen due to three main reasons.
Firstly, the categorization of ideational metaphor by the stratal model is simpler that thealternative, thus it is more appliable to the teaching of GM. Within the stratal model, there are
two types of ideational metaphor, namely experiential and logical metaphors (Halliday,
1985a, 1998; Martin, 1992a, 1993b; Halliday & Martin, 1993). Experiential metaphors arefurther categorized into process as noun (congruent: to introduce – metaphorical:
introduction) and quality as noun (congruent: accurate – metaphorical: accuracy). Logicalmetaphors are categorized into four sub-types; specifically, cause as verb (congruent:because – metaphorical: to cause), cause as preposition (congruent: because – metaphorical:
due to), cause as noun (congruent: because – metaphorical: cause) and cause as adjective(congruent: because – metaphorical: causal).
Second, only the stratal model theorizes interpersonal metaphors, as interpersonal
metaphors result from the non-congruent realization of speech function by the mood andmodality systems in lexicogrammar (Halliday, 1985a).
Finally, the stratal model provides accounts for technical terms and dead metaphors.
These structures can only be explained due to the loss of stratal tension. Therefore, the stratal
model provides us with an “appliable” framework for teaching purposes.

3 Research Design
The method used in this project is action research following Kemmis and McTaggart (1988).
The research spanned a period of three years and was conducted in three phases. Phase 1
aimed to establish foundations to develop an approach to teach GM by observing how
students employed GM, and whether tutors supported students’ GM use through opencomments. That is, Phase 1 was explanatory and observational. It did not adopt aninterventionist approach to train tutors or provide students with information regarding GM.
On the other hand, Phase 2 and Phase 3 sought answers to the research questions throughtraining tutors and providing students with background knowledge on types of GM and how
to use them effectively. In other words, Phase 2 and Phase 3 adopted an interventionist
approach building on Phase 1. The following research questions guided the study.
1. Do students develop their GM use?
2. How do tutors support their students’ GM use?
To answer the first RQ, the very first and last drafts from each research phase wereanalyzed for GM instances. Congruent alternatives were created to see whether stratal tension
existed. The second method used was to upload drafts to Simple Concordance Program(Reed, 2010) to retrieve word frequency counts. This method was used to distinguishtechnical terms from experiential metaphor. Word frequency lists were checked to explore
whether congruent and non-congruent forms were identified in the data sets. If only noncongruent forms occurred, this referred to the loss of stratal tension due to technicalization.
The second RQ was explored by analyzing all the feedback instances to identify GM related
feedback.

46

Papers from the 39th ISFC

4 Do students develop their GM use?
4.1 Development of GM use in Phase 1: July – December, 2008
Phase 1 concentrated on procedural recounts that were composed by undergraduate students
enrolled in the Applied Physics unit. The procedural recounts were based on the laboratory
experiments conducted by students. To explore how students used GM, 16 students who havecompleted all of their assignments were selected. The instances of GM were identified andcounted. To make comparisons, instances of GM per 1000 words were calculated. The
following table shows the frequency of GM and technical terms during Phase 1.
Technical
terms

Experiential
metaphor

Logicalmetaphor

Interpersonal
metaphor

Assignment 1
draft -1

21

23

4.6

.2

Assignment 4
final

13

25

7.8

-

Change in ‰

-8

2

3.2

-.2

Table 1: Frequency of GM and technical terms in Phase 1
As Table 1 shows, the frequency of experiential and logical metaphors increased by 2 and 3.2
per 1000 words respectively. However, the frequency of technical terms decreased by 8 andthere was not instance of interpersonal metaphor in the very last draft. These figures were
helpful in designing and implementing Phase 2.

4.2 Development of GM use in Phase 2: January – April, 2009
The students who took part in the second phase were from the Department of Electronic
Engineering who were enrolled in the Analogue Laboratory unit. As part of the project, thestudents were to prepare four compositional reports to explain parts of an electronic device
such as a power adaptor. These students were provided with knowledge about GM using
congruent and metaphorical alternatives. The example sentences were presented in isolationfrom their context. In other words, the information provided to the students was not based on
periodicity at whole text level. To explore the development of GM, 11 students’ very first andlast drafts were analyzed. The following table presents the frequency of technical terms andGMs per 1000 words.
Technical
terms

Experiential
metaphor

Logicalmetaphor

Interpersonal
metaphor

Assignment 1
draft -1

6

14.6

5.4

-

Assignment 3
final

6.4

14.9

7.2

-

Change in ‰

.4

.3

3.2

Table 2: Frequency of GM and technical terms in Phase 247

to boldly proceed ...

As shown in Table 2, the frequency of technical terms, experiential and logical metaphorsincreased by .4, .3 and 3.2 per 1000 words respectively. When compared with Phase 1, thechange in the frequency of technical terms and experiential metaphor was smaller. However,the frequency of logical metaphors increased by 3.2. The comparison between Phase 1 andPhase 2 helped us design the last phase of the research where the students were provided withknowledge about GM at the whole text level.

4.3 Development of GM use in Phase 3: January – April, 2010
Phase 3 focused on the consequential explanation composed by students from the Departmentof Linguistics. The students were enrolled in the Introduction to Linguistics unit. Eightstudents were selected to investigate whether the frequency of GM increased due to theinformation provided to the students. The following table shows the frequency of technicalterms and GMs.
Technical
terms

Experiential
metaphor

Logicalmetaphor

Interpersonal
metaphor

Assignment 2
draft 1 –

1

28.1

14.7

-

Assignment 2
final –

1.5

32.2

21.5

-

Change in ‰

.5

4.1

6.8

-

Table 3: Frequency of GM and technical terms in Phase 3
As Table 3 illustrates, the students used experiential and logical metaphors frequently.
However, there was no instance of interpersonal metaphor and technical terms were notfrequently used. The frequency of experiential metaphor increased by 4.1 per 1000 words,
and the frequency of logical metaphor increased by 6.8 per 1000 words throughout Phase 3.
In comparison to Phase2, the frequency of GM in draft 1 was much higher and increase in thefrequency of GM was also higher.

5 How do tutors support their students’ GM use?
The tutors who participated in the research also provided feedback targeting students’ GM
use. As discussed earlier, the tutors did not receive any training regarding GM identificationand feedback provision during Phase 1. The tutors who participated in Phase 2 and Phase 3
were provided with training on GM. The training in Phase 2 concentrated on the clause level
where the tutors were presented with example sentences that included GMs. Congruent
agnates were created for the example sentences to show tutors how meanings might beextended through GM use. The training during Phase 3, on the other hand, focused on theoccurrence of GM instances within their context in relation to the whole text. The tutors were
presented with explanation texts without thesis statements and topic sentences and wereasked to fill in the blanks using experiential and logical metaphors.
The feedback instances were categorized based on the degree of explicitness and theamount of rationale provided by tutors (Ahmar & Devrim, forthcoming). The degree of
explicitness refers to the directness level of the feedback: whether tutors provided students
with GM or whether they elicited or required students to revise their text implicitly. The
amount of rationale refers to whether a tutor told their students what is problematic with aparticular text and why.

48

Papers from the 39th ISFC

5.1 GM support during Phase 1
There were a total of 5 instances of GM feedback. Four of these instances were worded
explicitly and no provision of rationale was observed. The number of drafts analyzed inPhase 1 was 352. When the number of GM feedback instances is divided by the number ofdrafts, we found the ratio of feedback per draft, which was .014. Therefore, we decided toprovide training to tutors in Phase 2.

5.2 GM support during Phase 2
The total number of feedback instances that targeted students’ GM use was 26. Half of these
instances were provided at the beginning of students’ drafts to encourage them to use GM,
direct them to the support material provided to students, and explain how GM improves texts.
The number of GM feedback provided in the body of drafts was also 13. The explicit framingof feedback was also observed in Phase 2. Furthermore, the tutors used technicalmetalanguage, “grammatical metaphor” to help students improve their written work. There
was only one instance of GM feedback where a tutor provided rationale. When the total
number of feedback moves (26) is divided by the number of drafts (432), the ratio of GM
feedback per draft is calculated as .06, which was more than four times higher than the ratioin Phase 1.

5.3 GM support during Phase 3
The total number of GM feedback instances was 96. Thirty-six of these instances were
provided at the beginning of students’ drafts to encourage them to use GM, to remind theeffects of GM on language. The rest of GM feedback instances was provided in students’texts. More implicit framing of feedback was observed during Phase 3 in comparison to
Phase 1 and Phase 2. The tutors also provided their students with rationale as to how texts
improve by effective GM use. When the number of feedback instances (96) is divided by the
number of drafts that received GM feedback (46), then the ratio was 2.1. This figure wasmuch higher than the ratio observed during Phase 1 and Phase 2.

6 Discussion & Conclusion
The findings from the research suggest that GM use develops due to the development oflanguage proficiency. During each phase of the research, the students improved their GM use.
Although the last two phases adopted an interventionist approach to provide students withknowledge on GM and train tutors on GM identification and feedback provision, the students
who participated in Phase 1 also developed their GM use. This shows that GM use develops
when language proficiency develops. Related to this point, the knowledge provided to
students in relation to the information flow at the whole text level during Phase 3 generated
more instances of GM as compared to Phase 2. In other words, the textual effect of GM atwhole text level helped students use GM more frequently.
The training provided to tutors at the whole text level was more effective as comparedto the GM training based on the clause level. The difference in the amount GM feedback
during Phase 2 (.06) and Phase 3 (2.1) clearly shows the training that focused on the whole
text level generated more instances of GM feedback. Moreover, training based on therelationship between periodicity at whole text level and GM resulted in a wider range of GM
feedback. The tutors who participated in Phase 3, provided a wider range of GM feedback byeliciting GM instances from students and providing rationale regarding the consequences ofsuggested changes.
To conclude, not only did the training based on whole text level generated a wider
range of GM feedback, but it also helped students use GMs more effectively in relation to the49to boldly proceed ...

information flow.

7 References
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), pp. 97-107.
Halliday, M. A. K. (1985a). Introduction to functional grammar. London: Arnold.
Halliday, M.A.K. (1998) Things and relations: regrammaticising experience as technical knowledge in J.R.
Martin & R. Veel (Eds.), Reading science: critical and functional perspectives on discourse of science (pp.
185-235). London: Routledge.
Halliday, M.A.K. & Martin, J. R. (1993) Writing science. London: The Falmer Press.
Kemmis, S. & McTaggart, R. (1988). The action research planner. Victoria, Australia: Deakin University Press.
Mahboob, A. & Devrim, D. Y. (forthcoming). Supporting independent construction online: feedback in the
SLATE project. Linguistics and Human Sciences. Special SLATE issue.
Martin, J.R. (1992a) English text: system and structure. Amsterdam: Benjamins.
Martin, J. R. (1993b) Technology, bureaucracy and schooling: discursive resources and control. Cultural
Dynamics 6.1, (pp. 84-130).
Humphrey, S., Martin, J., Dreyfus, S., & Mahboob, A. (2010). The 3x3: Setting up a linguistic toolbox forteaching and assessing academic writing. In Appliable Linguistics, Mahboob, A. & Knight, N. (Eds), (pp.
185-200). London: Continuum.
Martin, J. R. & Rose, D. (2003). Working with discourse: meaning beyond the clause. London, New York:
Continuum.
Reed, A. (2010). Simple Concordance Program. Downloaded on December 16, 2011 fromhttp://download.cnet.com/Simple-Concordance-Program/3000-2279_4-4577501.html

50Papers from the 39th ISFC

Functional recast of causal discourse: From textbook to lecture
Ping, Liu1; Xiaoping, Liang2
Huazhong Agricultural University; California State University, Long Beach
College of Foreign Language, Huazhong Agricultural University, Wuhan, Hubei, China, 430070
Department of Linguistics, California State University, Long Beach, California, U.S.A., 90804
liup@mail.hzau.edu.cn

Abstract
Using the theoretical framework of SFG, this paper reported on a comparative study of textbook discourse andlecture discourse of a bilingual physics course in a Chinese university. Employing functional approach todiscourse analysis, the study revealed that textbook discourse was more grammatically metaphorical, resulting
in obscurity of causality. In the textbook discourse reconstruction, the major strategy used by the bilingual
instructor was functional recast, mainly involving the transformation from metaphorical mode to congruent one.
The cognitive effect of the two discourses was tested. The result indicated functional recast as a discoursereconstruction strategy was effective. The study explored theoretical basis of this strategy and revealed thebilingual instructor’s role in negotiating meaning and form.

1 Introduction
University bilingual instruction advocated by the Chinese Ministry of Education is similar toContent-based Language Instruction (CBLI). That means instructing subject content andusing a textbook in a foreign language. However textbook language, particularly science
English, is highly metaphorical, and can pose difficulties for EFL (English as foreign
Language) students (Halliday & Martin 1993: 79). Some scholars such as Schleppegrell(2004), Debbie (2009), and Byrns (2009) also indicated linguistic difficulties for EFL or ESL
students. Mohan & Beckett (2003) used a functional approach to class interaction analysis.
They found functional recast was effective grammatical scaffolding. However, there has been
little research on how bilingual teachers deal with textbook language. Marsh, Hau & Kong’s(2000) research on bilingual instruction in Hong Kong revealed that EFL students could notunderstand English textbooks fully due to linguistic problems. In order to avoid thisphenomenon, this study is to compare textbook and lecture discourse so as to answer thefollowing 3 questions: 1.How do textbook and lecture discourses differ in expression mode?
2. What strategies were used in the reconstruction of textbook discourse? 3. What explanation
does SFG offer for the strategies adopted by bilingual teachers?

2 Relating concepts
2.1 Functional recast
Functional recast was first put forward by SFL scholars Mohan & Beckett (2003: 424). In
their opinions, there were two kinds of recasts: corrective recast and functional recast. The
former emphasized repair in form. The latter based on SFG stressed on re-editing orparaphrasing discourse rather than correcting formal mistakes. For example, when we recast
To do x, we can do y, into We can do X by doing y, no grammatical mistake is involved. But
such a recast makes a difference: the second expression sounds more formal. Traditional
grammar can not offer an explanation for the different expression effects, while SFG canfrom the perspectives of lexico-grammar and grammatical metaphor. This study will borrowthe concept of functional recast to refer to transformation between two expression modes,
namely, metaphorical mode and congruent mode, which is the major strategy used by thebilingual teacher in our study.

51

to boldly proceed ...

2.2 Two expression modes of causal meaning
Halliday & Martin 1993: 66) studied the diachronic development of causal relations. They
found that conjunctions such as ‘because’, ‘so’ were used to express causality, and that causal
meaning was realized by clause complexes at the earlier phase. In an advanced phase, verbs
such as ‘prove’, ‘cause’ were used to express causal relations. In different phases, causal
meaning was realized either by clause complexes or clauses. The former is regarded ascongruent mode, the latter as metaphoric mode in our study.

3 Data Analysis
3.1 Data collection and analysis approach
Sample 1
Causality ①
Congruentmode in both
discourse

Textbook Discourse
If there were a clock at rest in frameF’(1) identical to the clock at rest inF(2), then the observer in F would
see the clock in F’ running slow,
just as the observer in F’ see theclock in F running slow.
(conditions (1), (2) are packed in
nominal groups)
Were it otherwise, the observers
could use this asymmetry to decide
who was moving and who wasstanding still, an explicit violationof the original premise that only
relative motion has any meaning.
(Conditions and results are hidden
in “otherwise” and “asymmetry” )Lecture Discourse(1) If you put these two clocks side byside, (2) and you put them stationary
with respect to you, they take the samerate.
Conditions are presented in two
compound sentences

When they are in motion with respect
to you, one dilates, the other does notdilate. They tick in different rate. They
go in different pace. That means you
are violating the principle of relativity.
(strategies: meta-discourse marker, denominalization, additional
explanation(Conditions and results are presented
in clauses.)(Omitted due to limited space) …
(Omitted) …
Causality③
Sample 2
Textbook Discourse
Lecture DiscourseThedegreeofchangeinbody’s
The state of motion and final velocity
Causality①of an object will depend on the mass
Metaphorical motion due to a given forceof this object.
mode in both depends on the mass of a body.
(Strategy : complex nominal structure
discourses
breakup)(Omitted)…
Causality ② (Omitted)…
The mass of an object describes its
When something is massive, we’llCausality③
inertia,or
its
resistancetoachangefind velocity will be less, because
textbook:
more inertial means more resistance tometaphorical in its motion.
the change of state.
lecture:Strategy:
conjunction
congruent
Sample 3…
(Omitted)…
(Omitted)…
Table 1: Contrast of Expression Modes of the Two Discourses
Causality②
textbook:
metaphoricallecture:congruentParticipants came from a key university in Shanghai, China. The students were physics
majors. In class, the lectures were completely delivered in English. Twenty one-hour lectures
were recorded and transcribed into texts. The bilingual physics course adopted original
English textbook without being revised (Paul M.F. et al., 1993). Three samples of multiple
52

Papers from the 39th ISFC

causal relations were chosen from textbook and the corresponding transcripts of lectures were
picked out to represent textbook and lecture discourses respectively. In order to test cognitiveeffect of these two discourses, we extracted one passage covering three samples respectively
from lecture discourse and textbook discourse, and designed 10 reading comprehension
questions about causal relations. A passage reading comprehension quiz was held
respectively in two classes at the same English proficiency level.
This study adopted a functional approach to discourse analysis, modeled after the approach
used by Mohan and Beckett (2003). In analysis, we focused on 3 points: identifying multiplecausal relations and the expression modes at discourse level; the usage of noun, verbs,
conjunctions, personal pronouns, and so on at the lexico-grammar level; and the strategies
used by bilingual teachers.
3 samples
Textbook
LectureNominal Structure
Noun Nominal Total
group
9
25
34
6
17
23

Processes Realized by Verb
Relation Material Mental

Personal… pronoun

…

9
9

2
5

…0
… 15

…
…

7
15

Table 2: Statistics of 3 Samples at Lexico-grammar Level

score

Group

N.

Mean

SD

df

sig

T

textbook

30

74.67

11.36

59

.000

-3.898lecture

31

85.16

9.61

textbook

30

18.27

0.88

59

.000

4.546

time

Lecture
31
17.36
0.68
Table 3: Independent Sample T- test of Cognitive Effect of Two Reading Discourses

3.2 The contrast at discourse level and lexico-grammar level
3. 2 .1 At discourse level
The contrast of two discourses indicated that there were more metaphorical forms in the
textbook discourse, and more congruent forms in lecture discourse. Among 8 causal relations,
metaphorical forms and congruent forms are in the proportion of 5:3 in textbook discourse,
3:5 in lecture discourse. The causal meaning expressed in metaphorical form was implicit,
and causality was obscure in textbook. The findings could be illustrated by the following
points (see Table 1): (1) In textbook discourse, conditions and results tended to be packed in
nominal groups. Sample 1 Causality① was case in point. (2) Multiple casual relations wereburied in nominal groups. For example, the nominal group ‘The degree of change in body’s
motion due to a given force’ contains two causal relations: ‘A given force causes motion’ and‘A motion causes the degree of change’. (3) Causality was embedded in abstract vocabulary.
For example, the condition and result of Sample 1 Causality② were embedded in‘otherwise’ and ‘asymmetry’ in textbook discourse. (4) Multiple causal relations overlapped.
In Sample 1 ‘asymmetry’ represented both the result of Causality① and the conditions of
Causality②. It was harder to identify the causal relations when they overlapped (in textbook
discourse) than when they were stated separately (in lecture discourse).

53

to boldly proceed ...

3.2. 2 At lexico-grammar level
The primary differences of two discourses at lexico-grammar level are embodied as follows.
(1) There were more nominal structures in textbooks than in lectures. Nominal structuresappeared in more forms in textbooks, including nominal groups, abstract nouns, and nominal
clauses. Some of them were very complicated. A case in point was ‘the degree [of [change[of [body’s motion [due to [a given force]]]]]]’, which was an iterated structure of ‘noun +preposition’; (2) In lecture discourse, more verbs realizing material processes were used,
therefore lecture language was more vivid and specific. While in textbooks, more verbs wereused to realize relations resulting in obscure causality; (3) Passive voice was used more in
textbook discourse, active voice more in lectures. For instance, textbook version ‘is said tobe’ corresponded to lecture version ‘you can be sure that’; (4) Compared with textbook
discourse, more conjunctions were used to realize cause-effect relations in lecture discourse;(5) There were 15 cases of personal pronouns used as the subject of clauses in lectures. But
there were none in textbooks (see Table 2).

3.3 Functional recast and test on cognitive effect
Functional recast was the primary strategy used to reconstruct textbook discourse. Most oftransformations were conducted from metaphorical form to congruent form. Three out of fourtransformations were in this direction. The pre-requisite for functional recast was that thecausal meaning was expressed implicitly. Other strategies included specification of abstract
nouns, de-nominalization, complex nominal structure breakup, additional explanation, anduse of meta-discourse markers (see Table 1).
In the cognitive effect T- test, we set ‘reading comprehension accuracy score’ and ‘readingtime’ as two parameters. Statistics (see Table 3 of the T-test indicated the score of lecturegroup was significantly higher than textbook group (P<.005) and the reading time of lecturegroup was significantly shorter than textbook group (P<.005). The T-test results revealed thattextbook discourse was more cognitively difficult and required more cognitive effort. It also
demonstrated that functional recast as a discourse reconstruction strategy was both effective
and feasible.

4 Discussion
4.1 The explanation of different preference for expression mode
The textbook’s preference for metaphorical form can be explained by its following
characteristics. (1) Conciseness. According to Halliday & Martin (1993: 192), metaphoricalshift involves downward movement in grammatical ranks. Namely, a clause complex was
reduced into a clause or even into a nominal group. Thus grammatical structure wassimplified and information was condensed. Metaphorical form was characterized byconciseness, which conformed with the language requirement of written science English. (2)Objectiveness. The statistics in Table 2 show that less mental and material processes wereused in metaphorical forms of textbook discourse. Consequently, corresponding subjective
elements such as participants, environments, voice, and modality involved in these twoprocesses were omitted. Objectiveness was another feature of metaphorical form which madeit become the choice of textbook expression. (3) Logicality. In metaphorical form of
expression, given information was packed into nominal groups acting as Theme with new
information acting as the Rheme of a clause. After being mentioned, the New became Given
acting as the Theme of the following clause to introduce another piece of new information. In
this ‘Given + New’ and ‘Theme + Rheme’ pattern, all information was logically presented(Halliday & Matthiessen 2004: 93). The logicality of metaphorical forms of expression is thethird reason why they are a priority of textbook discourse.

54Papers from the 39th ISFC

4.2 Theoretical basis of functional recast offered by SFG
According to SFG, grammar has the power to construe, deconstrue, and reconstrue meaning(Martin & Veel, 1998: 190). In the course of metaphorization, every element will experience
semantic mapping and grammatical rankshift. The latest study revealed that the semantic
mapping and the grammatical rankshift between the congruent forms and their metaphoricalcounterparts was bidirectional from a synchronic perspective (Zhengjun, L., Zhong, Y. 2010:403). With the transformation from metaphorical to congruent form, there is recovery to theprototype relation between grammatical and semantic category. Therefore, the ambiguity andobscurity were eliminated. In this sense, grammatical rankshift and semantic mapping offer atheoretical basis for functional recast.

4.3 Discussion of cognitive effect of metaphorical mode
The cognitive effect of using metaphorical modes has been a controversial issue. Halliday &Martin (1993) thought high lexical and informational density, and ambiguity of metaphoricalmode would cause cognitive difficulty. Similar viewpoints included: Congruent form wasclose to prototype expression, representing natural relation between two categories ofgrammar and semantics (Halliday & Matthiessen 1999); Metaphorical form was the variationin both form and meaning (Ravelli 1988; Wei, H. 2008). This study result agrees with thetheoretical research results above. But it disagrees with the findings of the empirical study by
Nana, J. & Zili, C. (2004), which found that the metaphorical mode helped to achieve better
cognitive effects. In their study, they revised texts by transforming all the metaphorical forms
into congruent ones. The revised text was said to contain zero metaphor. As Lakoff &Johnson (1980) pointed out, 70% of language comes from metaphor, which is anindispensable part of language. Therefore language containing zero metaphor may be an ideal
experimental language. The lecture discourse in our study was the transcript of naturalclassroom lecture language. The ratio of metaphorical mode and congruent one was 5:3.
Languages in different states in the two empirical studies may account for the different
results.
This study also has its limitations. The corpus and sample collection were restricted by thebilingual teacher’s experience and students’ language proficiency level. Further studies tofind out a proper ratio of two modes and appropriate metaphor distribution in discourse toachieve optimal cognitive effect are needed. Similar studies on bilingual instruction need tobe supported by more corpora collected from a larger range.

5 Conclusion
Data analysis revealed that textbook discourse was more metaphorical than lecture discourse.
The causal meaning expressed in textbook was more implicit. The study indicatedconciseness, objectiveness, and logicality of metaphoric form gave it priority in textbook
expression mode choices. However, metaphorical form deviated from prototypical cognitive
categories and increased the cognitive difficulty. In order to help students to understandhighly metaphorical textbook language, the bilingual teacher adopted the strategy offunctional recast to reconstruct the textbook discourse. The test of cognitive effects of two
discourses indicated the feasibility of this strategy. It has to be pointed out that the purpose offunctional recast is to make textbook language accessible to students rather than simplify thelanguage input. To some degree, to deliver the textbook content is to recast textbook
discourse. Therefore, functional recast is the linguistic strategy that bilingual teachers shouldgrasp so as to identify the ambiguity and obscurity of metaphorical forms in textbook
language. This study is aimed at arousing teachers’ linguistic and strategic awareness,
facilitating them to negotiate consciously between meaning and expression under theguidance of SFG so as to improve the teaching quality of bilingual education.

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to boldly proceed ...

References
Byrnes, H. (2009). Emergent L2 German writing ability in curricular context: A longitudinal study ofgrammatical metaphor. Linguistics and Education, 20(1): 50–66.
Debbie, G.H. (2009). Systemic Text Analysis in the ESL Writing Classroom: Does It Work? RELC Journal,
40(3): 333-359.
Halliday, M. A. K. & J. R. Martin. (1993). Writing Science: Literacy and Discursive Power. London: The
Falmer Press.
Halliday, M. A. K., & Matthiessen, C.M.I.M. (1999). Construing Experience though Meaning: A Languagebased Approach to Cognition. London: Continuum.
Halliday, M. A. K. &Matthiessen, C.M.I. M.(2004). An Introduction to Functional Grammar (3rd Ed.). London:
Arnold.
Lakoff, G. & M. Johnson. (1980). Metaphors We Live By. Chicago: The University of Chicago Press.
Marsh, H. W. et al. 2000. Late immersion and language of instruction in Hong Kong high school: Achievement
growth in language and non-language subjects. Harvard Educational Review, 70: 302-346.
Martin, J. R. & Robert, V. (1998). Reading Science: Critical and Functional Perspectives on Discourses of
Science. London: Routledge.
Mohan, B., Beckett, G.H. (2003). A Functional Approach to Research on Content-Based Language Learning:
Recasts in Causal Explanations. The Modern Language Journal, 87(3): 421-432.
Nana, J. & Zili, C. (2004). Cognitive effects of grammatical metaphor. Foreign Language Teaching andResearch, 36 (1):25-30.
Paul, M.F., Stephen, G., Stephen, T. T. (1993). Physics for Scientists and Engineers.New Jersey: Prentice Hall.
Ravelli, L. (1988). Grammatical metaphor: An initial analysis. In E. Steiner & R. Veltman (eds.) .Pragmatics,
Discourse and Text: Some Systemically-inspired Approaches. London: Pinter Publishers. (pp.133-147).
Schleppegrell, M., Achugar, M., Oteiza, T. (2004). The Grammar of History: Enhancing Content-based
Instruction through a Functional Focus on language. TESOL Quarterly, 38(1): 67-93.
Wei, H. (2008). Grammatical Metaphor: Variation in Both Form and Meaning. Journal o f PLA University o f
Foreign Languages, 31 (3):1-6.
Zhengjun, L. & Zhong,Y. (2010). A study of Semantic relations and rankshift directions in grammaticalmetaphor, Foreign Language Teaching and Research, 42(6): 403-410.

56

Papers from the 39th ISFC

The implementation of a Genre Based Approach to teaching
narrative writing
Inggy Yuliani Pribady
SMP Negeri 2 Bandung
JL.Sumatera No.42 bandung, West Java Indonesia
inggyyuliani@gmail.com

Abstract
The Genre Based Approach (GBA) has been used in Indonesia since the implementation of the 2006 English
curriculum. This study examines the implementation of the Genre Based Approach in teaching English as an
approach to motivate the students to learn to write a text especially in Narrative writing. The study used a casestudy research design involving one English Teacher and 30 eighth grade students in one Junior High school in
Bandung, Indonesia. Data included the students’ texts, which were analyzed using Systemic Functional
Grammar (SFG), classroom observations, and interviews with both the teacher and students. The findings revealthat the teachers were successful in applying the GBA based on principles as suggested in Feez & Joyce(1998:25) Rothery (1996), Hammond et al. (1992), and Gibbons (2002). The research finding of this study also
indicates that the implementation of GBA in teaching narrative writing made a good contribution to the qualityof the students’ writing. The students’ narrative texts improved from stage to stage in terms of schematic
structures and linguistic features. The students were also able to make a cohesive text as indicated in the various
theme progressions in their writing. The teacher motivated the students to learn, gave feedback and correction
for the students’ work in all stages of teaching.

1. Introduction
Writing is a technology, that is, set of skills which must be practised and learned throughexperience. This implies, only that the way people learn to write is essentially different fromthe way they learn to speak, and there is no guarantee that any person will read or write
without some assistance (Grabe & Kaplan, 1996:6). In other words, writing is not natural andit must be learned with the support of a teacher. Because of the key role they play in theteaching and learning of writing, it is important that teachers choose an approach that willdevelop students’ writing skills and knowledge without the students becoming frustrated.
The genre based approach proposed by the 2006 English Curriculum in Indonesia is aneffective method to use for teaching English, especially in teaching writing. Based on thefindings of her study, Emilia (2005) has recommended that the GBA, which can enhance
students’ critical thinking, be gradually but intensively implemented in Indonesian schools.
The findings of Emilia’s study demonstrate the value of the approach in helping students
enhance their writing skills and confirm the urgency of the gradual but intensive
implementation of the GBA in English classrooms in Indonesia to improve the teaching ofEnglish by enabling students to use the English language in context.
It is against this background that the present study was conducted. This study investigated theimplementation of the GBA in an Indonesian context, specifically in a Junior High School in
Bandung, Indonesia where the GBA was used to teach the writing of narrative texts. The
study focused on the teaching of narrative writing because narrative is the most commonly
written story type in the English program (Christie & Derewianka, 2008:31-32). The study
attempts to answer the following questions:
1. How does the teacher implement a genre-based approach to the teaching of the writingof narrative texts?
2. How does the implementation of the genre-based approach affect students’development in writing narrative texts?

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to boldly proceed ...

2. Theoretical Review
2.1 The genre-based approach
Genre is defined in terms of its social purpose (Cope & Kalantiz, 1993: 250). Morespecifically, genre is defined as “a staged, goal-oriented social process”. Genres are referredto:as social processes because members of a culture interact with each other toachieve them; as goal-oriented, because they have evolved to get things done; andas staged because it usually takes more than one step for participants to achieve
their goals” (Martin, 2000: 4, cited in Emilia, 2005).
2.1.1 The Basic Principles of GBA
Teaching and learning under the Genre Based Approach is focused on the understanding andproduction of selected genres of text based on three principles as suggested by Feez & Joyce(1998: 24-25)• Language learning is a social activity which allows the collaboration between the teacher
and the student and between student and other students in the group.
• It employs an explicit teaching which will make learning more effective.
• Apprenticeship teaching in which students acts as apprentice and teacher plays an
authoritative role.
2.1.2 The Stages of the GBA curriculum cycle
The use of the GBA to teaching narrative wiring in this study referred to the stages inteaching genre known as teaching cycle which was carried out based on four stages:• Building Knowledge of the Field: building up the students’ background knowledge (Feez,
2002; Derewianka, 1990).
• Modeling of Text: building students’ understanding of the purpose, overall structure, andthe language features of the target text type (Gibbons, 2002: 64).
• Joint Construction of the Text: illustrating the process of writing an example of the target
text type, focusing on both the content and the language (Gibbons, 2002: 61).
• Independent Construction of the Text: students writing their own examples of the target
text independently (Gibbons, 2002: 60).

2.2 Narrative
The function of narrative text is to amuse, entertain and to deal with actual or vicarious
experience in different ways; Narrative deal with problematic events which lead to a crisis or
turning point of some kind, which in turn finds a resolution (Gerrot & Wignell, 1994: 204).
The schematic structure of narrative begins with the orientation, followed by thecomplication and evaluation of the events, a resolution and coda the last element being
optional (Anderson & Anderson, 1997; Feez & Joyce, 1998; Gerot & Wignell, 1994: 204).
The linguistic features of narratives according to Gerrot & Wignell (1994: 204) are:
• A focus on specific and usually individualized participants• The use of material, behavioral and verbal processes• The use of relational and mental processes• The use of temporal conjunctions and temporal circumstances• The use of past tense.

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3.

Methodology

This study employed a case study qualitative approach comprising the data collection and aqualitative data analysis. The triangulation of data collection methods is used involving
classroom observation, interviews with the students and documentation of students’ texts.
This research was undertaken at a goverment Junior High school in Bandung, West Java,
Indonesia. The participants of the study were an English teacher and one class consisting of
30 students of the eighth grade.
The classroom observation phase comprised fifteen observations over five weeks in aclassroom. This phase involved observing the implementation of the genre-based approach inteaching English. Each observation lasted for 80 minutes (2x40 minutes). The classroom
observation was done from the third week of January to mid-February 2012.
An individual interview was conducted with an English teacher and six students from low,
mid and high level achievements in order to investigate the activities used when teaching andlearning the writing of narratives using the genre-based approach. Students’ texts werecollected from the low, mid and high achievers. Then, using Systemic Functional Grammar(SFG) samples of students’ writing texts were analyzed in terms of the schematic structure
and language features used in order to reveal students’ development in the writing of
narrative texts.

4.

Result and Discussion

The observation data indicate that the teacher had implemented the GBA successfully using
the stages suggested by the genre theorists. The first stage building knowledge of the field
helped the students to gain enough background knowledge of the topic they wanted to write
about (Gibbons, 2002: 60). Field building activities conducted by the teacher included
watching video, reading texts, analyzing story’s characters, retelling the story and roleplaying. The second stage, modeling of text, helped the students understand the social
function, the schematic structure and the linguistic features of a narrative text (Derewianka,
1990: 15). During this stage the teacher presented a model of the text, asked the students toread the text and discussed the content, schematic structures and language features of the text.
During the third stage, joint construction of text, the students practiced constructing a text
based on the social function, the schematic structure and the linguistic features of a narrative
text. The teacher asked the whole class to read a narrative text, discuss the text and complete
the skeleton text to make their own narrative collaboratively. Finally, the students were able
to produce their own text in the independent construction stage by drafting, sharing, editing,conferencing, revising and publishing their texts.

5. Students’ Narrative Writing Development
The texts produced during the drafting, conferencing and publishing phases of the
independent construction stage were analyzed. Twelve texts were selected from high, mid
and low achievers. The analysis of the students’ texts indicates that the students’ writing
ability has improved. The improvement can be seen from in the length of the texts, thegrammatical accuracy, the enhanced schematic structure, and the linguistic features employedby the students.

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FIGHT FOR THE TRUTH
Generic Structure

Text

Orientation
The writers
introduce thecharacters of thestory, the time
and the place thestory happens

Once upon a time, there was a young girlnamed Ashley. She lived in a big magic castle
with her father and mother as a little magicprincess. She had two unique pets in her castle
named Maber (Magic Bear) and Frabit(Freak Rabbit).
Ashley was a nice and beautiful girl, shealways helped many people who needed her
help. She loved cleaning the house and she wasa clever girl. Maber was a patient bear andFrebit always imitated what Maber did.
Ashley and her parents had one diamondcalled “Mejikuhibiniu”. The Diamond could
give big power and big magic to the people
who use it.
One day there was an evil guy named
Capricorn.

• Human participants

He wanted to destroy Ashley‘s magic castle
and stole the “Mejikuhibiniu” Diamond touse the power for bad purpose. He sent Zycat,
his soldier for searching and stealing the
diamond. Zycat stole the diamond and gave
the diamond to Capricorn. He accepted the
diamond and he was ready to attack the magic
castle.Capricorn attacked the magic castle
with all spells that he knew and he used
forbidden magic that could destroy everything.

• The use of mental processes toconstrue the process ofperception cognition andaffections

Complication
The writers create
the conflicts
among characters
Evaluation
The writers write
the reason of why
the conflicts
happen. The
writers present
the evaluation byattaching it to thecomplication.
They show theactions andsuspense inevaluation to
make the reader
find out what
happens to thecharacters
Resolution
The writers show
how the conflicts
are solved
Coda
The writers write
their comment,
moral message
and what they canlearn from thestory

Language• Animals with humancharacteristics• The use of material processes toindicate the process of doing• The use of behavioral processes tostate the processes ofphysiological and psychologicalbehavior• The use of relational processes as
the state of being, including
having and to identify
something or to assign a quality
to something• The use of temporal conjunction tolink the sequences• The use of temporal circumstances
to set the time
• The use of past tense

But magic castle was saved because Maber,
Frebit and Ashley bundled their magic into a
big power and destroyed Capricorn and hissoldier, Zycat.
Finally, the magic castle lived happily andpeacefully. From this story we can learn that if
there is something is not for you or not yourown things, don’t try getting it or stealing it
because it is not your right.

Table 1: Narrative text published by a middle achiever
All of the students’ texts from drafting to publishing followed the stages of the schematic
structure required of a narrative text, namely orientation, complication and evaluation,
resolution and coda (Gerot and Wignell, 1994: 204). This was because the teacher had
explicitly given the students’ the narrative framework from the beginning. The students’second drafts and final texts present a more detailed and interesting story. In these drafts thestudents minimized mistakes in punctuation, spelling, word choice and grammar and thecontent and the development of f the story became more logical and enjoyable to read. The
improvement was the result of the feedback by the teacher and their classmates during thesharing, editing, conferencing and revision phases of the independent construction stage.

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Papers from the 39th ISFC

Table 1 shows an example of a text written by a student identified as a middle achiever. The
text follows the stages of the schematic structure required by a narrative text, namelyorientation, complication and evaluation, resolution and coda (Anderson & Anderson, 1997;
Feez & Joyce, 1998; Gerot and Wignell, 1994). The text also uses the linguistic features of anarrative text including a focus on specific and usually individualized participants and theuse of material, behavioral and verbal processes, relational processes and mental processes,
temporal conjunctions and temporal circumstances, and past tense (Gerot and Wignell,
1994:204).

6.

Interview

Interview data indicate that the teacher has good understanding of the GBA as reflected by
the implementation of the steps in teaching and learning steps based on the GBA. Using thisapproach, the teacher was able to lead the students’ development in writing a narrative text.
In addition, the teacher used a scaffolding approach to ensure the students had enough skills
in writing a narrative text and thus lead to their development in using the narrative genre.
Most students said that through the activities implemented by the teacher in writing class,they could produce better texts.

7.

Conclusion

The teacher applied the GBA appropriately in teaching narrative writing as suggested bygenre theorists. The teacher implemented the following stages of the GBA: building
knowledge of the field to give background knowledge to the students and introducing various
activities to enhance students’ understanding on the content, including reading, analyzing,
retelling and role playing. In the modeling text stage the teacher guided the students to
identify and build knowledge of the social function, the schematic structure and the linguisticfeatures of narrative texts. The teacher also succeeded in guiding the students to develop theirskills in writing a narrative text through the joint construction of a narrative text and finallythe students could produce their own narrative texts in the independent construction stage.
The students’ development in writing narrative texts through the framework of the genrebased approach indicates that the GBA can help students enhance their narrative writing
skills. This suggests that the implementation of the GBA is applicable and appropriate to theteaching of writing in junior high school and that it will enhance the students’ writing skills.
The success of the program was supported by the teacher’s scaffolding and explicit teaching
during all stages.
The study suggests, therefore, that scaffolding and explicit teaching should be used in all
stages of the GBA to help students to link old information or familiar situations with newknowledge through verbal and nonverbal communication and modeling behaviors. The
teacher should facilitate the students’ learning process in writing by building theirunderstanding of content through various activities, giving them a good model of the text
type and allowing the students to talk about their text with others so they can formulate theirthoughts, generate ideas, and focus attention on the topics. Following peer critique andconferencing with the teacher, students should edit and revise their text to be ready for the
publication.

References
Anderson, M & Anderson, K.(1997). Text Types in English 2. Australia: MacMillan Education Australia
Christie, F. & Derewianka, B.(2008). School Discourse. New York: Continuum
Cope, B., and Kalantzis, M. (1993). The power of literacy and the literacy of power. In B. Cope, B., and M.
Kalantzis (Eds.), The powers of literacy. A genre approach to teaching writing. London: The Falmer Press.

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to boldly proceed ...

Derewianka,B. (1990). Exploring How Text Work. Newtown: PETA.
Emilia, E (2005). A Critical genre-nased approach to teaching academic writing in a tertiary EFL context inIndonesia. A Ph.D thesis submitted to the University of Melbourne.
Feez, S. (2002). Heritage and innovation in second language education. In A.M. Johns (2002). (Ed.), Genre in
the classroom. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Feez, S., & Joyce, H. (1998). Writing Skills. Narrative and nonfiction text types. Melbourne: Phoenix Education
Pty. Ltd.
Gerot, L. & Wignell. (1995). Making Sense of Text. Sydney: Antipodean Educational Enterprises.
Gibbons, P. (2002). Scaffolding language and scaffolding learning. Teaching second language learners in themainstream classroom. Pourthsmouth, NH: Heinemann.
Grabe, W. & Kaplan, B. R. (1996). Theory & Practice of Writing. New York: Longman.
Hammond, J., Burns, A., Joyce, H., Gerot, L. & Brosnan, D. (1992). English for Social purposes: a Handbook
for Teachers of Adult Literacy. Sydney: National Center for English Language Teaching and Research.
Rothery, J. (1996). Making Changes: Developing Educational Linguistics. In R. Hasan, R. & G. Williams(Eds.), Literacy in Society. New York: Addison Wesley Longman Limited.

62Papers from the 39th ISFC

The theory and practice of blended foreign-language tasks
Jesse Gleason
Iowa State University
2105 Pearson Hall
Ames, IA 50010 USA
jgleas@iastate.edu

Abstract
How can systemic functional theory help shed light on the tasks that are teachers using to teach their blended
foreign language (FL) courses as well as how learners perceive of these as learning tools? This paper attempts toanswer this question using a functional analysis of participants’ texts. Triangulation of data collection methods
included online and direct participant observation, in-depth interviews, and textual documents. Using twocomplementary frameworks anchored in SFL, (a) the Knowledge Framework (Mohan, 1986) and (b) social
practice theory (Mohan, 2011), this paper examines participants’ theories about and practices during online andface-to-face FL learning tasks. Findings include theoretically anchored insight into how blended FL tasks can beunderstood and explained. This study holds implications for teachers, course developers, and researchers in thefields of SFL, applied linguistics, and computer-assisted language learning.

1 Blended Language Learning
Blended or hybrid language learning is becoming increasingly ubiquitous in many North
American universities. Blended courses are commonly defined as those that include a face-toface (F2F) instructional component as well as a technology-enhanced component (Neumeier,2005). These courses can be attractive to both students and administrators in part due to theirreplacement of F2F time with online assignments. Rapid advancements in technology havemade blended language courses and the tasks carried out therein intriguing objects for study.
An important question when creating or investigating such courses is: What, if any, types oflanguage learning tasks traditionally carried out in F2F modes are feasible and appropriate forsynchronous online learning modes? As new options for online modes emerge, questions
such as this become very complex.
A large amount of research in computer-assisted language learning CALL has been devoted
to comparing traditional and blended language learning courses (Blake, et. al, 2008; EchavezSolano, 2003; Murday, Ushida, & Chenoweth, 2008; Scida & Saury, 2006). Much of thisliterature either quantitatively compares blended and traditional academic outcomes or
qualitatively focuses on a narrower snapshot of the blended classroom. A review of theresearch in this area has produced a need for theoretically backed, qualitative inquiry, which
would help to understand and explain the goings-on within such academic spaces. Using two
frameworks anchored in systemic functional theory, the Knowledge Framework (KF)
(Mohan, 1986) coupled with social practice theory (Mohan, 2011), the current paper presents
a finer-grained analysis than previous FL studies in CALL have provided. Specifically, itaims to show how the KF can help to interpret the “practice” discourse that students andteachers are using to carry out technology-mediated classroom tasks as well as the“reflection” discourse they use to relate their attitudes and ideas about technology-mediatedlanguage learning.

63to boldly proceed ...

2 The Knowledge Framework and Social Practice Theory
The KF can be used in conjunction with social practice theory to provide the basis for relatingsocial action and social interpretation (Mohan & Lee, 2006). Just as context adds meaning tolanguage, language adds meaning to context (Mohan, 1986). Using the six knowledge
structures (KSs) of the KF, as shown in Table 1, the action and reflection discourse produced
during online and F2F tasks as well as teachers’ and students’ perceptions about these tasks
can be better understood. By looking at not only what students do in the classroom, but also
about what they think about what they do, we can also come to a greater understanding of thesocial practices carried out in these spaces.
Classification

Principles

Evaluation

Description

Sequence

ChoiceTable 1. The Knowledge Framework.
Each KS has language features that help construct it and key visuals that accompany it. In thefirst column, description implies classification. In general, description is concerned with thewho, what, and where. It asks questions about what persons, materials, equipment, items, andsettings. Classification draws on description to answer questions about what concepts apply
and how they are related to one another. In the second column, sequence answers questions
about what happens and what happens next. It is concerned with the unfolding of the plot, theprocesses, procedures and routines. Sequence is linked to principles because causing(principles) results in a specific sequence. The principles are the cause-effect, means-end,
methods and techniques, rules, norms, and strategies. Observing a sequence is more
superficial than understanding a sequence or observing cause-and-effect relationships.
Finally, in the third column, choice and evaluation are linked because choosing implies
evaluating. Choice is concerned with the choices, conflicts, alternatives, dilemmas anddecisions while evaluation pertains to the appropriate values and standards, what counts as
good or bad, what the typical reasons are for choosing one object or course of action overanother, and what the usual aims and goals are. These six KSs are not the only ones thatmight exist; however, they are of widespread use in the discourse people use to carry out amyriad of social practices.
According to Mohan (2011), a social practice is about both action and reflection. The KF
distinguishes between ‘reflection’ (the topic) and ‘action’ (the speech act). While the three
top boxes of the KF relate to theoretical background knowledge, the three bottom ones
represent specific practical knowledge. These six KSs are “semantic patterns of the discourse
knowledge, actions, artifacts, and environment of a social practice” (Mohan, 2011, p. 303).
Together, they make up three sets of theory/practice (knowledge/action) pairs. The
relationship between the KSs is dynamic, with theory reshaping practice and practicereshaping theory.
Few studies in CALL have used the KF and social practice theory to examine issues oflanguage learning with technology (Mohan & Luo, 2005). Mohan and Luo emphasize theimportance of systemic functional approach in CALL in order to interpret and understand thetexts that students use and produce. In one of the few CALL studies that harness the KF andsocial practice theory, Luo (2005) explored native and non-native English-speakers’ online
discussion in a blended graduate seminar. This study shows how as discourse analysis tool,
the KF coupled with social practice theory enable a functional analysis of participants’ online

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discourse. As the only one of its kind, it points to the need for additional research, especiallythat which uses triangulation of qualitative methods in order to compare the tasks that can be
carried out within different types of blended language learning courses.

3

Methods

Two different variations of blended Spanish language courses were the objects of study forthe present study. In the first course, termed hybrid for the purposes of this paper, F2F time
was replaced by a synchronous online class using Voice-over-Internet Protocol (VOIP) in
Adobe Connect™. In the second course, dubbed blended traditional, F2F time was
supplemented with online homework tasks. Triangulated data collection within these courses
included (a) 12 hours of recorded online and F2F observations, (b) approximately sevenhours of in-depth interviews and (c) other textual documents, including sixteen classroom
PowerPoint Presentations and eight online chat logs. The participants of this study consistedof Sr. Galvez and Sra. Fuente, the teachers of the hybrid and traditional blended courses
respectively. It also included observation of 48 students, 20 from the hybrid course and 28
from the traditional blended, 12 of which agreed to participate in in-depth interviews.
For the functional analysis of texts, two tasks were chosen for comparison, both involving
instruction and practice with indirect Spanish commands (ISCs). Whereas one task took place
F2F in the traditional blended classroom, the other was carried out synchronously in Adobe
Connect™. After the tasks, students and teachers were asked to discuss these their “theories”
about such tasks during in-depth interviews. The action discourse from the tasks themselves
and the reflection discourse from the interviews was the focus of the analysis, using the KF
and social practice theory. Coding conventions will be consistent with those adopted inprevious studies, such as Mohan and Slater (2006) and Slater and Mohan (2010).
Classification and description will be identified using bold typeface, principles and sequencewith SMALL CAPS, and evaluation and choice by underlined text.

4

Data Presentation and Discussion

Observation of the online and F2F tasks involving indirect Spanish commands (ISCs)
allowed for several differences and similarities to emerge, as shown in Table 2.
Blended Traditional

BothHybrid• Teacher asked forvolunteers to read their
homework answers• Both tasks had two parts, alecture followed by ahomework check stage• Teacher nominatedstudents to read their
homework answers• Student asked a question
and received explicit
grammar instruction• Students from both tasks
had difficulty using correct
gender and number• Teacher used chat box topoint out students’incorrect forms

Table 2. Differences and similarities between blended traditional and hybrid ISC tasks.
Both tasks began with a mini-lecture about the ISCs, which included an explanation of atleast one of their two functions. Whereas Sra. Fuente explained both functions and gave
examples, Sr. Galvez explained one of the functions and told students the specific subjunctive65to boldly proceed ...

mood in which the verb would be conjugated. Both instructors’ preliminary explanations arejuxtaposed in Table 3. Teacher texts are translated from Spanish.
Both Sra. Fuente and Sr. Galvez used principles (SMALL CAPS) in their explanations in order
to explicitly state what ISCs are used for. While Sra. Fuente’s explanation lasted a brief 35
seconds, Sr. Galvez’s explanation using VoIP was longer, (1 minute, 23 seconds), andincluded various pauses. Sra. Fuente used facial expressions and hand movements toemphasize her meanings, while Sr. Galvez used other means, such as the arrow tool in Adobe
Connect™ to keep the pace and make reference to different examples in the PowerPoint.
Both teachers followed their explanations with a question-and-answer session. In the hybrid
course, Sr. Galvez nominated students to give their answers and in the traditional blended
course, Sra. Fuente asked for volunteers. Finally, students from both courses struggled to use
number and gender correctly in Spanish.
Sra. Fuente (Traditional blended)

Sr. Galvez (Hybrid)

Very good, let’s continue guys, indirect commands.
WE USE THE INDIRECT COMMANDS WHEN ONE

Now we pass to the indirect commands. THE

PERSON TELLS ANOTHER PERSON WHAT A THIRDPERSON SHOULD DO. Let Tomás do it [it: masc].
Let Tomás do it [it: fem]. ALSO, WE USE THE
INDIRECT COMMANDS TO EXPRESS GOOD WISHES.

‘Get well.’ ‘Have fun.’ Okay?

INDIRECT COMMANDS IS A WAY TO DO THESUBJUNCTIVE, subjunctive, your favorite topic. The

easiest in the world. Subjunctive [typing in the chatbox] we will do it every day from tomorrowonward…WHEN ONE PERSON TELLS ANOTHER A
THREE SHOULD DO. I TELL SOMEONE WHAT A
THIRD HAS TO DO…AND ALSO THEY ARE
EXPRESSIONS.

Table 3. A juxtaposition of Sra. Fuente and Sr. Galvez’s Initial Explanation of ISCs.
After the homework had been checked, one student from Sra. Fuente’s section, Tom, asked aquestion, stating that he thought the direct object pronoun should have been used instead of
the indirect object pronoun. This gave Sra. Fuente the opportunity to use evaluation(underlined) to pronounce his alternative as incorrect. She the used classification (boldface)in order to better explain the difference between direct and indirect objects, as illustrated
below12. While the original text is a mixture of Spanish and English, the Spanish has beentranslated.
Tom (T): Now number five. Wouldn’t it be ‘let him help TO THEM*’, cuz ‘TO the clients’?
Sra. Fuente: THEM**, no, the sales representative helps the clients. In this case, ‘the clients’ is the direct
object. Okay? Okay? The sales representative helps the clients.
T: Okay
Sra. F: ‘The clients’ is the direct object, it’s not indirect. Let him (the sales rep) help him (the client). Yes,
the action is direct, that’s why it’s ‘him’**. Okay?
T: I got it.

This interaction between Tom and Sra. Fuente offered an opportunity to explore one of the
key differences between the online and F2F tasks, namely the tendency of students in the F2F
classes to ask the teacher questions in order to clarify their doubts about the contents coveredin the homework. In contrast, during the two weeks of online observations, never once did a
student in an online class ask a question. During the interviews, several students commented
that this was because they did not feel comfortable asking questions online. Furthermore,these students said that the F2F mode offered more opportunities for understanding the12*indirect object pronoun / **direct object pronoun / LARGE CAPS indicate heightened intonation.

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Papers from the 39th ISFC

spoken grammar of the ISC structure. Alex, for example, said that he would prefer the F2F
task because “understanding the grammatical structure is not writing it down, it’s speaking it
and getting the feel for how it’s supposed to sound.” Other students also stated that they
could understand ISCs better when they were in person with the teacher, as the followinginteraction with Keri illustrates.
Researcher (R): would you like to do something like this [the task] in class or online? Or which would be
more helpful for you to learn the…[ISCs]
Keri: I would say in class, just BECAUSE YOU CAN ACTUALLY SEE THE TEACHER TEACHING IT AND SHE
CAN WRITE ON THE BOARD, whereas if you’d get it wrong or something, and she usually explains it to you,like what you have to do, whereas on the online I’d kinda get confused what I would have to do

Keri uses choice and evaluation to prefer the F2F classes over the online ones for this type oftask and principles to offer a rationale for why. Danny reiterated this when he said he felt that
although the online lessons offered him a chance to understand when he had done something
wrong, he often would not understand why.
Researcher (R): How do you feel about this activity, if it's more effective online or F2F
Danny (D): I would say in person, personally, CAUSE YOU’RE GONNA BE ABLE TO ASK QUESTIONS AND…
IT MIGHT BE QUICKER ONLINE but I would say it’s going to be easier in person BECAUSE IF YOU DO
START GETTING THESE WRONG, HOW DO YOU KNOW ONLINE WHAT YOU’RE DOING?

Danny’s interview discourse confirms the observations of online and F2F ISC tasks. Like
Keri, he used choice to prefer the F2F classes for this type of task and principles to offer
justification. In the F2F class, Tom was able to ask a question about indirect and direct object
pronouns to understand why he had gotten an answer wrong. Sra. Fuente was able to respondto Tom’s question using the KS of classification to explain why his answer was wrong. In the
online classes; however, Danny’s and other students’ reluctance to ask questions precluded
them from understanding why some answers were wrong. Whereas teachers from bothdelivery formats offered their students positive evaluation (e.g., “very good”), only in the
F2F task did Sra. Fuente have the opportunity to use other KSs alongside evaluation to offer
more robust justification for why a certain answer was erroneous.
Students’ discourse during ISC tasks and their reflection about these tasks raises questions
about if students are learning the ISC structures and if so, what about these tasks in online
and F2F classes are helping them to do that? In particular, Alex’s point about the speaking
and reading aloud of ISCs helping him to understand the grammatical structure is noteworthy
because it shows that he was conscious of Spanish speakers’ use of ISCs to make meaning
with language, as well as his desire to use them to this end. Debbie’s interview discourse,
below, conveys a similar viewpoint to that of Alex, in which she states that she would like tobe able to use ISCs in real life, for conversation.
Researcher (R): What do you think about this type of task?
Debbie (D): I don’t really like this type of task as much because they just kind of are ‘spit out an answer’.
I mean, for people who don’t understand how these [ISCs] work, I think they’re great to start out with, but I
feel that’s all we did was this kind of activities, and I really want to actually be able to use this stuff in aconversation and I feel that [the task] didn’t teach me how. IT JUST TAUGHT ME HOW THOSE ARE PUT
TOGETHER and actually use it, and it’s activities like that I’m used to, but they feel like I know how to do it
but I don’t know how to use it in normal, everyday stuff
R: Okay, can you think of an activity that would better help you to learn how to use these?
D: I don't know, some kind of role-playing…BECAUSE IT WOULD GIVE YOU A CHANCE TO USE OTHER
STUFF YOU KNOW AND TRY TO MAKE IT WORK IN

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to boldly proceed ...

Debbie’s use of verbs like want, feel and think makes apparent her choice and evaluation of
roleplays as superior for FL learning. This brings up the issue of whether or not a roleplay orother types of tasks would better prepare or allow students to use the FL. It would appear, atleast on the surface, that engaging students in a roleplay would be a logical follow-up to moreform-focused tasks; however, it remains to be seen if such tasks are feasible for online
delivery modes.

5 Conclusion
This paper has juxtaposed two tasks that teachers from different types of blended Spanish
course used and examined students’ reflection discourse about the quality of these tasks aslearning tools. Social practice theory and the Knowledge Framework (KF) permitted a finegrained analysis of the resultant action discourse from such tasks coupled with students’reflection discourse during in-depth interviews. Together, they facilitated a deeper
interpretation of what students know (i.e. their personal theories) about technology-basedtasks and what they do during such tasks. This knowing/doing or theory/practice duality
helped explain participants’ theories about certain blended FL tasks. The findings of thispaper in particular point to the setbacks of using certain tasks, such as the ones described forlearning ISCs, for use with online delivery modes. One major question that remains pertains
to how other types of blended FL tasks are playing a role in students’ language development.
While this study has focused on participants’ theories and the tasks themselves, future
research must examine the role of different blended FL tasks in students’ Spanish literacy
development.

References
Blake, R., Wilson, N. L., Cetto, M. & Pardo-Ballester, C. (2008). Measuring oral proficiency in distance, faceto-face and blended classrooms. Language learning and technology, 12(3), 114-127.
Echavez-Solano, N. (2003). A comparison of student outcomes and attitudes in technology-enhanced vs.
traditional second semester Spanish language courses. Unpublished doctoral dissertation, The University of
Minnesota.
Luo, L. Y. (2005). A systemic functional perspective on native and non-native English-speaking students’ online
discussion in a mixed-mode graduate seminar. Unpublished doctoral dissertation, The University of British
Columbia.
Mohan, B. (1986). Language and content. Reading, MA: Addison Wesley.
Mohan, B. A. (2011). Social practice and register. In E. Hinkel (Ed.) Handbook of research in second language
learning and teaching, v. 2 (pp. 57-75). New York, NY: Routelage.
Mohan, B. & Lee, G. I. (2006). Linking interpretive research and functional linguistics: From learning projects
to teaching projects. In G. H. Beckett & P. C. Miller (Ed.) Project-based second and foreign language
education, pp. 263-280.
Mohan, B. & Luo, L. (2005). A systemic functional linguistics perspective on CALL. In J. L. Egbert & G. M.
Petrie (Eds.) CALL research perspectives. Mohwah, NJ: Lawrence Erlbaum.
Mohan, B. & Slater, T. (2006). Examining the theory/practice relation in a high school science register: A
functional linguistic perspective. Journal of English for Academic Purposes, 5, 302-316.
Murday, K., Ushida, E., & Chenoweth, N. A. (2008). Learners and teachers perspectives on language online.
Computer Assisted Language Learning, 21(2), 125-142.
Neumeier, P. (2005). A closer look at blended learning: Parameters for designing a blended learning
environment for language teaching and learning. ReCALL 17(2), 163-178.
Scida, E. E., & Saury, E. R. (2006). Hybrid courses and their impact on student and classroom performance: A
case study at the University of Virginia. CALICO Journal, 23(3), 517-531.
Slater, T. & Mohan, B. (2010). Cooperation between science teachers and ESL teachers: A register perspective.
Theory Into Practice, 49, 91-98.

68

Papers from the 39th ISFC“I rest my case”: Linguistic resources used by successful young
writers of persuasive texts
Damon Thomas & Angela Thomas
The University of Tasmania
dpthomas@utas.edu.au Angela.Thomas@utas.edu.au

Abstract
This paper investigates persuasive strategies used by 15 Tasmanian year 5 students who scored highly on thewritten component of the 2011 NAPLAN test. The texts were analysed with two frameworks, the first drawn
from APPRAISAL theory and the second from classical rhetoric. Initially, the ENGAGEMENT system (seeWhite, 2003; Martin & White, 2005) was used to examine linguistic resources deployed by these students toadopt stances toward the views of others and to include their readers as discourse participants. Secondly, theanalysis sought to uncover figures of speech from STYLE, the third canon of classical rhetoric (see Aristotle,
trans. 2004), deployed by the students to achieve a number of persuasive effects. Lastly, the analysis was used tooutline how resources from each tradition were sometimes deployed in pairs or clusters by the students. This
paper presents work-in-progress for the development of a systematic picture of students’ rhetorical capabilities
across years 3, 5, 7 and 9.

1 Persuasive Writing in Australian Schools
Since 2008, all Australian students in years 3, 5, 7, and 9 have been required to complete a
series of standardised tests known as the National Assessment Program - Literacy and
Numeracy – or NAPLAN for short (ACARA, 2011). In 2011, the written component of thesetests shifted from its traditional focus on narratives to persuasive writing for the first time,with students from each grade tasked with responding to the prompt that Australians are
spending too much money on toys and games. Such a corpus of work provides unique
opportunities for researchers seeking to investigate Australian primary and high school
students’ persuasive writing strategies.

2 A Functional Approach to Persuasive Writing
Halliday’s (1977) influential approach to language – known as Systemic Functional
Linguistics (hereafter SFL) – seeks to explain the variety in language use across social
practices. Central to SFL is the notion that all languages are metafunctionally organised, inthat they feature three semantic components, or metafunctions, that operate simultaneously(Halliday & Hasan, 1993). The first two metafunctions – known as the ideational andinterpersonal – relate to phenomena outside language, while the third – known as the textual– involves the phenomena created by language itself (Matthiessen & Halliday, 1997).
Specifically: the ideational metafunction is concerned with the linguistic resources used toconstrue experiences with the world; the interpersonal with interactions between people,
including the grammatical resources for enacting social roles, dialogic interactions, andinterpersonal relations; and the textual with the presentation of ideational and interpersonal
meanings through text creation (Matthiessen & Halliday, 1997; Halliday, 2003). As thispaper seeks to explain the strategies students use to stance texts and position their readers,
this involves an examination of resources found within the interpersonal metafunction.
At the interpersonal level, meaning is co-articulated by three discourse semantic resources– known as INVOLVEMENT, NEGOTIATION, and APPRAISAL (Martin & White, 2005).
While INVOLVEMENT is concerned with non-gradable resources for negotiating tenor
relations, such as solidarity (Martin & White, 2005), and NEGOTIATION is concerned withinteractive aspects of discourse (Martin, 1992), APPRAISAL focuses on the resources used69

to boldly proceed ...

by speakers and writers to present attitudes, judgements and emotive responses (White,2001). As APPRAISAL theory allows researchers to “explore, describe and explain the way
language is used to evaluate, to adopt stances, and to manage interpersonal positioning”(White, 2001, p. 1), it is highly relevant for examining students’ persuasive writing strategies.

2.1 The APPRAISAL Systems
APPRAISAL theory is composed of three systems “along which a writer’s intersubjective
stance may vary” (Martin & White, 2005, p. 1)13. One of these systems – known as
ENGAGEMENT – can be used to explore the linguistic resources used to “adopt a stancetowards the value positions being referenced by the text and with respect to those they
address” (p. 92). This system is of particular relevance when examining persuasive texts, as it
indicates how authors acknowledge and engage with the views of others to position theiraudience as discourse participants. As suggested by Swain (2010), persuasive writing
involves “comparing and contrasting positions, expressing degrees of agreement anddisagreement, and acknowledging and refuting other points of view” (p. 296), and from afunctional perspective, ENGAGEMENT plays a vital role in achieving such processes.
2.1.1 ENGAGEMENTWhite (2003) proposed a system network to outline the resources of ENGAGEMENT, as
follows:

Figure 1: The ENGAGEMENT system (adapted from Martin & White, 2005, p. 134)
ENGAGEMENT is inspired by Bakhtin’s (1981) perspective on dialogism andheteroglossia (Martin & White, 2005). The framework’s first line of distinction is drawn
between the dialogically engaged heterogloss – utterances which acknowledge more than one
view – and the undialogised monogloss – which do not acknowledge such diversity (Miller,
2004). Heteroglossic resources are categorised as those that contract or expand dialogue(White, 2003). In this way, utterances can acknowledge more than one view, yet increase or
13

For in-depth descriptions of each APPRAISAL system see Martin and White (2005).

70

Papers from the 39th ISFC

decrease an interpersonal cost for any reader who objects to the position presented by theauthorial voice (Martin & White, 2005). While a detailed account of each resource can befound in White (2003) or Martin and White (2005), this short paper highlights the four mostcommonly used ENGAGEMENT resources in the data set, namely: monoglossic utterances;
ENTERTAIN; DENY; and AFFIRM.

3 Classical Rhetoric
The second view of language used to examine the data set is classical rhetoric, the origins
of which lie in 5th Century BC Greece (Kennedy, 1999). Classical rhetoric is chiefly
associated with persuasive discourse, and consists of numerous linguistic resources that assist
speakers or writers to persuade others (Corbett & Connors, 1999). For pedagogical purposes,
classical rhetoric has been split into five canons, or parts, which can be drawn from to assist
speakers and writers to invent, arrange, stylise, memorise, and deliver persuasive texts.
Important to the third canon, known today as STYLE, are a number of linguistic rules thatcan be used to add a sense of balance to arguments, emphasise and restate key points, achievesmooth transitions between parts of a text, improve syntax and clarity, increase dramaticelements, and produce euphony and rhythm in the language used (Harris, 2003). In fact,
Corbett and Connors (1999) described the basis of STYLE as the composition of words inphrases or clauses, with specific rules outlined for speakers and writers to achieve numerous
rhetorical purposes. These rules for stylising text are commonly referred to as figures ofspeech.
3.1.1 Figures of Speech
All figures of speech are classified as schemes (meaning form) or tropes (meaning to turn)(Corbett & Connors, 1999). Schemes are characterised by a transference of regular word
order, as in Winston Churchill’s speech in the House of Commons, when he stated:
We shall fight on the beaches, we shall fight on the landing-grounds, we shall fight in the fields andin the streets, we shall fight in the hills (June 4, 1940).

This is an example of anaphora, a figure of speech where the same word or words arerepeated at the beginning of successive phrases, clauses, or sentences (Harris, 2003).
Alternatively, tropes are characterised by transference of regular meaning, as in metaphor
where two different things are compared by speaking of one in terms of the other (Harris,
2003). Although more than 200 figures of speech have been identified (Joseph, 1947), 33
were selected for this research from the work of Harris (2003) and Corbett and Connors(1999), as being particularly relevant for modern day students. Corbett and Connors (1999)
stressed the need for teachers to draw attention to this aspect of students’ writing, as itincreases their awareness of the figurative resources they deploy, often unconsciously. In
addition, the principles of rhetoric can be used to analytically break down the persuasive texts
of others, exposing the rhetorical strategies they used to stylise their arguments (Corbett &Connors, 1999). This paper highlights four commonly used figures by the year 5 students,and explains where they were paired with resources of ENGAGEMENT.

4 Data Analysis
To discover the linguistic resources used by the fifteen year 5 students, their texts were
imported into NVivo 9 and coded for instances of the 17 ENGAGEMENT resources (White,
2003; Martin & White, 2005) and the 33 figures of speech (Harris, 2003; Corbett & Connors,1999).

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to boldly proceed ...

4.1 Results
Monoglossic utterances were the most common ENGAGEMENT resource, deployed by
all students a total of 117 times. Monoglossic utterances “do not overtly reference othervoices or recognise alternative positions”, but are rather construed as single voiced andundialogised (Martin & White, 2005, p. 99). Here are two examples as deployed by
students14:
Peter15: Expensive toys are a parent’s worst nightmare.
Teresa: Buying too many toys is just as bad as gambling!

Such bare assertions are presented as factual, without dialogistic alternatives. The students
deployed numerous figures of speech alongside bare assertions, the most common being
alliteration. This type of scheme involves the repetition of initial consonants in two or more
adjacent words, and is useful for contributing to the euphony and structure of verses (Corbett& Connors, 1999). An example from the texts of this pairing is as follows:
Rachel: Learning how to save is crucial for their future financial safety. Furthermore...16

According to Harris (2003), alliteration calls attention to a phrase, emphasises it, and fixes
it in the reader’s mind. Overall, this scheme was deployed by all students a total of 51 times.
Aside from bare assertions, the 15 students also deployed a total of 168 heteroglossic
utterances that acknowledged a diversity of viewpoints. The most common of these was the
expansive ENTERTAIN, deployed by all students a total of 70 times, as in the following
examples:Rachel: Spending too much money on toys and games might lead to an unhealthy society.
Anna: Toys and games can be very educational.

Here, the authorial voice indicates that its position is “but one of a number of possible
positions and thereby makes dialogic space for those possibilities” (Martin & White, 2005, p.
104). So while Rachel has stated that spending too much money on toys might lead to an
unhealthy society, this entertains the notion that it also might not. A number of figures were
deployed alongside ENTERTAIN, including a scheme known as metabasis. Nine students
paired these resources across 19 statements. Metabasis consists of a brief statement of what
has been said, or of what will be said, and serves the function of keeping discussions ordered
and clear (Harris, 2003). The following example features ENTERTAIN and metabasis
deployed in the same proposition:
Aaron: Now to my final topic, people may need a game or two to help build a relationship.	
  	
  Metabasis here serves to transition readers smoothly to the writer’s final topic, while his
use of ENTERTAIN serves to show that playing games is but one of many methods people
may use to build relationships. Metabasis was deployed by 13 of the students 46 times.
Following ENTERTAIN, the next most common ENGAGEMENT resource was thecontractive DENY, deployed by 14 students a total of 34 times, as in the following examples:
Shelley:

You can take a book anywhere, while you do not see people lugging TVs around, do you?

Rachel:Saving money is a big part of that education that is not taught in schools!

As these examples show, DENY involves the authorial voice directly negating an
opposing view (White, 2003), in Shelley’s case that people can be seen lugging TVs around,
14

Students’ spelling or grammatical errors have been corrected for ease of reading.
Pseudonyms have been used in place of students’ names.
16
Underlining in this example indicates alliteration.
15

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Papers from the 39th ISFC

and in Rachel’s that saving money is taught effectively in schools. The most common figureof speech deployed alongside DENY was metaphor, with these resources paired 10 times bysix students. Metaphor is a well known trope that involves an implied comparison between
two things of unlike nature (Corbett & Connors, 1999). An example of DENY and metaphor
deployed alongside each other can be seen in the following example:
David: Adults are also held under the spell of toys and games, not only children.

Here David uses the metaphor of being held under a spell in reference to the often
addictive and harmful nature of toys and games, whilst simultaneously denying a challenging
viewpoint that this issue only affects children. Considered separately from DENY, metaphor
was used by 14 of the 15 students, 41 times. Following DENY, the fourth most commonlyused ENGAGEMENT resource – and the last for this short paper – was the contractive
AFFIRM, deployed by two thirds of students across 22 propositions, as in the following:
Jacob:

What would you do, and how would you feel, if you woke up one Christmas morning to findeveryone had deserted you?

Samuel:Do you want to live longer, or not?

While these examples do not follow the regular AFFIRM formulation – namely those
propositions featuring locutions such as of course, naturally, or certainly to announce theagreement of some projected dialogic partner – the effect of these rhetorical questions is thesame in assuming an obvious response (Martin & White, 2005). In this way, the audience ispositioned to respond to Samuel’s question that of course they want to live longer! The use of
AFFIRM presents writer and audience as so thoroughly aligned that their agreement isessentially taken for granted (Martin & White, 2005). While not commonly deployed
alongside AFFIRM, a well-known trope named hyperbole featured prominently alongside
many ENGAGEMENT resources. This figure involves “the use of exaggerated terms for the
purpose of emphasis or heightened effect” (Corbett & Connors, 1999, p. 403). An example of
AFFIRM and hyperbole used in the same statement is as follows:
Jacob: If kids have no toys, the most likely thing they will be doing is housework. How would you liketo die a painful death of boredom?

The notion that doing housework will lead to a painful death of boredom is clearly
hyperbolic, while the use of AFFIRM aligns the reader with the writer and positions them torespond that such an experience would not be pleasant. Harris (2003) stated that while
examples of hyperbole such as the above have a useful place in English classes today, it
should be handled with care. Overall, hyperbole was deployed by 13 students in 47
statements, making it the second most commonly used figure within the data set.

5 Conclusion
In a study comparing high and low scoring persuasive texts written at the tertiary level,
Swain (2007) found that successful students drew on a “wider range of resources from thedifferent subsystems of ENGAGEMENT, and showed a more even balance between
expanding and contracting resources” (p. 292). The present study is consistent with Swain’s
findings, demonstrating that even at the primary level, children as young 11 or 12 cansuccessfully persuade readers with a range of ENGAGEMENT resources from eachsubsystem. Young writers who hold a command over these and other linguistic resources areadvantaged in being able to draw upon them in any circumstance – even stressful conditions
such as NAPLAN tests. While this paper sought to highlight the range of ENGAGEMENT
resources deployed by successful young writers in one context, and how they sometimes
paired these with various resources from STYLE, the scope of this paper prevents a fuller73to boldly proceed ...

account of how such pairings served to align or disalign readers with the propositions
advanced by the authorial voice and/or those of others introduced into the text by attribution,and indeed how such pairings enabled the author to establish points of solidarity with readers.
Instead, it is intended to open up possibilities for further exploration into how successful
primary students combine resources from across APPRAISAL systems, metafunctions, andeven systems beyond SFL, in their efforts to persuade others. Exciting work remains inanalysing the resources used by other successful students from years 3, 7 and 9, to determine
whether even younger writers can deploy a similar range of resources, whether students ateach grade level pair resources differently, and to compare their strategies in stancing texts
and how these position readers. Additional research in this area is needed to discover whether
students use these resources by accident or as a result of teaching, and whether the skills they
demonstrate match those outlined in the Australian English Curriculum. If it is found thatsuccessful students use linguistic strategies that are not specified in the Curriculum at theappropriate grade levels, this may be to the detriment of less successful students whohaphazardly engage in the art of persuasion.

References
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Corbett, E.P.J., & Connors, R.J. (1999). Classical rhetoric for the modern student (4th ed.). New York, NY:
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Halliday, M. A. K. (1977). Text as semantic choice in social context. In T. A. Van Dyck & J. Petrofi (Eds.).
Grammars and descriptions. Berlin: de Gruyter.
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Halliday, M. A. K., & Hasan, R. (1993). Language, context, and text: Aspects of language in a social-semiotic
perspective. Victoria, Australia: Deakin University Press.
Harris, R.A. (2003). Writing with clarity and style: A guide to rhetorical devices for contemporary writers. Los
Angeles, CA: Pyrczak Publishing.
Joseph, M. (1947). Shakespeare’s use of the arts of language. New York, NY: Columbia University Press.
Kennedy, G. A. (1999). Classical rhetoric & its Christian and secular traditions from ancient to modern times(2nd ed.). Chapel Hill, NC: University of North Carolina Press.
Martin, J. R. (1992). English text: System and structure. Amsterdam: Benjamins.
Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. New York, NY:
Palgrave Macmillan.
Matthiessen, C. M. I. M., & Halliday, M. A. K. (1997). Systemic functional grammar: A first step into thetheory. Retrieved February 16, 2012, fromhttp://web.mac.com/cmatthie/iWeb/SMMG_resources/Mendoza_2006_Course_Description_files/SFG_First
Step_1.pdf
Miller, D. (2004). “...to meet our common challenge”: ENGAGEMENT strategies of alignment and alienationin current US international discourse. Textus, 14(1), 39-62.
Swain, E. (2007). Constructing an effective “voice” in academic discussion writing: An appraisal theory
perspective. In, A. McCabe, M. O’Donnell, & R. Whittaker (eds.). Advances in language and education.
London: Continuum.
Swain, E. (2010). Getting engaged: Dialogistic positioning in novice academic discussion writing. In E. Swain(Ed.). Thresholds and potentialities of systemic functional linguistics: Multilingual, multimodal and otherspecialised discourses (pp. 291-317). Trieste: Edizoni Unversità di Trieste.
White, P. R. R. (2001). Appraisal: An overview. Retrieved March 5, 2012, fromhttp://grammatics.com/appraisal/AppraisalGuide/Framed/Appraisal-Overview.htm
White, P. R. R. (2003). Beyond modality and hedging: A dialogic view of intersubjective stance. Text, 23(2),259-284.

74

Papers from the 39th ISFC

Register and genre in model letters for writing instruction
Ho Theen Theen and Sridevi Sriniwass
Faculty of Languages and Linguistics, University Malaya, Malaysia

Abstract
This paper reports on a study where text analysis and qualitative research methodology were used convergently
with a Systemic-Functional theoretical framework to explore how Register and Genre were realized in pedagogic
models for second-language writing instruction and subsequently given attention by teachers in teachinglearning activities. It was found that there were broad similarities in the Register and Genre traits of the models
chosen by teachers. In contrast, there was considerable diversity in what teachers emphasized and their tolerance
towards the extent of similarity between learners’ work and the models provided. The most discernible traits oflayout and vocabulary tended to be emphasized by teachers over less-evident lexicogrammatical patterns. Also
notable was teachers’ perceived phasing out of informal letters and the relative insignificance of formal letters intheir learners’ personal experience against the broader background of the role of written communication in
English within a multilingual Malaysian society. This suggests that choice of Genre and more systematic
attention to details of Register (beyond layout and vocabulary) merit greater attention in writing instruction forlearners of English as a second language in Malaysia.

1 Background: The English Language in Malaysia
The English language in Malaysia continues to be associated with socio-political controversy
due to the country’s unique historical and demographic characteristics (Awang Had Salleh,
2006; Ridge, 2004). While the national language of Malay (Bahasa Malaysia) is the principal
language of governance used in all government-related matters, English is recognised as an
official language and thus widely used in commercial and legal transactions, particularly inthe private sector. It is also used as the primary language of certain social groups, as well as
being the dominant medium of instruction in tertiary education. Hence, there is a diverse
range of contexts and purposes for the use of the language in Malaysia. Currently, English istaught as a compulsory subject in all government schools at primary and secondary level(Ambigapathy Pandian, 2004). The Malaysian secondary-level English Language syllabus
acknowledges that students need exposure and practice in a variety of contexts with its stated
aim to meet learners’ “… needs to use English in certain situations in everyday life, forknowledge acquisition, and for future workplace needs.” (Curriculum Development Centre,
2000, p. 2, emphasis added) This skills-based syllabus is non-prescriptive in general, apartfrom some suggested text types. There is thus considerable latitude for teachers to selectmaterials and teaching-learning contexts for classroom use.

2 Genre Theory and Research in Writing Instruction
Based on the principle that the form of language is shaped by the social circumstances of its
use, this paper takes the sociosemiotic view of language distinctive of Systemic-Functional
linguistic theory (Halliday, 1978; Halliday & Matthiessen, 2004). This enables a finer
understanding of the “certain situations” in the Malaysian syllabus in terms of Register andGenre, with regard to the immediate situation and the wider socio-cultural context
respectively. Hence, Register is construed as the “three main dimensions of variation”(Thompson, 2004, p. 40)—or Field, Tenor and Mode—which characterise any situation.
Likewise, of the three perspectives on genre discussed in Hyon (1996), most relevant to thisstudy is the frequently-quoted definition of Genre in Systemic-Functional Linguistics (SFL)
as being a characteristic of texts with stages that are oriented towards certain social goals.

75to boldly proceed ...

Genre-related studies on writing instruction with a SFL perspective have focused on theeffectiveness of the genre-based approach to writing instruction (Hyland, 2007; Thwaite,2006), the role of genre in language education (Christie & Dreyfus, 2007; Gibbons, 2003)
subject-specific genres (Coffin, 2006; Schleppegrell, Greer, & Taylor, 2008; Slater & Mohan,2010) and tertiary-level academic genres (Coxhead & Byrd, 2007; Johns, 2008). However,these studies have mostly been conducted in settings where English clearly hassociolinguistic dominance, in contrast to the research setting of this study, wherein thesociolinguistic role of English is not as clearly defined. Since Register and Genre in SFL are
inseparable from the sociolinguistic environment of language use, this difference is seen as asignificant factor. Likewise, this study does not focus on the genre-based approach per sesince the Malaysian English Language syllabus does not specify any particular approach towriting instruction. Writing instruction in Malaysian schools is in fact fairly well studied in
postgraduate work, but this body of work is largely unpublished (for instance, Abdullah
Yusoff, 2006; Chan, 2007; Chow, 2007). As for published research similar to this study,
these tend to be on issues of methodology rather than based on linguistic theory, like thework by Jalaludin et. al. (2011), Kok Eng and Miller (2007), and Nik et. al. (2010).

3 Methodology: An Integrated Approach
The findings reported in this paper are part of a larger investigation focusing on therealisation of Register and Genre in model texts for writing instruction and how this isreflected in the use of the model texts in teaching-learning activities. The model texts
concerned are formal and informal letters, which are text types specified in the MalaysianEnglish Language syllabus for Form 4 (the penultimate year of secondary school). A total of
22 model letters were examined, as used by 16 teachers in 4 different schools, including casesof the same model letter being used by different teachers in different schools.
The letters were first analysed for features of Register and Genre based on SystemicFunctional theory. Thus, under Register, the texts were analysed according to Field, Tenorand Mode, as demonstrated by Butt et. al. (2000). Under Genre, the analysis included the
purpose of the texts and the stages identified, after Eggins (2004). Subsequently, the actual
lessons in which the model letters were used for writing instruction were observed and theteachers concerned were also interviewed. After processing, the transcript data was thenanalysed for content using the same Systemic-Functional theoretical “lens”, with theobjective of examining which of the features of Register and Genre identified from text
analysis were given attention by teachers, and how this was done.
Both text and transcript analyses were based on Systemic-Functional theory, but thedetailed analyses cannot be included in this paper due to spatial constraints. All the analyses
were done manually and documented using a spreadsheet application to facilitate thesummarising and synthesising of the findings. It is strongly believed that the convergent
application of text analysis and qualitative research methodology in the bilateral approachhere led to a clearer understanding of how Register and Genre figure in writing instruction,
based on the multi-perspectival view offered by the triangulation of different sources of data.

76

Papers from the 39th ISFC

4 Findings
4.1 Realisation of Register and Genre
The model texts chosen by teachers could be categorised into 3 genres according to the
purpose and component stages identified. It is noted that these ‘genres’ are not those typically
discussed in similar research—as in narrative, expository or recount (Martin & Rose, 2008)—
but rather examples of “frequently occurring, culturally-embedded social processes which
involve language” (Thornbury, 2005, p. 94). The model letters are very similar in terms ofRegister, as summarised broadly in Table 1 below. It can be seen from these features that themodels are generally simple and highly typical of the text type.
GenresFormal letter of complaint
identified

Informal letter ofadviceInformal letter
recounting events

Situations are commonplace and within students’ experience, hence vocabulary is
low in technicality.

Field
featuresTenor
features

Mostly, Material processes are used todescribe the problem and desired
actions. Participants are mostly nonhuman, and human agency is
minimised with passive constructions

More Relational and Mental processes
are used to describe relationships andemotions. Participants are mostly
human. Agency is shown clearly mostof the time.

The tense used is predominantly
present, indicating the immediacy ofthe situation

Mostly present
tense for giving
adviceThe writer is writing to a receiver who
is higher in social hierarchy in a
relationship of infrequent contact andlow affective involvement

The writer is writing to a receiver who
is a peer in an equal, non-hierarchic
relationship of fairly frequent contact
and high affective involvement

Speech acts are mostly congruent(declarative Mood for statements)
except for distancing phrases showing
respect and deference, in particular“I/We would like to…”More instances ofincongruence
found (declarative
Mood forcommands).

More use of pasttenses to describe
past events

No incongruence
found

The first person is used in all the letters, but very few vocatives are found, even in
the informal letters. Numerous formulaic expressions of politeness are found,particularly in informal letters. Extensive use of modals is found in all letters.
Modefeatures

All the models are part of two-way communication showing language as action
rather than reflection (except for the recounts). Themes are mostly unmarked. As
for thematic progression, texts typically have a constant theme or zigzag patternof progression. Cohesion-wise, sentences are mostly linked by proximity to eachother, with a few simple conjunctions. Unusually, more instances of
nominalisation are found in the informal letters than the formal letters.

Table 1: Similarities in features of Register in model letters77to boldly proceed ...

4.2 Presentation of Register and Genre
In contrast to the general similarity of model letters chosen, individual teachers chose toemphasise different features in their teaching-learning activities. The following section
presents four themes that emerged from the content analysis of interviews and observations:focus on layout, language, content and overall structure. Where relevant, illustrative excerpts
from interviews and observations are given, but these are necessarily brief.
I will always go for the format first. Y’know, I will make it clear to them that this is how it looks like,y’know, and then I will go, like drilling them, right, this is how you write the address

As in the excerpt, teachers had ‘format’ as the first response when asked to identify what
aspect they would emphasise to their students for the two text types. This was always carriedthrough in the teaching-learning activities, often with a disproportionate amount of time spenton it. By ‘format’ they meant the layout of the letters, as in the placement of the sender’s andrecipient’s addresses salutations and signing off. This concern with layout included details
like the precise positions (left or right, how far apart) of the various components on the page,line spacing, numbering, underlining and even capitalisation and punctuation. Examples wereidentifying the correct recipients and addressing them appropriately (Dear Sir, Dear Madamor Dear Mr X), addressing recipients with a more intimate relationship (Dear John, Dearestmum) and ways of signing off (Yours sincerely or Yours faithfully, or With love, Your friend,and Your loving cousin). Many teachers even stipulated an exact reproduction in theirstudents’ writing of the physical layout in the model letters (You look at the greetings there,/Dear Sir/, some of you, you forget to put the comma already. Please refer to the example that
I’ve given to you). Some teachers did include explanations that link aspects of layout tofeatures of Tenor (…because this is somebody whom you know so you can just sign yourname), but these were the exceptions.
…use some short, use some long sentences, use some simple sentences, use some compound, usesome complex sentences … You have to think, oh, should I use past tense or present tense? Or othertenses—past continuous, present continuous? Ok, you have to think, don’t just write without
thinking, because that is the—if you write without thinking, you will commit a lot of mistakes

As illustrated above, language was also a main focus stated and applied by teachers. Here,“language” refers mostly to correct sentence structure and vocabulary. The former included
specific aspects like tenses and the use of connectors (Adjuncts) being highlighted by someteachers, but this was not linked specifically to aspects of Tenor. For instance “distancing”
phrases like I regret to inform…and I/we would like to… were present in the models but nothighlighted. The value placed on grammatical accuracy is based on the weightage in themarking scheme used in compulsory public examinations. The teachers were hence moreconcerned over basic grammatical accuracy, correct spelling, and punctuation than whether
students used the appropriate structures for the register and genre. As for vocabulary, there
was some emphasis on Field-specific vocabulary like the use of modal auxiliaries and othertypical phrases for giving advice (it is important/useful to…, Remember to…), but this was
not a major concern since the Field in the model letters was not specialised. Some teachers
also pointed out that the letters need to have the appropriate tone and level of formality,
which is a direct reference to Tenor. However, this was presented in vague, generalised terms(try to be polite, use the appropriate tone and friendly, just like you are talking to someone)
without specific examples of words or phrases.
The third area of emphasis identified was content, which included the “situation”—purposeof writing, identity of writer and recipient, and the general topic. Thus this content is related
mainly to Field and Tenor. A common practice was to provide the main points of the letter,
since this is the form in which writing tasks are given in the public examination that the78

Papers from the 39th ISFC

students will take at the end of secondary school. Subsequently, the emphasising of content
was done in the form of demonstrating how to elaborate on the given points, since marks
were awarded for this in the examination (And then they also get low marks because they …
they do not elaborate their points well). A large proportion of time spent on what the teachersconsidered “content” actually consisted of comprehension-focused discussions centred on
vocabulary items found in the model letters or the task itself, including translation into
Malay.
Finally, the teachers also gave attention to the structure of the letters, i.e. the contents ofsequential paragraphs. The most heavily emphasised part of the letter was the purpose orreason for writing, which was to be presented in the first paragraph of the letter. This reflects
an awareness of the stages in different genres; particularly in the formal letter, in which thefollowing stages were highlighted by teachers: purpose of writing, explanation of problem,suggested solution and hope for action. However, the stages of the informal letters were notas well-defined—teachers used the labels opening, introduction, body and conclusion—hence
not as clearly related to the purpose of the letter.
These four emphases were said to be necessary because the genres concerned are not within
the students’ personal experience. Students do not actually write formal and informal lettersoutside school, the former because of their status as minors and the latter because of theavailability of faster communication channels such as texting, email and the like. The
teachers acknowledged that they themselves do not write letters anymore, but they
maintained that it is still necessary for students to know how to write these for future needs (Ibelieve at one point of their life they might have to produce this kind of letter). Furthermore,
the teachers were confident that if these students did write letters, they would use exactly thesame layout (format) taught in school (It's more or less the same. This is just a guidance forthem). This suggests that while these two genres—formal letters of complaint and informal
letters—may not be phased out for now within the larger sociolinguistic context of written
communication in Malaysia, they are not likely to evolve as genres based on writing
instruction received in school. Conversely, it also implies that if these genres are actually
undergoing changes in society at large, then writing instruction may not reflect authentic
language usage.

5 Conclusion: Going Beyond the Obvious
It can be seen that the teachers studied have engaged in a rudimentary form of genre analysis
in deciding which aspects of the model texts to emphasise in writing instruction. However,the features emphasised tended to be those which are immediately obvious (like layout), butwhich are also relatively insignificant as markers of Register and Genre. This indicates thatteachers may be treating texts in a formulaic way, which could be partly due to the prevalent
examination-focused orientation. From a linguistic point of view, this tendency towards
prescriptiveness does not reflect the complex and dynamic nature of genres as used insociety, but it is not entirely surprising given that most of the teachers feel that their students
do not write letters outside school, and are not likely to do so even after leaving school.
This study has highlighted the role of model texts in writing instruction, wherein these texts
represent the kind of written communication that learners need to engage in if they are tofunction in the community that they are a part of. The findings suggest that a review of therange of genres currently included in the Malaysian English Language syllabus is in order, if
the syllabus is to remain relevant to the needs of learners. This may be supported—ideally—by training for teachers in how the systematic identification of features of Register and Genrecan be incorporated into their preferred approach to writing instruction. It is believed that79

to boldly proceed ...

such training can help teachers to deal more effectively with the matter of situational
language use in their choice and utilisation of instructional materials. This could help them toguide learners to better address the “certain situations” found in the aim of the Malaysiansyllabus presented in the opening to this paper.

References
Abdullah Yusoff. (2006). Deaf children and writing : A survey of Malaysian deaf children's essay writing withspecific reference to Kelantan. (Doctorate thesis), University of Birmingham.
Ambigapathy Pandian. (2004). English language teaching in Malaysia today. In W. K. Ho & R. Y. L. Wong
(Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 272-293).
Singapore: Marshall Cavendish.
Awang Had Salleh. (2006). Shifts in policies and approaches vis-a-vis English Language education in Malaysia.
In A. Hashim & N. Hassan (Eds.), English in Southeast Asia: Prospects, perspectives and possibilities (pp. 18). Kuala Lumpur: University of Malaya Press.
Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2000). Using functional grammar (2nd ed.). Sydney:
Macquarie University.
Chan, W. F. (2007). The effects of time constraints and proficiency on ESL essay writing performance.
(Doctorate thesis), Universiti Sains Malaysia.
Chow, T. V. F. (2007). The effects of the process-genre approach to writing instruction on the expository essaysof ESL students in a Malaysian secondary school. (Doctorate thesis), Universiti Sains Malaysia.
Christie, F., & Dreyfus, S. (2007). Letting the secret out: Successful writing in secondary English. [Article].
Australian Journal of Language & Literacy, 30(3), 235-247.
Coffin, C. (2006). Learning the language of school history: the role of linguistics in mapping the writing
demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4), 413-429.
Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic
prose. Journal of Second Language Writing, 16(3), 129-147.
Curriculum Development Centre. (2000). Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah - Bahasa
Inggeris. Kuala Lumpur: Ministry of Education, Government of Malaysia Retrieved fromhttp://www.moe.gov.my/bpk/sp_hsp/bi/kbsm/sp_bi_kbsm.pdf.
Eggins, S. (2004). An introduction to Systemic Functional Linguistics (2nd ed.). New York: Continuum.
Gibbons, P. (2003). Mediating Language Learning: Teacher Interactions with ESL Students in a Content-BasedClassroom. Tesol Quarterly, 37(2), 247-273.
Halliday, M. A. K. (1978). Language as social semiotic. London: Edward Arnold.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (3rd ed.).
London: Hodder Arnold.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language
Writing, 16(3), 148-164.
Hyon, S. (1996). Genre in Three Traditions: Implications for ESL. Tesol Quarterly, 30(4), 693-722.
Jalaluddin, I., Yunus, M. M., & Yamat, H. (2011). Improving Malaysian rural learners' writing skill: A casestudy. Procedia-Social and Behavioral Sciences, 15, 1845-1851.
Johns, A. (2008). Genre awareness for the novice academic student: An ongoing quest. Language Teaching,41(2), 237.
Kok Eng, T., & Miller, J. (2007). Writing in English in Malaysian High Schools: The Discourse of
Examinations. Language & Education: An International Journal, 21(2), 124-140.
Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox.
Nik, Y. A., Hamzah, A., & Rafidee bin Hasbollah, H. (2010). Why writing in ESL is difficult for undergraduates
in a public university in Malaysia.
Ridge, B. (2004). Bangsa Malaysia and recent Malaysian English language policies. Current Issues in Language
Planning, 5(4), 407-423.
Schleppegrell, M. J., Greer, S., & Taylor, S. (2008). Literacy in history: Language and meaning. Australian
Journal of Language & Literacy, 31(2), 174-187.
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Perspective. Theory Into Practice, 49(2), 91-98.
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Thwaite, A. (2006). Genre writing in primary school: From theory to the classroom, via First Steps (1).
Australian Journal of Language & Literacy, 29(2), 95-114.

80

Papers from the 39th ISFC

Using a 4x4 framework for whole school literacy development
Sally L Humphrey
Australian Catholic University, Strathfield, NSW
Sally.humphrey@acu.edu.au

Sandra H. Robinson
Belmore Boys High School, Belmore, NSW
SANDRA.H.ROBINSON@det.nsw.edu.au

Abstract
In this paper we report on one aspect of a whole school literacy research project, Embedding Literacies in the
KLA’s (ELK), which has drawn on SFL theories of metafunction, rank and strata to develop a metalanguage foruse by teachers, students and parents to discuss how texts work across the disciplines of secondary schooling.
The starting point for this endeavour is the 3x3 framework, which was originally developed by academic
literacy researchers (Humphrey, Martin, Dreyfus & Mahboob, 2010) to organise the resources of academic
discourse for tutor training purposes. We report specifically on how we have expanded this framework to build
teacher understandings of the configurations of language of the high stakes persuasive genres required by theAustralian national literacy test (NAPLAN). The resulting 4x4 framework raises the profile of logical meanings
related to field and distinguishes more delicate units of meaning within the clause. By foregrounding how
particular language resources relate systematically to meanings from each metafunction at various ranks, the 4x4
has not only provided a framework for teachers to interpret the criteria provided by NAPLAN but to map theirown and their students’ development of language for learning systematically across the contexts of schooling.

1 Introduction
For almost twenty years, policies adopted by all sectors of secondary education haverecognised the value of pedagogical practices which integrate explicit teaching of literacy
within discipline learning. More recently, policies which emphasise the value of substantive
communication and metalanguage give evidence of the growing concern for the place of
language and other semiotic modes in literacy and broader quality teaching pedagogies (e.g.
NSW Department of Education and Training, 2003).
The important contribution of increased knowledge about language for literacy and learning
has been recognised with the development of the Australian Curriculum: English, which
includes systematic knowledge of the patterns of language and language usage at the levels ofwhole text, paragraph, sentence and word as well as understandings of increasingly complex
spoken, written and multimodal texts (ACARA, 2012). Significantly, the Australian
Curriculum recognises that teachers across learning areas are responsible for supporting
students to meet the specific literacy demands of their learning area. For middle years
students, developing knowledge of the distinctive ‘uncommonsense’ ways in which language,
literacy and images are used in particular discipline areas is crucial for being able to enter theintellectual and knowledge domains of the senior secondary years (Freebody, 2011). In termsof language, educational linguists informed by systemic functional linguistics (SFL) havesystematically described knowledge development across a number of curriculum areas interms of genre and register. (e.g. Christie & Derewianka, 2008; Martin & Rose, 2008). In thispaper we report on how we have drawn on these descriptions to develop a 4x4 perspective of
the key linguistic features of high stakes genres used by middle years students acrosscurriculum areas. Mapping genres from a 4x4 perspective provides a robust framing forteachers of the configurations of language resources which shape genres in their discipline
and importantly, a meta-language, which can be used by teachers and students to talk about
the features of academic genres and registers which are shared across disciplines.

81to boldly proceed ...

1.1 The research study: Embedding literacy in the KLAs
The study reported on, Embedding literacies in the KLAs (ELK), is a 3 year participatory
action research project between the Australian Catholic University and Belmore Boys HighSchool. Belmore Boys High School is an innovative boys’ high school with 96% NESB and aschool population of 370 students. Explicit teaching of literacy within curriculum areas has
been a priority at the school for a number of years. However, despite considerable successand the continuing practice of integrated literacy and learning programs, an ongoingchallenge for teachers has been to sustain the expert role and substantive classroom
communication needed for explicit quality teaching of how ‘high stakes’ texts work in theirdiscipline. This role depends upon a metalanguage which is sufficiently robust to leaddeconstruction of language features of texts; to guide students in selecting and using thosefeatures in new texts to assess and provide feedback on students’ writing. A key aim of the
ELK project is to develop a metalanguage which allows all teachers and students to engage insubstantive communication about the language of texts for discipline learning. Sustained useof this metalanguage throughout the teaching and learning cycle is expected to result in asignificant improvement in student’s control of high stakes writing as measured by formal
curriculum assessment tasks and by results in the external writing task, NAPLAN.

1.2 Theoretical foundations: a 3x3 perspective on academic discourse
Describing the resources at stake in academic discourse has long been of interest to systemic
functional linguists. Using theoretical understandings of genre (Martin & Rose, 2008), andregister (Halliday & Martin, 1993), educational linguists have mapped development oflanguage across genres of a number of curriculum areas (Christie & Derewianka, 2008) and,from the perspective of register, in terms of resources for creating abstraction, technicality,
generalization and objective evaluation (Macken-Horarik, 1996). Frameworks which havebeen developed to frame these resources for teachers include a ‘3x3 toolkit’ (Humphrey et al2010), which identifies and delimits the semiotic resources at risk in a particular academic
context in terms of ‘the nature of commonalities’ (Macken-Horarik, 1996: 235). The 3x3
includes linguistic features from each of the three metafunctions of language and at threelevels of the text, which are glossed as whole text, phase/paragraph and lexico-grammar. The
linguistic resources included in this 3x3 were seen from the perspective of register in terms of
their role in:• Constructing technical, specialized and formal knowledge of the discipline (field)• Convincing and engaging audiences in distanced, impersonal and objective ways
(tenor)• Organizing clearly signposted, cohesive and abstract texts (mode).
The foregrounding of a meta-functional organization to the toolkit is a central step inconnecting teachers’ knowledge of isolated language structures and functions to broader
meanings. This perspective is particularly important for teachers in Australia who arepreparing to adopt the new National Curriculum: English. The language strand of thisdocument is significantly more explicit in organizing language resources according tomeaning systems than current syllabus and teacher support documents teachers have beenworking with.
Subsequent frameworks of academic literacy based on a 3x3 perspective (Humphrey, Droga& Feez, 2012) have recognised the overarching role of genre in the selection and organizationof resources. However, in working with teachers involved in the ELK project, it has become
apparent that a 3x3 perspective does not allow for the important work of the logical82Papers from the 39th ISFC

metafunction to be sufficiently foregrounded, nor does it allow for resources ‘below theclause’ to be delineated. In the following section we focus on the subsequent development ofa genre specific 4x4 framework to address these issues in the context of the high stakes
persuasive genres they are required to write in the middle years of schooling.

2 Developing a 4x4 toolkit for NAPLAN persuasive writing
While the register perspective provided by the 3x3 framework provides an effective toolkit
for building understandings of basic principles of functional linguistic systems, working withteachers and students involved in the ELK project has brought to light the need foradaptations to the original framework.
During the period of this initial phase of the ELK project, the National test of writing foryears 7 and 9 known as NAPLAN (ACARA, 2011) focused on persuasive writing. While themarking criteria, influenced as it is by SFL descriptions, does provide guidance as to thelanguage features at stake at various levels of text, it does not link these language features toan authentic context of use. In terms of genre, the purpose of persuasive writing is describedas ‘to persuade a reader to a point of view on an issue. Persuasive writing may express an
opinion, discuss, analyse and evaluate an issue. It may also entertain and inform. …’
Language features related to tenor provide a similar example of the fuzzy expectations of the
NAPLAN writing task. For example, high graded sample texts are valued in terms of ‘sustainedand effective use of persuasive devices… appropriate to style of argument and may appeal toone or more of the reader’s reason, values or emotions’. However, the list of persuasive
devices provided to the markers are presented as a list of equally valued resources (ACARA,
2011) and do not distinguish their different effects in building solidarity and/or authority withthe audience.
Closer analysis of the marking criteria revealed that the persuasive genre of analytical
exposition, which is produced to persuade audiences THAT a thesis is valid, was aparticularly privileged response to the task. This type of exposition has been acknowledged asa key genre for learning across secondary school subjects (Schleppegrell, 2004) and eventhough students of mathematics are rarely required to produce a full exposition, knowledge ofthe explanation sequences required to support arguments is highly relevant to learning in thisarea. A focus on analytical exposition therefore enabled ELK researchers to establish withteachers an important shared goal for developing understandings of language and an
opportunity to develop a genre specific framework
Drawing on understandings of this genre developed by functional linguists (Martin, 1985;
Coffin, 2006) and by further analysis of successful texts produced by students in response to
the 2011 NAPLAN test, the initial 3 x 3 was thus adapted as a toolkit for the more specificcontext of supporting students to write analytical exposition. A reduced form of the resulting
4x4 persuasive writing toolkit, showing examples of linguistic features at whole text (genre),
paragraph (phase), sentence (clause and clause complex) and word/expression level is shownin Figure 1.
As is evident in Figure 1, the 4x4 framework allows resources for constructing logicalmeanings to be distinguished from those associated with the experiential dimension of field.
Given the importance of field in secondary subject areas, distinguishing these meanings
allows both metafunctions to be prominent in the framework. The additional layer of word
and expression level was considered necessary to provide a space for the important
vocabulary building work of the classroom, and to encourage teachers to make explicit themeanings of academic vocabulary beyond technicality.
83

to boldly proceed ...

LanguagetoWhole Text (structure &Organisation

Paragraph (phase)

Sentence (Clause &clause complex)

Word & Expression

expressideas(field)Ideas unfold as stages toachieve text purpose (eg.
position statement ^arguments ^ reinforcement)

Ideas form phases
according to subject (eg.
Point^ Elaboration ^Evidence ^Link)

expanded noun groups
to describe and classify...

Technical terms for
specific disciplines ...

expand &connectideas(field)multiple ideas developed andcombined logically acrosstext to form an analyticalframework

Ideas expanded
logically across phases(eg. through cause andeffect)Ideas expand and/or
project to form wellstructured simple andcomplex sentences

Relating and reporting
terms to define,classify, showcause/effect, quote
and reportinteractwith others(tenor)

Proposition reinforced andjustified prosodically toconvince audience THAT a
position is valid

Claims supported,justified, reinforced
and/or defended

concessive clauses
used to expand andthen contract space foralternative voices

Objective evaluative
vocabulary (eg.
significance,
relevance)…

createcohesive
texts(mode)

Text organisation made clear
through layout, previewing
and reviewing of content

Information forms
waves from dense,‘packed’ language toconcrete ‘unpacked’

Sentence openers
focus attention on
topic and flow of
information …

Abstract nouns used
to package and trackideas …

Figure 1: 4x4 framework of resources for analytical exposition (sample resources only)
One potentially problematic area of the 4x4 is the positioning of genre staging at whole textlevel within the experiential dimension of field. While recognizing genre at a higher level ofabstraction than register and as integrating field, tenor and mode choices, descriptions ofgenre and genre staging in educational linguistics have been experientially biased. The
perspective of the 4x4 at whole text level encourages teachers to take the staging as a starting
point but to also consider the prosodic structure of persuasive texts and to tease apart the
textually oriented organizational units of Introduction, Body and Conclusion from fieldoriented stages. As will be further discussed below, the notion of an analytical framework atwhole text level has been included in the logical meaning strand to account for the expansionof ideas in rhetorically organized academic texts.

3 Working with the 4x4 toolkit at whole school level
In presenting the 4x4 framework to teachers, a great deal of care has been taken to maintainthe theoretical integrity of language as a multi-functional and multi-layered resource formeaning. Such a focus is essential in supporting students to access and generate the complex
texts needed for learning in the secondary years and has been possible due to longitudinal
nature of the ELK project and the extraordinary commitment of the teachers to theirprofessional development. While the meta-language used with teachers does make links withthat within both the Australian Curriculum: English and the marking criteria for NAPLAN(ACARA, 2011), the 4x4 maintains explicit links to context through genre and register andalso enables a perspective of realization to be taken through considering resources at the levelof the clause and word to be serving meanings at higher levels (eg. the use of nominalization
to create the ‘packed’ language of paragraph previews (hyperthemes).
However, the decision to maintain the complexity of the functional model has brought with it
the challenge of scaffolding the learning of the resources and their uses for teachers. Working
with the metaphor of a toolkit has enabled teachers to conceptualise language as amultilayered and complex system of resources but also to keep the focus on language as aresource for doing literacy work. The initial presentation of the 4x4 framework shown in
Figure 1 included an overlaid image of a four drawer toolkit with multiple compartments,
representing the possibilities available for construction work. The literacy work of different

84Papers from the 39th ISFC

discipline teachers has been conceptualized metaphorically in terms of the particular trades
within the building industry. Literacy work shared by teachers across curriculum areas, suchas the NAPLAN persuasive writing task, have been conceptualized as complex building
projects, which require a number of trades and tools from each layer and compartment of thetoolkit. The symbolic meanings created through the toolkit metaphor have proved a valuable
way of convincing teachers from across faculties of their vital role as a teacher of literacy,
bringing to their students knowledge and understandings of language which could only beprovided by them. The metaphor has continued to be of benefit in developing a classroom
meta-language to talk about the relationship between linguistic resources and context of use.

4 Working with the toolkit to create literacy pathways at faculty
level
Having developed an initial understanding of the resources of the 4x4 in relation to analytical
exposition, the ELK team continues to work closely with faculty teams to select the suite oftools best suited to the work of analytical exposition in their discipline area. During the firstphase of the project, each faculty was involved in developing model analytical expositions,produced in response to authentic assessment tasks set within a unit of work at syllabus stage
4 or 5. Working with this model, teachers and ELK consultants have worked ‘elbow toelbow’ to deconstruct its language features, to identify a relevant set of linguistic features tomake explicit to students and to develop assessment criteria and classroom teaching andlearning activities.
As discussed above, the typical entry point for introducing the genre is through its
experientially oriented structure. However, with complex genres such as analytical
exposition, it is also important to scaffold the development of multiple ideas around which tobuild logical arguments- this has been termed the analytical framework. In all disciplines,
teachers have worked successfully with the notion of the analytical framework to organize
the multiple ideas from class brainstorms and to group them into ‘packages’ according to thedemands of the set question. Modelling this concept with students has included concretedemonstrations, such as throwing a pack of playing cards on the classroom floor and working
with students to reorder them according to different criteria (eg. colour, suit, number). Thishas been helpful in explaining to students the possibilities available in analysis and thediscipline specific nature of such analysis. In some discipline areas analytical frameworks areclearly visible in the discourse. For example, in geography in the middle years, a common
way in which issues are analysed is in terms of impacts on the environment, which istypically further broken down into components such as vegetation, soils and wildlife. In
subject English however, where the curriculum is not typically organized around field,
analytical frameworks tend to be more specific, according to the particular issue or topic
being examined. Working with a topic of ‘adventurers and risk-takers’, for example, one
English class used an analytical framework to explore the responsibility of society forrescuing risk-takers, grouping these in terms of positive and negative effects (eg. economic,
social, moral).
Expanding ideas at the whole text level opens up a number of potential pathways forlanguage and literacy development. For some faculties, the pathway was been through field,
developing one of the ideas within the analytical framework to model components of ‘point’,‘elaboration’, ‘example’, ‘link’ at paragraph level and then moving to group and word levelto build technicality appropriate to the discipline. For other faculties, the move has been to
the textual metafunction, working at word level with abstract nouns to name the ‘packages’85

to boldly proceed ...

identified in the analytical framework and then using these to build macro and hyper themes(ie. previews and reviews) to signal to the reader the organization of information.
In subject English, the focus of persuasion in teacher education and professional development
has traditionally been on rhetorical devices such as parallelism, amplification and rhetoricalquestions (Andrews, 2011). Working with the ELK team, teachers have been able to relatethese resources to their context of use, drawing on discourse semantic features of appraisal
and lexico-grammatical resources such as concessive clauses as resources for positioning
audiences in objective and impersonal ways.

5 Conclusion
While an analysis of the teaching and learning resources developed for modeling analytical
exposition and other genres is beyond the scope of this paper, the initial professional
development phase of the ELK project described above has created high expectations andgenerated a great deal of confidence amongst teachers in their role as literacy educators. With
continuing professional development using the 4x4 framework to systematically describe thevalued linguistic resources of all genres needed for learning in the KLAs, there is little doubtthat students will be well supported in developing high stakes literacies for learning.

References
Andrews, R. (2011) Reframing literacy: teaching and learning in English and the Language arts. New York
Routledge.
Australian Curriculum and Reporting Authority (ACARA) (2012). Australian Curriculum: English. Version 3.0.
Sydney: Australian Curriculum Assessment and Reporting Authority. Retrieved from www.acara.edu.au.
Christie, F & Derewianka, B (2008) School Discourse London Continuum.
Coffin, C. (2006) Historical Discourse: The language of Time, Cause and Evaluation London Continuum.
Halliday, M.A.K. and Martin, J.R.(1993) Writing Science: Literacy and Discursive Power. London: Falmer.
Humphrey, S., Droga, L. and Feez, S. (2012) Grammar and meaning: a new edition Newtown PETAA.
Humphrey, S. Martin, J., Dreyfus, S., and Mahboob, A. (2010). A 3x3 toolkit for academic writing. In A.
Mahboob & N. Knight (eds.) Directions in Appliable Linguistics. London: Continuum.
Macken-Horarik, M. (1996) Literacy and learning across the curriculum: towards a model of register fromsecondary school teachers. In R. Hasan and G. Williams, Literacy in Society. London: Longman. 232-78.
Martin, J.R. (1985) Factual Writing: Exploring and challenging social reality Deakin University Press Victoria.
Martin, J.R. & Rose, D. (2008) Genre relations: mapping culture. London Equinox.
Freebody, P. (2011) Literacy across the school curriculum Parts 1-3 Presentation for NSW Department of
Education and Community Literacy and Numeracy Week http://www.nlnw.nsw.edu.au/vids2012/12211freebody/vid12211.htm.
NSW Department of Education and Training (2003) Professional support and curriculum directorate. Quality
Teaching Framework: Discussion paper https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf
sighted 04.04.2012.
Schleppegrell, M. (2004). The Language of Schooling: A Functional. Linguistics Perspective. Mahwah: New
Jersey: Lawrence Erlbaum.
Unsworth, L.(1997) "Sound" explanations in school science: A functional linguistic perspective on effective
apprenticing texts. Linguistics and Education, 9(2):199-226.

86

Papers from the 39th ISFC

Languages other than English for Defence Force deployment
Elizabeth Thomson17 & Helen de Silva Joyce18
Defence Force School of Languages, Australian Defence Force
RAAF Williams Base, Laverton VIC<elizabeth.thomson2@defence.gov.au> and <jgaudin@bigpond.net.au>

Abstract
History will show 2011 was one of the most intense operational periods the ADF has experienced in recent years… At its peak, almost 3 500 ADF personnel were providing assistance in the wake of Cyclone Yasi and following
floods in Queensland and Victoria … There are currently around 3 330 ADF personnel deployed overseas
including our missions in East Timor, the Solomon Islands and a variety of smaller operations. In addition, closeto 550 members are engaged in domestic border security operations.
(General David Hurley – Defence Magazine Issue 6 2011: 5)
The Australian Army currently operates within a philosophical and conceptual framework known as Adaptive
Campaigning, involving five mutually reinforcing and interdependent lines of operations:§ Joint land combat§ Population protection§ Information actions§ Population support§ Indigenous capacity building
Deployed personnel use a range of languages to perform routine workplace activities with local security
personnel and civilians and to build rapport and establish working relationships with people in local
communities.
This paper focuses on two aspects of the redesign of the curricula of the suite of language courses at the Defence
Force School of Languages (DFSL): systemic functional linguistics as a framework for design and theintegration of interculturality and language learning strategies.

1 Introduction
The Defence Force School of Languages (DFSL) has been tasked with redesigning its suite of
Languages Other than English (LOTE) courses to meet the future requirements of LOTE
capability as outlined in the Defence White Paper, 2009 and to conform to the Defence
Training Model – a competency-based model expressed in terms of learning outcomes, unitsof competency and criterion referenced assessment.
In conforming to the White Paper and Defence Training Model (DTM) direction, theredesign and redevelopment of the language courses has had to meet the Defence Force’s
current and future tactical, operational and strategic needs. This was identified through acomprehensive needs analysis of defence workplace LOTE requirements conducted in 2010.
The redesign process currently underway has involved, amongst other things, thefollowing four shifts:
A shift from a generalist approach to language teaching for specific purposes;
A shift from a notional-functional syllabus to a text-based/genre approach;17
18

Director of Studies
Curriculum Consultant

87

to boldly proceed ...

A shift from an us-and-them cultural paradigm to an integrated, cultural relativity
model of interculturality;
A shift from teacher-centredness to student-centredness by incorporating language
learning strategies using adult, life-long learning principles.
This paper will describe these four shifts using the tactical workplace context of Defence
as an illustration.

2 Language for specific purposes
The philosophical and conceptual framework known as Adaptive Campaigning is Army’s
way of doing business in the field. It divides the tactical, day-to-day task of the soldier into
five kinds of work: joint land combat, population protection, information actions, population
support and indigenous capacity building (AC FLOC 2009). Every soldier is trained in all
five kinds of work. Typically, as the security situation on the ground improves, soldiers’
work moves away from combat into protection, rapport building, development andmentoring. Army uses this framework in every theatre of operation, whether the language of
the workplace is English or a language other than English.
It is within this context that languages other than English need to be taught so that soldiers
can do their job. Understanding the nature of that work and the kind of language used is
critical to developing appropriate language for specific purpose (LSP) courses.

2.1 LOTE Capability Model
The needs analysis process identified soldiers as different kinds of language users against
which the School’s LSP courses were mapped. This language user/LSP course matrix is now
known as the LOTE Capability Model. See Table 1.
Language user grade

Language for specific purpose course

Grade 1: culturally enabled user

Force Protection

GRADE 2: VOCATIONAL USERTACTICAL INTERACTION

Grade 3: analyst

Military Communications Skills

Grade 4: professional user - operational

Operational Engagement

Grade 5: professional user - strategic

Strategic Engagement

Grade 6: military language instructor

Tertiary Language Teacher Training

Grade 7: military interpreter/translator

Tertiary Professional Translating/interpreting

Table 1: LOTE Capability Model.
The Grade 2 Vocational users are the soldiers who are expected to do their day-to-day tacticalwork in a language other than English. They need LOTE in the workplace and the LSP
course relevant to meet their needs is the Tactical Interaction Course. The following section
will explain the design process of this course, looking specifically at how systemic functional
linguistics underpins the design.

3 A text-based approach to curriculum design
Given the LSP requirement of the new courses, the design process needed an approach which
foregrounds language use in context. The principles of systemic functional linguistics (SFL),
which views language as a form of behaviour, unfolding in a social context, negotiated by88

Papers from the 39th ISFC

interactants in the social event, using instances of whole texts organised around social
purpose etc. (Halliday 2004) are suited to this task. The process of curriculum design was
thus based on these principles using discourse analytical tools to investigate the language
used in tactical workplace taskings.
It was thus determined that the course framework would be based on the genres of theworkplace context, organised around the genres required to get the work of adaptive
campaigning done. To begin this process, the tactical interaction tasks, as identified in theneeds analysis, were organised into related types as outlined in Table 2.
Tactical Interaction Tasks
A
A1

Restricting movement B Managing checkpoints
into an area
B1 Manage vehicle check
Enforce a curfew
point

A2

Establish key point
protection and vital
asset protection

D

Conducting searches

D1

Conduct hard knock
entry

D2

Conduct soft knock
entry

D3

Conduct body searchof people

E

Managing anddetaining people

E1 Stop an illegal action
E2 Manage detainees
E3 Manage unarmed
conflicting partiesC

Clearing an area

C1

Conduct convoy escort

C2

Conduct clearance
operations

F

Providing assistance

F1

Distribute humanitarianaid

F2

Provide immediate
medical assistanceE4 Control and detain anarmed combatant or
suspicious person

Table 2: Tactical Interaction Tasks.
Following the steps in text-based curriculum design (de Silva Joyce and Feez 2012), thelanguage used to realise the tasks was collected and analysed. It was evident from theanalysis that the language is limited by its social purpose. Essentially the tasks involve
spoken language in four main interactional sequences:1.

Directives giving a series of instructions to local people

2.

Question and answer sequences to explain a situation

3.

Question and answer sequences to obtain information or goods and services

4.

Response to refusal sequences

The grammatical choices are also limited to:§declaratives where information is being exchanged§polar questions that require a yes-no response§questions for seeking information eg: wh-questions§

direct and indirect imperatives

Further, control of these grammatical structures requires an understanding of pronouns;
number (singular and plural); tenses (simple present, simple past, future, present continuousand present perfect); adverbs; prepositional phrases and modals of obligation.
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to boldly proceed ...

Having determined the lexicogrammatical resources that are constitutive of the workplacetasks, the next stage undertaken in curriculum design was to develop learning/teachingmaterials which modeled and practised the additional language in keeping with the doctrineof adaptive campaigning. What was unique in this process was the recognition of thesoldiers’ expertise in adaptive campaigning, a skill set they bring to the classroom. This
meant that the language course was not about teaching the soldiers how to do their job, rather,
the language course was about supplying the additional language required to successfully
perform the tasks in a non-English speaking environment.
The challenge was to negotiate the language required through a joint-construction
pedagogy. Such a pedagogy would need to construe the student as the subject matter expert
on what was necessary for successful completion of the tasks, and the teacher as the subject
matter expert on the additional language. Consequently, the course materials were developedwith negotiation as a central tenant of the pedagogy, in keeping with the Hallidayian viewthat language is a negotiated, jointly constructed enterprise between interactants (Halliday
2002). In this case, the interactants in the language event are the teachers and the soldiers.
In order to develop classroom materials to enable this kind of joint construction, thematerials were designed to fit within the learning/teaching cycle (Johns 2003). In the cycle,
joint construction is not only one of the stages in scaffolding the student to become an
independent learner (Stage 3: Joint Construction), it is also useful as an approach to building
the field/context at the initial stage of learning (Stage 1: Building the field). Table 3 illustrates
the application of joint construction in stage 1 of the learning/teaching cycle.
Lesson:Managing a vehicle checkpoint

Stage 1:

Building the field§Teachers explore students’ experiences and knowledge of the task of managing avehicle checkpoint.

§Students are asked to brainstorm the steps involved and identify the language they use
to perform the task of managing the checkpoint.

§

As a joint, class enterprise, the students build a dialogue in English on the board, noting
it as one possible instance of the genre of a Vehicle Check Point Directive.

§The teacher and students then build the dialogue in the LOTE.

§The lexicogrammatical features of the text are noted by the teacher and taught in Stage
2: Modelling the Text.

Table 3: Applying Joint Construction in Stage 1 of learning/teaching cycle.
Engaging the expertise of the student in the language-learning process has fundamentallychanged the School’s approach to learning. Instead of the teacher being the custodian of skills
and knowledge, perpetuating a teacher-centred approach to the classroom, the jointconstruction pedagogy has transformed the classroom into a collaborative learning
environment where teacher and student negotiate, facilitate and jointly construct the learning
content. The courses are thus able to meet the immediate needs of the student, who knows
intimately what is needed on deployment, within the broader framework of adaptive
campaigning. The advantage of this is that the course offers an approach that accommodates
the dynamic nature of defence work. As the kind of work requirements soldiers need toperform shifts and changes as the mission changes, so does the course. The course can do thisbecause the soldiers can direct the change. Without the theoretical underpinnings of systemic
functional linguistics, it is unlikely that this kind of course configuration would have beendeveloped.
90Papers from the 39th ISFC

Apart from the need to redesign the course as a language for specific purpose course, theneeds analysis process identified two other significant skill sets necessary for effective
adaptive campaigning overseas. These skill sets are the need to inculcate soldiers culturally
and socially into the human environment of deployment and the need to equip soldiers withlanguage-learning strategies to take with them in situ.

4 Integration of interculturality
The Australian Army understands the importance of cultural sensitivity for mission success.
The doctrine of adaptive campaigning directs all soldiers to be culturally and socially trained.
In wars fought amongst the people, commanders at all levels require the capabilities to understandand address the ‘human terrain’ of complex social, cultural, historical, political, economic andpopulation geography within an area of operations. While specialist linguists form part of therequirement, they represent only a comparatively small part. More importantly, all personnel within
the theatre of operations must be capable of acting as tactical ‘ambassadors’ and achieving anappropriate degree of empathy and engagement with the population. This means that all personnel
in theatre (including interagency elements and service providers) must be empowered with basic
cultural, social and language skills, and specific-to-country knowledge.
(Army’s Future Land Operating Concept 2009:55).

In addition to the direction from Army leadership, soldiers who were interviewed during
the needs analysis process reiterated this sentiment by expressing an overwhelming desire formore ‘cross-cultural’ training. While it would be disingenuous to suggest that cross-culturaltraining does not occur in Defence, the training that is on offer is mostly short, ‘just in time’training and typically deals with: manners of the target culture, general descriptions of thehuman geography and lists of cultural faux pas that can hamper mission success. In sum, thisis an us-and-them view of cross-cultural understanding.
However, over the last decade or so, research has demonstrated that empathy andengagement can develop in an individual through particular kinds of experience rather than
through a description of the other. Notably it is the experience of being a minority (Ramzan2009), from outside the dominant hegemony, that leads to an understanding anddemonstration of empathy. The ability to understand, negotiate and empathise with someone
from another cultural context has come to be understood as intercultural competence.
The redesign process has thus included intercultural competence in the curriculum.
Importantly, the training has three components. It addresses not only the target culture but
also home culture (Kalantzis & Cope 1997), reflecting on how one’s own identity is forgedby home-country social and cultural factors and concludes with a unit of learning on
intercultural collaboration. This intercultural training in the Tactical Interaction course occurs
during the language training and is integrated into the lessons throughout the course.

5 Integration of language learning strategies
The other set of skills identified by the needs analysis is to do with language learning
strategies. Defence views language skills as perishable, meaning that without regular skills
maintenance the language skill is lost over time. To assist in mitigating this risk, the newcourses at DFSL are integrating language learning strategies into the learning experience.
This is based on the view that soldiers should be responsible for skills maintenance once they
have completed their training, however, in order to be an effective life-long learner, it isimportant while on course to introduce and integrate the language-learning strategies which
will be needed during post-course maintenance.
In the case of the Tactical Interaction course, the language learning strategies are tailoredto the speaking and listening macro-skills. Examples include strategies for pronunciation,91

to boldly proceed ...

memorisation, predicting, building personalised resources of vocabulary and grammar, prelistening and post-listening strategies, pre-reading strategies etc. As with the interculturalcompetence training, the strategies are integrated into the Tactical Interaction course. They
are overtly identified and practised so that once soldiers have graduated, they have apersonalised set of resources and strategies to assist them in the continuing, in situ
maintenance and development of their additional language.

6 Conclusion
This paper has described two aspects of the redesign of curricula at the Defence Force Schoolof Languages. In the first instance, it has described how the principles of systemic functional
linguistics have underpinned the design process, offering one example of the application of
the theory in a language for specific purpose context. This underpinning has been brought tobear on the students’ learning through the text-based approach to learning/teaching materials
within the framework of the learning/teaching cycle. Both the materials and the cycle realise
the principles of SFL: namely, the principle of language as a form of social behaviour, theprinciple of language use in context, jointly negotiated by interactants, through goal-oriented,
coherent, whole texts.
Secondly the paper described two equally important, complementary components of theredesign, the inclusion of interculturality and language learning strategies. These inclusions
are to meet the expectations of both Defence leadership and the deploying soldier as theycollectively grapple with the challenges of working collaboratively with the armed forces andcivilians from other cultures in languages other than English.

References
Head Modernisation and Strategic Planning – Army. (2009). Army’s Future Land Operating Concept (ACFLOC), Canberra: Army Headquarters.
Hurley, D. (2011). Looking back and pushing forward. In Defence Magazine Issue 6 2011 (p. 5), Canberra.
Department of Defence. (2009). Defending Australian in the Asia Pacific Century: Force 2030, Defence White
Paper 2009, Canberra: Commonwealth of Australia.
Halliday, M. A. K. (2004). An Introduction to Functional Grammar (2nd ed.). London: Edward Arnold.
Halliday, M. A. K. (2002). Language structure and language functions (1970). In J. Webster (Ed.), On Grammar(2nd ed.). London: Continuum.
de Silva Joyce, H. and S. Feez. 2012. Text-based language and literacy education – Programming andmethodology. Sydney: Phoenix Education
John, A.M. (2003). Genre and ESL/EFL composition instruction. In B. Kroll (Ed.), Exploring the Dynamics ofSecond Language Writing (pp. 195-217), Cambridge: Cambridge University Press.
Ramzan, Y. (2009). The construction of interculturality in the context of foreign language education: a casestudy of Japanese language learning in Australian primary schools. PhD dissertation, Faculty of Education,
University of Wollongong.
Kalantzis, M and B. Cope (1997). Managing Cultural Diversity. Haymarket: Centre for Workplace
Communication and Culture.

92

Papers from the 39th ISFC

SFL-based text analysis for translator education
Mira Kim and Edward McDonald
The University of New South Wales

Abstract
This paper presents a case study of the use of Systemic Functional Linguistics (SFL) as a tool in educatingtranslators. SFL has influenced a number of both theoretical and descriptive translation studies since the 1960s(e.g. Catford (1965); House (1977/1997) and has enjoyed a position of particular “prominence” in the field since“the early 1990s” (Munday 2008: 13) (e.g. Hatim and Mason (1990, 1997); Bell (1991); Baker (1992/2011);
Munday (2001/2008); Trosborg (2002); and Steiner (2002, 2004). However, what has not yet been rigorously
explored is its application to text analysis in training translators and interpreters. The current research derives
from a postgraduate program in interpreting and translation studies featuring English as the common language
alongside a range of European and Asian languages such as Chinese, French, German, Indonesian, Japanese,
Korean, Russian, and Spanish. It describes a dedicated course in text analysis for translation which draws on an
SFL framework to equip students with tools for understanding the links between contextual and textual variables(genre, register) and lexicogrammatical patterning, and then apply those tools comparatively across languages.
Based on our classroom data, we aim to put forward a model that can be adopted for similar multilingual
educational contexts, and discuss the pedagogical advantages and limitations of applying SFL for this purpose.

1 Contributions of Systemic Functional Linguistics to Translation
Studies
Halliday’s Systemic Functional Linguistics (SFL) has been used in a number of languagerelated studies such as language typology (e.g. Caffarel et al. 2004) and discourse analysis(Martin & Rose 2003/2007), as well as professionally oriented disciplines such as medicine(e.g. Sarangi and Roberts 1999), business and finance (e.g. Burns and Moore 2008), andeducation (e.g. Hasan and Williams 1996). It has also provided “methodological refinement”
for the field of translation studies which combines a crucial focus on language with a strong
professional orientation (Steiner 2005: 486). There are some good reasons for the wide
application of SFL. The key reason can be found in Halliday’s continued efforts to make ameaningful link between theory and practice, as acknowledged by Yallop in the context oftranslation studies (1987: 347). In a recent interview Halliday explained that he “wanted an
account of language which would be serviceable in these contexts [where problems areresolving themselves into problems of language]…but which would be robust enough to learn
from these challenges and to continue to evolve while taking on broad new findings” (Burns
2008: 124). Another major reason concerns how language is viewed in SFL: as a meaningmaking resource through which people interact with each other in given situational andcultural contexts; and where the main analytical interest lies in exploring how language isused to construe meaning within local as well as global contexts. It is thus a common practicein SFL to study the lexicogrammar, concerned with meaning as realized by wordings at theclause level, in relation to the semantics, concerned with meanings at the text level in relation
to their discourse contexts, and vice versa. The centrality of meaning provides core links
between SFL and translation studies in particular. It enables translators ‘to interpret meaning
at a higher abstract level (semantic) and to analyze how it is realized at a lower level ofwording’ (Burns et al 2009: xxx). Newmark (1987:293) suggests:
Since the translator is concerned exclusively and continuously with meaning, it is not surprising thatHallidayan linguistics which sees language primarily as a meaning potential should offer itself as aserviceable tool for determining the constituent parts of a source language text and its network of
relations with its translation.

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to boldly proceed ...

In translation studies, there have been a number of seminal studies carried out within the
SFL framework over several decades, including Catford (1965), House (1977/1997), Hatim
and Mason (1990, 1997), Bell (1991), Baker (1992), and Taylor (1998) (see Steiner 2005 formore detail and other contributors). Catford’s book represents the first comprehensive
attempt to apply SFL to translation. Catford put forward the notion of “translation shifts”,
defined as “departures from formal correspondence in the process of going from the SL[source language] to the TL [target language]” (1965:73), and analyzed them in terms of shiftof level and shift of category. This notion of translation shift is now regarded as an essential
one in translation theory and practice. House drew on register and genre theory from SFL in
putting forward a model of translation quality assessment, in what is seen as the foundational
work in this area. Taylor also applied SFL theory in developing a theoretical as well aspractical guide to English/Italian translation. Baker drew on SFL in incorporating issues oftextuality in translation in her famous textbook In Other Words, for example, in exploring theconcept of Theme. Hatim and Mason also addressed issues of textuality, going on to“consider the pragmatic and semiotic dimensions of translation and the sociolinguistic andsemiotic implications of discourses and discourse communities” (Munday 2008: 90). Bellprovided a comprehensive model of translation process which was significantly informed byinsights from SFL.

2 Application of SFL to teaching translation
The usefulness of SFL to translator education has been suggested in the community oftranslation studies (e.g. Newmark (1991), Trosborg (2002), but the work of Kim (2003, 2007,2009) represents the first sustained application of SFL in this area, with a focus on applying
SFL-based text analysis for teaching translation from English into Korean and demonstrating
its pedagogical efficacy using both qualitative and quantitative data.
Kim (2003) explores the possibility of categorizing translation issues using the four
metafunctions of SFL and shows how this may be a potentially highly useful pedagogicaltool. After implementing this methodology in preparing students for accreditation by the
National Authority of Accreditation for Translators and Interpreters (NAATI) over several
semesters, Kim (2009) discusses how she used it to give formative feedback on students’translations by analyzing in detail the nature of translation issues or errors involved andproviding reasons for the analysis on the basis of specific lexicogrammatical features at theclause level. On the basis of both quantitative and qualitative evidence collected over anumber of semesters, she argues that it has proven to be highly efficient in improving
translation quality. For instance, the ratios of students recommended for NAATI accreditation
increased from around 10% in 2004, before SFL was applied in their training, to more than
60% in 2007 (2009: 150). Describing her own observations of students’ progress, she says
(p.145):
As students learn how to analyze translation errors, they start to analyse their own error patterns
and develop strategies to avoid them, and gradually move away from the source text structure to becreative in producing a target text. Eventually, this approach helps them to become autonomous
learners and their own quality controllers because they do not have to rely on the teacher’s intuitionbased feedback.

These findings are interesting and encouraging to others who are involved in teachingtranslation in demonstrating that SFL provides a useable pedagogical tool for formative
assessment. However, challenges remain when this approach is applied to multilingual
teaching contexts such as that described below.
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Papers from the 39th ISFC

3 Case Study
3.1 Context
The teaching context of the present authors is a postgraduate program in interpreting andtranslation studies featuring English as the common language alongside a range of Europeanand Asian languages such as Chinese, French, German, Indonesian, Japanese, Korean,
Russian and Spanish. They run a dedicated course in text analysis for translation which draws
on an SFL framework to equip students with tools for understanding the links between
contextual and textual variables (genre, register) and lexicogrammatical patterning, and thenapply those tools comparatively across languages.
The requirements for such a course are not very different from other contexts wheretranslation and interpreting are taught. Students need to learn a tool that gives them a meansof explaining their translation choices to others and enables them to make motivated lexicaland grammatical choices in their translations, considering the text type and context of a given
text. However, one of the biggest challenges is the lack of SFL-based descriptions in many
languages other than English. For instance, there is so far no overall description in SFL termsof language such as Indonesian and Russian. One of the common mistakes made in applying
an SFL approach for such languages is to assume the description of English as universally
applicable to other languages, apply it to a particular translation as a set of rules, and then get
frustrated when the analysis does not work. In fact, this is a mistake frequently observed evenwith students of languages where SFL descriptions do exist. Another challenge is that SFL isa theory not as widely known as more mainstream grammatical frameworks and therefore
cannot be assumed as given knowledge.
In order to address these challenges, the present authors introduce SFL theory as principlesof language use rather than as fixed rules, and as much as possible incorporate descriptions ofother languages to increase students’ awareness that different languages may show
substantial differences in their lexicogrammar. They also present example texts fromauthentic translation and interpreting contexts in order to show students both the range ofchoices available for them as translators and interpreters and what might be the consequencesof a particular choice.

3.2 Data
This is a very much ongoing project that started in February 2012 and continues to collectrelevant data including students’ reflective journals, text analysis assignments, and course
evaluations. The data available at the time of writing consists of 40 students’ firstsubmissions of reflective journals. The topic areas covered up to this point included an
introduction to text and context (including register, genre and texture / cohesion), and a firstengagement with the textual and interpersonal metafunctions at both text and clause level.
The journal assignment also preceded any text analysis assignments, though instances of text
analysis had of course been demonstrated in lectures and practiced in tutorials. The
instructions for the reflective journal were as follows:
Students will be required to use the theoretical and descriptive tools to reflect on their developing
understanding of textual and lexicogrammatical features of texts in the context of translation. Basedon specific examples met during the course, they will be encouraged to draw out the implications oftext analysis for improving translation quality.

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to boldly proceed ...

The content of the journals were then marked using the criteria given in Table 1 below(further criteria relating to presentation are not included here), with six criteria divided into
two broad categories of theory and application. Students were awarded 1 mark for eachcriterion covered, and 0.5 for an incomplete or incorrect answer. A quantitative overview of
the results gives some insight into how students reacted to the challenges of this course (NB:
all percentages listed are out of the total number of students). We discuss the results briefly
right after the Table.
Criteria

TheoryApplication

Number of
students who
addressed
criterion fully

Number of
students
who
addressed
criterion
partially

Totala) key concepts included

35 (87.5%)

2 (5%)

37 (92.5%)b) explanations coherent

10 (25%)4 (10%)

14 (35%)c) definitions explicit and accurate

2 (5%)

7 (17.5%)

9 (22.5%)d) good examples included

23 (57.5%)5 (12.5%)

28 (70%)e) examples well discussed

3 (7.5%)5 (12.5%)

8 (20%)

f) analysis correct

14 (35%)6 (15%)

20 (50%)

Table 1: Marking criteria and student results for Reflective Journal assignment
Theory. (a) The overwhelming majority of students included one or more of the key
concepts that had been introduced in the course: including concepts such as themetafunctions, register, genre, speech function, Theme, New, thematic progression, andmood type, as well as general topics such as the differences between spoken and written
language. (b) Only 35% demonstrated the ability to incorporate these concepts into a coherent
discussion, showing an awareness of the theory as a complete framework; in some cases they
showed a further metatheoretical awareness of how SFL related to other theoreticalframeworks. (c) Just less than a quarter (22.5%) of students understood the need to define
technical terms; of these only 5% did so clearly and accurately, while a further 17.5%
attempted definitions but did so unclearly or inaccurately.
Application. (d) 70% of the students understood the need for appropriate examples, ofthese 57.5% provided examples that were relevant and able to be discussed, while a further
12.5% provided examples that were not detailed enough, or which did not support theanalysis being put forward. (e) Only 20% of students incorporated their examples into their
discussion in a meaningful way, of these only 7.5% were able to use the examples to support
their case, while a further 12.5% did so in an incomplete or unsatisfactory manner. (f) Exactly
half (50%) of the students provided an analysis of their examples according to the guidelines
introduced in class, of these 35% provided a correct analysis, and a further 15% an analysis
that was incorrect or incomplete in some way.

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Papers from the 39th ISFC

3.3 Reflections
Here we will single out just three of the criteria for further discussion and exemplification.
b. explanations coherent
Here the main problem was (i) mixing terms from different theories: e.g. “register variables(field, tenor, mode)” – “semantic (context-free) meaning”, “pragmatic meaning”; or (ii)mixing theoretical and commonsense terms: e.g. “macroTheme and HyperTheme” – “topic ofa text or paragraph”, “main intention of author or speaker”; “interpersonal meaning” –“writer’s mood of the process and participants in text”; “unmarked Theme” – “because ofdifferent cultures, different tone, in English multifaceted, but in Chinese simplex”.
c. definitions explicit and accurate
Here there were two main problems: (i) arguing from the formulation of the term itself, rather
than in relation to analysis: e.g. “Theme” – “point the author wants to address”; “marked
Theme” – “author provides more information”; (ii) a lack of distinction between recognition
criteria (how feature identified) and definition criteria (how interpreted) (Hasan & Fries 1985:xvi): e.g. “Theme” – “[includes] up to first topical Theme”, “therefore the departure point of
message”; “textual meaning” – “clarifies presentation of information in beginning and end ofclause”;
e. examples well discussed
Most of these cases involved translation equivalents for particular English examples and/or
their analyses. Here there were two main problems: (i) English being used as the baseline,
where translation equivalents strictly followed the English: either generically, or in one casearguing on the basis of a word for word translation into Chinese, which produced agrammatically incoherent clause; (ii) showing limited understanding of the range of
meaningful options. Possible translation options are presented as absolute requirements
without giving a sense of the range of meaningful options: e.g. “marked Theme(Circumstance) in Chinese, for instance, needs to be translated as clause final adverbial
structure in English”; “in Honduras [Spanish] children refer to their parents in the formal [2ndperson] form Usted”’ “circumstances at beginning of clause could be treated as unmarked
Theme in Chinese because it is an idiomatic way”.

4 Conclusions
This paper has discussed a case study of using SFL-based text analysis for translation
education based on the limited data of 40 students’ first reflective journals available at thetime of writing. Any conclusions based on this data must therefore clearly be regarded asboth incomplete and provisional, but they do nevertheless show some of the challenges thatstudents face. The most fundamental challenge seems to be the shift from a view of language
as a set of syntagmatic structures to one that emphasizes the range of paradigmatic options.
Students also had problems with the complexity and technicality of the theory and struggled
to find ways in which they could apply text analysis to issues in translation and interpreting.
Further analysis will include investigation of how the course has been received by thestudents, how students’ reactions have changed from those reported here and what seem tohave been the main learning outcomes.

97to boldly proceed ...

References
Baker, M. (1992/2011). In Other Words: A coursebook on translation. London and New York: Routledge.
Bell, R. T. (1991). Translation and Translating: Theory and Practice. London: Longman.
Burns, A. & Halliday, M.A.K. (2008). Applied linguistics: Thematic pursuits of disciplinary moorings? A
conversation between Michael Halliday and Anne Burns. Journal of Applied Linguistics, 3(1), 113-128.
Burns, A., Kim, M. & Matthiessen, C. M. I. M. (2009). Doctoral work in translation studies as aninterdisciplinary mutual learning process: How Translator, teacher educator, and linguistic typologist worked
together. Interpreter and Translator Trainer 3(1): 29-46.
Burns, A. & Moore, S. (2008). Questioning in simulated accountant-client consultations: Exploring implications
for ESP teaching. English for Specific Purposes 27: 322-337.
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Perspective. Amsterdam: Benjamins.
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Hasan, R. & Fries, P. (1995). Reflections on subject and theme: an introduction. In R. Hasan & P. Fries (Eds.)
On Subject and Theme: A Discourse Functional Perspective. Amsterdam: Benjamins.
Hasan, R.& Williams, G. (Eds.). (1996). Literacy in society. London: Longman
Hatim, B. & Mason, I. (1990). Discourse and the Translator. London & New York: Longman.
Hatim, B. & Mason, I. (1997). The Translator as Communicator. London & New York: Routledge.
House, J. (1977/1997). A Model of Translation Quality Assessment. Tübingen: Gunter Narr Verlag.
Kim. M. (2003). Analysis of translation errors based on systemic functional grammar: Application of text
analysis in English/Korean translation pedagogy. Unpublished minor dissertation. Linguistics Department,
Macquarie University.
Kim, M. (2007). Using Systemic Functional Text Analysis for Translator Education: An illustration with a
Focus on the Textual Meaning. Interpreter and Translator Trainer 1(2):223-246.
Kim, M. (2009). Meaning-oriented assessment of translations: SFL and its application to formative assessment.
In C. Angelelli & H. Jacobson (Eds.), Testing and Assessment in Translation and Interpreting (pp. 123-157).
Amsterdam & Philadelphia: John Benjamins.
Martin, J.R. & R. David (2003/2007). Working with Discourse: Meaning beyond the clause. London & New
York: Continuum.
Munday, J. (2001/2008) Introducing Translation Studies: Theories and Applications. London & New York:
Routledge.
Newmark, P. (1987). The Use of Systemic Linguistics in Translation Analysis and Criticism. In R. Steele & T.
Threadgold (Eds.), Language Topics: Essays in Honor of Michael Halliday (pp. 293-304). Amsterdam &Philadelphia: John Benjamins.
Newmark, P. (1991). About Translation. London: Multilingual Matters.
Sarangi, S. & Celia R. (Eds.) (1999). Talk, work and institutional order: Discourse in medical, mediation, andmanagement settings. (Language, Power and Social Process Series). Berlin: Mouton de Gruyter.
Steiner, E. (2002). Grammatical metaphor in translation – some methods of for corpus-based investigations. In
H. Hasselgard, S. Johansson, B. Behrens & C. Fabricius-Hansen (Eds.) Information Structure in a CrossLinguistic Perspective (pp. 213-228). Amsterdam: Rodopi.
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Taylor, C. (1998). Language to Language. Cambridge: Cambridge University Press.
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Topics: Essays in Honor of Michael Halliday (pp. 347-354). Amsterdam & Philadelphia: John Benjamins.

98Papers from the 39th ISFC

Exploring the logical resources of Chinese nominal groups: A
systemic functional approach
Jing Fang
Department of Linguistics
Macquarie University, Sydney, Australia
jing.fang@mq.edu.au

Abstract
Since 1970s, a growing number of systemic functional descriptions of languages other English have been
undertaken (see Matthiessen 2007). In the case of Chinese, the most significant lexicogrammatical attention is
given to clause and verbal groups (such as McDonald 1998; Li 2007). This gives the present author an incentive
to investigate nominal groups in Chinese. Drawing upon systemic functional linguistic theory on lexicogrammar(Halliday & Matthiessen 2004; Matthiessen 1995), the present study aims to explore the logical resources
provided by nominal groups of Mandarin Chinese. The description will go into two parts: firstly, I will give an
overview of the logical resources that the Chinese nominal group can provide, exploring the logical metafunctionin terms of Taxis and Logico-semantic relations; secondly, I will investigate the logical complexity of thenominal group by looking at the modification structure as well as the complexity of embedding. The study aims
to provide a new perspective in doing text analysis and also make contribution to the typological descriptive
work on nominal groups. Finally, a case study will be presented, where the nominal groups used in two authentic
texts in the same field are compared in terms of logical metafunction. The case study aims to illustrate how the
logical complexity of the nominal groups is presented to help create registerial features of a text.

1 Introduction
Since the late 1970s with China’s opening up to the outside world, SFL has become
influential among the Chinese linguists. However, a large number of works are based on the
study of English rather than Chinese. In the field of SFL study of Chinese, in contrast, thecontributions are limited and the credit mainly goes to the scholars outside China, such as
Halliday (1956), Zhu (1985), McDonald (1998), Halliday and McDonald (2004), and Li(2007). All the above mentioned works are unfolded with a focus on clause. Unfortunately,
the descriptive work at the level of group/phrase within SFL field is far less than clause-level
work. This situation gives the current author a strong motivation to work on nominal groups.
In this paper, I will explore the logical resources that nominal groups in Chinese canprovide. Logically speaking, nominal groups can be studied from two perspectives:complexing and logico-semantic relations. In Section 2, I will briefly introduce themethodology being involved in this study. And in Section 3, I will give an overview of thelogical resources that the Chinese nominal group can provide, exploring the logicalmetafunction in terms of Taxis and Logico-semantic relations; then I will investigate thelogical complexity of the nominal group by looking at the sub-modification structure as wellas the complexity of embedding. After the discussion of the above mentioned, a case study
will be presented in Section 4.

2 Methodology
As a part of the author’s PhD project, the present study is based on a corpus of 180 Chinese(Mandarin) texts covering 8 major text types, namely, expounding, exploring, doing,enabling, recommending, sharing, recreating and reporting (cf. Matthiessen 2009). The
majority of the texts were sourced from the Chinese textbooks used in the public schools99

to boldly proceed ...

across China, ranging from Y1 to Y12. Then 16 texts of all types of text were randomly
selected to set up a working corpus, based on which extraction and detailed analysis of
nominal groups were conducted. SysConc, a computational tool developed in Java (available
at http://minerva.ling.mq.edu.au/units/tools/ , see further in Wu 2009), was used to help withdata extraction, frequency and concordance search during the process.

3 Logical resources of Chinese nominal group
In terms of complexing, the complex structures of nominal groups are very similar to that ofclauses: a nominal group may enter into a nominal group complex by combining withanother group, typically another nominal group, or into a nominal group simplex by
selecting a single nominal head, typically a noun. Examples:nominal group complex:
不论是亲密的朋友或者仇敌，都怀着最深的敬意在他的遗体前哀痛的埋下了头。
Close friends or enemies, with greatest respect they all bowed their heads in front of his remains.
亲密的 close

朋友 friends

或者or仇敌 enemies

premodifier

head 1

CONJ

head 2

CONJ

nominal group 2

nominal group 1
nominal group complex

nominal group simplex:
那个高度融合统一的很亮的灰白色的线，总是在前边吸引着你。
That highly integrated bright offwhite line always has been attracting you in the front.
thathighly integrated

modifier 4

modifier 3brightSUB

offwhitemodifier 2

SUB

modifier 1

line

SUB

Head

3.1 Taxis
In Chinese, groups and phrases within a nominal group complex can be linked paratacticallyeither with or without a conjunction. In comparison, the dominant group and the otherdependant units in a hypotactic nominal group complex are typically linked withconjunctions. Examples:
Nominal group complex: paratactic风把太阳永生不灭的宣言带到了全世界：喜马拉雅山的最高峰，太平洋中的小岛，古老宁静的小村落，繁华的现代都市。
Wind brings the Sun’s eternal declaration to the whole world: (to the) summit of the Everest, the Pacific islands, the oldand peaceful small villages, (and) the bustling modern cities.
the whole world1
the summit of the Everest
2
1
the Pacific islands2
the old and peaceful small villages
3
thebustling modern cities
4

Nominal group complex: hypotactic
除了内在特征，一部艺术作品，例如一部小说、一首长诗或一部戏剧作品，还可能有其它有趣的因素。
Apart from its inherent features, an artistic work, such as a novel, a long poem, or a play, may have other interesting
characteristics.
α100

一部艺术作品 an artistic work

Papers from the 39th ISFCβ1

例如一部小说 such as a novel

2一首长诗 a long poem

3

或一部戏剧作品 or a play

For a nominal group simplex, in terms of taxis, only one type of relation is found between
the head of the group and the modifiers: all the modifying elements are dependent on thehead, which forms a hypotactic relation. Example:
那个高度融合统一的很亮的灰白色的线，总是在前边吸引着你。
That highly integrated bright offwhite line always has been attracting you in the front.
那个that

高度融合 一highly integrated

的很亮
bright的

灰白色
offwhite

的

modifier 4

modifier 3

SUB

modifier 2

SUB

modifier 1

SUB

ε

δ

γ

β

line
Head
α

3.2 Logico-semantic types
For the Chinese nominal group complex, in terms of logico-semantic relations, three types of
expansion are found to relate one group with another, and there is no projecting type in thenominal group complexing. Examples of different logico-semantic types of Chinese nominalgroup complex are presented below:
Elaboration: expository胡杨，维吾尔语称作“托克拉克”，即“最美丽的树”。
Huyang, in Uyghur is called “toghraq”, viz. “the most beautiful tree”.
Elaboration: exemplifying
中国内陆的几个大城市，例如西安和太原，教育也比较发达。
Some big cities in inland China, such as Xi’an and Taiyuan, the education there is also advanced.
Elaboration: particularizing
一个最基本的原因就是俄罗斯的人口，尤其是富人，一直在向莫斯科等大城市聚集。
One of the most fundamental reasons is that the Russian population, especially the rich people, are moving towards
big cities like Moscow.
Extension: additive
除了辣椒，还有茄子和西红柿也是夏天常见的蔬菜。
Except chillies, eggplants and tomatoes are also common vegetables in Summer.
Extension: alternative无论传统教学还是远程教学，都需要包括老师、学生和教材三个要素。
Traditional teaching or correspondence education, (both) need to include the three factors of the teacher, the student
and the teaching materials.
Extension: subtractive
除了他，全班同学都到齐了。
Except him, the whole class were there.
Enhancement: sequential
事故发生后，先是妇女和小孩，接着是现场工作人员，都出现了类似的症状。
After the accident, it was first the women and children, and then the working staff on the site, that all showed thesymptoms of the kind.

For nominal group simplex, the logico-semantic relations fall into two types: expansion
and projection. Table 1 presents examples of modifiers of different expansion types within agroup simplex:101

to boldly proceed ...

elaboration

δγ

a bunch of

美beautifulextensionβαaromatic[[]]
selling flowers

mydeflowersdejob

more than thirty years ago

de

car
事
event

in the gardendeliliesfirstenhancement

Table 1: Modifiers of different expansion types
If the logico-semantic relationship between a nominal Head and its modifier is projecting,the Head is typically realized by a noun representing the name of a idea, a fact or a locution,and the modifier is realized by a rank-shifted embedded clause which represents the
projection. Example:
科学家提出了[[发展“绿蓝白”三色农业]]的构想。
Scientists introduced the concept of [[developing “green, blue and white” triple-color agriculture]].
[[ 展“
白”三色
]]
的
构想
[[developing “green, blue and white” triple-color agriculture]]deconcept‘βα3.3 Complexity of a simple nominal group
The logical structure of a simple nominal group could be as complex as a clause complex. In
this section, the discussion of the complexity of the simple nominal group will be based on
the following two situations: (a) the nominal groups with sub-modification, (b) the nominalgroups being modified by embedded clauses.
The complexity of a nominal group with sub-modifications lies in that, when interpreted
as a univariate structure where a group of modifiers expanding the Head, this univariate
structure may be repeated in multiple layers in the case of submodification. For instance:
浙江大学文化遗产研究中心开始筹建。
The Zhejiang University research centre for cultural heritage starts to be established.
浙江
Zhejiang

大学
University

文化
cultural

γα

β
ββ
βββ

γ
γβ

遗产
heritage

研究
research

中心
centreαβαββα

An embedded clause as a modifier may also increase complexity. Although only a premodifier in a nominal group, an embedded clause may present a logical structure more
complex than a ranking clause, as in the examples below:
Nominal group with an embedded clause simplex
月球登陆给我们提供了一个[[研究它和我们星球遥远过去]]的好机会。
The moon landing provides us with a good opportunity [[to study the remote history of the moon andthe earth]].
Nominal group with an embedded clause complex
本法所称合同是[[平等主体的自然人、法人、其他组织之间设立、||变更、||终止民事权利义务关系]]的协议。
A contract in this law refers to an agreement [[establishing, ||modifying ||and terminating the civil rights
and obligations between subjects of equal footing, that is, between natural persons, legal persons orother organizations]].

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Papers from the 39th ISFC

Nominal group with further embedding: simplex
对合同格式条款有两种以上解释的，应当作出[[不利于[[提供格式条款]]一方]]的解释。
Where there are two or more kinds of interpretation of the contract terms, an interpretation[[ unfavourable
to the party [[supplying the standard terms]] ]] shall be preferred.
Nominal group with further embedding: complex[[外国合营者在履行[[法律和协议、合同规定]]的义务后||分得]]的净利润...可按外汇管理条例汇
往国外。
The net profit that [[the foreign side in a joint venture receives || after fulfilling its obligations [underlaws and various agreements and contracts] ]], may be remitted abroad in accordance with the foreignexchange regulations.

4 Case study
In this case study, nominal groups are extracted from two texts, a written speech and a school
regulation. The context information for the texts is presented below:
Text 1

不骂人，不打架 No brawls, no fights

Context

This is speech delivered by a teacher to the students (generally under 12 years old) at a
primary school. The speech aims to advise students not to brawl or fight others at school.

Text 2

关于处置学生打架斗殴等事件的应急预案Plan for dealing with school fights

Context

This is a written regulation delivered by a school management committee to its primary school
teachers. The regulation provides guidelines for teachers to deal with school fights.

Altogether 73 nominal groups (including nominal group complex) are extracted from Text
1 and 51 from Text 2. Then they are analysed in terms of logical complexity – mainly four
aspects are examined: group complexity, sub-modification, embedded clause, and times ofmodification. The results are listed in the table below (see Table 2):
Nominal Complex

Nominal
Simplex

Text 1

Text 26（老师们同学们
teachers(and)students；大家的尊敬和喜爱 everyone’s respect andlove；同学或老师classmatesorteachers；自己和别人selfandothers；周围的同学或家长 classmates or parents
around you；身边的同学、朋友或家人 classmates,
friends or parents around you；)5（各班主任以及任课老师 each class advisor
and teachers；年级主任和学校领导 head of

Submodification>2
modifications

each grade and school management
staff；学生或者是校外人员students or people
outsideschool；学校领导以及班主任老师school management staff and classadvisors；有关管理部门和公安机关relevant
authority and public security office）
5（校园安全活动的管理 management of safe
activities
atschool；校园发生打架斗殴现象的安全应急预
案the security plan for dealing with problems
whereschoolfightstakeplace；发生打架斗殴可能的苗头signsofpotential
fightstohappen；有这类问题和可能的学生名单 list of
students
withthese
problems
andrisks；发生打架斗殴的学生所在班级的班主任
老师 the advisor teacher of the class which thestudents involved in fights come from；）3（小学生基本的文明行为thefundamental
appropriate behaviours of primary school
students；一种不文明的粗野行为 a kind of rude andimpolite action；心里的一个重要位置 an important
place in your heart; ）103

to boldly proceed ...

Embeddedclauseas amodifier

As a submodifier5（爱骂人、爱打架的恶习thebadhabbitofswearing
andfighting；教育部发布的《小学生日常
行为规范》The
guidelineofappropriate behaviour for primaryschool students released by the
Ministryof
Education；一个爱骂人爱打架的同学
a student who often swears andfights；骂人打架的习惯 the habit ofswearing
andfightingwithothers；骂人打架的行为 the behaviourof swearing and fighting; ）3(参与打架斗殴的学生students involved
fighting；违反安全规定的行为behaviours

againstthesecurityrules；和谐相处文明做人的教育 the education
on living in harmony and behaving well;）thesecurity plan for dealing with problems where
schoolfightstakeplace;
有这类问题和可能的学生名单 list of students
with
these
problems
andrisks;
发生打架斗殴的学生所在班级的班主任老师theadvisor teacher of the class which thestudents
involvedinfightscome
from；发生打架斗殴可能的苗头signsofpotential fights to happen;)4(校园发生打架斗殴现象的安全应急预案

Table 2: Logical complexity of Text 1 and 2
The case presents some interesting issues. First, from a logical perspective, a nominalgroup complex may not necessarily be more complex than a nominal group simplex. Second,similar to nominal complexity, the number of modification to the nominal Head also has
limited impact on the logical complexity. Thirdly, sub-modification can greatly increase thelogical complexity of a nominal group, making it less common in a simple text. And thiscomplexity will be further enhanced when an embedded clause is used in the submodification. In other words, both sub-modification and embedded clause are contributors to
the high logical complexity of a nominal group.

References
Halliday, M. A. K. (1956). Grammatical categories in modern Chinese. Transactions of the philological society,55(1), 178-224.
Halliday, M. A. K., & Matthiessen, C. (2004). An introduction to functional grammar. London: Arnold.
Halliday, M. A. K., & McDonald, E. (2004). Metafunctional profile of the grammar of Chinese. In A. Caffarel,
J. Martin & C. Matthiessen (Eds.), Language typology: a functional perspective ( pp. 305-396). Amsterdam:
John Benjamins.
Li, E. (2007). Systemic functional grammar of Chinese: a text-based analysis. London & New York:
Continuum.
Matthiessen, C. (1995). Lexicogrammatical cartography: English systems. Tokyo: International Language
Sciences Publishers.
Matthiessen, C. (2007). The “architecture” of language according to systemic functional theory: developments
since the 1970s. In R. Hasan, C. Matthiessen & J. Webster (Eds.), Continuing discourse on language (Vol. 2,
pp. 505-561). London: Equinox.
Matthiessen, C. (2009). Ideas and new directions. In M. A. K. Halliday & J. Webster (Eds.), Continuum
companion to systemic functional linguistics (pp. 12-58). London & New York: Continuum.
McDonald, E. (1998). Clause and verbal group systems in Chinese: a text-based functional approach. PhD
thesis, Macquarie University.
Wu, C. (2009). Corpus-based research. In M. A. K. Halliday & J. Webster (Eds.), Continuum companion tosystemic functional linguistics (pp. 128-142). London & New York: Continuum.
Zhu, Y. (1985). Modality and modulation in English and Chinese. MA Thesis, University of Sydney.

104

in

Papers from the 39th ISFC

A systemic functional interpretation of Ergativity in ClassicalTibetan
Wang Pin
Tongji University, Rm#502, No 91, Lane 78, Wuchuan Rd, Yangpu Dist, Shanghai 200433, China
mwangpin@hotmail.com

Abstract
Classical Tibetan is known as an ergative language due to its ergative case marking pattern, with the Agent of aclause marked by the ergative case particle. SFL provides an ergative model for the analysis of transitivity in
English as a complement to the transitive model; for a generically ergative language like Classical Tibetan, theergative model can be employed to interpret transitivity functions of a clause. This paper is intended to offer asystemic functional account of the ergative pattern in Classical Tibetan, especially the various functions of theergative particle. The major function of the ergative case particle is to identify the Agent in a clause if there isone, giving it some features of circumstances as the particle is also used to indicate Cause or Manner. Tibetan
verbal groups do not distinguish between active and passive forms, thus the voice system follows the distinction
between middle and effective depending on the absence or presence of agency. For the same reason, the effective
voice does not further split into operative and receptive, but into actualized and non-actualized according towhether there is an explicit Medium, the participant through which the process is actualized.

1 An Overview of Classical Tibetan
Tibetan is a language of the Tibeto-Burman group in the Sino-Tibetan family. ClassicalTibetan refers to the middle phase of the five stages in the development of the Tibetan
language, namely Archaic, Old, Classical, Medieval and Modern (Hodge 1993: vii). In
particular, it refers to the Tibetan language that was standardized around the 9th century fortranslation of Buddhist canonical texts from Indic languages, especially Sanskrit. ClassicalTibetan assumes historical and literary significance in that it has been used to record a large
number of religious, literary and medical documents and forms the basis of grammar andvocabulary generally used by Tibetan speakers down to the present day.
Classical Tibetan vocabulary can be classified most generally into content words,
including nouns, verbs, adjectives, etc. and particles which are postpositively dependent on
content words and indicate ideational, interpersonal and textual relationships among them,such as nominal particles, case particles, and isolation particles. Observed from theperspective of lexis-grammar complementarity held by Systemic Functional Linguistics (cf.
Halliday 2008), this dichotomy reflects the complementarity in Classical Tibetan
lexicogrammar, with content words at the lexis side and particles at the grammar end. Tibetan
dictionaries provide entries of content words, while Tibetan grammar books largely comprisedescriptions of the uses of various particles.
Classical Tibetan adopts an SOV word order. The Process is placed at the final position ofa clause, and it may be followed by a participle that indicates mood or logical relationshipwith another clause. For example:choslasbzang ba
med
do.19
20
Buddhist law
ABLgood
not exist FIN/DEC
There is nothing better than the Buddhist law.

19

This paper adopts the Wylie transliteration system.
Abbreviations - ABL: ablative particle; DEC: declarative mood; ERG: ergative particle; FIN: final particle;
NEG: negative; PL: plural
20

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2 Ergativity in Classical Tibetan
Classical Tibetan is known as an ergative language due to its ergative case marking patterns.
In traditional terms, the subject of a volitional verb takes a postpositional ergative particle,
while the object of a volitional verb and the subject of a non-volitional verb are in theabsolutive case which is not morphologically marked. The ergative particle has fiveallomorphs: kyis (after final consonants d, b, or s), gis (after final consonants g or n), gyis
(after final consonants n, m, l, or r), -s (after final vowels or replacing ’), and yis (equivalent
to -s to serve the metrical purpose).
The ergative model proposed by SFL which is initially intended to serve as acomplementary approach to the transitive model for English can be readily employed toaccount for the “transitivity” system of a generically ergative language like Classical Tibetan.
The ergative pattern puts Process and Medium in the nucleus of a clause, possibly extending
to other participants such as Agent and Beneficiary, and circumstantial elements.
The Agent, as suggested by Halliday & Matthiessen (2004: 295), has mixed features ofboth participants and circumstances. It is reflected in English that Agent may enter into aclause either as a nominal group or in a prepositional phrase headed by by. The presence orabsence of the preposition is not random, but determined by the textual or interpersonalfunction of that clause. In Classical Tibetan, however, the Agent is always explicitly
identified by the ergative case particle. The postpositional phrase structure makes the Agentlook more like a circumstance than a participant, just as other circumstantial elements that aremarked by various postpositional particles, such as the inessive particle na used for Locationand the ablative particle las for Manner: comparison. The ergative particle, in addition to
specifying the performer of the process, is also used to indicate circumstances of Manner andCause, or signify causal enhancement in clause complexes.

3 Ideational Functions of the Ergative Particle
3.1 Agent
The most important usage of the ergative participle is to indicate the Agent by whichsomething happens.
rgyal po de-s
king
that-ERG

dgra bo rnams
enemy PLbcom
moconquered FIN/DEC

Agent

MediumProcess“The king conquered the enemies.”

bdag gisI
ERG

bla ma chen po
Lama greatmthong ngo
saw
FIN/DEC

Agent

MediumProcess“I saw the great Lama.”
Figure 1: Examples of the ergative particle indicating Agent106

Papers from the 39th ISFC

In the first example, the Medium and the Process form the core unit of the clause, which
extends to the external cause of the happening. Thus a more literal translation would be like“by means of the king (as agent), a conquering of the enemies took place” (Hahn 2005: 48).
The second example, however, shows some deviation from the transitive-ergative participantfunction equivalents presented by Halliday & Matthiessen (2004: 291). The Senser bdag interms of transitive function is not equivalent to Medium in the ergative model but Agent,since it is marked with the ergative particle. Besides, the Phenomenon bla ma chen po is notseen as corresponding to Range due to the absence of any postpositional marker. The zeromarked participant in the absolutive case is felt to be a “default value” which is closest to theprocess, hence its function of Medium. If the Agent is absent, the clause bla ma chen po
mthong ngo stands equally grammatical, meaning “a seeing of the great Lama happened” or“The great Lama was seen”, but who did the seeing is unknown.

3.2 Manner
The ergative particle can also be used to express the circumstantial element of Manner inwhich the process is actualized. Specifically, it falls into two subcategories of Manner: Means
and Quality.
3.2.1 Means
Means as a circumstantial element is very close to the participant role of Agent. In ClassicalTibetan, both agency and instrumentality are expressed by postpositional phrases with theergative particle, thus blurring the borderline between Agent as a participant and Means as a
circumstantial element.
rig ngangyis
executioner ERG

chom rkun
thief

ral gri-ssword-ERG

bsad dokilled FIN/DEC

Agent

MediumManner: means

Process“The executioner killed the thief with a sword.”
Figure 2: Example of the ergative particle indicating Means
3.2.2 Quality
The circumstantial element of Quality, commonly expressed with -ly adverbs in English,
expresses the mode of the actualization of the process. It is also marked by the ergative
particle in Classical Tibetan.
bdag
I
Agent

gis
ERG

gus pa-s
reverence-ERG

phyag ‘tshal dobow down FIN/DEC

Manner: quality

Process“I bow down reverently.”
Figure 3: Example of the ergative particle indicating Quality
It can be observed from Figure 3 that a Classical Tibetan clause does not necessarily
contain a Medium. The Process alone can function as the nucleus, extending directly toperipheral elements like Agent and Manner. This issue is to be resumed in Section 4.

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3.3 Cause
The circumstantial element of Cause: reason explaining why the process takes place isdenoted in Classical Tibetan by the ergative particle.
las dge ba
rnams kyis
deed virtuous PL
ERG

byang chunthob
boenlightenment attained FIN/DEC

Cause: reason

MediumProcess“Because of (his) virtuous deeds, (he) attained enlightenment.”
Figure 4: Example of the ergative particle indicating Reason

3.4 Causal Enhancement in Clause Complexes
As an extension of the above use for the circumstance of Cause, the ergative particle can also
serve as a hypotactic enhancing linker with reference to reason in a clause complex.
ba langoxlegs par ma
properly NEG

bsrungs pa-s
guarded-ERG
×βstor tolost FIN/DECα“Because the ox was not properly guarded, it got lost.”
Figure 5: Example of the ergative particle as causal enhancement linker

4 Clause Nucleus and PeripheryHalliday & Matthiessen (2004: 295) hold that the ergative model is a nuclear interpretation of
the transitivity system. In Classical Tibetan, the ergativity system can be thus represented(Figure 6): the Process alone constitutes the nucleus, which has an optional inner ring of theMedium, which is in turn surrounded by an outer ring of circumstantial and quasicircumstantial elements including the Agent, Range, and so on.

Manner

Agent

Cause

Beneficiary
Range
Process
MediumLocation

Accompaniment

Figure 6: Clause nucleus and periphery108

Papers from the 39th ISFC

The Process is the only nuclear element since Classical Tibetan clause can only contain a
Process without specifying by whom or through what the process is actualized. For example,
mthong ngo (“saw”) means a “seeing” took place; it can by extended by a zero-marked
Medium, or further by an Agent, as in (bdag gis) bla ma chen po mthong ngo discussed in
3.1. The Medium is optional in that the Process can directly reach out to the outer ring withcase-marked elements, as in bdag gis mthong ngo (“I saw”) or sems can thams cad la byin no(“gave to all beings”). In the last example, la is the allative case particle marking the
Beneficiary.

5 Voice
Classical Tibetan does not distinguish between active and passive voices. For example, shingmkhan gyis shing bcad do can be rendered into English as either “The woodsman cut thewood” or “The wood was cut by the woodsman”. The voice of a clause is determinedaccording to whether there is agency. The clause is effective with agency, middle without.
The effective voice does not further split into operative and receptive, but into actualized andnon-actualized, depending on whether the clause involves a Medium, the element throughwhich the process is actualized. The system network is shown in Figure 7. Examples for eachvoice type can be found in sections above.
VOICE

clause+Processmiddleeffectiv
e +Agent

actualized+Medium
non-actualized

Figure 7: The system of VOICE in Classical Tibetan

6 Concluding Remarks
This paper provides a brief account of the ergativity system in Classical Tibetan, particularly
the functions of the ergative particle, adopting the ergative model in SFL. A pattern of clausenucleus and periphery is also devised to account for the construal of experience in ClassicalTibetan clauses. It is observed that the Process is the sole element in the nucleus, and theparticipant that does not take any particle, i.e. not case-marked, is the Medium, which issemantically closer to the Process than other elements with postpositional markers. The
Agent, Range or Beneficiary, which are conceived of as participants in English clauses, arede facto circumstantial elements in Classical Tibetan, since they are not inherent in theclause, enter into the clause in postpositional phrases and augment the experiential core of theclause.
With no distinction between active and passive, Classical Tibetan has middle andeffective voices differentiated by agency. In the effective voice, there can be a Medium for
the Agent to actualize the process upon, or the target of the Agent’s actualization of theProcess is not made explicit. Due to the restriction of space, this paper has not been able toexamine the ergativity functions across process types, but only addresses the fundamental
issues concerning the ideational functions of the ergative particle in Classical Tibetan, in abid to apply the SFL ergative model to the functional interpretation of a genuine ergative
language.
109

to boldly proceed ...

References
Caffarel, A., Martin, J. R. & Matthiessen, C. M. I. M. (Eds.). (2004). Language Typology: A Functional
Perspective. Amsterdam/Philadelphia: John Benjamins.
Davidse, K. (1992). Transitivity/ergativity: The Janus-headed grammar of actions and events. In M. Davies and
L. Ravelli (Eds.), Advances in Systemic Linguistics: Recent Theory and Practice (pp. 105-135). London:
Pinter.
DeLancey, S. (1984). Transitivity and ergative case in Lhasa Tibetan. Proceedings of the Tenth Annual Meetingof the Berkeley Linguistics Society, 131-140.
Dixon, R. M. W. (1979). Ergativity. Language, 55(1), 59-138.
Hahn, M. (U. Pagel Tr.) (2005). A Textbook of Classical Literary Tibetan. London: SOAS.
Halliday, M. A. K. (2008). Complementarities in Language. Beijing: Commercial Press.
Halliday, M. A. K. & Matthiessen, C. M. I. M. (2004). An Introduction to Functional Grammar (3rd ed.).
London: Hodder Arnold.
Hodge, S. (1993). An Introduction to Classical Tibetan. Warminster, England: Aris & Phillips.
Jäschke, H. A. (1883). Tibetan Grammar (2nd ed.). London: Trübner & Co.
Martin, J. R. (1996). Transitivity in Tagalog: a functional interpretation of case. In M. Berry, C. Butler, R.
Fawcett & G. Huang (Eds.), Meaning and Form: Systemic Functional Interpretations (pp. 229-296). New
Jersey: Ablex Publishing Corporation.
Matthiessen, C. M. I. M. (2004). Descriptive motifs and generalizations. In A. Caffarel, J. R. Martin & C. M. I.
M. Matthiessen (Eds.) (2004), 537-673.
Saxena, A. (1991). Pathways of the development of the ergative in Central Tibetan. Linguistics of the TibetoBurman Area, 14(1), 109-116.
Takeuchi, T. & Takahashi, Y. (1995). Split ergative patterns in transitive and intransitive sentences in Tibetan: areconsideration. In Y. Nishi et al. (Eds.), New Horizons in Tibeto-Burman Morphosyntax (Senri EthnologicalStudies 41) (pp. 277-288). Osaka: National Museum of Ethnology.
Taylor, A. (1976). ‘Ergative-based’ or ‘transitive-based’? Foundations of Language, 14(1), 1-17.
Tournadre, N. (1991). The rhetorical use of the Tibetan ergative. Linguistics of the Tibeto-Burman Area, 14(1),93-107.

110

Papers from the 39th ISFC

An SFL analysis of existential clauses in research articles
José DURÁN
Universidad de Buenos Aires
Palestina 830. 1ºA (C1182) ADH Ciudad Autónoma de Buenos Aires. Argentina
joseduranlinguist@yahoo.com.ar

Abstract
Existential clauses are rather infrequent in language—representing just 3–4% of all clauses within discourse(Halliday & Matthiessen 2004), which seems to be the reason why they have apparently not been given enoughattention within SFL (Hannay 1985, Davidse 1992, 1999). Still, existential clauses fulfil a significant function incertain genres such as the introduction of main characters at the beginning of narratives. The typicality of theexpression Once upon a time there was an X in fairy tales and fables has probably led to the association ofexistential clauses with a presentational function (Downing 1992). Presumably however, existential
constructions have adopted further functions in their wider use in other formal genres such as the Research
Article. To my knowledge, however, there do not seem to exist any corpus-driven studies of existential
constructions within SFL so far. The aim of this paper is therefore to conduct a thorough quantitative analysis ofexistential clauses with overt expletive there in Research Articles in English. Two-hundred and twenty-five
Research Articles will be scrutinised for existential clauses in order to examine the Mood element, the presenceof processes other than be, the nature of the Existent and its premodification, the grammatical metaphors present
and the rhetorical effect of the process chosen by academic writers. The corpus has been driven from Research
Articles on Linguistics published by University College London between 1994 and 2010, from which a total of
5,599 existential clauses have been obtained.
The grammar has to create a form of discourse forreasoning from observation and experiment, drawing
general conclusions and progressing from one step toanother in sequences of logical argument. (Halliday
1999:123)

1 Introduction
Existential clauses in English are different from all other English clauses since they do not
portray a participant Subject. Rather, their Subject is the dummy expletive there devoid of
semantic meaning, while the only participant chosen by an existential process is found after
the process itself. Within the taxonomical circle of processes in English, existential processes
are described as in-between material and relational processes. They combine the semiotic
power of material processes of happening describing events in the outer world with that of
the realm of abstract relations expressed by relational processes. From a functional
perspective, existential clauses play a fundamental role in certain registers such as thepresentational function in the setting or orientation of narratives. Apart from this introductory
function, Hyvärinen (2008) argues that existential clauses make a contribution to the
manipulation and interplay between distance and closeness in discourse. In academic
discourse, the meaning potential of existential clauses presumably makes them highly
effective in the writing of research articles. However, there seems to have been no corpusdriven studies on the use of existential clauses in academic genres. The aim of this paper istherefore to conduct an analysis of existential clauses in Research Articles in English. A totalof 225 Research Articles on Linguistics published by the University College of London
between 1994 and 2010 have been scrutinised for existential clauses making up a corpus of
5,599 existential constructions.

111to boldly proceed ...

2 Methodology
All existential constructions present in the research articles abovementioned were obtained
after discarding the ones from glosses or examples. The corpus thus obtained was later
analysed for order of elements in the Mood, types of processes involved, realisations of theprocess be, type of existent introduced or referred to, premodification within the nominalgroup of the existent and rhetorical effect of the existential clause.

3 Analysis
3.1 Mood Element: SF vs. FS
As can be seen in Table 1 below, an overwhelming majority (99%) of the existential clauses
analysed have the function of statement, which is a natural consequence of the argumentative
quality of the research articles from which our corpus has been driven. This finding is in linewith Halliday’s claim that the “figures [of science] are largely statements” (1999:119). Whatis more, 27% of the 56 clauses wherein the Finite precedes the Subject do not function asquestions. The inversion in those clauses has rather been triggered 14 times by a negative
operator, as in (1) below; and once by a condition with if-ellipsis, as in (2). Thus thepercentage of interrogative clauses is further reduced to only 0.73%.
(1) […] nowhere in the prosodic hierarchy is there either a 'syllable' or any level that could betermed 'CV'. (Harrison 1995)(2) At L2 and L1 licensing goes from right to left (this is parametrically conditioned), so that, had
there been any units to the left of the nucleus, these would have been licensed by the nucleus itself.
(Cabrera et al 1996)

Frequency
Percentage

S+F
5543
99.00

F+S
56
1.00

Total
5599
100.00

Table 1: Declarative/Interrogative Clauses

3.2 Processes Involved
As has been extensively cited in the literature, the process be is the most typical in existential
clauses (Halliday & Matthiessen 2004:258). In our corpus, 98% of existential clauses containa form of be.
Frequency
Percentage

Be
5491
98.07

Other
108
1.93

Total
5599
100.00

Table 2: Frequency and percentage of process typeThe remaining 108 processes are prototypically existential, like exist or remain (79instances); probably closer to the material end than to the relational end, like occur, arise andevolve (9 instances); or containing a circumstantial element, like follow and emerge (4instances) or a modal element, like seem and appear (16 instances). Examples (3) to (6)illustrate these types of processes in existential clauses.
(3) According to Distinctness, there exists a problem of how to distinguish the verb’s three theta
functions from each other. If we label them according to their semantic roles, we accredit the syntax
with the ability to interpret these purely semantic notions. (Janke 2003)112

Papers from the 39th ISFC

(4) If there arise no ambiguities or confusions when an SIC governed 'I/you' is used, then the SIC'I/you' may not be replaced by a PIC governed 'I/you'. (Uchida 1997)(5) From this implicit premise together with the explicitly expressed proposition, there follows
deductively the relevant conclusion that Ann doesn’t want to go to the cinema […] (Carston 1999)(6) Once one takes intuition seriously, there seems little way of avoiding the conclusion that thesorts of constituent under discussion do genuinely contribute to truth-conditional content. (Breheny2005)

3.2.1 Forms of Be
Since be is the most frequent process in existential clauses, this subsection summarises thedifferent forms in which it appears. Table 3 shows that Present Tense outweighs all otherforms. In particular, there is appears 3139 times in our corpus; there are, 1374 times and amodalised form like there may/can/must be is present in 441 instances.
Tense
Past
Present
FuturePast in Past
Pres in Past

Frequency Percentage
333
6.1
4954
90.2
45
0.8
5
0.1
71
1.3

Table 3: Frequency and percentage of forms of be.
Existential clauses in the present tense are used with a great variety of functions throughout
research articles. For example, following the model of the analysis of the Introduction section
proposed by Swales (1990, 2004), example (7) is the first sentence of an introduction of a
research article wherein the authors ‘claim centrality’ for the topic to be discussed; (8)illustrates the step ‘counterclaiming;’ and (9) exhibits an instance of ‘occupying the niche’.
(7) There is a well-established strategy for maintaining a minimal truth-functional semantics forthe natural language counterparts of the logical operators in examples such as (1) and (2), where
the states of affairs described in the conjuncts are understood as having occurred in a temporalsequence. (Blakemore & Carston 1999)(8) While these two traditions have sometimes been presented as competing with each other, there
is no reason in principle why syntactic dependencies and constituent hierarchies should not both bepart of the grammar, complementing each other. (Brody 1994)(9) The major concern of this paper is to argue that, with association to two different categories of
TBUs, there is no way of making any fundamental generalisations about tone-association, because atleast two independent phonological operations need to be stipulated for each type of association.
(Cabrera 1995)

Existential clauses in the past tense are found mainly in the literature review section as shownin (10) and in the Methods section of the more empirical research articles, as can be seen in(11).
(10) However, it must be pointed out that, so far, among such structures, not one of them canaccount for a contour in which there was a rising movement over the onset constituent. (Cabrera et al
1996)(11) In between these values lay a region in which there was some confusion, as can be seen fromthe results (in Appendix). (Harrison 1996)113

to boldly proceed ...

3.3 Existent
Figure 1 below shows the frequency of the eight most recurrent existents present in our
corpus and Figure 2 indicates the rate of the ten most frequent groups of synonymous
existents.
Existent
250
192

200

187
152

131

150

116

104

101

98

100
50

ca
se

ne
ed

pr
ob
le
m

re
la
tio
n

wa
y

di
ffe
re
nc
e

re
as
on

ev
i

de
nc
e

0

Figure 1: Most frequent existents
Syndrome
250

234
192

200

188

173

155

150

110

100

101
49

50

45

24

ne
ed
ar
gu
m
en
t
re
st
ric
t io
n
ac
co
un
t

re
la
tio
n
ex
am
pl
e
pr
ob
le
m

de
nc
e
di
ffe
re
nc
e

ev
i

re
as
on

0

Figure 2: Most frequent synonymous existents
As can be noticed in figures 1 and 2 above, the most frequent existents are nominals
specifically related to the construal of the author’s argument. Moreover, very frequently
existents involve nominalisations of processes, qualities and relators. For instance, theprocesses differ, relate and argue have recurrently nominalised into difference, relation andargument, respectively; the qualities evident and necessary have become the nominals
evidence and need; and the congruent relator so has repeatedly been transcategorised into thenoun cause.
3.3.1 Premodification
Table 4 below summarises the most recurrent determiners present in the nominal group of
existents. By far, there is an overwhelming predominance of non-specific determiners like theindefinite article a(n) and the negative determiner no. This strikingly frequent use of no (23%of instances) in existential clauses is noticeable since authors have repeatedly chosen to
express the lack of evidence, reason, need, example, account, etc. rather than their existence,as exemplified in (12). This adds to the heteroglossic and argumentative character of theregister under study.

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(12) There is no need for such constraints to refer to an underlying or canonical shape of a segment.
(Harris 1999)

Determinera/anNo
numberNumerous
Some
Any
Many
More
LittleFrequency
1537
1313
476
224
220
161
72
65
48

Table 4: Premodification of Existents

3.4 Rhetorical Functions of Existential Constructions
From the textual point of view, one of the rhetorical functions of existential clauses in
research articles is that of introducing new participants into the discourse in the very same
fashion as the role of existentials in the setting or orientation of narratives. This is shown inexample (13), which represents the first sentence of a research article wherein previous
explanations of the distribution of grammatical categories are introduced. Once introduced,
these accounts can be easily referred to and confronted, helping the authors to develop theirown point.
(13) From Pollock 1989 to Lasnik 1995 and Roberts 1998, there have been various accounts of the
distribution of verb, auxiliary, modal, and negation, in English. (Cormack & Smith 1998)

Frequently, however, academic writers do not necessarily introduce a new participant into
their discourse, but rather elaborate on a topic already raised. For example, in (14) below, theauthor does not introduce a temptation for a certain argument, but discards it after dealing
with it in her analysis in the previous section of her research article.
(14) There is the temptation to argue that this is still a categorical distinction between short andlong vowels, but all the vowels in (4) are phonologically short. (Pearce 2007)

Additionally, existential clauses in research articles seem to have a richer range of functions
than the presentational role abovementioned. From the experiential point of view, one suchfunction is to enable a systematic foregrounding of nominalisations in the same way as
relational processes do. Existential processes share the semogenic potential of relational
processes in that both allow the positioning of nominalisations towards the end of the clause.
These nominal groups in rhematic position have a great potential for expansion (Halliday1998). For example, (15) illustrates an existential clause with a nominalised form as existent
with prepositional phrases as qualifiers, and (16) exhibits an existential clause whose existentis premodified by the epithet special and the compound classifier pragmatic interaction.
(15) […] we do NOT assume that there is any actual reconstruction of the fronted phrase to thetrace position either in any component of the grammar, or in deriving the representation of the
proposition expressed. (Cormack & Smith 2000)(16) However, he occasionally allows for the possibility that there might have evolved 'a special
pragmatic interaction device' within the central systems, which is responsible for inferring
implicatures and indirect speech acts (Kasher 1991b, 392). (Carston 1997)

This potential for expansion of existents is conducive to the creation of taxonomies andsubclassifications of entities, which is characteristic of academic discourse. For example, in115

to boldly proceed ...

(17) the author does not refer to any kind of algorithms such as logical or mathematical ones,
but to the special case or biological ones.
(17) Importantly, for life or for semi-life (organisms like viruses which may not live independently),
biological algorithms are all that there is. (Harrison 1999)

This semogenic power of nominalisations allowed by existential clauses appears to be highly
exploited in academic writing in general and in research articles in particular. The rationale
behind this rhetorical use of existential constructions with nominalised forms probably lies in
the need for academic writers to construe an ostensibly objective discourse that contributes tothe reasoning and technical representation of experience. Thus, existential clauses play afundamental role in the theoretical abstractions of scientific discourse.

4 Concluding Remarks
This study has analysed some features of existential clauses in a corpus of research articles
published in English. As Halliday (1998:74) has pointed out, existential clauses provide analternative for relational ones, “the favourite clause type of English scientific writing.”
Existential processes differ from relational ones in that whereas the latter admit the projectionof two nominal groups, existentials portray only one. Thus, existential processes offer a more
limited possibility of nominalisation than relational processes. Yet academic writers seem to
exploit this resource to a great extent.

References
Davidse, K. (1992). Existential constructions: a systemic perspective. In Leuven Contributions in Linguistics
and Philology 81(1): 71-99.
Davidse, K. (1999). The semantics of cardinal versus enumerative existential constructions. In Cognitive
Linguistics 10(3): 203-250.
Downing, A and P. Locke. 1992 [2nd Edition, 2006]. English Grammar: A University Course. London & New
York: Routledge.
Halliday, M. A. K. (1998). Things and relations: Regrammaticizing experience as technical knowledge. In J.
Webster (Ed.), The Collected Works of M.A.K. Halliday, Vol. 5 (pp. 49-101). London & New York:
Continuum.
Halliday, M. A. K. (1999). The grammatical construction of scientific knowledge: the framing of the English
clause. In J. Webster (Ed.), The Collected Works of M.A.K. Halliday, Vol. 5 (pp. 102-134). London & New
York: Continuum.
Halliday, M. A. K. and C. M. I. M. Matthiessen. (2004). An Introduction to Functional Grammar. New York:
Hodder Arnold.
Hannay, M. (1985). English Existentials in Functional Grammar. Dordrecht: Foris Publications.
Hyvärinen, M. (2008) Narrative form and narrative content. In I. Järventie & M. Lähde (Eds.) Methodological
Challenges in Childhood and Family Research'. Tampere: Tampere University Press.
Swales, J. (1990). Genre Analysis: English in Academic Research Settings. Cambridge & New York:
Cambridge University Press.
Swales, J. (2004). Research Genres: Explorations and Applications. Cambridge & New York: Cambridge
University Press.

116Papers from the 39th ISFC

Clause complexes in Korean
Gyung Hee Choi
University of New South Wales, Australia
g.choi@unsw.edu.au

Abstract
This paper investigates clause complexes in the Korean language using SFL core concepts such as function andrank with the view of applying the outcome to texts in the context of translation. The data comprises 20,000
clauses drawn from Korean texts that are broken down to approximately 400 clauses from each of five text types(textbooks, novels, editorials, news stories and IT manuals).

1 Introduction
While there has been extensive work undertaken describing languages from the functional
perspective, research on clause complexing has been scarce. The work that has been done has
focused on English (Halliday and Matthiessen 2004) and Japanese (Teruya 2006), but much
more is needed, in particular, that which takes into account the significance clausecomplexing has in a text.
As there has been no research into Korean clause complexing from the functional
standpoint, this paper attempts to provide the first description, drawing on SFG, of clausecomplexing of the language. In Korean, classification of clause complexes has been viewed
as problematic mainly because of the linkers that connect them (the term ‘linker’ adopted
from Martin 1995). These linkers are numerous (Sohn 1999: 239) and too diverse tocategorise systematically (Yun 2005 ‘Introduction’). While many of them have more than
one logico-semantic relation, others are encoded in the same graphological form but function
at different ranks.
This preliminary report proposes the criteria for taxis, and sketches some distinct featuresof the logico-semantic relations (including sorting out some of the linkers). Like English,
Korean has both expansion and projection, but it is found that it does not realise enhancement
through paratactic relations (expansion). Taking the typical structure of an interrupted clausenexus, projection in Korean comprises locution and idea, with verbal and mental process
types used, respectively. In Korean, unlike in English, desiderative subtype is not used toproject idea.
SecondaryPrimary

Parataxis

1 (initiating)

2 (continuing)

Hypotaxis

β (dependent)

α (dominant)Table 1: Clause Nexus in Korean

2. Clause Nexus
A clause complex in Korean is either paratactically or hypotactically related in a clausenexus. In a paratactic clause nexus, the initiating clause precedes the continuing clause, which117to boldly proceed ...

occurs in same order as in English. However, in a hypotactic clause nexus, the dependent
clause typically comes before the dominant clause (see Table 1 above). In Korean, thesequence of hypotaxis is the same as in Japanese (Teruya 2006), but different from English
where the dependent clause may come before or after the dominant clause depending on the
textual decisions.

3. Taxis and Logico-semantic Relations
3.1. Taxis
Taxis concerns the degree of interdependency: either parataxis (equal status) or hypotaxis(unequal status). In Korean, I propose three criteria to determine whether a clause nexus is in
a paratactic relation or a hypotactic relation. The criteria are
1. Symmetry: whether or not the primary clause and the secondary clause can be swappedaround and still imply the same thing (Halliday and Matthiessen 2004: 384-5)
2. Tense: whether or not the primary clause may choose its tense independently of thesecondary clause, and3. Mood: whether or not the secondary clause may have different mood from the primaryclause (Lee 1999).
If the inter-clausal relation is paratactic (e.g. the linker –ko is used), the clauses are
symmetrical; the initiating clause may choose its tense independently of the continuingclause, but the mood of the initiating clause is controlled by the continuing clause.
In the case of a hypotactic clause nexus (e.g. the linker –ese is used), the clauses are nonsymmetrical; the tense of the dependent clause cannot be independent of the dominant clause;
but the dependent clause may have a different mood from the dominant clause.

3.2. Logico-semantic Relations
Logico-semantic relations can be grouped into general types based on expansion andprojection. By expansion, one clause is elaborated, extended or enhanced by another, while
projection relations involve locution and idea (Halliday and Matthiessen 2004). As in
English, logico-semantic relations in Korean constitute expansion and projection, and thesubcategories below them. However, variation exists at more delicate levels. In the categoryof projection, while in English the three subtypes of mental process (perception, cognitionand desideration) project idea, in Korean the desiderative subtype does not project idea andthe cognitive and perceptive subtypes project in a limited way as discussed in section 3.2.2.2
below.

3.2.1. Expansion
In this paper, hypotactic enhancement and paratactic extension are the most common
relations while no paratactic enhancement relations are identified. This finding indicates that
Korean does not realise enhancement through paratactic clause relations. Elaboration is
uncommon and appears only in certain text types; the paratactic elaboration is found in
novels while the hypotactic elaboration is found in textbooks and in news texts. Below, I will
focus on the two most common expansion relations, paratactic extension and hypotacticenhancement.

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3.2.1.1. Paratactic Extension
Paratactic extension relations are sub-categorised into additive, adversative and replacive.
The clause nexus belonging to paratactic extension matches all three criteria for parataxis:
symmetrical (no space in time considered), and independent choice of tense and mood.
Linkers typically used for paratactic extension relations include ko ‘and’, ciman ‘but’ andkena ‘or’.

Elaborating
Extending

Enhancing

Additive

TemporalParataxis

Hypotaxis

Comma(,)-ntay, -n tung

-ko,
-mye,
myense(to),--l ppwun(tele),
ppwunman anila-l-(n)teyta(ta)Adversative-una, -ciman-myense, -ci

Replacive:-kena-ko, -laSame time--ko, -(u)mye, -myense(to), -a

Differenttime--ko(nun), - a/e, -ye, -taka, -(e)se,-ca(maca), -eta(ka)-n taum, -nun sai, -nun tongan(eyto),-ki myechil(cen), -l/ul ttay(eynun),-n kuttayey, -n twuiey(ya), -un twui(ey),-n chay(lo), -n taum

Causalconditional

Reason--la, -a/e, -ye, -e/ase, -se, -nulako, -(i)ni,-(u)nikka, -nci, -tenci, -ulyenikka, lseyla,-nunci, -imulo, umulo, -nunthongey, -iki ttaymwuney, -kiey

Purpose--leyko-ki wuihaye, -ki wuihaysenun

MannerResult--ni, -a/e, -a/ese,-key, -tolok

Condition--myen, -ulyemyen, -yeto, -(ta)myen,-(u)myen, -yeya, -eya, -camyen

Concessive--ciman, -a/eto, -una, -telato, -ntay(to),umyenseto

Degree--l mankhum

Table 2: Basic types of inter-clausal linkers in Korean119to boldly proceed ...

3.2.1.2. Hypotactic Enhancement
Hypotactic enhancement is further categorised into temporal (same time and different time),causal-conditional (reason, purpose, result, condition and concessive) and manner. Whilelinkers of an expansion clause complex are realised typically in clause ending suffixes (e.g.
myen ‘if’), the construction of a noun/bound noun21, which occurs as frequently, can also be
regarded as functioning as a ranked clause (c.f. Choi 2005). In the Example i kinungul
sayonghal ttay ‘when using this function’, the underlined -l ttay comprises a group-rank
linker (-l) which connects between the verbal group (that comes right before the linker) andthe bound noun (ttay ‘time’), to create the meaning ‘the time when’. The reason thisconstruction is considered a ranked clause in this paper is because the verbal group coming
before ttay has the potential to have affixed tense and honorific morphemes unlike its noun
form sayong si ‘when in use’. It can also be compared with “nominal conjunctions” inEnglish, which have a similar construction of “the + various nouns of time or manner” andare treated as a clause (Halliday and Matthiessen 2004: 419). This construction appears mostcommonly in hypotactic: temporal: different time and, though less commonly, in hypotactic:
causal-conditional: reason, and hypotactic enhancing: manner: degree relation.
The grammatical resources of different types of taxis and logico-semantic relations in
Korean are summarised in Table 2 above.

3.2.2. Projection
Projection in Korean typically takes the structure of an interrupted clause nexus. The
projecting clause encloses the projected clause as in Table 3 below. The projecting clause isdivided into two parts: the Participant (Ku-nun ‘he’) and the Process (malhanta ‘says’).
These parts surround the projected clause and its linker (lako). The Participant (the first
Participant if there are two or more) is often omitted once the context of a text is establishedand the omitted part is retrievable. This structure is the same for locution and idea, both indirect and indirect forms (1-<<“2>> -1; α- <<“β>>-α; 1-<<‘2>>-1; α-<<‘β>>-α).
Kunun“sonyentul-ey kenkangsangtay-ka yanghoha-yss-supni-ta” –lako

malha-yss-ta.

He“the boys’

said

1-

<<“ 2>>

health conditions were good”-1

Table 3: A typical structure of projection in Korean
The process type used for locution is verbal process. Some of the verbal processes
realised in manner (e.g. soncishata ‘gesture’) (Lee P. 1995: 46) are also used for locution.
The process type employed for idea is mental process: perception and cognition subtypes
both in limited cases. However, emotive and desiderative subtypes are not used to projectidea. Paratactic locution and idea clause complexes can project minor clauses, but hypotactic
locution and idea clause complexes cannot.

3.2.2.1. Locution
Paratactic locution encodes quoting a clause complex whose clauses have equal status (1^“2,“1^2). In paratactic locution in Korean, as in English, the projected clause carries all the21

A bound noun is broadly regarded as a type of noun as it appears in the same environment as a noun.
However, unlike a noun, a bound noun cannot stand on its own without a pre-modifier, and its main function isgrammatical rather than lexical.

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interpersonal features of a clause as exchange, including full mood potential, vocatives,
continuatives and tone selection. In written Korean, the projection is commonly signaled bydouble quotation marks (double inverted commas). In spoken Korean, the projection has twotone groups: there is a clear pause between the projected clause and the linker that connectswith the process of the projecting clause, and stress is placed on the linker (the same tonegroups apply to paratactic idea). Linkers typically used for paratactic locution are hako andlako. The former focuses more on the procedure of uttering the projected part whereas thelatter concentrates on the outcome of such utterance (Lee, P.1995: 44).
Hypotactic locution is manifested when reporting a clause complex with unequal status(α^“β). It has no quotation marks and has only one tone group with no stress on the linker.
Linkers for hypotactic locution are diversified depending on mood: tako (declarative: ‘state’),nyako (interrogative: ‘ask’), and lako and cako (imperative: ‘order’ and ‘propose’,respectively). In the linkers, ta, nya, la and ca specifically denote mood. In this process the‘polite form’ used in the paratactic projection is changed to the ‘non-polite form’ (one tonegroup and the change to a non-polite expression also apply to a hypotactic idea clause nexus).
When converting paratactic locution to hypotactic locution in English, grammaticalelements including subject and tense, and other Circumstantial elements such as space in timeand location are changed. In Korean, however, certain grammatical elements are preserved ina hypotactic locution clause complex. Tense, (in some cases) subject, and interpersonal items
like -keyss (presumption, intention) and -te (retrospection) remain unchanged (Lee, P. 1995:
17-26). (This feature of hypotactic locution also applies to a hypotactic idea clause complex).

Locution

Proposition

Paratactic

Hypotactic

Φ , -(i)lako, -hako

Declarative: -tako, -lako, (nu)nyako(indicative mode)
ProposalInterrogative: -(n)ayko
Φ , -hako-lako, -cako, -tolok-lako, -hako-(la)ko, -tako, -hako, -kka(boa)-hako-hako, -lako(imperative mode)
Idea

Proposition(indicative mode)
Proposal(imperative mode)

Table 4: Linkers used in projection

3.2.2.2. Idea
Paratactic idea expresses a reporting clause complex with equal status (1^‘2, ‘1^2). Aparatactic idea clause complex has two tone groups, and idea is signaled through single
quotation marks (single inverted commas). Common linkers used for a paratactic idea clausecomplex are lako and hako. The process type used for paratactic idea clause complexes
includes mental: cognitive processes (e.g. sayngkahata ‘think’, uysimhata ‘doubt’) and, muchless commonly, mental: perceptive processes (e.g. tutta ‘hear’). Hypotactic idea is manifested
in reporting clause complex with unequal status (α^‘β). The same process sub-types used inparatactic idea (i.e. cognitive and perceptive) are employed for hypotactic idea.
121to boldly proceed ...

Emotive and desiderative processes are not encoded in projection in Korean. Both of them
are expressed in an auxiliary in a verbal group construction: for example, kekcengtoynta‘worried’ in salccil kkaboa kekcengtoynta ‘worried for fear of gaining weight’ (emotive
subtype) is expressed as an verbal auxiliary while sipta ‘want’ in toyko sipta ‘want tobecome’ (desiderative subtype) as adjectival auxiliary. In addition, the desiderative subtype
serves as a verbal group (Process) that post-modifies a nominalised embedded clause(Phenomenon) (e.g. hakil palanta ‘hope to’, - l kesulo kidayhanta ‘expect to’).
Linkers used in projection are tabulated in Table 4 as shown above.

4. Importance of analysing clause complexing in translation studies
The analysis of clause complexes has a great potential to contribute to translation studies bothat the clause nexus level and above. Clause complexing offers the device to relate
experiential events (i.e. clauses) in a way that can have overarching impacts on the wholetext, the object of translation. At the same time, clause complexing is engaged in the semantic
realm (and register and genre): clause complexes realise “rhetorical complexes” or theorganization of text (Matthiessen and Thompson 1988: 44). Given that the organisation of
text differs between text types, having an understanding of clause complexing would benefit
translation theory and practice because they deal with a variety of text types. However, as thispaper limits itself to lexico-gramamr, the semantic issues need to be pursued at another time.

5. Conclusion
This paper presented a summary of Korean clause complexes and inter-clausal linkers fromthe functional perspective. The SFG-based description of clause complexes can be ofassistance to text analysis for translation studies because it focuses not just on the class ofgrammar but on the functions of the grammar in a text. The differences identified between
Korean and English clause complexing (e.g. sequence in a hypotactic clause nexus, and tensein hypotactic locution) may be used as a departure point for further study with the purpose of
applying the findings to translation research and teaching.

References
Choi, W. (2005). The Quantitative Studies on the Connective NPs. Hangeul, 269, 135-160.
Martin, J. R. (1995). Logical meaning, interdependency and the linking particle {-ng/na} in Tagalog. Functionsof Language, 2(2), 189-228. [reprinted in SFL Theory 2010. 131-168]
Halliday, M.A.K. and Matthiessen, C.M.I.M. (2004). An Introduction to Functional Grammar. (3 rd ed.).
London: Arnold.
Lee, K. (1999). Taetungmwun, Congsokmwun, Pwusacel Kwumwunuy Pyenpyel Tukseng (Characteristics ofDistinguishing between a Coordinate Sentence, a Subordinate Sentence and Adverbial Clause Structure).
Senchengemwun 27, (pp. 753-780). Seoul: Department of Korean Education, College of Education, Seoul
National University.
Lee, P. (1995). Kwukeuy Inyongkwumwun Yenkwu (A Study on Quotations in Korean). Seoul: Top Publishing
Company.
Sohn, H. (1999). The Korean Language. Cambridge University Press.
Teruya, K. (2006). A Systemic Functional Grammar of Japanese. New York, London: Continuum.
Yun, P. (2005). Hyentaykwuike Cepsokemi Yenkwu (A Study on Modern Korean Connective Word Ending).
Seoul: Pakijung.

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Context and double articulation in the translation of verbal art
Annabelle Lukin1, Adriana Pagano2
1

Centre for Language in Social Life, Macquarie University annabelle.lukin@mq.edu.au2
Universidade Federal de Minas Gerais apagano@ufmg.br

Abstract
In ‘Towards a theory of good translation’, Halliday argues ‘It is notoriously difficult to say why, or even
whether, something is a good translation…The central organizing concept is presumably that of ‘equivalence’;but equivalence with respect to what?’ (Halliday, 2001: 15). Catford (1965) defines translation equivalence inrelation to situation, i.e. as ‘the greatest possible overlap of situational range’. In this paper, we take Catford’s
definition of translation equivalence in order to consider the work that ‘field’, ‘tenor’ and ‘mode’ can do in theinterpretation of the higher order meanings of a literary work, and in the evaluation of literary translations. In
relation to the analysis of verbal art, Hasan (e.g. 1996) argues for two orders of field, tenor and mode. Taking
field, for instance, she considers the first level to be the meanings that we can paraphrase, while the second orderfield concerns meanings we deduce from ‘the particular ways in which the first order field is constituted’ (ibid.
p51). This is a process of ‘double articulation’, (or ‘symbolic articulation’ e.g. Hasan, 1971, 1985) and relates tothe expression of the deepest meanings, of ‘theme’ of the work. Literary texts are the environment in which we
see the potential of values in field, tenor and mode as ‘raw material’ in the creation of art; yet as ‘values’ they are
already semiotic (cf Mukařovský 1977). The text we draw on is ‘Bliss’, a famous, somewhat controversial, andwidely translated story from a celebrated 20th century short story writer, Katherine Mansfield.

1 Introduction
Katherine Mansfield (1888-1923) is a celebrated short story writer. Born in New Zealand, shespent much of her brief adult life in England. ‘Bliss’ is one of her best known stories (Fullstory at: http://www.eastoftheweb.com/short-stories/UBooks/Blis.shtml); it has been widelytranslated22. The central dramatic event of this story is a dinner party, during which thefollowing ‘exchange’ takes place:‘What I want to do is to give the young men a show. I believe London is simply teeming with firstchop, unwritten plays. What I want to say to 'em is: “Here’s the theatre. Fire ahead”.’‘You know, my dear, I am going to decorate a room for the Jacob Nathans. Oh, I am so tempted to
do a fried-fish scheme, with the backs of the chairs shaped like frying-pans and lovely chip potatoes
embroidered all over the curtains.’‘The trouble with our young writing men is that they are still too romantic. You can’t put out to sea
without being seasick and wanting a basin. Well, why won’t they have the courage of those basins?’‘A dreadful poem about a girl who was violated by a beggar without a nose in a lit-tle wood. . . .’The speakers are three guests (Mug, Face, and Warren) in the home of Bertha and Harry
Young, an upper middle class English couple. Despite the absence of projecting clauses, thespeakers are easily identified at this point in the story. These guests talk as if to themselves.
While the extract displays the turn-taking typical of conversation, each speaker pays no
attention to what has been said by others. It is one of the many fascinating features of thisstory that a passage like this, notable for its lack of cohesion across turns, its nonsensicality(e.g. consider whether it is possible to say what Mug means by Well, why won’t they have thecourage of those basins?), and its absurdness (viz. the idea of fish and chips as a decorative
motif), is part of the consistent trajectory of the story. The features of this extract are part ofthe story’s ‘semantic drift’ (Butt, 1983), a consistency of meanings across diverse linguisticfeatures, construing the theme of the work. This ‘conversation’ has to have a context ofsituation (Halliday and Hasan, 1985/89) for its enactment. The context for this talk is a dinnerparty, a material setting designed for the semiotic context of shared talk (Hasan, 1973[2005]).
22

Mansfield has been translated into 28 languages; for this story ‘Bliss’, we have found 11 different translations
into either Spanish or Portuguese.

123to boldly proceed ...

The Young’s dinner party is the dominant event in this short story. Roughly two thirds of thestory is concerned with the unfolding of this event, and much of the first third with theanticipation of it, including Bertha’s musings over the guests, her relations with them, andtheir significance as tokens of her apparently full life. The choice of dinner party as thecentral ‘event’ is a signal of a story concerned with the meaning of interaction, of a story inwhich talk and kinds of talk are central to its themes. What does this mode of talk signify?
And for the purposes of translation evaluation, what meanings must be preserved to be able tosay one has successfully translated this story? To reflect on these questions, we consider thesystemic functional notion of ‘context of situation’, and its vectors field, tenor and mode (e.g.
Halliday, 1977[2002], Halliday and Hasan, 1985/89, Hasan, 1999, 2009a) in relation toliterature (e.g. Halliday, 1977[2002], Hasan, 1996) and literary translation.

2 ‘Context of situation’ in the context of verbal art in translation
In ‘Towards a theory of good translation’, Halliday argues ‘It is notoriously difficult to say
why, or even whether, something is a good translation…The central organizing concept ispresumably that of “equivalence”; but equivalence with respect to what?’ (Halliday, 2001:
15). Nearly 50 years ago, Catford addressed this question in his book A Linguistic Theory ofTranslation. Catford argued that:‘Presumably, the greater the number of situational features common to the contextual meanings ofboth SL and TL text, the ‘better’ the translation. The aim in total translation must therefore be to
select TL equivalents not with ‘the same meaning’ as the SL items, but with the greatest possible
overlap of situational range’ (Catford, 1965: 49).

Catford does not make reference to Malinowski in his discussion of translation andsituation, but the notion of ‘context of situation’ was proposed by Malinowski as essential to
the translation process, since the receiver of a translated text would need ‘to be informed
about the situation in which [certain] words were spoken. He would need to have them placedin their proper setting of native culture’ (Malinowski 1923: 30123). In 1965 Catford statedthat there was ‘as yet, no general theory of situation-substance, no general semetics (sic) ...
from which to draw descriptive terms for the distinctive features of contextual meanings ofgrammatical or lexical items in particular languages (ibid: 50)’. With respect to the systemic
functional tradition, an initial linguistic description of context appeared in Halliday et al.
(1964 [2007] p 19). Halliday (1977[2002]) argued the contextual parameters of ‘field’,‘tenor’ and ‘mode’ were constitutive of the ‘semiotic structure’ of the situation. The SFL
conception of context has continued to develop since then (e.g. Halliday and Hasan, 1985,
Hasan, 1999, 2009a).
In our analysis of Mansfield’s short story, we can consider the dinner party – the central
dramatic event of the short story - with respect to these parameters of context. Very briefly,
and with respect to field, the social activity is [quotidian] (i.e. not [specialised]) and has thefeature [relation-based] (Hasan, 1999); what is ‘achieved’ by the end of such a social process
is measured only in interpersonal terms. At least, it is this dimension of the discourse that is
worthy of dramatisation in the story. No doubt other languaging is necessary for theunfolding of a dinner party, such as the language associated with the supply of food anddrink, the passing of salt, and so on. But it is the language of the [relation-based] activity thatis on display in Mansfield’s story. In Hasan’s explication of the notion of a complex context,
the [relation-based] activities are considered not typically part of the ‘main context’, butrather, as a prosody of facilitating sub-contexts (Hasan, 1999). But in the context of thedinner party, the [relation-based] activity is in the foreground, with the language for23

We are grateful to Ruqaiya Hasan for this point, and for other comments on a draft of this paper.

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facilitating the eating and drinking relegated to a secondary status. This, we would suggest,
is defining the ‘dinner party’ notion. As Lewis Carroll said, ‘That which chiefly causes thefailure of a dinner-party, is the running short—not of meat, nor yet of drink, but of
conversation’.
Hasan argues that [relation-based] activities are ‘sensitive to the ideological orientation of
the speaker’ (Hasan, 1999: 289), an ideological orientation which, according to Bernstein is
an aspect of code, and which Hasan has shown to be expressed in patterns of semantic
behavior (Hasan, 2009b). Bernstein argues ‘different speech systems or codes create for theirspeakers different orders of relevance and relation’ (Bernstein 1971: 124), and the acquisitionof one’s orientation to relevance and relation is a function of a speaker’s social positioning.
What Mansfield is wording in the dialogue of the dinner party is a distillation of features of
the code associated with the English upper middle class, the language of the people which
Bertha aspires to call ‘friends’ (modern, thrilling friends, writers and painters and poets or
people keen on social questions - just the kind of friends they wanted), because they constitutepart of what it means to ‘have everything’. When the dinner party is considered from theperspective of both tenor and field, the characters’ social positioning is being expressed.
Hasan has argued that mode is also responsive to this vector in social experience:‘Social positioning is relevant to the management of mode…the co-presence of interactants always
implies some specific social relation between the social groups to which they are affiliated. Not justany member of a society can be in the same place with just any other member of that society apropos
the same social activity’ (Hasan, 1996: 47).

In this light, we ought to note that neither Mary, the maid, nor ‘Nanny’, sit down for thedinner. These characters are, obviously, symbolic of the family’s social position. Social
positioning, Hasan argues, subsumes social class as well as ‘its far reaching consequences forsocial agents, such as their family, friends, social network, range of expertise, belief systems
and experience of living with others’ (Hasan, 2009c: 28). As such, one’s position with respect
to social hierarchy is ever present. Mansfield’s dialogue captures this ‘reciprocity of language
and society’ (Hasan, 2009c: 26).
The dinner party is not just one context of situation on display. Viewing context ofsituation as an instantiation of culture is central to (Halliday’s) SFL; Halliday’s cline
theorises the two entities presented by Malinowski. Thus, the social context of the dinnerparty is redolent with meanings, as a bearer of culture. In Mansfield’s representation of it, thecontext of the dinner party becomes amenable to being read as telling us something over andbeyond the playing out of a single instance of human interaction. Thus, context is itself a unit
subject to the principle of ‘double articulation’, or a ‘double layering of symbolisation’, anecessary principle of verbal art which permits some set of represented experiences to serveas ‘extended metaphor’ (Hasan, 1971, etc). Literary texts are the environment, then, where
the linguistic construal of the values of field, tenor and mode is a kind of ‘raw material’ withthe potential of creating verbal art; yet as ‘values’ they are already social and semiotic. We
can extend Mukařovský’s analogy here: ‘Stone, metal and pigment enter art as mere natural
phenomenon which gains semiotic nature only in art; they begin to ‘mean’ something.
Language is its very essence is already a sign’ (Mukařovský, 1977: 9). Hasan has made thispoint, when arguing that verbal art relies most on ‘two indispensable matrices as its sourcesof energy – the powerful semiotic system of language and the intricately woven fabric of thesemiotically shaped culture’ (Hasan, 2011: xvii; see also Hasan, 1996). In a related claim,
Halliday has argued that one effect of sociosemiotic approach is that from a certain point ofview ‘all language is literature’ (emphasis in original), in that all texts ‘involve many ordersof cultural values, both the value systems themselves and the many specific sub-systems thatexist as metaphors for them’ (Halliday, 1977[2002]: 60).

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to boldly proceed ...

If the extract above is Mansfield’s sense of the talk of this stratum of society, whatcharacterises it? The presentation of it in Mansfield’s story is idealised, meant to convey in ashort hand a kind of orientation to ‘relevance and relations’ called the ‘elaborated code’ inBernstein’s work, and described in linguistic terms by Hasan (1973[2005]: 168) as
characteristically ‘individuated’. The elaborated code reflects a mode of living in which ‘thespecific…over-rides the general; the personal, the communal’ and the ‘personal distance
between the speaker and the addressee has to be bridged discursively’ (Hasan, 2002[2005]:
223). Each move in this talk is about the presentation of the individual’s individual
preoccupations and sensibilities, ‘their unique subjectivity – their ego-based experiences’(Hasan, 1988[2009]: 157). The speakers’ lack of connection displayed in the extract above
symbolises the logical extension of an individuated mode of relating - one’s talk is not forengaging an other, but for putting one’s self on display.

3 Achieving situational overlap: translating code
When the social process of ‘dinner party’ is put against an account of the context of situationand context of culture, the complexity of the social situation becomes apparent; by extension,
the process of translating Mansfield’s artistic representation is also complex. In Catford’s
terms, the translation task is to achieve the greatest overlap in situational range. With respect
to a translation, the recapitulation of tenor relations into a target text is crucial to thetranslation of cultural values, since tenor is the vector for the realisation of culture: ‘The
interactants are the dynamic element in the context of situation, and it is at this point that I
would locate the basis for the realisation of culture in the discourses of community’ (Hasan,
1996: 46; see also Hatim and Mason, 1997). Let us interpret ‘interactants’ here in the first
instance as those internal to the text, i.e. the speakers associated with the extract above from
‘Bliss’. Part of the artistry in verbal art ‘consists in the languaging aspects by which suchcharacters are constituted in such a way that it is possible to project on the basis of their firstorder behavior a significance which contributes to the deep meaning of the text’ (Hasan,
1996: 52). The qualities of the discourse of these socially positioned characters is, therefore,
crucial to what the text is saying. But the experiential content is the least significant feature ofthis talk - hence the lack of cohesion between turns in the extract above. In a further example,
consider the following turn by Norman Knight (‘Mug’), as he inquires into the absence ofBertha’s husband, Harry, who has not yet arrived home from work: ‘Why doth thebridegroom tarry?’ The selection of ‘doth’ signifies a degree of formal education. The
reference to a ‘bridegroom tarrying’ calls up not just the parable of the wise and foolishvirgins, but specifically, the King James version of this parable, a sign that Mug is a bearer of‘high culture’. [Note: the reference can be read, in the wider context of the story, as a parableof Harry and Bertha’s relationship, and the consequences of Bertha’s lack of sexual desire.
We are unable to pursue further here this important dimension of the story]. So Mug’s inquiry
has two interpersonal values. It is not only a question about Harry’s whereabouts; it is at thesame time an opportunity for Mug display his ‘unique subjectivity’. Table 1 shows thatacross five Spanish translations, none is able to capture this additional dimension of Mug’squestion.
A local translation shift of this kind is not, in itself, consequential. However, the idea thata certain way of talking reflects a certain kind of social positioning is central to the theme ofMansfield’s story (see Lukin and Pagano, under review), and thus, arguably, should be ofinterest to a translator (see e.g. Hatim and Mason, 1997). Moreover, in her dramatisation ofthis way of talking, Mansfield is suggesting something potentially pathological in this intense
form of individualism. It is for this reason that we suggest the lack of cohesion, thenonsensicality, and the absurdness in the turns of this talk are functional in respect of thetheme of the story, which is a reflection on how unfulfilled a woman might be despite having
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the trappings of a very comfortable upper middle class life. The story portrays the tensions in,or contradiction between, the apparent fullness of this mode of living (measured by its
financial comforts, and the cultural capital that attends upon such a social position) against
the realities of the lack of real connectedness between Bertha and her husband and her friends(Lukin and Pagano, under review). This meaning is expressed as a prosody across the story,
as a ‘semantic drift’ (Butt, 1983), a selection of different kinds, on different scales, but allheading in a single, semantic direction suited to realising the theme.
Spanish translations of ‘Bliss’‘Why doth thebridgegroom tarry’?

Back translation into
English1945. Mansfield, K. ‘Felicidad’. Trans. Jose Maria
Souviron. Santiago de Chile: Zig Zag. (T1); 1998.
‘Felicidad Perfecta’. Trans. by L. Graves & E.
Lambea. Barcelona: Alianza Editorial. (T4)«¿Por qué se retrasa elnovio?»

Why is thelate/delayed?

1959. ‘Felicidad’. Trans.by Esther d. Adreis,
Barcelona: Libros Plaza. (T2)

Pero ¿dónde
novio?

But,
where
bridegroom?

1976. Mansfield, K. ‘Dicha’. Trans. Juana Heredia.
Buenos Aires: Sogol, 1976. (T3)«¿Por qué se atrasa elnovio?»Why does the bridegroom lag
behind?

2000. ‘Éxtasis’.
Cátedra. (T5)«¿Por qué se demora elesposo?»Why does the husband delay?

Trans. by J. Guerra. Madrid:

está

el

bridegroom

is

the

Table 1: ‘Why doth the bridegroom tarry?’ in five Spanish translations.
We have suggested that the speech of the characters is central to the story’s thematicconcerns. The speech reflects the internal tenor relations of the story; and as we havesuggested, the contextual values are subject to a principle of double articulation. In relation to
the issue of translating the dialect and code of these characters, Halliday argues that while
different registers can be translated into other languages, ‘we cannot translate different
dialects; we can only mimic dialect variation’ (Halliday, 1990[2002]: 169). In his discussion,Halliday appears to include the notion of code, referred to as ‘social dialect’; Hasan hasargued that ‘code’ is a more suitable term that ‘social dialect’, since it is at a higher order of
abstraction from dialect, which she argues relates ‘the manifest to the manifest’ (1973[2005]:
164). Code is not visible in the same way that dialect is, since it is variation at the semantic
stratum of language. In the context of Mansfield’s story, this translation problem raises very
interesting questions about how to identify the semantic qualities of the elaborated code as it
is displayed in Mansfield, and about how these qualities can be translated, or ‘mimicked’.
Sternberg (1981, cited in Munday, 2009: 181) argues it is conventional in translation tohomogenise ‘dialect, slang and social variation’. Hatim and Mason (1997: 103) also note thistendency; they argue that geographic and social dialect patterns of speech in literary text are afunction of tenor, that tenor ‘yields values’, and that translators should ‘identify and preserve
the purposefulness behind the use of these seemingly individualistic mannerisms’. In
assessing the translations of ‘Bliss’, one aspect of the evaluation must consider to what
degree the characters in translation are allowed to speak Mansfield’s idealised representationof the elaborated code. Thus, if a translator is to achieve the ‘greatest possible overlapping ofsituational range’ (Catford, 1965), it is fair to say that the unfolding of contexts of situation in
the inner world of the text must be translated with due regard for how these contexts stand as
signifiers of higher order meanings (Hasan, 1996, 2012), which amounts to understandingthat ‘the social and the semiotic systems are co-genetic in nature’ (Hasan, 2009c: 34).

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References
Bernstein, B. (1971). Class, codes and control: Theoretical Studies toward a Sociology of Language. London:
Routledge and Kegan Paul.
Butt, D. (1983). Semantic Drift in Verbal Art. Australian Review of Applied Linguistics, 6(1), pp34-48.
Catford, J. (1965). A Linguistic Theory of Translation. Oxford: Oxford University Press.
Halliday, M.A.K. (1977 [2002]). Text as semantic choice in social contexts. In J. J. Webster (ed.) Linguistic
Studies of Text and Discourse. Volume 2 in the Collected Works of M.A.K. Halliday. London and New
York: Continuum. pp23--81.
Halliday, M.A.K. 1990 [2002]. The construction of knowledge and value in the grammar of scientific discourse:with reference to Charles Darwin’s The Origin of Species. In J. J. Webster (Ed.) Linguistic Studies of Text
and Discourse. Volume 2 in the Collected Works of M.A.K. Halliday. London&NY: Continuum. pp168-192.
Halliday, M.A.K. (2001). Towards a theory of good translation. In E. Steiner & C. Yallop (Eds.), Exploring
Translation and Multilingual Text Production: Beyond Content. Berlin, New York: Mouton de Gruyter.
Halliday, M.A.K. and Hasan, R (1985/1989). Language, context and text: Aspects of language in a social
semiotic perspective. Geelong, VIC/Oxford: Deakin University Press/OUP.
Halliday, M.A.K., McIntosh, A., & Stevens, P. (2007 [1964]). The users and uses of language. In J.J. Webster(Ed.), Language and Society. Vol. 10 in the Collected Works of M.A.K. Halliday. London&NY: Continuum.
pp. 5-37.
Hasan, R. (1971). Rime and Reason in Literature. In S. Chatman (Ed.), Literary Style: A Symposium. New York:
Oxford University Press.
Hasan, R. 1973[2005]. Code, register and social dialect. In Class, Codes and Control, Vol II, edited by BasilBernstein. Routledge and Kegan Paul. Reprinted in Hasan, R. 2005. Language, Society and Consciousness.
Volume 1 in the Collected Papers of Ruqaiya Hasan. Edited by J.J.Webster. London: Equinox.
Hasan, R. (1985). Linguistics, language and verbal art. Geelong, VIC: Deakin University Press.
Hasan, R. (1988[2005]). Language in the processes of socialisation: home and school. In J.Oldenburg, R. van
Leeuwen and L. Gerot (eds). Language and Socialisation: home and school. North Ryde, NSW: Macquarie
University. Reprinted in Hasan, R. 2009. Semantic Variation: Meaning in society and sociolinguistics.
Volume 1 in the Collected Papers of Ruqaiya Hasan. Edited by J.J.Webster. London: Equinox.
Hasan, R. (1996). On Teaching Literature Across Cultural Differences. In J. James (Ed.), The Language-Culture
Connection. Singapore: SEAMEO.
Hasan, R. (1999). Speaking with reference to context. In M. Ghadessy (Ed.), Text and Context in Functional
Linguistics: Systemic Perspectives (pp. 219-328). Amsterdam/Philadelphia: John Benjamins.
Hasan, R. 2002 [2005]. Ways of meaning, ways of learning: code as an explanatory concept. British Journal of
the Sociology of Education, vol 23, no. 4. pp 537-48. Reprinted in Hasan, R. 2005. Language, Society andConsciousness. Volume 1 in the Collected Papers of Ruqaiya Hasan. Edited by J.J.Webster. London:
Equinox.
Hasan, R. (2009a). The Place of Context in a Systemic Functional Model. In M. A. K. Halliday & J. Webster(Eds.), Continuum Companion to Systemic Functional Linguistics (pp. 166-189). London and New York:
Continuum.
Hasan, (2009b). Semantic Variation: Meaning in society and sociolinguistics. Volume 2 in the Collected Worksof Ruqaiya Hasan. Edited by J.J. Webster. London: Equinox.
Hasan, R. (2009c). Wanted: An integrated theory for sociolinguistics. In Hasan, R. (2009b).
Hasan, R. (2011). A Timeless Journey: On the Past and Future of Present Knowledge. In Selected Works of
Ruqaiya Hasan on Applied Linguistics. Beijing: Foreign Language Teaching and Research Press.
Hatim, B and Mason, I. (1997). The Translator as Communicator. Routledge.
Lukin, A and Pagano, A. (under review). Planes of narration as technique and theme in Katherine Mansfield’s
Bliss. Journal of Literary Semantics.
Malinowski, B. (1923) ‘The Problem of Meaning in Primitive Languages’, in C.K. Ogden and I. A. Richards(Eds.), The Meaning of Meaning. pp 146-152, London: Routledge
Mansfield, K. (1922). Bliss and other stories. New York: Alfred A. Knopf.
Mukařovský, J. (1977). The Word and Verbal Art. New Haven: Yale University Press.
Munday, J (Ed). (2009). The Routledge Companion to Translation Studies. Routledge.

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Transitivity/Ergativity in Thai Political Science texts
Ingrid Wijeyewardene
University of New England
Armidale, NSW
iwijeyew@une.edu.au

Abstract
Agency is an important area of study in both politics and linguistics. It attributes power or capacity to social
actors and can also confer legitimacy to their actions. A study of how agency is construed in the grammar ofpolitical texts can illustrate how writers attribute agency as well as signify their position on the legitimacy orotherwise of political events. An initial transitivity analysis of Thai political science texts on the 2006 coup
shows that the ways writers attribute agency reflect their own divergent political and ideological positions on thelegitimacy or otherwise of these events. As Halliday & Matthiessen (2004) argue, the system of
TRANSITIVITY comprises two complementary perspectives: the transitive model and the ergative model, andone or the other may be foregrounded across different registers. In this paper I explore the potential fruitfulnessof ergative analyses of three Thai political science texts, each of which were written from competing discourse
positions. I ask what this analysis reveals about agency or lack of agency in texts written at a particularly fraught
time in Thai politics and whether the complementary perspectives, transitivity and ergativity, foregroundcomplementary ideas on the role of the agents and affected participants in the events surrounding the 2006 coup.
That is, which actors or institutions act on others or are being acted upon, and which acts are construed as selfengendered?

1 Introduction
On 19th September, 2006, conservative forces loyal to the Thai monarchy and led by the
military staged a “bloodless” coup that overthrew the popularly elected government led byThaksin Shinawatra. The conflict marked a critical point in a struggle not only between
competing elite forces, but set in motion a conflict between conservative elites and anincreasingly vocal and broader society-based oppositional movement in Thailand. The
conflict has polarised the country and has been the subject of a great amount of public andacademic debate that has variously sought to legitimise or challenge the actions of thosecompeting social forces, interests and groups embroiled in the struggle. This paper focuses on
three articles by three Thai political scientists written shortly after the coup, each representing
divergent political and ideological positions. Depending on the ideological positions of thewriters, it is argued that different participants will be foregrounded as agents while otherparticipants will be construed as affected by the actions of particular social actors, or may notappear in the texts at all. By building up an account of linguistic agency in these texts, andlinking this to the social context we can uncover aspects of the particular ideologies at workand understand aspects of the struggle for hegemony in these particular contexts and the useof rhetoric to build a persuasive argument in these politically contested circumstances. In
SFL, agency can be explored through the ergative model.
While there has been a significant contribution to documenting the metafunctional profile
of Thai (Patpong, 2006), there has, however, been very little work on the system of
AGENCY as realised through the ergative model in Thai grammar. As Halliday &Matthiessen (2004) have argued, the system of TRANSITIVITY comprises twocomplementary perspectives: the transitive model and the ergative model, and one or theother may be foregrounded across different registers. Some of the literature on ergativity in
SFL (e.g. Halliday, 1968; Davidse, 1992) seeks to explain the phenomenon in language
whereby the affected participant (the Medium through which the process is enacted) in an
intransitive clause becomes the Goal in a transitive clause. Davidse (1992), for example,
129to boldly proceed ...

restricts her discussion to material clauses. However, Halliday (1968, p. 195) argues that“[t]he ‘affected’ function … makes it possible to generalize from among several more
specific transitivity functions” including material, mental and relational processes, and that
this process may be caused by an external agent. The ergative model is thus concerned withcause and effect as opposed to the transitive model that focuses on process types and in which
there is a semantic relation of extension. Any clause can be analysed both from a transitive
perspective and an ergative perspective, but “the critical question is which perspective has
more power to generalize in any given instance?” (Matthiessen, 2004, p. 607). This paper
explores the value of an ergative analysis of three political science texts to ask what it can tell
us about how the writers construe agency or lack of agency in relation to the events
surrounding the coup and the involvement of various social actors in these events. The
ergative analysis in these texts has made it possible to cluster events regarded as self-caused
and other events as engendered by an external causer.
The three texts used in this study were all written shortly after the coup. The first is apaper written by Khien Theeravit (2006), “The right to stage the coup”. Khien is a retired,conservative, political scientist from Chulalongkorn University who has been a loyal
supporter of the royalist and conservative forces in Thailand since the 1970s. His paper
strongly supports the actions of the coup leaders. The second is a paper by Chaiwat SathaAnan (2007), “Aristotle and the 19 September coup”. Chaiwat is a US trained politicalscientist/political philosopher specialising in Peace Studies from Thammasat University.
Chaiwat’s position is that, while he understood people’s felt need to overthrow the Thaksin
government, coups are morally reprehensible. The third is a paper written by Pitch Pongsawat(2007), “The coup of 19 September turned citizens into phrai (bonded commoners)”. Pitch isa younger, Marxist political scientist from Chulalongkorn University, trained in England andthe United States. Pitch opposes the coup and the actions of the coup leaders. Due to thelength of the three texts, I have taken only selected sections from each of them.

2 What an ergative analysis has to offer
The transitive perspective asks whether or not the action of a participant extends to a second
participant. If it does, this is a transitive (effective) clause. If it does not, this is an intransitive(middle) clause. Some texts are more suited to a transitive analysis. While there is not a one
to one correspondence between Thai and English processes that can occur as both intransitive(middle) and transitive (effective) with the subject of the intransitive (middle) being the sameas the subject of the transitive (effective) clause, a similar situation can occur in both Thaiand English. For example, in Thai, a middle clause such as
thahǎan róp tháŋ wan (the military fought all day)can be further clarified by the addition of the Goal where the action of the process extends to
the Goal. That is, the protesters are affected by the action of the military:
thahǎan róp khon prathúaŋ tháŋ wan (the military fought the protesters all day)

Clauses such as these favour a transitive analysis more than an ergative analysis (Halliday &Matthiessen, 2004). The perspective is one of extension from the Actor to the Goal, the Goal
being in some way affected by the process performed by the Actor.
Some texts, however, are more suited to an ergative analysis. These texts feature clausetypes in which the Actor of a middle clause becomes the Goal of an effective clause. Again,

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Thai has examples of this type of process, but there may not be a one to one correspondence
between the Thai process of this type and English processes of this type. In Thai, forexample, the non-ergative
fay dàp (the fire (was) extinguished)maps with its ergative counterparttamrùat dàp fay (the police extinguished the fire)

The perspective in an ergative analysis is one of a nuclear participant (the Medium) throughwhich the process is enacted, with or without an external causer. Davidse (1992) talks about
the transitivity/ergativity distinction as “Janus-headed”, with a transitive perspective looking
down the clause from the Actor to the Goal and the ergative perspective looking from anuclear participant, the Medium, back up the clause to an external causer.
In light of this brief discussion, the three Thai political science texts all lend themselvesmore to a transitive analysis as they display more examples of the first type of processillustrated above. Also, as is typical of academic writing these texts feature highly
nominalised, relational clauses more than material clauses. However, what an ergative
analysis does allow for is the ability to generalise for agency across all the process types. Of
particular note in these Thai texts are the analytic causative constructions which occur inmaterial, mental, relational and existential clauses. These clauses are constructed with averbal group complex, often with tham hây (make, cause), but they may also occur withanother process + hây:1.

Øtham hâysaphâap“prachaarát”

mót

sîn

(Tyrant)

make letcondition“people’s state”

end finish go

Agent/
Initiator

Pro… Medium/ Actor

pay…cess: material

The tyrant caused the “people’s state” to end. (The tyrant destroyed the people’s state)

2. saphâapchên niítham hâykhâaphacâw … tòk yùu

Condition

like this

made

me …

Pro….

Medium/Actor

Agent/Initiatornay pom prisanǎa thaaŋ siǐnlathamfall beinenigmamoral…cess: Locationmaterial

This condition (the use of force to solve political problems) made me …(lit.) fall into a moral enigma.

Examples 1 and 2 illustrate the use of the analytic causative in material clauses. The same
pattern is found in the texts with relational attributive processes:
3. rát ʔeeŋState itselftàaŋ hàakthîitham hâyphonlamʉaŋpenphrâyindependently

that

made

citizensbephrai (bonded commoner)

Pro…

Medium/Carrier

Agent/ Attributor…cess:
rel. attrib.

Range/Attribute

The state itself turned citizens into phrai.

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A very productive construction is the use of tham hây with mental processes. Mental
processes can occur from Senser to Phenomenon and from Phenomenon to Senser. In thesecond instance, the clause is effective and the Phenomenon functions as the Agent of theclause. These texts use this structure often to emphasise a point that they want to makeconcerning the process of cause and effect in the construction of their argument, and appears
to be a common rhetorical strategy in Thai academic writing.
4. lǽʔ

Øand (this situation)

Agent/
Phenomenon

tham hâyØhěnmake let

(us)

see…

Pro…

Medium/Senser…cess: mentaland (this) situation lets (us) see

One point worth noting in these examples is that the initial process in this verbal groupcomplex may not be tham but another process. In example 5 below, the use of bìip baŋkháp
(force) modulates the clause.
Øbìip baŋkháp hâyrábòp yútìtham

láwén

kaanpatìbàt nâathîi(Thaksin government)

force compel let

judiciaryrefrainperformance duty

Agent/Initiator

Pro…

Medium/Actor…cess:
material

5.

Range/(The Thaksin government) forced the judiciary to refrain from their duties.

In the Thai texts, there were also some occurrences of the analytic causative in anexistential clause. This has been coded according to the final verb in the group complex(following Halliday & Matthiessen, 2004, p. 498). As causatives with existential process havenot been recorded as occurring in other languages (for example, see Cafferell, 2004; Halliday& Matthiessen, 2004; Halliday & McDonald, 2004), I have only labelled the participant as
Agent. The following example is also modulated by yɔɔm (allow) in place of tham:6.

Ø(coup group)

Agent

kɔ̂

yɔɔm hâymii

kaanprathúaŋ khɔ̌ɔŋ khon klùm léklék

Cj

allow letthere beprotestProcess: existentialofpeople group small

Medium/ Existent(The coup group) allowed protests of small groups (lit. allowed there to be)

Ellipsis is common in Thai, and mii can be either an existential process or one of possession
meaning have. I have encoded example 6 above as existential since I believe the possessor
features as a component of the Existent and so is part of the nominal group and not ellipsed inthis case.
Example 7 illustrates a use of hây that carries a benefactive or purposive meaning. Patpong(2006, p. 445) codes a similar construction with a material followed by a mental process asconfigured with Beneficiary: Client and a final verb corresponding to the Goal. The example
below has a verbal followed by mental process. But the resemblance to the causative both in132

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form and meaning is striking. The clause is followed by a projected clause, what it is that
history has shown us.
7. tæ̀ æ prawàttisàat kɔ̂
But history

Agent/
Sayer

Cj.

dây

chíi hâyPerf.Asp. point forPro. verbal

Øhěn lǽæw

(us)

see Perf. Asp.

Medium/ReceiverPro.: mental

But history has shown us (lit. points (out) for us to see)

Effective material clauses also can be synthetic in the Thai data. An ergative analysis
highlights the agentive role of the Actor of the clauses.
8.

khôon lóm

rátthabaan tháksǐnloŋ(the military)

overthrow

Thaksin government

down (descend)

Agent/
Actor

Pro…:
material

Medium/ Goal

Ø

…cess

(The military) overthrew the Thaksin government.

Thus, while this Thai data does not feature clauses of the type that are often dealt with indiscussions of the ergative in English, it has been a useful exercise to analyse the data froman ergative perspective to view the ways in which agency interacts with the different process
types. Based on the transitivity and ergativity analysis of the three Thai political science texts,
I will now summarise what some of the most salient features highlighted in this analysis tell
us about the relative position of social actors and events in relation to the coup andsubsequent events.

3 Interpretation of the texts
For Khien, the conservative royalist supporter, general, non-specific people or supporters ofparticular political groups occur as Medium/Actor in “happening” clauses. These people are
only realised as Agents in situations where governments become tyrannical and need to be
toppled. Governments also occur as Medium in middle voice (governments collapse or exist).
However, tyrannical governments and the Thaksin government are represented mainly asAgents, causing disharmony and corruption, and pulling institutions such as the military into
their conflicts with “the people”. The military featured mainly as Medium/Carrier ofparticular attributes until the actions of the Thaksin government became the catalyst for the
military’s move from affected participant to an Agent that effects change. Thus, throughthese choices of Agents and Medium, Khien attributes legitimacy to the actions of themilitary in staging the coup.
Chaiwat, the political philosopher who draws on Aristotle to support his condemnation of
the coup, represents Thai politics as Medium. The coup is encoded as Agent as are
abstractions such as the “acceptance of the threat of violence”, “the moral enigma of a nonviolent coup” and “the placing of importance on immoral actions”. This highlights a moreesoteric purpose for this article, that is, to draw attention to the ethical question of themorality or immorality of the coup and its effect on Thai society and Thai politics.

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A salient aspect of Pitch’s article, coming from a Marxist perspective, is his reference toclasses of people. Phrai, for example, only ever occur as Medium/Actor or as
Medium/Carrier of particular attributes. Citizens, civilians and râatsadorn (“citizen” or“subject”) also occur mainly as disenfranchised, affected by other people, events, institutions
or even ideas. The coup is represented both as Agent and as Medium. Institutions take on
agentive roles in Pitch’s article, including the state, the absolutist state and the military. Pitch
also encodes many abstract states or ideas as agent in this article (for example, violence andbloodshed, phrai political culture, the idea of military professionalism), thus highlighting theways in which competing political forces in Thailand have attempted to legitimise ordelegitimise the coup and the attempt by powerful forces to effectively disenfranchise a large
segment of the population.

4 Conclusion
The particular choices in the system of TRANSITIVITY in these three political science texts
can be analysed from both a transitive and an ergative perspective. The different analyses
foreground different perspectives on the participants, the coup and related events. The
choices made by the individual writers of these texts as to which participants act on others
and which are acted upon reflect the differing ideological positions of each of these writers.
These choices also serve as mechanisms through which the authors attempt to legitimise ordelegitimise certain actions within a context of significant political conflict.

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Matthiessen (Eds.), Language typology. A functional perspective (pp. 77-138). Amsterdam: John Benjamins.
Davidse, K. (1992). Transitive/Ergative: The Janus-headed grammar of actions and events. In M. Davies & L.
Ravelli (Eds.), Advances in systemic linguistics (pp. 105-135). London: Pinter.
Halliday, M.A.K. (1968). Notes on transitivity and theme in English: Part 3. Journal of Linguistics, 4(2), 179215.
Halliday, M.A.K. & Matthiessen, C.M.I.M. (2004). An introduction to functional grammar (3rd ed.). London:
Hodder Education.
Halliday, M.A.K. & McDonald, E. (2004). Metafunctional profile of the grammar of Chinese. In A. Caffarel,
J.R. Martin & C.M.I.M. Matthiessen (Eds.), Language typology. A functional perspective (pp. 305-396).
Amsterdam: John Benjamins.
Matthiessen, C.M.I.M. (2004). Descriptive motifs and generalizations. In A. Caffarel, J.R. Martin & C.M.I.M.
Matthiessen (Eds.), Language typology. A functional perspective (pp. 537-673). Amsterdam: John
Benjamins.
Patpong, P. (2006). A systemic functional interpretation of Thai grammar: An exploration of Thai narrative
discourse. PhD thesis. Sydney: Macquarie University.
Pongsawat, P. (2007). Kaan tham rátthaprahǎan 19 kanyaa 2549 khʉʉ kaan tham hây phonlamʉaŋ klaay pen
phrâi (The coup of 19 September 2006 turned citizens into phrai). Faa Diaw Kan, Special edition, 58-87.
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Affairs Centre, Institute of Asian Studies, Chulalongkorn University. Retrieved fromhttp://www.thaiworld.org/th/thailand_monitor/answer.php?question_id=578

134

Papers from the 39th ISFC

Requests in tweets during a crisis: A systemic functional analysisof tweets on the Great East Japan Earthquake and the
Fukushima Daiichi nuclear disaster
Motoki Sano, István Varga, Jun'ichi Kazama, and Kentaro Torisawa
National Institute of Information and Communications Technology
3-5 Hikaridai, Keihanna Science City, 619-0289, Japan

Abstract
We examined the requests identified from tweets on the Great East Japan Earthquake and Fukushima Daiichi
nuclear disaster to understand their nature to construct an automatic request extraction-classification system. The
requests were first classified by the types of acts or events that are required for satisfying them. Then they wereanalyzed in terms of congruence: congruent (e.g., Please give us food and water) or incongruent (e.g., Food andwater are running out). In addition, the attitudinal lexis in the requests was analyzed with the framework of aJapanese system called APPRAISAL, especially the ATTITUDE system. The analysis result suggests that therecognition of incongruent requests is significant, particularly for extracting requests that propose a solution or
ask for (alternative) resources. The annotation of ATTITUDE may contribute to classifying requests based on
the types of the acts or events requested.

1 Introduction
The Great East Japan Earthquake on March 11, 2011, was followed by a tsunami and the
Fukushima Daiichi nuclear disaster. According to the data published on April 11, 2012, by
the National Police Agency (2012), the crisis killed 15,856 people, and 3,070 remain missing.
Although more than a year has passed, Japan continues to face a number of issues thatthreaten to linger for decades: debris processing, debates about re-activation of nuclear plants,
and low-level radiation exposure.
The disaster triggered a number of questions about social assumptions about science andtechnology. One such question addressed communication technologies. Despite the rapid
development of such online communication technologies as Twitter and cloud computing,various communication failures occurred during the crisis. For instance, although the media
reported that Minami-Sanriku city had enough supplies and that some relief shelters had anabundance of relief goods, it went unreported that other shelters were depleted (Saijo, 2012).
This incident could have been avoided if the vast amount of requests from victims weresuccessfully linked with the offers from volunteer groups, experts, and governments24.
We are currently developing a problem-solving assistance system that can match requests
with useful information to satisfy them. As a starting point for designing our system, weinvestigated the linguistic features of the requests from the tweets related to the Great East
Japan Earthquake and the Fukushima Daiichi nuclear disaster. We argue that the writers oftweets select different kinds of congruence and attitudinal lexis based on the types of acts orevents that were requested.

24

Saijo (2012) is one project that contributed to the solution. His volunteer group established a relief supply
delivery system using Amazon's wish list. Saijo's approach helped because Amazon's wish lists were directly
linked to the demands of the victims and the supplies of the volunteers.

135to boldly proceed ...

2 Twitter as a Resource for Crisis Communication andManagement
Broadly speaking, studies regarding Twitter and tweets in various crises can be categorized
into four types: sensors, opinion polls, logs, and exchanges of information. As sensors,
Okazaki & Matsuo (2011) use tweets as an event notification system and developed a systemthat sends an earthquake notification in less than a minute. An example of tweets as an
opinion poll is Doan et al. (2011) who investigated their function as a corpus for measuring
public anxiety. Sakaki et al. (2011) considered tweets logs of a crisis event and comparedordinary and crisis circumstances. One example of tweets as exchanges of goods-and-services
and information is Neubig et al. (2011) who developed a system that extracts requests related
to safety confirmation from tweets using person names, location, and hashtags like “#anpi”25.
Their system satisfied the requests for safety confirmation by linking the extracted data with
Google Person Finder.
However, although Neubig et al. (2011)’s system has a very high F-score for extracting
safety confirmation (92.3%), the extraction of other topics, such as rescue requests, is not as
high. In addition, although studies have investigated the role of tweets during crises throughopen-ended questionnaires (Acar & Muraki, 2011) or the chronological changes of
information in tweets related to safety confirmation and the types of other tweets (Murakami& Hagiwara 2012), few studies have explored how requests are expressed and their relation
to linguistic features. Without such understanding, an automatic request extraction andclassification system may not be able to identify a wide range of requests from victims.
Therefore, we explored the linguistic features of requests based on the types of actions or
events that were requested.

3 Earthquake and Nuclear Disaster Tweets
This study explored tweets related to the Great East Japan Earthquake and the Fukushima
Daiichi nuclear disaster. We collected those posted from March 11 to 19 (1,775,320) andlimited the data to those that were not re-tweets (678,615) and those with the hashtags shownin Table 1 (7,860). Hashtags “#save_***” were chosen since they were used to post local
information related to the disasters. Some tweets contained more than one hashtag. We also
removed duplicate tweets. 7,102 tweets satisfied these conditions.
From the extracted tweets, 2,392 were identified as requests and used as the corpus. The
identification process was based on classifications by three human annotators. The extracted
tweets were categorized into three types: requests, information offers, and others. A request
asks for a solution to a certain problem. For instance, miruku-o kudasai (Please give me someinfant formula) or miruku-ga fusoku shite imasu (My infant formula is running out) belongs
to this category. An information offer contains information that helps satisfy a request. An
example is 5% no satoo-mizu ga miruku no kawari-ni narimasu (5% sugar solution can be analternative to infant formula). The category is decided by a majority vote of the three
annotators (none of whom were authors). The kappa score (Davies & Fleiss, 1982) of thisannotation task was 0.73, which indicates substantial agreement among the annotators. The
proportion of requests was 33.7% (2,392), and information offers were 53.6% (3,806). 12.7%(904) were considered neither requests nor information offers, so they were categorized asother.
25#anpi (“safety”) was the hashtag used to indicate that the subject matter of a given tweet was safety
confirmation.

136

2011). In this pilot study, we limited the data to the ones5 which has the hash tags inbased on the pre-examination of 3,336 tweets in the corpus, conducted by the first-author. The kappand the ones which are
not re-tweets. The hash tags were added originally by senders ofscore [?] is 0.886 .
ts for specifying the subject-maters or topics. #save *** were used during the crisis to
SC — demand for informing Safety Confirmation of a person or institute e.g. XXXX
l information related with the ni-aru
the Great
East Japan Earthquake and Fukushima Daiichi
Papersfrom the ([I]39th ISFC‘OOOO iin’ shinpai-desu. sensei, kangoshi-san minasan
go-bujide-shoo-ka.
2disaster. In total, the corpus contains
7,102
tweets
of
which
size
is
179,099words.
am worrying about OOOO clinic at XXXX. Are the doctors, nurses, everyone ok?)
ID — demand for Informing Damages of buildings or particular areas e.g. shutoken-

dewa, yamagata
no ofjoukyo-wa‘issai’ hodo-sarete-imasen. yuusendo-kara sure to rikaiTable
1: 1:
Hashtags
tweetsTablehashtagsand
andnumberthe numberof tweets

wa dekimasu-ga, zaikai-kenmin minna fuan desu. hayaku jimoto-no koe-o kikitai desu.
(Around Tokyo, there has been no report about Yamagata prefecture. [I] understand
hashtag that the levelnumberof tweetsof the priority[of Yamagata], but the people from Yamagata who livearound Tokyo are, all, worried.
#save fukushima
1,773[I] want to her voices of my home town.)#savePSmiyagi— demand for proposing3,158
a preventive measures or solution e.g. masukomi kakushasama“hero
jisyuku-shite”
heri-de#save aomori
1,604 shuzai-suru to genba no sagyo-in ya kyuukyuu-tai no
koe-gakikoe-duraku-naru
soodesu. (To the media, “please do not use a helicopter”.
#save iwate
2,115
Reporting using a helicopter is obstructing the communication among the workers and#save akita
rescues at damaged areas.)1,231#save
yamagata
1,202
SR — demand for supplying (alternative) resources e.g. genjo no monday-wa, houmonTotal(unique)kangoshi-san-ga 7,102
shiyoo-suru
kuruma no gasoline-fusoku. kongo-wa kibisiku-naru-amo ...
(The current problem is that the fuel for the cars of home nurses is running out. The
problem is growing ...)In addition,
tweetsforclassified
as requests
were
further categorized
into fourtypes
JV — thedemandjudging thevalidity of
information
e.g. jisin tsunami
no nan-o
nog-listed
below based onthejitaku-hinan-sha
requested acts
events.
Hereafter,
will tobekiki-mashita.
referred ashontoo
the types
of
areta
ni or
kooky
no shien-busshi
wa they
todokanaideAnalysis1: Identifyingof (ITweets
a supplies
CrisisbyCircumstanceshoo ka?
heard thatin
reliefgovernments were not delivered to the people
solutions. Role
whose houses were not damaged by the earthquake or the Tsunami. It is true?

ourse function of the tweets were analysed for investigating ‘how much part of tweets— request
SafetyConfirmation:e.g., I am which
worriedcontributeabout hospitals requests’ and ‘howSC
muchpart offor
tweetsexpress
the information
to X at Y. Are the doctors,
nurses, everyone ok?
he requests’.
— request for Informing about Damages to buildings or particular areas: e.g., In Tokyo, there
tweets in the corpusID
wereclassified by three annotators independently into 3 types illushave been no report about Yamagata prefecture.
I want to hear about my hometown.
Tab 2. The category which
at least two of the three annotators3 classified
the same arePS—requestfor
Proposinga
Solution:
e.g.,
To
the
media, “pleaseed as the discourse function of a given tweet. The kappa score of this annotation
taskdo[?]not use helicopters”. Theirnoise is interfering with the communication among rescue workers.

SR — request for Supplying (alternative) Resources: e.g., Home nurseries are running out of petrol.
The situation is getting worse ...
The result of Analysis 3 is presented in Fig ??. SC occupies over 60% of the Requests, followed by PS

mber of words was counted
withcategories
MeCab
0.98andandID
UniDic1.3.12.
andsignssuch Acarasfullandstop
were [2]claim
These
were
establishedbased
ondespitethepre-examinationof 3,336
tweets(13.1%),
SR(12.2%)(11.1%).
JV Spaceis only
0.4%
Muraki’sthat unreliable
ed in the number. Somere-tweets
tweets containmore wasthantheonebiggest
tag problem the users have faced during the disaster. The few occurrenceon
Twitter
conducted by the first author. Multiple coding was allowed when one tweet contained more
f them are authors.
26

JV types.
may be The
a resultof excluding
the re-tweets
from the1992)
corpus wasor maystem,fromthe suggests
fact that our
corpusthan oftwo
kappascore (Davies& Fleiss,
0.88
which
that
the
is composed of the tweets of which hash tags are limited to those of Tohoku (North-East) area. There mayinter-agreement
wasalmostperfect.
The
categories
weredecidedbymajority
vote
of
the
be difference in the typeof requests according to the area. For instance, the type of requests would be
3 whomthreedifferent
annotators(noneofwere authors). As a result of the annotation, over 60% of the
betweenTokyo
and Fukushima.
requestsThe
werecategorized
as SC,
followedby PS2 (13.1%),
SR (12.2%),
relationshipbetweenthe resultof Analysis
and 3 is illustrated
in Taband??. ID (11.1%).

3.5

Analysing Requests with Appraisal theory
SC
ID
PS
SR

internalised
170*▲
6
8
10

externalised
209**▽
13
67**▲
72**▲

no AL
979**▲
46
44**▽
48**▽

5 the tweets include the Request, Information Offer and Others
6 The kappa score was calculated based on 1,681 tweets which were not double coded.

5

Figure 1: Proportion of tweets based on types of solutions

3.1 Analysis of Requests from Tweets Analyzing Directness: Congruent
or Incongruent?
To analyze the directness of the requests, we classified the tweets based on congruence.
The notion of congruence is employed as a criterion for determining a request’s directness.
According to Halliday (1999), a congruent pattern between a lexico-grammar and semantics
is the one that “evolved” while an incongruent pattern refers to any cross-coupling within this26

The kappa score was calculated based on the 1,681 tweets that were not multiple coded.

137to boldly proceed ...

pattern, which is metaphorical by definition. In this study, we categorize a request as
congruent when its mood is imperative (e.g., miruku-o kudasai. Please give me some infant
formula), interrogative (miruku-wa doko ni arimasuka. Where can I get infant formula?), or
optative27 (e.g., miruku-ga hoshii. I want some infant formula). On the other hand, a request
is classified as incongruent when its mood is declarative (e.g., miruku-ga fusoku shiteiru. My
infant formula is running out.).
The result of the analysis shows that based on the types of solutions, the writers of tweets
select different choices of congruence (Table 2). A chi-square test confirms a statisticallysignificant relationship between the types of congruence and solutions (p<.01) 28. Residual
analysis indicates that PS and SR are realized with incongruent forms more frequently, but
SC is expressed with congruent forms more frequently. For PS, the incongruent form isselected more frequently than the congruent form. These data suggest that in constructing arequest extraction and classification system, although the recall of extracting SC and ID canbe high without extracting incongruent requests, this is not the same for PS and SR. To
extract PS and SR, the extraction of incongruent requests is crucial.

SC
ID
PS
SR

congruent1314**▲
62
50**▽
78**▽

incongruent
44**▽
3
69**▲
52**▲

p<.05* p<.01**,▲ significantly high,e 4: the difference in the congruence in term of the expressionof a problem
Table 2: Types of congruence and solutions

significantly low

This tendency
may suggestthat incongruent forms are more frequently selected whenuating the Effectof Appraisal
Analysis

writers of tweets attempt to invoke a variety of offers. Macaulay (1996) suggests that using
indirectrequests is motivated not only by politeness but also for invoking. An indirect request
ussion andConclusion
may trigger more variations of answers or offers than a direct request. For instance, while
suchduring
a direct request
Please provide me with some infant formula triggers only one action,role of tweets
crisisascircumstance“provide”, indirect request My infant formula is running out may trigger such actions as
relationship“provide,”
betweencongruentand incongruent
requests“substitute,”
or “deliver,”as offers. Considering
the types of solutions from thisperspective, the actions or events that can satisfy SC and ID are limited in comparison toessing problems
treatments/countermeasuresin requests
those ofand
PS andSR because SC and ID can only be satisfied
when the information regarding
families,
friends,
buildings,
or
areas
has
been
provided;theacts
or events that can be asked
tiveness of appraisal annotation in extracting and classifying
about are limited and the writers have no necessity for invoking. Contrary, various options
ests
can satisfy PS or SR, as illustrated by “My infant formula is running out”. This may explain
why congruent forms are selected for requesting SC and ID, and incongruent forms arechosen for requesting PS or SR.
Table 5: default

ces

3.2 Analyzing Attitudinal Lexisa b cRequests often involve instances of attitudinal lexis. For instance, miruku-ga fusoku shiteiru(My infant formula is running out) can function as a request since it contains an evaluative
term, fusoku (running out) and problematizes the status of infant formula. Offers are provided
when listeners/readers feel an urge to solve the problematized matter.

(1969)

27r crisis communication:
lessonsfrom Japan’s
Author:
The optative
formlearned
enacts desires
or urges, tsunami
marked bydisastersuch auxiliary
verbsAdam
as -tai Acar,(Teruya, 2006).
28
ki Address: 651-2187
Gakuen-higashi-machi,
Nishi-ku,
9-1,
Kobe,
Japan.
’
651-2187
GakuenThe 1,681 tweets that were not multiple coded were used for the chi-squire test.
hi, Nishi-ku, 9-1, Kobe, Japan Journal: International Journal of Web Based Communities
7, No.3 pp. 392 - 402

138areta jitaku-hinan-sha ni kooky no shien-busshi wa todokanai to kiki-mashita. hontoo deshoo ka? (I heard that relief supplies by governments were not delivered to the people
whose houses were not damaged by the earthquake or the Tsunami. It is true?

Papers from the 39th ISFC
quest for Safety Confirmation: e.g., I am worried about hospital X at Y. Are thedoctors,
ses, everyone ok?

quest for Informing
to buildings
particulare.g., In Tokyo,
In thisabout
study,Damages
the attitudinal
lexis wasor
analyzedwith areas:
the frameworkof the there
Japanese
e been no reportaboutofYamagata
prefecture.
I wantto hearabout myhometown.
systemAPPRAISAL,
especially
with
ATTITUDE(Sano,
2011). Although a detailed

account ofa thesystem network
not media,
provided“please
here, one
distinction
betweenthe English
quest for Proposing
Solution:e.g., Toisthe
do mainnot usehelicopters”.
Their& communication
White, 2005) andJapanesesystems(Sano, in print) is that the former classifies
e is interfering(Martinwith theamong
rescueworkers.

types of (alternative)
attitudes into Resources:
three features:e.g.,affectbased
on outfeeling),
judgment
quest for Supplying
Home(evaluation
nurseries are
runningof petrol.
(evaluation
situation is getting
worse of... behavior) and appreciation (evaluation of value). However, the Japanesesystem classifies the types into two features: internalized (nai-hyoka) and externalized (gai-esult of Analysis
3 is presented
in Fig ??.
SC occupiesasover
60% (worry)of the Requests,
followed (toby appreciate)PShyoka).
Such instancesof internalizedshinpaiand kansha-suru
SR (12.2%) andexpress
ID (11.1%).
JV
is
only
0.4%
despiteAcar
andMuraki’s[2]claimthat
unreliable
the evaluation of a target by realizing the feeling or the emotional behavior of theon Twitter wasappraiser,
the biggest
thewhousersis have
faced during
disaster.
Theinstances
few occurrencei.e.,problem
the person
evaluating.
On the theotherhand, suchof externalized
y be a result of as
excluding
the re-tweets
from the andcorpusor may stemfrom the fact
thattheourevaluation
corpuskokatsu-suru(to be drained)sonkai-suru(to collapse)
expressof a29
ed of the tweetstargetof whichhash tags arelimited to those. of(North-East)
area. theThere
may lexisby describing
its characteristics
WeTohoku
identified
and classified
attitudinal
the terms
in the JAppraisal
dictionary(Sano, the2011).
5,792 terms
thatbewere notnce in the typeusingof requests
accordingto the area.
For instance,
typeTheof requests
would
were used in the analysis.
between Tokyo polysemousand Fukushima.
elationship between the result of Analysis 2 and 3 is illustrated in Tab ??.

Similar to the case of congruence, the result of the appraisal analysis indicates that writersof tweets use different types of attitudinal lexis based on the types of solutions (Table 3).

nalysing Requests with Appraisal theory
SC
ID
PS
SR

internalized
170*▲
6
8
10

externalized
209**▽
13
67**▲
72**▲

no AL
979**▲
46
44**▽
48**▽

eets include the Request, Information Offer and Others
p<.05* p<.01**, ▲ significantly high,ppa score was calculated based on 1,681 tweets which were not double coded.

significantly low

Table 3: Types of solutions and attitude lexis. “no AL” refers to the number of tweets without
an attitudinal lexis.
5
The chi-square test shows a statistically significant relationship between the types ofsolution and the attitudinal lexis (p<.01)30. As represented in Table 3, residual analysis
indicates that while the internalized are used more frequently in SC, the externalized are more
frequently employed in PS and SR. SC contains such terms as shinpai (worry), aseru (topanic), kigakari (concern), and fuan (anxiety) that express anxiety toward a missing person.
PS contains such various types of externalized as hason (broken), arasu (to ravage), andhiagaru (to dry up). In SR, the attitudinal lexis of the externalized is evident that expresses alack of entities such as fusoku (depleted) or that indicates necessity such as hitsuyoo(essential). In ID, a small number of attitudinal lexis was used. An exception to this tendency
is ureshii (happy), but its use is conventionalized as in oshiete kuretara ureshii desu (I’d be
happy if you could teach me …). This difference among the types of solutions in selecting thetypes of attitudinal lexis sheds light on the fact that the classification of attitudinal lexis cancontribute to the development of an automatic request extraction and classification system forclassifying tweets based on types of solutions.

4 Summary and Conclusion
This study examined requests from tweets related to the Great East Japan Earthquake and the
Fukushima Daiichi nuclear disaster. We collected the requests from the tweets and annotatedthem with types of solutions. We conducted two analyses with the extracted requests. An
2930

A detailed account of the system network and its justification are in Sano 2011 and in print.
The 1,681 tweets that were not multiple coded were used for the chi-squire test.

139

to boldly proceed ...

analysis of congruence showed that while SC is typically expressed with congruent forms, PS
and SR are realized with incongruent forms. The writers of tweets, consciously or
unconsciously, differentiate their choices in congruence for invoking. The analysis ofappraisal suggested that SC is often accompanied with internalized attitudinal lexis, while PS
and SR often contain externalized attitudinal lexis. These findings imply that for constructing
an automatic request extraction system, the identification of incongruent requests is importantfor PS and SR, and the types of attitudinal lexis can contribute to classifying requests into
types of solutions.

References
Acar, A. & Muraki, Y. (2011). Twitter for crisis communication: lessons learned from Japan’s tsunami disaster.
International Journal of Web Based Communities, 7(3), 392-402.
Davies, M. & Fleiss, J. L. (1982). Measuring agreement for multinominal data. Biometrics, 38, 1047-1051.
Doan, S. et al. (2011). An analysis of Twitter messages in the 2011 Tohoku Earthquake. eHealth 2011, 58-66.
Halliday, M. A. K. (1999). The grammatical construction of scientific knowledge: The framing of the English
clause. In R. Favretti et al. (Eds.) Incommensurability and translation (pp. 85-116). Cheltenham: Elgar.
Hasan, R. (1992). Meaning in sociolinguistic theory. In K. Bolton and H. Kwok (Eds.) Sociolinguistics today:
International Perspectives (pp. 80-119), London: Routledge.
Neubig, G. et al. (2011). Safety information mining-What can NLP do in a disaster-. Proceedings of the 5thInternational Joint Conference on Natural Language Processing, 965-973.
Macaulay, M. (1996). Asking to ask: The strategic function of indirect requests for information in interviews.
Pragmatics, 6(4), 491-509.
Martin, J. R. & White, P. R. R. (2005). The Language of evaluation: Appraisal in English. New York: Palgrave
Macmillan.
Murakami, K. & Hagiwara, M. (2012). Anpi-joohoo tsuiito koopasu no shoosai-bunseki to anoteeshon ni
kansuru ichi koosatsu (A study of annotation and detailed analysis of safety confirmation tweets corpus).
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http://www.npa.go.jp/archive/keibi/biki/higaijokyo.pdf. (In Japanese)
Okazaki, M. and Matsuo, Y. (2011). Semantic twitter: Analyzing tweets for real-time event notification. in J.G.
Breslin et al (Eds.) BlogTalk 2008/2009, LNCS 6045 (pp. 63-74), Berlin: Springer-Verlag.
Saijo, T. (2012). Hito-o tasukeru sungoi shikumi. (a stunning system that saves people). Tokyo: DIAMOND,
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Sakaki et al. (2011). Tweet trend analysis in an emergency situation. Proceedings of the Special Workshop on
Internet and Disaster.
Sano, M. (2011). Japanese dictionary of appraisal-attitude- (JAppraisal Dictionary ver1.1). Tokyo: Gengo
Shigen Kyokai. http://www.gsk.or.jp/catalog_e.html
Sano, M. (in Print). The classification of Japanese evaluative expressions and the construction of a dictionary of
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Teruya, K. (2006). A Systemic Functional Grammar of Japanese. London: Continuum.

140Papers from the 39th ISFC

Hasan’s semantic networks as a tool in discourse analysis
Annabelle Lukin
Centre for Language in Social Life, Macquarie University
annabelle.lukin@mq.edu.au

Abstract
Semantic networks present a “hypothesis about patterns of meaning” (Halliday, 1972[2003]): 327). Since wecannot relate behavioural options directly to grammar, semantic networks constitute a “bridge between
behavioural patterns and linguistic forms” (Halliday, 1972[2003]): 334). While Halliday’s early networks were
context specific, Hasan has claimed that her semantic networks are contextually open (Hasan, 1996). Some
evidence for this claim can been seen in the use of semantic networks for the analysis of a broader range of
research contexts beyond that in which the networks were originally developed (e.g. Chan 2005, Hall, 2004,
Maley and Fahey, 1991, Hasan et al. 2007, Lukin et al. 2008). This paper provides further evidence for Hasan’s
claim through the analysis of one question from a current affairs interview, between the ABC’s Kerry O’Brien
and Australia’s then Prime Minister, John Howard, under whose authority Australia troops had been committed
to the “Coalition” invasion of Iraq. I draw on existing semantic network descriptions (e.g. Hasan, 1983, 1996,
forthcoming), to show how many dimensions of meaning these descriptions can currently account for. While thepaper will not directly evaluate this question or interview, the elucidation of “how meanings construe thedistinctive attributes of some context” (Hasan et al, 2007: 716) would seem to be a pre-condition for evaluating acontext of this kind, with respect to, for instance, whether the journalist displays behavioural patterns we mightcall “adversarialness” or “deference” (Clayman and Heritage, 2002). Such considerations are important forsociological studies concerning the inter-relations of the media and the state (e.g. Robinson, et al. 2009),
particularly when the state is engaged in pursuing its interests by means which are of dubious legality underinternational law.

1 Semantic networks in Systemic Functional Theory
The conception and development of semantic networks in the systemic functional tradition
emerged out of the theory’s engagement with sociology. The term “semantic network” first
appears in a paper by Halliday titled “Towards a sociological semantics” (Halliday,
1972[2003]), although the notion of a “functional semantics” described in paradigmatic terms
is seen in Hasan’s early work on cohesion (see e.g. Figure 24.1, in Hasan et al., 2007: 703,
which comes from a Hasan mimeo dated 1968). Halliday (Halliday, 1972[2003]): 327)
defined semantic networks as a tool for representing “paradigmatic relations on the semantic
stratum”, or, less technically, “a hypothesis about patterns of meaning”; and he definedsemantics in this paper as “the potentiality of encoding in language that which is notlanguage” (Halliday, 1972[2003]): 323). In proposing the notion of “semantic networks”,
Halliday noted that “We cannot, as a rule, relate behavioural options directly to thegrammar”, and so semantic networks constitute “a bridge between behavioural patterns andlinguistic forms” (Halliday, 1972[2003]): 334); they are “what we understand by‘semantics’”, and they constitute “a stratum that is intermediate between the social systemand the grammatical system” (Halliday, 1972[2003]): 347).
In this short paper I want to apply existing semantic network descriptions (e.g. Hasan,
1983, 1996, forthcoming, Hasan et al. 2007), to one sample question from a current affairs
interview from 2003 with Australia’s then Prime Minister, John Howard, in order to be able
to understand what and how a message means; this, I would argue, is the precondition for a
judgment about whether a journalist has fulfilled some criteria by which one might evaluate
his/her performance (see Lukin forthcoming). A message semantic analysis, following Hasan,
is revealing of how much a message can mean; in other words, it brings out how many
dimensions of meaning are in play. The interview from which the question is extracted141to boldly proceed ...

pertained to Australia’s involvement in the unfolding invasion of Iraq by “Coalition” forces.
The question I will examine consists of two messages (a term defined below; superscript
annotation on the question indicates message numbers and boundaries), and is as follows:
message1

When you sanctioned Australia's role in this war,|| message2did you imagine || that you would be
seeing the kinds of images of innocent victims [[now emerging]] – [[little children lying dead in
ditches from American fire || civilians young and old blown literally to pieces in Baghdad
markets]]?

There is now an extensive literature on the media reporting of the so-called “Iraq war”. Media
studies along such lines can be said to be concerned with the problem of whether those who
stand to gain by prosecuting war exercise undue influence on the reporting of it. Thus, in theevaluation of news in some given period, one can ask whether news functions as “symbolic
control” in Bernstein’s terms, or as a “fourth estate”, holding officials to account on behalf ofthe public they are elected to represent (e.g. Schultz, 1998). In the context of a current affairs
interview, the central resource of a journalist for “holding officials to account” is thequestion. Questioning must be variable, and capable of expressing distinctions such
“adversarialness” or “deference” (Clayman and Heritage, 2002). To paraphrase Halliday,
qualities such as “adversarialness” or deference” – or indeed any other forms of rhetoricalforce we might consider “enactable” through the process of subjecting a public figure to
being interviewed - will not be found directly in the grammar. A semantic network, with its
emphasis on describing “how meanings construe the distinctive attributes of some context”(Hasan et al, 2007: 716), provides the “bridge” between the actualized forms of language, andthe contextual work that language does.

2 Contextually open semantic networks
Hasan et al. (2007: 699-700) argue that the development of system networks for the
representation of meaning were a natural extension of Halliday’s view of language as“meaning potential”, and developed out of research problems with which the theory was
grappling in the 1960s: “As problems arose, so pressure was put on the resources essential to
the work’s progress…And nothing put as much pressure on the development of semantic
networks for analyzing meaning as contact with the research projects concurrently being
directed by Bernstein at the Sociological Research Unit”. Turner’s networks, also part of theearly history of semantic networks in the systemic tradition, were developed in the context of
this research, and constitute an attempt at the description of the context of maternal control.
Halliday 1972[2003] elaborated Turner’s network, and grounded his description by supplying
options in the network with realization statements. The validity of the network for Halliday
required three things: it had to specify the range of alternatives at the semantic stratum; it had
to relate the hypothesized categories to some general social theory or “theory of behavior”;
and it had to relate those same categories to the categories of linguistic form (Halliday,
1972[2003]): 334); this kind of statement would later be called by Halliday the “trinocularperspective” (Hasan, 1996). Halliday’s and Turner’s networks shared the feature that they
were context specific. Halliday argued that “the input to the semantic networks is sociologicaland specific; their output is linguistic and general” (Halliday, 1972[2003]: 331). And
although Hasan’s early attempts at (what in hindsight are the beginnings of) semantic
network description were oriented to the explication of coding orientation, Hasan’s
descriptions of options in semantics have, since their beginnings, aimed at “language
exhaustive semantic networks” (Hasan et al, 2007: 703). The bases on which Hasan argues
for “contextually open” semantic networks (see Hasan, 1996: 114), include that:• while “the constraints on the privilege of using certain meanings rather than others” is always contextual,
this situation is not different in kind from that with respect to the choices in lexicogrammar

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• like networks in lexicogrammar, semantic networks, even those oriented to the description of one definedcontext type, are capable of describing distinct actualisations of that context type.
• and, that as the description of “contextually specific semantic systems” develops, these systems will befound to be permeable

Clearly these claims need exploration and testing. Hasan et al. 2007 reviews some of theresearch in which contextually open semantic network descriptions for the unit of message
have been applied. The most extensive of this work is by Cloran (1994 etc) and Williams(1995), which has made use of Hasan’s descriptions largely within the same research agenda,
i.e. that of exploring semantic variation. This may be the reason why Martin (2009) describes
Hasan’s semantic networks as “designed for the study of adult/child interaction in home andschool” (Martin, 2009: 161). But, while the networks have not been tested as extensively as
they should (given SFL’s preoccupation with meaning), they have been applied to contexts
outside of those for which they were initially developed (e.g. Chan 2005, Hall, 2004, Maleyand Fahey, 1991, Hasan et al. 2007, Lukin et al. 2008). Moreover, Hasan 1996 is insistentthat semantic systems are contextually open, and that her descriptions are, in principle,
capable of being applied to any context of situation. Such a claim is not contradicted if agiven researcher finds the need to propose amendments (as in, for instance, Chan, 2005,
Lukin et al. 2008, Williams 1995). The networks will, over time and through use, be
extended in delicacy, a process that takes “the realization steadily toward ‘delicate grammar’,eventually reaching the point of lexis” (Hasan et al., 2007: 714).

3 A network for the semantic unit of message
In the turn made by the journalist above, what has been meant? To begin the analysis, notethat the point of origin for Hasan’s semantic networks is the message, defined as “thesmallest significant semiotic action that an interactant might take in the context of aninteraction so as to affect its character” (1996: 117). Figure 1 sets out the primary systems
with respect to messages with the feature [progressive], which is realized by a [major] asdistinct from a [minor] clause (Hasan, 1996). These systems are: (4a) RELATION ENACTMENT(which replaces the earlier term ROLE ALLOCATION, e.g. Hasan 1996), (4b) CONTINUATION,(4c) AMPLIFICATION, and (4d) CLASSIFICATION. RELATION ENACTMENT refers to meanings
associated with the INTERPERSONAL metafunction, CONTINUATION to the TEXTUAL,AMPLIFICATION to LOGICAL relations, and CLASSIFICATION to the EXPERIENTIAL
metafunction (Hasan, 1996, forthcoming). Given these systems are simultaneous, when aspeaker ‘chooses’ a particular means for the expression of a demand for information, thesemantic unit which carries the ‘questionness’ is also a location for the expression of othermetafunctionally-related meanings. Thus, the force of a question in its context of situation
will be in the combination of its qualities as question, and the features it displays with respect
to the other metafunctional semantic systems.
In the analysis of O’Brien’s question, I will consider the semantic network systems in thefollowing order: 4b, 4c, 4d, 4a. 4b, the system of CONTINUATION makes a primary distinction
between [topic maintaining] and [topic changing]. O’Brien’s question is [topic maintaining],
since it follows the question John Howard, you said last week that the civilian death toll was
low. What is an acceptable number of civilian deaths in a war? The example question is thesecond of five questions in a row all on the topic of civilian casualties. A further question
slightly later in the interview also echoes this topic (see interview transcript here:
http://www.abc.net.au/7.30/content/2003/s821040.htm ). It seems reasonable to hypothesizethat at least one basis for a journalist to be seen as “adversarial” or “hostile” in his/herquestioning of an interviewee would be evidence of topic maintenance, since topic
maintenance can signal that the addressee’s answer is being treated as inadequate.

143to boldly proceed ...

Figure 1 Hasan’s primary options for a message with the feature [progressive] (based on
Hasan, 1983, 1996, forthcoming, and personal communication)
With respect to the semantic system of AMPLIFICATION, there are three primary systems:
the first entails a distinction between a message as either [basic] or [supplementary]. Message
1 (When you sanctioned Australia's role in this war), is a [supplementary] message, while theremainder of the turn, message 2, is a message of the [basic] type. The feature [basic] is a
pre-condition for entry into the system of RELATION ENACTMENT. Thus, the [supplementary]
message does not enter into the exchange, in the sense that its representational content is notdirectly proffered for confirmation or refutation. Message 2 in this example would beanalysed, with respect to AMPLIFICATION, as [basic&supplemented]; i.e the [basic] message
is [supplemented] by message 1. By contrast, a question such as What stage do you think thiswar is at now would be a [basic&non-supplemented] message. Still in system 4c, the message
has the feature [prefaced], with the clause did you imagine acting as a prefacing element to
the rest of the message. Hasan argues that when the feature [prefaced] occurs in theenvironment of a question, the question “is not about what the world is like; it is rather aninquiry about someone’s … ‘mental representation of that world’” (Hasan, 1991[2009]: 250).
It is a type of question that “seeks not so much to know what the world is like as it seeks toknow what someone else’s view is” (Hasan, 1991[2009]: 254). The effect of the choice of[prefaced] needs to be considered in relation to the option taken up with respect to the systemof CLASSIFICATION. For space reasons, only a small section of this network appears in Figure
1. With respect to the system of EVENTS, the [basic] message selects [mental]. The question
thus probes the mental representation of the addressee’s inner world. The events of the outerworld which created the necessity for the interview are found embedded within the object of
the Prime Minister’s mental process: they are at a distance from the nuclear elements of themessage. In the representation of the “outer world”, the transitivity choices express agency
either directly at clause rank (viz. blown to pieces) or obliquely at group rank (via acircumstance of manner: means – from American fire); these wordings avoid the specificationof human agency with respect to the carnage referred to in O’Brien’s question (see Lukin etal, 2004 for agency-effacing options). These choices combine with a further message
semantics system relating to the construal of time (which has not been displayed here). But itshould be noted that the question probes the perception of the Prime Minister from a pasttime, projecting into a hypothetical future (did you imagine you would see...).

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Figure 2 Options in demand + information (Hasan, forthcoming; Hasan 1983, 1996)
I turn now to analyse the nature of the question with respect to the system of RELATIONENACTMENT. Figure 2 sets out Hasan’s network for questions (see Hasan, 1996,
forthcoming). The network makes a primary distinction between questions that [confirm]
versus those that [apprize]. Here it is worth reiterating that the system network is anoperationalization of Saussure’s “associative” relations (Hasan, forthcoming). At each pointthat a choice is made, the significance of a feature lies in the fact that it was chosen fromsome set of alternatives. O’Brien’s question is a [confirm] question, that is, in general terms,
the propositional content of the question is entirely configured, and the addressee’s role is toconfirm or deny what is offered. Hasan argues that [confirm] questions are either procedural(‘Do you want your lunch now?’) or lead to what Bernstein (1971) called ‘sympathetic
circularity’ (it’s lovely here, isn’t it?) or exercise other forms of relation enactment (Hasan,
forthcoming: 36). Of the [confirm] types, an [ask] type is “the most neutral way of attempting
to elicit a yes/no response” (Hasan, 1991[2009]: 246). O’Brien’s question is also [nonassumptive] (i.e. did you imagine you would… rather than didn’t you imagine you would…).
Associated with the feature [assumptive] is “a sense of challenge to the addressee; the idea isthat the person asking such a question ‘knows best” (Hasan, forthcoming: 37). None of
O’Brien’s questions to the Prime Minister in this interview display this feature.

4 Summary of features of this interview
In summary, the example question combines the following features: 4a: [confirm:ask:nonassumptive]; 4b: [topic maintaining]; 4c: [basic&supplemented&prefaced]; 4d[mental:perception]. Even with this quite indelicate analysis, it is possible to see how much isdone in the uttering of single message. As suggested in the introduction, bringing out thedimensions of meaning in a message complex such as the one examined here is a precursor
for any kind of evaluation of this discursive practice. The significance of these choices would
be clearer if I had been able to spell out the other available but unselected options in thesesystems. In a linguistics which seeks, following Firth (1950), to make “statements ofmeaning”, the point of the analysis must be to account the kinds of meanings expressed
through the combination of a given selection of features across these networks, and to show
how these meanings “construe the distinctive attributes” of the situation (Hasan et al, 2007:716). To conclude, let me briefly present a slightly bigger picture of this interview (see also
Lukin, forthcoming, for a contrast between this and other interviews by this journalist), bysummarizing the options selected in RELATION ENACTMENT with respect to the interviewers
turns. The interviewer, Kerry O’Brien has twelve turns across this interview, seven of which
involve a message which constitutes a question. This means for five of these turns at the pointof handover to the interviewee, O’Brien was giving rather than demanding information, as in,145to boldly proceed ...

for instance, I don't imagine we look to Saddam Hussein for ethics, Prime Minister, but I
hope we look to Australia, America and Britain for ethics. This finding is interesting withrespect to both field and tenor. Five of the seven questions were [confirm] type, including
three [ask], and one each of the type [verify: reassure] and [inquire: check]. There are two[apprize] questions in the interview (What is an acceptable number of civilian deaths in awar?; What is your definition of short and specific duration?). Hasan argues that [apprize]
type questions place greater demand on the listener. Both of the [apprize] questions in theinterview are of the type [specify: actant: open]. It should be noted that absent from theinterview are questions of the [explain] type. In other words, despite the reference to thePrime Minister’s responsibility for the decision to send Australian troops to Iraq, O’Brien
does not ask the Prime Minister any “how” or “why” questions.

References
Chan, E. (2005). Dialogue and evolving meaning potential: Developing abstraction in children’s texts.
(Unpublished PhD Thesis), The University of Sydney.
Clayman, S and J. Heritage. (2002). Questioning presidents: Journalistic Deference and Adversarialness in thePress Conferences of U.S. Presidents Eisenhower and Reagan. Journal of Communication. Dec., pp 749-775.
Cloran, C. (1994). Rhetorical Units and Decontextualisation: An enquiry into some relations of context,
meaning and grammar. Monographs in systemic linguistics, No: 6. U. of Nottingham: Dept of Linguistics.
Firth, J.R. (1950). Personality and Language in Society. In The Sociological Review: Journal of the Institute ofSociology. 42: 2. pp37-52.
Hall, P. (2004). Prone to distortion? Undue reliance on unreliable records in NSW Police Service formalinterview model. In J. Gibbons, V.Prakasam, K.V.Tirumalesh and Nagrajan (eds) Language in the Law. New
Delhi: Orient Longman Private Limited.
Halliday, M. A. K. (1972[2003]). Towards a sociological semantics. In J. J. Webster (Ed.), On Language andLinguistics. London and New York: Continuum.
Hasan, R. (1983). Message semantics coding manual. Mimeo. Department of Linguistics, Macquarie University.
Hasan, R. (1991[2009]). Questions as a mode of learning in everyday talk. Reprinted in Hasan, R. 2009.
Hasan, R. (1996). Semantic networks: a tool for the analysis of meaning. In Carmel Cloran, David Butt & Geoff
Williams, eds., Ways of Saying, Ways of Meaning: Selected papers of Ruqaiya Hasan. London: Cassell.
Hasan, R. (2009). Semantic Variation: Meaning in society and in sociolinguistics. The Collected Works of
Ruqaiya Hasan, Vol 2, edited by J.J. Webster. London: Equinox.
Hasan, R, (forthcoming). Choice taken in the context of realization. In L Fontaine, T Bartlett, & G O’Grady(eds) Systemic Functional Linguistics: Exploring Choice. Cambridge: CUP.
Hasan, R, C. Cloran, G. Williams & A. Lukin. 2007. Semantic networks: the description of meaning in SFL. R.
Hasan, et al. eds., Continuing Discourse on Language Vol 2. London: Equinox.
Lukin, A. forthcoming. Meanings in questions: a case study of the ABC’s current affairs coverage of the 2003
invasion of Iraq. Journal of Applied Linguistics and Professional Practice.
Lukin, A., Butt, D.G., & Matthiessen, C.I.M.M. 2004. “Reporting War: A View from Linguistics” in Pacific
Journalism Review. Vol 10, No 1, April 2004. pp 58-74.
Lukin, A, Moore, A, Herke, M, Wegener, R. Canzhong W. (2008). Halliday’s model of register revisted andexplored. Linguistics and the Human Sciences. Vol 4, No 2 (2008). Publication year 2010.
Maley, Y. and Fahey, R. (1991). Presenting the evidence: constructions of reality in the court. International
Journal for the Science of Law iv(10).
Martin, J.R. (2009). Discourse studies. In R. Hasan, C.M.I.M. Matthiessen, J.J. Webster, eds., Continuing
Discourse on Language Vol 2: A functional perspective. London: Equinox.
Robinson P, Goddard P, Parry K and Murray C. (2009). Testing models of media performancein wartime: UK
TV news and the 2003 invasion of Iraq. Journal of Communication 59(3):534–563.
Shultz, J. (1998). Reviving the fourth estate: democracy, accountability, and the media. Cambridge: Cambridge
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dissertation). Macquarie University: Department of Linguistics.

146

Papers from the 39th ISFCSFL and language branding
Susana Murcia Bielsa
Universidad Autónoma de MadridSpainsusana.murcia@uam.es

Abstract
Systemic Functional Linguistics (SFL) has many applications, but its application to language branding is notvery well known. When we talk about how brands are represented, we normally think about the images thatprovide the brand’s visual identity: generally through ads, logos, colour scheme, or simply the look of the
product. However, brand identity is also conveyed through language. Language branding refers to how language
is used in corporate communications to provide or reinforce a particular brand identity (e.g. adventurous, safe,
innovative, prestigious, modern). Language branding is especially interesting in the case of companies which
provide services, rather than material products, because the relationship with the customer is mainly establishedthrough regular communications. This paper will show how, following the techniques proposed in Delin (2005),
SFL is successfully used in language branding work carried out for some Spanish companies, namely a bank anda health insurance company. Various aspects of SFL have been found useful in language branding, includingtransitivity, reference, formality vs. informality, and appraisal stance. In addition to providing a general overview
of language branding, I will provide specific examples extracted from Spanish language audits and from branded
language recommendations – which are generally known in the field as Tone of Voice manuals.

1 Introduction
The ways companies interface with their customers have evolved greatly in the past century,
from a focus on just the product in the first half of the 20th century, through a focus on brandfrom the 1950’s onwards, to a focus in the early 21st century on how a brand is createdthrough the series of experiences that consumers undergo involving the brand (Diller et al.,2005: 6-7). The practice of branding as we know it today is intimately related to the notion ofbrand identity or brand personality and is widely used in the world:most brands – at least to their owners – are motivated by some explicit statement of their position: aset of characteristics, traits, or behaviours that expresses what is unique or distinctive about thebrand. (my bold) (Delin, 2005:8)

It is, therefore, this identity - which is associated with particular brand values - thatdifferentiates one company from its competitors; for example, a company’s identity might beassociated to the values ‘new and innovative’ while its competitors might choose to be ‘safe
and secure’.
Brand identity has traditionally been conveyed through what is known in the field as thebrand’s visual identity – all the mechanisms that allow a brand to express its brand values
visually, e.g. logo, colour scheme, typography, images and also layout. In fact, up to quite
recently, most companies only developed their visual identity. The last few years, however,
have seen an increase in the interest and development of what has been termed verbal identity(Simmons, 2000; Allen and Simmons, 2009) – the expression of brand values throughlanguage, or what is known in the field as a brand tone of voice (ToV). Other works (e.g.
Delin 2005) prefer using the term language branding to refer to how language is used incorporate communications in order to provide or reinforce a particular brand identity (e.g.
adventurous, safe, innovative, prestigious, modern). Obviously, linguistics and, as Delin(2005) shows, Systemic Functional Linguistics (SFL) in particular can make a great
contribution to the development of branded language. This application of SFL to language147

to boldly proceed ...

branding, however, is not well known within the systemic community. Therefore, the purposeof this paper is to show how SFL has been successfully used in the language branding workthat Judy Delin and I did for several Spanish companies, although I will focus here on only
two of these, a bank (BBVA) and a health insurance company (Sanitas). I will show how,following the procedure specified in Delin (2005), different areas of SFL have been appliedboth in the language branding process for these companies.

2 Language branding
Companies spend large amounts of money to design their own brand personality. This brandpersonality should be reflected in the wide range of communication types and modes, as wellas through the language used in these communications. But not all brands are similar or havethe same requirements. Two main types of brands can be identified in terms of what they
offer to the customer: product brands and service brands. As Olins (2003: 75) puts it,‘Product brands are about products. Service brands are about people.’ Product brands, whichsimply sell a commodity, can probably rely mostly on visual identity without needing to pay
excessive attention to their language (with the exception of the name, the slogan and thelanguage used in advertising and packaging). However, brands that provide a service (e.g.
banking, insurance, health, telephone, energy) need to maintain a continuous relationshipwith the customer, through bills, letters offering new services, etc. Service brands are thus
particularly interesting for the linguist, since, ‘the experience of the brand is almost
completely constituted in acts of communication’ (Delin, 2005: 7) because they establish
longer relationships with the customer.
The brands studied in this paper (BBVA and Sanitas) provide banking and health services
and are, therefore, service brands with a long customer journey and quite frequent
communication throughout this journey. Before we move onto the application of SFL tolanguage branding in these two brands, let me briefly introduce these brands and theirpositioning:
BBVA provides banking services and has branches and offices all over the world, but
especially in Latin America and Europe. BBVA’s brand positioning is based on 3 brandprinciples or values: ‘Leadership’, ‘Innovation’, and ‘For people from people.’31
Sanitas is now part of BUPA and has been providing health services in Spain for morethan 50 years. Its brand principles are: Caring, Respectful, Ethical, Enabling, Dedicated andAccountable.
Brand values tend to be quite broad and not always easy to transfer onto language in astraightforward way. Thus, for language branding purposes, brand values tend to be“translated” into more manageable values often called “Tone of voice principles”. In the caseof BBVA, the tone of voice principles include: professional, positive, open and people
together. In the case of Sanitas, the tone of voice principles are: inclusive, energetic,
authoritative, inspiring about health, and human.
Having introduced what language branding involves and the two brands studied, thefollowing subsection will present those aspects of SFL theory that have been found to provide
a valuable contribution to the expression of brand identity, as suggested in Delin (2005).

31

See Foro de marcas renombradas Españolas (2008:268-269) for information on BBVAs business, and Alloza(2004) y Grupo BBVA (2006:15-16) for detailed information on this brand and its brand values.

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2.1 Applying SFL to language branding
Among the linguistic means within the SFL framework that are particularly fruitful in the
study corporate communications and language branding, Delin (2005: 12ff) highlights thefollowing: transitivity, chains of reference (Halliday & Hasan 1976), formality vs.
informality, and appraisal stance (Martin & White, 2007). The study within corporate
communications of all of these areas will expose how the brand positions itself and its
customers.
The next subsections will apply these techniques to communications samples (sometimes
external and others internal) of Spanish service brands and show how they help reinforce
brand positioning.
2.1.1 Transitivity
The system of Transitivity (Halliday & Mathiessen, 2004) involves the study of processes,
and participant roles associated to those processes. In Delin’s approach (2005:18) transitivity
is used to see how the brand positions itself and its customers, and how it builds relations:This kind of study is related to what Fairclough (1989: 202) has called ‘building relations’ between
the producer/advertiser and the consumer, ‘building images’ of products (in our case, brands), and‘building consumers’ themselves by associating them with ideal ‘subject positions’ in which theymight be likely to accept or reject the product and their relationship with it.

By looking at what kinds of processes are included in a company’s communications andwho performs these processes or is affected by them, we can see how the brand positions
itself and its customers. Let’s illustrate this with a text from Sanitas before the language
branding took place. Table 1 shows the processes associated to Sanitas in the Sanitas Oroleaflet, which provides information about this particular cover, to help potential customers
choose the product most suitable for them.
Doer
Sanitas Oro Reembolso
Sanitas Oro
Sanitas(nosotros)
servicio

Process
ofrecer [offer]completar [complete]ofrecer [offer]
Incluir [include]aumentar [increase]
ofrecer [offer]crear [create]permitir [allow]

Context
atención primaria [primary attention]su asistencia sanitaria [its health services]
mejor servicio [better service]coberturas [covers]
compromiso con salud [commitment to health]
Coberturas [covers]
Sanitas Oro [Sanitas Gold]contacto permanente [permanent contact]

Table 1: Processes associated to Sanitas in ‘Sanitas Oro’ leaflet
From the tokens in Table 1, we observe that Sanitas offers services (ofrece atención
primaria, completando su asistencia sanitaria, ofrece mejor servicio, incluye coberturas),
expressed through material processes. In addition, processes such as ‘complete’ and‘increase’ (completando and aumentando nuestro compromiso con la salud) indicate an
improvement of the service provided. At this stage, therefore, Sanitas positions itself as
creating opportunities for the customer, by making goods and services available.
Furthermore, Sanitas, its products and services are also associated with processes such as
creating (crear), and allowing or enabling (permitir). Except for one case (En Sanitas
estamos convencidos de que lo más importante es cuidar la salud), this text does not position
Sanitas as having beliefs, feelings or thoughts.
As regards customers, this text places them in a rather passive role; customers are
positioned as simply having access to tangible benefits (e.g. health cover, services), while149to boldly proceed ...

they could have been positioned as receiving also lifestyle benefits (improvement of lifestyle,happiness, health, peace of mind), which would be more in keeping with their principle‘Inspiring about health’.
Examples of text after the language branding process add a stronger positioning of Sanitas
as having feelings, beliefs and thoughts (with mental or near-mental behavioural processes),
providing a more human personality of Sanitas, as shown in the following examples:
Cuidamos de su salud … [We care about your health]Así entendemos en Sanitas lo que … [That’s how we understand in Sanitas what …]

In addition, the newly branded texts position the customer as benefiting from intangibles,with mental processes such as ‘ enjoy’ or ‘like’ (disfrutar de la tranquilidad [enjoy peace ofmind], Porque le gusta poder moverse con libertad [because you like moving freely]), whichconvey their principle ‘inspiring about health’.
2.1.2 Reference and chains of reference
Chains of reference are examined in language branding to see ‘how the brand and concepts
related to it are evoked and kept activated in the mind of the hearer/reader’ (Delin 2005: 12).
Based on the work by Halliday & Hasan (1976), Prince (1981) and Gundel et al. (1993),
Delin (2005:13-14) develops a very useful tool for assessing how strongly a brand is evokedin texts. Among the most strongly evoking means of reference, Delin includes:
repetition: Sanitas … Sanitas
partial repetition: El Grupo BBVA … El Grupo
co-reference: BBVA … pronouns (nos), verbal ending (apostamos)
brand elements: logo, colour, BBVAnet
possessive inferrables (less strongly evoking): BBVA … nuestras oficinas [our offices]
Among the references to brand, it is interesting to notice that Sanitas brands all its
services by repeating the brand name: Sanitas Oro, Sanitas Multi, Sanitas Dental. This
constant repetition strongly evokes the brand.
It is also interesting to study whether the brand is referred to as 3rd person or by using 1st
person plural. If, for instance, a customer receives a letter from the company and it refers tothe brand by using 3rd person singular, it gives an impression of detachment and distance on
the writer’s part of the writer.
When referring to customers, 3rd person reference is often used (el cliente [the client]).
Sometimes this is combined with the possessive pronoun (nuestros clientes [our customers]),
which serves a double purpose: it reinforces the brand by evoking it, and at the same time it
positions the reader as being part of the brand.
Another aspect of reference to customer that needs special attention in Spanish is 2nd
person reference. We will mention these cases in the following subsection on formality vs.
informality.
2.1.3 Formality vs informality
An important distinction available in Spanish and other romance languages is that between
formal and informal second person address. Until a few decades ago, distant address was
required in all business transactions. However, nowadays the practices as regards formal

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distance have changed and companies need to think carefully which form of address theychoose to use. The choice will depend on the tenor as well as on the mode of each interaction.
In the case of internal communications, the trend is for all communications to use
informal address (through the pronouns tú, vosotros and/or their corresponding verb endings)
at all levels. For external communications the issue gets more complex, as the brand needs totake into account the customer and his/her potential reaction to each form of address.
Customer’s age, rather than social status, is what tips the scales here. Younger customers
prefer informal tú, while older customers would be offended by the ‘closeness’ implied in
informal tú and prefer formal address (usted). Mode also influences the choice between
formal and informal address: webpages (which are a more modern means of communication)
tend to use informal address with tú. Letters (and also emails) that are personalised (e.g.
response to a request) can probably choose depending on the age of the customer. Telephone
contact through call centres will strongly go for formal address, as in the examples below:
Si necesitara el número, se lo podemos facilitar [If you need the number, we can give it to you]
Gracias a usted y enhorabuena [Thank you and congratulations]

In these two examples produced by an employee of Sanitas call centre as the final
exchanges in a conversation with a customer, we can see the use of formal address in the
subjunctive verb form necesitara [‘need’ 2nd p. sing. formal] in the first example, and the
pronoun usted [‘you’ formal] in the second one. Notice also that the first example exhibits
reference to the brand through 1st person plural verbal ending [podemos ‘we can’], an issue
discussed in section 2.1.2.
2.1.4 Appraisal stance
Brands have obvious commercial purposes and, to achieve their aims, they use attitudinallanguage. Part of the branding process often involves finding lexis that invokes the brandvalues. These values are usually positive ones and the lexis that expresses them can often be
analysed as tokens of the Attitude and Graduation systems within Appraisal theory (Martin &White, 2007). When looking at one of BBVA texts, for instance, we can see that two of theirbrand principles ‘leadership’ and ‘innovation’ are extremely positive words. Some of thebranded language that BBVA uses includes clearly positive nouns such as pioneros [pioneer],calidad [quality], ventaja [advantage], innovación [innovation]. In addition, the adjectives
they use (nuevo [new], sólida [solid], fuerte [strong]), apart from being positive, are often
graded, as in mejor [better], más completa [more complete], máximo [highest]. All of thesehelp position the brand as unique and differentiated from its competitors and indicate thatappraisal is an avenue worth exploring with regards to language branding.

3 Conclusions
Although many brands have in the past paid attention only to their visual identity andneglected the way brand identity is expressed verbally, brands (and in particular service
brands) cannot turn their backs on the potential that language offers for conveying their brandvalues. As shown in the literature, language branding can benefit from linguistics and, inparticular from the Systemic Functional Linguistics framework. This paper has followed
Delin’s (2005) approach, and applied various aspects of SFL to Spanish corporate
communications from two service brands in order to show how these brands position
themselves and their customers. The areas explored and illustrated with Spanish examples
include transitivity, reference, formality vs. informality, and appraisal stance. All of them arefruitful mechanisms for reinforcing brand values and brand positioning through language.

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to boldly proceed ...

References
Allen, T. and J. Simmons (2009). Visual and verbal identity. In R. Clifton and J. Simmons (Eds.) Brands andbranding (pp. 113-126). New York: Bloomberg Press.
Alloza, A. (2004). El caso de BBVA. La marca, la experiencia y la reputación corporativa. MK
Marketing+Ventas, Nº 189, 112. http://pdfs.wke.es/8/7/2/8/pd0000018728.pdf
Delin, J. (2005). Brand Tone of Voice: a linguistic analysis of brand positions. Journal of Applied Linguistics,
2(1), 1-44.
Diller, S., Shedroff, N., and Darrell, R (2005) Making Meaning; How Successful Businesses Deliver Meaning
Customer Experiences. Berkley: New Riders.
Fairclough, N. (1989). Language and Power. London: Longman.
Foro de marcas renombradas españolas (2008). Grandes Marcas Españolas. Leading Brands of Spain. Madrid.
Grupo BBVA (2006). Informe anual de responsabilidad corporativa 2005.
Gundel, J., Hedberg, N. and Zacharski, R. (1993). Cognitive status and the form of referring expressions inEnglish. Language 69, 274–307.
Halliday, M.A.K. and C.M.I.M. Matthiessen (2004). Introduction to Functional Grammar. 3rd Edition, London:
Edward Arnold.
Halliday, M.A.K. and R. Hasan. (1976). Cohesion in English. London: Longman.
Martin, J.R. and White, P.R.R. (2007). The Language of Evaluation: Appraisal in English. Basingstoke and
New York: Palgrave Macmillan.
Olins, W. (2003). On Brand. London: Thames and Hudson.
Prince, E. (1981). Toward a taxonomy of Given-New information. In P. Cole (ed.) Radical Pragmatics (pp. 223255). New York: Academic Press.
Simmons, J. (2000). We, Me ,Them & It. London: Texere.

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Loops of spoken language in Danish Broadcasting Corporation
news
Michael Ejstrup, and Bjarne le Fevre Jakobsen
Danish School of Media and Journalism and Institute of Language and Communication, University of Southern
Denmark
me@dmjx.dk and bjarne@language.sdu.dk

Abstract
The tempo of Danish television news broadcasts has changed markedly over the past 40 years, while thelanguage has essentially always been conservative, and remains so today. The development in the tempo of thebroadcasts has gone through a number of phases from a newsreader in a rigid structure with well-editedmaterial, in 1965, to an anchor who hands over to journalists in live feeds from all over the world via satellite,
Skype, or mobile telephone, in 2011. The narrative rhythm is faster and sometimes more spontaneous. In thisarticle we will discuss aspects of the use of language and the tempo of programmes, and we will anchor
television news in a wider context.

1 Introduction
1.1 Television news on DR (Danish Broadcasting Corporation) as amedia-cultural genre, and as a sub-element of the news media reality
As a genre, television news on DR has undergone a root-and-branch transformation, which
can be seen as a consequence of the societal, media, and technological contexts in which the
TV news forms a part. In overall terms (Eggins (1994/96: 34) the genre can be defined as thecommunication of news executed disparately, and through multiple mediums, for example,
the press, radio, TV, the internet, and smartphone. It is under continuous development in thesame way as the literary novel or film drama. Television news on DR should be seen as anelement of the communication of news, and television news in 2011 is the analytical centre ofgravity of this process in this paper. Its contrast can be found in the 1965 genre which
represents the starting point on a timescale while the 2011 genre is the current end-point of
the development. This is defined in Eggins and in functional linguistic, communication, andmedia science, as the impact of the context of culture on language:
The concept of genre is (...) the impact of the context of culture on language, by exploring thestaged, step-by-step structure cultures institutionalize as ways of achieving goals.
(Eggins (2004/2007): 9)

Television news should be seen as a concrete impact on the general cultural context (i.e.
all of the surrounding world), in which the linguistically anchored interaction occurs on two
fronts: that between the newsreader/reporter speaking directly to the viewers, and thatbetween the interviewer and the interviewee, which in turn, has the viewer as the target
group. The broadcast sets the scene with time, place, and participant, and is organized andstructured through items selected on the criteria of news value and importance at a particularpoint in time.

2 Language in the TV news, 15 October 1965
By way of introduction, we will look back to the infancy of television and television news,
when the only channel Danes could relate to was the Danish Broadcasting Corporation, and153to boldly proceed ...

we will look at how the genre’s language manifested itself in October 1965. The newsreader
is a middle-aged man whose name is Eric Danielsen. He sits dressed in a jacket, white shirt
and tie. During the entire broadcast he remains seated with his gaze flickering in turn between
a very visible script and a camera whose angle is constantly towards Danielsen’s front. The
news is introduced in October 1965 with clear ‘Good evening’, in which an archaic and upperclass tone is struck, with pronounced soft ’d’ (th) and closed ’a’ vowels (which today wewould recognize in Danish names such as Hansen and words such as can). This waspronunciation which, even in 1965, most people either had abandoned or had never used.

2.1 First normative guidelines and remarks on rhythm and tempo
Here it is interesting to include Ulla Albeck’s book Farlige Ord (Dangerous Words),
which was published by J. H. Schultz Forlag in 1942. In the preface to the book one can read:… It is the Task of the Committee to assess the Language which is spoken on the Radio, andto contribute to the Advancement of good and correct Pronunciation… Farlige Ord, which is thefirst normative Guide in the Pronunciation of the Queen’s Danish is intended not only to be a
Guideline for the many who contribute to Radio Broadcasts, but also a popular Aid for everyone
interested in the Pronunciation of the Danish Language …. (Albeck (1942): 3)

With its 45 closely-typed pages, the book contains long and meticulous lists of not how
words should be pronounced, but how they must be pronounced. The vowels in words suchas træ (tree/wood), græde (weep) and træde (tread) must be pronounced as æ-vowels (not avowels); the vowels in butik (shop), sikker (certain) and vikle (to wind) must be e-vowels (notæ-vowels); it is recommended that the r-consonant is dragged over to start the next syllable infeminine words such as lære-rinde, (teacher) danse-rinde (dancer) and skuespille-rinde(actor) ( –inde corresponds to the English –ess, as in actress). These are archaic
pronunciations from the language of the Copenhagen social elite. It could almost be said thatevery detail in the pronunciation of Danish is given a lecture to help it on its way. As outlinedin the following description, the impact of this work has been enormous, and the thinking
behind it has set the agenda for the language in the Danish Broadcasting Corporation eversince.
In a more global perspective Theo van Leeuwen argues with reference to Evans (1972: 50)
that the rhythm of newscasters is monotonous, as follows:	
  Perhaps newsreading, like other formal, official types of speech, has to sound impersonal andofficial. One way of achieving this is then to 'regulate' what should or should not stressed…on thebasis of an impartial, mechanical 'rule', which will guarantee an impression regularity. (vanLeeuwen, 2005: 190)
	  The newsreaders in the Danish television news on DR also follow these rules and model
until about 1990, where one can see a development away from that. The personality of the
speaker is then more emphasized and in 2011 some of the newsreaders have a personalpronunciation close to everyday spoken language. Similarly, elsewhere, the pronunciationcommittee with Daniel Jones and George Bernard Shaw set the standard for the BBC, but thatkind of committee does not exist anymore. Germany does not have such a development, andin the German 'Tagesschau' (ARD) they still speak 'Neuhochdeutsch'.
	
  During the 40 years of our investigation the speech tempo has been growing all the timeand so has the measure of taped and on-the-spot reports. The reports and the interviews havebeen shortened with the result, that the density of information is much higher now. We also
know that the level of distinction – if you measure it in clearly separated syllables – has been
declining in Danish radio news from 1950 until today (Thoegersen, 2011). The tempo in154

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Danish radio news has become faster in measured words per second and in speech andarticulation speed. The major difference is in the speaking tempo, when the pauses areincluded in the measures. This means that there have been fewer and shorter breaks in the
spoken language of Danish radio news.
2.1.1 Newsreading
The newsreader in 1965 is a middle-aged man who holds the script in his hand and reads
clearly from it. Consequently, the language totally parallels the written language with the
linguistically rigid and minimalist elements which characterize writing. The newsreader has
thus his full attention on the script and only in glimpses is there a nervous interaction with thecamera. The rhythm of the speech is staccato and the intonation is monotonous without the
prosodic colouring of the spoken language. Breathing is adapted to the reading rhythms andis in step with the radio speaker model discussed in section 2.1. Speech is thus clearlyscanned to the pattern and punctuation of the written language. Full stops are clearly marked
in the rhythms and, occasionally, and disturbingly, grammatical commas can be heard in thisvery well-trained and experienced newsreader’s speech. Generally, it can be heard thatspeech has been scanned to units of meaning, or, it could be said, phrase size. In this way, thewritten language form is clearly prominent and the television news presents as a written
newspaper which is just read aloud. Forms of address to interviewees are consistent, De, Dem
and Deres (formal forms of you, yourself and your) in a news item where journalist, Claus
Toksvig is visiting the head of Askov Højskole, a well-known school.

3 Language in TV news, 1 February 2011
In 2011 we start live with a news item from Egypt. The news anchor, Klaus Bundgård
Povlsen, is middle-aged and dressed in a jacket, shirt and tie; as we know it all the way backfrom 1965. The tempo has increased considerably and the anchor now stands and moves
around the studio while presenting the news. The speech tempo has also increased andeveryday speech has now moved into the anchorman’s presentation. Klaus Bundgård Povlsen
speaks in a modern Copenhagen dialect, in which some of the pronunciation patterns indicate
what socio-linguists would call Low Copenhagen. For example, he clearly pronounces vocal
qualities which are influenced by a following soft d (English th). This means that words suchas jyde and jøde (Jute and Jew), hvede and væde (wheat and wet), truede and troede(threatened and believed) sound alike. This is a modern feature of Copenhagen speech but is
unknown in the other Danish regions. Similarly, it is a feature which we have not before met
in DR news presenters over the years.

3.1 There are no ties that bind…
Television news in 2011 is no longer autonomous nor is it tied in time and space. Now theinternet, chat, blogs, and other forms of electronic media communication are part of the freeand constantly changing reality in the studio. Satellite images appear constantly withinformation from far and wide. In many cases the language is clearly colloquial even though
there are a few occasions when items are clearly scripted, and the normal language that weknow from the infancy of television news makes an appearance. A report from a young
journalist from a snowdrift near Horsens, and an item on the travel branch, from Kastrup
airport, have been prepared for the evening news, and the language is marked by monotonyand sentence constructions of the written language; speech rhythms are staccato. It is very
close to the 1965 model.

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3.1.1 …but Steen, we heard of course
The anchor in 2011 presents, in a number of connections, unscripted items, with appropriate
pronunciation, sentence constructions, prosody, and interview control elements. For example,
in a live interview with journalist Steen Nørskov he interrupts with a …but Steen… andchanges to a more comradely tone. This fails to get Steen Nørskov to surrender the floor to
Klaus Bundgård Povlsen so he follows up very quickly with…but Steen, we heard, of course,that he…eh…actually was…eh…in a fairly weak position. Isn’t it a little fraudulent?.... In
another item he states,….that one day the history books can tell us that on the first of
February a huge crowd was gathered in Tahir Square….And again, a little later …We Danes
are very ready to do more voluntary work than we actually believe…. Here he employs
contractions that are unacceptable in the written language.
The spoken language has free rein, the anchorman moves around the studio with his cuecards in his hand, allowing facial expressions with raised eyebrows which reveal empathy
and activity; he switches between the quite literal language of his cue-cards while introducing
his guests with light comments such as …now we have you again from Cairo, Steffen…. andlater he adds …what I hear you saying is that it could actually happen that he resigns …. We
have reached the point that modern Copenhagen speech is accepted on the television news aslong as it sticks fairly closely to the habits and norms from the north eastern areas along theNorth Zeeland east coast.

4 Genre and register and autopoiesis in the TV news, 1 February
2011
The internet has made its entry on the television news. The journalist reports directly via a net
connection of reasonable quality and thus we are no longer dependent on a costly satellite
connection. Now, it is all about getting a correspondent or others on the spot, which, in thiscase, is Cairo. Several individuals from all over the world can be displayed in their separate
screen segments, so that the tenor, mode, and field in the Eggins model field register
constantly change balance. As much as possible, reporting of events like the uprising in
Egypt is live and the development in the coverage follows its own cycle. First we know
nothing and items are ended with, ’See the next transmission at … where we will know somemore’ and again reference will be made to the later programme. The viewers are kept on atight rein and only viewing figures matter. A good television news programme means one
with high viewing figures. High figures prove that the news presenter is good; low figures,that he is less good. Correspondingly, individuals appear and disappear from the screen. Ifviewers zap away when a particular individual appears on the screen then that individual is
not invited to appear again. The autopoiesis of television news has acquired an inbuilt
correctional factor that would have been inconceivable earlier, because the system would
otherwise break down.

4.1 Writing on the screen
There is still, in 2011, a tension between the written and spoken language in DR’s news
programmes. For many years, the written language has had a totally dominant position in
DR’s television news. There could be many reasons for this and the scope of this analysis
does not make it possible to present any certain conclusions. However, through Dansk
Sprognævn (Danish Language Committee), Retskrivningsordbogen (official Danish
dictionary) and educational institutions, such as the Danish School of Media and Journalism,
the written language has been prioritised and promoted as the norm for the media generally.
The language in Copenhagen and North Zeeland’s eastern region has thus acquired a156

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prominent position solely because the norms of the Danish written language have been basedon the position this language had in these regions almost 300 years ago.
The Danish spoken in the western regions of the country has not thus acquired any position
whatsoever in the media or in DR’s television news. In this connection, it is relevant to notethat both Danish legislation and DR’s charter emphasise language, and, in fact, the text of the
Act states:
Furthermore, particular emphasis must be placed on the Danish language and Danish culture.

Similarly, the public service contract for 2011-2014, states:
DR shall place particular emphasis on the Danish language and contribute actively to preserving
and developing the Danish language so that listeners, viewers and users, experience correct andcomprehensible Danish in DR’s programming…DR must additionally emphasise correct andcomprehenisble Danish in programmes and pursue an active language policy.

What is particularly interesting and illuminating is what is not stated, because what is“correct and comprehensible Danish”, and how is DR expected to prosecute an “active
language policy”. These are interesting questions and, as the analyses reveal, it appears to be
the norms of the written language of Dansk Sprognævn (Danish Language Committee) andRetskrivningsordbogen (official Danish dictionary) which form the framework for both ofthese. From this we arrive at the fact that the language along North Zeeland’s east coast, fromØsterbro in Copenhagen to Elsinore has once more acquired the position of being the correct
and the comprehensible. Not the east coast from Copenhagen’s Sydhavn to Køge, the east
coast from Nyborg to Svendborg, or the east coast from Skanderborg to Fredericia. This is
not stated explicitly, but the analyses of the language in the six television news programmes
on DR from 1965 to 2011 speak for themselves. And it should be added that in no way could
the language of the west-facing coasts in Denmark be included in the group “correct andcomprehensible Danish”. This is obvious. DR, as set out in the public service contract for
2011-2014, has a language policy, but Cordsen et al. (2009) reveal that in one specific area it
is not pursued as actively as could be expected from the contract. This applies to linguistic
diversity which is explicitly mentioned in DR’s language policy as deserving of promotion.
Cordsen et al. conclude as follows:
DR’s attitude to dialects is not apparent in the selected programmes, and the presenters’ dialectfree language is perceived as having a credibility and status as the language of a knowledgeable
and professional individual. Interviewees who speak with a dialect risk a loss of credibility.
(Cordsen et al., 2009: p. 53)

5 Media language spiral
The spoken language is our primary language with infinitely more nuances than the written
language can encompass. Such crucial elements as stress, tonal shift, abrupt and dynamic,
and distinctive prosody, are absent from the Danish written language. Writing is the humaninvention which allows us to save language from before we had the possibility of recording
and saving sound and images electronically. Writing is arranged as economically andminimalistically as possible. It is both practical and sensible, but unfortunately, this alsomeans that we surrender many of the nuances and fine detail which the sound register of the
spoken language gives us. To speak Danish demands knowledge of vocabulary, grammar andrules of pronunciation, i.e., knowledge of the formal language system. Additionally, speaking
Danish demands just as high a degree of the ability to adjust our language to other individuals
and situations. Language is an inseparable part of our culture and is rooted in our common

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cultural inheritance. The description of language must constantly shift between the focus on
the sender and the receiver, both of whom influence and are influenced by the language. The
sender must be aware of every element and give careful consideration to his use of language.
One example could be the television priest who has the public as his congregation, a specificfaith he must communicate a message on, because it is precisely that faith that has broughtthem together. A great many obstacles in the form of time, place, space, outside threats to thefaith, dogma, tradition, and particular expectations to the language of the church he must
consider carefully to enable him to use the language and act appropriately in thecircumstances. The media, in all its forms, must keep the same considerations in mind, whencommunicating journalistic messages. Here, it is not least the traditions which the media havecreated themselves, with a literal and Northern Zeeland influenced language being animportant factor. In this, the media have themselves created an expectation which forms alanguage spiral where the use of language by the media and by media users is more and more
remote from one another, in the same way that the distance between the written and spoken
language is constantly increasing.

6 Conclusion
In the article we have discussed how television news has undergone a root-and-branchtransformation over the past 40 years, while the use of language has lagged behind. We haveshown that this development can be recognized with the aid of Eggins’ functional paradigm,
with a distinction between formal and functional criteria. The contextual connection is crucial
and the phases move from a genre with a centralised script-reading news presenter to items
via mobile phone and Skype. The structure in the first television news from 1965 is rigid andthe language stiff. Pronunciation is that of the language found by Øresund’s east coast, northof Copenhagen, or in the Royal Theatre. Forms of address are ‘De, Dem and Deres’ (formal,
i.e. capitalised, forms of you, yourself and yours), and subtitles mark these cultural bonds.
Jute is subtitled but not southern Swedish! The language of the news presenter in 2011 canbest be characterised as something betwixt the written and spoken languages. Streams ofindividuals enter and leave the studio and the interviewees’ language is given much air space
and the tempo is high. Journalists now report ‘on location’. Denmark Radio’s language policy
is set out and it is discussed whether compliance is inadequate and debatable. All in all, true
‘loops of spoken language’.

References
Albeck, U. (1942): Farlige Ord. Udgivet af Statsradiofonien og godkendt af Statsradiofoniens Sprogudvalg.
København: J.H. Schultz Forlag.
Cordsen, M. M., Høyer, A. R. & Pedersen, S. Ø. (2009): Nyhedsformidling i radioen. RUC. Roskilde.
Upubliceret.
Eggins, S. (1994/1996/2007): An Introduction to Systemic Functional Linguistics. London/New York:
Continuum.
Ejstrup, M. (2009). Sproglig mangfoldighed længe leve. Det rum[me]lige sprog. Danmark:Dansklærerforeningen..
Evans, H. (1972): Newsman's English. London: Heinemann.
Larsen, P. H. (2003): De levende billeders dramaturgi. København: Danmarks Radio.
Leitner, G. (1989): BBC English – und Englisch lernen mit der BBC. Berlin: Langenscheidt
Luhmann, N. (1996/2002): Massemediernes realitet. Danmark: Hans Reitzels Forlag.
Thoegersen, J. (2011): 'Talesprog i radioavisen', in: Danske Talesprog 12.
Van Leeuwen, T. (1984): 'Impartial Speech – Observations on the Intonation of Radio Newsreaders, Australian
Journal of Cultural Studies 2(1): 84-89.
Van Leeuwen, T. (2005): Introducing Social Semiotics. London/New York: Routledge.

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A study of evaluative meanings in disaster news photos using
Appraisal Theory
PENG Yi and FENG Haihua
School of Foreign Studies, University of Science and Technology Beijing
ypeng@sic.ustb.edu.cn; haihuafeng@hotmail.com

Abstract
Research on discourse analysis of different genres has been conducted in the past few decades within a varietyof theoretical frameworks, and from different perspectives. However, little research has been done on disasternews photos within the framework of appraisal theory. Therefore, this paper analyses the visual-verbal
meanings of disaster news photos and their captions under the framework of linguistic appraisal theory (Martin& White, 2005) and visual appraisal theory (Economou, 2009). The aim is to examine whether and how
appraisal theory can be applied to the analysis of visual meanings in disaster news photos.
The data was selected from China Daily and New York Times about earthquakes in China (May. 12, 2008)
and tsunami in Japan (Mar. 11, 2011). By analyzing evaluative meanings in three disaster news photos withcaptions, several conclusions can be drawn as follows:Firstly, it was found that the appraisal model can be used to analyze not only verbal discourse, but also
nonverbal discourse in the interpretation of news photos. Secondly, the analyses also showed that evaluative
meanings in disaster news photos position readers/viewers in respect to news content. Thirdly, some evaluative
meanings such as negative affect inscribed in disaster news photos may not necessarily be shown in theircaptions.
Key words: Appraisal theory; disaster news photos; evaluative meanings

1. Introduction
Appraisal theory (Martin, 2000; Martin & White, 2005) derived from SFL (Halliday,
2004/1994) has been applied to verbal texts for over a decade, and the multimodal discourse
analyses based on Kress & van Leeuwen (2001) have become predominant in interpreting
images. A few scholars (Economou, 2006, 2009; Chen, 2010) have more recently attempted
to explore visual meanings in visual-verbal text from the perspective of subsystems ofappraisal theory, i.e. attitude, engagement and graduation.
This paper draws on analyzing evaluative meanings in three disaster news photos about
earthquakes in Sichuan, China in 2008 and tsunami in Japan in 2011. The data was selectedfrom China Daily and New York Times (via internet news sites), two influential newspapers
both in China and the United States because they may evoke positive appraisal and position
readers positively about the recovery from the earthquake. The aim of the paper is to test
whether appraisal theory can be applied to the analysis of visual meanings and in what way
the evaluative meaning is realized in disaster news photos.

2 The framework of Appraisal theory
Appraisal theory is the overall system of choices designed to interpret evaluative meaning,
one aspect of interpersonal meaning potential (Martin, 2000). Three broad sub-systems ofevaluative meanings are proposed in appraisal theory: attitude (“values by which positive andnegative viewpoints are activated”), graduation (“values by which the intensity or force ofpropositions is raised or lowered”) and engagement (“values by which the speaker/writer
engages with the other voices and alternative value positions in communicative text”) (White,
2006, p.38). In the attitude system three types of attitudinal meaning are identified: affect,
judgement and appreciation (Martin & Rose, 2007). Affect, or embodied feelings, functions
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to boldly proceed ...

as the center of the attitudinal system, while judgment (of people’s behavior) andappreciation (of the value of material, semiotic or abstract things) are regarded as
institutionalized feelings. The relation among these three perspectives of attitude is presented
in Figure 1 below.

Figure 1: Judgement and appreciation as institutionalised affect (Martin & White, 2005, p.
45)
Economou (2009) applies systemic-functional (SF) theory to verbal-visual news media
texts, trying to develop social semiotic descriptions of visual meaning in order to facilitate
analyses of evaluative stance in visual-verbal text and explores how contemporary verbalvisual media texts attitudinally position readers in respect to knowledge.

3. Studies on news photos
News photos, especially disaster news photos, with dramatic images of damage done byfloods, earthquakes and tsunami etc., play an increasingly significant role in news coverage.
In the course of disseminating information, news photos depicting disasters have high news
value.
Generally speaking, current research on news photos falls into two predominantdomains: one is in the media and communication studies (Hock & Kendrick, 2003); the otheris in multimodality studies often using visual grammar (Kress & van Leeuwen, 2001). Little
research using appraisal theory to analyze visual images has been conducted in China. In
recent years, research has been attempted to explore the verbal-visual text (Martinec, 2005;
Chen, 2010), and news photos under the framework of appraisal theory and systemic
functional linguistics, mostly led by Economou (2006, 2009), Kress and van Leeuwen (2001)
and other scholars like Freebody and Zhang (2008). The study done by Kress and van
Leeuwen on visual communication looks at the relation between what is depicted and theviewer, and at what images are designed to do to for or with the viewer. This paper tries to
examine whether the appraisal model can be applied to the analysis of visual meanings andhow evaluative meaning is realized in disaster news photos.

4. Appraisal analysis of disaster news photos
4.1 Attitudinal meanings in disaster news photos
Analyzing attitude in disaster news photos has to do with identifying evaluative meaning
associated with depicted items in photos, both those evoked by “non-human participants”
such as the ruins or rubbles of an earthquake, and those expressed by facial expressions andbody language of human participants such as victims or survivors, their feelings such as
sorrow and loss. News photos on disasters are often highly evaluative as the pictures mainly
capture the moments of sorrow and grief and so often both depict and evoke in the viewer
intense feelings and strong reactions to destruction.
Through the analyses, it was found that the majority of affect resources in disaster news
photos are mostly negative feelings which aim to arouse sympathy of viewers though there
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are some positive feelings expressed on the faces of depicted people. In disaster news photos,
explicit/inscribed affect surpasses that of evoked/invoked affect. Sometimes, affect values
demonstrated in “visually inscribed emotion on depicted people” may interact with judgment
value, which is triggered by both “depicted and implied people and behavior” (Economou,
2009, p.129).
In other words, depicted human participants and behavior in an image often both express
inscribed affect and imply other kinds of attitude which together may evoke certain attitude
values in viewers. In Figure 2 below, human participants (the Chinese Premier and leaders,and several elderly women in the quake zone) are shaking hands. This depicted behavior
implies sympathy, solidarity and solicitude and interacts with inscribed negative affect[unhappiness] on all people’s faces and bodies. In addition, positive judgement [social
sanction] targeting in the behaviour of handshaking by Premier Wen (a token of thegovernment) with victims (the common people) is likely to be evoked in viewers.

Figure 2 CAPTION: Premier Wen visits SW China quake zone. Chinese Premier Wen Jiabao
has called for comprehensive consideration to be given in the reconstruction at the quakestricken Yingjiang country in southwest China's Yunnan province (from China Daily)
This photo thus affords both shared negative affect with victims and positive judgment[social sanction] of politicians in viewers. In this photo, not only is the inscribed negative
affect, high force visual graduation in the miserable and agonised facial expressions of thevictims arousing sympathy in the viewers, but also the gazing-down eyes of all theparticipants towards the handshake behavior and the repetition of two handshakes and six
hands [high force visual graduation: repetition] draws attention onto the salient interaction(circled white). This evokes admiration for the politician and also implies that the politician
and victims are a united force to overcome the difficulties.
In the visual-verbal interaction, though negative affect is explicitly inscribed in images
on faces and bodies, no attitudinal evaluation is inscribed in the verbal text. Moreover,positive judgement [social sanction] of the behavior “visit”, the main action in verbal text, isrealized in the overall setting of the image, Premier Wen, local communities and a blue
temporary tent in the backdrop. “Call for a reconstruction” [judgement] in the text not only
inscribes the caring of the government [judgement: social sanction], but also evokes thedetermination [judgement: social esteem] that the Chinese authorities have in mind andconfidence [judgement: social esteem] that citizens have in government. All these aspects are
involved in the iconic behavior “shaking hands to show affection”, which is salient andconcise, and the overall effect is achieved by the interaction of negative affect and positive
judgement elements.

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to boldly proceed ...

According to Economou (2009, p.135), appreciation values can also be evoked inviewers by items in the news photos. These can be categorized into three: reaction (‘I like it’),valuation (‘it is worthwhile), and composition (‘it is beautiful’). The most overt targets of
evoked appreciation within disaster news photos are non-human elements such as buildings,
trees, relics etc. However, sometimes, a human participant, when considered as “an object”,
can also function as a target of appreciation. The photo of Premier Wen visiting the quake
zone in Figure 2 above, which shows both inscribed and provoked judgement and affectvalues in the earlier analyses, can now be analysed for appreciation. All participants such as
people and hands, and the handshaking behavior may thus evoke three kinds of attitude
values, positive affect, positive judgment and also positive appreciation [reaction + valuation]of the handshake as a symbol of unity in adversity.
4.2 Engagement in disaster news photos
News photos are mainly monoglossic in that most are presented as a “factual” proposition.
However, some of the disaster news photos may be regarded as “marked” photos, asheteroglossic, where there is an “internal authorial voice or external voice/text acknowledged
or incorporated” (Economou, 2009, pp. 345-49). Figure 3 is a photo of cherry blossoms
among the ruined buildings and an example of heteroglossia.

Figure 3 CAPTION: Cherry blossoms bloom in Japan disaster zone. Cherry blossoms in fullbloom are seen at an area devastated by the March 11 earthquake and tsunami in
Ishinomaki, Miyagi prefecture, April 19, 2011 (from China Daily)
The photo portrays a scene in Japan after the earthquake, and the photographer
foregrounds the cherry tree in full bloom with bright blossoms and backgrounds the ruins
and rubble of buildings destroyed in the March 11 earthquake and tsunami. The positive
appreciation values evoked by the tree reinforce the negative appreciation values evoked by
the ruin. The latter is also a token of loss, which may also trigger negative affect in viewers.
In the photo caption of Figure 3, the verbal expression “in full bloom" describing theblossoms of a cherry tree can be considered as evoking positive appreciation [reaction], also
[composition] and high force graduation. In contrast, another expression devastated ruins
inscribes a negative appreciation [reaction] + [composition] value, + high force graduation
destruction in those areas. Juxtaposing blossoms [positive appreciation] with devastated ruins[negative appreciation] achieves an interpersonal meaning, which is not shown in verbal text.
In turn, reinforcing this is another contrast, the dark color of ruined objects against the
animate objects of bright colour of pink and white cherry blossoms. The foregrounding of thestrong vitality and rejuvenation of cherry tree may symbolize and emphasize the bright futurein Japan after the disaster. Metaphorically, the cherry is the symbol of the Japanese, and the162

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cherry tree in full bloom implies that with the time passing, wound and memories will fadeaway while the cherry tree will regularly blossom each and every year no matter how severe
the weather is. As a whole, this contrast between negative appreciation and positive
appreciation in Figure 3 can evoke positive affect [happiness] to viewers.
In addition to attitude evaluation, the photo in Figure 3 is “marked” as its content, for it
is not simply a “factual” proposition. The photo can be regarded as heteroglossic, where there
is an internal authorial voice which reveals the relation between what is depicted and theviewer, and what the image in the photo (the cherry tree in full bloom with bright blossoms
and the devastated ruins of the buildings in the quake zone) is designed to do to the viewer.
4.3 Graduation in disaster news photos
Economou (2009) has discussed visual graduation in terms of force scaled up/down, throughquantification (via number, mass and extent), and through intensification (brightness orvividness), as well as the repetition of countable similar visual items; focus as specification inthree sub-options, “clarity”, “substantiation” and “completion” (Economou, 2009, pp. 178190). Figure 4 is an example of multiple high force graduation.

Figure 4 CAPTION: Sichuan: Out of disaster comes hope for a brighter future (from China
Daily)The photo shows a group of students and their teacher after the earthquake. In the photo,
all the students are smiling and cheering up with open mouths [affect: happiness] toward thecamera. Those young people with their facial expressions and body language also evoke
positive affect, and the evoked attitude values are likely to position compliant readers/viewers
to respond with sympathy and joy.
There are almost thirty students [quantification: number] in the foreground and a
volunteer teacher at the center. The up-scale graduation can be seen in the above photo,
depicting students [force: repetition X 30] from earthquake-stricken area, Sichuan, China.
Most of them are holding a picture [force: repetition X 26] drawn by themselves and making
a victory gesture with two fingers [force: repetition X 20]. The brightness of the visual
images with sunshine on their faces [intensification: brightness and vividness] also builds up
graduation values, all increasing force of positive affect.

5 Conclusions
This paper has shown how some evaluative meanings are realized in the three disaster news163

to boldly proceed ...

photos and their captions. Through the analyses, some conclusions are drawn as follows:Firstly, the three subsystems in the appraisal theory: attitude, graduation andengagement, can be used to analyze not only verbal discourse, but also nonverbal discourse in
the interpretation of news photos. The news photos depicting disasters are prominent in
expressing attitudinal resources. Unlike factual news reports, where there is little negative
affect, more visual affect is both inscribed and evoked in photos. Secondly, evaluative
meanings in disaster news photos position readers/viewers in respect to news content,
showing a relation between what is depicted and the viewer. Thirdly, some evaluative
meanings demonstrated in disaster news photos may not necessarily be shown in theircaptions and no attitudinal evaluation inscribed in the photos is inscribed in the verbal text
beneath the photo. As such, evaluative meanings inscribed or evoked in the photos are richer
than those in verbal text.
To sum up, this article has sought to explore ways in which evaluative meanings in news
photos and captions may be described using appraisal theory. Due to the limitations in data
and analyses, the ananlyses of engagement is not made sufficiently. Further research on thisarea should be done in the future. Despite this, the paper hopes to make a contribution in
applying the framework of appraisal theory to the understanding of visual text.

References
Chen, Y.M. (2010). Exploring dialogic engagement with readers in multimodal EFL textbooks in China. Visual
Communication, 9 (4), 485- 506.
Economou, D. (2006). The big picture: the role of the lead image in print feature stories. In I. Lassen, J. Strunckand Vestergaard, A. (Eds.), Mediating Ideology in Text and Image (pp.211-33). Amsterdam: John Benjamins.
Economou, D. (2009). Photos in the news: appraisal analysis of visual semiosis and verbal-visual intersemiosis(Doctoral thesis, University of Sydney). Retrieved from http://ses.library.usyd.edu.au/handle/2123/5740
Freebody, P. and Zhang Bin, B (2008). The designs of culture, knowledge, and interaction on the reading of
language and image. In L. Unsworth (Ed) New Literacies and the English Curriculum: Multimodal
Perspectives. London: Continuum, pp. 23-46.
Halliday, M. A. K. (2004/1994). An Introduction to Functional Grammar. London: Edward Arnold. (2004 third
edition revised by C. M. I. M. Matthiessen).
Hock, M. E. and Kendrick, M. R. (Eds) (2003). Eloquent Images: Word and Image in the Age of New Media.
Cambridge, MA: MIT Press.
Hood, S. and Martin, J.R. (2007). Invoking attitude: the play of graduation in appraisal discourse. In J. Webster,C. Matthiessen and R. Hasan (Eds.), Continuing Discourse on Language (pp. 739- 64). London: Equinox.
Kress, G. and van Leeuwen, T. J. (2001). Multimodal Discourse. London: Arnold.
Martin, J. R. (2000). Beyond exchange: appraisal systems in English. S. Hunston & G.. Thompson. Evaluationin Text: Authorial Stance and the Construction of Discourse. Oxford: Oxford University Press.
Martin, J. R. & Rose, D. (2007). Working with Discourse: Meaning Beyond the Clause. London: Continuum.
Martin, J. R. & White, P. R. R. (2005). The Language of Evaluation: Appraisal in English. London: Palgrave.
Martinec, R. (2005). A system for image-text relations in new (and old) media. Visual Communication, 4 (3),337- 71.
White, P. R.R. (2006). Evaluative semantics and ideological positioning in journalistic discourse: a newframework for analysis. In I. Lassen, J. Strunck and A. Vestergaard (Eds.), Mediating Ideology in Text andImage (pp.69-96). Amsterdam: John Benjamins.

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Visual discourse systems of Identification and Taxonomic
Relations in Grimm’s fairytales
XIE Nini
Department of Foreign Languages and Literatures, Tsinghua University
Haidian District, Beijing 100084, P.R. China
xiejueying@126.com

Abstract
Compared with image-text relations at the level of grammar, image-text relations at the discourse level havebeen little explored, which may be due to the disproportion of rich studies on verbal systems of the discourse
semantic stratum (Martin 1992, 2003) compared to scarce ones on their visual counterparts (Lim 2007). This
study aims to examine two of those visual discourse semantic systems, i.e., visual identification and taxonomic
relations. It first extends Lim’s (2007) visual systems by including Co-extending, Symbolic and Intertextual
relations within VISUAL TAXONOMY, and by distinguishing Long-, Medium-, Short-distance Visual Chain andFraming Chain within VISUAL REFERENCE. Afterwards, the newly proposed concepts are employed in theanalysis of Fisherman and His Wife, one of Grimm’s fairytales. The analysis shows that these concepts provide
better meta-language to describe visual items in a sequence of images in illustrated fairytales, and enables abetter understanding of the meaning made in fairytales.

1 Introduction
Image-text relations have been investigated by analogy to text-forming resources of language,
such as information structure (Kress & van Leeuwen 1996), cohesion (Royce 1998), logicosemantics (Martinec & Salway 2005), transitivity (Cheong 2004), rhetorical structure theory(Bateman 2008), and discourse-based logical relations (Liu & O’Halloran 2009). However, as
Kress (2000) points out “[I]mage is founded on the logic of display in space; writing (andspeech even more so) is founded on the logic of succession in time”, image and text are
different from each other; these intramode-oriented studies failed to treat them as distinct
semiotic codes. Painter & Martin (2011) have pointed out that inter-modality and intramodal
texturing are different in kind, and they have built up complementary semantic systems
across image and language to explore image-text relations. Nevertheless, their analysis was
page-based, focusing on images which stand alone. This study, as part of a project on imagetext relations on the discourse level, aims to examine how illustrated images in fairytales
present participants through identification and taxonomic relations. It first extends Lim’s(2007) visual systems by including Co-extending, Symbolic and Intertextual relations within
VISUAL TAXONOMY32, and by distinguishing Long-, Medium-, Short-distance Visual Chain
and Framing Chain within VISUAL REFERENCE. Afterwards, Fisherman and His Wife
(hereafter FHW), one of Grimm’s well-known fairytales, is analyzed with reference to the
newly proposed concepts, to show how they could be applied in multimodal analysis.

2 Identification and Taxonomic Relations in Image
Based on Halliday & Hasan’s (1976) cohesion theory, Martin (1992) developed discourse
semantics, and proposed that text is structured metafunctionally through the systems of
IDEATION, NEGOTIATION, IDENTIFICATION and CONJUNCTION. Lim (2007: 195-213)

32

Following systemic functional linguistics’ convention, TERMS in small caps are names of system.

165to boldly proceed ...

argued that all the four systems have counterparts on the visual semantics stratum. The twosystems of the current study’s concern are summarized in Table 1.
Metafunction Discourse Systems
Visual Systems
IDEATION:
VISUAL TAXONOMY:
Ideational
Taxonomic Relations: Superordination and
Associating Element
Composition
Nuclear and Activity Relations
IDENTIFICATION:
VISUAL REFERENCE:
TextualPhoricity
Visual Linking Device
Reference chains
Table 1: Systems on the Discourse Semantics Stratum (adopted from Lim 2007: 200)
According to him, VISUAL TAXONOMY is the visual counterpart of IDEATION, which
includes taxonomic relations, nuclear relations, and activity relations. It operates through therecurrence of the Associated Element (AE), which manifests a pictorial whole-part
relationship with a larger object, an abstract idea or concept. VISUAL REFERENCE iscorresponding to IDENTIFICATION and is concerned with tracking participants in a discourse.
In images, the reference chain is realized by Visual Linking Device (VLD), the recurrence of
which functions textually to create cohesion. A common VLD is the depiction of the main
character of the narrative.
Lim (2007) skillfully drew an analogy between verbal systems and visual systems on
the discourse stratum. However, he only made a list of visual systems corresponding to verbal
systems. Except the system of visual taxis, he did not provide detailed discussions on theother systems, for example, what elements in pictures can be AEs. Since words and images
are two distinct semiotic codes, they have their own characteristics. Through analyzing 52
Grimm’s fairytales, the author proposes extending Lim’s (2007) visual systems by including
Co-extending, Symbolic and Intertextual relations within VISUAL TAXONOMY, and by
distinguishing Long-, Medium-, Short-distance Visual Chain and Framing Chain within
VISUAL REFERENCE (see Table 2).
Metafunction Discourse Systems
IDEATION:
Ideational
Taxonomic Relations: Superordination andComposition
TextualVisual Systems
VISUAL TAXONOMY:

Visual string:

IDENTIFICATION:

Co-extending
Symbolic
Intertextual
VISUAL REFERENCE:

Reference Chains

Visual Chain:Long-distance
Medium-distance
Short-distance
Frame Chain

Table 2: Systems on VISUAL TAXONOMY AND VISUAL REFERENCE
Co-extending refers to the composition and superordination relations in a series ofpictures, the two main taxonomic relations proposed in Martin (1992: 294-295). The more
Co-extending relations pictures present, the richer ideational meanings they convey.
Symbolic, similar to Kress and van Leeuwen’s (1996: 108) Symbolic Suggestive Process, isabout what a participant implies. Symbolic relation indicates implicit ideational meanings as
opposed to the explicit ideational meaning of Co-extending. Likewise, Intertextual relation
expresses implicit ideational meaning, and is concerned with the situation in which one
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participant in an illustrated fairytale may remind us of another similar participant in anothertext. Additionally, these resources of Visual String can also function as the resources ofVisual Chain, building up cohesion among a series of pictures, as Lim (2007: 202) held thatan AE can also be used to connect a sequence of pictures and operates in tandem with VLD.
According to the distance between the referencing item and the referred item in a verbal
text, the cohesive tie can be long, medium or short (Zhang 2001). Visual Chain also varies
with the distance between the presenting participant and the presumed participant in pictures.
Short-distance Visual Chain connects two adjacent pictures, Medium-distance Visual Chain
links two pictures with at least one picture as an interval between them, and Long-distance
Visual Chain joins two pictures with a longer interval. These different types of visual chainsall formulate a textual connection in a sequence of images.
Framing was initially regarded as the presence or absence of devices (such as elements
which create dividing lines, or actual frame lines) for connecting or disconnecting parts ofpictures (Kress & van Leeuwen, 1996: 183) and between text and image (van Leeuwen
2005:7-12). Painter, Martin & Unsworth (2011) have written a textual system of framing inpicture books. Similar to visual participants, framing devices can also function to build up acohesive link. It is referred to as Framing Chain in this study. In addition, the above twovisual systems also convey interpersonal meanings, which can enhance reading delight.

3 Analysis of Fishman and His Wife
3.1 Visual Reference: Visual Chain and Framing Chain
There are nine pictures in FHW (see Appendix) and they are connected not only by the main
character of the “fisherman” but also by some minor participants like a “hat”, a “pipe” and a“bench”, which formulate several visual chains (see Figure 1). The fisherman is tracked in all
the images except Image 4 and Image 6, which either depicts a “woman” sitting on a throne
or on a “fish”, another two characters in FHW. The hat chain appears in the same images as
the fisherman chain except Image 7. The hat, on the head, by his hand or on the bedpost, islike a seal of the man, identifying him as the same person in each picture. These two chainsplay significant roles in demonstrating the images as cohesive ones. In addition, thefisherman is taking a puff of his pipe in Image 2, and holding his pipe by his left hand in
Image 3; a woman and a man are sitting on a stone bench in Image 2 and Image 9. The pipe
chain and the stone bench chain also contribute to the cohesiveness of the images no matter
how far the two images along the chains are. Most of the chains concerning the man and the
hat and the pipe chain are Short-distance Visual Chains. The man chain between Image 3 andImage 5 and between Image 5 and Image 7, and the hat chain between Image 3 and Image 5
and between Image 5 and Image 8 belong to Medium-distance Visual Chain. The stone benchchain between Image 2 and Image 9 shows an example of Long-distance Visual Chain. The
short or medium distance means close connection and the long distance indicates loose
connection, but they all help build up the unity of the pictures. Additionally, these visual
chains also construe rich interpersonal meanings by engaging viewers/readers, and convey
explicit or implicit ideational meanings.
According to Painter et al.’s (2011) framing system, the frames of the nine pictures in
FHW can be described variously. For instance, Image 1 can be described as [bound: textual]
as the frame of the picture is shaped by frame lines. Image 9 is [bound: ideational],
overlapped by the outline of the vinegar jug. The frame of each picture also functions like thevisual participant of the “man” to connect the nine pictures. Meanwhile, they also express
interpersonal meaning as well as the ideational meaning, as Adams (2005: 13-17) pointed out

167to boldly proceed ...

that lines and shapes can be used by artists to convey ideas and emotions. For example, asquare is a symbol of reliability and stability; as a result, the frame of Image 1, structured bystraight lines, either vertical or horizontal, expresses a stable feeling.
Image 1 a man
a hat on the head
Image 2 the man
the hat on the head
Image 3 the man
the hat on the head
Image 4
Image 5 the man
the hat by the hand
Image 6
Image 7 the man
Image 8 the man
the hat on the bedpost
Image 9 the man
the hat on the head
Figure 1: Visual Chain in FHW

a pipe in the mouth
the pipe by the handa stone bench

the stone bench

3.2 Visual Taxonomic Relations: Visual String
The taxonomic relations in the illustrated fairytale of FHW can be classified into three
categories: Co-extending, Symbolic and Intertextual (see Figure 2). The different womenalong the “woman” string across the pictures present a Co-extending relation. Each woman isdepicted to have a different life condition and a different social status also. The “bench”
string, the “smoke” string, the “candle” string and the “clothes” string present a Co-extending
relation. Co-extending conveys explicit ideational meaning. Symbolic and Intertextualindicate more implicit ideational meaning. The “flower” string is rich in the Symbolic
relations, and linked up by the Symbolic “flowers on the carpet” and a “garland” in Image 3
and Image 5 and the Co-extending “a chrysanthemum flower” and “cup-shaped flowers” inImage1 and Image 2. The participants of “a chrysanthemum flower” and “cup-shaped
flowers” show the tranquil life, but the “flowers on the carpet” and a “garland” imply theillusion of vain life. The “fish” string, consisting of all the three types of taxonomic relations,is special for the Intertextual relation. It is presented by the “mermaid” on the tapestry in
Image 3 which is associated with the little sea maid in one of Andersen’s fairytales33. The
Intertextual indicates that what the couple pursued may be a vain attempt and all the splendor
they obtained disappeared like beautiful and transient bubbles. In addition, the Symbolic “afish on the stool” in Image 3 and “fish pattern” in Image 8 along the fish string forecasted thereturn of the fishing life in the end.
The pictures are connected through the collaboration of the visual relations. In FHW,
they work together to demonstrate that the enchanted fish intended to satisfy the fisherman
and his wife with only one wish, instead of several wishes, from the very beginning.
Everything seemed to be controlled by the fish.
There are four pieces of evidence showing that the life as depicted in Image 2 is what thefish intended to grant the couple. Firstly, the Symbolic Carrier “the flower pattern” on the
carpet in Image 3 implies the start of the illusion. Secondly, the little sea maid on the tapestry
in Image 3 intertextually forecasts the illusion of their pursuit. Thirdly, the Co-extending
relation between the wood bench in Image 1 and the stone bench in Image 2 presents thechange from the fishing life to the farming life. However, the fisherman and his wife’s
bulging desire drove them to hunt for more. They did not recognize that they were destinedfor having only one wish to be satisfied. They would have had a better life like the one in
Image 2, but they lost it because of their greed. The Visual Chain between the stone benches
33

The little sea maid. In The Complete Illustrated Stories of Hans Christian Andersen (pp. 543-559), translatedby H. W. Dulcken, PH.D.. 1983. London: Chancellor Press.

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in Image 2 and Image 9 once again reveals the intention of the enchanted fish. After it was
enraged by the couple’s greed, it let them go back to their vinegar jug in Image 9. But the factthat the stone bench in Image 9 is linked to the stone bench in Image 2 instead of the woodbench in Image 1 exhibits the fish’s intention of reminding the couple of something. Finally,
the Framing Chain also shows no return of the original life of the couple. They are depictedwithin the shape of the jug, which seems to indicate they lost something that they originallyowned. The nine pictures in FHW are linked up through different types of visual relations toconstrue visual narratives.
Image
1

Image
2
Image
3

Image
4
Image
5
Image
6
Image
7
Image
8
Image
9

a woman wearing
a dress with shortsleeves, an apron
and a spoon
34ca woman with acommon dress,
an apronca woman withrococo style ofdressing

a
wood
bench

a fishing rob
ca fishing net

kitchensmoke from ajugachrysanthemum
flowerc
cup-shaped
flowerssym

ckitchensmoke from ahutca stonebenchca woman with acloak, a necklace,shoes with jewelsca woman with alonger cloak anda necklaceca woman with acloakca woman with a
bed gown and anightcapca woman with acommon dress

shabbyclothessym
the flowers on
the carpet

a fish on a stool on
the wall painting
interthe mermaid on
the tapestry

symca candle

a fish in the watercca garland

candlessym
fish patterns on the
bedsteadpatchedclothesFigure 2: Visual String in FHW

4 Conclusion
The study extends Lim’s (2007) visual systems on the discourse semantic stratum by
including Co-extending, Symbolic, and Intertextual relations within the system of VISUALTAXONOMY, and by distinguishing Long-, Medium-, Short-distance Visual Chains within thesystem of VISUAL REFERENCE. These newly proposed concepts provide better metalanguage to describe the visual items in a sequence of pictures. The analysis of FHW showsthat they help us obtain a better understanding of illustrated fairytales. Furthermore, the two
extended visual discourse semantics systems lay foundation for the exploration of image-text
relations on the discourse stratum.

34

C, sym and inter are short for Co-extending, Symbolic, and Intertextual relations respectively.

169to boldly proceed ...

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Appendix: Nine Illustrations in FHW

170

Image 1

Image 2

Image 3

Image 4

Image 5

Image 6

Image 7

Image 8

Image 9

Papers from the 39th ISFC

Towards developing a framework for analysing tourist site entry
tickets in an ecosocial environment
Jennifer Yameng LiangSun Yat-sen University
No. 135 Xingangxi Road, Guangzhou, 510275, Chinal.jennifer.w@gmail.com
Reality consists of meanings, and the fact that meanings are essentially indeterminate and unbounded is whatgives rise to that strand in human thought – philosophical, religious, scientific – in which the emphasis is on the
dynamic, wavelike aspect of reality, its constant restructuring, its periodicity without recurrence, its continuity intime and space. (Halliday 1978: 139)

Abstract
Based on a database of 300 entry tickets purchased from tourist sites in mainland China since the 1980s, thispaper raises issues important for developing a framework for analysing tourist site entry tickets in an ecosocial
environment. The concept of “ecosocial environment” is concerned with the complexity and dynamics of open,
self-organising systems. These systems include both material-physical and semiotic-discursive processes andpractices that are tightly linked and interdependently cross-coupled.
Tourism activities embody tight linkages and strong interdependence which are established by artefacts such as
tourist site entry tickets. As a type of multimodal ensemble, entry tickets employ linguistic, non-verbal andverbal-pictorial resources to construe certain kinds of meanings. This paper is a further extension of Bowcher
and Liang (in press) which discusses two types of intersemiotic cohesive relations realised in tourist site entry
tickets that are relevant to working towards a generalised analytical framework, i.e. one that can be applied to theanalysis of other semiotic artefacts.
This paper starts by problematizing the purposes of the study and then provides a brief overview of the conceptof “ecosocial environment”. It then moves on to apply a key notion in ecosocial environment, the “semodynamic
cycle”, to describe the dynamics of tourist site entry tickets in a developmental trajectory. With such anawareness of the dynamic complexities of meaning making, this paper concludes by presenting a tentative
analytical framework as well as key issues to be addressed for developing this framework in future study.

1 Purposes of this Study
This paper is about the meaning of tourist site entry tickets in an ecosocial environment. As a
key artefact in tourism activities, tourist site entry tickets construe a variety of meanings:
from authorising the visitor’s entry to providing a synopsis of the site and even to becoming acollector’s item. In realising these meanings, coherence is established by cohesive ties
between the visual and verbal aspects of the text itself (the internal cohesion) and also
through the semantic links between the ticket and its contexts of use (the extended cohesion;see Bowcher and Liang in press). The internal cohesion, also known as intersemiotic
complementarity (e.g. Royce 2007), is semantically realised through a series of cohesive
devices. For example, repetition, synonymy, antonymy, hyponymy, meronymy, andcollocation are the devices for ideational intersemiotic complementarity. The extended
cohesion is construed through an integration of the multimodal semiotic artefact with thematerial-physical and semiotic-discursive practices in its ecosocial environment. For
instance, there might be a relation of synonymy or meronymy between the maps on thetickets and the signage at the site.
The present study further extends the discussion on internal and extended cohesion bypresenting a tentative analytical model and highlighting key issues important in extending171to boldly proceed ...

this framework to the analysis of other semiotic artefacts in the ecosocial environment inwhich they are located.

2 What is “Ecosocial Environment”?
The concept of “ecosocial environment” arises out of a concern for studying meaning-making
activities in a material-physical environment. It was first proposed by Lemke (e.g. 1993,
1995, 2000). Its use in Systemic Functional Linguistics (SFL) has been further developed byresearchers such as Thibault (e.g. 2004). The concept owes its theoretical inspirations to
Bakhtin’s view of heteroglossia (e.g. Bahktin 1986), Halliday and Bernstein’s register andcode theory (e.g. Halliday 1978), Foucault’s archaeological view on knowledge (e.g.
Foucault 1969), and Bourdieu’s theory for complex social phenomena, the theory of social
habitus (e.g. Bourdieu 1972). Based on these ideas, the concept of “ecosocial environment”
thereby aims at accounting for the complexities and dynamics of the world around us.

2.1 Why Use the Concept of “Ecosocial Environment”?
With regard to tourism practices and to touristic artefacts and their relations with theirenvironments of use, Thurlow and Jaworski (e.g. 2010) have proposed the concept of “banal
globalisation”. This concept attempts to account for the discursive and material practices in
the global reach of tourism. Thurlow and Jaworski’s work has provided useful insights into
understanding the semiotics of tourism. However, the present study does not aim to confine
the analytical framework to a local vs. global perspective. Rather it aims to account for the
relations between specific semiotic artefacts, in this case, tourist site entry tickets and a
grander social reality which transcends national boundaries to a much higher level of
ecosocial environment. Therefore, the notion of “ecosocial environment” is invoked to morecomprehensively account for the cultural dynamics and complexities of meaning making insemiotic artefacts using tourist site entry tickets as an exemplar type.

2.2 What systems are within the Ecosocial Environment?
“Ecosocial system” is the umbrella term for systems within the ecosocial environment. It is
the most complex, dynamic, self-organising system in a “specification hierarchy” (a concept
developed by Salthe, a theoretical biologist; e.g. Salthe 1985). It includes the following fourtypes of systems and these systems are not just systems of beings but also systems of doings(Lemke 1993: 263; my emphasis):
1. human organisms and their interactions with each other;
2. all the material elements which act on, in, and through humans and which humans act on,
in, and through;3. all the other species with which we are co-dependent and with which we have co-evolved;
4. webs of interdependent organisms and material and energy flows.
Systems of these kinds fall into two general categories: human social communities andmaterial ecosystems. As material ecosystems in the first place, human social communities arefurther bestowed with the power to make meanings, and these meanings in turn exert an
impact on the material ecosystems. Thus, human social communities and material ecosystems
are in a dialectic relation and bring forth a unitary ecosocial dynamics characteristic of both.
That is, on the one hand, the ecosocial system is “enable[d], support[ed] and constrain[ed]”by material ecosystems; on the other hand, it is also “biased, constrained and organized, inpart in accordance with [the] cultural meanings and values” of “the material interactions of its
elements” (Lemke 1995: 119 italics in original). Therefore, ecosocial systems are governed172

Papers from the 39th ISFC

by an organisation principle that is both in “the specifically culturally, semiotically mediatedportions of, and in the rest of their material-ecophysical dynamics” (Lemke 1995: 119).
In taking into consideration both material ecosystems and human social communities, wefind both physical-material and semiotic-discursive practices and processes. Inevitably, some
activities take place here-and-now and others are situated at “larger-than-human, greaterthan-here-and-now time scales” (Lemke 2000: 191). To take tourism for example, touristic
artefacts may include the natural landscape which takes thousands of millions of years toacquire its geographical appearance, man-made structures with hundreds of years’ history,
and activities of touring which normally take a relatively shorter time span. Therefore, byrepresenting the trajectory of touristic artefacts and studying their meanings in relation toother systems and processes across spatial-temporal scales we can unravel the “condensationof the histories and processes” (Lemke 2000: 192).
Of relevance to this study is Thibault’s (2004) analysis of a solo performance of a sixyear-old girl. Here Thibault makes an acute observation of the activities taking place acrossdifferent space-time scales and how that affects the distribution of participant roles in theexperiential space-time of the activity. His analysis also reveals how textbooks as a type ofmultimodal material artefact reconstitute material processes (sound events) by a range ofsemiotic resources. This fits with Lemke’s concept of “heterochrony” where “longer-term
processes and shorter-term events [are] linked by a material object that functions in bothcases semiotically as well as materially” (2000: 281). In a similar vein to Thibault’s study,
the present research focuses on a specific type of multimodal text, tourist site entry tickets
which employ linguistic, non-verbal (photographs, drawings, maps, etc) as well as verbalpictorial features (Bowcher in press) such as calligraphic writing. In the next section, thedynamics of entry tickets which realise heterochrony are explicated in terms of the tickets’
developmental trajectory.

3 The Developmental Trajectory of Tourist Site Entry Tickets
There is no doubt that tourism activities display a tight linkage between material ecologicalprocesses and semiotic-discursive practices and thereby take place within an ecosocial
environment. One touristic artefact realising this kind of cross-coupling is a tourist site entry
ticket. A glimpse at the developmental trajectory of an entry ticket reveals a “semodynamic
cycle” in which “new distinctions of meaning, new resources and new formations arecontinuously created and destroyed, all as part of the total material-semiotic dynamics of theecosocial system” (Lemke 1995: 123). The semodynamic cycle of a tourist site entry ticket
can be described by means of Kress and van Leeuwen’s (2001) “stratification” model formeaning making in multimodal texts, that is, meanings are manifest at every stratum:
discourse, design, production, and distribution.
In the first place, when regular patterns of processes and practices occur repeatedly, they
form what is known as “semiotic formations” (Lemke 1995: 102, 105). Tourism, like anyother discursive action, involves a multiplicity of patterned processes and practices. Entry
tickets as part of this semiotic formation serve a range of roles associated with tourism, suchas entry license, tourist guide and the like. In turn, these abstract roles require a material
artefact to make them happen. Design, for instance, is a transitional stage. Bowcher andLiang’s (in press) interview with the administrative office of the site, Juyongguan at the Great
Wall, reveals that design is a collaborative effort of the tourist site, the designer(s), and thetaxation bureau. In meeting the range of needs which are economic, aesthetic, managerial,etc, entry tickets must meet certain standards and employ a variety of semiotic systems,173to boldly proceed ...

verbal, non-verbal, and verbal-pictorial. These systems work in a concerted effort to“semiotically re-constitut[e]” (Thibault 2004: 140) entities and events that take place in amaterial ecosystem.
Design, in its conceptual or digital form, is materialised in the next stage by production
and may be recoded or reproduced in distribution for various purposes. At the production
stratum, paper, plastic cards, or even compact disks are chosen as the material “vehicles”,
with the new forms still emerging. Design of the ticket is either painted or printed on to thismaterial “vehicle”. Its size is carefully chosen so that it is convenient for the visitor to carryand for the site officials, or other types of validating apparatus, to check. Typically, thequality of the material “vehicle” is such that it does not get torn easily. Moreover, the tickets
are often printed in a way that images dominate one side and language dominates the otherside. These features are often made possible by the inherent qualities of the material used.
They express the material-semiotic affordances of this specific artefact. Last but not least,
since tickets are often just physically relocated from the printing press to the tourist site, few
new meanings are created at the level of distribution.
Once the distribution level finishes, certain meaning-making processes come to an end
while others commence. That is, when entry tickets are purchased and distributed to thehands of visitors, some meanings are inhibited while others are created and added and thesemodynamic cycle thereby expands. For instance, after the ticket is purchased, its functionof being a licence is activated. For those which have a description or a map of the site, they
have a representing or even a directing function to perform. After the touring activity isfinished, the licensing, representing and directing aspects of the ticket terminate and the ticket
may either be discarded or kept by the visitor with the potential to become a collector’s item.
These material-physical and semiotic-discursive practices and processes bring forth aconstant expansion of the semodynamic cycle. Meanings are dynamically created, activatedor inhibited due to the change of context. Therefore, in order to arrive at a relatively
comprehensive analysis, we need to locate the meaning making of tourist site entry tickets
along their developmental trajectory and take into consideration the dynamic processes andpractices in the semodynamic cycles.
In the next section, a tentative model is presented for analysing the meaning making of
tourist site entry tickets in an ecosocial environment. Meanwhile, key issues are also
proposed and discussed with a relevance to extending this particular framework for entry
tickets to more generalised semiotic artefacts. These issues are informed by SFL theory andowe a great debt to Kress and van Leeuwen’s (2001) “stratification” model for multimodal
texts, Thibault’s (2004) research on a multimodal text in the ecosocial environment, and to
Bowcher and Liang’s work (in press) on internal and extended cohesion.

4 Towards Developing a Comprehensive Analytical Frameworku

Semiotic Artefacts as Texts

From an SFL point of view, text is considered a “semantic unit” (Halliday 1985: 10).
Semiotic artefacts as meaningful units can thereby be viewed as texts. Like any other text,
semiotic artefacts are also a process and a product at the same time. This dynamic view ontext can be represented through an instantiation cline. Situated at the two ends are potential,
the system, and instance, the text. The instantiation cline can be applied to all systems oforder: physical, biological, social, and semiotic (e.g. Halliday and Webster 2009: 233). Thus,
a semiotic artefact that involves at least one of the above systems also follows such an

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instantiation cline. At one end, “potential” is what an artefact can mean. In this regard, Kressand van Leeuwen’s (2001) “stratification” model is useful for exploring the meaningrepertoire of multimodal semiotic artefacts: discourse, design, production as well as
distribution. After a “movement through the network of meaning potential” (Halliday 1985:10), we arrive at the other end of the cline, the actual artefact. Thus, by viewing semiotic
artefacts as a dynamic process as well as an instance, we can more fully understand the natureof meaning making by semiotic artefacts in a dynamic ecosocial environment.
u

Choices in System Networks

Considering that choices are constantly being made along the developmental trajectory of
tourist site entry tickets, we thus need a dynamic framework to model the change of
meanings. From within the domain of SFL, numerous studies have been done in this regard(e.g. O’Donnell 1987 in the form of system networks; Ventola 1987 in the form offlowcharts). In the tentative model (Figure 1), system networks are chosen to dynamicallytrack and locate the “constituent activities” (Thibault 2004) that are relevant to the meaning
making of tourist site entry tickets in the ecosocial environment. However, it still needs
further research to test and to improve the framework in order to enhance its capability ofdynamic modelling.

Figure 1: A tentative analytical framework for a tourist site entry ticket (I am grateful to
Wendy L. Bowcher for proposing the structure of the framework used in this paper and also
as a key part of my Ph.D. project)u

Devices for Realising Cohesive Relations

Although Figure 1 is only presented as a linear progression along the developmental
trajectory, it is expected that relations among constituent activities as well as among all
systems of order can also be shown in this model. Previous studies on cohesive devices (e.g.
175to boldly proceed ...

Halliday and Hasan 1976; Royce 2007; Bowcher and Liang in press) are thus drawn on inorder to fully account for the material-semiotic integration. Yet, in order for a deeper
understanding of the mechanisms behind the dynamic meaning making, more effort is to bemade in terms of incorporating into the framework the types of relations among systems ofall kinds.

5 Conclusion
This paper applies the concept of “ecosocial environment” and uses tourist site entry tickets
as exemplar to discuss the complex nature of meaning making by semiotic artefacts. It isfound that in analysing their meaning-making processes and practices, semiotic artefacts arein a constant and dialectal relation with other material-physical and semiotic-discursive
practices in the environment. This paper presents a preliminary model and some key issues
for analysing tourist site entry tickets along their developmental trajectory. However, bearing
in mind the key issues proposed, more research needs to be done in terms of extending thecurrent model to be applicable for analysing a range of semiotic artefacts in an ecosocial
environment.

References
Bahktin, M. (1986). Speech Genres and Other Late Essays. Austin, TX: University of Texas Press.
Bourdieu, P. (1972). Outline of a Theory of Practice. Cambridge: Cambridge University Press.
Bowcher, W. L. (in press). Multimodality in Japanese Anti-war Placards. In W. Bowcher (Ed.) Multimodal
Texts from Around the World: Cultural and Linguistic Insights. Basingstoke, NH: Palgrave Macmillan.
Bowcher, W. L., & Liang, J. Y. (in press). Chinese Tourist Site Entry Tickets: Intersemiotic Complementarity inan Ecosocial Environment. Social Semiotics.
Foucault, M. (1969). The Archaeology of Knowledge. New York: Random House.
Halliday, M. A. K. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning.
London: Arnold.
Halliday, M. A. K. (1985). Language, Context and Text: Aspects of Language in a Socio-semiotic Perspective(Part A). Geelong, Vic.: Deakin University Press.
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman.
Halliday, M. A. K., & Webster, J. J. (Eds.) (2009) Continuum Companion to Systemic Functional Linguistics.
London and New York: Continuum.
Kress, G., & van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary
Communication. London: Arnold. New York: Oxford University Press.
Lemke, J. L. (1993). Discourse, Dynamics, and Social Change. Cultural Dynamics, 6, 243-275.
Lemke, J. L. (1995). Textual Politics: Discourse and Social Dynamics. London and Bristol: Taylor & Francis
Ltd.
Lemke, J. L. (2000). Material Sign Processes and Emergent Ecosocial Organization. Revised chapter for P. B.
Andersen et al. (Eds.), Downward Causation: Minds, Bodies, and Matter (pp. 181–213). Aarhus, Denmark:Aarhus University Press.
O’Donnell, M. (1987). A Dynamic Systemic Representation of Exchange Structure. Dept. of Linguistics,
University of Sydney: Mimeo.
Royce, T. (2007). Intersemiotic Complementarity: A Framework for Multimodal Discourse Analysis. In T.
Royce & W. Bowcher (Eds.), New Directions in the Analysis of Multimodal Discourse (pp. 63-109).
Mahwah, NJ: Lawrence Erlbaum and Associates.
Salthe, S. (1985). Evolving Hierarchical Systems. New York: Columbia University Press.
Thibault, P. (2004). Agency and Consciousness in Discourse. London and New York: Continuum.
Thurlow, C., & Jaworski, A. (2010). Tourism Discourse: Language and Global Mobility. Basingstoke, NH:
Palgrave Macmillan.
Ventola, E. (1987). The Structure of Social Interaction: A Systemic Approach to the Semiotics of Service
Encounter Interaction. London: Pinter.

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Spatial Engagement: Grammaticalising ‘voice’ in exhibition space
Robert James McMurtrie
PhD Candidate, UNSW
2302/184 Forbes Street Darlinghurst NSW 2010 Australia
r.j.mcmurtrie@bigpond.com

Abstract
This paper applies APPRAISAL theory (Martin & White, 2005) to exhibition space. In particular, it considers
ENGAGEMENT, which is concerned with resources to introduce or deny alternative voices in discourse and to(dis)allow room for negotiation. In language, attitudes are often expressed using metaphors of space (people
state where they stand on an issue). In exhibition space, metaphors of alternative positions are literal (cf.
Cranny-Francis, 2005, pp. 88-113). This paper demonstrates that bodily movement enables visitors to art
museums to transform interactive meanings in exhibition space. It is argued that while the curator’s/institution’s
authorial voice may position visitors one way, visitors can accept the stance or challenge it through movement
options. While movement in museums has been researched in terms of control, freedom and dialogism (Bennett,
1995; Pang, 2004; Ravelli 2006; Stenglin, 2004; Witcomb, 2003), this paper foregrounds that exhibition space isused, and considers the contribution visitors make to its meaning potential. By considering the relationshipbetween a museum’s navigable space and visitors’ movements, this paper formalises interactive meanings as asystem network, SPATIAL ENGAGEMENT, which helps to analyse and to reflect on the ways in which visitors
can(not)/do (not) negotiate the curator’s/institution’s voice.

1 Introduction
That visitors move through exhibition space is axiomatic; however, it is perhaps only whenmovement is constrained or prohibited that its functional role in the meaning-making process
is brought to consciousness. This paper is concerned with the grammaticalisation of theauthorial voice in exhibition space. One of the strategies of an institution to exert its
authorial, perhaps authoritative, voice is through the provision of, or denial of, alternative
pathway options (Bennett, 1995; Dean, 1994; Pang, 2004; Ravelli, 2006; Stenglin, 2004).
This paper explores the ways in which visitors to the Museum of Contemporary Art Australia(MCA) are enabled or prohibited to move through, and in, exhibition space. Drawing on thetheoretical frameworks developed for Systemic Functional Linguistics (SFL) and APPRAISAL
theory (Martin & White, 2005; White, 2005), this paper contributes to the body of knowledge
by developing a system network, SPATIAL ENGAGEMENT, which adopts a perspective on
space that differentiates between potential navigable space (Ambient space) and actual
navigated space (Hodological space). It is argued that visitors are part of the meaning-making
process, their movements contributing to the degree of spatial dialogism. The first part of thepaper provides an overview of the theoretical frameworks, and develops a system network for
spatial engagement. The network is then applied to explore visitors’ movements at a threedimensional installation. This paper concludes by providing some findings and by reflecting
on their implications in terms of communication.

2 Theoretical foundations
2.1 SFL
This paper draws heavily on SFL in order to grammaticalise engagement in exhibition space,as the grammar of SFL deals with meanings, which are made through choice (Halliday, 2003,
p. 8). In particular, it is based on two of the fundamental principles scaffolding SFL’s
theoretical framework: namely, system and rank.

177to boldly proceed ...

2.1.1 System
Given that the principal aim of this paper is to develop a system network, this section
provides a description of the most generalised system writing technology in order to assist inreading the proposed network. Network writing technology elucidates the concept of
meanings, as it specifies the valeur, function and contribution of a particular choice. First, asystem is an organising concept which models paradigmatic agnation; it is a finite collectionof mutually defining choices, or features. Once a system, for example MOOD, is entered(Figure 1), a choice is mandatory (Halliday, 2003, p. 4), either [indicative] or [imperative].
Second, the meaning of a feature also comes from the syntagmatic relations, i.e., its structure.
The structure is defined as the ordering of the functional realisations of the features of thesystems, indicated by a downward arrow (à).To illustrate, [indicative] (Figure 1) is realisedby the functions Finite (F) and Subject (S), represented by the operator insertion (+) and theoperands (F;S) (Matthiessen & Halliday, 2009, p. 96). Undertaking a systemic analysis
fundamentally involves extending primary systems in delicacy (Eggins, 2004, p. 202), i.e.,adding systems to the right of a feature to create a system network. However, delicate
systems are only ever created when there is a structural reflex (Eggins, 2004, p. 200). For
example, the system INDICATIVE TYPE can be constructed because the realisation F^S (Fprecedes S) means [interrogative], whereas S^F means [declarative]. Third, the probability
profile, the number written in superscript beside a feature, indicates the contribution that thefeature makes to the semiotic system at stake. The profiles represent the frequency at which aparticular feature is selected. It is predicted that [indicative] (Figure 1) will be chosen ninetimes more frequently than [imperative] (Halliday & Matthiessen, 2004, p. 22). Thus, themeaning of a feature is: (i) what it is not; (ii) its structure; and (iii) the likelihood of it being
selected.

Figure 1: System network technology; Figure 2: System network locating Ambient and Hodological spaces

2.1.2 Rank
In language, there are hierarchical units of grammar, known as ranks (clause, word group,
word, morpheme), which are related through constituency (Halliday & Matthiessen, 2004, p.
8). Constituency refers to the way in which larger units are constituted of smaller units. The
notion of rank has been applied to museums, which, for Pang (2004, p. 32), have four ranks:
Museum, Gallery, Area and Surface/Item (cf. O’Toole, 1994, p. 86). This paper considers two
ranks in art museums, gallery and exhibit, as movement at the rank of gallery is construed interms of direction, whereas movement at the rank of exhibit is construed in terms of
positions.

2.2 ENGAGEMENTENGAGEMENT, part of APPRAISAL, is concerned with the introduction of a range of voices

in a linguistic text. Strategies include ‘quoting or reporting, acknowledging a possibility,
denying, countering, affirming’ (Martin & White, 2005, p. 36). There are two features to
ENGAGEMENT: [monogloss] and [heterogloss]. Monoglossic resources facilitate the clarity of
one authoritative voice throughout the text. Monoglossic texts present an “objective” view ofa reality without the recognition of dialogistic alternatives (Martin & White, 2005, p. 100). In

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contrast, heteroglossic resources help to acknowledge alternative voices, either dialogically
expanding or contracting room for negotiation. Dialogically expansive texts use distanceformulations to open up space for alternative positions (Martin & White, 2005, p. 103),
whereas dialogically contractive texts use resources which challenge, fend off or restrict thescope of other voices (Martin & White, 2005, p. 102).

2.3 Space
Other considerations in the theorisation of SPATIAL ENGAGEMENT are the concepts Ambientand Hodological spaces. Ambient space is the three-dimensional, ‘measurable space definedby surfaces and objects which we design and build’ (Charitos, 1996, p. 5). In contrast,
Hodological35 perspectives on space privilege the human body and its need for movement as
integral to concepts of space (de Silva, 2007, p. 41). Hodological space is not predetermined;
rather, it is articulated extemporaneously as people move through space. However, people do
not move in hodological space; they create it by moving. In short, Ambient space is potential
navigable space, whereas Hodological space is navigated space (Figure 2, above).

3 SPATIAL ENGAGEMENTSPATIAL ENGAGEMENT, as developed herein, is concerned with the ways in which theauthorial voice enters an exhibition space and the ways in which visitors negotiate this voice.
An authoritative institutional voice can be manifest in various ways: surveillance cameras,
security guards, signage inter alia. However, the institution’s voice is also manifest in ‘thedegree of control exerted over the navigation of pathways’ (Ravelli, 2006, p. 132) throughgallery space and of positions at exhibits. Thus, SPATIAL ENGAGEMENT deals with therelationship between Ambient and Hodological spaces at various ranks. As in language, there
are two choices for SPATIAL ENGAGEMENT: [monogloss] and [heterogloss] (Figure 3).

Figure 3: System network of exhibition space

3.1 Monoglossic exhibition spaces
Monoglossic spaces are tightly controlled, realised by the conflation of Ambient and
Hodological spaces (A/H). At the rank of gallery, the conflation means that there is no choice
in direction. Consider the circular exhibition space that wends its way from the top to thebottom of the Solomon R. Guggenheim Museum in New York in one uninterrupted spiral. At
the rank of exhibit, monoglossic exhibition space positions visitors to gain only one
perspective on an artefact. In monoglossic exhibition spaces, the curator is ostensibly
declaring that there is a way to interact with exhibitions.

3.2 Heteroglossic exhibition spaces
Heteroglossic spaces, in contrast, afford various directions and positions, enabling alternative
perspectives to be entertained. In heteroglossic spaces, Ambient and Hodological spaces are
distinct to varying degrees (A\\H); they can be dialogically expansive (A\.\H) or contractive
35

The term hodology derives from the Greek word οδος (odos), meaning a way.

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to boldly proceed ...

(A\x\H). Dialogically expansive space can be [maximally expansive] (A\...\H), whereby
space has opened up, and an infinite number of directions and positions can be actualised, or
minimally expansive (A\.\H), whereby space has opened up, yet the number of potential
directions and positions are limited. In heteroglossic spaces, interactive meanings arepresented as polysemous. Dialogically contractive spaces are concerned with the denial of
directions and positions. Some spaces may be visually accessible yet physically inaccessible,
as they have been cordoned off, objects create impasses, or a simple line has been drawn on
the floor. In dialogically contractive spaces, visitors are aware of alternative directions andpositions, which would proffer different approaches and stances, but they cannot actualise
them because of these restrictions. Thus, dialogically contractive spaces suppress different
points-of-view. However, unlike monologic spaces, in which there are no alternative
perspectives, but similar to heteroglossic expansive spaces, in which the alternatives areprovided, dialogically contractive spaces bring to consciousness other perspectives, yetperspectives which can only be entertained. It is posited that if alternative spaces cannot beseen, visitors might accept the monoglossia of the space unquestioningly; however, if
visitors are aware of the denial of alternative spaces, they might question the institution’s
enforcement of a single perspective. Dialogically contractive spaces are paradoxical. On the
one hand, they are spaces in which the authoritative voice is the loudest as the institution has
simultaneously offered and denied an alternative perspective; on the other hand, dialogicallycontractive spaces promote the concept of other points-of-view and thus socialise visitors into
a form of tolerance for the unknown and the unknowable. As will have been noted, thesystem network deploys new system network writing technologies. The operator double
backwards slash (\\) signifies the opposite of conflation (/); the extent of the ellipses (...)
represents the degree of distinction between Hodological and Ambient spaces, whereas (x)signifies exclusion.

4 Analysis
This section analyses the movement patterns of one hundred visitors at a three-dimensional
installation in the MCA. The installation is located in the centre of a gallery, surrounded byunobstructed Ambient space. Its location was chosen by the curator as visitors could walkaround the installation to contemplate its beauty (Barkley, 2010, personal communication).
The putative visitor, therefore, is one who exploits the dialogically expansive space. The
installation is a rectangular display case; however, the nature of its objects, for the purposesof this paper, are irrelevant. The analysis demonstrates that while dialogically expansive
exhibition space was provided, most visitors monologised (cf. White, 2005) it and disaligned
themselves with the curator.

4.1 System Network of interaction
The condition of entry for the system network (Figure 4) is interaction. Interaction occurs
when a visitor and an exhibit are co-present. The most generalised system is CONTACT, whichrefers to a visitor’s direct gaze towards an exhibit for a discernible period (cf. Kress and van
Leeuwen, 2006, p. 118). Interaction at this stage is at the rank of gallery (above the dottedline). Interaction at the rank of exhibit (below the dotted line) occurs when visitors encounterthe exhibit by coming to rest. When visitors stop, they then must enter SPATIALENGAGEMENT, in which they select [monogloss] or [heterogloss]. Monogloss in this system,
therefore, does not describe the curated exhibition space, but rather the way in which visitorstransform the space. Visitors who select [monogloss] remain stationary, and treat theexhibition space as if it were monoglossic, refusing the invitation to move and thus
disaligning themselves with the curator. If visitors choose [heterogloss], realised by
Stasis^Motion, they can create a dialogically maximally, moderately or minimally contractive
space, by interacting with the installation from different positions along one, two or three180

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sides of the display case, respectively. Visitors selecting these options align themselves only
partially with the curator, as they are still closing down some of the potential. Alternatively,
visitors can accept the invitation to negotiate the dialogically expansive space bycircumnavigating the installation, thereby fully aligning themselves with the semiotic
designer.

Figure 4: System network of interaction

4.2 Findings
The probability profiles indicate the contribution that each selection makes to the meaning ofa particular exhibition space. Most visitors who made contact encountered the exhibit; thehigh probability profile (0.79) demonstrates that visitors were attracted to it. However, theprobability profiles for SPATIAL ENGAGEMENT demonstrate that the majority of visitors
interacted with the installation from one perspective (0.58), treating it as a monoglossic
exhibition space and disaligning themselves with the curator. Of the 42% who dialogically
expanded the space, only 15% (or 5% of the total sample) utilised the dialogically expansive
space on offer. Moreover, if the probability profile from the feature [maximally contractive],
realised by interaction with only one side of the installation, were included with the profile
for [monogloss], it would mean that nearly three quarters of the visitors (72%) interacted with
the installation from a single side as might be done with a two-dimensional painting. Whilethe curator offered his visitors a dialogically expansive exhibition space at this particularinstallation, most visitors transformed it into a monoglossic exhibition space. This explicitly
demonstrates that visitors’ movement contribute to the meaning of the space in which it takes
place. It also suggests that providing too much space is not helpful for visitors as evidenced
by their closing down options themselves. As Vygotsky (1978, p. 86) has demonstrated in his
theories on education, but equally applicable to interaction in exhibition spaces, people needa scaffold to facilitate learning, and perhaps something in the design or label could haveguided visitors to adopt more perspectives.

5 Conclusion
This paper argued for the applicability of ENGAGEMENT (Martin & White, 2005) toexhibition space. Since focus was limited to visitors’ movement options at a single exhibit,
the analysis herein is not to be considered exhaustive, and results are not definitive;
nonetheless, they provide a point of departure for further debate and inquiry. This paper
demonstrated that the authorial voice in exhibition space is manifest in the amount of
navigable space provided. Institutions can construct spaces that are tightly controlled andmonoglossic, or free-flowing and heteroglossic (cf. Pang, 2004, p. 40; Ravelli, 2006, p. 132).
In museums, these various types of exhibition spaces have been referred to as directed,
suggested and unstructured (Dean, 1994, p. 54), depending on circulation options, which181

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control traffic flow. Previous research has also formalised choices in circulation paths as asystem network (Pang, 2004, p. 41). However, this paper, in its attempt to grammaticalise
voice in exhibition space, developed an alternative system network with new system writing
technologies. SPATIAL ENGAGEMENT demonstrated that the various types of dialogised orundialogised exhibition spaces are realised by the relationship between the functional
elements Hodological and Ambient spaces, thus foregrounding visitors’ movements as
integral to the meaning-making process. In addition, it provided the probability profiles,
which elucidate the contribution that visitors’ movement make to the exhibition space.
The degree of spatial dialogism can reflect an institution’s approach to communication.
The art museum experience is a communicative event and communication can be monologic
or dialogic; it is, as Ravelli (2006) states, ‘an active social process […] understood in relation
to issues of choice’ (p. 5). Does the institution permit a multiplicity of interactive choices oris there a single overarching hegemonic “non-choice”. Some institutions subscribe to thetransmission model of communication and didacticism, providing a strong linear narrativewith room for one point-of-view, usually the institution’s (Witcomb, 2003, p. 128). In
contrast, an institution whose spaces are dialogically engaged is said to champion the conceptof latitudinarianism, defined herein as a tolerance for ambiguity, polysemy, pluralism anddemocracy as well as for alternative “voices”, perspectives, points-of-view, truths, culturesand ideologies.

References
Bennett, T. (1995). The birth of the museum. London: Routledge.
Charitos, D. (1996). Defining existential space in virtual environments. Proc. Virtual Reality World 96.
Stuttgart: IDG Publications.
Cranny-Francis. A. (2005). Multimedia. London: Sage.
de Silva, W. (2007). Otto Friedrich Bollnow’s concept of human space: A critical discussion on thefundamentals of the concepts of space. Built-environment-Sri Lanka, 7(2), 40-42.
Dean, D. 1994. Museum exhibition: Theory and practice, London: Routledge.
Eggins, S. (2004). An introduction to systemic functional linguistics (2nd ed.). New York: Continuum.
Halliday, M. A. K. (2003). On language and linguistics. London: Continuum.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (3rd ed.).
London. Arnold.
Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). London:
Routledge.
Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. New York: Palgrave
Macmillan.
Matthiessen, C. M. I. M., & Halliday, M. A. K. (2009). Systemic Functional Grammar: A first step in to theory.
Higher Education Press.
O'Toole, M. (1994). The language of displayed art, London: Leicester University Press.
Pang, K. M. A. 2004. Making history in From Colony to Nation: A multimodal analysis of a museum exhibitionin Singapore. In K. L. O’Halloran (Ed.), Multimodal discourse analysis: Systemic functional perspectives(pp. 28-54). London: Continuum.
Ravelli, L. 2006. Museum texts: Communication frameworks. London: Routledge.
Stenglin, M. (2004). Packaging curiosities: Towards a grammar of three-dimensional space. Unpublished PhD
Thesis. University of Sydney, Department of Linguistics, Sydney.
Vygotsky, L. S. (1978). Mind in society: The development of higher physiological processes. USA: Library ofCongress Cataloging in Publication Data.
White, P. R. R. (2005). The language of attitude, arguability and interpersonal positioning. URL:
http://www.grammatics.com/appraisal
Witcomb, A. 2003. Re-Imagining the Museum: Beyond the Mausoleum. London: Routledge.

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Instantiation, realization and multimodal musical semantic waves
Jodie L. Martin
University of Adelaide
Adelaide, Australia
jodie.martin@adelaide.edu.au

Abstract
Halliday (1991/2009) describes texts as simultaneously realising their context of situation and context of culture
while instantiating the system of language. To examine the use of music notation in student texts, it is useful tounderstand how notation instantiates the system of music and realises the contexts of culture (jazz) and of
situation (music conservatory). This paper combines the examination of instantiation and realisation with thesemantic codes of legitimation (Maton, 2011a, 2011b, forthcoming) from Legitimation Code Theory for thecharacterisation of notation types and applies them to a multimodal analysis of music notation, adapted from
Unsworth and Cléirigh (2009), to identify underlying organisational principles involved in the intersemiotic
construction of meaning.
Drawing on a corpus of research projects from honours students of jazz performance, the different types ofnotation used are examined. The notation varies in the degree to which it is connected to a concrete, embodied
performance, or offers space for a range of performances. This variation is connected to the concept of semantic
gravity. By considering how information is variously unpacked from the notation into text, and repacked into
generalisation with greater abstraction, this analysis provides insight into the ways notation operates in a text,
and how it contributes to a co-construction and prosody of meaning throughout the text.

1 Introduction
Many academic disciplines incorporate non-linguistic examples in their texts to provide
additional, condensed meaning. The examination of this meaning and how accompanying
text repeats, expands and contextualises provides important insight for understanding
academic literacies. Music notation is a fundamental resource in the study of music; it is used
to prompt performance, to distribute repertoire, to enable analysis and to facilitate teaching
and learning. The use of music notational quotes within written texts is instrumental for
conveying musical information concisely and accurately. Its use, however, is under-theorised,both from a multimodal perspective and from a musical perspective.
This paper endeavours to address this shortage by theorising on the use of music notation
with particular reference to a corpus of six texts. These texts are 5000-word research projects
written as a mandatory ungraded element of the Bachelor of Music (Jazz Performance)(Honours). All texts were by local, native speakers of English. As honours students, they
were believed by academic staff to be sufficiently acculturated to the study of music to beable to reflect upon it.
Music and its corresponding notational texts will first be aligned with Halliday’s(1991/2009) model of context and instance. The focus on the degrees of instantiation andabstraction in music text types shall be supplemented with the concept of semantic gravity,
drawing on Legitimation Code Theory (LCT) (Maton 2011a, 2011b, forthcoming), which
describes the degree to which a meaning relates to its context. Using the descriptive power ofsemantic gravity, the texts will be briefly characterised to demonstrate how the use ofnotation may be organised within a text. This provides a foundation for looking at notation
with the understanding of the role it plays in its cultural and situational contexts.
Language Verbalising Notation (LVN) (J. L. Martin, forthcoming) is a framework
developed from Unsworth and Cléirigh’s (2009) work on multimodal grammatical183to boldly proceed ...

identification between language and images. It provides a starting point for describing the coconstruction of meaning between notation and linguistic text. By again triangulating thisinformation with Semantics from LCT, this time both semantic gravity and semantic density,
which describes the degree of condensation of meaning, organisational principles emerge forunpacking information from the notation into text, situating it within a textual andperformative context, and then repacking it with greater abstraction to enable musicalprinciples to be generalised across a musician’s repertoire, across a range of instruments, oracross a range of musical situations.
This research is part of an investigation into the academic literacies of music students. It
provides descriptive power for the examination of notation as well as for the analysis ofinterleaved modes within a multisemiotic text.

2 Music in context
Halliday (1991/2009), drawing on the work of Malinowski, Firth, Sapir and Whorf, provides
a model for understanding the relationships of instantiation and realisation between language
and text, and the contexts of culture and situation. I suggest that not only can music besimilarly modelled, but that music and language occur as adjacent yet interwoven semiotic
systems, as displayed in figure 1. Paralleling language and music thus is not to suggest that
their texts instantiate their systems in exactly the same way; rather, that their texts do
instantiate their systems, systems which are a reservoir of everything that potentially could
manifest in a text.

Figure 1: Language and music and context, system and instance; adapted from Halliday(1991/2009, p. 175)
This understanding of instantiation and realisation underlies a multimodal perspective; amultimodal text is understood as using the resources of the systems of both language andmusic, and construing the cultural and situational contexts of jazz and tertiary study. It should
be noted that ‘music as text’ refers to instances of music in all possible manifestations –audible, written, recorded and enacted – just as language as text refers to “all the instances oflanguage that you listen to and read. And that you produce yourself in speaking and writing”(Halliday, 1991/2009, p. 274). Perhaps it would be more appropriate to refer to music asperformance; however, given that the focus of this paper is music notation I will maintain theuse of the term ‘music texts’.
While some of the notational quotes used in the research projects are solely intended foranalysis, such as the improvisation transcriptions, others are taken from their normal
performative context and recontextualised for a pedagogical purpose. The notation text types
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vary in the strength of their connection to specific performances; that is, they vary in how
much they realise the situation or the context. The stronger connection to its context ofsituation corresponds to stronger semantic gravity from LCT (Maton, 2011b, p. 65). We cantherefore align instantiation/realisation and semantic gravity and place the various notationtext types along these continuums (table 1). It should be noted that these are relative to one
another within the given context. The degree of abstraction and semantic gravity of notationin comparison to linguistic text is not under consideration, nor is the performance of music.
Instantiation /Realisation

Semantic
Gravity

Notation text
type

Description

Abstract

SG-

Harmonic
progression

Underlying harmonic structure ofpieces; may apply to multiple songs

Lead sheet/chart Basic details for a range of possible
performances of a single song

Concrete

SG+

Pre-composed
notation

Strongly prescribes elements ofperformance but less strictly thantranscription, repeatable

Improvisationtranscription

Transcription of a specificperformance; notation accurate tothat performance

Table 1: Instantiation/realisation, semantic gravity and notation text types
The variations in semantic gravity of the different text types demonstrate the faculty ofmusic notation to variously represent very specific instructions as to what was or should beplayed, reducing meaning potential, or to provide the essential details of a piece, creating
space for multiple possible manifestations. In the case of the latter, the texts rely more on anunderstanding of their cultural context, i.e. jazz, in order to appropriately interpret thenotation for performance with appropriate rhythmic and harmonic changes. Each of thesetexts has their function within the research projects.

3 Language verbalising notation
The framework of Language Verbalising Notation (J. L. Martin, forthcoming) provides a way
to describe how the accompanying text repeats, expands and elaborates on the notational
quotes. Descriptions of the categories of LVN are presented in Table 2.
Intermodal intensive identification occurs when the accompanying text verbalises
qualities of the notation. These may be explicitly conveyed in the notation, such as “minimroot notes”, or more abstract qualities may be interpreted by the writer from the notation
and/or listening to the music, such as “this melody epitomises true lyricism”. Intermodal
possessive identification identifies both human participants, such as the composer, improviser
and bass player, and musical parts, such as the melody, rhythm and bass line. These twocategories may or may not correspond to each other, or may combine, such as in “Carter’s
bass line”. Intermodal circumstantial identification occurs when the text verbalises themusical circumstances of the focal notation, such as chords, harmonies and rhythms. It also
occurs when the textual locations of the notation are identified, for example with references
to bar numbers, sections of the piece as well as the title and recording details. Intermodal
circumstantial identification: manner occurs when the text verbalises the manner or technique185

to boldly proceed ...

in which the music was played. This may or may not be notated. Finally, intermodal
circumstantial identification: effect conveys the effect of the musical choices described in theother categories on a listener, on the other members of the band or ensemble, or on musicalparts. Traditional western music notation does not have the affordance to convey the effect ofthe music insofar as it is differentiated from what is played.
Category

The text verbalises…
Intermodal intensive identification qualities of notation

Intermodal circumstantial
identification(human) participants who perform or otherwise
contribute to musical parts
musical parts that comprise the selected piecemusical circumstance (chords, harmonies, rhythms)
textual locations of the notation

Intermodal circumstantial
identification: mannermanner in which the notation was played, whether
notated or not, including techniqueIntermodal circumstantial
identification: effecteffect of the music choices

Intermodal possessive
identification

Table 2: Language verbalising notation
The analysis of two research projects using LVN identified some patterns; while there
was variation, passages relating to a notational quote generally concluded with the effect of
the qualities described. These qualities were variously situated within their textual, musicaland performative context.

4 Multimodal musical semantic waves
Semantic profiles are “significant for cumulative knowledge-building and learning” (Maton,
2011a) and are produced by tracking the strengthening and weakening of semantic gravity
and semantic density over time or text. Such profiles locate weaker semantic gravity andstronger semantic density at the top of the y axis and track the movement over time (x axis).
Maton et al (J. R. Martin, 2011; Maton, 2011a; Matruglio, Maton, & Martin, 2011) inanalysis of classroom discourse have observed that various shapes can be constructed by the
profiles and describe semantic waves occurring when knowledge is sequentially unpacked
and repacked, the half wave or ‘broken elevator’ occurring when knowledge is unpacked
without being repacked, and flat lines occurring where there is little or no variation in thesemantic range, that is the distance between the crests and troughs of the wave.
Profiling the semantic gravity of the notation used in the student texts, as described inTable 1, produces two main semantic profiles. Four of the six texts could be described ashaving a semantic flat line as they were characterised by one type of notation, thetranscription of the focal musician’s improvisation or bass line. A semantic ripple wasevident where one student presented the decontextualised motive before presenting notational
excerpts of its use, however the semantic range, the distance between peaks and troughs of
the wave, was still limited. By contrast, one text used a semantic wave in employing notationtext types varying in semantic gravity strength. For example, the text begins with a lead sheet
excerpt, followed by two harmonic progressions of the same piece and concluding the section
with another excerpt of the lead sheet. Semantic gravity is thus weakened and thenstrengthened, providing different perspectives of the same piece of notation by shifting in
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degree of concretisation. The final student text included two levels of semantic gravity in theone musical excerpt by including the improvisation in the top line of the system, and thechord conveyed by that improvisation on the bottom line. This demonstrates the affordancesof notation for providing parallel layers of meaning, but is problematic for depicting in asemantic profile.
Further research is required to investigate whether the semantic wave in one mode
contributes to knowledge-building or more successful writing. The consideration of thesemantic waves does highlight the contribution of notation specifically and examples
generally in a text, and how they may connect or disconnect from specific instances. A moresignificant application is to the intersemiotic construction of meaning with text elaborating on
notation.
The categories of LVN were interpreted in light of Semantics. Intensive, possessive andcircumstantial identification unpacks information condensed in the notation, weakening
semantic density. Possessive, circumstantial identification and manner strengthened semantic
gravity by locating it within its textual context and providing stronger alignment with its
embodied performance. Finally effect repacked the information with greater abstraction andgeneralisation across musical situations. The LVN analysis was conducted on two texts fromthe corpus, from the two students who have continued on to further study. The triangulation
with Semantics was applied to the analysis of LVN. In the first text, which was characterisedby a semantic wave in the notation text types, a semantic wave was also observed in the
linguistic text. Significantly though, the qualities identified by intensive identification could
be more concrete, such as “the interval of a fourth”, thus weakening semantic density byunpacking the information condensed in the musical symbols, or could attain greater
generalisation by abstracting qualities of the whole notational excerpt, such as “strong
intervallic identity”, thus strengthening semantic density and weakening semantic gravity byproviding observations applicable to new or multiple contexts. Thus the high points of thesemantic profile were variously provided by either intermodal intensive identification oreffect. By contrast, the second text analysed appeared to have a smaller semantic range; theeffects described were strongly connected to the embodied experience of the listener in thegiven context, thus providing stronger semantic gravity than the first text’s abstractions
generalised across instruments, eras and contexts. Although the use of notation ensured there
was some semantic variation, this might better be described as a semantic ripple rather than asemantic wave.

5 Conclusion
The meanings made in musical notation can be understood by situating the texts within
Halliday’s model of instantiation and realisation. The triangulation of this understanding with
the notion of semantic gravity from LCT demonstrates the semantic wave present in student
texts as the different notation types incorporated vary in the strength of their relation to theirperformative context and in the degree of abstraction. These notation types variously construe
the cultural context of jazz and the situation of performance and analysis. Language
Verbalising Notation was briefly introduced as a framework for exploring how text elaborates
and expands on meanings made in notation. By again triangulating this with Semantics from
LCT it was found that information from notation was unpacked and related to its context ofsituation, and repacked with greater abstraction which speaks to the greater context ofculture, that is jazz performance.
This research contributes to the understanding of music and music notation. It also
highlights the repurposing of notation from performance for academic texts in a pedagogical187to boldly proceed ...

context. Further research is required to see whether the semantic variations observed
contribute to knowledge-building and student success. Investigating variations in semantic
gravity is useful for understanding non-linguistic examples in texts; investigating semantic
gravity and semantic density provides insight into the interaction between linguistic and nonlinguistic text.

References
Halliday, M. A. K. (1991/2009). The notion of "context" in language education. In J. J. Webster (Ed.),
Language and Education (Vol. 9, pp. 269-290). London: Continuum.
Martin, J. L. (forthcoming). Language verbalising notation: an intersemiotic analysis of musical notation in
student texts. Multimodal Communication.
Martin, J. R. (2011). Bridging troubled waters: Interdisciplinarity and what makes it stick. In F. Christie & K.
Maton (Eds.), Disciplinarity: Functional linguistic and sociological perspectives (pp. 35-61). London:
Continuum.
Maton, K. (2011a). Mastering semantic waves: A key to cumulative knowledge and social justice. Paper
presented at the Australian Systemic Functional Linguistics Association Annual Conference.
Maton, K. (2011b). Theories and Things: The Semantics of Disciplinarity. In F. Christie & K. Maton (Eds.),
Disciplinarity : Functional Linguistic and Sociological Perspectives (pp. 62-84). London ; New York:
Continuum International Publishing Group.
Maton, K. (forthcoming). Knowledge and Knowers: Towards a realist sociology of education. London:
Routledge.
Matruglio, E., Maton, K., & Martin, J. R. (2011). Waves through time: Temporality and the semantic wave.
Paper presented at the Australian Systemic Functional Linguistics Association National Conference.
Unsworth, L., & Cléirigh, C. (2009). Multimodality and reading: The construction of meaning through imagetext interaction. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 151-163).
London: Routledge.

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Committing Commitment: Theorizing processes of change
Ken Tann
University of Technology, Sydney

1 Introduction
Following Martin’s (2006) conception of intertextuality in terms of movement on the‘hierarchy’ of instantiation, the term ‘commitment’ was coined in Martin (2008), and further
developed with respect to the three metafunctions in Hood (2008). Originally used to model
the reformulation of meaning from a source text to a piece of rewritten work, ‘commitment’has been introduced as a theory of intertextuality, with consequent implications across a
range of research areas ranging from media (Caple 2008; Knox 2009) and multimodality(Caldwell 2009; Bezerra 2011) to pedagogy (Hood 2008; Chen 2009), translation (de Souza
2010) and identity (Martin 2006; Tann 2010).
Martin (2008) proposes the concept of ‘commitment’ as a means for exploring what he callsthe ‘relative semantic weight’ of a text in terms of “the degree to which meanings in optional
systems are taken up and, within systems, the degree of delicacy selected” (p.45). While heacknowledges that all available subclassifications in a system network have to be‘committed’ in every instance in this sense, he adds in the endnote that his concern withcommitment is in the “less formal taxonomies of discourse semantic entities in which more
and less delicate features can be lexicalized without an exhaustive traversal of the system”(p.56).
For instance, Martin (2008) argues that the expansion of a nominal group through the use ofepithets and qualifiers does not constitute a relationship of hyponymy in terms of discourse,
and is distinct from an expansion through classifiers, and that whilst a ‘government truck’ is akind of ‘truck’, a ‘Government truck from the Roads Department’ is a specification of thetruck rather than a subtype of trucks (p.49). He is also concerned with the elaborations ofprocesses such as ‘running through the bush until I found a road’ that can neither be properly
analyzed as subtypes nor parts of the activity ‘going away’ (p.48). Hence, he proposes theconcept of commitment as a way of describing meaning shifts of this sort where one text is
clearly a more ‘specific’ or ‘explicit’ reformulation of another, even if the relationshipbetween them cannot be satisfactorily accounted for in terms of taxonomic specificity (e.g.
Halliday and Matthiessen 1999:615).
Commitment in this technical sense therefore does not refer to the author’s epistemic
conviction in a proposition, but the relative ‘semantic weight’ between two texts that areintertextually related through a temporal dimension. Focusing on the foundational papers ofMartin (2008) and Hood (2008), this brief theoretical paper will argue that the notion of‘semantic weight’ is insufficiently clear in these accounts, and will attempt to clarify theconcept in relation to metafunctions, stratification and axis.

2 Theorizing semantic weight
Martin (2008) and Hood (2008) found a number of such ‘semantic variations’ between thesource texts and reproduced texts that they describe, summarized in Table 1 below,
suggesting that expressions on the right hand column correspond to our notion of something‘more specific’ than their equivalents on the left. They also point out that the current account189to boldly proceed ...

of generalization in terms of taxonomic relations (e.g. Halliday and Matthiessen 1999:615)
does not account sufficiently for all these examples, and that a wider concept is necessary todescribe these patterns of meaning shift. In other words, commitment as an analytical concept
is introduced as a means of generalizing across the various relationships between elements inthe left and right hand columns of Table 1.
Relation
hyponymy

Less committed
class

More committed
membere.g. mane.g. driver

whole

part

e.g. Francistown

e.g. Nyangabwe Hospitalrole

incumbent

e.g. Head Librariane.g. Ms Andrews

concept

instancee.g. a strange placee.g. Francistown

label

activity sequences

e.g. sales scenee.g. foot-in-the-door technique, patter…

invocation

inscription

e.g. fenced in like sheep

e.g. prejudicecongruentmetaphoricale.g. changee.g. make a breakgrammaticalmetaphor

metaphoricalcongruente.g. that effecte.g. This story…had affected her profoundly...

infusion

basic

compounde.g. consider

e.g. reassess (consider+ again + evaluatively)

elaborated element

elaboration

e.g. Government truck

Government truck from the Roads Department

abstract

concretee.g. a fortunate life

e.g. [recount]metadiscourse

concretee.g. a story

e.g. [recount]

entertain

attribution

e.g. perhaps

e.g. says

meronymyincumbency
exemplification
composition

explicitness
lexical metaphor

characterization
Abstraction
metadiscursivity
heteroglossic
expansion

Table 1. Summary of types of commitment processes in Martin (2008) and Hood (2008)
For instance, the recount of an event in the source text may simply be glossed over as ‘astory’ in a subsequent retelling, or the metaphorical expression ‘fenced in like sheep’ may besummarized as an act of ‘prejudice’. In these examples, we get a sense that the full recount issomewhat more “precise” in content than the metadiscursive label ‘a story’, while the attitude
is more “specified” in the inscription ‘prejudice’ than the invocation. Martin (2008) describes
the more ideationally specific and the more interpersonally explicit as carrying more‘semantic weight’, and analyzes them as being more “committed”. The theoreticalunderpinning of this notion of ‘semantic weight’ has to do with his understanding of
instantiation and the amount of meaning in a text.
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2.1 Instantiation and semantic weight
Martin (2008) describes the cline of instantiation as a scale whereby “the meaning potentialof the culture… is progressively narrowed until we arrive at the reading of a particular text”(p.33). In other words, text types have more meaning potential than texts, while the overalllanguage system has the most meaning potential. He then reasons that different aspects ofthat meaning potential further up the cline are “activated” (p.45) or “manifested” (p.52) in aparticular instance. Hence when meanings in a particular text have to be reproduced inanother text through activities such as note-taking and translation, it is necessary for theauthor to reach back along the cline, “to open up meaning potential which has in the previous
instance been foreclosed” (p.49), a process he terms “distantiation” (p.50) to differentiate
between the two directions of instantiation. By comparing the choices made in an earlier andlater versions of the same text (such as in summaries and translations), their difference incommitment (e.g. specificity) serves as a means for explaining how those two texts are
related in terms of metastability, and a predictor for how far up the scale of generality
meaning must be recovered in the production of the subsequent text. As with other concepts
however, its usefulness depends very much on how consistently it can be operationalized.
Firstly, it is necessary to distinguish between commitment and instantiation. It would be
misleading to describe alternative expressions as possessing different ‘amounts’ of meaning
potential for example, as each text is an instance in itself. Conversely, ‘less commitment’ ofmeaning also does not shift a text any further up the cline. That is to say, while thesuperordinate ‘man’ in the example above may be less committed or specific, it is not any
less instantiated than its hyponym ‘driver’. The difference in commitment between texts istherefore not a comparison between the amount of meaning potential in the texts, but the
number of selections and types of selection that are made in each instance. When more
selections are made or ‘activated’ in the subsequent text, more resources have to be accessedby drawing on a greater range of available resources from higher up the cline.
Secondly, a careful reading of Martin (2008) and Hood (2008) reveals that there are at least
two distinguishable ways in which ‘semantic weight’ is understood. At times, commitment is
described as an increase or decrease in the amount of meaning:…the degree to which meanings in optional systems are taken up… (Martin 2008:45) Where lessmeaning is committed… (Martin 2008:50)…commitment has to do with the amount of meaning manifested… (Martin 2008:52)
In this sense, they can be said to commit less ideational meaning. (Hood 2008:357)…additionally commits interpersonal meaning in the classification. (Hood 2008:357)…a resource by which we commit less ideational meaning. (Hood 2008:360)
Inscribed Attitude commits more interpersonal meaning than… (Hood 2008:362)
At other times, it is described in terms of how meaning is committed:…the degree of delicacy selected. (Martin 2008:45)…meanings are committed differently from the source text… (Hood 2008:358)
Change instantiates meaning in a less committed way… (Hood 2008:360)…a single inscription commits evaluative meanings in a less committed way than… (Hood2008:362)

The former set of descriptions seems to imply a comparison between quantities of meaning,
while the latter implies a comparison between the qualities of two instances of the sameamount of meaning. This opens up the pertinent issue of how we determine if the two chunksof text selected for analysis are comparable for analysis, if we do not delimit the amount of
meaning or length of text considered in some way.

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2.2 Paradigmatic and syntagmatic variation
One consequence of conflating between the two competing understandings of commitment
outlined above – in terms of quality and quantity – can be seen in Hood’s (2008:362)
description of interpersonal commitment. On the one hand, she describes (following Martin2008) inscribed evaluation as more committed than flagged evaluation, which is in turn morecommitted than afforded ones. This conceptualizes commitment as a difference inparadigmatic selection between the three possible ways of instantiating the same attitude
from the appraisal system. On the other hand, she simultaneously argues that “a single
inscription commits evaluative meanings in a less committed way than an accumulatingprosody of co-articulating instances.” This conception of commitment is one that is
structurally informed and allows for serial expansions. In other words, we get a different
account of commitment for invoked appraisal depending on whether we are looking at it as asystemic selection or a structural expansion.
A similarly contradictory analysis can also be observed in Hood’s (2008) discussion of
metaphoric expressions. She finds on one hand that the participants of processes are omitted
in nominalizations such as “the loss of opportunity” (p.360), which results in less specificity,while on the other hand the nominal group construes two layers of meaning as both process
and thing which implies greater semantic weight, and concludes that grammatical metaphorsinvolve a “complex relationship”. In this example, we observe a reduction of ideational
meaning structurally in the form of participants, alongside an increase in layers of meaning
paradigmatically. In both of these cases what initially appears as a contradiction in analysis isa consequence of analyzing meaning shift through different (i.e. syntagmatic andparadigmatic) perspectives.
While some meaning shift clearly involves paradigmatic variation in terms of delicacy suchas more or less specific choices between ‘man’ and ‘driver’, others such as the two examples
above are not as clear. Where meaning is committed accumulatively, taking axis into
consideration provides a clearer picture of what it is that we are comparing. When ametadiscourse is unpacked into a full recount for instance, we may first identify the two
chunks of texts that are comparable from a paradigmatic perspective. Following this, we maythen describe the structural unfolding of meaning within the recount. The complementarity ofboth perspectives is necessary because such serial expansions can potentially be extended
indefinitely, and this allows us to specify the textual boundaries when we weigh the amountof meaning committed (see for example Tann 2010).

3 Conclusion
While commitment is an innovative attempt to model meaning shift in terms of ‘semantic
weight’, the theory is in its infancy, and there remains some confusion between quantity of
meaning and the quality of selection instantiated in a text. One consequence of this is a lackof clarity in what is being compared, and another consequence is the apparent contradiction
in descriptions that involve both aspects in the shift. I have called attention to some areas of
the theory that requires more clarification, and suggested axis as one possible solution. While
this brief discussion has by no means covered all the ground, it is hoped that the questions
raised will help bring some of the assumptions into focus, and stimulate further dialogue
between the different ways that the theory has been put to use.

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References
Bezzara, F. (2011) “Coupling and commitment: an SFL-MDA investigation of ideational meanings and gender
representation in the film Sex and the City”, Systemic Functional Linguistics seminar series, May 27,
University of Sydney, Australia.
Caple, H. (2008) ‘Reconciling the co-articulation of meaning between words and pictures: exploring
instantiation and commitment in image nuclear news stories’, in A. Mahboob and N.K. Knight (eds.)
Questioning Linguistics. Newcastle: Cambridge Scholars Publishing, 77-94.
Chen, Y. (2009) Interpersonal Meaning in Textbooks for Teaching English as a Foreign Language in China: A
Multimodal Approach. PhD Thesis. University of Sydney.
De Souza, L. (2010) Interlingual re-instantiation: a model for a new and more comprehensive systemic
functional perspective on translation. PhD Thesis. Universidade Federal de Santa Catarina andUniversity of Sydney.
Hood, S. (2008) ‘Summary writing in academic contexts: implicating meaning in process of change’, in
Linguistics and Education 19, 351-365.
Knox, J. (2009) ‘Punctuating the homepage: image as language in an online newspaper’, in Discourse &Communication 3(2): 145-72.
Martin, J.R. (2006) ‘Genre, ideology and intertextuality: a systemic functional perspective’, in Linguistics & the
Human Sciences 2(2), 275-298.
Martin, J.R. (2008) ‘Tenderness: realization and instantiation in a Botswanan town’, in N. Norgaard (ed.)
Odense Working Papers in Language and Communication vol.29, 30-58.
Tann, K. (2010) Semogenesis of a Nation: An Iconography of Japanese Identity. PhD Thesis. University ofSydney.

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Going beyond speech to seek out New information in writing &other modalities
Nick Moore
Khalifa University
PO Box 573, Sharjah, United Arab Emirates
najm@kustar.ac.ae

Abstract
Information Structure functions to highlight what the speaker chooses as newsworthy. Realised by the tone unit,
it has long guided the Systemic Functional Linguistic (SFL) analysis of spoken English. The realisation of New
information in written English, however, is problematic because there is no graphological equivalent of the tonic
foot. This paper goes beyond SFL and uses historical, psychological and neurological studies to support the
proposal that New information is realised by final position in a clause. Going beyond spoken and written
English, it keeps constant the function of Information Structure while exploring the realisation of New
information in other semiotic modes in order to identify the most suitable non-arbitrary realisation for thefunction of New information.

1 Introducing Information
One of Halliday’s many enduring insights into the functioning of English is the contributionof intonation to the structuring of Information. Halliday (1967) identifies Information as aunit of discourse independent of other grammatical features. The Information unit provides
the environment for further choices, particularly the location of New information. Halliday’s
Information unit consists of the tonic foot, which realises New information, and the pre-tonic.
Crucially, New information functions to alert the listener to the most important, note-worthy
or “Newsworthy” (Fries, 2002) part of the Information unit: “Information focus is one kind ofemphasis, that whereby the speaker marks out a part (which may be the whole) of a message
block as that which he wishes to be interpreted as informative” (Halliday, 1967, p.204). New
information is chosen independently of other discourse factors, such as Theme or a previous
mention of a referent, and can equally be applied to non-referents. However, in unmarked
cases it will align with the grammatical choices of Presenting reference (Martin, 1992) inRheme (Halliday and Matthiessen, 2004). A final essential feature of Information Structure isthat it is obligatory in spoken English. Even if a spoken utterance may be considered
ungrammatical, it will exhibit Information Structure. Exclamations such as “Fire!” or “Run!”cannot be expressed without a tonic foot.
The term Information Structure has been adapted to suit other linguistic paradigms, often
being conflated with reference (e.g. Haviland and Clark, 1974; Prince, 1981; Gundel, Hegarty
and Borthen, 2003) and conjectured psychological processes (Steedman, 2000; Jackendoff,
2002). In Systemic Functional Linguistics (SFL), developments in the theory of the textual
metafunction (e.g. Matthiessen, 1992) and progress in thematic analysis (Martin, 1992;
Ghadessy, 1995) have hardly changed the original insight into the function and realisation ofInformation Structure in spoken English (Halliday and Matthiessen, 2004; Halliday andGreaves, 2008). Assuming that Information Structure functions in written English, itsrealisation remains uncertain since written English does not realise intonation (Martin, 1992;
Fries, 2000, 2002).

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2 What’s New?
Written English has not developed an exclusive system to realise intonation; there is nounmarked graphological equivalent of the tonic foot. Thus, while the choices for information
structure in spoken English present themselves independently of clausal grammar, choices in
written English are constrained by clausal grammar. Assuming that Information Structure in
written English functions independently of the systems of Theme and Reference, as it does inspoken English, and with no intonational realisation for New information in written English,
the general consensus is that the unmarked position for New information in spoken English –clause-final – is the obligatory position for New information in written English (e.g. Fries,
2000). Rather than varying intonation, written language moves elements into clause-end New
position by using passive voice, cleft sentences and other structures to make meaning in
information structure (Fries, 2002). Matthiessen (1995) applies the term ‘Culmination’ to thefunction of New information in written English to distinguish its graphological realisation.
Martin (1992) extends the ‘newsworthiness’ function of New information to different units ofwritten text, applying the terms New, hyper-New and macro-New to, roughly, clause,paragraph and discoursal patterns, respectively, to realise the Point of discourse.
Although many agree on the realisation of New information in written English within
SFL, there are few explanations as to why clause-final position should have supplanted
intonation. The following sections offer historical, psychological and neurological evidence
for why sequence has subsumed the realisation of Theme and Information in written English.

2.1 Historical Development of Written Text
The first reason that New Information may be realised by clause-final position is because of
the introduction of spaces into written language in the 9th to 12th Centuries (Parkes, 1992).
The prevalence of ungapped text (scriptura continua) throughout Western Europe up until the
12th Century meant that it was far easier for the reader to speak the text aloud in order tomake sense of it:
Without spaces to use for guideposts, the ancient reader needed more than twice the normal quantityof fixations and saccades per line of printed text. The reader of unseparated text also required aquantity of ocular regressions for which there is no parallel under modern reading conditions(Saenger, 1997 p.7)

Introducing spaces between words enabled a marked increase in the habit of silent reading(Saenger, 1982; 1997). When a written text is vocalised (or sub-vocalised), it must conformto the respiratory-system constraints of spoken Information Structure. Thus, scriptura
continua was no more than a written record of speech. Rayner (1998; Hirotani, Frazier andRayner, 2006) emphasises the importance of word spaces and punctuation to the silent
reading process. Simply put, without spaces and punctuation, there are no distinguishingmarks for the eye to saccade to. Punctuation marks provide suitable cues for the saccading
eye: the reader knows not to focus on punctuation marks but can easily saccade to thepreceding position. Consequently, the non-arbitrary link between the function of New
information – what is newsworthy – and the realisation of what can be easily focused on –clause final position – is maintained in the visual mode when reading.

2.2 Psychological Perspectives
It may be that reading silently is the same as reading aloud – only silent. If we hear written
text in our heads, it can be argued that intonation is realised in written English, and so
Information Structure will function without an explicit graphological realisation. Conversely,196

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if psychological theories of reading tell us that we do not hear the text when we read, wemust still look for a realisation in written English that is independent of an imagined or realpattern of intonation. More traditional studies of the psychology of reading have oscillated
between theories that do not require the text to be heard, by proposing a direct route from thewritten word to meaning (e.g. Dehaene et al., 2005), and those that require some form of
detour through a phonological level of processing (Lukatela et al., 2001), resulting insuggestions that both ‘routes’ operate simultaneously (Perfetti and Bolger, 2004).
However, recent advances in psychological theory cast serious doubt on theseperspectives because they view cognitive processes as modular – a view now considered“indefensible” (Edelman, 2004). An embodied, grounded approach to cognition demands that
we view all the senses employed in learning as being redeployed in recall (Barsalou, 2008).
For instance, hearing speech probably deploys the same cognitive processes used for
producing speech, up to the motivation of the physical system (D’Ausilio et al., 2009). Thus,
reading is not the ‘receiving’ of a writer’s words (as presumed by earlier psychologicalparadigms), but the interactive making of meaning. In cognitive space, there may be no realdifference between reading and listening, as they both entail the motivation of speaking andwriting processes.
Significantly, however, even if we ‘hear’ what we read, we do not need to draw breath
when reading silently, and so the written information unit is constrained not by the limitationsof the physical respiratory system as in speech, but by the cognitive visual system. This again
supports the view that New information should be positioned where it is easily identified by
the eye, but also implies that written information units are likely to be distinct from spoken
units. Evidence for such differences can be found in academic or legal texts that are
extremely difficult to read aloud but present little challenge to the silent reader, highlighting
again that written language performs different functions to spoken language (Halliday, 1989).

2.3 Intonation in Neuroanatomy
The independence of prosodic features and syntax is recognised in most formal grammaticaltheories (Jackendoff, 2002). However, Halliday and Matthiessen (2004) specify theseparation of the (con)textual extent of the message from its interpersonal intent andideational content through periodic, field and constitutional grammatical patterns,
respectively. Evidence is emerging to suggest that the division between these semiotic
metafunctions can be traced to brain structure and function, providing further evidence for an
independent realisation for Information Structure in both speech and writing.
Whatever localisation or divisions in the brain that may be proposed for linguistic
functions, these are no more than a bias and are “neither universal nor irreversible” (Deacon,
1997, p.310). What has been identified, however, is a role for the two hemispheres to separate
prosodic from constituent data in the stream of linguistic input:
language production and analysis effectively require that we implement two different modes ofphonetic analysis and vocal control simultaneously: prosodic and phonemic processes... themonitoring of prosodic information tends to operate against a foreground attention to specific words
and phrases. (Deacon, 1997 p.314).

That is, we identify prosodic and phonemic information simultaneously (Friederici and Alter,2004). Although this insight has not yet been researched in the context of continuous reading,
I would propose that in a saccade the same process is taking place: the hemispheres of thebrain function to simultaneously recognise textual features of the visual signal, such as spaces
and punctuation marks, while processing the signal for ideational meaning.

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3 Functions Across Modalities
The previous section explored the realisation of Information structure in written English bytransferring its function from the spoken to the written mode, further justifying its
identification as a separate linguistic function from Reference and Theme. Maintaining the
non-arbitrary relationship between function and realisation, evidence from historical,
psychological and neurological studies supports the view that New information is realised byclause-final position, which can be readily identified in continuous written text independentlyof ideational content. This section proposes that to identify the realisation of Information
Structure in other modes of semiosis, we can follow the same method of investigation:
maintain the function of New information, while searching for its most suitable realisation as
suggested by evidence in neurology, psychology, history or other disciplines.

3.1 Information in Visual Art
One approach to Information Structure in visual art is to directly transfer its realisation fromwritten language, producing a left-to-right sequence of Given to New (Kress and van
Leeuwen, 1996). In contrast, this paper proposes the transfer of the function of Information
Structure to a new mode of semiosis. The function of Information structure has been
designated in visual art and drawing as belonging to the metafunction of Composition.
Identifying the framing, rhythm, alignment and relative position (O’Toole, 1994 p.24) or
framing, axes, relative orientation and position, pattern and rhythm (Riley, 2004, p.303) ofvisual art and its components enables the analyst to describe meaningful systemic functional
choices. I would add to these rich, complex analytical frameworks that we need to identify
the underlying mechanisms that allow artists to manipulate Composition. As with written
English, I propose that the answer lies in the psychological and neurological processes
brought forward when viewing art.
As with reading, viewing a visual scene or trying to identify objects against a background
requires the eyes to saccade. With or without a conscious or subconscious target for a visualtask, the eye follows the pattern of saccade and focus (Findlay, 2004), much as it does whenreading. What concerns us here are the mechanisms that determine those saccades, since it is
the contention of this paper that a focus in a visual task is equivalent to the focus in a silent
reading task. While there is still a lot more to understand, typical features that can bepredicted to make a saccading eye focus on a particular area in a scene include “color,
intensity, contrast, edge orientation” (Henderson, 2003); that is, the features typically
identified by O’Toole and Riley.

3.2 New Information in Sound and Music
Returning to the original realisation of Information Structure in speech we may be able toidentify a similar function with a similar realisation in music as they probably share the same
cognitive resources (Juslin and Västfjäll 2008). Pitch, timbre and timing provide key cues inboth music and speech to guide the listener to meaning (Kraus et al., 2009), and rhythm inmusic and word stress in language have been shown to combine to amplify the effect of eachon the listener (Gordon, Magne and Large, 2011). We can expect to find music using similarcues as speech to attract a listener’s attention through pitch, rhythm and other forms of stress,
such as accents (Moylan, 2006). It seems likely, therefore, that we will find information
structure functioning in prosodic and rhythmic aspects of music independently of the melodic
and language-based constituents of music. Clearly, this area demands further research.

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4 Conclusion
SFL describes itself as a social semiotic theory (Halliday, 1978); the theory requires that all
language use functions within a social context. For this reason, and because of a longstanding commitment to representational theories within psychology, SFL has rarely gone
beyond the confines of the social sciences to bolster its theoretical foundations. However,changes brought about by biologically-determined theories of cognition (Maturana andVarela, 1987), an embodied perspective on language functions (Thibault, 2004) and aconstructivist view of construal (Halliday and Matthiessen, 1999) combine to enable a
compatible psychological perspective on social action. It is this approach that is advocated inthis paper. While maintaining the fundamentally social, linguistic function of Information
Structure, this paper identified the neurological constraints that produced its realisation in one
mode and sought to identify the corresponding constraints in another mode.
The efficacy of the SFL model is typically justified through a continuous re-application to
discourse analysis. However, analysis alone does not prove the validity of the model. Proof of
the SFL model of analysis needs to be provided by external predictions. By convention, SFL
has relied on models from sociology (e.g. Bernstein) and anthropology (e.g. Malinowski) todemonstrate its relevance to social meaning. In addition to these sources, the development ofcompatible theories in neurolinguistics (Lamb 1999; Thibault 2004) and new paradigms
emerging in psychology (Barsalou, 2008; Edelman, 2004) enable SFL to move beyond its
traditional sources of validation.

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Dehaene, S., Cohen, L., Sigman, M. and Vinikier, F. (2005). The neural code for written words: A proposal.
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University Press
Findlay, J.M. (2004). Eye scanning and visual search. In J.M. Henderson (ed.), Interface of Language, Vision
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200The 39th International Systemic Functional Congress was heldat the University of Technology, Sydney (UTS), 16-20 July, 2012.