Trabajo Gramática Inglesa MLAP

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Gramtica InglesaMara Lucrecia vila Planas

Lic. Filologa Inglesa

TEXT: SECOND CULTURE ACQUISITION: Sociocultural Factors

Second language learning involves the acquisition of a second identity. This creation of anew identity is at the heart of culture learning, or what some might call acculturation. If aFrench person is primarily cognitive-oriented and an American is psychomotor-oriented anda Spanish speaker is affective-oriented, as claimed by Condon (1973: 22), it is not difficult onthis plane alone to understand the complexity of the process of becoming oriented to a newculture. A reorientation of thinking and feeling, not to mention communication, is necessary.

Consider the implications: to a European or a South American, the overall impressioncreated by American culture is that of a frantic, perpetual round of actions which leave

practically no time for personal feeling and reflection. But, to an American, the reasonableand orderly tempo of French life conveys a sense of hopeless backwardness andineffectuality; and the leisurely timelessness of Spanish activities represents an appallingwaste of time and human potential. And, to a Spanish speaker, the methodical essence ofplanned change in France may seem cold-blooded, just as much as his own proclivitytoward spur-of-the-moment decisions may strike his French counterpart as recklesslyirresponsible. (Condon 1973:25)

The process of acculturation runs even deeper when language is brought into the picture. Tobe sure, culture is a deeply ingrained part of the very fiber of our being, but languagethemeans for communication among members of a cultureis the most visible and available

expression of that culture. And so a person's world view, self-identity, and systems ofthinking, acting, feeling, and communicating can be disrupted by a contact with anotherculture.

Sometimes that disruption is severe, in which case a person may experience culture shock.Culture shock refers to phenomena ranging from mild irritability to deep psychologicalpanic and crisis. Culture shock is associated with feelings of estrangement, anger, hostility,indecision, frustration, unhappiness, sadness, loneliness, homesickness, and even physicalillness. Persons undergoing culture shock view their new world out of resentment andalternate between self-pity and anger at others for not understanding them. Edward Hall(1959: 59) described a hypothetical example of an American living abroad for the first time.

At first, things in the cities look pretty much alike. There are taxis, hotels with hot and coldrunning water, theaters, neon lights, even tall buildings with elevators and a few peoplewho can speak English. But pretty soon the American discovers that underneath the familiarexterior there are vast differences. When someone says "yes" it often doesn't mean yes at all,and when people smile it doesn't always mean they are pleased. When the American visitormakes a helpful gesture he may be rebuffed; when he tries to be friendly nothing happens.People tell him that they will do things and don't. The longer he stays, the more enigmaticthe new country looks.

(Source: Brown H., Douglas. 2000. Principles of Language Learning and Teaching (FourthEdition). Longman Chapter 7, pages 182/183)


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TASK

Using two relevant texts (of two different types) with more than 4 paragraphs each, do thefollowing tasks (the choice of the texts should be guided by these tasks):

i. Identify type and justify it.ii. Identify non-assertive forms and specify the context that triggers its use in each

case.iii. Identify negation explaining type and scope.iv. Give the textual structure:

a. Identify the text units providing a diagram.b. Explain the linkage between them.

v. Analyze it from the thematic point of view:a. Identify all the examples of thematization.b. Explain the motivation for their use.c. Provide the thematic progression.vi. Provide a diagram with all the cohesive devices found in both texts.

1. TYPE OF TEXTThis is an Expository Text because:

It identifies and characterizes phenomena of second culture acquisition(Phenomenon-identifying sentences) -> Thematic Base.

It is an abstract text, with several explanations of the topic (second cultureacquisition) and ideas in their interrelations or subtopics (second language learningand the creation of a new identity, the implications of this, the process ofacculturation, the disruption by a contact with another culture and the culture shock)-> Contextual Focus

Topic coherence: definitions & explanations Functional coherence: from the non-personal third point of view

In the second paragraph there is a command (Consider the implications:) > this smallpart is an Instructiveparagraph because it demands a future behaviour with reference tophenomena

2. NON-ASSERTIVE FORMSat all

When someone says "yes" it often doesn't mean yes at all, and when people smile itdoesn't always mean they are pleased -> Negative clause Non-assertive context


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3. NEGATION

Example 1: not

P1 S3: If a French person is primarily cognitive-oriented and an American is psychomotor-oriented and a Spanish speaker is affective-oriented, as claimed by Condon (1973: 22), it isnotdifficult on this plane alone to understand the complexity of the process of becomingoriented to a new culture.

Type of Negation: this negation is made by negating the Finite elementScope of negation: not difficult on this plane alone to understand the complexity of theprocess of becoming oriented to a new culture.

Example 2: not

P1 S4: A reorientation of thinking and feeling, notto mention communication, isnecessary.

Type of Negation: this negation is made by a local negation that is, negating the non-finitepart of a group of words in the clause.Scope of negation: not to mention communication

Example 3: no

P2 S1: Consider the implications: to a European or a South American, the overallimpression created by American culture is that of a frantic, perpetual round of actions whichleave practically notime for personal feeling and reflection.

Type of Negation: this negation is made by using a nuclear negative: noScope of negation: no time for personal feeling and reflection.

Example 4: not

P4 S4: Persons undergoing culture shock view their new world out of resentment andalternate between self-pity and anger at others for notunderstanding them.

Type of Negation: this negation is made by a local negation, negating the non-finite verbin a dependent clauseScope of negation: not understanding them.

Examples 5 and 6: doesn't

When someone says "yes" it often doesn'tmean yes at all, and when people smile it doesn'talways mean they are pleased


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Type of Negation: the negation is made by negating the Finite element (->doesn't)

Scope of negation:Example 1: doesn't mean yes at all

Example 2: doesn't always mean they are pleased

Example 7: nothing

P5 S5: When the American visitor makes a helpful gesture he may be rebuffed; when hetries to be friendly nothinghappens.

Type of Negation: this negation is made by a using a non-verbal nuclear negativenothingScope of negation: nothing happens.

Example 8: don't

P5 S6: People tell him that they will do things and don't.

Type of Negation: the negation is made by negating the Finite element (don't)Scope of negation: don't

Examples of words with negative implicit meaning:

hopelessineffectualityrecklesslydisrupteddisruptionindecisionunhappiness

4. TEXTUAL STRUCTURE

4a. TEXT UNITS

Substance:

Written to be read GraphicThe five paragraphs are short ones (between six and twelve lines) although the length of thesentences is not important in this kind of text (expository)


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Form:

Clause Patterns (Expository Text): S (NP) + P (be/have + Present) + C (NP)Phenomenon-identifying sentences

Examples:

This creation of a new identity is at the heart of culture learning, or what some might callacculturation (Paragraph 1)

A reorientation of thinking and feeling, not to mention communication, is necessary.(Paragraph 1)

Consider the implications: to a European or a South American, the overall impressioncreated by American culture is that of a frantic, perpetual round of actions which leave

practically no time for personal feeling and reflection. (Paragraph 2)

To be sure, culture is a deeply ingrained part of the very fiber of our being, but languagethe means for communication among members of a cultureis the most visible andavailable expression of that culture. (Paragraph 3)

Culture shock is associated with feelings of estrangement, anger, hostility, indecision,frustration, unhappiness, sadness, loneliness, homesickness, and even physical illness.(Paragraph 4)

There are taxis, hotels with hot and cold running water, theaters, neon lights, even tall

buildings with elevators and a few people who can speak English. But pretty soon theAmerican discovers that underneath the familiar exterior there are vast differences.(Paragraph 5)

------------

This text is mostly analytical (starting from a concept and then characterizing its parts ->explanation of concepts) -> De-composition into constituent elements of concepts ofphenomena (Contextual Focus)Comprehension of general (analysis) and particular (synthesis) concepts (Cognitive process)

Co-text:

This is a Co-text bound paragraph structuring -> analytical and synthetic sequence thatcorresponds to this type of text ->expository.

This text contains five short paragraphs (between six and twelve lines each one):P1 P2 P3 P4 P5

In general this text has expanding paragraphs (the sentence lengths follow a step-uppattern)


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The first paragraph is the Base Text because it talks about the title; the other paragraphsare expansions of the first one

Base P1

Bit P2Bit P3Bit P4Bit P5

The title, that is the Second Culture Acquisition and the Sociocultural Factors, altogether isthe general thematic text

Paragraph 1: P1 contains 4 sentences - Progressive paragraph

The particular theme in this paragraph is the acquisition of a second identity/acculturation

Base S1Base S2Bit S3Base S4 terminator (it contains general ideas - conclusion)

S1 = Second language learning involves the acquisition of a second identity.S2 = This creation of a new identity is at the heart of culture learning, or what some might

call acculturation.S3 = If a French person is primarily cognitive-oriented and an American is psychomotor-oriented and a Spanish speaker is affective-oriented, as claimed by Condon (1973: 22), it isnot difficult on this plane alone to understand the complexity of the process of becomingoriented to a new culture.S4 = A reorientation of thinking and feeling, not to mention communication, is necessary.


The particular theme in this paragraph is implications

Base S1Base S2Base S3

S1 = Consider the implications: to an European or a South American, the overall impressioncreated by American culture is that of a frantic, perpetual round of actions which leavepractically no time for personal feeling and reflection.S2 = But, to an American, the reasonable and orderly tempo of French life conveys a sense ofhopeless backwardness and ineffectuality; and the leisurely timelessness of Spanishactivities represents an appalling waste of time and human potential.


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S3 = And, to a Spanish speaker, the methodical essence of planned change in France mayseem cold-blooded, just as much as his own proclivity toward spur-of-the-moment decisionsmay strike his French counterpart as recklessly irresponsible. (Condon 1973:25)


The particular theme in this paragraph is The process of acculturation

Base S1 Long initiator linkage (from P3 S1 to P1 S1/S2)Bit S2Base S3 terminator (it contains general ideas - conclusion)

S1 = The process of acculturation runs even deeper when language is brought into thepicture.S2 = To be sure, culture is a deeply ingrained part of the very fiber of our being, but

languagethe means for communication among members of a cultureis the most visibleand available expression of that culture.S3 = And so a person's world view, self-identity, and systems of thinking, acting, feeling,and communicating can be disrupted by a contact with another culture.


The particular theme in this paragraph is disruption & culture shock

Base S1 -> short linkage with the last sentence S3 in P3 (that in S1P4 refers to S3P3)

Bit S2Bit S3Bit S4Bit S5

S1 = Sometimes that disruption is severe, in which case a person may experience cultureshock.S2 = Culture shock refers to phenomena ranging from mild irritability to deep psychologicalpanic and crisis.S3 = Culture shock is associated with feelings of estrangement, anger, hostility, indecision,frustration, unhappiness, sadness, loneliness, homesickness, and even physical illness.

S4 = Persons undergoing culture shock view their new world out of resentment andalternate between self-pity and anger at others for not understanding them.S5 = Edward Hall (1959: 59) described a hypothetical example of an American living abroadfor the first time.


The particular theme in this paragraph is Things in the city


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Base S1 - short linkage with the last sentence S5 of the previous paragraph P4 (P5 is thedevelopment of the hypothetical example of an American living abroad for the first time)Bit S2Bit S3Bit S4

Bit S5Bit S6Base S7 terminator (conclusion)

S1 = At first, things in the cities look pretty much alike.S2 = There are taxis, hotels with hot and cold running water, theaters, neon lights, even tallbuildings with elevators and a few people who can speak English.S3 = But pretty soon the American discovers that underneath the familiar exterior there arevast differences.S4 = When someone says "yes" it often doesn't mean yes at all, and when people smile itdoesn't always mean they are pleased.

S5 = When the American visitor makes a helpful gesture he may be rebuffed; when he triesto be friendly nothing happens.S6 = People tell him that they will do things and don't.S7 = The longer he stays, the more enigmatic the new country looks.

Context:

In this text the communication is monological (the roles of the participants are fixed)The paragraphs in the text are progressive (the base sentence precedes the bitsentences)

The effect of placing the base before its expansion speeds up the decoding.

4b. LINKAGE

Except for the first sentence in the third paragraph, where there is a long-distance linkageto the first sentence of the first paragraph, all the other linkages are examples of the shortintersection type.

5. THEMATIC POINT OF VIEWUnmarked structure: when the structure of a clause is its basic patternExpository Text: S (NP) + P (be/have + Present) + C (NP)

Thematisation: marked structure, when the structure of a clause is not its basic patternIn general, the motivation for the thematisation is to produce emphasis or some contrastivemeaning.The major grammatical processes that enable speakers to arrange information within thesentence are: Fronting, inversion, clefting, passivization, existential clauses, extrapositionand postponement.


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These processes do not affect the content, they only makes sense as part of textualprogression.

5a. EXAMPLES OF THEMATIZATION & 5b. MOTIVATION FOR THEIR USE

Fronting:

The Oi is fronted:

P2 S1 -> Consider the implications: to an European or a South American, the overallimpression created by American culture is that of a frantic, perpetual round of actions whichleave practically no time for personal feeling and reflection.

P2 S2 -> But, to an American, the reasonable and orderly tempo of French life conveys a

sense of hopeless backwardness and ineffectuality; and the leisurely timelessness of Spanishactivities represents an appalling waste of time and human potential.

P2 S3 -> And, to a Spanish speaker, the methodical essence of planned change in France mayseem cold-blooded, just as much as his own proclivity toward spur-of-the-moment decisionsmay strike his French counterpart as recklessly irresponsible.

Motivation for Fronting:In these three cases the motivation is to remark the importance of the Oi, that is, theimportance of those persons and not other ones (in this case to emphasize the nationality ofeach one and their behaviour in relation to the implications of the acquisition of a second

culture). The communicative dynamism goes higher.

Passivization:

P3 S3 -> And so a person's world view, self-identity, and systems of thinking, acting, feeling,and communicating can be disrupted by a contact with another culture.

Motivation for Passivization:In this example the motivation is to put the focus on the predicator, because of theimportance of its meaning in this clause. Here the agent is marked with an end-focus as

new information, and the affected becomes subject and remains unmarked.

Existential clause:

P5 S2 -> There are taxis, hotels with hot and cold running water, theaters, neon lights, eventall buildings with elevators and a few people who can speak English.

P5 S3 -> But pretty soon the American discovers that underneath the familiar exterior thereare vast differences.

This is also a case of Fronting -> the time adjunct is before the subject


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Motivation for Existential clause:The motivation in these examples is to allow the speaker to produce utterances where all theinformation is relatively new and to avoid the clumsiness of focal new subjects

5c. THEMATIC PROGRESSION

In this text the discourse strategy pattern is Step (the text is organized step by step)

This discourse strategy pattern correspond to its progression, which is Thematic, Topiccontinuity, achieved by the repetition of themes -> given information, and theintroduction of new information in the rhemes

Progression

Paragraph 1:Second language learning - new identity new culture - A reorientation of thinking andfeeling

Paragraph 2:Implications to an European or a South American - Implications to an American -Implications to a Spanish speaker

Paragraph 3:The process of acculturation culture and language - a person's world view, self-identity,and systems of thinking, acting, feeling, and communicating

Paragraph 4:Disruption - Culture shock - Culture shock - Persons undergoing culture shock - cultureshock of an American living abroad for the first time (rheme)

Paragraph 5:Things in the cities (abroad) - things in the cities - vast differences people behaviour unexpected response - the new country

6. COHESIVE DEVICES DIAGRAM

Gram.Devices

Pro-forms Co-reference(anaphoric)

This P1 S2: Second language learning P1S1That P2 S1: impression P2 S1That (disruption) P4 S1: the disruption of aperson's world view, self-identity. P3 S3Their P4 S4: persons undergoing culture shockP4S4Them P4 S4: Persons undergoing culture shockP4S4It P5 S4: yes P5 S4 - when people smile P5 S4He P5 S5: the American visitor P5 S5


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Gram.Devices

Pro-forms

Him P5 S6: the American visitor P5 S5They P5 S6: people P5 S6

Substitution

So (clausal form) P3 S3: in the way indicated

Others (indefinite pronoun) P4 S4: persons P4 S4(a) Few (indef pron) P5 S2: people P5 S2More (indef pron) P5 S7: enigmatic P5 S7

Ellipsis

American (person): P1 S3 P2 S2 P4 S5 (pronominal)not to mention (a reorientation of): P1 S4 (pronominal)implications (of the acculturation): P2 S1 (pronominal)French (person): P2 S2 (pronominal)waste of time and (waste of) human potential: P2 S2 (pronominal)

To be sure (that he process of acculturation): P3 S2 (clausal)At first (sight): P5 S1 (pronominal)Dont (do things): P5 S6 (verbal)

StructuralParallelism

-> to an European or a South American . P2 S1 - to an American P2 S2 - to a Spanish . P2 S3-> If a French person . , and (if) an American . and (if ) and aSpanish P1 S3-> Culture shock .. P4 S2 - Culture shock .. P4 S3

LogicalConnectors

CoordinatorsBut: P2 S2 P5 S3And: P2 S2 x 4 - P2 S3 P3 S2 - P3 S3 x 3 P4 S2 -P4 S3 - P4 S3 x 2 P5 S2 x 2 P5 S4 - P5 S6

Subordinators

Which: P2 S1 - P4 S1Who: P5 S2That: P5 S3 (that clause)When: P5 S4 (temporal)

Conjuncts At first: P5 S1

LexicalDevices

ReferentialRelations

IdentityLanguage: the means for communication amongmembers of a culture - P3 S2

Inclusive ----

Repetition

Identity: P1 S1 - P1 S2Language: P1 S1 - P3 S2Acculturation: P1 S2 - P3 S1Culture: P1 S2 P3 S2 x 3 P3 S3 P4 S1 P4 S2

P4 S3 P4 S4


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LexicalDevices

LexicalRelations

- oriented: P1 S3 x 4Culture shock: P4 S1 - P4 S2 - P4 S3 - P4 S4

Inclusion ------

Exclusion ------

SynonymsAcculturation P1 S2: culture learning P1 S1Speaker P1 S3: person P1 S3

Antonyms ------

Gen. Word ------

FigurativeLex. Rel.

------

Collocation not to mention: P1 S4

Lexical Field(cataphoric)

- Culture (P1 S3):acculturation (P1 S2)- Speak (P5 S2): speaker (P2 S3)- Reorientation (P1 S4): oriented (P1 S3)

SemanticField

Linguistics & Culture:- Sociocultural subtitle

- language, learning, acquisition, identity(P1 S1, )- acculturation (P1 S2, )- cognitive-oriented, psychomotor-oriented,affective-oriented (P1 S3)- reorientation, thinking, feeling,communication (P1 S4)- implications (P2 S1)- human potential (P2 S2)- speaker, methodical (P2 S3)- expression (P3 S2)

- self-identity, systems, acting,communicating, contact (P3 S3)- experience, shock (P4 S1)- phenomena, psychological, physical(P4S3)- undergoing, understanding (P4 S4)- living abroad (P4 S5)- speak, English (P5 S2)- says, mean (P5 S4)- tell (P5 S5)- new country (P5 S7)


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The most salient devices to achieve cohesion in the text are: co-reference, ellipsis, logicalconnectors, semantic field and repetition.

TEXT 2: Nineteen Eighty Four (by George Orwell)

Part I Section III

Winston was dreaming of his mother. He must, he thought, have been ten or eleven yearsold when his mother had disappeared. She was a tall, statuesque, rather silent woman withslow movements and magnificent fair hair. His father he remembered more vaguely as darkand thin, dressed always in neat dark clothes (Winston remembered especially the very thinsoles of his father's shoes) and wearing spectacles. The two of them must evidently havebeen swallowed up in one of the first great purges of the fifties.

At this moment his mother was sitting in some place deep down beneath him, with hisyoung sister in her arms. He did not remember his sister at all, except as a tiny, feeble baby,

always silent, with large, watchful eyes. Both of them were looking up at him. They weredown in some subterranean place the bottom of a well, for instance, or a very deep grave but it was a place which, already far below him, was itself moving downwards.They were in the saloon of a sinking ship, looking up at him through the darkening water.There was still air in the saloon, they could still see him and he them, but all the while theywere sinking down, down into the green waters which in another moment must hide themfrom sight for ever. He was out in the light and air while they were being sucked down todeath, and they were down there because he was up here. He knew it and they knew it, andhe could see the knowledge in their faces. There was no reproach either in their faces or intheir hearts, only the knowledge that they must die in order that he might remain alive, andthat this was part of the unavoidable order of things.

He could not remember what had happened, but he knew in his dream that in some way thelives of his mother and his sister had been sacrificed to his own. It was one of those dreamswhich, while retaining the characteristic dream scenery, are a continuation of one'sintellectual life, and in which one becomes aware of facts and ideas which still seem newand valuable after one is awake.

The thing that now suddenly struck Winston was that his mother's death, nearly thirty yearsago, had been tragic and sorrowful in a way that was no longer possible. Tragedy, heperceived, belonged to the ancient time, to a time when there was still privacy, love, andfriendship, and when the members of a family stood by one another without needing to

know the reason.

His mother's memory tore at his heart because she had died loving him, when he was tooyoung and selfish to love her in return, and because somehow, he did not remember how,she had sacrificed herself to a conception of loyalty that was private and unalterable. Suchthings, he saw, could not happen today. Today there were fear, hatred, and pain, but nodignity of emotion, no deep or complex sorrows. All this he seemed to see in the large eyesof his mother and his sister, looking up at him through the green water, hundreds offathoms down and still sinking.

Source: George Orwell. Nineteen Eighty-Four. New York: Plume, 2003.(http://orwell.ru/library/novels/1984/)
http://orwell.ru/library/novels/1984/http://orwell.ru/library/novels/1984/http://orwell.ru/library/novels/1984/http://orwell.ru/library/novels/1984/


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TASK

Using two relevant texts (of two different types) with more than 4 paragraphs each, do thefollowing tasks (the choice of the texts should be guided by these tasks):

vii. Identify type and justify it.viii. Identify non-assertive forms and specify the context that triggers its use in each

case.ix. Identify negation explaining type and scope.x. Give the textual structure:

c. Identify the text units providing a diagram.d. Explain the linkage between them.

xi. Analyze it from the thematic point of view:a. Identify all the examples of thematization.b. Explain the motivation for their use.c. Provide the thematic progression.

xii. Provide a diagram with all the cohesive devices found in both texts.

7. TYPE OF TEXT

It is a Narrative Text. Some features of this type in the text are:

It deals with persons and events in time (topical coherence), that is, the focus is onfactual and conceptual phenomena in the temporal context (-> Past Tense).

It can be reduced to an action recording sentence -> in this case: Winstonremembered his mother in his dream

The subtype is narrative as well (a novel) -> with subjective impressions in timerelated in 3rd person singular (functional coherence)

The typical markers are verbs that denote change as well as expressions of time(time-sequence signals), but we also find adverbs of place.

8. NON-ASSERTIVE FORMS

Example 1: at all

He did not remember his sister at all, except as a tiny, feeble baby, always silent, withlarge, watchful eyes. (P2 S2)


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-> Non-assertive form in a negative clause > Non-assertive context

Example 2: either

There was no reproach either in their faces or in their hearts, only the knowledge that theymust die in order that he might remain alive, and that this was part of the unavoidable orderof things. (P2 S9)

This is a case of stressed either has the restrictive meaning of no matter which of thetwo (his mothers and his sisters faces and hearts)

Either is a non-assertive item in a negative clause > Non-assertive context

9. NEGATIONExample 1: not

He did not remember his sister at all, except as a tiny, feeble baby, always silent, withlarge, watchful eyes. (P2 S2)

Type of Negation: this negation is made by negating the Finite element.Scope of negation: not remember his sister at all

Example 2: no

There was no reproach either in their faces or in their hearts, only the knowledge that theymust die in order that he might remain alive, and that this was part of the unavoidable orderof things. (P2 S9)

Type of Negation: this negation is made by using a nuclear negative: noScope of negation: no reproach either in their faces or in their hearts

Example 3: not

He could not remember what had happened, but he knew in his dream that in some waythe lives of his mother and his sister had been sacrificed to his own. (P3 S1)

Type of Negation: this negation is made by negating the Finite element, in this case themodal verb couldScope of negation: not remember what had happened

Example 4: no


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The thing that now suddenly struck Winston was that his mother's death, nearly thirtyyears ago, had been tragic and sorrowful in a way that was no longer possible. (P3 S3)

Type of Negation: this negation is made by using a nuclear negative: no -> local negationScope of negation: no longer possible

Example 5: without

Tragedy, he perceived, belonged to the ancient time, to a time when there was still privacy,love, and friendship, and when the members of a family stood by one another withoutneeding to know the reason. (P3 S4)

Type of Negation: this negation is made by using a semi-negative word: withoutScope of negation: without needing to know the reason

Example 6: not

Such things, he saw, could not happen today. (P4 S2)

Type of Negation: this negation is made by negating the Finite element, in this case themodal verb couldScope of negation: not happen today

Example 7: no

Today there were fear, hatred, and pain, but no dignity of emotion, no deep or complexsorrows. (P4 S3)

Type of Negation: this negation is made by using a nuclear negative: no -> local negation

Scope of negation: no dignity of emotion no deep or complex sorrows

Example of words with negative implicit meaning:

unalterable


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10.TEXTUAL STRUCTURE

4a. TEXT UNITS

Substance:

Written to be read GraphicThree paragraphs are short, and the third one is medium (nine sentences)Most of the paragraphs have long sentences, although there are few medium and shortsentences as well. This length is important in narrative texts (meaningful way)They are expanding paragraph since most of the sentences follow a step-up pattern

Form:

Action-recording sentencesClause Patterns (Narrative Text): S (NP) + P (V action/process + Past) + O (NP) + A + A

Examples:

He must, he thought, have been ten or eleven years old when his mother had disappeared.

They were in the saloon of a sinking ship, looking up at him through the darkening water.

The two of them must evidently have been swallowed up in one of the first great purges of

the fifties.

He did not remember his sister at all, except as a tiny, feeble baby, always silent, with large,watchful eyes.

Both of them were looking up at him.

The thing that now suddenly struck Winston was that his mother's death, nearly thirtyyears ago, had been tragic and sorrowful in a way that was no longer possible.

His mother's memory tore at his heart because she had died loving him, when he was too

young and selfish to love her in return, and because somehow, he did not remember how,she had sacrificed herself to a conception of loyalty that was private and unalterable.

Co-text:

This is a Co-text bound paragraph structuring -> temporal sequence that corresponds tothis narrative text.

This text contains four paragraphs: P1 P2 P3 P4 P5Except the second paragraph, which is medium, the others are short ones


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The first paragraph is the Base Text because it talks about the general theme in the text;the other paragraphs are expansions of the first one.

The first sentence Winston was dreaming of his mother is the general thematic text ofthe whole text

Base P1Bit P2Bit P3Bit P4Bit P5

Paragraph 1: P1

Base S1Base S2

Bit S3Bit S4Bit S5

S1 = Winston was dreaming of his mother.S2= He must, he thought, have been ten or eleven years old when his mother haddisappeared.S3 = She was a tall, statuesque, rather silent woman with slow movements and magnificentfair hair.S4 = His father he remembered more vaguely as dark and thin, dressed always in neat darkclothes (Winston remembered especially the very thin soles of his father's shoes) and

wearing spectacles.S5 = The two of them must evidently have been swallowed up in one of the first greatpurges of the fifties.

Paragraph 2: P2

Base S1 Long-distance linkage: P1 S1 P2 S1Bit S2Bit S3Bit S4

Bit S5Bit S6Bit S7Bit S8Bit S9

S1= At this moment his mother was sitting in some place deep down beneath him, with hisyoung sister in her arms.S2 = He did not remember his sister at all, except as a tiny, feeble baby, always silent, withlarge, watchful eyes.S3 = Both of them were looking up at him.


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S4 =They were down in some subterranean place the bottom of a well, for instance, or avery deep grave but it was a place which, already far below him, was itself movingdownwards.S5 = They were in the saloon of a sinking ship, looking up at him through the darkeningwater.

S6 = There was still air in the saloon, they could still see him and he them, but all the whilethey were sinking down, down into the green waters which in another moment must hidethem from sight for ever.S7 = He was out in the light and air while they were being sucked down to death, and theywere down there because he was up here.S8 = He knew it and they knew it, and he could see the knowledge in their faces.S9 = There was no reproach either in their faces or in their hearts, only the knowledge thatthey must die in order that he might remain alive, and that this was part of the unavoidableorder of things.

Paragraph 3: P3

Base S1 Short-distance linkage: P2 S9 P3 S1Bit S2Bit S3Base S4 terminator

S1 = He could not remember what had happened, but he knew in his dream that in someway the lives of his mother and his sister had been sacrificed to his own.S2 = It was one of those dreams which, while retaining the characteristic dream scenery, area continuation of one's intellectual life, and in which one becomes aware of facts and ideas

which still seem new and valuable after one is awake.S3 = The thing that now suddenly struck Winston was that his mother's death, nearly thirtyyears ago, had been tragic and sorrowful in a way that was no longer possible.S4 = Tragedy, he perceived, belonged to the ancient time, to a time when there was stillprivacy, love, and friendship, and when the members of a family stood by one anotherwithout needing to know the reason.

Paragraph 4: P4

Base S1 Long-distance linkage: P3 S1 P4 S1

Bit S2Bit S3Base S4 terminator (conclusion, general ideas)

S1 = His mother's memory tore at his heart because she had died loving him, when he wastoo young and selfish to love her in return, and because somehow, he did not rememberhow, she had sacrificed herself to a conception of loyalty that was private and unalterable.S2 = Such things, he saw, could not happen today.S3 = Today there were fear, hatred, and pain, but no dignity of emotion, no deep or complexsorrows.S4 = All this he seemed to see in the large eyes of his mother and his sister, looking up athim through the green water, hundreds of fathoms down and still sinking.


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Context:

In this text the communication is monologicalThe paragraphs in the text are progressive (the base sentence precedes the bitsentences).

4b. LINKAGE

There are two examples of Long-distance linkage P1 S1 P2 S1 and P3 S1 P4 S1The other linkages are short-distance type.

11.THEMATIC POINT OF VIEWAction-recording sentencesThe unmarked Clause Pattern of a Narrative Text:

S (NP) + P (V action/process + Past) + O (NP) + A + A

5a. EXAMPLES OF THEMATIZATION & 5b. MOTIVATION FOR THEIR USE

-Fronting:1) He must, he thought, have been ten or eleven years old when his mother had

disappeared. (P1S2)

(unmarked: He thought, he must have been ten or eleven years old when his mother haddisappeared.)

2) His father he remembered more vaguely as dark and thin, dressed always in neat.. (P1S4)

(unmarked: He remembered his father more vaguely as dark and thin, dressed always inneat )

3) Tragedy, he perceived, belonged to the ancient time, to a time .. (P3S4)(unmarked: he perceived (that) tragedy belonged to the ancient time, to a time ..)

4) Such things, he saw, could not happen today. (P4S2)(unmarked: He saw (that) such things could not happen today.


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5) All this he seemed to see in the large eyes of his mother and his sister (P4S4)

(unmarked: He seemed to see all this in the large eyes of his mother and his sister)

Motivation for Fronting:The motivation is to remark the importance of the marked part. The communicativedynamism goes higher.

-Existential clause:6) There was still air in the saloon (P2S6)7) There was no reproach either in their faces . (P2S9)8) . there was still privacy, love,. (P3S4)

Motivation for Existential clause:The motivation is to allow the speaker to produce utterances where all the information isrelatively new and to avoid the clumsiness of focal new subjects

- Clefting1) It was one of those dreams which, .. (P3S2)

Motivation for Clefting:The motivation is to give prominence to one constituent which is marked as new, and alsomark the rest as given information

5c. THEMATIC PROGRESSION

The discourse strategy pattern is Step (the text is organized step by step)

It corresponds to its progression -> Topic continuity (Thematic), achieved by therepetition of themes (given information), and the introduction of new information in therhemes

Progression

Paragraph 1:Winstons dream of his mother her disappearance her look Winstons fathers look the death of his parents


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Paragraph 2:His mother and his sister his sisters look - His mother and his sister looking at him- Hismother and his sister going down - His mother and his sister in a sinking ship - His motherand his sister sinking into green waters His mothers and his sisters deaths (x 3)

Paragraph 3:His mothers and his sisters sacrifice his real dream - his mother's tragic death tragedyand familiar values

Paragraph 4:His mother's memory things today feelings today - his mother and his sister dying

12.COHESIVE DEVICES - DIAGRAM

Gram.Devices

Pro-forms

Co-reference(anaphoric)

- His -> Winston: P1S1 - P1S2 P1S4 x 2 P2S1x2 P2S2 P3S1 x 4 P3S3 P4S1 x 2 P4S4 x 2- He -> Winston: P1S2 x 2 P1S4 - P2S2 P2S6 P2S7 x 2 P2S8 P2S9 P3S1 x 2 P3S4 P4S1 x2 P4S2 P4S4- She - Winstons mother: P1S3 P4S1 x 2- Him -> Winston: P2S1 - P2S3 P2S4 P2S5 P2S6 P4S1 - P4S4

- Her -> Winstons mother: P2S1- They -> Winstons mother and sister: P2S4 -P2S5 - P2S6 x 2 - P2S7 x 2 - P2S8 - P2S9- Them -> Winstons mother and sister: P2S3 -P2S6 x 2- Their -> Winstons mother and sister: P2S8 -P2S9 x 2- It -> subterranean place: P2S4- Itself -> subterranean place: P2S4- It x 2 -> they were down there because he wasup here: P2S8- This -> the knowledge that . : P2S9- Herself -> Winstons mother: P4S1- The:- thetwo of them: P1S5- the darkening water: P2S5- the knowledge: P2S8- the lives of .: P3S1- the ancient time: P3S4- the members of : P3S4- the green water: P4S4


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Gram.Devices

Substitution

- The two of them (P1S5) -> Winstons motherand father (P1S1/P1S4)- Both of them (P2S3) -> Winstons mother andsister (P2S1)

- One (P1S5) -> great purges of the fifties (P1S5)- One (P3S2) -> dream (P3S2)- One x 2 (P3S2) -> oneself (P3S2)- One (P3S4) -> member of a family- First (P1S5) -> great purges of the fifties (P1S5)- Either (P2S9) -> in their faces or in their hearts(P2S9)- Another (P2S6) -> moment- Another (P3S4) -> member of a family

Ellipsis - (He -> Winstons father) dressed always in .. (P1S4) (pronom)

- ..but (there was) no dignity of emotion, no deep or complexsorrows (P4S3)

StructuralParallelism

LogicalConnectors

Coordinators - Or: P2S3 - P2S9- And: P1S4 x 2 P2S6 - P2S7 x 2 - P2S8 x 2 - P3S1 P3S2 P3S3 P3S4 x 2 P4S1 x 2- But: P2S4 P2S6 P3S1

Subordinators -When: P1S2 P3S4 - P4S1-Which: P2S4 P2S6 P3S2 x 3-While: P2S7 P3S2- Because: P2S7 - P4S1 x 2- That: P2S9 x 3 P3S1 P3S3 x 3 P4S1

Conjuncts - As (like): P1S4 - P2S2

LexicalDevices

Referential

Relations

Identity - Woman(P1S3) = Winstons mother (P1S1)

- Baby (P2S2) = his sister (P2S2)Inclusive

LexicalRelations

Repetition

- Mother: P1S1 - P1S2 - P2S1 - P3S1 - P3S3 P4S1 P4S4- Winston: P1S1 - P1S4 P3S3- Remember: P1S4 x 2 P2S2 P3S1 P4S1- Sister: P2S1 P2S2 P3S1 P4S4- Down: P2S4 P2S6 x 2 - P2S7 x 2 P4S4- Still: P2S6 x 2 P3S2 P4S4- Air: P2S6 P2S7-Water: P2S5 P2S6 P4S4


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LexicalDevices

LexicalRelations

Repetition

- Moment: P2S1 P2S6- Knowledge: P2S8 P2S9- Dream: P3S1 P4S2- Death: P2S7 P3S3- Thing: P2S9 P3S3 P4S2

- Today: P4S2 P4S3- Sinking: P2S6 P4S4

Inclusion

Exclusion

Synonyms

Antonyms - There here (P2S7)- Down up (P2S7)

Gen. Word

FigurativeLex. Rel.

Collocation - in return P4S1

Lexical Field

- Down P2S4 downwards P2S4- DreamingP1S1 dream P3S1- Alive P2S9 lives P3S1 life P3S2- Tragic P3S3 - tragedy P3S4

SemanticField

The most salient devices to achieve cohesion in the text are: co-reference, logical connectors,repetition and lexical field.

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