(Luận văn) a functional analysis of martin luther king’s speech “beyond vietnam a time to break silence”

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRẦN THỊ TỐ NGA lu an A FUNCTIONAL ANALYSIS OF va n MARTIN LUTHER KING‟S SPEECH to p ie gh tn “BEYOND VIETNAM: A TIME TO BREAK SILENCE” d oa nl w va an lu ll u nf MASTER THESIS IN ENGLISH oi m z at nh z gm @ m co l Binh Dinh, 2020 an Lu n va ac th si BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN TRẦN THỊ TỐ NGA lu an va PHÂN TÍCH BÀI PHÁT BIỂU n “BEYOND VIETNAM: A TIME TO BREAK SILENCE” tn to p ie gh CỦA MARTIN LUTHER KING THEO NGỮ PHÁP CHỨC NĂNG d oa nl w Mã số: 22 02 01 ll u nf va an lu Chuyên ngành: Ngôn ngữ Anh oi m z at nh z Người hướng dẫn: PGS.TS Trần Văn Phước m co l gm @ an Lu n va ac th si i STATEMENT OF AUTHORSHIP Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in the whole or part from the thesis by which I have qualified for or been awarded another degree or diploma No other person‟s work has been used without due acknowledgement in the thesis This thesis has not been submitted for the award of any degree or diploma lu in any tertiary institution an n va Binh Dinh, 2020 gh tn to p ie Tran Thi To Nga d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si ii ACKNOWLEDGEMENT First and foremost, I would like to express my thanks to all the lectures who have the given the foundation for this thesis and all the staff of the Postgraduate Department at Quy Nhon University for their encouragement, kindness and administrative assistance My deepest gratitude and appreciation goes to my supervisor Trần Văn Phước, Assoc Prof Dr for his invaluable guidance My thanks are also due to I am immensely grateful to my aunt, Nhuan lu Tri, for her help and kindness Many, many thanks to all the teachers at Ton Duc an n va Thang High School in Duc Co District, Gia Lai Povince for creating the best I would like to take this opportunity to say thank you to my coworkers gh tn to conditions to me p ie and friends, whose kindness and support to my study were great w I would like to show my sincerce thanks to many people who have given oa nl me great help during the time I managed to complete this thesis d Last but not least, I feel deeply indebted to my family, especially my lu ll u nf va an parents for always by my side whenever I got troubles oi m z at nh z m co l gm @ an Lu n va ac th si iii ABSTRACT This Thesis entitled: A functional analysis of Martin Luther King‟s speech “Beyond Vietnam: A Time to Break Silence” is conducted to aim at examing the metafunctions of Martin Luther King‟s speech by analyzing its topic, content and attitudes This work identified the Tenor/Interpersonal metafunction, Field/Experiential metafunction, Mode/ Textual metafunction and thematic progressions were applied In terms of Interpersonal metafunction, most of the clauses are declarative, the main role of the speech is to declare the facts that lu America‟s government neglecting their poverty program to interfere to Vietnam an n va war, which leads to the tragic consequences forward not only lives but resources prominent through a range of modal auxiliary verbs to indicate the necessity and gh tn to of both Vietnamese and American In King‟s speech, the Modality becomes p ie urgency of a protest against the war From the Experiential metafunction w analysis, it can be concluded that the material processes dominate in six kinds of oa nl processes The central purpose of King is to mainly convey information about d the actions of breaking the rules and the cruel actios of America‟s government in lu an Vietnam Morever, King mentions about the positive changes of life after u nf va conducting a new revolution Regarding to Textual metafunction, it helps ll listeners to integrate in the King‟s messages Topical theme accounts for the m oi highest percentage and multiple themes play a vital role to latch a sentence z at nh explicitly on to the preceding context Last but not least, is the analysis of thematic progression, it is found that the speech also tends to employ the z gm @ constant theme pattern because it is easy for the speaker to develop the topic and for the audience to be accepted Thanks to thematic progression patterns the l m co related problems of ending Vietnam war are mentioned throughout the speech Hopefully, the reasearch is helpful to those whose are studying political an Lu languages as well as learning how to make a successful speech n va ac th si iv ABBREVIATIONS King: Martin Luther King E: Example SFG: Systemic Functional Grammar TH: Theme RH: Rheme lu an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si v LIST OF TABLES Table Page Title Number Number 2.1 Six processes of Halliday's theory 14 2.2 The principle categories of relational clause 17 A summary of all the types of process and their 2.3 18 general category meaning lu an n va Marked and unmarked themes 23 4.1 Frequency and percentage of mood structures 33 4.2 Frequency and percentage of each type of modality 37 4.3 Frequency and percentage of each process 41 Frequency and percentage of topical, interpersonal 4.4 49 and textual theme p ie gh tn to 2.4 Frequecy and percentage of simple and multiple 52 themes oa nl w 4.5 Frequency and percentage of marked and unmarked d 55 theme va an lu 4.6 Frequency and percentage of thematic progression 59 ll patterns u nf 4.7 oi m z at nh z m co l gm @ an Lu n va ac th si vi LIST OF FIGURES Figure Page Title Number Number Giving or demanding, goods-&- services or 2.1 10 information lu an n va Theme- rheme structure in English clause 20 2.3 Simple theme and multiple theme in English clauses 22 2.4 Unmarked theme in English clauses 25 2.5 Marked theme in English clauses 25 2.6 The constant pattern of thematic progression 26 2.7 The zig-zag pattern of thematic progression 27 2.8a The multiple rheme pattern of thematic progression 27 2.8b The multiple rheme pattern of thematic progression 28 The constant pattern of thematic progression 60 The zig-zag pattern of thematic progression 61 p ie gh tn to 2.2 oa The multiple rheme pattern of thematic progression 63 d 4.3 nl 4.2 w 4.1 ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si vii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT ii ABSTRACT iii ABBREVIATIONS iv LIST OF TABLES v LIST OF FIGURES vi lu TABLE OF CONTENTS vii an n va CHAPTER 1: INTRODUCTION tn to 1.1 Rationale of the study p ie gh 1.2 Aims of the study 1.3 Objectives of the study 1.4 Research questions nl w oa 1.5 Scope of the study d 1.6 Significance of the study lu va an 1.7 Organization of the thesis ll u nf CHAPTER 2: LITERATURE REVIEW m oi 2.1 Review of previous studies related to the research Theoretical background z at nh 2.2 2.2.1 Definition of Speech and Text z gm @ 2.2.2 Systemic Functional Grammar l 2.2.3 Three Metafunctions m co 2.2.3.1 Interpersonal meaning of the text 10 an Lu 2.2.3.2 Experiential meaning of the text 13 2.2.3.3 Textual meaning of the text 18 n va ac th si viii 2.2.3.4 Thematic progression patterns 25 2.2.4 Martin Luther King 28 CHAPTER 3: RESEARCH METHODOLOGY 31 3.1 Research methods 31 3.1.1 Data collection 31 3.1.2 Data collection and coding procedure 31 3.1.3 Data analysis 32 lu 3.1.3.1 Text analysis method 32 an n va 3.2 Summary 33 gh tn to CHAPTER 4: FINDINGS AND DISCUSSIONS 34 p ie 4.1 Interpersonal function in Martin Luther King‟s speech 34 4.1.1.1 Frequency of mood structures 34 oa nl w 4.1.1 Mood Structures 34 d 4.1.1.2 Description and lexico-grammatical realizations of lu va an moods 34 u nf 4.1.1.3 The usage of mood structures to express the ll interpersonal function 38 oi m 4.1.2 Modality 38 z at nh 4.1.2.1 Frequency of Modality 38 z 4.1.2.2 Description and lexico-grammatical realizations of @ l gm modality 39 4.1.2.3 The usage of modality to introduce the interpersonal m co function 41 an Lu 4.1.3 Summary 42 n va ac th si 63 further developed According to Abed (2000), he stated that the effect is to build a sense of unfolding of information, moving forward while also harking back, and building an overall sense of unity of meaning (Abed, 2000) E43: why I believe that the path from Dexter Avenue Baptist Church the church in Montgomery, Alabama, where I began my pastorate leads clearly to this sanctuary tonight [54] lu an n va ie gh tn to p Figure The zig zag theme pattern of thematic progression The information in rheme (believe that the path from Dexter Avenue nl w oa Baptist Church the church in Montgomery, Alabama) is explained further by d the second clause in which where) becomes the theme The theme “where” lu va an refers to the information in rheme “in Montgomery, Alabama …”, „where” u nf that is presented in the theme of second clause is taken from the rheme of first ll sentence Alonso and McCabe (2000) stated that linear pattern provides more of oi m a dynamic text which works well with explanation as it allows writers to z at nh elaborate his/her points by always moving from a given idea to a new one z (Alonso & McCabe, 2000) @ gm According to Wang, the dominant type of thematic progression patterns m co l used will depend on the text types As evidence, she added that in narrative-type text, we often repeat the theme of one clause into the theme of the subsequent an Lu clause (constant pattern) (Wang, 2007).Fries also found that academic text presents more cross referential link from the rheme of the clause to the theme of n va ac th si 64 the next clause, as the academic text presents complex arguments in which each successive idea is an expansion of an idea in the previous sentence (Fries & Peter, 1983) 4.4.2.3 The multiple rheme pattern of thematic progression E44: I would like to suggest five concrete things that our government should [immediately] to begin the long and difficult process of extricating ourselves from this nightmarish conflict: Number one: End all bombing in North and South Vietnam lu Number two: Declare a unilateral cease-fire in the hope that such an action will create the atmosphere for negotiation va n Three: Take immediate steps to prevent other battlegrounds in to interference in Laos p ie gh tn Southeast Asia by curtailing our military buildup in Thailand and our Four: Realistically accept the fact that the National Liberation Front oa nl w has substantial support in South Vietnam and must thereby play a role in any meaningful negotiations and any future Vietnam government d an lu Five: Set a date that we will remove all foreign troops from Vietnam in ll u nf va accordance with the 1954 Geneva Agreement.[384-389] oi m z at nh z m co l gm @ an Lu n va ac th si 65 lu an n va gh tn to p ie Figure The multiple rheme pattern of thematic progression w In above example, the rheme „five concrete things‟ of the first clause oa nl has five components, each of which is taken in turn as the Theme of a d subsequent clause lu u nf va function an 4.4.3 The usage of thematic progression to present the interpersonal The thematic progression patterns used in this speech are flexible Three ll m oi thematic progression patterns appear in the speech and their frequencies vary not z at nh too much, which can make the structure of the speech more flexible and increase the interest of the audience Among the three thematic progression patterns, z gm @ constant pattern is used most with 74.9% This makes the clauses in the speech more connected and information flows more naturally and logically Audience l m co can also understand the speech better by this means The second frequent thematic progression pattern is the zig zag progression with 24.9% By using it, an Lu repetition of themes are used as a stylistic devise to highlight King‟s points and n va ac th si 66 therefore to create a strong, easy to remember speech especially as in this speech Multiple rheme pattern is rarely used with 0.2% but it is very helpful for the development of the speech 4.4.4 Summary King adapts constant progressions more than other types in his speech, accounting for 74.95% and appearing in 176 times This makes the clauses in the speech more connected and information flows more naturally and logically Therefore, the audience can also understand the speech better by this means The lu zig zag pattern accounting for 24.9% gives texts a sense of cumulative an development because new information in successive clauses becomes the point va n of departure of later clauses, allowing new information to be further developed gh tn to Multiple rheme pattern is rarely used with 0.2% but it is very helpful for the p ie development of the speech d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si 67 CHAPTER 5: CONCLUSION AND IMPLICATIONS 5.1 Main findings of the study In this Chapter, I will summarize my study about this mentioned topic above because I want to review my research and present the positives and negatives during doing this paper, which can help readers enhance the knowlegde about Functional Grammar and political speech; especially, which can help readers to avoid the drawbacks that I faced to solve so that they can lu save a lot of time to carry out the following study when they have the same an n va theoretical framework with my study As the title of this thesis indicates, some conclusions can be withdrawn as gh tn to 5.2 Conclusions p ie follow w SFG is well applied in analyzing, it completely allows us to highlight the oa nl speech in terms of three metafunctions not only interpersonal, experiental and d textual meanings but the thematic- progression lu an As regards the perspective of interpersonal meaning, the dominance of u nf va statement within declarative mood with 93.9% signals that the status of Martin ll Luther King here is a speaker, a man who has much information that want to be m oi delivered Through declarative mood, King condemns the war in Vietnam z at nh because of the effects on the war on poverty, on national values, on hate, on morality…King called for an enlightened future for the society without violence z gm @ Question accounting for 4.7% shows the interaction between the audience and the speaker The imperative accounts 1.4% in which the dominant pattern of the l m co imperative mood in the speech is using the structure “let” in order to invite the others to againts conflict thus to persuade the audiances to have various actions an Lu and achieve „revolution‟ to have enlighten life In cases of modality, the n va ac th si 68 percentage of modulation is far more than modalization with 66.6% and 33.4% in respectively The remarkable usage of modality is that the American citizens take responsibility for acting immediately to end the struggle With respect to experiental meaning, this speech is with typical political aims King chooses more objective and more persuasive processes to convey his ideasand reach his goals There is no doubt that material process and relational process are both the best choices with 51.5% and 19.7% perspectively, because the material processes and relational processes always state the true events The lu reality is depicted with its own live features in which the cruel actions of an America‟ government to Vietnamese people Besides, Diem‟s government in va n Vietnam is heavily criticised because of the savage actions to their own citizens gh tn to Another important thing is the changes of the new revolution King‟s p ie understanding is imposed on the audience, hence influences the audience‟ understanding of the world That makes the speech more objective and more oa nl w persuasive In relation to textual meaning, as for marked theme and unmarked theme, d an lu unmarked theme is used more often than marked theme, and unmarked theme u nf va covered about 61.7% of the whole speech In order to analyze this speech more clearly, we must make clear the background situation in which King made this ll oi m speech We all know that King is the first black to speak in American history z at nh And I think it will be an encouragement and a progress for America and American people It indicates that America will go through some changes When z gm @ the King gives the speech, America is undergoing crisis and people are expecting some changes for a better future about the economy and politics and so on In l m co this kind of situation, King‟s speech is very significant and important for encouraging people in America In the whole, King uses many simple themes an Lu with 31.4% and unmarked themes to show his clear opinions and ideas With n va ac th si 69 this kind simple, clear and direct theme type, King shows his confidence for future development in his country Thus the listeners can have the same confidence and encouragement, which is very important for not only Vietnam but also America in that moment King also applies multiple themes significantly with 68.6% to show certain feelings in his heart and for the purpose of strengthening power and consistence of his speech Finally, among the three thematic progression patterns, constant pattern is used most accounting for 74.9% This makes the clauses in the speech more lu connected and information flows more naturally and logically Audience can an also understand the speech better by this means King adapts constant va n progressions more than other types in his speech, accounting for 74.95% and gh tn to appearing in 176 times This makes the clauses in the speech more connected p ie and information flows more naturally and logically Therefore, the audience can also understand the speech better by this means The zig zag pattern accounting oa nl w for 24.9% gives texts a sense of cumulative development because new information in successive clauses becomes the point of departure of later clauses, d an lu allowing new information to be further developed Multiple rheme pattern is 5.3 Limitations ll u nf va rarely used with 0.2% but it is very helpful for the development of the speech oi m I think this study is very significant and meaningful for us to understand z at nh the function of language and charm of language However, of course, this study contains many limitations Because of limited time, I just apply one speech as z the example and I know this is not enough And it can‟t reveal the general gm @ common characteristics of speeches In the future, more work should be done on m co l this kind of research an Lu n va ac th si 70 5.4 Implications Functional grammar is more sociological in orientation It is concerned with understanding the ways in which language is used for different purposes and in different situations, serving a communicative purpose of language learning This is what EFL students really need Most EFL students are taught traditional grammar, and know a lot of grammar rules In their mind, a language is a set of rules For a communicative purpose, this mindset should be changed They need to know how to use language in different situations In lu order to achieve academic success in school, they must be familiar with an school-based texts They should know the differences of modes and genres va n between spoken English and written English Through text analysis, gh tn to functional grammar can offer EFL students “a way of seeing how meaning p ie and form are related in the different options available in the grammatical systems of the English language, and know how knowledge is construed in oa nl w school” (Schleppegrell, 2004, p 1) For most EFL students, because of their poor English language experience at home, they often confuse informal or d an lu spoken English with formal or written English Therefore, the great challenge u nf va for EFL students is “literate” texts, which have been described as decontextualization, explicit, and complex (Schleppegrell, 2004) In order to ll oi m be familiar with literate texts, it is necessary for EFL students to know how z at nh language works in these texts When writing his classic book, Halliday (1994) says that the aim of his it possible to say sensible and useful things about any z gm @ text, spoken and written, in modern English Moreover, some projects about functional grammar are welcomed by students and teachers in some schools l m co In reality, integrating functional grammar in practical language teaching and learning is possible The Grammar Translation Method In Language an Lu Teaching is better known as the Grammar-Translation Method It is also n va ac th si 71 called the classical method of teaching English In the teaching of English as foreign language, it has enjoyed a great reputation in the past at present also, many teachers prefer to teach English by this method It the past Greek, Latin, French, German etc were taught by this method Based on the analysis of King‟s speech about three metafunctions and the thematic progressions, there are some suggestions: By using the same object, King‟s speech, the readers, especially learners concerning language can the analysis in different scope, lu whether it concerns about context of culture, context of ideology, or an schematic structure va n The readers can also analyze metafunction or/and register variable from gh tn to another objects, such as newspaper, magazine, article, or texts in a book or p ie another sources The learner can analyze and develop the relationship between textual oa nl w function (metafunction) and mode (register variable) Because the writer thinks that this item is the most difficult than others d ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si 72 REFERENCES lu an n va p ie gh tn to Abed, A Q (2000) Thematic progression in selected short stories of Ernest Hemingway Mustansiriyah Baghdad Alonso, I A., & McCabe, A M (2000) Theme, transitivity and cognitive representation in Spanish and English written texts Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E (1999) Longman Grammar of Spoken and Written English Harlow: Pearson Education Bloor, T., & Bloor, M (1995) The Functional Analysis of English: A Hallidayan Approach London: Arnold Butt, D., & (2000) Using functional grammar: An explorer‟s guide Sydney: Macquarie University Danes, F (1974) "Functional sentence perspective and the organization of the text" (F Danes Ed.) Dou, C., & Zhao, S (2018) An Analysis of Themes and Thematic Progression Patterns in Ivanka Trump s Speech Studies in Literature and Language, 16, 62-67 Droga, L., & Humphrey, S (2002) Getting started with functional grammar Berry: Target Texts Eggins, S (1994) An Introduction to Systemic Functional Linguistics London: Pinter Publisher Fahlevi, R (2015) An analysis of metafunction and context of situation in Martin Luther King‟s speech „I have a dream‟ Sumatera Utara Medan University., Medan Fries., & Peter, H (1983) "On the status of theme in English: arguments from discourse." Habermas, J (1992) Theme in post-metaphysical thinking Cambridge: MIT Press Halliday, M A K (1978) Language as Social Semiotics London: Edward Arnold Halliday, M A K (1985) An Introduction to Functional Grammar London: Edward Arnold Inc Halliday, M A K (1994) An introduction to functional grammar London: Arnold d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si 73 lu an n va p ie gh tn to Halliday, M A K., & Hasan, R (1976) Cohesion in English London: Longman Halliday, M A K., & Matthiessen, C (2004) An Introduction to Functional Grammar London: Arnold Josiah, U E., & Oghenerho, G (2015) Pragmatic Analyses of Martin Luther King (Jr)‟s Speech: “I Have a Dream” - An Introspective Prognosis Journal of Education and Practice, 6, 17 Martin, J R (2013) Interviews with M.A.K Halliday: Language Turned Back on Himself: A&C Black Martin, J R., Matthiessen, C M I M., & Painter, C (1997) Working with Functional Grammar New York: Arnold Milloy, N R (2013) Breakdown of Speech: Causes and remediation: Springer US Nguyen, T T (2011) A study on the structure of the speech I have a dream" by Martin Luther King: a systemic functional grammar analysis Vietnam National University, Hà Nội Nguyen, T T H (2008) Theme- Rheme structure in the English and Vietnamese news reports (Unpublished Ph D Thesis), Ho Chi Minh University of Science and Humanities, Ho Chi Minh City Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J (1985) A Comprehensive Grammar of the English Language London: Longman Richardson, J E (2007) An Approach from Critical Discourse Analysis New York: Palgrave Macmillan Schegloff, E., Jefferson, G., & Sacks, H (1977) The Preference for Self-Correction in the Organization of Repair in Conversation Language, 53, 361-382 doi: 10.2307/413107 Schleppegrell, M J (2004) The Language of Schooling: A Functional Linguistics Perspective Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers Searle, J R (1979) Expression and Meaning Cambridge: CUP d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si 74 Ton, N M N (2004) A Discourse Analysis of Travel Advertisement in English and Vietnamese (Unpublished Ph D Thesis), Hanoi: Vietnam Van Dijk, T A (1997) What is Political Discourse Analysis? Belgian Journal of Linguistics, 12 Wang, L (2007) Theme and rheme in the thematic organization of text: Implication for teaching academic writing Asian EFL Journal https://www.history.com/topics/black-history/martin-luther-king-jr https://en.wikipedia.org/wiki/Beyond_Vietnam:_A_Time_to_Break_Silence#Ba lu ckground an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si I SAMPLE OF ANALYZING DATA Material, Mental, Behavioral, Verbal, Relational, Existential processes I I come to this magnificent house of worship tonight because my conscience leaves me no other choice I join you in this meeting because I am in deepest agreement with the aims and work of the organization which has brought us together, Clergy and Laymen Concerned About Vietnam The recent statements of your executive committee are the sentiments of my own heart, and I found myself in full accord when I read its opening lines: "A time comes when silence is betrayal." That time has come for us in relation to Vietnam lu an n va 1.I come to this magnificent house of worship tonight = come 2.because my conscience leaves me no other choice = leave 3.I join you in this meeting = join 4.because I am in deepest agreement with the aims and work of the organization = be in tn to 5.(the aims and work of the organization) (which) has brought us together, Clergy and Laymen Concerned About Vietnam = bring ie gh 6.The recent statements of your executive committee are the sentiments of my own heart, =be = find p 7.and I found myself in full accord 8.when I read its opening lines: = read w = come oa nl 9."A time comes = be 11.That time has come for us in relation to Vietnam = come d 10.when silence is betrayal." an lu 11 Declarative (affirmative), Declarative (negative), Interrogative, Imperative, , Modal 1.I come to this magnificent house of worship tonight = Declarative /Affirm 2.because my conscience leaves me no other choice = Declarative /Affirm ll u nf va II m = Declarative /Affirm oi 3.I join you in this meeting z at nh 4.because I am in deepest agreement with the aims and work of the organization = Decl/ /Affir 5.which has brought us together, Clergy and Laymen Concerned About Vietnam = Decl/ /Affir z 6.The recent statements of your executive committee are the sentiments of my own heart,= D/A = Declarative /Affirm 8.when I read its opening lines: 11 Topical Theme, Topic1, Topic2, Topic3, Topic4 = Declarative /Affirm = Declarative /Affirm an Lu 11.That time has come for us in relation to Vietnam = Declarative /Affirm m co 10.when silence is betrayal." III = Declarative /Affirm l 9."A time comes gm @ 7.and I found myself in full accord n va ac th si II IV Interpersonal Theme, Textual Theme 1.I come to this magnicficent house of worship tonight 2.because my conscience leaves me no other choice 3.I join you in this meeting 4.because I am in deepest agreement with the aims and work of the organization 5.which has brought us together, Clergy and Laymen Concerned About Vietnam 6.The recent statements of your executive committee are the sentiments of my own heart, 7.and I found myself in full accord 8.when I read its opening lines: 9."A time comes lu an 10.when silence is betrayal." n va 11.That time has come for us in relation to Vietnam Marked theme; 11 unmarked theme to 2.because my conscience leaves me no other choice ie gh tn I come to this magnicficent house of worship tonight p 3.I join you in this meeting 4.because I am in deepest agreement with the aims and work of the organization w oa nl 5.which (the aims and work of the organization) has brought us together, Clergy and Laymen Concerned About Vietnam d an lu 6.The recent statements of your executive committee are the sentiments of my own heart, 7.and I found myself in full accord va 8.when I read its opening lines: ll u nf 9."A time comes oi m 10.when silence is betrayal." 11.That time has come for us in relation to Vietnam z at nh 6.Simple themes 5.Multiple themes 1.Topical Theme (I) - Rheme (come… ) z @ 2.Textual Theme+Topical Theme (my…)  Rheme (leaves…) gm 3.Topical Theme (I) - Rheme (join….) l 4.Textual Theme+Topical Theme (I)  Rheme (am ….) m co 5.Topical Theme (the aims and work of the organization) Rheme (has brought us…) 6.Topical Theme (The recent statements of YOUR executive committee) - Rheme (are…) an Lu 7.Textual Theme+Topical Theme (I) - Rheme (found…) n va ac th si III 8.Textual Theme+Topical Theme (I)  Rheme (read….) 9.Topical Theme (A time) - Rheme (comes) 10.Textual Theme+Topical Theme (silence) - Rheme (is betrayal) 11.Topical Theme (That time) - Rheme (has come…) 1.Topical Theme1 (I)… … > Rheme (come….) 2.Textual/Topic (my)…….> Rheme (leaves ME…) 3.Topical Theme1 (I)………> Rheme (join YOU…) 4.Textual/Topic (I)……….> Rheme (am…) Topic1 (1,2,3,4) (I) -> Rheme 1, 2, 3,4 Rheme 4/ lu an Topic (5,6) (YOU)  Rheme (brought US), (…MY.) n va Rheme Topic (7,8) (I) - Rheme 7,8*** to tn Rheme 8/ Topic4(10) (silence) - Rheme 10 p ie gh Topic (9) (TIME) d oa nl w Topic 3(11) That time) - Rheme11*** an lu Constant pattern Zig zag pattern multiple rheme pattern ll u nf va oi m z at nh z m co l gm @ an Lu n va ac th si