(Luận văn) an analysis of language of evaluation in the film “gone with the wind” from the perspective of appraisal

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY VÕ THÚY TRIỀU lu an n va gh tn to AN ANALYSIS OF LANGUAGE OF EVALUATION p ie IN THE FILM “GONE WITH THE WIND” FROM d oa nl w THE PERSPECTIVE OF APPRAISAL nf va an lu English Linguistics z at nh oi Code: lm ul Field: 22 02 01 z m co l gm @ an Lu Supervisor: Assoc Prof Dr Nguyễn Thị Thu Hiền n va ac th si BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN VÕ THÚY TRIỀU lu an va n NGÔN NGỮ ĐÁNH GIÁ TRONG PHIM gh tn to p ie “CUỐN THEO CHIỀU GIÓ” THEO QUAN ĐIỂM d oa nl w CỦA THUYẾT ĐÁNH GIÁ nf va an lu Mã số: Ngôn ngữ Anh z at nh oi lm ul Chuyên ngành: 22 02 01 z m co l gm @ an Lu Người hướng dẫn: PGS.TS Nguyễn Thị Thu Hiền n va ac th si i STATEMENT OF AUTHORSHIP I certify that the thesis “An Analysis of Language of Evaluation in the film “Gone with the Wind” from the Perspective of Appraisal” is entirely my own original work except where due reference has been made in the text To the best of my knowledge, this thesis also contains no lu an material accepted for the award of any other degree or diploma in any va n universities to p ie gh tn Binh Dinh, 2019 nl w d oa Võ Thúy Triều nf va an lu z at nh oi lm ul z m co l gm @ an Lu n va ac th si ii ACKNOWLEDGEMENTS This study would not have been completed without the support of many people, to all of whom I am profoundly indebted First and foremost, I would like to express my deepest gratitude to Assoc Prof Dr Nguyễn Thị Thu Hiền, my supervisor, for her endless patience and experienced guidance in the process of completing this study lu Definitely, I would not have been able to finish this study without her an expertise and encouragement va n Secondly, I would like to express my grateful thanks to the lecturers of gh tn to Foreign Language Department in Quy Nhon University for their valuable p ie lectures, which provide essential knowledge for this thesis Thirdly, I am deeply thankful to authors whose books and materials oa nl w play a fundamental part in laying theoretical background for this study Last but not least, my sincere thanks go to my parents for their love and d an lu support during the fulfillment of this study I am grateful to my husband for nf va taking care of my child so that I could spend more time on my thesis and I z at nh oi the time I wrote this thesis lm ul also owe a deep debt to my child, who provide me with great support during z m co l gm @ an Lu n va ac th si iii ABSTRACT This study aimed at examining the evaluative values from the perspective of Appraisal Theory by Martin and White (2005) namely Attitude, Engagement and Graduation and their functions expressed in the language of the film “Gone with the Wind” Then, the main objective was to compare the frequencies of occurrence of these values to reveal the choice of lu language of evaluation in the language of this film and highlight the functions an and significance of those evaluative values To answer the research questions, va n qualitative and quantitative methods were employed The data was just gh tn to limited in the language of the first part of the film “Gone with the Wind”, ie which is about 8,500 words The findings showed that the three categories of p evaluation values –Engagement, Attitude and Graduation were all utilized in oa nl w the data, but their proportions were totally different The most frequently-used type was Engagement resources Next, the second most popular resources d an lu belonged to Attitude, which comprehensively made Graduation resources at nf va the bottom position with a small fraction Additionally, the scriptwriter aimed lm ul to use a great amount of positive Attitude resources to vividly depict main z at nh oi characters’ love and inner feelings Some suggestions and implications to help English learners to effectively use evaluation values in daily communication and further researches were also justified z m co l gm @ an Lu n va ac th si iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv lu ABBREVIATIONS AND CONVENTIONS vii an n va LIST OF TABLES viii tn to LIST OF FIGURES ix ie gh CHAPTER 1: INTRODUCTION p 1.1 Rationale oa nl w 1.2 Aim and Objectives of the study d 1.2.1 Aim lu nf va an 1.2.2 Objectives 1.3 Research questions lm ul 1.4 Scope of the study z at nh oi 1.5 Significance of the study 1.6 Organization of the study z gm @ CHAPTER 2: LITERATURE REVIEW co l 2.1 Appraisal Theory m 2.1.1 Engagement an Lu 2.1.2 Attitude 13 n va ac th si v 2.1.2.1 Affect 13 2.1.2.2 Judgement 14 2.1.2.3 Appreciation 16 2.1.3 Graduation 17 2.1.3.1 Force 18 2.1.3.2 Focus 22 2.2 Previous relevant studies 23 lu an 2.2.1 Studies on film conversations applying different approaches 23 va n 2.2.2 Studies on different genres using Appraisal Theory 25 gh tn to CHAPTER 3: RESEARCH METHODOLOGY 30 p ie 3.1 Research methods 30 nl w 3.2 Procedure 30 d oa 3.3 Data collection 31 an lu 3.4 Data analysis 31 nf va 3.5 Validity and Reliability 31 lm ul CHAPTER 4: FINDINGS AND DISCUSSION 32 z at nh oi 4.1 Engagement, Attitude and Graduation in “Gone with the Wind” film subtitle 33 z 4.2 Engagement in “Gone with the Wind” film subtitle 35 @ l gm 4.2.1 Monogloss in the data 35 4.2.2 Heterogloss in the data 37 co m 4.3 Attitudinal Resources in “Gone with the Wind” film subtitle 41 an Lu 4.3.1 Attitudinal Resources in the data 41 n va ac th si vi 4.3.1.1 Affect resources in the data 43 4.3.1.2 Judgement resources in the data 45 4.3.1.2 Appreciation resources in the data 49 4.3.2 Positive and Negative Attitude resources in the data 50 4.4 Graduation in “Gone with the Wind” film subtitle 55 4.4.1 Force in the data 56 4.4.2 Focus in the data 59 lu an CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 61 va n 5.1 Conclusions 61 gh tn to 5.2 Implications 63 p ie 5.3 Limitations and suggestions for further study 64 nl w REFERENCES 66 d oa APPENDIX i nf va an lu z at nh oi lm ul z m co l gm @ an Lu n va ac th si vii ABBREVIATIONS AND CONVENTIONS (A) Abbreviations in sample analyses: Red sentences for Monogloss Blue sentences for Heterogloss Jud : Judgement Appre : Appreciation lu + : Positive Attitude an - : Negative Attitude va n (B) Conventions gh tn to [GWTW.U1-Un]: “Gone with the Wind” film subtitle, utterance code from p ie to n - Italic words are used for examples and emphasis d oa nl w -Underlined words are used to mark the use of what is being demonstrated nf va an lu z at nh oi lm ul z m co l gm @ an Lu n va ac th si viii LIST OF TABLES Table Page lu an n va 2.1 The Monoglossic and the Heteroglossic 2.2 Types of Heterogloss 12 2.3 Judgement - Social esteem 16 2.4 The Sub-categories of Appreciation 17 4.1 Types of Appraisal values in the data 33 p ie gh tn to d oa nl w nf va an lu z at nh oi lm ul z m co l gm @ an Lu n va ac th si 61 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS Chapter provides conclusions and the implications of the study Additionally, limitations of the study and some further suggestions for other researchers are mentioned as well 5.1 Conclusions lu It should be highlighted that this study was aimed at examining the an evaluative values suggested by Appraisal Theory by Martin and White (2005) va n namely Attitude, Engagement and Graduation and their functions expressed in gh tn to the language of the film “Gone with the Wind” The main objectives were to compare the frequencies of occurrence of these values to reveal the choice of ie p language of evaluation in the language of this film and highlight the functions nl w and significance of them The application of the Appraisal Theory enabled us d oa to unveil layers of the three meanings in the data and the qualitative, nf va research questions an lu quantitative, synthetic and descriptive methods were employed to answer the lm ul It is clearly expressed that the three values of evaluation have been flexibly applied in the film with various purposes It is no coincidence that the z at nh oi values of Engagement, Attitude and Graduation are all present in the data, and each of them undertakes a crucial role to portray the characters and engage z them to the conversation From the main findings displayed in the above @ l gm sections, some broad generalizations can be finally realized here The striking feature which truly stands out is the overwhelming co m dominance of Engagement which accounts for more than a half of the total an Lu evaluative resources The scriptwriter has utilized a great amount of n va ac th si 62 Engagement in order to position the speaker's voice with respect to the various propositions in the conversation Specifically, among those various viewpoints, the speakers use Engagement to acknowledge or ignore facts and negotiate an interpersonal space for their own positions Engagement also gives the speakers in the film a chance to expose their inner voices as well as allows sufficient space for negotiation of meaning into their talks Though the proportions of Monogloss and Heterogloss are utilized unevenly, their occurrence significantly depends on the speakers’ intention lu Even though the figures of Attitude resources take the second position an of all the data, there is no denying that their vital role decides the success of va n the language in the conversation Under the framework of Appraisal Theory, gh tn to the expressions of the speakers in the film are extremely revealed They are p ie essential to negotiate feelings, judge human behaviours and value the worth of things in any discourse Those functions are greatly appreciated because oa nl w “Gone with the Wind”, itself, is an epic romance film in which emotions and thoughts are very plentiful To be more specific, Attitude items are used to d an lu describe the characters’ features such as the beautiful Scarlett O'Hara, her lm ul … nf va broken heart, the fragile Melanie, the handsome and dangerous Rhett Butler z at nh oi Another striking thing is that the number of Judgement values is vastly superior to Appreciation and Affect ones The film revolves on its main content about Scarlett’s thwarted love for Ashley despite Rhett’s expectation z gm @ and the deadly threat of war at the same time Hence, Judgement values have helped to reflect the personalities of those characters as well as the ways they l co behaved in different discourses To be more specific, Judgement resources m highlighted good moral qualities and simultaneously criticized unacceptable an Lu behaviours Appreciation resources constitute evaluation of external n va ac th si 63 appearance of Scarlett, Ashley, Rhett, Melanie … and emotional impacts of daily matters (eating, dressing, behaving …) whereas Affect values display the typical changes in human emotions like Scarllet’s thwarted love, Charles’s madly love, Rhett’s elegance It is fair to say that Judgement resources have shown off marked effects in depicting characters from various angles Graduation makes up the remaining part, making it the least frequently used figure in the Appraisal systems Items of Graduation operate as two axes of scalability which control our assessment They allow the speakers to lu expose how strong they feel about a person or a thing By using Graduation an resources, the speakers illustrate intensity of evaluation which is suitable for va n certain purposes Especially, the application of Force is much considerable gh tn to than the one of Focus because of the speakers’ intention Force has always p ie covered the assessment of degree of intensity of words or utterances in a conversation, which are in forms of Quantification, Intensification, Repetition oa nl w Therefore, every conversation has a surprising depth of emotions Another remarkable feature is the negligible presence of figures of Focus, which d an lu stands no comparison with other groups of evaluative values in the matter of nf va frequency However, the rare occurrence of figure of this group, in fact, lm ul comes as little surprise because items of Focus are rarely scalable and view z at nh oi people or things from an experiential perspective They are not usually common to informal face-to-face talks in the film 5.2 Implications z @ gm As indicated, this study, which examines the language of evaluation in co l “Gone with the Wind” film subtitle, gives away some profound implications m for investigating relevant topics First of all, the study is hoped to be a future an Lu reference for researchers who are keen on considering film and its language n va ac th si 64 Second, through the full description on the sub-types of evaluative language and their frequency of occurrence, the study will make a meaningful contribution to help speakers communicate more successfully in every conversation and remind them of the importance of evaluative language in communication Third, the distinctive features of evaluative resources in “Gone with the Wind” film subtitle, in the light of Appraisal Theory by (Martin and White (2005)), have proposed some further advices to construct a successful research There is no denying that evaluative values should be lu flexibly utilized in film language Based on the plot line and established an structure, then, the scriptwriter may apply suitable number of Engagement, va n Attitude and Graduation items to strengthen the power of emotion Last, this gh tn to study is hoped to make a valuable contribution to teachers and learners of p ie English Especially, this study may provide the teachers with the overall knowledge of Appraisal Theory so that they can use them as useful techniques oa nl w to teach their students productive skills and to stimulate their language ability in a natural way Similarly, the results of the study will be regarded as a d an lu valuable source of reference for students of English It is clearly beneficial in nf va helping them enrich their knowledge and apply it every day z at nh oi lm ul 5.3 Limitations and suggestions for further study The study aims at pointing out how evaluative values are utilized in the American epic historical romance film These values are considered in both z frequency of occurrence and functions and it has reached the answers for the @ In l gm research questions However, the research also has some limitations reality, due to the limited sample of part of the film, we might not be able to co m present an overview of “Gone with the Wind” film subtitle The three an Lu evaluative values of Appraisal Theory were generally investigated, so we n va ac th si 65 cannot expect a perfect description of final effects that these values bring about in the film Besides, the limited time and the ability of the researcher also made some unavoidable limitations The topic of evaluative values of Appraisal Theory in the film included some limited issues that will probably occupy other researchers and linguists for years, and we not propose to fulfill them comprehensively in this thesis Some further researches should be studied so that the findings will help us to deeply understand both the film language and the important role of lu Appraisal Theory in understanding the evaluation values of a discourse More an studies in the future might be included by other researchers to focus on a va n certain sub-type of Appraisal Theory in “Gone with the Wind” film so that the gh tn to results can be deeply obtained; furthermore, the researcher can also carry out ie an investigation in evaluative language by Scarlett O’Hara’s speeches in p “Gone with the Wind” film so as to reflect a profound understanding about oa nl w this main character and her psychological development In addition, an investigation into the similarities and differences of evaluative language in d an lu English and Vietnamese version of “Gone with the Wind” film subtitle is also z at nh oi lm ul translation nf va potential for further researches to apply to foreign language teaching and z m co l gm @ an Lu n va ac th si 66 REFERENCES Amela, L.-Z (2016) Investigation of Animated film blends in English Discourse Linguistics and Literature, 14(1), 25-40 Becker, A (2007) Discourse, War and Terrorism America: John Benjamins Publishing Company Brasdefe, C F (2006) Pragmatics & Language Learning National Foreign lu Language Resource Center, 14 an Chen, Y (2010) Exploring dialogic engagement with readers in multimodal va n EFL textbooks in China Sage Journals Prejudice in Cognition and Conversation Europe: Library of Congress p ie gh tn to Dijk, T A V (1984) Prejudice in Discourse: An analysis of Ethnic Gordon, M (2015) Evaluative language in history textbooks University of oa nl w Birmingham Hien, N T T (2016) An Appraisal Study of Social Attitutes in News d an lu Reports towards President Obama's Visit to Vietnam VNU Journal of nf va Science: Foreign Studies, 32(4), 21-29 lm ul Hood, S (2004) Appraising Research: Taking Stance in Academic Writing Australia z at nh oi (Doctoral Phylosophy Thesis), University of Technology Sydney, Horarik, M M (2003) Appraisal and the special instructiveness of narrative z gm @ Walter de Gruyter, 23(2) Horton, W S (2017) Theories and approaches to the study of conversation l m Discourse Processes: Routledge co and interactive discourse In B Schober, Rapp (Ed.), Handbook of an Lu n va ac th si 67 Janice, M K., Brian, M., & Mayhew, D (1977) Pragmatics in memory: A study of natural conversation (Vol 16) Khalid, B (2016) An Introduction to Subtitling: Challenges and Strategies International Journal of English Languge, Literature and Translation Studies, 3(1) Khrisna, & Dyah, N (2016) Appraisal Analysis on the Main Character of Novel the Old Man and the Sea and Its Three Indonesian-Translated Versions Lelaki Tua dan Laut Advanced Science Letters, 22 lu Liu, X (2010) An Analysis of Gone with the Wind from a Feminist an Perspective (Master's thesis), Hubei University of Technology va n Retrieved from https://www.dissertationtopic.net/doc/122674 Appraisal in English New York: Palgrave Macmillan p ie gh tn to Martin, J R., & White, P R R (2005) The Language of Evaluation: Michael, H L (1983) Native speaker/non-native speaker conversation and 141 d oa nl w the negotiation of comprehensible input Applied Linguistics, 4(2), 126- an lu Nguyễn Thị Minh Ngân (2017) An Appraisal Analysis of Evaluative nf va Language in English Advertising Slogans (unpublished M.A thesis), lm ul Quy Nhon University z at nh oi Nguyễn Thị Thu Hiền (2016) An Appraisal Study of Social Attitutes in News Reports towards President Obama's Visit to Vietnam VNU Journal of Science: Foreign Studies, 32(4), 21-29 z Nguyễn Thùy Gia Ly (2014) An Investigation Into Conceptual Metaphors gm @ Used in "Gone with the Wind" by Margaret Mitchell and Its l co Vietnamese Translational Version of "Cuốn theo chiều gió" by Vũ Kim m Thư (unpublished M.A thesis), The University of Da Nang an Lu n va ac th si 68 Nuraisiah, S., Nababan, M R., & Santosa, R (2018) Translating Attitudes toward Sexism in Gone Girl Novel (An Appraisal Theory Approach) Lingua Cultura, 12 Pascual, M., & Unger, L (2010) Appraisal in the research genres: An analysis of grant proposals by Argentinean researchers Revista Signos, 43(73), 261-280 Peter, W (2014) Lectures on Appraisal Quy Nhon University: Quy Nhon University lu Peter, W (2015) Appraisal Theory The International Encyclopedia of an Language and Social Interaction, 1-7 doi: va n 10.1002/9781118611463/wbielsi041 Cross-Disciplinary Approach p ie gh tn to Quinn, D (2013) Using Narrative Film in Second Language Acquisition: A Rose, K R (2006) Compliments and compliment responses in film: oa nl w Implications for pragmatics research and language teaching De Gruyter, 34(4) d an lu Ruomei, W (2016) A Practical Application of Appraisal Theory on Critical nf va Reading in College English Teaching David Publishing, 14(12), 868- lm ul 876 z at nh oi Ruth, E P (2003) An analysis of Appraisal in childbirth narratives with special consideration of gender and storytelling style Walter de Gruyter, 201-237 z @ Sabao, C (2016) Arguments for an appraisal linguistic discourse approach to Studies, 40-63 (2019) Gone with the m Scripts.com co l gm the analysis of ‘objectivity’ in ‘hard’ news reports African Journalism Wind from an Lu https://www.scripts.com/script/gone_with_the_wind_62 n va ac th si 69 Shiro, M (2003) Genre and evaluation in narrative development Journal of Child Language, 30(1), 95-165 Shizhu, L., & Jinlong, H (2004) Appraisal System in News Discourse Educational Technology for Foreign Language Teaching, 4, 17-21 Shuhong, G., & Yali, W (2006) Analysis on Interpersonal Meanings of Fiction Discourse Foreign Languages and Their Teaching, 205(4), 1013 Spanakaki, K (2007) Translating Humor for Subtitling Translation Journal lu Stephen, F (2018) Genre trends in global film production from an https://stephenfollows.com/genre-trends-global-film-production/ va n Taylor, & John, C (2008) Predictability in Film Language Arts ie gh tn to White, P R R (2015) Appraisal: An Overview from https://www.grammatics.com/appraisal/index.html p Wong, J (2002) "Applying” conversation analysis in applied linguistics: oa nl w Evaluating dialogue in English as a second language textbooks Walter de Gruyter, 37-60 d an lu Xia, Z., & Li, C (2011) Research into Interpersonal Meaning on the Basis of nf va Appraisal Theory—A Case Study of Discourse Analysis of Elisabeth lm ul Journal of Jiangsu University, 13(6), 54-57 z at nh oi Zhang, W., & Liu, W (2015) One Coin has Two Sides: A Comparative Appraisal of New York Times and China Daily’s News Coverage of Alleged Internet Hacking Journal of Arts & Humanities, 4(4), 1-15 z m co l gm @ an Lu n va ac th si i APPENDIX SAMPLE ANALYSIS OF “GONE WITH THE WIND” FILM SUBTITLE [GWTW.U225] - [GWTW.U296] [GWTW.U225] SCARLETT: Why I have to take a nap? I'm not tired lu [-Affect] an [GWTW.U226] MAMMY: Well-brought-up young ladies [+Jud] take va n naps at parties And it's high time you started behaving and Acting like gh tn to you was Miss Ellen's daughter p ie [GWTW.U227] SCARLETT: We were at Saratoga I didn’t notice any Yankee girls taking naps oa nl w [GWTW.U228] MAMMY: No, and you ain't gonna see no Yankee girls at the ball tonight neither d an lu [GWTW.U229] SUELLEN: How was Ashley today, Scarlett? He didn’t nf va seem to be paying much attention to you lm ul [GWTW.U230] SCARLETT: You mind your own business! You’ll [+Jud] z at nh oi be lucky [+Jud] not to lose old whisker-face Kennedy [GWTW.U231] SUELLEN: You've liked [+Affect] Ashley for months! His engagement's gonna be announced tonight Pa said so this morning z gm @ [GWTW.U232] SCARLETT: That's all [Force] you know [GWTW.U233] MAMMY: Miss Scarlett! Miss Suellen! You all [Force] l co behave yourselves Acting like poor, white-trash children! [-Jud] If you m are old enough [+Jud] [Force] to go to parties, you are old enough [+Jud] an Lu [Force] to act like ladies n va ac th si ii [GWTW.U234] MAMMY: Miss Suellen, you lie down there! [GWTW.U235] SUELLEN: I don't want anything to with her! [GWTW.U236] GIRL: Now, you didn't really! What did he say? [GWTW.U237] MAYBELLE MERRIWETHER: He said, "Will you take a walk with me later?" [GWTW.U238] GIRL: And what did you say then? [GWTW.U239] MAYBELLE MERRIWETHER: I dropped my eyes and I said, "Mr Calvert, sir, I should be honored." lu [GWTW.U240] GIRL: Scarlett, look! There's a picture of that cute an Charles Hamilton - and in India's room, too! va n [GWTW.U241] MAYBELLE MERRIWETHER: I heard in Atlanta that gh tn to India's going to marry Charles! ie [GWTW.U242] SCARLETT: Who cares! p [GWTW.U243] GERALD’S VOICE: We've borne enough insults [Force] oa nl w from the meddling Yankees It's time we made them understand we’ll [+Jud] keep our slaves with or without their approval It was the sovereign d an lu right of the state of Georgia to secede from the Union! nf va [GWTW.U244] AD LIB: That's right [+Appre]! lm ul [GWTW.U245] GERALD’S VOICE: The South must assert herself by z at nh oi Force of arms After we've fired on the Yankee rascals at Fort Sumter, we've got to fight! There's no other way! [GWTW.U246] AD LIB: Fight! That's right [+Appre] Fight! [Force] Let z @ the Yankees ask for peace! co knees l gm [GWTW.U247] KENNEDY’S VOICE: We'll have Abe Lincoln on his m [GWTW.U248] BRENT’S VOICE: They can't start this war too quick [- an Lu Appre] to suit me n va ac th si iii [GWTW.U249] GERALD: The situation is very [Force] simple [+Appre] The Yankees can’t fight and we can [+Jud] [GWTW.U250] STUART: There won’t even be a battle They’ll [+Jud] just turn and run every time [GWTW.U251] CHARLES: One Southerner can [+Jud] lick 20 Yankees [GWTW.U252] STUART: We’ll [+Jud] finish them in one battle Gentlemen can [+Jud] always [Force] fight better [Force] than rabble [GWTW.U253] KENNEDY: Yes, gentlemen always [Force] can [+Jud] lu fight better [Force] than rabble [Force] an [GWTW.U254] GERALD: What does the captain of our troop say? va n [GWTW.U255] ASHLEY: Well, gentlemen, if Georgia fights I go with gh tn to her But, like my father, I hope that the Yankees will [+Jud] let us leave p ie the Union in peace [GWTW.U256] STUART: But, Ashley nl w [GWTW.U257] BRENT: But [Force], Ashley, they've insulted us! d oa [GWTW.U258] CHARLES: You can’t mean you don’t want war! an lu [GWTW.U259] ASHLEY: Most of the miseries of the world were caused lm ul about nf va by wars And when the wars were over no one ever knew what they were z at nh oi [GWTW.U260] AD LIB: Why, Ashley - If it wasn’t that I knew you I can't believe I'm sure disappointed in you, Ashley Wilkes! [GWTW.U261] GERALD: Now, gentlemen, Mr Butler's been up North, I z hear Don’t you agree with us, Mr Butler? gm @ [GWTW.U262] RHETT: I think it's hard [-Appre] winning a war with [GWTW.U263] CHARLES: What you mean, sir? m co l words, gentlemen an Lu n va ac th si iv [GWTW.U264] RHETT: I mean, Mr Hamilton, there's not a cannon factory in the whole South [GWTW.U265] BRENT: What difference does that make, sir, to a gentleman? [GWTW.U266] RHETT: I'm afraid it's going to make a great deal [Force] of difference to a great many [Force] gentlemen, sir [GWTW.U267] CHARLES: Are you hinting, Mr Butler, that the Yankees can [+Jud] lick us? lu [GWTW.U268] RHETT: No, I'm not hinting I'm saying very plainly an [Force] that the Yankees are better [Force] equipped than we They've got va n factories, shipyards, coal mines and a fleet to bottle up our harbors and gh tn to starve us to death All [Force] we've got is cotton and slaves and arrogance p ie [–Affect] [GWTW.U269] STUART: That's Yankee treachery! [-Affect] oa nl w [GWTW.U270] CHARLES: Sir, I refuse to listen to any renegade [Appre] talk! d an lu [GWTW.U271] RHETT: I'm sorry [-Jud] if the truth offends you nf va [GWTW.U272] CHARLES: Apologies aren’t enough [Force], sir! I hear lm ul you were turned out of West Point, Mr Rhett Butler and you aren’t z at nh oi received by any decent [+Appre] family in Charleston, not even your own! [GWTW.U273] RHETT: I apologize again for all [Force] my shortcomings Mr Wilkes, perhaps you won’t mind if I walk about and z and dreams of victory l gm @ look over your place I seem to be spoiling everybody's brandy and cigars co [GWTW.U274] MEN'S VOICES: Well, that's just about what you could m expect from somebody like Rhett Butler I did everything but call him out an Lu [GWTW.U275] BRENT: A Yankee coward, that's all he is! n va ac th si v [GWTW.U276] CHARLES: He refused to fight [GWTW.U277] ASHLEY: Not quite that, Charles He refused to take advantage of you [GWTW.U278] CHARLES: Take advantage of me? [Force] [GWTW.U279] ASHLEY: Yes - he's one of the best shots [Force] in the country as he's proved a number of times [Force] against steadier [Force] hands and cooler [Force] heads than yours [GWTW.U280] CHARLES: I’ll [+Jud] show him! lu [GWTW.U281] ASHLEY: Now, please Don’t go tweaking his nose an anymore You may be needed for more important [+Appre] [Force] va n fighting, Charles Now, if you’ll [+Jud] excuse me, Mr Butler is our guest gh tn to I think I’ll [+Jud] just show him around p ie [GWTW.U282] CARLETT: Ashley! Ashley! [GWTW.U283] ASHLEY: Scarlett Who're you hiding from in here? oa nl w [GWTW.U284] ASHLEY: What are you up to? Well, why aren’t you upstairs resting with the other girls? What is this, Scarlett? A secret? d an lu [GWTW.U285] SCARLETT: Oh, Ashley, Ashley I love [+Affect] you nf va [GWTW.U286] ASHLEY: Scarlett! lm ul [GWTW.U287] SCARLETT: I love [+Affect] you [Force], I do! z at nh oi [GWTW.U288] ASHLEY: Well, isn’t it enough [Force] that you've gathered every other man's heart today? You've always [Force] had mine You cut your teeth on it z [GWTW.U289] SCARLETT: Oh, don’t tease me now Have I your heart, gm @ my darling? I love [+Affect] you, I love [+Affect] you [Force] l an Lu [-Affect] me for hearing them m hate co [GWTW.U290] ASHLEY: You mustn’t say such things You’ll [+Jud] n va ac th si vi [GWTW.U291] SCARLETT: Oh, I could never hate [-Affect] you and I know you must care about me Oh, you care, don’t you? [GWTW.U292] ASHLEY: Yes, I care [Force] Oh, can’t we go away and forget we ever said these things? [GWTW.U293] SCARLETT: But how can [+Jud] we that? Don’t you want to marry me? [GWTW.U294] ASHLEY: I'm going to marry Melanie [GWTW.U295]SCARLETT: But you can’t Not if you care for me lu [GWTW.U296] ASHLEY: Oh, my dear, why must you make me say an things that will hurt [-Affect] you? How can [+Jud] I make you va n understand? You're so young and unthinking [-Jud] You don’t know what p ie gh tn to marriage means… d oa nl w nf va an lu z at nh oi lm ul z m co l gm @ an Lu n va ac th si