Statement of the Problem and the Rationale of the Study
Literary works serve as a mirror to the real world, allowing future generations to understand historical contexts and cultural narratives through the masterpieces of the past These works illustrate the lifestyles and communication styles of earlier societies, enriching our understanding of their interactions While precise language is crucial for conveying information, speakers often employ hedges to imitate the nuances of dialogue.
The definition of hedges remains a topic of debate, initially introduced by American linguist George Lakoff in 1972, who described hedges as "words whose job is to make things fuzzier and less fuzzy." While some scholars, such as Hyland, advocate for the use of hedging in communication, emphasizing its role in persuasion and influence, recent research has focused on hedging in academic writing However, academic discourse often lacks the interactive elements that reveal the pragmatic functions of hedging To address this gap, this study examines the use of hedges in conversations from J.K Rowling's "Harry Potter and the Sorcerer's Stone," highlighting their pragmatic functions in real-life dialogue captured in written form.
This study analyzes the use of hedge devices in literary works, focusing on the main characters in the novel "Harry Potter and the Sorcerer's Stone." By examining the meanings and functions of these hedges, the research highlights their significance in character development and narrative structure.
Significance of the study
This study on the use of hedges in "Harry Potter and the Sorcerer's Stone" provides a theoretical foundation for further research in various genres The findings are likely to inspire other researchers to explore hedges in their own contexts or to conduct similar studies, thereby reinforcing or validating the results of this research.
The author explores the use of hedges in real conversations within "Harry Potter and the Sorcerer's Stone," aiming to enhance speakers' awareness of these conversational tools, which are essential for improving communication skills.
Aim, objectives and scope of study
Aim of study
In everyday conversations, we often use hedges unconsciously as a way to soften our statements This article aims to analyze the use of hedge devices in dialogues from "Harry Potter and the Sorcerer's Stone," highlighting their significance in communication By examining these linguistic features, we can gain insights into the nuances of conversation within the beloved text.
Objectives of study
This analysis aims to demonstrate the frequent use of hedging in everyday conversations, with a specific focus on the types, frequency, and meanings of hedges found in "Harry Potter and the Sorcerer's Stone."
To achieve the above mentioned aims, the following objectives are acutely set for exploration:
+ Find out the types of hedges used in conversations in Harry Potter and the Sorcerer‟s Stone
+ Measure the frequency of hedges used in conversations in Harry Potter and the
+ Explain the use of hedges device in conversations in Harry Potter and the Sorcerer‟s Stone
This study deals with determining the forms and functions of various hedges devices in conversations in the story Harry Potter and the Sorcerer‟s Stone
The study is used both quantitative and qualitative method through content or corpus analysis These articles were gathered from conversations in Harry Potter and the Sorcerer‟s Stone.
Research questions
- What are the most common types of hedge devices in Harry Potter and the Sorcerer‟s Stone?
- How often does each device occur in conversations in Harry Potter and the Sorcerer‟s Stone?
- How are the hedge devices used in the story explained?
Organization of study
This thesis consists of three parts, namely introduction, development and conclusion
This study offers a comprehensive overview, detailing its rationale, aims, methods, scope, significance, and design The research is structured into two main parts: Part A serves as the introduction, while Part B, titled Development, is divided into three distinct chapters that explore the key findings and insights of the study.
Chapter 1 of the article provides a comprehensive literature review, establishing the theoretical foundation of the study while defining key terms and taxonomies related to hedging In Chapter 2, the methodology is outlined, detailing the research framework and the methods employed to conduct the study.
Chapter 3, findings and discussion, presents findings and discusses how hedge devices used in conversations in the story Harry Potter and the Sorcerer‟s Stone
Part C, Conclusion, provides a summary of the study; summarizes significant findings in terms of types, frequency and meanings of the hedges used in the story
Harry Potter and the Sorcerer‟s Stone; suggests some implications for the use of hedges; points out some limitations of the study; and states some suggestions for further studies
THEORETICAL BACKGROUND
Review on hedge
Hedging, as defined by the Oxford Advanced Learner's Dictionary, refers to a barrier or means of protection In academic literature, the term encompasses various concepts such as stance markers (Atkinson, 1999), understatement (Hubler, 1983), downtoners (Quirk, 1985), and downgraders (House and Kasper).
Hedging, a concept explored by various researchers, is also referred to by different terms in related fields, including mitigation (Stubbs, 1983; Labov and Fanshel, 1977), indirectedness (Hikel, 1997; Lakoff, 1990; Tannen, 1982), tentativeness (Holmes, 1983), and vagueness (Myer, 1996; Chanel, 1994).
George Lakoff, a pioneer in the study of hedging, highlighted the challenges of connecting natural phenomena with natural language concepts He argued that natural language concepts possess "vague boundaries and fuzzy edges" (1973, 458) For example, rather than asserting "Men are animals," we can soften the statement by introducing the hedge "more and less," resulting in "Men are more and less animals." This modification makes the original assertion less definitive and introduces ambiguity in its meaning.
According to Brown and Levinson (1978:145), hedges are defined as particles, words, or phrases that modify the degree of membership of a predicate or noun phrase within a set This definition highlights that hedges indicate partial or conditional membership, suggesting that the truth of the statement may vary in certain respects Notably, this definition encompasses both detensifiers and indetensifiers, providing a comprehensive understanding of hedging language.
The motivation for using hedges in spoken discourse primarily revolves around politeness, as outlined by Brown and Levinson (1987) They argue that hedges serve a crucial role in negative politeness, aiding in face-saving efforts through their elaborate application While hedges are less prominent in positive politeness, they do appear in expressions of extreme vagueness, allowing the addressee to interpret their meaning In contrast, negative politeness strategies utilize hedges to soften the illocutionary force of statements.
In conclusion, the concept of hedging has evolved significantly across various fields, including medicine, chemistry, economics, psychology, and politics Initially defined as "fuzzy," the understanding of hedging has shifted towards a definition centered on "politeness." Consequently, this evolution has led to multiple interpretations of the hedging phenomenon, highlighting both its advantages and disadvantages in diverse discourses.
Recent studies highlight the interpersonal aspects of hedging in communication Zuck and Zuck (1985) suggest that hedging in news writing can weaken the strength of statements, potentially leading to inaccuracies In a cross-linguistic analysis, Markanen and Schroler (1978) characterize hedging as a means of conveying less than intended, thereby modifying the writer's responsibility for the truthfulness of their claims Crismore and Vaude Kopple (1988) further identify hedges as indicators of tentative assessments, allowing authors to diminish their accountability for the information presented These insights underscore the critical discourse functions of hedging, but to fully understand communication dynamics, it is essential to consider the role of linguistic politeness among discourse participants.
Linguistic politeness emerged from Grice's studies on conversational maxims, where he proposed adding a politeness maxim to his established cooperative principles Robin Lakoff expanded on Grice's ideas, highlighting two fundamental aspects of linguistic competence: clarity and politeness Leech's theory (1983) further explores politeness through a series of maxims that guide speakers in their interactions These maxims include the tact maxim, which emphasizes minimizing hearer cost and maximizing benefit; the generosity maxim, focusing on minimizing personal gain while enhancing the hearer's; the approbation maxim, aimed at reducing hearer dispraise and increasing praise; the modesty maxim, which encourages minimizing self-praise and maximizing self-dispraise; the agreement maxim, promoting minimized disagreement and maximized consensus; and the sympathy maxim, which seeks to minimize antipathy and maximize sympathy in communication.
Brown and Levinson (1987/1978) proposed a distinct approach to linguistic politeness, differing from the perspectives of Lakoff and Leech While Lakoff and Leech viewed politeness as an element of conversational principles, Brown and Levinson focused on it as a systemic characteristic of linguistic interaction.
Hedging in rhetorical writing has captivated linguists across generations, as evidenced by various studies One notable example is Adamu Musa's analysis titled “The Hedging in Academic Writing: A Pragmatic Analysis of English and Chemistry.” This research explores the role of hedging in academic discourse, highlighting its significance in both English and chemistry contexts.
In "Hedging in Journalistic Articles," Aquino highlights the prevalent use of hedges in writing, noting that these linguistic tools do not necessarily enhance speaking skills This observation suggests a significant opportunity for linguistic researchers to explore the application of hedging in spoken language.
In the context of English Language Teaching (ELT) in Vietnam, researchers have shown a growing interest in the use of hedge devices in academic writing Recent studies, such as Ngo's (2014) investigation into quantifiers as hedges among MA students of English, highlight this trend Earlier research, including Hoang's 2012 work on mitigating criticism through disjuncts in verbal communication, laid the groundwork for understanding hedging in dialogue To gather relevant data, surveys were administered to both Vietnamese and English speakers, focusing on their responses to criticism Additionally, Nguyen's 2014 analysis of hedge devices in Margaret Mitchell's "Gone with the Wind" aimed to identify the frequency and functions of hedging within the novel This study has opened avenues for further exploration of hedge devices in various communication contexts, emphasizing their significance in interpersonal relationships.
Most linguists agree that a definitive list of taxonomies is currently unavailable Consequently, the table below synthesizes various taxonomies proposed by notable linguists, including Salager-Meyer (1997), Clemen (2002), and Hinkel.
(2002, 2004), and Hyland (1996, 2005) in order to build up a detailed picture of what is considered to be hedge Their taxonomies are not radically different but rather supplementing each other
Meyer Clemen Hinkel Hyland Others
Adj, Adv and nominal modal phrases
Modal auxiliary verbs with lexical verbs
Lexical verb with Adjectives or Adverbs
As can be seen from the table above, most of hedges are classified according to their part of speech Conventional hedges, are considered as hedge by several linguists- Clemen (2002),
Salager- Meyer (1997), Hinkel (2004), Hyland (1996) and Vold (2006) Salager- Meyer
(1997, 109-110) divided them into modal auxiliary verbs, modal lexical verbs and adjectival, adverb and nominal modal phrases:
1) Conventional hedges: a) Modal auxiliary verbs such as may, might, can, could, will, would, should b) Modal lexical verbs such as to seem, to appear, to believe, to assume, to suggest, to estimate, to tend, to think, to argue, to indicate, to claim, to propose, to speculate, to predict, to calculate, to infer c) Adjectival, adverb and nominal modal phrases
+ Probability, adjectives such as possible, probable, un/likely
+ Nouns such as assumption, claim, possibility, estimate, suggestion
Adverbs play a crucial role in enhancing the meaning of sentences by providing nuance and context Words such as "perhaps," "likely," and "probably" indicate uncertainty, while terms like "essentially" and "virtually" emphasize a fundamental truth Additionally, adverbs such as "clearly" and "comparatively" help clarify relationships and comparisons They can also express degree, as seen with "barely," "slightly," and "fairly." By using adverbs effectively, writers can convey potentiality and nuance, making their arguments more compelling and relatable.
THE STUDY
Data
The corpus of this study is the first novel in Harry Potter series, namely Harry Potter and the Sorcerer‟s Stone by Rowling, first published in 1997 by Bloomsbury
The novel achieved significant acclaim, winning numerous British children's book awards and several prestigious US accolades It topped the New York Times best-selling fiction list in August 1999, maintaining a strong presence throughout 1999 and 2000 Translated into multiple languages, including Vietnamese, it was also adapted into a feature film J.K Rowling's debut edition showcased her remarkable writing talent, captivating readers and prompting them to eagerly delve into the story The narrative follows Harry Potter's first year at Hogwarts School of Witchcraft and Wizardry, after a childhood spent in his aunt's home as an orphan His journey begins when he meets Hagrid, who reveals his true identity, the circumstances surrounding his parents' death, and introduces him to the magical world where he truly belongs.
This captivating story immerses readers in a magical realm where individuals can harness extraordinary powers, enhancing their imagination of the world around them As a fiction novel aimed at teenagers, it employs modern and accessible language that resonates with young audiences.
The research focuses on conversations of main characters in Harry Potter and the
Sorcerer‟s stone: Harry Potter, the close friends of Harry Potter – Ron and Hermione,
In the narrative involving Professor Minena McGonagall, Dr Dumbledore, and Hagrid, the dynamics of various relationships—friends, colleagues, teachers, students, and enemies—are explored The story highlights the significance of hedges in communication, revealing how they are predominantly employed within these relationships to navigate complexities and convey nuanced meanings.
The data collection criteria
This research analyzes English conversations from "Harry Potter and the Sorcerer's Stone," focusing on dialogues among seven main characters, including Harry Potter, his teachers Professor Minerva McGonagall and Dr Dumbledore, his close friends Ron and Hermione, and his guardian Mr Hagrid The study examines a total of 636 dialogues, identifying 386 linguistic devices used as hedges within these conversations.
This article examines the dialogues in the Harry Potter series, focusing on the relationships between main characters, particularly Harry's interactions with his close friends Ron and Hermione, his relatives the Dursleys, his guardian Hagrid, and his teachers, including Professor McGonagall and Headmaster Dumbledore The primary objective is to analyze the evolution of hedging language across these varied relationships.
The conversations were analyzed according to the chosen types only The methods and produces used for analyzing the data are discussed in the next sections.
Research methods
The research uses both quantitative and qualitative methods
This study use quantitative method to find out which hedge is the most popular and which one is the least popular within the hedge classification
Quantitative method is applied to find out what hedge is the most popular and what hedge is the least common among the hedging device provided in Table 2, Chapter 2
The qualitative method is employed to analyze the use of hedges in conversations among the main characters in "Harry Potter and the Sorcerer's Stone." Document analysis serves as a crucial tool for gathering qualitative data, beginning with the frequency count of hedges to determine the most commonly used ones Subsequently, in-depth studies are performed within the text's context to uncover the underlying purposes behind the use of hedges in dialogue.
Data collection procedure
This study is conducted mainly on the primary data collected from the story
Harry Potter and the Sorcerer‟s stone
To effectively collect relevant data, we will first identify and compile the hedges utilized by key characters, focusing particularly on dialogues between Harry Potter and significant figures such as Professor Minerva McGonagall, Dr Albus Dumbledore, his friends Ron Weasley and Hermione Granger, the school guardian Rubeus Hagrid, and his relatives, the Dursleys.
+ Then we investigate the frequent types of these found hedges
+ Last, we investigate meanings of hedge devices in conversations used in the story Harry Potter and the Sorcerer‟s Stone
In 86 conversations, or 10,168 words, 124 hedges in the forms of modal verbs were found From Figure 2, where the raw data is presented (see Figure 2) It is not difficult to see that 7 kinds of modals verb is all used when core character Harry Potter creates conversations with his teachers Mc Gonagall and Dr Dumble Dore It is also obviously the modal will was used most frequently Will occurs 27 times, which is considered to reach the highest percentage of modal verbs as hedges However, would is used as past form of will which is only used 16 times being the fifth popular modal verbs It is obvious that can is used with the second commonly modal verb with 44 times in the story By contrast, it appears merely 2 times in the conversations with his relatives, 7 and 13 times in conversations with the older and his friends, respectively
In May, the term was utilized infrequently, primarily appearing in conversations with teachers The word "should" occurred a total of 13 times, featuring prominently in dialogues with friends (5 times), guardians (4 times), teachers (2 times), and relatives.
Figure 1: The use of modal verbs as hedge devices
The raw data presented in Figure 1 highlights significant variations in the number of words used by Harry Potter during conversations with different characters, including 2,589 words with Mr Hagrid, 2,231 with his teachers, 3,671 with friends, and 1,577 with relatives To facilitate a proper comparison, this data was normalized, as illustrated in Figure 2, which shows the frequency of hedges in the form of modals per 1,000 words.
Figure 2: The occurrence of modal verbs as hedges per 1,000 words
It is obvious that hedges devices are used more variously in formal context with his teacher Furthermore, the normalized data shows that will, which, according to
According to the Oxford Advanced Learner's Dictionary, "will" is primarily used for discussing or predicting future events In conversations, it was most frequently employed in dialogues with Harry Potter's teachers, occurring 9.8 times, compared to 3.5 times with his friends, 2.7 times with Hagrid, and just 1.2 times with his relatives.
First-year students are prohibited from using broomsticks without teacher approval During their initial flying lesson, Professor McGonagall quickly disapproves of Harry's unauthorized flying but also hints at his potential talent for joining the Quidditch team, which should be nurtured.
(1) Professor McGonagall: “I will speak to Professor Dumbledore and see if we can‟t bend the first – year rule Heaven knows, we need a better team than last year…”
After supposing Harry to take part in the Quidditch team, she hopes his hard- working training:
(2) “I want to hear you‟re training hard, Potter, or I will change my mind of punishing you.”
Moreover, she predicts Harry’s talent heritage from his father:
(3) “Your father will be proud of you,” she said“He was an excellent Quidditch player himseft.”
As mentioned before that hedging devices express different degree of probability; therefore, will in Professor McGonagall offer Harry’ brilliant future if he trains hard
In conversations, the modal verb "can" frequently appears, particularly in interactions with teachers, the guardian Hagrid, friends, and relatives According to the Oxford Advanced Learner's Dictionary, "can" expresses the possibility of someone or something doing something or an event occurring Notably, "can" is most prevalent in dialogues with Hagrid and friends, highlighting its role in establishing a formal yet friendly atmosphere during initial meetings The popularity of "can" is attributed to its meaning of possibility, which facilitates a connection between characters.
(4) Harry offered Hermione a help “ Can we help you with something?”
Can, in some cases, aims to request something formally:
(5) Ron said “ Can I have a frog? I might get Agrippa- thanks-“when need more frog cadies to get more picture cards
For Hagrid who knows about Potters family apparently first met orphanage boy, using can to decrease partly Harry’s misery:
(6) Harry said “Well, it‟s best you know as much as I can tell you- mind, I can’t tell you everything, it‟s a great mystery, parts of it…”
In the magical world, Harry sought to uncover the name of the notorious killer, Voldemort, whose true name is often avoided Mr Hagrid, in this instance, employed a similar tactic to protect the identity and reputation associated with Voldemort.
(7) Hagrid said “It begins, I suppose, with- with a person called – but it‟s incredible you don‟t know his name, everyone in our world knows”
(9) Hagrid answered “Well- I don‟t like saying the name if I can help it No one does”
(10) Hagrid seemed to being afraid of writing down Voldermort’s name: “I can‟t spell it.”
In the analysis of modal verb hedges, "would" ranks third in usage, but it is notably absent in conversations with Harry's relatives Conversely, "could" appears at a consistent rate of 2.7 in dialogues with older characters like Hagrid and teachers This prevalence of "would" is significant, as it conveys a sense of possibility, particularly in discussions regarding Harry's past and future potential, as seen in interactions with Hagrid and his teachers.
In conversations with Dr Dumbledore, the head wanted to predict the ability of protecting Harry of his father which no revenge can prevent:
Professor Snape's complex feelings about your father drove him to protect you throughout the year, as he believed this would balance the debt he felt he owed By doing so, he aimed to find peace in his resentment towards your father's memory.
Could can be used when Mr, Hagrid refer possibilities when Harry struggled to find out the Sorcerer’s stone:
(12) “We were wondering if you could tell us what guarding the Sorcerer‟s stone apart from Fluffy.”
(13) Or “Well, I don‟t suppose it could to tell you that…let‟s see…he borrowed Fluffy from me…then some of the teacher did enchantment …”
The modals "should" and "might" are commonly used in conversations, with "should" being the more frequently utilized option "Should" conveys various meanings, including possibility, probability, and speculation In dialogues among Harry and his friends Ron and Hermione, "should" often aligns with the meaning of "will."
(14)“Should call Filch, I should if somethinga- creeping around unseen”
In conversations with Dr Dumbledore, should seems to be speculation which become better to happen:
Upon arriving in London, I quickly realized that I should have stayed where I was, as I had just missed a crucial moment I reached just in time to intervene and save you from Quirrell's grasp.
A thorough analysis revealed that modal verbs indicating possibility or probability were more prevalent than those denoting prediction or speculation Notably, the modal verb "will" appeared most frequently in discussions with teachers, reflecting their optimism regarding Harry's exceptional talent in the future.
In an analysis of 866 dialogues, 37 lexical verbs were identified, with "think" emerging as the most frequently used modal verb Figure 3 illustrates the prevalence of these lexical verbs, highlighting a limited range such as "seem," "believe," and "suggest." According to the Oxford Advanced Learner's Dictionary, "think" conveys a particular idea or opinion, allowing speakers to express their attitudes toward information as subjective rather than factual This usage indicates an awareness of alternative perspectives on the topic.
Figure 3: Raw Data of Modal Lexical Verbs
In the story, the modal lexical verbs "seem" and "believe" each appeared seven times The verb "believe" was used equally in conversations with the guardian, teachers, and friends, occurring two, two, and three times respectively In contrast, "seem" was predominantly used in dialogues with friends and the guardian, appearing five and two times, respectively Notably, "suggest" was identified as the least common modal lexical verb used as a hedge, as illustrated in Figure 3.
2 times Conversations with relatives witness a lack of modal lexical verbs as hedges with 0 time
Figure 4: Modal Lexical Verbs per 1,000 words
Major findings of the research
Based on the analyzed data, it is evident that hedges are frequently used as mitigating devices in daily conversations, reflecting the tentative nature of communication that prevents participants from expressing their opinions definitively.
Research indicates that modal verbs are used as hedging devices more frequently than approximators in conversations, particularly in "Harry Potter and the Sorcerer's Stone," where modal verbs appear over 1.4 times more often This suggests that modal verbs, which convey varying degrees of probability, enhance conversations by offering a broader range of meanings, including doubt and evaluation Additionally, both modal verbs and approximators, which reflect speculation in spoken language, are more prevalent in conversations among friends, highlighting that probability and ambiguity are characteristic of informal interactions.
Research indicates that conditionals play a significant role in conversations within "Harry Potter and the Sorcerer's Stone." The data reveals that characters frequently use conditionals, particularly type 1, to hedge their dialogues, allowing for speculation and discussion of hypothetical future scenarios This use of conditionals highlights their importance in conversations among friends, as they facilitate the exploration of possibilities.
Modal lexical verbs are showed to become a feature of conversations in the story
In "Harry Potter and the Sorcerer’s Stone," modal lexical verbs like "believe," "think," and "suggest" play a crucial role in expressing subjective opinions and fostering speculation and prediction These verbs reflect the hopes and thoughts shared among close relationships, particularly evident in the dialogues among Harry Potter and his friends The frequent use of "think" highlights the importance of personal perspectives in their conversations, enhancing the narrative's depth and connection.
The analyzed conversations lack adjectival, adverbial, and nominal phrases, as well as introductory phrases The data indicates that these hedging devices are infrequently used It appears that characters focus less on the manner of actions and the qualities of entities, revealing personal doubts or direct involvement instead.
In the conversations among Harry Potter and his friends, Ron and Hermione, the frequent use of hedge devices reveals their friendly and open-minded nature as they navigate their early student life This heavy reliance on hedges serves to minimize risk and foster goodwill in their relationships with friends, teachers like Dumbledore, and their guardian Hagrid In contrast, interactions with relatives, particularly Aunt Vernon, exhibit fewer hedges due to the strained nature of their relationship, which does not necessitate the same level of politeness or risk avoidance Additionally, the use of hedges reflects a desire to maintain politeness and protect one's public image, particularly in the presence of authority figures such as Dumbledore, McGonagall, and Hagrid.
Implications of the study
This research significantly aids both speakers and researchers by examining the use of hedging devices in everyday conversations It highlights the common forms of hedges utilized by students in various close relationships, including interactions with friends, teachers, relatives, and elders The study aims to enhance speakers' awareness of hedges, which can add nuance and softness to conversations Additionally, it analyzes hedge usage in school-related relationships, such as between teachers and students, and among family members For English teachers, the findings provide valuable insights into the application of hedges in educational settings, serving as a resource to connect learners with English culture and enhance their speaking skills.
The research on hedge usage in conversations among the main characters of "Harry Potter and the Sorcerer's Stone" offers valuable insights, yet it has notable limitations The study's timeframe restricts the ability to compare hedge usage in similar contexts in Vietnam, which could illuminate differences and similarities between Vietnamese and English Additionally, focusing solely on the first book may overlook how hedge usage evolves in subsequent series as character relationships deepen The researcher aims to expand the study to include more series over an extended period, enhancing the validity and reliability of the findings for broader generalization.
Suggestions for further studies
The current study highlights several avenues for future research Firstly, it focused exclusively on hedge devices in the initial series of Harry Potter, suggesting that similar analyses could be extended to other series within the franchise Secondly, the research was limited to English texts, presenting an opportunity to compare hedge usage in a Vietnamese narrative with the same themes, thereby revealing cultural differences Due to these limitations, future studies could concentrate on a single hedge device to explore its meanings and functions in real communication, providing valuable insights for second language learners.
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APPENDIX Conversations between Harry Potter and Dursley family containing hedge devices:
(1) His aunt rapped on the door again “Up!” she screeched
(2) “Are you up yet?” she demanded
(4) “Well, get a move on, I want you to look after the bacon And don’t you let it burn, I want everything perfect on Duddy’s birthday.”
(5) “In the car crash when your parents died.” She had said “And don’t ask questions.”
(6) “And we’ll buy you another two presents when we are out tonight How’s that, poking? Two more presents Is that all right?”
(7) Dudley thought for a moment It looked like hard work Finally he said slowly,
“So I’ll have thirty…thirt3y.”
(8) “I’m not going to do anything.” said Harry, “Honestly’
(9) “I know,” Harry murmured through the glass, though he wasn’t sure the snake could hear him “It must be really annoying.”
(10) “Dudley! Mr Dursley! Come and look at the snake! You won’t believe what’s it doing.”
Harry observed Uncle Vernon's shiny black shoes moving anxiously in the kitchen After a moment of contemplation, he decided that ignoring the situation was the best course of action, reasoning that if they didn't respond, it would be wise to do nothing at all.
(12) “No one, it was addressed to you by mistake.” Said Uncle Vernon shortly “I’ve burned it”
(13) “I’ll take them.” Said Uncle Vernon
(14) “I am not paying for some crackpot old fool to teach him magic trick ” yelled Uncle Vernon.
(15) "Taking Dudley to the hospital," growled Uncle Vernon "Got to have that ruddy tail removed before he goes to Smeltings."
(16) "Well, there you are, boy Platform nine platform ten Your platform should be somewhere in the middle, but they don't seem to have built it yet, do they?"
Conversations between Harry Potter and the guardian Mr Hgrid containing hedge devices:
(1) “But what happened to Vol- , sorry –I mean, You- Know-Who?” Harry asked
The biggest mystery surrounding the situation is why he vanished on the same night he attempted to kill you, especially when he was gaining more power This disappearance only added to your fame, raising questions about his motives.
Many believe he has died, but I disagree, questioning if he had enough humanity left to truly die Others claim he might still be lurking, waiting for the right moment, yet I find that hard to accept Those who once supported him have now returned to our side, and some appear almost entranced I doubt they would have done so if he were to make a comeback.
(4) “Hagrid” he said quietly, “I think you must have made a mistake I don’t think I can be a wizard.”
(5) "See?" said Hagrid "Harry Potter, not a wizard you wait, you'll be right famous at Hogwarts."
He insisted that the boy would not be attending, emphasizing that he would instead go to Stonewall High and appreciate the opportunity He mentioned having read the letters, noting the various supplies needed, including spell books and wands.
Hagrid asserts that no Muggle can prevent Harry Potter from attending Hogwarts, emphasizing that his enrollment has been secured since birth He highlights Hogwarts as the premier school for witchcraft and wizardry, where Harry will spend seven transformative years surrounded by peers like him Hagrid also mentions the esteemed headmaster, Albus Dumbledore, underscoring the school's prestigious reputation.
Hagrid reflected on his frustration, admitting, "I shouldn't have lost my temper, but it didn't matter in the end I intended to transform him into a pig, but he already resembled one so closely that there wasn't much change needed."
"Please keep this to yourself, especially at Hogwarts," he said, revealing that he wasn't officially allowed to perform magic "I could only use a little magic to follow you and deliver your letters, which is part of why I was eager to take this job." He glanced at Harry with a knowing look beneath his bushy eyebrows.
(10) "Why aren't you supposed to do magic?" asked Harry.
During my time at Hogwarts, I faced expulsion in my third year after my wand was broken Despite this setback, Dumbledore allowed me to remain at the school as the gamekeeper, showcasing his remarkable character.
(12) "It's gettin' late and we've got lots ter do tomorrow," said Hagrid loudly "Gotta get up ter town, get all yer books an' that."
(13) "You can kip under that," he said "Don' mind if it wriggles a bit, I think I still got a couple o' dormice in one o' the pockets." Hagrid said.
(14) "Yeah but we'll go back in this Not s'pposed ter use magic now I've got yeh."
Hagrid expressed his regret about the potential conflict, suggesting that if he were to accelerate the situation, Harry should keep it confidential at Hogwarts.
(16) “Why would you be mad to try and rob Gringotts?" Harry asked.
(17) "But what does a Ministry of Magic do?"
(18) "Well, their main job is to keep it from the Muggles that there's still witches an' wizards up an' down the country."
(19) "Can we buy all this in London?" Harry wondered aloud.
(20) "If yeh know where to go," said Hagrid.
(21) "I don't know how the Muggles manage without magic," he said as they climbed a broken-down escalator that led up to a bustling road lined with shops.
(22) "This is it," said Hagrid, coming to a halt, "the Leaky Cauldron It's a famous place."
(23) "Can't, Tom, I'm on Hogwarts business," said Hagrid, clapping his great hand on Harry's shoulder and making Harry's knees buckle.
(24) "Come on, back in this infernal cart, and don't talk to me on the way back, it's best if I keep me mouth shut," said Hagrid.
Conversations between Harry Potter and his friends Ron and Hermione containing hedge devices:
(1) "Oh -well, I thought it might be one of Fred and George's jokes," said Ron "And have you really got you know "
(2) "So that's where You-Know-Who” Ron stared
(3) "Yes," said Harry, "but I can't remember it."
(4) "Yes," said Harry, "but I can't remember it."
(5) "Well I remember a lot of green light, but nothing else."
(6) "Er Yes, I think so," said Ron "I think Mom's got a second cousin who's an accountant, but we never talk about him."
Ron expressed his feelings of pressure as the sixth member of his family to attend Hogwarts, highlighting the achievements of his older brothers—Bill, the head boy, Charlie, the Quidditch captain, and Percy, a prefect He noted that while Fred and George are entertaining and perform well academically, the expectation for him to excel feels diminished since his accomplishments would merely mirror those of his siblings Additionally, Ron lamented the lack of individuality, as he inherited old belongings from his brothers, including robes, a wand, and even a rat.
Scabbers, my pet rat, is quite unhelpful and often sleeps through everything While Percy received an owl from our dad as a reward for becoming a prefect, I ended up with Scabbers instead.
(9) " and until Hagrid told me, I didn't know anything about be ing a wizard or about my parents or Voldemort"
(10) "You said You-Know-Who's name!" said Ron, sounding both shocked and impressed "I'd have thought you, of all people "
Harry expressed his uncertainty about saying a certain name, admitting, "I just never knew you shouldn't." He acknowledged his lack of knowledge and concern about his standing in class, confessing, "I bet I'm the worst in the class."
(12) "You won't be There's loads of people who come from Muggle families andthey learn quick enough."
(13) "Well, you can't expect him to hang around all day," said Ron
"He'll be back No, I've got Morgana again and I've got about six of her do you want it? You can start collecting."
Ron cautioned Harry about the dangers of trying every flavor of jelly beans, emphasizing that the selection includes not just common flavors like chocolate and peppermint, but also unusual ones like spinach, liver, and even tripe He mentioned that George once claimed to have tasted a booger-flavored jelly bean.
(15) "Don't know why he's so bothered," said Ron "If I'd brought a toad I'd lose it as quick as I could Mind you, I brought Scabbers, so I can't talk."
Ron expressed his frustration, stating, "He might have died and you wouldn't know the difference." He recounted his attempt to make the subject more intriguing by casting a spell to turn him yellow, but it failed "I'll show you, look " he added, eager to demonstrate the unsuccessful magic.