a study on race discrimination embedded in the short story christina rosenthal by jeffrey archer) from a critical discourse analysis = nghiên cứu sự phân biệt chủng tộc trong truyện ngắn christina rosenthal

---* * *--- NGUYỄN THỊ THANH HUYỀN A study on RACE DISCRIMINATION EMBEDDED IN THE SHORT STORY "CHRISTINA ROSENTHAL BY JEFFREY ARCHER FROM A CRITICAL DISCOURSE ANALYSIS Nghiên cứu sự ph

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NGUYỄN THỊ THANH HUYỀN

A study on RACE DISCRIMINATION EMBEDDED IN THE SHORT STORY "CHRISTINA ROSENTHAL (BY JEFFREY ARCHER) FROM A CRITICAL DISCOURSE ANALYSIS

(Nghiên cứu sự phân biệt chủng tộc trong truyện ngắn "Christina Rosenthal"

(Jeffrey Archer) dưới góc độ phân tích diễn ngôn phê phán)

Hanoi, 2010

Vietnam National University

university of languages and international studies

Faculty of Post- graduate studies

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NGUYỄN THỊ THANH HUYỀN

A study on RACE DISCRIMINATION EMBEDDED IN THE SHORT STORY "CHRISTINA ROSENTHAL (BY JEFFREY ARCHER) FROM A CRITICAL DISCOURSE ANALYSIS

(Nghiên cứu sự phân biệt chủng tộc trong truyện ngắn "Christina Rosenthal"

(Jeffrey Archer) dưới góc độ phân tích diễn ngôn phê phán)

DECLARATION

TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENT iv

LIST OF ABBREVIATIONS vii

LIST OF FIGURES, TABLES, AND CHARTS viii

Part A: Introduction 1

1 Rationale 1

2.Significance of the study 2

3 Aims of the study and research questions 2

4 Scope of the study 2

5 Methodology of the study 2

6 Design of the study 3

PART B: DEVELOPMENT 4

CHAPTER 1: THEORETICAL BACKGROUND 4

1.1 Background to Critical Discourse Analysis 4

1.1.1 CDA‟s definitions 4

1.1.2 Key concepts of CDA 4

1.2 CDA theories and Practice 5

1.2.1 Overview of the approaches to CDA 5

1.2.2 Three main schools of CDA 5

1.2.2.1 Van Dijk‟s school – Socio-cognitive approach 5

1.2.2.2 Ruth Wodak‟s school – The discourse – historical approach 6

1.2.2.3 Fairclough‟s school – Systemic Functional Grammar 6

1.2.3 Fairclough‟s framework of CDA 7

1.3 Systemic functional grammar in CDA 11

1.4 Summary 13

CHAPTER 3: METHODOLOGY AND ANALYSIS PROCEDURES 14

2.1 About the object of the enquiry 14

2.2 Some brief information about the story 15

2.2.1 The story itself 15

2.2.2 Context of the story 15

2.3 Data analysis procedure 16

2.2 Analysis of discourse macrostructures of the story 17

2.3 Analysis of discourse microstructures of the story 19

2.3.1 The title: Christina Rosenthal 19

2.3.2 Lexicalization 21

2.3.2.1 Christina Rosenthal - who teased Benjamin and taunted him 21

2.3.2.2 Christina Rosenthal - who teased Benjamin and taunted him 22

2.3.2.3 Christina Rosenthal sacrificed her life for love 24

2.3.2.4 Christina's death left a regret to her parents and the rabbi 24

2.3.3 Conversation structure 26

2.3.3.1 Conversation between Benjamin and Christina 27

2.3.3.2 Conversation between Benjamin and Christina‟s father 30

2.3.3.3 Conversation between Benjamin and Christina‟s mother 31

2.3.4 Transitivity 31

2.3.4.1 Christina as a participant 32

2.3.4.2 Benjamin as a participant 34

2.3.4.3 The rabbi as a participant 35

2.3.4.4.Christina's parents as participants 36

2.4 Summary 36

PART C: CONCLUSION 37

1 Summary of the findings 37

2 Conclusions 38

3 Suggestions for further study 39

REFERENCES 40 APPENDIX 1 I APPENDIX 2 II APPENDIX 3 IV

ABBREVIATIONS

CDA Crtical Discourse Analysis

SFL Systemic Functional Linguistics

FIGURES, TABLES AND CHARTS

Line

FIGURE 1 Interpretation 9

FIGURE 2 Explanation 11

TABLE 1 Summary of process typ.es 12

FIGURE 3 The macrostructure of the text 18

TABLE 2 Examples of the use of "Christina" in the story 19

TABLE 3 The number of words spoken by Christina and Benjamin 27

CHART 1 Chart 1: The number of words spoken by Christina and Benjamin in their conversations

28 TABLE 4 Summary of speech acts in the conversation between Christina and Benjamin

28 CHART 2 Summary of speech acts in the conversation between Rosemary and the girl

28 FIGURE 4 Structural analysis of the assertive "She will never marry a Jew"

31 TABLE 5 Participant types of the characters in the story 32

TABLE 6 Summary of the processes in which Benjamin is a participant 32

TABLE 7 Material and Mental processes that Benjamin is engaged in 33

TABLE 8 Summary of the processes in which Christina is a participant 34

TABLE 9 Summary of the processes in which the rabbi is a participant 35

PART A: INTRODUCTION

1 Rationale

Critical Discourse Analysis (CDA), as it was, is a relatively new research area in Vietnam, which were introduced just about five years now Interest in CDA is growing and appealing to many Thus, this study is another attempt aimed at enhancing the consciousness of how power and ideology are embedded in language in particular, and the relations between language and society in general It then somehow brings the contribution

to applying CDA to doing linguistic research

CDA has been drawing the attention of many researchers, both linguists and social analysts since its introduction Its applicability is considered in every context and every discipline Not only CDA is applied within disciplines such as humanities and sciences but also in professional areas like medicine, environmental studies, engineering, social policy, education, law, etc CDA subsumes a variety of approaches towards the social analysis of discourse which differ in theory, methodology, and the type of research issues to which they tend to give prominence

In contrast to other paradigms in discourse analysis and text linguistics, CDA focuses not only on texts, spoken or written, as objects of inquiry but also on the social processes and structures, which give rise to the production of a text, and of the social structures and processes within which individuals or groups as social-historical subjects, create meanings

in their interaction with texts (Fairclough, 1993)

This is particularly the case for literature – one of the prominent types of discourse in which the values, beliefs and ideologies of particular nations, social classes and social groups could be represented through language However, as it happens, literary discourse has not been the object of CDA investigation, to the best of my knowledge I have decided

to do the study on the short story: "Christina Rosenthal" by Jeffrey Archer from a CDA perspective The short story is so moving, so meaningful and comprehensive in terms of race discrimination In the thesis, I hope to be able to discover and analyse critically the race discrimination hidden in the Canadian society of the time from such a story

All of the above reasons have encouraged me to conduct the research entitled "A study on race discrimination embedded in "Christina Rosenthal" by Jeffrey Archer from a critical discourse analysis perspective."

2 Significance of the study

In fact, as CDA is quite a new research area in Vietnam, this study is aimed at enhancing the consciousness of how power and ideology are embedded in language in particular, and the relation between language and society in general It can make some significant contribution to applying CDA to doing linguistic research

3 Aims of the study and research questions

3.1 To provide a CDA analysis of the short story: “Christina Rosenthal” from a new perspective of discourse analysis Through this study, readers can access how race discrimination are represented lexically, grammatically and macro-structurally as well

3.2 The research questions:

a What kinds of power and social relations are expressed in the story?

b How are these relations expressed?

c How can they be explained and interpreted?

4 Scope of the study

- The CDA analysis of the short story “Christina Rosenthal” is confined to some linguistic aspects and some features of context

- Among some social issues, race discrimination is mainly dealt with in the study

- The study is oriented to discover the linguistic aspects, not literary ones

5 Methodology

"Language as a form of social practice" (Fairclough, 2001) is always being adhered strictly throughout the study "Christina Rosenthal", a literature work, is not going to be taken into pieces but to be considered a system which is created by sub-systems When analyzing a

particular lexical item, the writer will always put it in relation with other elements of its sub-system and the whole system as well, with its macrostructures and its context

The study bases itself on the common sense assumptions that there are “implicit conventions according to which people interact linguistically” (Fairclough 2001) Regarding the short story, there exists some aspects influencing the lexical and grammatical choice of the writer It then follows the inductive, that is all underlying patterns and principles are drawn from description of data and generalization of findings

The study is inclined to follow the integrated approaches; I try to conduct it through a combination of some popular approaches in CDA (approaches of van Dijk, Fairclough, Ruth Wodak) However, the greatest linguist I had influence when carrying out this thesis

is Halliday's systemic functional grammar

In carrying out this study, I follow these procedures: At first, several approaches to CDA are reviewed so that an appropriate theoretical framework suited to the aims and subject of the study could be mapped out The study is not based on a particular approach, rather, it is drawn upon a combination of two most outstanding approaches proposed by two CDA practitioners, Fairclough and van Dijk Secondly, the discourse I chose is a short story

“Christina Rosenthal”, the analysis is done in two phases:

General textual description of the story is made in terms of lexis and syntax towards the underlying ideology in the story

The story is analyzed in terms of lexical and grammatical choice, conversation structure, transitivity, and implicatures is to find out how ideology is linguistically realized Later on, this serves as the underpinning for the interpretation and explanation of the findings

6 Design of the study

The study includes three main parts:

Part 1: Introduction discusses the rationale, significance, scope, aims, methodology and design of the study

Part 2: Development This part is divided into two chapters

Chapter 1: Theoretical background and Literature review presents a brief theoretical background of Critical Discourse Analysis, Systemic Functional Grammar

Chapter 2: Methodology and analysis procedures describes the data collection and the procedure of analyzing data to detect the race discrimination embedded in the story and discusses the findings of the analysis

Part 3: Conclusion summarizes the major findings, provides concluding remarks and make suggestions for further studies

In a similar vein, Fairclough (1993) defines CDA as discourse analysis which aims to systematically explore often opaque relationships of causality and determination between (a) discursive practices, events and texts, and (b) wider social and cultural structures, relations and processes; to investigate how such practices, events and texts arise out of and are ideologically shaped by relations of power and struggles over power (p 135)

1.1.2 Key concepts of CDA

It is necessary to bring the explanation of one of the most controversial issues which is subject to quite a lot of discussion among CDA and even non-CDA practitioners

“Investigating language in relation to power and ideology” (Wodak and Meyer, 2001:6) is

the primary concern of CDA According to van Dijk (1998), CDA is a field that is concerned with studying and analyzing written and spoken texts to reveal the discursive sources of power, dominance, inequality and bias It examines how these discursive sources are maintained and reproduced within specific social, political and historical contexts Moreover, the investigation is conducted by critical and historical view

Therefore, the following concepts figure indispensably in CDA: critical, historical

At first, „what is meant by critical approaches‟, Critical approaches mean to be critical of

the present social order CDA is seen to be a means of criticizing the social order Rather, it

is because it is rooted in a radical critique of social relations

Secondly, CDA and critical approaches in general, distinguish themselves from other whose theoretical and methodological assumptions seem to exclude direct political or

radical analyses This advocated Fairclough in his claims that “critical approaches not just describe discursive practices but also show how discourse is shaped by relations of power and ideologies” (1992)

Why the term “historical” needs to be explained "discourse … is always historical, Wodak, 1996, p 12) that is, it is connected synchronically and diachronically with other communicative events which are happening at the same time or which have happened before" (p 12)

1.2 CDA theories and Practice

1.2.1 Overview of the approaches to CDA

CDA specifically considers more or less overt relations of struggle and conflict in society Even though CDA has just been developed for more than thirty years, it is built from the considerable contribution of many linguists in terms of both theory and methodology (Wodak & Meyer, 2001) It is comprehensible why there exist different approaches in doing CDA

1.2.2 Three main schools of CDA

1.2.2.1 Van Dijk’s school – Socio-cognitive approach

Among CDA practitioners, van Dijk is one of the most often referenced and quoted in critical studies of media discourse, even in studies that do not necessarily fit within the CDA perspective By structural analysis, van Dijk posited analysis of "structures at various levels of description" which meant not only the grammatical, phonological, morphological and semantic level but also "higher level properties" such as coherence, overall themes and

topics of news stories and the whole schematic forms and rhetorical dimensions of texts

1.2.2.2 Ruth Wodak’s school – The discourse – historical approach

Her research is mainly located in Discourse Studies and in Critical Discourse Analysis Ruth's research agenda focuses on the development of theoretical approaches in discourse

studies (combining ethnography, argumentation theory, rhetoric and functional systemic linguistics); gender studies; language and/in politics; prejudice and discrimination

1.2.2.3 Fairclough’s school – Systemic Functional Grammar

The third main approach in CDA is that of Fairclough whose theory has been central to CDA over more than the past ten years He described the objective of this approach as "a contribution to the general raising of consciousness of exploitative social relations, through focusing upon language" (1989, p 4)

With CDA, Fairclough (1997, 271-9), has tackled the relationship between language and context by elaborating on socially based topics such as: 'CDA addresses social problems'; 'power relations are discursive'; 'discourse constitutes society and culture'; ' the link between text and society is mediates'; and 'discourse is a form of action'

1.2.3 Fairclough’s framework of CDA

One of the most successful achievements in his pursuance of CDA by Fairclough is the practical framework in which he distinguishes three stages (description, interpretation and explanation) corresponding to the three dimensions of discourse: text, interactions and context respectively

- Description is the stage which is concerned with the formal properties of the text

- Interpretation is concerned with the relationship between text and interaction with

seeing the text as the product of a process of production, and as a resource in the process of interpretation

- Explanation is concerned with the relationship between interaction and social

context with the social determination of the processes of production and interpretation, and their social effects

(Fairclough: 2001: 21-22)

Description necessarily entails interpretation in the second phase as it provides the medium for the real representation of textual features Interpretation is made possible via a combination of the textual features (the cues) and what is „in‟ the interpreter (or the member‟s resource (MR) i.e the background knowledge) In this regard, the interpretation process can be described as a process in which the cues activate elements of the MR (such

as phonology, grammar, vocabulary, semantics, pragmatics, cohesion, etc.) As a means for

doing so, the MR is called interpretative procedures

Figure 1: Interpretation (Fairclough, 2001: 119)

Interpretative procedures Resources Interpreting

(MR)

Stage 2: Interpretation

Interpretation has its spotlight on the „discourse processes and their independence

background assumptions‟ (p117) According to the diagram, the interpretation is realized

in two levels, interpretation of texts (lower section and interpretation of content (upper

section) The interpretation of texts is further done in four phases (pp119-120):

Social orders Situational context

Interactional history Intertextual context

Surface of utterance which relates to the process by which interprets convert strings of

sounds or marks into words, phrases and sentences This requires the knowledge of vocabulary, grammar and phonology

Meaning of utterance has to do with attributing meanings to the constituent parts of a

text, which requires the knowledge of semantics and pragmatics

Local coherence sets up meaning connections between utterances to make coherence

The interpreter now has to draw upon their knowledge of cohesion

Text structure and point is actually the insight into the global coherence It involves

matching the text with one of a repertoire of schemata or representations of characteristic patterns of organization associated with different type of discourse

The interpretation of context consists of situational and intertextual contexts The former is done on the basis of external cues such as the features of the physical situation, properties

of participants and on aspects of their MR in terms of how they interpret these cues The latter bases on the assumptions about the previous discourse(s) to which the discourse in question link with (international history)

The central part, containing boxes and arrows (single-headed or double headed) indicates that interpretation is a flexible process: for example the "previous interpretation can return

to constitute one part of the recourses for interpretation"

Explanation mainly concerns 'the relationship of discourse to processes of struggle and to power relation' (p117) This, according to him, consists of two dimensions, whether emphasis is on processes of struggle or upon relations of power As parts of social struggles, discourses are conceptualized in terms of broader (non-discoursal) struggles, and the effects of these struggles on structures In this regard, the social effects of discourse, creativity and the future can be the emphasis of the explanation As regarding power relationship, discourse is believed to be decided by struggles for power Relation of power

is the result of struggles, and is set up by those with power In this vein, the emphasis will

be on the social determination of discourse and on the past

Both social effects of discourse and social determinants of discourse should be investigated

at three levels of social organization: The societal level, the institutional level, and the situational level, which are shown in the following diagram

1 Social determinants: what power relations at situational, institutional and societal

levels help shape this discourse?

2 Ideologies: what elements of MR which are drawn upon have an ideological

character?

3 Effects: how is this discourse positioned in relation to struggles at the situational,

institutional and societal levels? Are these struggles overt or covert? Is the discourse normative with respect to sustaining existing power relations, or transforming them?

1.3 Systemic Functional Grammar (SFG) in CDA

Systemic functional linguistics (SFL) was developed during the past 45 years which,

Fairclough and Chouliaraki (1999: 139) explain that "and especially the linguistic theory which we believe has the most common with CDA and most to offer CDA, SFG " and "the version of CDA which we work with ourselves has used SFL as its main resourse for textual analysis"

As CDA's subject of study is discourse-language in use, there is no doubt "complementary relationship" between SFL in general and SFG in particular with CDA (Fairclough and

Chouliaraki, 1999:151) SFL obviously "has most in common with CDA and more to offer CDA" and it "theorizes language in a way which harmonizes far more with the perspective

of critical social science than other theories of language" (Fairclough and Chouliaraki,

1999:139)

In similar vein, Mr Hoa N (2005) asserts the possibility of employment of SFL in doing CDA by pointing out that SFL allows justification of the CDA in terms of social reality, both internal and external events, i.e inside one social reality and among various ones Hence, the theory upon which Fairclough and many other researchers draw for their analytical framework is SFL, which is the most noticable and influential contribution

M.A.K Halliday is usually attributed to the development of this theory with his book An Introduction to Functional Grammar (1994), serving as the manual to people interested in

SFL According to him, language is structured towards three kinds of functions simultaneously: experiential, interpersonal and textual which are respectively realized by choices of Transitivity, Mood and Modality and Theme/Rheme systems of the language Transitivity system construes the world of experience into a manageable set of process types, which are: Material, Mental, and Relational and three additional processes: Behavioural, Verbal, and Existential A process includes three components: The process itself, participants in the process and Circumstances associated with the process

Table 1: Summary of process types (adapted from Halliday, 1994)

Process type Definition Category

meaning

Participants Example

1 Material Process of doing

things, express the notion that some entity

"does" something, which may be done to some other entity

'doing' Actor, Goal

2 Behaviour process of (typically

human) physiological behaviour like breathing, coughing, dreaming

'behaving' Behaver

Phenomenon

He laughed at me

3 Mental A kind of activity in

people's mind, requires

a conscious participant

'sensing' Senser

Phenomenon

much

4 Verbal Pocess of saying 'saying' Sayer,

Target

He said to me "I love you"

5 Relational Process of 'being',

'being at', and having

'being' Carrier

Attribute

Identified Identified Token Value

6 Existential Process of 'existing' or

CHAPTER 2: METHODOLOGY AND ANALYSIS PROCEDURES

2.1 About the object of the enquiry

This thesis could be regarded as a case study1 research as the chosen database of the study

is a short story This is not unusual for a critical discourse analysis to be done on a single discourse It is worth conducting a study of particularity and complexity of a literature work so as to gain an insight into the hidden implications that the author wants to convey behind the surface of language

As the thesis is an instrument case study, the data selected should be typical enough to be a representative of CDA in literature field, however it also must be distinctive to illustrate the matters I will look into Having said that, I want to make it clear that the data selected

for analysis is a British story named "Christina Rosenthal" (Jeffrey Archer) The short story "Christina Rosenthal" is my choice because of the following reasons:

Firstly, "Christina Rosenthal" is a well-known short story by Jeffrey Archer in his

collected short stories book "A Twist in the tale" It is also translated into Vietnamese

"Muon kiep ben nhau" by the famous writer, Ha Ky Lam in 1997 J Archer is now the first name in the best-selling British authors lists, and not only alphabetically: his books are truly a memorable read, being well-written, they keep you hanging on every word He does marvellous work at storytelling J Archer seems to be the one to brilliantly develop the traditions of W S Maugham, O‟Henry, etc In terms of politics career, he was a Member

of Parliament and deputy chairman of the Conservative Party

Secondly, the short story is really the data I expected to search for because it includes some typical hidden social problems, which convey some kind of conflicts and struggles in terms

of power They would be a shed light on under a perspective of CDA As the term critical

in CDA is often associated with studying power relations Another interpretation of

“critical” is that CDA explicitly addresses social problems and seeks to solve social

problems through the analysis and accompanying social and political action Hence, I

1

According to E.Stake (1995: 3-4), case study research can be divided into two types: intrinsic and instrumental Our work is called instrumental case study when we have a research question, a puzzlement, a need for general understanding in mind, and do the research to get insight into the question by studying a particular case

conducts the analysis of the story under critical discourse perspective to discover the hidden problems embedded in the story.

Thirdly, "Christina Rosenthal" has size of length and content which is appropriate to an

MA thesis It is twelve pages long and the social problem (the focus of the study) it consists is neither too simple nor too complex

Finally, though the context of the story is not in our contemporary society, it belongs to the modern literature trend

2.2 Some brief information about the story

2.2.1 The story itself

It is a tragic love-story Benjamin falls in love with Christina, who had been teasing him for being Jewish, and came from a German family Her father is anti-Semitic and had fought under the Nazis for which he had been awarded the Iron Cross Christina falls pregnant by Benjamin but is taken away immediately by her family She is forced to marry the son of an old family friendship, Klaus Willing However, it proves a sham marriage Five years later Benjamin reestablishes contact with Christina She divorces her husband and in exchange for a swift divorce he gets custody of the boy Nicholas who cannot see his real father until he is 21 and should not be told he is Benjamin's son A year into their newly rekindled passionate relationship, Christina is pregnant again, and gives birth to a girl named Deborah However, she had not warned Benjamin there were complications during the first birth and had been advised by the doctors not to have any more children She died, and on the way to the funeral Benjamin who is reconciled with Christina's parents and his own father, passes by the hospital to see Deborah He is told sad news and

commits suicide (www.mouthshut.com/ /Twist_In_The_Tale _A_-_Jeffrey_Archer)

2.2.2 Context of the story

"Christina Rosenthal" was one of the short stories in the collection "Twist in the Tale"

published in 1998 on the basis of the historic context in the early nineteenth century

During the years when the Nazis were in power in Germany Canadian immigration policy was actively anti-Semitic The result was that Canada‟s record for accepting Jews fleeing

the Holocaust is among the worst in the Western world Canadian policy towards Jewish

refugees was summed up in the words of one official: "None is too many"2

On May 15, 1939, the St Louis, a steamship carrying 907 German Jewish refugees fleeing Nazi Germany, set sail from Hamburg, Germany for Havana, Cuba No other Latin

American country would admit the refugees, and the St Louis had to leave port Canada

and the United States were the Jews' last hope, but Mackenzie King ignored the protests of Canadian Jewish organizations and said the crisis was not a "Canadian problem" Canada only took in 8,000, or one percent of the 811,000 Jewish refugees admitted into countries

across the world Mackenzie adopted the policy of "none is too many" regarding the

immigration of European Jewry seeking refuge from the Nazis

Then the rabbi is one of the Jews fleeing Nazi Germany to Canada He did not get on well with the Nazis Similarly, Christina's parents, the Germany, they did not like the Jews When they discovered the close relationship between Benjamin and Christina, both of the families did not approve To detect the relationship hidden in the story, it is vital to analyze

the language used by the author (http://www.jcpa.org/indexph.asp)

2.3 Data analysis procedure

The study is based on some assumptions upon which the conduct of the research depends on:

Racial discrimination among the characters in the story "Christina Rosenthal" is encoded in formal linguistic features (lexicology and grammar)

Such racial discrimination is embedded in transitivity, conversation structure, metaphor, implicatures and macrostructures of the story as well

The story, to some extent, may bring the awareness of race discrimination in the social structure, hence to sustain or break down the prejudice existed in the society

The study bases itself on the common sense assumptions that there are “implicit conventions according to which people interact linguistically” (Fairclough 2001)

In carrying out this study, the author follows these procedures: At first, several approaches

to CDA are reviewed so that an appropriate theoretical framework suited to the aims and subject of the study could be mapped out The study is not based on a particular approach,

2 "None is too many" is Canada's policy which closed the door to Jewish refugees from Nazi Europe in the 1930s and 1940s.

rather, it is drawn upon a combination of two most outstanding approaches proposed by two CDA practitioners, Fairclough and van Dijk Secondly, the discourse I chose is a short

story, a piece of literature so qualitative data related to the story “Christina Rosenthal” is

assembled for the analysis which is done in two phases:

General textual description of the story is made in terms of lexis and syntax towards the underlying ideology in the story

Analyzing the story in terms of lexical and grammatical choice, conversational structure, transitivity is to find out how ideology is linguistically realized Later on, this serves as the underpinning for the interpretation and explanation of the findings

2.2 Analysis of discourse macrostructures of the story

"What is the macrostructure of a discourse?" - It is the structure of its global meaning, topic or theme Macrostructures are derived or inferred from the local meanings (or microstructures) of discourse by a number of rules or strategies that reduce complex information Nevertheless, van Dijk (1980) recommends starting with macrostructures first

as such an analysis could provide a first, overall idea of what a discourse or corpus of texts

is all about, and controls many other aspects of discourse and its analysis

Scanning the story we come across with a rabbi and his son Benjamin with his love for Christina It is written largely from the perspective of the protagonist, Benjamin, the son of

a Rabbi It is set in Canada and starts in Benjamin's high school years, moving on to college and then law school, finally ending with a suicide note the old rabbi had been reading each day for the last ten years Obviously, the most critical event in the storytelling that effects everything happening after is that Christina becomes pregnant Thereafter, her parents forced her to leave him; she married her parent‟s choice while she bore his kid in her womb He was devastated, sank into the deepest realms of depression He worked harder and harder, got every award, every scholarship Yet, he was so lonely and dismal, for her love haunted him He would sleep with every girl he desired, but they were just objects of lust, love wasn‟t an emotion he could associate with these objects of desire After many years later, he saw her again Life took another turn at him; she left her husband to come back to him He got her back but lost his son to her former husband Love bloomed for him again His happiness hit the roof as she became pregnant again On the

day of her pregnancy, he paced anxiously to and fro at the hospital The doctor informed him that Christina was dead and that the child was still born Lost in desperation, with the love of his life dead, he killed himself

In order to summarize the macrostructure of the story, it is necessary to point out the macro propositions (sub-topics) of the overall macro proposition (topic) Benjamin character around whom, the relations among the characters of the story are created Hence, some following sub-macro propositions (sM) are proposed:

sub-sM1: Christina Rosenthal was the person who teased Benjamin and taunted him

sM2: Christina Rosenthal together with Benjamin fought against the prejudice

sM3: Christina Rosenthal was the person who had sacrificed her life for love

sM4: Christina's death left regret to the Rabbi and her parents

Figure 3: The macrostructure of the text Christina - the central character

The discourse is organized in a chronological order By that way, the author seems to imply that Christina is only the narrator who does not interfere in the storyline

Approaching the text's macro-structure in terms of race discrimination, we could summarize 7 interactions which take place within or by means of the text

who had sacrificed her life for love

whose death left a regret to the Rabbi and her parents

Those create a net of interactions in which Christina is the centre Hence, the macrostructure of "Christina Rosenthal" could be viewed from different perspectives but it

is always well-organized with components attributing to the topic

2.3 Analysis of discourse microstructures of the story

According to Van Dijk, T.A & Kintsch, W (1983), the microstructure of discourse contains two types of information: local and global information The first one, called cohesion, corresponds to the relationships between the meaning of individual words in a text It refers to the syntactic, morphological and lexical means of connecting sentences within a text Cohesion represents the more linguistic level of discourse representations The global information refers to the semantic and pragmatic meaning of discourse contained in sentences The single idea unit expressed in a sentence creates a proposition that is the semantic unit of a text The relations between propositions are defined as coherence of discourse Therefore, the microstructures of the story is analysed based on the macrostructures as pointed in part 2.2 In order to detect the racial discrimination embedded in the story in terms of discourse microstructures, I will look into the title; the use of lexicalization; the conversation and transitivity of the story respectively

2.3.1 The title: Christina Rosenthal

The title is the first thing a reader or editor will read in a short story since it is one part of the structure of a story Also, an evocative title can highlight the literary themes, provide a vital clue to the plot or resonate in the readers' mind long after the story is finished.The title often intrigues, entices and maybe even reveal a deeper meaning as the story develops Therefore, it is a must to analyse the title of the story The title of the story is

Christina Rosenthal, searching for the meaning, Rosenthal is a Jewish name originating

from German means "valley of roses" Nevertheless, the name Christina originates from Christian, a feminine form of 'Christian' from which the meaning and origin of the girl's name is derived The ideological intent of the story is explicitly expressed by the title and the content that follows What is interesting is that the setting is in Canada, not in Germany

or America Historically, German do not like the Jew, they consider the Jew as the dirt of the society However, these two names stand together raise the readers‟ awareness of the

conflict between the Jew and the Nazis when the story develops The writer cleverly uses the semantic devices causing racial ideology From the title itself, the readers can figure out what the story is about The use of implicatures right at the title of the letter, implies a conflict going to take place in the story-line Christina Rosenthal appeared indirectly through Benjamin's words in his letter to his father, the Rabbi The name Christina is mentioned 37 times:

Table 2 : Examples of the use of "Christina" in the story

75 I had learned the truth about Christina's father

Indirect Benjamin's monologue

monologue

monologue

I was told by a school friend that Christina had

spent hers in Vancouver

Indirect Benjamin's monologue

163 Although I didn't see much of Christina that term

Indirect Benjamin's monologue

228 I looked up to see Christina standing on the

other side

Indirect Benjamin's monologue

241 Christina seemed to know so much about me

that I felt embarrassed

Indirect Benjamin's monologue

244 Christina told me she was hoping to join me at

McGill in September,

Indirect Benjamin's monologue

249 I said little about Christina to you at the time Indirect Benjamin's

always toward with courtesy monologue

Christina, who is the central character of the story, sacrificed her life for her love Doing an analysis of race discrimination embedded in the story is impossible without analysing this character This story is quite complicated as the language of the story is not direct or narrative at all, but both As the story at first is narrated by the writer to describe the rabbi's feeling, however; the story-line is told by Benjamin, the rabbi's son, in terms of a letter With the aim to detecting some individual characteristics of each relationship hidden in the language, I will go into detail to explore how the central character together with Benjamin united to fight against the prejudice

2.3.2 Lexicalization

The first step in CDA is the analysis of linguistic structures of text among which lexicalization are of significant importance, as suggested by Fairclough (1989) The writer has numerous lexical choices which are by no means arbitrary so as to produce various kinds of text A choice of word may have various implications that express the ideological perspective of the author (Wodak & Meyer, 2001) Simultaneously, the use of vocabulary with other linguistic features adds different values to the text In order to discover the values coded in the story, it is vital to analyze the lexical choice of the writer in the story

The three participants of the story are referred most are Christina, Benjamin and the Rabbi

2.3.2.1 Christina Rosenthal - who teased Benjamin and taunted him

As a teenager, Christina made friend with Greg, who is a Nazi He, to some extent, encouraged her to racial abuses

"Jew boy! Jew boy! Jew boy!" - Jew boy with an exclamation mark is repeated three times

right at the opening of Benjamin's letter to his father These words were uttered from Christina's lips while Benjamin was taking a race at school

According to Fairclough (1992), overwording and metaphor are two important linguistic devices that may be used to designate ideological intent In this text, overwording and

metaphor are used to emphasize or construct the concept of racial discrimination The repetitive use of the phrase „Jew boy!‟ sets up a prejudice between Christina, Greg and

Benjamin The metaphoric use of „Jew‟ and „Nazis‟ in relation to „Orthodox Jew‟ and

„Christian‟ reinforces and more importantly facilitates readers‟ comprehension of the

prejudice, since metaphors are a way of depicting the unfamiliar experience in the light of

a familiar one The metaphors also presuppose that Benjamin was discriminated from the other friends While metaphor is used to create a textual coherence of the text, the linguistic device of repetition is used to create an absolute effect-cause sequence As the German's ideology is that Jew is a dirty race, they are dirty people They consider the Jew

as the dirt of the society Hereby, Greg, the son of a German family, he despised Benjamin

and often made snide comments on him According to Austin in the theory "How to do things with words", "to utter one of these sentences is not just to "say" something, but rather to perform a certain kind of action" Only two words "Jew boy!" gave the readers a

feeling that Christina and her friends despised Benjamin, the Jewish

When Benjamin came last in the race, Christina shouted "Last again, Jew boy," Once again, she called him "Jew boy" In this quotation, there is no appearance of his replying to her saying As he mentioned the rabbi's teaching in the letter that "Still have I borne it with

a patient shrug, for sufferance is the badge of all our tribe" He learnt from the rabbi's

teaching so he could put up with the despise comments

The writer also chooses the words very cleverly in " after I had learned the truth about Christina's father I still couldn't understand how anyone who had come from a defeated Germany, a Germany condemned by the rest of the world for its treatment of the Jews " Benjamin used the word "defeated" implying that he thought of the unfair that Christina's

father, a Christian who has the prejudice against the Jews Hence, it is no doubt when Christina also has the same ideology

2.3.2.2 Christina Rosenthal - in relation with Benjamin fought against the racialist ideological gap

According to the Jew's ideology, Jew is the chosen of God and it cannot pollute the genes Benjamin's father is a rabbi, hereby he could not agree with the relationship between Benjamin and Christina Conversely, Christina's parents are German, they do not like the

Jews It is understanding if we return to the history when a policy of "none is too many"closed the door to Jewish refugees from Nazi Europe Anti-Jewish discrimination strongly persisted in the two decades after War World II In the next wave of anti-Semitism, white supremacist and neo-Nazi groups responded to an increasingly multicultural Canada with a vitriolic anti-Semitism incorporating Holocaust denial

When Christina and Benjamin found out that she was pregnant, they both agreed to tell

Christina's parents about that He was not afraid of that but "I began to plan for a marriage that neither Christina's family nor you could possibly have found acceptable, but we didn't care." The pronoun "I" together with the structure "could possibly have", implies that

Benjamin knew for sure that the Rabbi did not accept the truth However, Benjamin told

his father that "Love knows no parents, and certainly no religion." The use of modality

"will" in the promise with Christina: "I'll wait here until you return," Benjamin expressed a

certainty that he really loved Christina and he did meet with any difficulty Christina also

did express no fear when she knew she was pregnant, she still smiled and said for sure "I'll

be back even before you've had the time to change your mind about marrying me."

Throughout the story the past tense is mostly used Firstly, it is narrated by the writer about the rabbi's feeling during the time he read his son's letter, simultaneously, through the letter

it is narrated by Benjamin since he was at high school His father also showed his

disapproval “He had never thought he would live to regret his Orthodox upbringing but

he had been unable to mask his disapproval” In the letter, Benjamin repeated what he had told his father about Christina, I said little about Christina to you at the time, but I'd bet you knew already how much I loved her; your teaching of forgiveness and understanding you could hardly disapprove The use of the verb “bet” to emphasize that he was sure that

his father really got the fact that he loved Christina so much but he did not say anything Benjamin always thinks of what the rabbi taught him However hard it is, the rabbi could

not know for sure what would happen in the end “The rabbi paused His heart ached because he knew so much of what was still to come although he could not have foretold what would happen in the end” The metaphoric use of the phrase “His heart ached”

expressed the rabbi‟s feeling of regret for what he had done for his only son

In the answer to Christina's father, Benjamin did show his love for Christina

"I love your daughter, "I told him, "and I want to marry her."

The verb "want" expressing his determination to marry Christina This shows that although

Mr von Braumer comes from a Roman Catholic family, which is different from Benjamin,

he does not dare to express his emotion

However hard it is, nothing can stop their love for each other "And I still feel the same about you now as I did the day we parted And don't forget I have to see you every day, through Nicholas" In the letter to his father, he told him that ." Love knows no parents, and certainly no religion" He loves his father so much, however, in spite of his father's

disapproval, he insists on marrying Christina

2.3.2.3 Christina Rosenthal sacrificed her life for love

At first, Christina played joke on Benjamin by shouting bad words to him: "Jew boy!", which are the racialist words that discouraged him from coming the first in the race However, there is no imminent evidence to show how much she changed her feeling for him After she entered the McGill, she met Benjamin and expressed her likings for him He himself was very surprised at this fact Thereafter, they studied and played together Although Christina's parents disapprove their marriage, however hard it is, nothing can

stop their love for each other "And I still feel the same about you now as I did the day we parted And don't forget I have to see you every day, through Nicholas" Due to the

disapproval of both parents, their love still blooms and nothing can stop Christina from bearing one more child for Benjamin in spite of the complications of the first birth Bejamin was too overjoyed when the doctor told him that was a girl, however, he did

inform him that "I am sorry, so very sorry, to tell you that your wife is dead " Christina

has sacrificed her life for Benjamin, for her love Although the doctor had advised her against being pregnant again, she did not want to make Benjamin worried

2.3.2.4 Christina's death left a regret to her parents and the rabbi

The rabbi and Christina‟s parents did not know that how miserable that their disapproval of

Christina and Benjamin‟s love brought about “His heart ached” The metaphor here shows

that how regretful the rabbi felt every time he read the letter Right at the beginning of the

story, “Lately he had been unable to concentrate on a task he had carried out every Friday

evening for the last thirty years” Why it is so, why he could not focus on the task he had

done for so many years, just because he felt sorry for what he had done for his only son

And now he recalled what had happened in the past He had never thought he would live to regret his Orthodox upbringing He thought he was right when he followed the Orthodox

faithfully, he could not agree with the wedding between his son and Christina The proof is that he did not appear in his son‟s wedding According to the Orthodox, a Jew must not marry a gentile; a Jew can only marry a Jew

When he knew that Benjamin still loved Christina, he did not visit him when he was at

Harvard “He should have visited Harvard to let his son know that his love for him had not changed He had read it every day for the last ten years

Applying to the first level (Description of the text) of critical discourse analysis for

vocabulary which Fairclough suggested in his book “Language and Power” (2001), we try

to decode the experiential values, relational values, expressive values and metaphorical modes of expressions in those referring expressions

Experiential values:

There are imminent ideological sense in the representation of the rabbi and his son coded

in the referring expressions Specifically, in this case, it is called "overwording" According to Fairclough (2001), it is "an unusually high degree of wording, often involving many words which are near synonyms Overwording shows preoccupation with some aspect of reality" The rabbi are much preoccupied with regret and misery To

describe the misery of the rabbi: unable or not able or couldn't (four times), tired, ached, paused (three times), regret, forgiveness, reconciliation, intolerance, short-sightedness

The combination among these words can create a rhetorical effect, making the impression

of the rabbi's having regretful feeling As for the rabbi's feeling sorry for what he had done for his only son, the author employs the noun "Orthodox upbringing" and the verb "regret"

to create the image of miserable father The clever use of these expressions brings the readers the sense of remorseful person, the rabbi appeared through the writer's narration

Relational values:

Relational value is the term concerning the choice of wordings which depends on, and helps create social relations between participants Analyzing the relational values of the

referring expressions of Christina is quite complicated as Benjamin narrated his story to his father right from the beginning of the letter At first, we consider the relational value of informality between Benjamin and Christina The first time Benjamin saw her is when he joined in the race and she shouted at him with Jew boy! Jew boy!, then Christina initially made acquaintance with Benjamin and then they fell in love with each other, making their relationship more intimate She married him at last It is possibly regarded as their efforts

to overcome all the difficulties to become husband and wife Then we turn to the relational values of formality between Benjamin and Christina's parents Obviously, we could realize the way Benjamin called Christina's mother "Mrs von Braumer" when he phoned to find Christina

Expressive values:

Words are symbolized of the intention of the speaker A lot of the expressions are used skilfully to get the readers understand what the author wants to express An instance is that

metonymy is used when Benjamin mentioned "A Thunderbird" What does it mean? A

Thunderbird is a kind of luxurious car for the rich people Therefore, at that time he could never dream of having a Thunderbird one day Another instance that the connotative meaning of the words makes a great impression on the readers that Benjamin had made his father, the rabbi very miserable and remorseful when he ended his letter by the phrase

"unthinking people" implying his father would learn from his love

Metaphorical modes of expressions

There are some expressions to describe the rabbi which consist of metaphors For instance:

Lately he had been unable to concentrate on a task he had carried out every Friday evening for the last thirty years (line 3-4)

The rabbi put the letter down and rubbed his tired eyes (line 90)

The rabbi paused His heart ached (line 252)

How he would have liked to have seen his grandson (line 393)

The rabbi still could not believe his own intolerance and short-sightedness (line 466)

He had read it every day for the last ten years (line 554)

2.3.3 Conversation structure

The purposes of conversation include the exchange of information, the creation and maintenance of social relationships such as friendship; the negotiation of status and social roles, as well as deciding on and carrying out joint actions Conversation therefore has many functions, although its primary purpose could be generalized as probably social Having a look at Jeffrey Archer‟s story from the point of the language use between the participants, we come across with variability making the text closer to real, authentic usage

by means of turn-taking mechanism, questions, answers, requests, imperatives, and exclamations and so on

In order to analyse the structure of conversations in the story, the conversations (verbal or non-verbal elements) from the story will be sorted out, then speech acts of their clauses will be defined The speech act are defined on the basis of their illocutionary force and five basic classes suggested by Searle (1969); 1 Directives (Dr): get someone else to do something; 2 Expressive (Ex): denote the speaker‟s psychological state; 3 Representative (Rep): state the speaker‟s belief about the world; 4 Commissives (Com): express the speaker‟s intention; 5 Declarative (Dec): change states of affairs via their utterance

As the story is narrative, there are a few conversations to be seen in the story, mainly the Benjamin's telling his father about his story, however, it is worth analysing them so as to discover the social relationships between the characters

2.3.3.1 Conversation between Benjamin and Christina

Although the relationship between Benjamin and Christina creates the plot of the story, we

do not see much the conversation between them However, their conversation is quite interesting under investigation Moreover, nonverbal actions backgrounding the sayings are quite impressive and worth being paid a considerable look

Christina and Benjamin are the central characters in "Christina Rosenthal" Their

conversations are the essential materials to get the story going on I try to analyze the structure of the extract that I have quoted from the story

Throughout the storyline, there are only three conversations to be seen between Christina and Benjamin

Conversation 1: Their conversation in the library

Conversation 2: Their conversation in the school

Conversation 3: Their conversation in the hotel

Computing the data, we have the number of words in the conversations as follows

Table 3: The number of words spoken by Christina and Benjamin

Participant Conversation 1 Conversation 2 Conversation 3 Total

Table 4: Summary of speech acts in the conversation between Christina and Benjamin

The chart shows that the relationship between Benjamin and Christina, at first is formal, not intimate at all Christina is the person who usually initiates the conversation, she does most of the talking, however, Benjamin gain the initiative in conversation He gives most

of the directive speech act (questioning, inviting, promising, offering)

In a conversation, the man normally dominates and is the more powerful interactant However, the initial look at the conversation structure might bring the impression that Christina is the dominant She is the one who usually initiated the conversation All the conversations quoted in the story are narrated by Benjamin The first one happened when Christina wanted to apologise to Benjamin for shouting “Jew boy!” at him during the race When Christina appeared, he was too surprised and did not know what to say Christina waited for Benjamin‟s turn to speak, however; he only looked at her with nothing to say until she mentioned Greg As Christina suddenly appeared, she asked Benjamin to forgive her for what she had done on that track two years ago She did not make any excuses for what she did and did not put the blame on anyone else During the conversation with Benjamin, Christina takes three turns while Benjamin takes only one In the first turn, she uttered an explanation to apologise him for what she had shouted at him two years ago In the second, as Benjamin did not say anything, she promised not to see him again after that time Being too amazed at the Christina‟s appearance, Benjamin had nothing to say, only

expressed verbal actions that he nodded his understanding what she said and uttered only

an invitation “Care for coffee?” with a question mark In fact, this utterance is an invitation

but in form of a question The implicature is that Benjamin thought that his invitation was just a question itself and Christina would never accept it However, to his astonishment, in the third turn replying to his invitation, she agreed wholeheartedly The third conversation

is organized by 5 two-part sequences which are usually called adjacency pairs3

see him "I shouldn't have, it was foolish" (Line 421) There are a few words used in their

conversation It seems that both of them are too happy to see each other after quite a long time, then they do not know which words to say Benjamin offers her a coffee, she says

simply "Yes" to represent her agreement

2.3.3.2 Conversation between Benjamin and Christina’s father

Only one conversation between Benjamin and Christina‟s father had been seen, however, a

lot of things need to be investigated in it When Christina and Benjamin found out that she was pregnant, Benjamin planned a marriage regardless of the disapproval of both families

He wrote in the letter to the rabbi that “Love knows no parents and certainly no religion”

He determined to marry Christina in spite of the fact that he knew for sure that both his father and Christina‟s father did not approve He waited for Christina going home to

3

Adjacency pair: an example of conversational turn-taking, talk tends to occur in responsive pairs; however, the pairs may be split over a sequence of turns E.g greeting-greeting; congratulations-thanks, apology- acceptance (See more Sack, Harvey (1995)

inform her parents about being pregnant but in vain He waited and waited until it was

dark, then he went to her home Her father greeted her with a question “What do you want?” expressing his inhospitality Through this question, the messages that Christina's

father wishes to send are not only the expressions of his disliking but the disapproval of his daughter's close relationship with Benjamin According to Fairclough (2001), "politeness is based upon recognition of differences of power, degrees of social distance, and so forth, and oriented to reproducing them without change Benjamin takes his turn and answers Christina‟s father He violates the Gricean‟s maxims (Grice: 1975) when giving the

answer “I love your daughter”, he did not give the relevant answer to Mr von Braumer

It seems that those propositions are expressives in the system of speech acts proposed by Searle (1969) The syntactic forms: I love + noun; I would rather + bare infinitive verb are evident signals of the shopman‟s psychological state of liking However, a considerable analysis may help us deduce some implicatures

“She will never marry a Jew”

Figure 4: Structural analysis of the assertive "She will never marry a Jew"

He did not say exactly that “you-Benjamin” but he used the word "the Jew", the last layer

that he wants to aim at, implying that a prejudice had been existed in his thought Although

he was not a Nazis, he has the racial discrimination against the Jews It is undeniable that

his use of word "a Jew" reveals an experiential value (Fairclough, 1989) or an ideological

stance toward the Jew that is considered as the immigrants in Canada A particularly important factor in the plight of Jewish refugees was the widespread presence of Anti-semitism in Canada The Jew at that time were despised by many people regardless of the Nazis Therefore, it is easy to understand that Christina's father had prejudice against the

She will never marry

a Jew

Jews Moreover, he uses the modality "will never" showing his affirmation that he will

never agree for his daughter to marry him

2.3.3.3 Conversation between Benjamin and Christina’s mother

We do not see much conversation between Benjamin and Christina's mother Talking with

her, he uses the words formally: "Mrs von Braumer", however, she gives him a short answer "No, she's not" and not provide any more information about Christina She also replies his question with a vague answer "Not for sometime" With these such words she

uses implies that she does not like Benjamin and doe not want to communicate with him anymore, only gave reply to keep formal

2.3.4 Transitivity

Transitivity is the grammatical system which approaches to one aspect of the meaning of the clause, its meaning as representation On other words, with transitivity the clause is concerned in its experiential function In this part, transitivity will be looked at As the thesis's focus is on racial prejudice, I will only analyze the processes related to the characters of the story: Christina, Benjamin, the rabbi and Christina's parents The processes consist of three components: the process itself, Participants and Circumstances However, due to the limit of the research I could not cover all Labelling the processes (Material, Mental, Relational, and three additional processes: Behavioural, Verbal, and Existential) and its participants could help to have the following result:

Table 5: Participant types of the characters in the story

Character Actor Sayer Carrier

/Identifi -ed

Senser Behaver Goal

Pheno-menon

Total of participant types

Table 6: Summary of the processes in which Benjamin is a participant

Table 7: Material and Mental processes that Benjamin is engaged in

Partner Benjamin Process

I ran past her on the first lap - Line 8 - Material

I didn't recognize her - Line 11 - Mental

I wanted to retaliate with - Line 13 - Mental

I heard her shout - Line 71 - Mental

I really believed her family was Nazis - Line 78 –

Mental

Christina I hated her - Line 150 - Mental

I went to Christina's home - Line 257 - Material -

I was always treated with courtesy - Line 257 - Mental

I took her in my arms - Line 265 - Material

I began to plan for a marriage - Line 273 - Material

I 'll wait here until you return - Line 278 - Material

I crept round to her home - Line 282 - Material

I had forgotten that miracles are for Christians not

Jews -Line 296 - Mental

I will wait for you – Line 402 - Material

The

rabbi

I love you with all my heart - Line 545 - Mental

I won't trouble you - Line 385 - Material

The story is told by Benjamin so not a lot of conversation can be seen, but a lot of sentences to express his feeling and thought are there As Benjamin narrates his story to his dear father, most of the times, the process is of Material and Mental to describe what he does and how he expresses his feelings The number of Actor Benjamin takes in the storyline accounts for more than forty percent of all the participants he takes part in Then the Senser, accounts for more than thirty percent He told his father what happens to him during the years at high school, at university and the relationship with Christina He told

him about how much he loved Christina In line 78, he wrote to his father "I really believed her family was Nazis" as she shouted at him with "Jew boy! Jew boy! Jew boy!" Benjamin

bears in mind that the Nazis has the prejudice against the Jews

When Christina found out that she was pregnant, Benjamin did not care whether his father

or Christina's parents agreed or not, he insisted on marrying her We can see very clearly in

line 273 when he told his father his plan "I began to plan for a marriage" In spite of the

disapproval of his father, the rabbi and Christina's parents, he hold great promise with

Christina "I'll wait until you return" (line 278) while Christina came home to inform her

parents about her being pregnant However, Benjamin waited for her in vain until it was

dark then, in the narration to his father, he wrote "I crept round to her home" (line 282)

The writer used the verb "crept" implying that Benjamin was in a bad mood, could not determine for his own actions but had to wait but perhaps, in vain

Before committing suicide, he expresses his love for him "I love you with all my heart" (line 545) It is too late that the rabbi recognizes of his son's love for him "He had read it everyday for the last ten years" He felt regretful that he had lost his only child Although

he is a rabbi, he thinks that "The demands on an Orthodox Jew should be waived if it meant losing one's only child He had searched the Talmud in vain for any passage that would allow him to break his lifelong vows In vain." Finally, he felt so sorry for what he had

done to his son He has followed the Jew's law considerately so that he disapproved of the love relationship with Christina

process

37/137 (27%)

Verbal process 23/137 (16.8%) Mental process 7/137 (5.1%) Behavioural

process

1/137 (0.7%)

Christina is narrated by Benjamin so she appears not much in the storyline However, she still takes part in a lot of processes As can be seen from the table 7, Christina acts as the Actor accounts for more than fifty percent As her actions are narrated by Benjamin, quite

a few mental processes are mentioned, takes for only five percent Benjamin told his father the words that Christina shouted at him when he was at high school, the number of Sayer Christina takes in the storyline is only 23 times in the total of 137 participants she takes in

part An instance is in line 33, "Jew boy! Jew boy! Jew boy!" she said" She shouted at him

to discourage him from winning the race However, later she changed her attitude toward

him It is clearly shown in line 201, when "Come on, Benjamin, you've got to win!" she shouted" The reason why she changes her mind is not mentioned in the story, and

Benjamin still does not understand how makes her change so dramatically