an analysis of clause expansion in two thanksgiving day gentlemen based on systemic functional grammar and suggestions for teaching writing = phân tích về cú mở rộng trong tác phẩm hai quý ông trong ngày lễ tạ ơn

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES NGUYỄN THUỲ LINH AN ANALYSIS OF CLAUSE EXPANSION IN ‘TWO THAN

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POST-GRADUATE STUDIES

NGUYỄN THUỲ LINH

AN ANALYSIS OF CLAUSE EXPANSION

IN ‘TWO THANKSGIVING DAY GENTLEMEN’

BASED ON SYSTEMIC FUNCTIONAL GRAMMAR AND

SUGGESTIONS FOR TEACHING WRITING

Phân tích về cú mở rộng trong tác phẩm ‘Hai quý ông trong ngày Lễ Tạ ơn’

dựa trên quan điểm Ngữ pháp Chức năng Hệ thống

và một số gợi ý trong giảng dạy viết

M.A MINOR THESIS

FIELD: ENGLISH LINGUISTICS CODE: 60 22 15

HA NOI - 2010

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POST-GRADUATE STUDIES

NGUYỄN THUỲ LINH

AN ANALYSIS OF CLAUSE EXPANSION

IN ‘TWO THANKSGIVING DAY GENTLEMEN’

BASED ON SYSTEMIC FUNCTIONAL GRAMMAR AND

SUGGESTIONS FOR TEACHING WRITING

Phân tích về cú mở rộng trong tác phẩm ‘Hai quý ông trong ngày Lễ Tạ ơn’

dựa trên quan điểm Ngữ pháp Chức năng Hệ thống

và một số gợi ý trong giảng dạy viết

M.A MINOR THESIS

FIELD: ENGLISH LINGUISTICS CODE: 60 22 15

SUPERVISOR: PHẠM THỊ THANH THUỶ, M.A

HA NOI - 2010

Chapter II: THEORETICAL BACKGROUND

2.1 O‘ Henry and his work 5 2.1.1 O‘ Henry 5 2.1.2 O‘ Henry‗s stories 8 2.1.3 Two Thanksgiving Day Gentlemen 10 2.2 Systemic Functional Grammar & Clause 11 2.2.1 Systemic Functional Grammar & Its Three Metafunctions 11 2.2.2 Clause 14 2.3 Above the Clause: the Clause Complex 14 2.3.1 Clause Complex and Sentence 14 2.3.2 Parataxis and Hypotaxis 15 2.3.3 Projection and Expansion 16

3.1.3 Conjunctions for Expansion in ‗Two Thanksgiving Day Gentlemen‘ 32 3.2 Some Suggestions for Teaching Writing 36

Chapter IV: CONCLUSION

4.1 Recapitulation 41 4.2 Limitations of the study and Suggestions for Further Research 41

CHAPTER I: INTRODUCTION

1.1 Rationale of the Study

The world has seemed to become smaller and smaller together with the process of globalization which is considered natural People around the world need to know one common language to communicate and that language now is obviously English English has been used as an international language - a tool for numerous economic, cultural and social activities worldwide

Realizing the importance of the language, English has been put in Vietnamese schools for a long time With this action, the movement of learning English has been blooming in all areas of the country, from the North to the South However, it seems that in primary and high schools, more attention has been paid on grammar and reading skill than

on any other ones such as writing, speaking and listening Fortunately, learners have recently paid more attention to speaking and listening because they need these two to communicate well Then, how about their writing skill?

As an instructor at the Faculty of Foreign Languages of Thai Nguyen University, I was many times disappointed when receiving students‘ writings with simple errors A majority of these errors are not grammatical ones This means students do not meet many difficulties with tenses or structures of noun phrases, verb phrases or prepositional phrase Most of their mistakes lie on higher structures Many of them are confused about relations between clauses: how to connect them together, whether it should be one sentence with one clause or one sentence with two clause, etc The thought of providing a theoretical framework for instructors and first year students to apply into studying writing skill is the main reason for this paper

The story ―Two Thanksgiving Day Gentlemen‖ by O Henry is chosen to analyze Any stories can be the material for analyzing, but I find this one particularly interesting so

I choose it for the thesis Students can take O Henry‘s way of writing as example to compare and correct their own writings (especially the ways to connect clauses in one sentence)

O Henry is a well-known American writer to Vietnamese Many people have read his famous short story – The Last Leaf Personally, I am interested in his stories not only because of the simple way of writing, surprising endings but also because of the humanity that we can sense through them ―Two Thanksgiving Day Gentlemen‖ is really a moving short story which is worth reading That is the reason why the story is chosen in this analysis but not others

1.2 Aims of the Study

Within the framework of a minor M.A thesis, the study attempts to:

- provide an overview of O.Henry and his work;

- re-examine some of the most important issues related to Functional Grammar;

- analyze the case of expansion in the story ―Two Thanksgiving Day Gentlemen‖

by O Henry;

- offer some suggestions for teaching writing clause complex for first year students

at Thai Nguyen Faculty of Foreign Languages

1.3 Scope of the Study

This study is hoped to help students improve their writing skills It seems to be a very big challenge Thus, in order to make the task manageable in keeping with the aims of the paper, there are some limitations:

- Only issues relating to clause complex are taken into consideration because students often make mistakes with these

- The approach of grammar used to analyze in the paper is Systemic Functional Grammar developed by M.A.K Halliday because of its clear system and easiness

to understand as applied into the analysis

- Only one short story of O Henry, Two Thanksgiving Day Gentlemen, is discussed due to the time constraints, knowledge restriction, and also the scope

of an M.A thesis

- Students mentioned in the study are all first year ones from Faculty of Foreign Languages of Thai Nguyen University

1.4 Methods of the Study

As the title of this the study has suggested, the following steps should be taken so

as to make full analysis of the research paper

Firstly, the original of ―Two Thanksgiving Day Gentlemen‖ by O Henry will be searched on some famous and reliable websites for reading There are some versions from

Bookworm or A Ladder Edition, in which the story was re-written in simpler ways to meet

with different reading levels of readers However, in this paper we would analyze the original one by O Henry through which his ways of writing complex clauses can be seen better

Secondly, related issues such as Systemic Functional Grammar, Clause and especially notions about Clause Complex in the light of Functional Grammar will be made clear This would make it easier for readers to understand when the analysis of the story is shown

Thirdly, ―Two Thanksgiving Day Gentlemen‖ will be analyzed in order to see what kind of expansion and what devices to connect clauses the author used in his writing

Finally, the results of the analysis and difficulties in studying writing of first year students will be discussed in details to come to the suggestions about teaching writing for students in Faculty of Foreign Languages of Thai Nguyen University

In order to achieve the goals of the study, two successive methods will be applied for better research results They are descriptive and analytical The general research methodology adopted in the paper is inductive

1 5 Design of the Study

This thesis is designed in five chapters

Chapter one, Introduction, presents the rationale for choosing the topic, the aims,

scope of the study and methods to be applied in the paper

Chapter two, Theoretical Background, provides a careful examination of the

fundamental, theoretical concepts and necessary knowledge as those about the author O‘ Henry, issues about Systemic Functional Grammar, Clause Complex, which are relevant to the purposes of this study

Entitled Expansion in “Two Thanksgiving Day Gentlemen” and Suggestions in

Teaching Writing, chapter three, which is the focus of the study, is aimed at describing the

ways clauses are linked in a sentence This part is further divided into three sections Each section describes one aspect of expansion found in the stories After analyzing cases of expansion found, some suggestions for teaching writing for first year students are given out, applying expansion relationship

The last chapter, Conclusion, is set up to summarize the whole paper and provide

some suggestions for further research

CHAPTER II: THEORETICAL BACKGROUND

2.1 O Henry and his work

2.1.1 O Henry

O Henry was the penname of William Sidney Porter who was born on September

11, 1862, in Greensboro, North Carolina His middle name at birth was Sidney; he changed the spelling to Sydney in 1898 His parents were Dr Algernon Sidney Porter (1825–1888),

a physician, and Mary Jane Virginia Swaim Porter (1833–1865) They were married April

20, 1858 When William was three, his mother died from tuberculosis, so he and his father moved into the home of his paternal grandmother As a child, Porter was always reading

He read everything from classics to dime novels His favorite work was One Thousand and

One Nights

Porter graduated from his aunt Evelina Maria Porter's elementary school in 1876

He then enrolled at the Lindsey Street High School His aunt continued to tutor him until

he was fifteen In 1879, he started working in his uncle's drugstore and in 1881, at the age

of nineteen, he was licensed as a pharmacist At the drugstore, he also showed off his natural artistic talents by sketching the townsfolk

Porter traveled with Dr James K Hall to Texas in March 1882, hoping that a change of air would help alleviate a persistent cough he had developed He took up residence on the sheep ranch of Richard Hall, James' son, in La Salle County and helped out as a shepherd, ranch hand, cook and baby-sitter While on the ranch, he learned bits of Spanish and German from the mix of immigrant ranch hands He also spent time reading classic literature Porter's health did improve and he traveled with Richard to Austin in

1884, where he decided to remain and was welcomed into the home of the Harrells, who were friends of Richard's Porter took a number of different jobs over the next several years, first as pharmacist then as a draftsman, bank teller and journalist He also began writing as a sideline

Porter led an active social life in Austin, including membership in singing and drama groups Porter was a good singer and musician He played both the guitar and mandolin He became a member of the "Hill City Quartet," a group of young men who sang at gatherings and serenaded young women of the town Porter met and began courting

Athol Estes, who was seventeen years old and from a wealthy family Her mother objected

to the match because Athol was ill, suffering from tuberculosis On July 1, 1887, Porter eloped with Athol to the home of Reverend R K Smoot, where they were married

The couple continued to participate in musical and theater groups, and Athol encouraged her husband to pursue his writing Athol gave birth to a son in 1888, who died hours after birth, and then a daughter, Margaret Worth Porter, in September 1889 Porter's friend Richard Hall became Texas Land Commissioner and offered Porter a job Porter started as a draftsman at the Texas General Land Office (GLO) in 1887 at a salary of $100

a month, drawing maps from surveys and field notes The salary was enough to support his family, but he continued his contributions to magazines and newspapers

In the GLO building, he began developing characters and plots for such stories as

"Georgia's Ruling" (1900), and "Buried Treasure" (1908) The castle-like building he worked in was even woven into some of his tales such as "Bexar Scrip No 2692" (1894) His job at the GLO was a political appointment by Hall Hall ran for governor in the election of 1890 but lost Porter resigned in early 1891 when the new governor was sworn

in In the same year, Porter began working at the First National Bank of Austin as a teller and bookkeeper at the same salary he had made at the GLO The bank was operated informally and Porter had trouble keeping track of his books In 1894, he was accused by the bank of embezzlement and lost his job but was not indicted He then worked full time

on his humorous weekly called The Rolling Stone, which he started while working at the bank The Rolling Stone featured satire on life, people and politics and included Porter's short stories and sketches Although eventually reaching a top circulation of 1500, The

Rolling Stone failed in April 1895, perhaps because of Porter's poking fun at powerful

people Porter also may have ceased publication as the paper never provided the money he needed to support his family By then, his writing and drawings caught the attention of the

editor at the Houston Post

Porter and his family moved to Houston in 1895, where he started writing for the

Post His salary was only $25 a month, but it rose steadily as his popularity increased

Porter gathered ideas for his column by hanging out in hotel lobbies and observing and talking to people there This was a technique he used throughout his writing career While

he was in Houston, the First National Bank of Austin was audited and the federal auditors found several discrepancies They managed to get a federal indictment against Porter

Porter was subsequently arrested on charges of embezzlement, charges which he denied, in connection with his employment at the bank

Porter's father-in-law posted bail to keep Porter out of jail, but the day before Porter was due to stand trial on July 7, 1896, he fled, first to New Orleans and later to Honduras

While holed up in a Tegucigalpa hotel for several months, he wrote Cabbages and Kings,

in which he coined the term "banana republic" to describe the country, subsequently used

to describe almost any small, unstable tropical nation in Latin America Porter had sent Athol and Margaret back to Austin to live with Athol's parents Unfortunately, Athol became too ill to meet Porter in Honduras as Porter planned When he learned that his wife was dying, Porter returned to Austin in February 1897 and surrendered to the court, pending an appeal Once again, Porter's father-in-law posted bail so Porter could stay with Athol and Margaret

Athol Estes Porter died on July 25, 1897 from tuberculosis (then known as consumption) Porter, having little to say in his own defense, was found guilty of embezzlement in February 1898, sentenced to five years jail, and imprisoned on March 25,

1898, as federal prisoner 30664 at the Ohio Penitentiary in Columbus, Ohio While in prison, Porter, as a licensed pharmacist, worked in the prison hospital as the night druggist Porter was given his own room in the hospital wing, and there is no record that he actually spent time in the cell block of the prison He had fourteen stories published under various pseudonyms while he was in prison, but was becoming best known as "O Henry", a pseudonym that first appeared over the story "Whistling Dick's Christmas Stocking" in the

December 1899 issue of McClure's Magazine A friend of his in New Orleans would

forward his stories to publishers, so they had no idea the writer was imprisoned Porter was released on July 24, 1901, for good behavior after serving three years Porter reunited with his daughter Margaret, now aged 11, in Pittsburgh, Pennsylvania, where Athol's parents had moved after Porter's conviction Margaret was never told that her father had been in prison - just that he had been away on business

Porter's most prolific writing period started in 1902, when he moved to New York City to be near his publishers While there, he wrote 381 short stories He wrote a story a

week for over a year for the New York World Sunday Magazine His wit, characterization

and plot twists were adored by his readers, but often panned by critics Porter married again in 1907, to childhood sweetheart Sarah (Sallie) Lindsey Coleman, whom he met

again after revisiting his native state of North Carolina However, despite the success of his short stories being published in magazines and collections (or perhaps because of the attendant pressure that success brought), Porter drank heavily

His health began to deteriorate in 1908, which affected his writing Sarah left him

in 1909, and Porter died on June 5, 1910, of cirrhosis of the liver, complications of diabetes and an enlarged heart After funeral services in New York City, he was buried in the Riverside Cemetery in Asheville, North Carolina His daughter, Margaret Worth Porter, died in 1927 and was buried with her father

Fundamentally a product of his time, O Henry's work provides one of the best English examples of catching the entire flavor of an age Whether roaming the cattle-lands

of Texas, exploring the art of the "gentle grafter," or investigating the tensions of class and wealth in turn-of-the-century New York, O Henry had an inimitable hand for isolating some element of society and describing it with an incredible economy and grace of

language Some of his best and least-known work resides in the collection Cabbages and

Kings, a series of stories which each explores some individual aspects of life in a

paralytically sleepy Central American town while each advancing some aspects of the larger plot and relating back one to another in a complex structure which slowly explicates its own background even as it painstakingly erects a town which is one of the most detailed literary creations of the period

The Four Million is another collection of stories It opens with a reference to Ward

McAllister's assertion that there were only 'Four Hundred' people in New York City who were really worth noticing To O Henry, everyone in New York counted He had an

obvious affection for the city and many of his stories are set there—but others are set in small towns and in other cities

Among his most famous stories are:

* "The Gift of the Magi" is about a young couple who are short of money but desperately want to buy each other Christmas gifts Unbeknownst to Jim, Della sells her most valuable possession, her beautiful hair, in order to buy a platinum fob chain for Jim's watch; while unbeknownst to Della, Jim sells his own most valuable possession, his watch,

to buy jeweled combs for Della's hair The essential premise of this story has been copied, re-worked, parodied, and otherwise re-told countless times in the century since it was written

* "The Ransom of Red Chief" is the story in which two men kidnap a boy of ten The boy turns out to be so bratty and obnoxious that the desperate men ultimately pay the boy's father $250 to take him back

* "The Cop and the Anthem" is about a New York City hobo named Soapy, who sets out to get arrested so he can avoid sleeping in the cold winter as a guest of the city jail Despite efforts at petty theft, vandalism, disorderly conduct, and flirting with a young prostitute, Soapy fails to draw the attention of the police Disconsolate, he pauses in front

of a church, where an organ anthem inspires him to clean up his life — and is ironically charged for loitering and sentenced to three months in prison

* "A Retrieved Reformation" tells the tale of safecracker Jimmy Valentine, recently freed from prison He goes to a town bank to check it over before he robs it As he walks to the door, he catches the eye of the banker's beautiful daughter They immediately fall in love and Valentine decides to give up his criminal career He moves into the town, taking

up the identity of Ralph Spencer, a shoemaker Just as he is about to leave to deliver his specialized tools to an old associate, a lawman who recognizes him arrives at the bank Jimmy and his fiancée and her family are at the bank, inspecting a new safe, when a child accidentally gets locked inside the airtight vault Knowing it will seal his fate, Valentine opens the safe to rescue the child However, the lawman lets him go

* "After Twenty Years", set on a dark street in New York, focuses on a man named

"Silky" Bob who is fulfilling an appointment made 20 years ago to meet his friend Jimmy

at a restaurant A beat cop questions him about what he is doing there Bob explains, and the policeman leaves Later, a second policeman comes up and arrests Bob He gives Bob a

note, in which the first policeman explains that he was Jimmy, coming to meet Bob, but he recognized Bob as a wanted man Unwilling to arrest his old friend, he went off to get another officer to make the arrest

* ―Friends in San Rosario‖, about embezzlement, a bank audit and loyalty to an old friend, bears poignantly upon Porter's real-life prison experience

2.1.3 Two Thanksgiving Day Gentlemen

This is a story about two men in one Thanksgiving Day One is Stuffy Pete, a poor and homeless man and another character is named the Old Gentleman As reading the first few lines, readers may wonder about the name of the story and why O Henry put it ―Two Thanksgiving Day Gentlemen‖ while there seems to be only one Old Gentleman The answer can not be found until we reach the middle of the story

There has been an implicit tradition for nine years between the Old Gentleman and Pete that every Thanksgiving Day they would meet in the same place – the third bench on the right from the East Gate in Union Square, at the same time – promptly at one o‘clock The Old Gentleman would lead Pete to the same table in the same restaurant and watch him eat a big dinner However, this year one thing is different Pete is not hungry at all On the contrary, he is too full because of being overcharged by an unexpected super bountiful dinner, and he can not have anything else Nevertheless, Stuffy Pete still comes to the place to meet the Old Gentleman He still comes with the Old Gentleman to the restaurant, eats as if he was starved for a long time Finally, as the meal ends and they part at the same door, the Old Gentleman going south, Stuffy north; he falls down at the corner and is taken

to hospital because of eating too much

Is Stuffy Pete too greedy? No So why does he need to eat that second big meal? Why does he make things difficult to himself like that? Why he does not simply say ―No‖

to the Old Gentleman‘s invitation? Up to this point, readers perhaps can understand why the name of the story is ―Two Thanksgiving Day Gentleman‖ Not only the Old Gentleman

is a gentleman but also the homeless, poor Stuffy Pete who sacrifices his own feeling to make the old man happy is also called Gentleman This is the humane value which can be seen in almost all O.Henry‘s stories

However, that is not all for the story O Henry‘s stories are also famous for their

―surprising twists‖ Readers one more time feel surprised and moved as they read the last

lines It turns out that the Old Gentleman who feeds Stuffy Pete a big Thanksgiving meal is also carried to the hospital, but not for being overcharged but for having nothing to eat for three days So two men, one tries to eat though he is too full and one tries not to eat to give food to the other though he is too hungry They do so, sacrifice their happiness maybe even their lives in order not to disappoint and to see the happiness of others though they are strangers

―Two Thanksgiving Day Gentlemen‖ is a moving short story that leaves many thoughts and feelings on readers That is a story about humanity, about people who can devote for others Reading the story of the two men, we once look back on ourselves and try to live for others more, to make life more meaningful It is that value of the story that makes me remember and decide to put ―two Thanksgiving day Gentlemen‖ into analysis in this research paper

2.2 Systemic Functional Grammar & Clause

2.2.1 Systemic Functional Grammar & Its Three Metafunctions

Systemic Functional Grammar is an approach to linguistics developed by Halliday

It sees language in a social context The conceptual framework on which it is based is functional rather than formal In other words, it regards language not as a set of rules but a source used for communication The theory is designed to account for how language is used It is functional in a way that everything either spoken or written is not arbitrary but natural It can unfold in some specific context of use Everything can be explained by reference to how language is used (Halliday, 1994: xiii) According to Systemic Functional Grammar, language performs three main functions which are called metafunctions in the terminology of the theory

- The ideational function is to organize speaker‘s or writer‘s experience of the real world, including the inner world of his own consciousness

- The interpersonal function is to indicate, establish or maintain social relationship between people

- The textual function is to provide links with language itself and with the features

of the situation in which it is used

(Van, H V, 2006: 28)

Each of the three metafunctions is about a different aspect of the world, and is concerned with a different mode of meaning of clauses Each of the function is realized by different set of systems The ideational function is realized through the system of Transitivity which is defined as the grammar of processes – material, mental, relational, verbal, behavioral, existential; the participants in the processes and attendant circumstances These notions can be seen more clearly through the following examples

I kicked the ball

I heard a noise outside

He is good

He ordered two beers

She cried softly

There is a man in the room

(Van, H V, 2006: 48, 49, 50, 51) The second function, interpersonal, is realized through the system of Mood structure As an exchange, a clause can consist of two components: Mood and Residue Mood is the component whose function is to carry the syntactic burden of the exchange and to carry the argument forward Mood consists of two elements: Subject and Finite Subject is a nominal component while Finite is a verbal component which has the function

of making the proposition finite

The remainder of the clause is the Residue which consists of three functional components: the Predicator, the Complement, and the Adjunct The predicator is realized

by a verbal group The complement is an element which has the potential of being a subject and typically realized by a nominal group The adjunct is often known as an adverbial group (of place, time or manner) Examples to illustrate interpersonal function can be as follows

She is learning in the room

The boy hit the dog

The third function of language, according to Systemic Functional Grammar, the textual function is realized by the system of Thematic structure In this realization, we have Theme and Rheme Theme is considered the point of departure of the message which is coincided with the initial element of the clause Theme provides the settings for the remainder of the sentence – Rheme Rheme is the remainder of the message in a clause in which Theme is developed Rheme provides the additional information added to the starting point and which is available for subsequent development in the text Theme may

be realised by a nominal group, prepositional phrase, an adverbial group or even a clause Below are two examples illustrating the thematic structure

She loved dancing

On the table there is a book

(Van, H V, 2006: 59)

of meaning, as being shown in the table below

Sentence /// the little boy shouted when he saw the wolf ///

Clause /// the little boy shouted // when he saw the wolf ///

Group // [ the little boy] [ shouted] //

Word [ {the} {little} {boy} ]

Morpheme {<shout> <ed> }

The rank scale (Thompson, 1996: 22) From the table above, we can see that clause has a special place in a language when expressing meaning It is at clause rank that we can begin talking about how things exist, how things happen and how people feel in the world around Instead of simply uttering

sounds or single words such as the, little, boy, the systems of clauses allow us to express ideas such as the little boy shouted… In Systemic Functional Grammar, clause is

considered the basic unit to analyze a discourse

2.3 Above the Clause: the Clause Complex

Although clause is considered the standard unit in Systemic Functional Grammar

by Halliday, clause complex and relationships between clauses are the main subjects of the analysis in this paper

2.3.1 Clause Complex and Sentence

The term ―sentence‖ has been familiar to every one, from language learning beginners to linguists Sentence can be classified as follows in terms of its structure:

- A simple sentence is the one that consists of one independent clause, as in John bought

the ticket

- A compound sentence is the one consisting of two independent clauses, linked in a

relationship of coordination, as in John bought the ticket and Mary parked the car

- A complex sentence consists of one independent clause and one or more dependent

clauses, linked in a relationship of subordination, as in While John bought the ticket, Mary

parked the car

In Systemic Functional Grammar, the concept of ―unit complex‖ has been introduced in which a larger unit can be understood in terms of another ―unit complex‖ smaller in rank For example verbal group, adverbial group, nominal group could be interpreted as a ―word complex‖; that is, a head word together with other words that modify it (Halliday 1994: 215)

Nevertheless, a sentence, being the largest grammatical unit, can not play a part in the structure of a larger unit It is only identified by the structure of its own Thus, like the interpretation of ―group‖ as ―word complex‖, ―sentence‖ can be interpreted as ―clause complex‖ which is a head clause together with other clauses that modify it (Halliday 1994: 215) The term ―sentence‖ gives way to ―clause complex‖ A sentence will be defined as a clause complex This enables us to account in full for the functional organization of sentences (Halliday 1994: 216)

Thus, from now on, in this research paper only the term clause complex will be found as a grammatical unit which is recognized above the clauses

2.3.2 Parataxis and Hypotaxis

The clauses which make a clause complex are related in two different ways: syntactically and logico-semantically

Syntactically, clauses are related to each other basically in one of two ways: either

the relationship is one of equivalence, both or all clauses having the same syntactic status,

or the relationship is one of non-equivalence, the clauses having a different status

When clauses are linked in a relationship of equality, that relationship is paratactic

Parataxis is the relationship between units of equal status However, the second or last of a

series of paratactically related clauses will be the most prominent in terms of information

focus, while the first represents the point of departure of the message We shall call the

primary clause in a paratactic sequence the initiating clause, and the secondary or further clauses are the continuing clause(s)

Conversely, when clauses of unequal status are related, the relationship is

hypotaxis In hypotactically related clauses, one clause is subordinated to another or to a

series of clauses We shall keep the usual term main for the independent clause in hypotactic clause complex and call the subordinate clause the dependent

2.3.3 Projection and Expansion

Apart from syntactic relationship, clauses are related in a relationship called semantic one The logico-semantic relations are grouped into two main types: expansion and projection

logico-a Expansion

Expansion is the relationship by which one clause expands the meaning of another

by elaborating, extending, or enhancing it, either paratactically or hypotactically These

combinations are shown below:

a Elaboration Tom kept quiet,

= β

b Extension Tom kept quiet,

1 but Ed spoke out

+ 2

Tom kept quiet

α whereas Ed spoke out

× β

As being shown on the table above, we can understand to some extent about three kinds of Expansion: Elaboration, Extension, and Enhancement Downing (1995: 282) summarized that ―Elaborating clauses are clauses which clarify or comment on a primary clause‖ In other words, one clause elaborates on the meaning of another by further specifying or describing it The secondary clause does not introduce a new element into the picture but rather provides a further characterization of one that is already there, restating

it, clarifying it, refining it, or adding descriptive attribute or comment (Halliday, 1994: 225)

There are three smaller types of Elaboration which are Exposition, Exemplification, and Clarification In Exposition, the secondary clause restates the thesis of the primary clause in different words, to present it from different point of view, or to reinforce the

message For instance: That clock doesn’t go; it’s not working Or She wasn’t a show dog;

I didn’t buy her as a show dog

Not for restating, in Exemplification, the secondary clause develops the thesis of

the primary clause by becoming more specific about it For example: Your face is the same

as everybody else has – the two eyes so, nose in the middle, mouth under

In the last kind of Elaboration, Clarification, the secondary clause clarifies the thesis of the primary clause, backing it up with some form of explanation or explanatory

comment Like: I wasn’t surprised – it was what I had expected

Unlike Elaboration, in Extension one clause extends the meaning of another by adding something new to it What is added may be an addition, or a replacement, or an alternative (Halliday, 1994: 230) Extension can be divided into two subtypes: Addition and Variation

With Addition, one situation is simply adjoined to another (as I was cooking in the

kitchen while my husband was looking after the son) In Variation, the secondary clause is

presented as replacing the primary clause ( like He didn’t stay even an hour, but instead

returned to London on the next train)

The last kind of Expansion is Enhancement in which one clause adds to another clause by reference to some circumstantial features such as time, place, manner, condition, purpose, cause, concession…

The division of Elaboration into three smaller types (Exposition, Exemplification, and Clarification) and Extension into two subtypes (Addition and Variation) is related to

paratactic relationship With hypotaxis, there are two kinds: definite and non-definite clauses Examples given in the table above are all for finite clauses

b Projection

The other relationship in logico-semantic is Projection, by which one clause is projected through another via a verb of saying (called locution) or a verb of thinking

(called idea) Examples for these are:

a Locution Tom said:

1 ‗I‘ll say nothing.‘

In traditional grammar, paratactic projection is known as direct speech and

hypotactic projection as indirect one

The paper aims at analyzing a short story by O.Henry, so we have gone through the grammar approach which will be used in the analysis That is Systemic Functional Grammar developed by Halliday In Systemic Functional Grammar, clause is the

standard, the core element to start analyzing Thus, the concept of clause and its three metafunctions have been discussed Clause as Representation relates to definitions of Process, Participant, and Circumstance Clause as Exchange deals with Mood and Residue Clause as Message mentions Theme and Rheme

The focus of this paper is Expansion relationship among clauses, so in the next part, related concept of clause complex has been introduced Then, we have clarified the two different ways in classifying relationships among clauses in a clause complex They are syntactic relationship with hypotactic and paratactic; and logico-semantic relationship with expansion and projection

In summary, all related knowledge and concepts have been discussed in this chapter This provides us a framework in which relations of elements are shown clearly so that we can understand and go on with the next main part of the paper: analyzing expansion relationship in ―Two Thanksgiving Day Gentlemen‖ by O.Henry

CHAPTER III: EXPANSION IN

“TWO THANKSGIVING DAY GENTLEMEN” AND

SOME SUGGESTIONS FOR TEACHING WRITING

This chapter firstly aims at analyzing expansion relationships found in the short story named ―Two Thanksgiving Day Gentlemen‖ by O.Henry

There are some versions of the story published by well-known publishers such as Book Worm, or A Ladder Edition However, some of these versions are the shorter ones which are rewritten to meet with different reading levels of readers For instance, the collection of ―O.Henry‘s American scenes‖ published by A Ladder Edition in 1994 was written for readers of level 1 with 1000 different English words

However, in this paper we would like to analyze the original version written by O Henry so that his writing style can be kept and seen better Four versions from four reliable websites for literary works have been compared and checked carefully word by word As can be seen from the websites, all these versions are exactly the same Therefore, we can trust that the version used in this paper is the original one by O Henry The story and website addresses can be referred to in the parts of Appendices and Reference

The relationship between clauses in a clause complex is the focus of the study Thus, in the analysis followed, we only mark the number of clause complexes found in

―Two Thanksgiving Day Gentlemen‖ These clause complexes will be classified into two types based on their logico-semantic relationship: Expansion or Projection Projection relation is not in the scope of this paper, so only clause complexes with Expansion relation then will be analyzed

3.1 Expansion in “Two Thanksgiving Day Gentlemen” by O‟Henry

3.1.1 Clause Complexes in „Two Thanksgiving Day Gentlemen‟

As can be seen from the analysis in appendix 1 – page I, there are seventy-six clause complexes found in the short story ―Two Thanksgiving Day Gentlemen‖ by O Henry In these seventy-six clause complexes, there are nine completely of projection relationships Those are number 33, 38, 39, 41, 44, 57, 63, 75 and 76 The other sixty-seven are of expansion

Projection, like expansion, is one kind of logico-semantic relationship between clauses in a clause complex In ‗English Grammar‘ by Angela Downing and Philip Locke (1995: 296), projection is defined as ―the relationship which exists between a clause containing a verb of saying or thinking and a clause which expresses what is said or thought‖ There are two types of projection based on the relations of clauses in a clause complex: paratactic and hypotactic Between clauses of equal status (paratactic projection), the result is quoted speech or thought Between clauses of unequal status (hypotactic projection), the result is reported speech or thought Traditionally, paratactic projection is known as ―direct speech‖ and hypotactic as ―indirect speech‖

As we can perceive, there is not much to mention about ways of connecting between clauses in direct and indirect speech Two clauses in a clause complex of projection can be linked by a colon and quotation marks (with paratactic relationship) or by

―that‖ (with hypotactic one) Thus, we would not pay much attention to clause complexes

of projection in this paper The analysis, then, would be focused on expansion relationship and connective ways in writing among clauses

It was suggested that there are essentially three ways of expanding a clause: elaborating it, extending it and enhancing it Halliday has had a comparison between these and ways of enriching a building: elaborating its existing structure, extending the structure

by addition or replacement, and enhancing its environment (1994: 225)

3.1.2 Expansion in „Two Thanksgiving Day Gentlemen‟

This part of the thesis will focus on analyzing Expansion relationship found in the story We will go step by step through all the clause complexes and clarify the relations of the inner clauses The clauses are separated by double cross (//), and the conjunctions for linking clauses will be underlined Moreover, the system of notations used in ―An Introduction to Functional Grammar‖ by Halliday (1994) will be applied to see the relations between clauses of a clause complex in a clear and brief way The notations are:

For syntactic relations (or type of dependence):

1 2 3 .: paratactic relation

For logico-semantic relations:

= : Expansion/ Elaboration + : Expansion/ Extension

× : Expansion/ Enhancement

― : Projection/ Locution

‗ : Projection/ Idea These notations basically help us see the relationship between clauses in a systematic and scientific way However, with this specific analysis of the story, there are many overlapped relations For example, clause B can be secondary in relation with clause A; but with clause C after it, clause B is a primary one Moreover, the layer of clauses is a problem In secondary clause B (for instance), we find smaller structure of clause complex and so on Thus, in the following part we would like to analyze the clause complexes in tree diagram so that clause layers can be shown more clearly We also add numbers following α and β (α1, α2, β1, β2) to show the layer of clauses (α2, β2 are in smaller layer than α1 and β1) An example for these can be as follows

There is one day// when all we Americans // who are not self-made //go back to the old home // to eat saleratus biscuits // and marvel // how much nearer to the porch the old pump looks // than it used to

As the notations show, the relation between ‗There is one day‘ and the clause starting with ‗when‘ after it is hypotactic and elaboration Nevertheless, in that ‗when‘ clause, we can see smaller clause with overlapped relations For instance, ‗We American go

back to the old home‘ is the main clause in relation with ‗who are not self-made‘; but is

also a main clause of ‗to eat saleratus biscuits‘ and ‗marvel how much…than it used to‘

Or ‗to eat saleratus biscuits‘ is in hypotactic enhancing relationship with ‗We American go

back to the old home‘, but it is in paratactic extending relation with ‗marvel how much…than it used to‘

Hopefully, with the system of notations and tree diagram, expansion relationship among clauses can be shown obviously The following is the analysis of clause complexes with expansion relationship found in the short story ―Two Thanksgiving Day Gentlemen‖ written by O Henry

(1) There is one day // that is ours

α +β

(2) There is one day // when all we Americans // who are not self-made // go back to the

old home // to eat saleratus biscuits // and marvel // how much nearer to the porch the old pump looks // than it used to

(3) We hear some talk of the Puritans, // but don't just remember //who they were

(6) The last Thursday in November is the only day in the year // on which it recognizes the

α1 =β1

(7) It is the one day // that is purely American

α +β

(8) And now for the story // which is // to prove to you // that we have traditions on this side

of the ocean // that are becoming older at a much rapider rate // than those of England are thanks to our git-up and enterprise

α +β

α1 xβ1

α2 ‗β2 α3 +β3

α4 xβ4

(9) Stuffy Pete took his seat on the third bench to the right // as you enter Union Square

from the east, at the walk opposite the fountain

α xβ

(10) For every time he had done so // things had happened to him // Charles Dickensy

things // that swelled his waistcoat above his heart, and equally on the other side

xβ α

α1 =β1

α2 +β2

(11) But to-day Stuffy Pete's appearance at the annual trysting place seemed to have been

rather the result of habit // than of the yearly hunger // which, // as the philanthropists seem to think, // afflicts the poor at such extended intervals

α xβ

α1 =β1

xβ2 α2

(12) He had just come from a feast // that had left him of his powers barely those of

respiration and locomotion

α +β

(13) His eyes were like two pale gooseberries // firmly imbedded in a swollen and

gravy-smeared mask of putty

α =β

(14) His breath came in short wheezes; // a senatorial roll of adipose tissue denied a

fashionable set to his upturned coat collar

1 +2

(15) Buttons // that had been sewed upon his clothes by kind Salvation fingers a week

before // flew like popcorn; // strewing the earth around him

α +β

+β1 α1

(16) Ragged he was, with a split shirt front open to the wishbone; // but the November

breeze, // carrying fine snowflakes, // brought him only a grateful coolness

1 +2

=β α

(17) For Stuffy Pete was overcharged with the caloric // produced by a super bountiful

dinner,// beginning with oysters // and ending with plum pudding, // and including // (it seemed to him) all the roast turkey and baked potatoes and chicken salad and squash pie and ice cream in the world

(19) He was passing a red brick mansion near the beginning of Fifth Avenue, // in which

lived two old ladies of ancient family and a reverence for traditions

α =β

(20) They even denied the existence of New York, // and believed // that Thanksgiving Day

was declared solely for Washington Square

1 +2

α ‗β

(21) One of their traditional habits was // to station a servant at the postern gate with

orders // to admit the first hungry wayfarer // that came along // after the hour of noon had struck, // and banquet him to a finish

(22) Stuffy Pete happened to pass by on his way to the park, // and the seneschals gathered

him in // and upheld the custom of the castle

1 +2

1 +2

(23) After Stuffy Pete had gazed straight before him for ten minutes // he was conscious of

a desire for a more varied field of vision

xβ α

(24) And then his eyes bulged out fearfully, // and his breath ceased, // and the rough-shod

ends of his short legs wriggled // and rustled on the gravel

1 +2

(25) Every Thanksgiving Day for nine years the Old Gentleman had come there // and

found Stuffy Pete on his bench

(26) That was a thing // that the Old Gentleman was trying to make a tradition of

α +β

(27) Every Thanksgiving Day for nine years he had found Stuffy there, // and had led him

to a restaurant // and watched him eat a big dinner