an investigation into the meaning and structure of a pictorial story - a systemic functional analysis = nghiên cứu cấu trúc và ngữ nghĩa của một truyện tranh phân tích theo quan điểm chức năng

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ THU THỦY AN INVESTIGATION INTO THE MEANING AND STRUCTUR

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ THU THỦY

AN INVESTIGATION INTO THE MEANING AND STRUCTURE

OF A PICTORIAL STORY: A SYSTEMIC FUNCTIONAL ANALYSIS

(NGHIÊN CỨU CẤU TRÚC VÀ NGỮ NGHĨA CỦA MỘT TRUYỆN TRANH: PHÂN TÍCH THEO QUAN ĐIỂM CHỨC NĂNG)

M.A Minor Programme Thesis

Field: English Linguistics Code: 66 22 15

Ha Noi – 2010

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENT

ABSTRACT

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

1.1 Rationale of the study……… 1

1.2 Aims and Scope of the study……… … 1

1.3 Methods of the study……… …1

1.4 Data collection……….……… 2

1.5 Design of the study……… … 2

CHAPTER TWO: LITERATURE REVIEW 2.1 Introduction……… … 3

2.2 Systemic Functional Theory……… … 3

2.3 Features of Systemic Functional Theory……… … 3

2.4 Metafunctions……….……… … 3

2.4.1 Ideational Metafunction……….……….…….3

2.4.2 Interpersonal Metafunction……….………….…6

2.4.3 Textual Metafunction……… ………….7

2.5 Cohesion Analysis……… ………….…8

2.5.1 Reference……… ……… 8

2.5.1.1 Anaphoric, Cataphoric, and Exophoric Reference……… 8

2.5.1.2 Personal Reference……… ……… 8

2.5.1.3 Demonstrative Reference……… ………8

2.5.1.4 Comparative Reference……… ……… 9

2.5.2 Substitution……… ………9

2.5.2.1 Nominal Substitution……… ……… 9

2.5.2.2 Verbal Substitution……… ………… 9

2.5.2.3 Clausal Substitution 9

2.5.3 Ellipsis 9

2.5.3.1 Nominal Ellipsis 10

2.5.3.2 Verbal Ellipsis 10

2.5.3.3 Clausal Ellipsis 10

2.5.4 Conjunctive Cohesion 10

2.5.4.1 Elaboration 10

2.5.4.2 Extension 10

2.5.4.3 Enhancement 11

2.5.5 Lexical Cohesion 11

2.5.5.1 Reiteration 12

2.5.5.1.1 Repetition 12

2.5.5.1.2 Synonymy 12

2.5.5.1.3 Antonymy 12

2.5.5.1.4 Superordinate and Meronymy……… 12

2.5.5.1.5 General Word……… 12

2.5.5.2 Collocation……… ………13

2.6 Concluding Remarks……….13

CHAPTER THREE: THE MEANING AND STRUCTURE OF THE PICTURE STORY “THE BRAVE MONKEY PIRATE” 3.1 The Chosen Text……… 14

3.2 Analysis……….15

3.2.1 Clauses and Clauses Complexes Analysis……….………15

3.2.2 The Analysis of the Text in Terms of Transitivity, Mood and Theme……… 19

3.3 Discussion……….29

3.3.1 The Transitivity Pattern of the Text….……… 29

3.3.2 The Mood Pattern of the Text……… 29

3.3.3 The Theme – Rheme Pattern of the Text……… 30

3.4 The Cohesion of the Text……… 30

3.4.1 Grammatical Cohesion……… 30

3.4.2 Lexical Cohesion………36

3.4.3 Contextual Configuration of the Text………37

CHAPTER FOUR: CONCLUSION 4.1 Recapitulation………39

4.2 Implications………… ………39

4.3 Suggestions for Further Study……… 39 REFERENCE

APPENDIX

CHAPTER ONE INTRODUCTION

1.1 Rationale of the study

Systemic functional grammar (SFG) is a model of grammar developed by Michael Halliday in the 1960s It describes the relationships between grammatical structures and meaning It is concerned with real language, not with made up examples of language that can be found in many language texts, exercises, worksheets or traditional grammar books Therefore, explicit knowledge of functional grammar provides a powerful tool to assist teachers and students in comprehending and composing texts in a wide range of social and cultural contexts

As a teacher of English, I would like to introduce this effective tool to my students

in the hope that it can help them study English in a communicative way However, to fulfill my wish I have to gain deep insight into this complex model of functional grammar That is the reason why I would like to choose “An Investigation into the Meaning and Structure of a Pictorial Story: a Systemic Functional Analysis” for my thesis, using Halliday‟s functional grammar as theoretical framework

Hopefully, this study can effectively contribute to the teaching and learning English

as a foreign language in Vietnam

1.2 Aims and Scope of the study

The study makes a big effort to:

■ Revisit some key concepts of functional grammar

■ Analyze the meaning and structure of a pictorial story based on framework of systemic functional grammar

Therefore, the study is not concerned with all aspects of functional grammar Rather, it focuses on sub-areas of functional grammar and mentions only those issues related to the analysis of the text

1.3 Methods of the study

With the aim of analyzing the meaning and structure of a specific text (a pictorial story), description and analysis are employed as the principal methods of the study The

first method is used to provide key concepts for the study or description of sub-areas of functional grammar The second method deals with the analysis of the chosen text

1.4 Data collection

The text is taken from a pictorial story book namely The Brave Monkey Pirate by

Hayes Roberts published by Bluebison Press in 2007 The examples are mainly from grammar books by Halliday (1995) and Hoàng Văn Vân (2002)

1.5 Design of the study

The paper is organized in four chapters:

■ Chapter one: The Introduction – presents the rationale of the study, the aims and scope of the study, methods of the study, data collection, and the research design

■ Chapter two: The literature review – provides theoretical concepts for the study such as Systemic functional theory, metafunctions, cohesion analysis, ect

■ Chapter three: The analysis of the pictorial story “The Brave Monkey Pirate” – focuses on the meaning and structure of the text

■ Chapter four: The conclusion – presents the results of the study in brief, its implications and suggestions for future research

CHAPTER TWO LITERATURE REVIEW

2.1 Introduction

This chapter will provide some key concepts for the study It is concerned with Systemic Functional Theory and its features Besides, three components of meaning in language and cohesion analysis are also re-examined

2.2 Systemic Functional Theory

Systemic Functional linguistics (SFL) is a theory which is functional and semantic rather than formal and syntactic in orientation It takes the text rather than the sentence as its object, and defines its scope by reference to usage rather than grammaticality Within SFL, language is analyzed in terms of four strata: Context, Semantics, Lexico-grammar, and Phonology The context of situation is referred to as Register which is characterized by three functional variables: Field, Tenor and Mode Field refers to what is going on or the topics and actions which language is used to express Tenor is concerned with the social roles and relationship between participants Mode is channel of communication The second stratum, semantics, is the systems of meaning In SF theory, the meanings of language are Ideational, Interpersonal and Textual which will be explored in some detail in the next part Lexico-grammar includes vocabulary and grammar in one unified system Phonology consists of intonation, rhythm, and syllabic and phonemic articulation These four strata are related by means of realization, accordingly, phonology realizes lexico-grammar, which realizes semantics, and which realizes context

2.3 Features of Systemic Functional Grammar

Systemic Functional Grammar is a model of grammar developed by Michael Halliday in the 1960s The term “systemic” refers to the view of language as a network of systems, or interrelated sets of options for making meaning; the term “functional” indicates that the approach is concerned with the contextualized, practical uses to which language is put, as opposed to formal grammar, which focuses on compositional semantics, syntax and word classes

2.4 Metafunctions

2.4.1 The Ideational Metafunction

The ideational metafunction is the means of representing reality It consists of experiential meanings and logical meanings (Haliday 1994:179) Experiential meanings are realized through the system of TRANSITIVITY In systemic functional grammar transitivity refers to the different types of process There are six process types recognized:

Material, Mental, Verbal, Behavioral, Relational, and Existential

Material Processes are processes of „doing‟ They express the notion that some

entity „does‟ something – which may be done „to‟ some other entity This type of process

may involve up to three participants The obligatory participant is the Actor, which is the

doer of the action For example:

The lion sprang

Actor Process: material

Some (not all) processes have a second participant called Goal, which implies

„directed at‟ For example:

When there are three participants, their roles are referred to respectively as Actor, Goal and Receiver Receiver is one that benefits from the process For example:

Mental Processes are processes of sensing such as thinking, loving, wanting,

hoping It consists of four main subtypes: cognitive (thinking, knowing, realizing), perceptive (hearing, sensing, feeling), affective (loving, hating, adoring), and desiderative

(wanting, desiring, wishing) In a mental process there are usually two participants: Sensor (one who senses, feels, thinks, and wants) and Phenomenon (one that is sensed, felt,

thought of, and wanted) For example:

Verbal Processes are the processes of saying such as saying, speaking, talking

This type of process also covers any kind of symbolic exchange such as showing, indicating The typical participants in the processes are the Sayer (the one who does the verbalization), the Receiver (the one to whom the saying is addressed), the Target (the one that the verbalization is directed to), and the Verbiage (the message itself) For example:

I asked him a question

Behavioural processes are “processes of physiological and psychological

behaviour like breathing, coughing, dreaming, smiling” (Halliday 1994:139) Typically, there is usually one participant referred to as Behaver, and this participant is always a conscious being For example:

Behaver Process: behavioural

Relational processes are the processes of being, being at, and having In Relational

processes, “a relation is being set up between two separate entities” (Halliday 994: 119)

This relationship can be one of two sub-types, Attribute or Identifying When a relational process is in the attributive mode, it has one participant referred to as Carrier, and the

quality or the thing showing that the Carrier belongs to a class of things, which is

adjective, is referred to as Attribute The Carrier is realized by a nominal group and the

Attribute is realized by an adjective or an indefinite nominal group For example:

Carrier Process: relational Attribute

When a relational clause is in the identifying mode, it has two equating participants, one identifying the other which are referred to respectively in two pairs of terms as

Identified/Identifier and Token/Value For example:

Identified Process: relational Identifier

Intensive process is the process which expresses being in terms of “x is a” and “x is an instance of a” Circumstantial process is the process which expresses being in terms of circumstantial elements such as time, place, distance, reason The relation between the participant and its circumstantial element is that of Carrier and Attribute Possessive process expresses being in terms of ownership, the relation between the two terms can be characterized as Possessor and Possessed but for generalization and convenience they are still analyzed as Carrier and Attribute

Existential processes are the processes of existing They have only one participant,

called the Existent and one or two circumstantial elements In English existential process

clauses, the dummy subject “There” is often used For example:

Pro: existential Existent Circumstance

Logical meanings are realized by relationships of co-ordination (or parataxis – the linking of elements of equal status, the initiating and continuing elements are free) and

subordination (or hypotaxis – the linking of elements of unequal status, the dominant

element is free but the dependent one is not) between clauses and other structural units The way of analyzing a clause in terms of experiential meaning produces constituency structures whereas logical meaning are associated with interdependency structures

2.4.2 Interpersonal Metafunction

Clause is organized as an interactive event involving speaker/writer and audience

In the act of speaking, speaker adopts a particular speech role and assigns to the listener a complementary role The functions of clauses are giving or demanding information, expressing intention, expressing attitude, etc They have more to do with social interaction than with “content”

As an exchange or an interactive event, an English clause consists of two components: the Mood and the Residue The Mood is “the component that is bandied” (Halliday 1994: 72) Its function is to carry the argument forward In English, the Mood comprised two parts: the Subject (which is a nominal group) and the Finite (which is the verb element in the Mood) The Residue is “the remainder of the clause” (Halliday 1994: 74) It consists of three functional elements: Predicator, Complement, and Adjunct The Predicator is presented in all non-elliptical major clauses, and is realized by a verbal group; the Complement is an element within the Residue that has the potential of being Subject, and is typically realized by a nominal group; and the Adjunct is an element that has not got the potential of being Subject, and is realized by an adverbial group or a prepositional phrase For example:

2.4.3 Textual Metafunction

The textual meaning is described through the system of theme Thematic structure

“gives the clause its character as a message” (Halliday 1994: 37), and thus, creates relevance to the context The terms used to label these are called Theme and Rheme The Theme “serves as point of departure of the message” (Halliday 1994: 37), which in English coincides with the initial element(s) of the clause; and the Rheme is the remainder of the message

The Theme may be a nominal group, an adverbial group, or a prepositional phrase The Theme may be single or multiple, marked or unmarked A theme is single when

“consists of two or more groups or phrases forming a single structure element” (Halliday 1994: 40) A multiple is the one that has a further internal structure of its own Multiple themes can be very complex including Topical Theme, Textual Theme and Interpersonal Theme A topical theme is the one that is conflated with an experiential element of the clause This means that the Theme ends with the first constituent that is either participant,

circumstance, or process A textual theme is any combination of continuative (yes, no, now, etc), structural (and, but…), and conjunctive (also, next, finally…) And within

interpersonal element, we may have a modal, the finite verbs (in Yes/No interrogative clause) and also a vocative element

In the declarative clause, an unmarked theme “is the mapping of Theme onto Subject” (Halliday 1994: 43), and a marked theme “is something other than the Subject” (Halliday 1994: 44) such as Complement, Adjunct, or even Predicator Here are some examples illustrating the thematic structure of the clause:

Unmarked theme

Marked theme

Rheme

Theme

2.5 Cohesion Analysis

2.5.1 Reference

According to Halliday (1994: 309) “a participant or circumstantial element introduced at one place in the text can be taken as a reference point to something that follows.” Reference is the relationship of identity between units in discourse There are six main types of reference: (1) anaphoric, (2) cataphoric, (3) exophoric reference, (4) personal reference, (5) demonstrative reference, and (6) comparative reference

2.5.1.1 Anaphoric, Cataphoric, and Exophoric Reference

Anaphoric reference is the items that “point backwards to the preceding text.”

(Halliday 1994: 312) For example:

Kumiko is a Japanese professor and she works in Turkey

Cataphoric reference is a cohesive device which points the readers or listeners

forwards – it draws us further into the text in order to identify the elements to which the reference items refer For example:

The two astronauts put on their spacesuits and stepped onto the planet They looked at everything carefully

Exophoric reference is “a means of linking outwards” to some person or object in

the environment” (Halliday 1994: 312) For example:

The spaceship flew around the new planet several times The planet was blue

2.5.1.4 Comparative Reference

According to Halliday (1994) comparative reference “set up a relation of contrast.”

It is expressed through adjectives and adverbs and serves to compare items within a text in terms of identity and similarity For example:

A: Would you like these eggs?

B: No, as a matter of fact, I’d like the other eggs

2.5.2 Substitution

Halliday and Hasan (1997) state that substitution is “a relation between linguistic items such as words or phrases.” It can be referred to as processes of the replacement of one item by another in discourse There are three types of substitution: nominal substitution, verbal substitution, and clausal substitution

- There are three books on the table Which one do you like to borrow?

- I’ll have two poached eggs on toast, please – I’ll have the same

2.5.2.2 Verbal Substitution

Verbal substitute in English is do It functions as Head of a verbal group and

something substitutes for a verb which is Head of a verbal group It always stands at the end of the group For example:

…the words did not come the same as they used to do

2.5.2.3 Clausal Substitution

Clausal substitution refers to the substitution “in which what is presupposed is not

an element with in the clause but an entire clause” (Halliday and Hasan 1997: 130) The

words used as substitutes are so and not For example:

- Is there going to have an earthquake? – It says so

- Will he come tomorrow? – I think not

2.5.3 Ellipsis

Another form of anaphoric cohesion in the text is ellipsis It is the omission of an

item with in the text There are three types of ellipsis: nominal ellipsis, verbal ellipsis, and

clausal ellipsis

2.5.3.1 Nominal Ellipsis

At the experiential level, a nominal group is realized by the structure of “Deictic +

Numerative + Epithet + Classifier + Thing” (Halliday 1994: 180) (e.g., the three beautiful garden flowers) When the Thing is omitted, the Head will be taken on by one of the other

elements and readers can still understand what the omitted thing is based on the presupposition For example:

Sylvia: I like the blue hat

Mary: I prefer the green

or just one part of it For example:

A; Minh has gone to Ho Chi Minh City this morning

B: Has he? He didn’t tell me

2.5.4 Conjunctive Cohesion

According to Halliday (1994: 180) conjunction is a type of cohesion that

“constitutes a cohesive bond between two clauses.” Conjunction can be classified in many different ways In this study I would like to mention three types of conjunction:

Elaboration, Extension, and Enhancement

2.5.4.1 Elaboration

In elaboration, “one clause elaborates on the meaning of another by further

specifying or describing it” (Halliday 1994: 225) There are two types of elaboration: (1)

apposition in which some element is represented or restarted; e.g in other words, that is (to say), for example, thus, etc.; clarification in which some element is reinstated,

summarized, made more precise such as actually, in fact, in conclusion, in particular, anyway, at least, as I was saying, etc

2.5.4.2 Extension

According to Halliday (1994) in extension “one clause extends the meaning of another by adding something new to it.” Extension can be divided into two types: (1)

addition which consists of positive (moreover, in addition, also, and), negative (nor), or adversative (on the other hand, however, but, yet); and (2) variation which consists of

replacive (on the contrary, instead), subtractive (apart from that, except), and alternative (alternatively)

2.5.4.3 Enhancement

Halliday (1994) states that in enhancement one clause enhances the meaning of another by “qualifying it in one of a number of possible ways” There are four types of enhancement: spatio-temporal, manner, causal-conditional, and matter

Spatial conjunctions are used as cohesive devices which create text They may be

adverbs like behind, nearby; place reference like here, there; or expressions containing a place noun or adverbs plus reference item like in the same place, anywhere else

Temporal conjunctions comprise a number of different relations The expressions

may be simple with following (then, next), simultaneous (just then), preceding (before that) or conclusive (finally); or complex with immediate (at once), repetitive (next time), specific (next day), etc

Manner conjunctions create cohesion by comparison (likewise, similarity, in a

different way) and by reference to means (thus, thereby)

Causal conjunctions occur in many types of discourse as “cohesive agent” Some

cause expressions are general (so, then, therefore, consequently), others relate specifically

to result (as a result), reason (for that reason), or purpose (for that purpose)

Conditional conjunctions consist of three types: positive, negative, and

concessive The positive expressions are then, in that case, etc; the negative expressions are otherwise, if not; and the concessive expressions are yet, though, however, nevertheless, etc

Matter conjunctions create cohesion by “reference to the matter that has gone

before” The matter expressions are here, there, in that respect, elsewhere

2.5.5 Lexical Cohesion

Lexical cohesion occurs when “the selection of items that are related in some way

to those that have gone before” (Halliday 1994: 330) Halliday and Hasan (1997) classify

lexical cohesion into two main categories: reiteration and collocation

He was just wondering which road to take when he was startled by a sound from behind him It was the noise of trotting horses

2.5.5.1.3 Antonymy

Antonymy refers to the lexical items whish are opposite in meaning For example:

He fell asleep What woke him was a loud crash

2.5.5.1.4 Superordinate and Meronymy

Superordinate or hyponymy refers to class and subclass relation The main idea of hyponymy is „inclusion‟; that is, a lower term (hyponym) is included in a upper term (the superordinate) The relation between the two lower terms is that of co-hyponym For example:

- music: drum, violin, guitar, trumpet

- vehicle: car, bus, coach, cab (taxi), motorbike

Meronymy presents a part/whole relationship The relationship between two parts

is one of co-meronym For example:

- car: door, driving wheel

- body: arm, face, chest, shoulder

2.5.5.1.5 General Word

According to Halliday and Hasan (1997), the class of general noun is “a small set

of nouns having generalized reference within the major noun class”, such as “human noun”: people, man, woman, child; “object noun”: thing, object; “place noun”: place These items are often neglected in the description of English, but people place a significant

part in verbal interaction, and are also an important source of cohesion in spoken language For example:

A: Did you try the steamed buns?

B: Yes, I didn’t like the things much

2.5.5.2 Collocation

Collocation refers to lexical cohesion that “is achieved through the association of lexical items that regularly co-occur” (Halliday aand Hasan 1997: 284) In this category of lexical cohesion, there are three types:

Resultative collocation refers to the relation of one item leading to the outcome of

another item such as kill-die, dark-night, wind-blow

Modificational collocation refers to the relation holding between an item and one

of its inherent qualities such as run-fast/slowly, rain-heavy, sun-bright

Contextual collocation refers to the co-occurrence of words in one context but in

other context they are not related, e.g teacher-teach/explain, student-study/learn

2.6 Concluding Remarks

This chapter has presented some key concepts used for the study I have mentioned briefly systemic functional linguistics In SFL, the semantics level is organized into three metafunctions: (1) the ideational with which a clause is analyzed into Process, Participants, and Circumstances with different participant types for different process types; (2) the interpersonal with which a clause is analyzed into Mood and Residue; and (3) the textual with which a clause is analyzed into Theme and Rheme In this chapter, the five main types

of cohesion are also introduced They are reference, substitution, ellipsis, conjunction, and lexical cohesion These are all very useful for text analysis

In the next chapter, I will be concerned with the analysis of the picture story “The

Brave Monkey Pirate” based on the systemic functional approach

CHAPTER THREE THE MEANING AND STRUCTURE OF THE PICTURE STORY

“THE BRAVE MONKEY PIRATE”

3.1 The Chosen Text

This text is taken from a picture story book namely The Brave Monkey Pirate by Hayes Roberts published by Bluebison Press in 2007 As it is a picture story, the text is combined with pictures There are 23 pictures used to illustrate the text All these pictures help provide the contexts for the story in terms of time and place as well as indicate the characters mentioned

In the cover of the story book there is a compass which suggests exciting adventures The story starts with the image of two monkeys on a boat They are sailing on the blue sea with green islands on which there are pink houses scattering around In the second picture, the two monkeys are in a shop as there are a lot of goods on shelves and the taller monkey who is expected to be the mother of the smaller monkey, is holding a scooter In the next picture, the two monkeys are at a round table on which there are two glasses and two dishes of peas and vegetables; as the mother (as supposed) is reading a menu, they are probably at a restaurant The fifth picture shows a green island on which there are a lot of green mountains and pink houses with stairs and there are two other animals going down stairs; the boat has stopped and the two monkey are going up stairs to the doctor‟s office which is recognized by a red cross In the next picture, the doctor who is in white is checking the small monkey and the mother is waiting The seventh picture shows the doctor pointing at a picture of the small monkey with all parts of his body analyzed and the last image is of an injection needle which seems to be the treatment In the next picture, the two monkeys are going down stairs to come back their boat The ninth picture shows a room in which the mother is sitting on a green armchair reading a book, the small monkey

is playing with his toys At door, another monkey appears He is expected to be the small monkey‟s father The next picture is a map which can be recognized by a lot of areas and a compass in the right corner There is one point marked on the map with red colour In the next three pictures, the small monkey sails on the sea, climbs up volcanoes and goes through a bridge under which there are many snakes He seems to be on the way to the place marked on the map In the fourteenth picture, there are a lot of mountains, pine-trees and penguins The monkey is standing in front of an icy castle In the next picture, the

monkey is in the castle and he sees a crab lying on a golden clock and some penguins around him The monkey is still holding a paper (maybe his map) on his hand In the sixteenth picture, the crap gives the monkey a rock The next picture shows green islands with houses and we can see the small boat of the monkey Maybe he is on his way home

In the eighteenth picture, the monkey, with the rock in his hand, is in a room in which the monkey‟s mother is submitting a paper to a green snake on the desk, the monkey is still holding his rock and there are two other monkeys on chairs waiting In the four next pictures, the doctor fills up a shot and injects the monkey while the monkey holds the rock and closes his eyes When the monkey opens his eyes, the shot is finished The last picture shows the monkey on desk enjoying a dish of peas There are two other animals with their dishes

If small children are invited to predict the text for wordless pictures, they will usually provide poor narrative Each kid will use his imagination and create his own story which may be different from others‟

3.2 The Analysis

3.2.1 Clauses and Clauses Complex Analysis

The analysis of the text into clauses and clause complexes can be done as follows: (1) ||| One day the pirate Modi was out (2) || running errands with his mom |||

(3) ||| They shopped for groceries (4) || and ate peas at his favorite restaurant |||

(5) ||| Then the pirate Modi's mom said, (6) || "Oh yes, we need (7) || to stop off at the doctor's office for a quick checkup." |||

(8) || The doctor checked Modi's heart, his blood pressure, and his knees ||

(9) ||| Then he explained (10) || that Modi would come back the next day (11) || and get a quick shot, (12) || to protect him from scurvy or something |||

(13) || The pirate Modi did not like shots ||

(14) ||| That evening his father came home (15) || and Modi told him all about the visit to the doctor |||

(16) ||| Modi's father said, (17) || "Modi, I know of something [[ that can help you ]] (18) ||

Take this map and my fastest pirate ship (19) || and find it (20) || Also, if you stay very still for the doctor (21) || you can have some ice cream.” |||

(22) ||| So Modi followed the map through the wildest seas, (23) || and climbed up volcanoes [[ filled with fiery lava ]], (24) || and sneaked past creatures so terrible [[ that

they will not be described in this book ]], (25) || until he reached an icy castle at the top of the mountains |||

(26) || Inside, he found a great crab wizard on a crab wizard throne ||

(27) ||| The crab wizard spoke these words, (28) || "Monkey Pirate, because you have braved many obstacles (29) || to get here (30) || I will give you this rock (31) || When you get a shot, (32) || you must squeeze the rock very tightly, (33) || and count to three (34) || You will be magically taken into the future [[ where the shot will be finished ]] (35) || Also, you can have some ice cream after." |||

(36) ||| The pirate Modi thanked him (37) || and sailed back home (38) || to get some

sleep |||

(39) || The next morning, he took the rock with him to the doctor's office ||

(40) ||| The doctor hummed a little song (41) || and filled up Modi's shot |||

(42) ||| Modi closed his eyes very tightly, (43) || squeezed the rock as hard [[ as he could ]], (44)|| and counted 1, 2, 3! |||

(45) || The crab wizard was right! ||

(46) || The shot was finished ||

(47) || The Brave Monkey Pirate was now immune to scurvy and some other stuff ||

(48) || And he had ice cream on the way home ||

If my analysis is correct, the text consists of 48 clauses which make up 19 clause complexes The clauses in the clause complexes are in both paratactic and hypotactic relations but there are more clauses in paratactic relation than those in hypotactic relation, which shows clauses‟ interdependence Their semantic relations are of elaboration, extension, and enhancement Four clause complexes (III, V, VIII, XI) are of quoting and quoted relation characterizing the dialogic portion of the text Table 1 represents the clauses and clause complexes of the text

Boundary Markers used for this text analysis:

||| : clause complex boundary

|| : clause boundary

Type of dependence: (1.1) (1.2) (1.3) … paratactic relation

(α) (β) … hypotactic relation Logico-semantic relations: = : elaboration

+ : extension

x : enhancement

” : projection/locution (wording) Others: I, II, III … : Number of clause complex in the whole text

(1), (2), (3) … : Number of clause in the whole text

1, 2, 3 … : Number of clause within a clause complex

Table 1 Clauses and Clause Complexes

||| (1.1) || + (1.2) |||

||| (1.1) || ” (1.2α) || x (1.2β) |||

|| (1.1) ||

||| (1α) || ” (1β1) || + (1β2α) || x (1β2β) |||

|| (1.1) ||

||| (1.1) || + (1.2) |||

||| (1.1) || ” (1.2) || = (1.3) || + (1.4) || + (1.5α ) ||| || x (1.5β)

|| (1.1) ||

||| (1.1) || ” (1.2α) || = (1.3α1) || + (1.3α2) || = (1.4) || + (1.5) |||

x x (1.2βα) || x (1.3β)||

(1.2ββ) ||

||| (1.1) || + (1.2α) || x (1.2β) |||

|| (1.1) ||

||| (1.1) || + (1.2) |||