Logico-semantic relations and their realization in chapter 5 White fang and the Indians" in the novel " White fang" by Jack London

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ PHƯỢNG LOGICO-SEMANTIC RELATIONS AND THEIR REALIZATION IN CHAPTER “WHITE FANG AND THE INDIANS” IN THE NOVEL “WHITE FANG” BY JACK LONDON (CÁC MỐI QUAN HỆ LOGIC – NGỮ NGHĨA VÀ SỰ THỂ HIỆN CỦA CHÚNG TRONG CHƯƠNG “NANH TRẮNG VÀ NHỮNG NGƯỜI ANH-ĐIÊNG” TRONG TIỂU THUYẾT “NANH TRẮNG” CỦA JACK LONDON) M.A Minor Programme Thesis Field : English Linguistics Code : 602215 Hanoi – 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ PHƯỢNG LOGICO-SEMANTIC RELATIONS AND THEIR REALIZATION IN CHAPTER “WHITE FANG AND THE INDIANS” IN THE NOVEL “WHITE FANG” BY JACK LONDON (CÁC MỐI QUAN HỆ LOGIC – NGỮ NGHĨA VÀ SỰ THỂ HIỆN CỦA CHÚNG TRONG CHƯƠNG “NANH TRẮNG VÀ NHỮNG NGƯỜI ANH-ĐIÊNG” TRONG TIỂU THUYẾT “NANH TRẮNG” CỦA JACK LONDON) M.A Minor Programme Thesis Field : English Linguistics Code : 602215 Supervisor: Prof Dr Hoàng Văn Vân Hanoi – 2012 vi TABLE OF CONTENTS Page Declaration i Acknowledgements ii Abstract iii Notational conventions iv List of figures and tables v Table of contents vi PART A: INTRODUCTION Rationale Aim of the study and Research questions Scope of the study Data collection Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER THEORETICAL BACKGROUND 1.1 Introduction 1.2 What is functional grammar? 1.3 The role of Contextual Analysis 1.3.1 What is Context? 1.3.2 The Model of context 1.4 Grammatical rank scale 1.5 Clause and clause complex 1.5.1 Clause and its position in functional grammar 1.5.2 Clause simplex and clause complex vii 1.6 Logico-semantic relations between clauses in clause complexes in English 1.6.1 Expansion 12 a Elaboration 13  Paratactic elaboration 13  Hypotactic elaboration 14 b Extension 16  Paratactic extension 16  Hypotactic extension 17 c Enhancement 18  Paratactic enhancement 19  Hypotactic enhancement 21 1.6.2 Projection 23 a Paratactic projection 23  Paratactic locutions 23  Paratactic ideas 24 b Hypotactic projection 25  Hypotactic locutions 25  Hypotactic ideas 25 1.7 Summary 26 CHAPTER LOGICO-SEMANTIC RELATIONS BETWEEN CLAUSES IN CLAUSE COMPLEXES IN CHAPTER “WHITE FANG AND THE INDIANS” IN THE NOVEL “WHITE FANG” BY JACK LONDON 2.1 Introduction 28 2.2 The context of the chosen text 28 2.3 Contextual configuration of the text 29 2.3.1 Field 29 viii 2.3.2 Tenor 29 2.3.3 Mode 29 2.4 The analysis of the text 30 2.5 Findings and discussions 30 2.5.1 Expansion 30 a Elaboration 31  Paratactic elaboration 31  Hypotactic elaboration 31 b Extension 33  Paratactic extension 33  Hypotactic extension 34 c Enhancement 35  Paratactic enhancement 35  Hypotactic enhancement 36 2.5.2 Projection 39 a Paratactic projection 39  Paratactic locutions 39  Paratactic ideas 39 b Hypotactic projection 40  Hypotactic locutions 40  Hypotactic ideas 40 2.6 Concluding remarks 42 PART C: CONCLUSION Recapitulation 43 Implications of the study 43 Suggestions for further study 44 REFERENCES 46 APPENDICES PART A: INTRODUCTION Rationale Grammar is a description of logic It is a description of a logical thinking G46 process Human beings first uttered distinctive sounds to convey thoughts Later, people made graphical representations of those sounds, a written language Finally, people analyzed the language to determine the patterns and variations That final step is GRAMMAR, an analysis of the way a language functions According to Lock (1996: 1), there are many ways of describing the grammar of a language One approach sees grammar as a set of rules which specify all the possible grammatical structures of the language Another approach sees language first and foremost as a system of communication and analyzes grammar to discover how it is organized to allow speakers and writers to make and exchange meanings The former approach to grammatical analysis is often called formal, while the latter approach is normally called functional Halliday (1994) considers functional grammar (FG) essentially as a „natural‟ grammar, in the sense that everything in it can be explained, ultimately, by reference to how language is used There have been many studies concerning with different aspects of functional grammar in which studies on the meaning and structure of a text also mention the relationship between clauses in clause complexes However, these studies are only limited to surface relations or one of the two of the relations between clauses in a clause complex In other words, logico-semantic relations have not been studied in details Also, there have been some studies on logico-semantic relations between clauses but they only focus on fairy tales, short stories, not on novels For those reasons, I chose the novel “White Fang” written by Jack London to investigate the logico-semantic relations between clauses in clause complexes The reason for my selecting the novel is not only because of its popularity but also because of its precise prose style Moreover, doing this research gives me a chance to get to know the novel with lessons on bravery, patience, tolerance and love The novel consists of 20 chapters but I only choose Chapter as the illustrated material for the analysis because through this chapter, the logicosemantic relations are realized quite clearly As the result, readers can understand more about the logico-semantic relations between clauses Thus, my study will be on Logico-semantic relations and their realization in chapter “White Fang and the Indians” in the novel “White Fang” by Jack London Aim of the study and Research questions The aim of this thesis is to explore how logico-semantic relations are realized in chapter “White Fang and the Indians” in the novel “White Fang” by Jack London In order to fulfill this aim, the following research questions are raised for exploration: What are logico-semantic relations? How are they realized in chapter five of “White Fang” by Jack London? Scope of the study Given the aim and the research questions as set above, within the framework of a minor M.A thesis, the study cannot cover all aspects of functional grammar What it attempts to is to confirm itself to the exploration of the logico-semantic relations between clauses This involves a review on the notions concerning the clause complex and the logico-semantic relations between clauses As the aim of this thesis is to explore how the logico-semantic relations are realized in chapter five of “White Fang” by Jack London, its second focus is on analyzing chapter five “White Fang and the Indians” of the novel “White Fang” in terms of logico-semantic relations Data collection Data collected for analysis and discussion is from clauses in chapter “White Fang and the Indians” in the novel “White Fang” by the noted American writer, Jack London, which was published by Longman Group UK Limited in 1968 Methods of the study The study is conducted as an attempt to understand more about the nature of logico-semantic relations between clauses in English and their realization in chapter in the novel “White Fang” Thus, descriptive and analytical methods will be used as the principal ones for the study The descriptive method is used to re-examine the notions relating to the clause complex and its logico-semantic relations between clauses The analytical method is used to analyze the text (chapter five of “White Fang”) in terms of logico-semantic relations Design of the study The study is organized around parts: Part A states the reasons for choosing the topic, the aim, research questions, the scope, data collection, the methods of the study, and the research design Part B, the main part of the study, consists of two chapters: Chapter – Theoretical Background – provides an overview of systemic functional grammar, context and the role of context in interpreting meaning, grammatical rank scale, clauses and clause complexes, the notion of taxis and the logico-semantic relations between clauses in clause complexes Chapter attempts to answer the question “How are logico-semantic relations realized in Chapter „White Fang and the Indians‟ in the novel „White Fang‟ by Jack London?” This chapter analyzes chapter five of “White Fang” in terms of logico-semantic relations, discusses and makes some comments on the findings Part C draws some conclusions, makes some implications for teaching and learning English and some suggestions for further research PART B: DEVELOPMENT CHAPTER THEORETICAL BACKGROUND 1.1 Introduction This chapter reviews some basic concepts that set the theoretical orientation for the study The chapter focuses on five parts: (1) what is functional grammar? (2) the role of contextual analysis, (3) grammatical rank scale, (4) clause and clause complex, and (5) logico-semantic relations between clauses in clause complexes in English 1.2 What is functional grammar? According to Martin, et al (1997: 1), “functional grammar is a way of looking at grammar in terms of how grammar is used In the field of linguistics, the main alternative to functional grammar is formal grammar, which is concerned with the ways in which our genes constrain the shape of our grammars, and thus constrain what we can and cannot say.” Martin, et al state that functional grammar focuses on the development of grammatical systems as a means for people to interact with each other It provides us with tools for understanding why a text is the way it is A functional grammar is a grammar that respects speakers‟ rights to make up their own minds about how they choose to talk; at the same time it makes speakers explicitly aware of the choices they have available, so they can make an informed decision about the options they choose Its orientation is social, in other words, rather than biological For Halliday, language is “a network of systems or interrelated sets of options for making meaning” (Halliday, 1994: 15), thus language is “systemic” The term „functional‟ is used to indicate that the approach is concerned with meaning Functional grammar, in Thompson‟s (1996: 8) view, sets out to investigate what the range of relevant choices are, both in the kinds of meanings that we might want to express (or functions that we might want to perform) and in the kinds of wordings that we can use to express these meanings; and to match these two sets of choices Functional Grammar seeks to be a theory which is “functional” in at least three different, though interrelated senses: (i) it takes a functional view on the nature of language; (ii) it attaches primary importance to functional relations at different levels in the organization of grammar; (iii) it wishes to be practically applicable to the analysis of different aspects of language and language use 1.3 The role of contextual analysis 1.3.1 What is context? In linguistics, the term „context‟ has been used quite commonly So what is context? For some scholars, context seems just to be the minimal stretch of language that helps to understand what is written and spoken (Brown & Yule, 1983: 35) Nunan (1993: 7) considers context as an important concept in discourse analysis According to him, “context refers to the situation giving rise to the discourse, and within which the discourse is embedded.” (Nunan, 1993: - 8) In the view of Hymes (1962) (cited in Brown and Yule, 1983: 38), “A context can support a range of meanings When a form is used in a context it eliminates the meanings possible to that context other than those the form can signal: the context eliminates from consideration the meanings possible in the form other than those the context can support.” From a complementary perspective, Hoang Van Van (2006: 40) sees context as „the situation in which the text or the linguistic interaction takes place gives the participants a great deal of information about the meanings that are being exchanged, and the meanings that are likely to be exchanged‟ And context, 43 PART C: CONCLUSION Recapitulation In this study, the logico-semantic relations and their realization in Chapter „White Fang and the Indians‟ in the novel „White Fang‟ by Jack London have been finished The rationale, the aim, research questions, the scope and the method of the study have been set in Part A In Chapter 1, I have tried to present the theoretical issues which set the background of the study Correspondingly, two main types of logico-semantic relations are carefully re-examined Chapter deals with how the logico-semantic relations are realized in the text This is also the main chapter in Part B which investigates the relationship between clauses in clause complexes of a text in terms of logico-semantic type In this chapter, both types of logico-semantic relations are present in the text in which expansion is predominant than projection The reason for this is that the writer mainly describes the characters, their behavior and actions Therefore, few conversations between them are quoted or reported In expansion, extension is predominant than elaboration and enhancement because the text is constructed to give more information rather than explain it In projection, projecting locution is predominant than projecting idea, for here the characters communicate with each other by languages rather than by thoughts Part C provides 44 some implications inferred from the study and suggests further research However, due to a limitation of time and sources of material relating to the field, there are some unavoidable weaknesses in the study Therefore, any remark and comment contributed to the development of the study will be highly appreciated Implications of the study The study on logico-semantic relations between clauses in clause complexes is useful for both teaching and learning English Firstly, the study provides how an aspect of meaning – the logico-semantic relations – reveals in a text, and by implication, how the clause complex framework is used to analyze the logico-semantic relations in a piece of narrative Secondly, the findings of the study reveal some typical features of the text that belongs to narrative genre and provide us with a useful tool to analyze a text in terms of logico-semantic relations Based on that, we can know how to identify some other features of different types of texts Thirdly, through the study, we may have a full understanding of logicosemantic relations between clauses in clause complexes Especially, this knowledge is helpful to students in developing their English language skills in which reading and writing are important ones in understanding written language For reading skill, if we know what a sentence (the term used in traditional grammar) or a clause (the term used in functional grammar) is and how it is related to other sentences or clauses, we may understand who or what the writer is writing about and what he/ she wants to say about them or it And what about writing skill? It is said that writing that contains mostly short, simple sentences or clause simplexes can be uninteresting or even irritating to read Writing that consists of mostly long, complex sentences or clause complexes is usually difficult for readers to comprehend Good writers, therefore, should use a variety of sentence types or clause types in a correct and suitable way 45 Finally, the study is beneficial for both English teachers and learners in teaching and learning translation If in traditional grammar, the sentence is considered to be „the basic unit of teaching and language practice‟ (Richards & Rodgers, 1986: 4), then the clause can be regarded as the basic unit in functional grammar Understanding clause complexes and logico-semantic relations partly helps both teachers and learners translate a text well and accurately Suggestion for further study This paper only concerns with logico-semantic relations between clauses in clause complexes Also, there are still many other aspects below the clause complex which have not been used to analyze the text such as embedded or down-ranked clauses, Theme, Mood, Transitivity, and Cohesion In order to have a comprehensive understanding about the meanings of the text these aspects should be taken into consideration Moreover, the study is limited to the analysis of one chapter of a novel in terms of logico-relations Further research, therefore, should be extended to investigate the whole novel 46 REFERENCES Bloor, Thomas & Meriel (1995), The Functional Analysis of English, Oxford University Press Inc., Oxford Brown, G & Yule, G (1983), Discourse Analysis, CUP, Cambridge Downing, A & Locke, P (1992), A University Course in English Grammar, International Book Distributors Ltd, Prentice Hall International Eggins, S (1994), Introduction to Systemic Functional Linguistics, Continuum Wellington House, Wellington Halliday, M.A.K (1970), Language Structure and Language Function, (In) New Horizon in Linguistics J Lyons (Ed), Harmonsworth: Penguin Pp 140-165 Halliday, M.A.K (1985), Spoken and Written Language, Deakin University, Geelong Victoria Halliday, M.A.K (1994), An Introduction to Functional Grammar, Second Edition, Edward Arnold, London Halliday, M.A.K (2004), Dẫn luận ngữ pháp chức (Hoàng Văn Vân dịch), In lần 3, Nhà xuất Đại học Quốc Gia, Hà Nội 47 Hoàng Văn Vân (2006), Introducing Discourse Analysis, Nhà xuất Giáo dục, Hà Nội 10 Hymes, D (1962), The Ethography of speaking in Anthropology and Human Behavior, Anthropological Society of Washington, Washington, DC 11 Jacobs, R.A (1995), English Syntax: A grammar for English Language Professionals, Oxford University Press, New York 12 Lock, G (1996), Functional English Grammar: An introduction for second language teachers, Cambridge University Press, New York 13 London, J (1989), White Fang, Longman Group UK Limited, Hong Kong 14 Martin, J.R., Matthiessen, C.M.I.M., & Painter, C (1997), Working with Functional Grammar, Arnold, London 15 Murphy, R (1994), Engish Grammar in Use, Cambridge University Press, Cambridge 16 Nguyễn Hoà (2000), An introduction to Discourse Analysis, ĐHQG, Hà Nội 17 Nunan, D (1993), Introducing Discourse Analysis, Penguin, London 18 Oxford Learner‟s Pocket Dictionary (2008), Oxford University Press, Hong Kong 19 Quirk, R & Greenbaum, S (1987), A University Grammar of English, Longman Group UK Limited, Hong Kong 20 Richards, J.C & Rodgers, T.S (1986), Approaches & Methods in Language Teaching: A descriptive & analysis, Cambridge University Press, United Kingdom 21 Thompson, G (1996), Introducing Functional Grammar, Oxford University Press Inc., London 22 Thomson, A.J & Martinet, A.V (1989), A Practical English Grammar, Oxford University Press, Hong Kong 48 I APPENDICES APPENDIX THE ANALYSIS OF THE TEXT (LOGICO-SEMANTIC RELATIONS BETWEEN CLAUSES IN CLAUSE COMPLEXES IN CHAPTER “WHITE FANG AND THE INDIANS” IN THE NOVEL “WHITE FANG” BY JACK LONDON) 1st lll (1) The cub came upon them suddenly:ll (2) he had been careless.lll = (clarification) 2nd lll (3) He crossed an open place ll (4) and went in among some trees; ll (5) and then 1.1 + 1.2 (positive addition) x 2.1 (temporal) he saw ll (6) and smelt them – five living things sitting on the ground.lll + 2.2 (positive addition) 3rd lll(7)At the sight of him the five men did not jump up ll(8) nor show their teeth ll + (negative addition) (9) nor make fierce noises.lll + (negative addition) 4th lll (10) They did not move ll (11) but sat there in silence.lll + (adversative addition) 5th lll (12) One of the Indians stood up ll (13) and walked over to him.lll + (positive addition) 6th lll (14) He drew back his lips ll (15) and showed his teeth.lll + (positive addition) II 7th lll (16) “Look!” ll (17) he said, “the white fangs.”lll 1 (locution) 8th lll (18) “Pick him up,” ll (19) they said.lll 1 (locution) 9th lll(20)As the hand came nearer, ll (21) there was a battle in the mind of the cub:ll x  (temporal) 1 (22) “Should he let the man touch him? – ll (23) or should he fight?”lll = 2.1 (exposition) + 2.2 (alternation) 10th lll (24) He almost let the man touch him, ll (25) but then he bit the man‟s hand.lll + (adversative addition) 11th lll (26) He sat up ll (27) and cried, “Ki! Yi!”lll + (positive addition) 12th lll (28) They stood round him ll (29)and laughed at him.lll + (positive addition) 13th lll (30) Then he heard something: ll (31) the Indians heard it too.lll + (positive addition) 14th lll (32) The cub ceased his crying ll (33) and waited for the coming of his + (positive addition) mother - his wonderful mother who had fought and killed all things and was never afraid.lll 15th lll (34) The cub gave a glad cry ll (35) and went to meet her.lll + (positive addition) 16th lll (36) She stood over him ll (37) facing the men, ll (38) her hair was standing III 1 = 1 (clarification) + 2.1 (positive addition) up: ll (39) her lips drawn back, ll (40) and a deep angry noise came from her + 2.2 (positive addition) + 2.3.1 (positive addition) mouth: ll (41) she growled at them.lll = 2.3.2 (clarification) 17th lll (42) She sank down ll (43) so that her body touched the ground ll (44) and  x 1 (purpose) + 2 (positive addion) her eyes looked up at him.lll 18th lll (45) The man came to her: ll (46) he put his hand on her head.lll + (positive addition) 19th lll (47) “It is not strange,” ll (48) said one of the Indians ll (49) “Her father was 1 (locution) 3.1 ( locution) a wolf: ll (50) her mother was a dog ll (51) My brother tied her mother out in the + 3.2 (adversative addition) 4.1 (locution) woods one night ll (52) and a wolf became the father of her cubs ll (53) The father 5 (locution) + 4.2 (positive addition) of Kiche was a wolf ll (54) She ran away ll (55) when there was no food for the 6.1 (locution) x 6.1 (temporal) dogs, ll (56) and she lived with the wolves.”lll + 6.2 (positive addition) 20th lll (57) “Yes,” said another Indian, ll (58) named Grey Beaver, ll (59) laying his IV 1 (locution) = 1 (clarification) = 1 (clarification) hand on the cub, ll (60) “and this is the sign of it ll (61) Kiche is his mother ll (62) 2 (locution) 3.1 (locution) + 3.2 (positive addition) and his father is a wolf ll (63) His fangs, his teeth, are white: ll (64) he shall be 4.1 (locution) x 4.1 (result) called White Fang, ll (65) and he is my dog, ll (66) for Kiche was my brother‟s dog, + 4.2.1 (positive addition) x 4.2.2.1 (reason) ll (67) and my brother is dead.”lll + 4.2.2.2 (positive addition) 21st lll (68) Grey Beaver put a string round Kiche‟s neck ll (69) and tied her to a + (positive addition) small tree.lll 22nd lll (70) White Fang followed ll (71) and lay down beside her.lll + (positive addition) 23rd lll (72) Grey Beaver rubbed his back: ll (73) that pleased him ll (74) and he 1.1 + 1.2 (positive addition) + (positive addition) rolled over on his side.lll 24th lll (75) He pressed his finger behind White Fang‟s ears, ll (76) and that pleased + (positive addition) him still more.lll 25th lll (77) The other dogs attacked Kiche and her cub, ll (78) but Grey Beaver + (adversative addition) V drove them back with sticks and stones.lll 26th lll (79) He had never dreamed ll (80) that there were other animals like One 1 1 (idea) Eye and his mother: ll (81) but here he saw many animals of the same sort, ll (82) + 2.1 (adversative addition) + 2.2.1 (positive addition) and these others had attacked him ll (83) and tried to kill him.lll + 2.2.2 (positive addition) 27th lll (84) And now Kiche, his mother, was tried to the end of a stick, ll (85) and + 2.1 (positive addition) White Fang could go no further: ll (86) he stayed near his mother.lll = 2.2 (clarification) 28th lll (87) One day a small man took the other end of the stick ll (88) and led + (positive addition) Kiche, a prisoner, behind him.lll 29th lll (89) They were so big: ll (90) he was afraid of them; ll (91) but he saw 1 x 1 (result) + (adversative addition) women and children going in and out of them without being hurt.lll 30th lll (92) He went to one ll (93) and pulled at it.lll + (positive addition) 31st lll (94) Suddenly Lip-lip jumped in at White Fang ll (95) and bit him.lll + (positive addition) 32nd lll (96) He bit White Fang again and again ll (97) till he ran ll (98) crying to the VI  x  (temporal) =  (clarification) protection of his mother.lll 33rd lll (99) Kiche licked White Fang‟s wounds ll (100) and tried to make him stay + (positive addition) with her.lll 34th lll (101) Grey Beaver was sitting down ll (102) doing something with sticks  =  (clarification) and dry leaves.lll 35th lll (103)Then his nose touched the fire ll (104) and his little tongue went out to + (positive addition) it lll 36th lll (105) He ran back ll (106) crying out “Ki! Yi!”lll  =  (clarification) 37th lll (107) He sat ll (108) crying “Ki! Yi!”: ll (109) it was the worst hurt that he 1 = 1 (clarification) = (clarification) had ever known.lll 38th lll (110) But the more he cried, ll (111) the more all the men-animals laughed.lll x (comparison) 39th lll (112) He turned ll (113) and ran away – not from the hurt of the fire but from + (positive addition) the laughter.lll 40th lll (114) Dogs hate being laughed at: ll (115) it makes them feel foolish and VII = (clarification) ashamed.lll 41st lll (116) Evening came ll (117) and White fang lay by his mother‟s side.lll + (positive addition) 42nd lll (118) He was sad: ll (119) he wanted the quietness of the stream and the cave.lll = (clarification) 43rd lll(120) There were so many of these man-animals, ll (121) all making noises, ll  =  (clarification) (122) doing such wonderful things, ll (123) giving movement to things, such as big +  (positive addition) + 3 (positive addition) branches of trees and stones which not move, ll (124) making bright heat come + 4 (positive addition) out of dry sticks.lll 44th lll (125) Whenever White Fang went away from his mother, ll (126) Lip-lip x  (temporal)  appeared, ll (127) following him, ll (128) ready to spring on him ll (129) and force =  (clarification) x 1 (purpose) + 2 (positive addition) him to fight.lll 45th lll (130) Lip-lip was bigger than White ll (131) and always won.lll + (positive addtion) 46th lll (132) This did not make White Fang afraid and spiritless: ll (133) he became = (clarification) VIII fierce and unfriendly to everyone.lll 47th lll (134) He never played with other puppies: ll (135) he kept to himself; ll = (clarification) (136) he went about alone.lll = (clarification) 48th lll (137) He could not get his food ll (138) when all the others were fed; ll (139) 1 + 1 (adversative addition) x (result) so he became a thief.lll 49th lll (140) He hid ll (141) and kept away from Lip-lip.lll + (positive addition) 50th lll (142) He could run faster than Lip-lip, ll (143) but he led Lip-lip on, ll (144) + 2 (adversative addition) = 2 (clarification) letting him come close ll (145) till Lip-lip ran round a tent into Kiche.lll x 2 (temporal) 51st lll (146) She rolled him off his legs ll (147) and bit him, ll (148) and White 1.1 + 1.2 (positive addition) + 2.1 (positive addition) Fang ran in ll (149) and bit Lip-lip‟s back leg.lll + 2.2 (positive addition) 52nd lll (150) There was no fight left in him: ll (151) he ran away ll (152) with White Fang following close behind.lll = 2 (clarification) + 2 (additive) IX APPENDIX CHAPTER 5: WHITE FANG AND THE INDIANS (Extracted from the novel “White Fang” by Jack London)