Transcript PPT - Intranet

Getting to grips with
useful grammar
A crash course for using grammar as
a tool to analyse language
Getting to grips with
useful grammar
A crash course for using grammar as
a language analysis tool
Accuracy
is still
important.
There’s
more to it
than the
absence of
errors.
To start with, let’s
consider grammar
more generally.
Is grammar
different
from
syntax?
Do you understand these words?
•bitten
•a
•boy
•his
•dog
•had
•left
•leg
•on
•the
Word class or part of speech
Can you make meaning with this?
1. Left bitten the a on had leg dog boy his.
 Why not? You understand all the words.
 Is this better?
2. A dog had bitten the boy on his left leg.
What is grammar?
 Grammar:
 the underlying patterns in a language that need
to be followed for meaning to effectively be
made
 Grammar = syntax + morphology
 Syntax = word order
 Morphology = word form
Sometimes also
includes
phonology &
semantics
Public focus on grammar
 “Over recent decades, the teaching of
grammar, spelling, syntax and sentence
construction has become an optional
extra.”
 The then federal Education Minister Julie
Bishop quoted in The Australian 11 August
06 - “Students failed by language system”
Public focus on grammar
 “Over recent decades, the teaching of
grammar, spelling, syntax and sentence
construction has become an optional
extra.”
 The then federal Education Minister Julie
Bishop quoted in The Australian 11 August
06 - “Students failed by language system”
Syntax: patterns of wordings
 “A dog had bitten the boy on his left
leg” is English.
 “Left bitten the a on had leg dog boy
his” is not English.
Words need to be arranged
according to particular
grammatical patterns for texts
to convey intelligible meanings.
Nouns change for number:
singular & plural
Morphology: word forms
 A dog had bitten the boy on his left leg.
A. dog vs dogs, boy vs boys, leg vs legs
B. bitten: to bite, bite, bit, bites, biting
C. his vs her
Gender: masculine &
feminine
Verb forms change
for tense, person &
number
What scope is there for
variation in word form here?
Morphology: word form
 “A dog had bitten the boy on his left
leg” is English.
 “A dogs have biting the boy on her left
legs” is not English.
Within accepted grammatical patterns,
the appropriate forms of words need
to be used.
‘How language works’
 “English has little inflectional
morphology.”
 “But what it lacks in morphology, it
more than makes up for in syntax.”
David Crystal, Penguin, 2006, Page 239.
Consider this paragraph
 Cool was I and logical. Keen,
calculating, perspicacious, acute, and
astute - I was all of these. My brain
was as powerful as a dynamo, as
precise as a chemist's scales, as
penetrating as a scalpel. And - think
of it - I was only eighteen.
From Love is a fallacy by Max Schulman
What’s placed first
The effect of structure
 Cool was I and logical. Keen,
calculating, perspicacious, acute, and
astute - I was all of these. My brain
was as powerful as a dynamo, as
precise as a chemist's scales, as
penetrating as a scalpel. And - think
of it - I was only eighteen.
 I was cool and logical.
What’s the usual
pattern
From Love is a fallacy by Max Schulman
Examples of language based on Alfred
Noyes’ poem “The Highwayman”
What’s placed first ?
1. Her lover was shot down on the
highway.
2. In 1722, a highwayman named Will
Steele started operating in the area.
3. Give me your money and nobody will
get hurt.
Each of these clauses begins with a different
type of language element.
Her lover
Participant
was shot
down
on the
highway
Process
Circumstance
Place
Her lover
Participant
Clause
elements –
how
language
represents
the world
was shot
down
on the
highway
Process
Circumstance
Place
Label
Function
Grammatical
item
What’s going
on
Verb group
Process
Her lover
Participant
Clause
elements –
how
language
represents
the world
was shot
down
on the
highway
Process
Circumstance
Place
Label
Function
Grammatical
item
Process
What’s going
on
Verb group
Participant/s
Who/what
are involved
Noun groups
Her lover
Participant
Clause
elements –
how
language
represents
the world
was shot
down
on the
highway
Process
Circumstance
Place
Label
Function
Grammatical
item
Process
What’s going
on
Verb group
Participant/s
Who/what
are involved
Noun groups
Where
When
Why
how
Adverbial
group, or
Prepositional
phrase
Circumstance/s
was shot
down
on the
highway
Participant
Process
Circumstance
Place
In 1722
a
highwayman
named Will
Steele
started
operating
in the area
Circumstance
Time
Participant
Process
Circumstance
Place
Her lover
was shot
down
on the
highway
Participant
Process
Circumstance
Place
In 1722
a
highwayman
named Will
Steele
started
operating
in the area
Circumstance
Time
Participant
Process
Circumstance
Place
Give
me
your money
Process
Participant
Participant
Her lover
Theme position in clauses
1. Her lover was shot down on the
highway. Participant as Theme
2. In 1722, a highwayman named Will
Steele started operating in the area.
Circumstance as Theme
3. Give me your money ll and nobody
will get hurt.
Process as Theme
Theme-Rheme analysis
Her lover
Theme
was shot down on the highway
Rheme
In 1722
a highwayman named Will Steele
started operating in the area
Rheme
Theme
Give
Theme
me your money
Rheme
What sort of text is this?
 An important factor enabling highwaymen
to succeed was their use of the flintlock
pistol. This type of pistol was easier to fire
and more reliable than earlier types.
Flintlock pistols became available in
England in the early 1600's. During the
1640's, the army of King Charles I was
defeated in the Civil War. As a result,
many young horsemen were outlawed and
became highwaymen. By the mid-1700's,
new police organizations had developed,
and highwaymen were no longer
successful.
In sentences
1. An important factor enabling highwaymen to succeed
was their use of the flintlock pistol.
2. This type of pistol was easier to fire and more reliable
than earlier types.
3. Flintlock pistols became available in England in the
early 1600's.
4. During the 1640's, the army of King Charles I was
defeated in the Civil War.
5. As a result, many young horsemen were outlawed
and became highwaymen.
6. By the mid-1700's, new police organizations had
developed, and highwaymen were no longer
successful.
Themes ?
1. An important factor enabling highwaymen to succeed
was their use of the flintlock pistol.
2. This type of pistol was easier to fire and more reliable
than earlier types.
3. Flintlock pistols became available in England in the
early 1600's.
4. During the 1640's, the army of King Charles I was
defeated in the Civil War.
5. As a result, many young horsemen were outlawed
and became highwaymen.
6. By the mid-1700's, new police organizations had
developed, and highwaymen were no longer
successful.
Themes
1. An important factor enabling highwaymen to
succeed was their use of the flintlock pistol.
2. This type of pistol was easier to fire and more
reliable than earlier types.
3. Flintlock pistols became available in England in the
early 1600's.
4. During the 1640's, the army of King Charles I was
defeated in the Civil War.
5. As a result, many young horsemen were outlawed
and became highwaymen.
6. By the mid-1700's, new police organizations had
developed, and highwaymen were no longer
successful.
Theme-Rheme patterns
1. An important factor enabling highwaymen to
succeed was their use of the flintlock pistol.
2. This type of pistol was easier to fire and more
reliable than earlier types.
3. Flintlock pistols became available in England in the
early 1600's.
4. During the 1640's, the army of King Charles I was
defeated in the Civil War.
5. As a result, many young horsemen were outlawed
and became highwaymen.
6. By the mid-1700's, new police organizations had
developed, and highwaymen were no longer
successful.
Theme-Rheme patterns
1. An important factor enabling highwaymen to
succeed was their use of the flintlock pistol.
2. This type of pistol was easier to fire and more
reliable than earlier types.
3. Flintlock pistols became available in England in the
early 1600's.
4. During the 1640's, the army of King Charles I was
defeated in the Civil War.
5. As a result, many young horsemen were outlawed
and became highwaymen.
6. By the mid-1700's, new police organizations had
developed, and highwaymen were no longer
successful.
Bess Bound
 “They had tied her up to
attention, with many a
sniggering jest:
 They had bound a
musket beside her, with
the barrel beneath her
breast.”
She twisted her hands behind her
The tip of one finger touched it
The Flintlock Musket - Parts
lock & flint
breech
barrel
muzzle
pan
butt
stock
trigger
ramrod
Loading Sequence - 1
1. Open the pan ready to receive the priming
powder.
2. Pull the lock holding the flint to the safe
‘half cock’ position so that the weapon will
not discharge should the trigger
accidentally be knocked during loading.
3. Take a greased paper cartridge from the
cartridge box and bite off the top.
4. Tip a small quantity of powder into the pan
and close it.
Loading Sequence - 2
5. Pour the rest of the powder into the barrel,
followed by the paper cartridge containing
the ball.
6. Remove the ramrod from beneath the barrel.
7. Reverse the ramrod and use the wider end to
ram home the charge. If the powder charge
is not firmly compressed it will merely flare
rather than explode, resulting in a loss of
range.
8. Replace the ramrod beneath the barrel.
9. Pull the lock back to the ‘full cock’ position.
The Grammar of Instructions
 Open the pan ready to receive the priming powder.
 Pull the lock holding the flint to the safe ‘half cock’
position so that that the weapon will not discharge
should the trigger accidentally be knocked.
 Take a greased paper cartridge from the cartridge box
and bite off the top.
 Tip a small quantity of powder into the pan and close it.
 Pour the rest of the powder into the barrel, followed by
the paper cartridge containing the ball.
Processes in Theme position
What’s chosen as
Theme is given
emphasis.
Theme
with a
capital
letter has a
technical
meaning.
There is more
detail but that’s
the ThemeRheme system
in outline.
Theme is
just the
technical
way of
saying a
particular
element
comes first.
What was
wrong with
the old
meaning
of theme?
The topical Theme may
be preceded by textual
and/or interpersonal
Themes.
It’ll
probably
depend on
the type of
text.
Textual & interpersonal Themes
1. Her lover was shot down on the highway.
Sadly, her lover was shot down on the
highway.
2. In 1722, a highwayman named Will Steele
started operating in the area.
However, in 1722, a highwayman named
Will Steele started operating in the area.
Theme-Rheme analysis
Sadly
her lover
Interpersonal
Topical
Theme
However
in 1722
Textual
Topical
Theme
was shot down on the highway
Rheme
a highwayman named Will Steele
stated operating in the area
Rheme
Theme in sentences
When she got there the cupboard was bare
Theme
Rheme
In a clause complex (sentence), the first
clause can be considered as Theme.
Dependent clause as Theme
1. Because he was always masked,
the highwayman could not be easily
identified.
2. Informed by Tim the ostler, the
redcoats planned a deadly ambush
for Bess’s lover.
Ellipsed Theme
 The highwayman held up the London
coach and galloped off to his hideout
in the hills.
 The highwayman held up the London
coach ll and galloped off to his
hideout in the hills.
 The highwayman held up the London
coach ll and (he) galloped off to his
hideout in the hills.
Ellipsed Theme
The highwayman held up the London coach and
galloped off to his hideout in the hills.
Textual
Theme
and
Topical Theme
Rheme
The highwayman
held up the London
coach
(he)
galloped off to his
hideout in the hills
The verb group in the 2nd clause
is not the topical Theme
Theme Patterns 1
Nikolai Poliakoff was born in Russia and
from an early age was fascinated with the
circus. He loved the antics of the clowns
and at the age of seven began an
apprenticeship with a small circus troupe.
By his eleventh birthday, Nikolai was a full
performer in the Russian circus. During his
early career he faced many hardships but
later joined a circus in England and became
the famous “Coco”.
D&H Text 4.1 Page 106
Themes in Clauses
1. Nikolai Poliakoff was born in Russia
2. and from an early age was fascinated with
the circus.
3. He loved the antics of the clowns
4. and at the age of seven began an
apprenticeship with a small circus troupe.
5. By his eleventh birthday, Nikolai was a full
performer in the Russian circus.
6. During his early career he faced many
hardships
7. but later joined a circus in England
8. and became the famous “Coco”.
D&H Text 4.1 Page 106
Theme Patterns 2
 The most common type of clay is
earthenware. Earthenware clay
needs firing to temperatures of
between 1000 – 1800°C. These high
temperatures result in a smooth, hard
surface. This surface is perfect for
painted designs or mosaic finishes.
From D&H Table 4.3 Page 124
Themes in Clauses
1. The most common type of clay is
earthenware.
2. Earthenware clay needs firing to
temperatures of between 1000 – 1800°C.
3. These high temperatures result in a
smooth, hard surface.
4. This surface is perfect for painted designs
or mosaic finishes.
From D&H Table 4.3 Page 124
Theme – Rheme Pattern
1. The most common type of clay is
earthenware.
2. Earthenware clay needs firing to
temperatures of between 1000 –
1800°C.
3. These high temperatures result in a
smooth, hard surface.
4. This surface is perfect for painted designs
or mosaic finishes.
From D&H Table 4.3 Page 124
Theme – Rheme Pattern
Theme 1
Rheme 1
Theme 2
Rheme 2
Theme 3
Rheme 3
Theme 4
Rheme 4
From D&H Table 4.3 Page 124
Theme Patterns 3
 There are four basic types of clowns.
Whiteface clowns cover their faces with
white make-up and do a lot of physical
stunts like leaping and tumbling. Auguste
clowns wear colourful, ill-fitting clothing
and oversized shoes. They also have
bulbous noses and brightly coloured wigs.
Character clowns make fun of the human
condition and they may impersonate a
variety of characters. The more recent
“New Vaudeville” clowns involve the
audience in the performance.
D&H Text 4.2 Page 106
Themes in Clauses
1. There are four basic types of clowns.
2. Whiteface clowns cover their faces with white makeup
3. and do a lot of physical stunts like leaping and
tumbling.
4. Auguste clowns wear colourful, ill-fitting clothing and
oversized shoes.
5. They also have bulbous noses and brightly coloured
wigs.
6. Character clowns make fun of the human condition
7. and they may impersonate a variety of characters.
8. The more recent “New Vaudeville” clowns involve
the audience in the performance.
D&H Text 4.2 Page 106
Theme Rheme Pattern
1. There are four basic types of clowns.
2. Whiteface clowns cover their faces with white make-up
3. and do a lot of physical stunts like leaping and
tumbling.
4. Auguste clowns wear colourful, ill-fitting clothing and
oversized shoes.
5. They also have bulbous noses and brightly coloured
wigs.
6. Character clowns make fun of the human condition
7. and they may impersonate a variety of characters.
8. The more recent “New Vaudeville” clowns involve the
audience in the performance.
D&H Text 4.2 Page 106
What sort of text is this?
 Surprisingly, Brown’s new stage
production has opened to full houses.
However in my opinion, this long
awaited musical comedy is gutless. I
much preferred the film version.
Obviously, the naked painted bodies
of the dancers appeal to theatregoers and the popular press.
Unfortunately, the dancers can’t act.
D&H Text 4.6 Page 111
Theme Pattern
1. Surprisingly, Brown’s new stage
production has opened to full houses.
2. However in my opinion, this long
awaited musical comedy is gutless.
3. I much preferred the film version.
4. Obviously, the naked painted bodies of
the dancers appeal to theatre-goers and
the popular press.
5. Unfortunately, the dancers can’t act.
D&H Text 4.6 Page 111
From ‘My Last Duchess’
The Count your master’s known munificence
Is ample warrant that no just pretence
Of mine for dowry will be disallowed;
Though his fair daughter’s self, as I avowed
At starting, is my object. Notice Neptune,
though,
 Taming a sea-horse, thought a rarity,
 Which Claus of Innsbruck cast in bronze for
me.





From ‘My Last Duchess’
The Count your master’s known munificence
Is ample warrant that no just pretence
Of mine for dowry will be disallowed;
Though his fair daughter’s self, as I avowed
At starting, is my object. Notice Neptune,
though,
 Taming a sea-horse, thought a rarity,
 Which Claus of Innsbruck cast in bronze for
me.





From ‘My Last Duchess’
The Count your master’s known munificence
Is ample warrant that no just pretence
Of mine for dowry will be disallowed;
Though his fair daughter’s self, as I avowed
At starting, is my object. Notice Neptune,
though,
 Taming a sea-horse, thought a rarity,
 Which Claus of Innsbruck cast in bronze for me.





From ‘My Last Duchess’
The Count your master’s known munificence
Is ample warrant that no just pretence
Of mine for dowry will be disallowed;
Though his fair daughter’s self, as I avowed
At starting, is my object. Notice Neptune,
though,
 Taming a sea-horse, thought a rarity,
 Which Claus of Innsbruck cast in bronze for me.





4 Types of Conjunctions
Mnemonic - TACL
 Time (eg: then, when, while)
 Addition (eg: and, in addition) +
 Contrast (eg: but, however, although)
 Logic (eg: because, if, therefore)
Borrowed from Geoff Bishop, Cairns-based educational consultant
Add additional clauses
 The highwayman was captured . . .
1. while attempting to rob the London
coach.
2. and was hanged a week later.
3. but managed to escape.
4. because he had become
overconfident.
Varying sentence structure
Theme
Rheme
The highwayman was
captured
while attempting to rob the
London coach
While attempting to
rob the London coach
the highwayman was captured
by a troop of redcoats
Varying sentence structure
Theme
Rheme
The highwayman was
captured
while attempting to rob the
London coach
While attempting to
rob the London coach
the highwayman was captured
by a troop of redcoats
The highwayman was
captured
because he had become
overconfident
Because he had
the highwayman was easily
become overconfident captured
Theme-Rheme - So what?
 A simple but powerful idea
 Management of Theme-Rheme
patterns a major contributor to
effective cohesion
 Makes explicit the effect of
different choices in clause &
sentence structure – not just a
matter of right & wrong
Where were we?
Let’s come back to this
notion of
nominalisation
Remember these sentences.
1. People who drink too much
alcohol, and then drive their
cars, often cause accidents.
2. If you drink too much alcohol
before driving your car you
are likely to have an accident.
4. Excessive
consumption
of alcohol is a
major cause of
motor vehicle
accidents.
3. Motor vehicle drivers often
have accidents because they
have been drinking too much
alcohol.
Adapted from Butt et al, Using Functional Grammar: An Explorer’s Guide
66
Spoken vs Written Language
Best seen as the ends of a continuum rather
than as two discrete categories
Most
spoken
Most
written
It’s not just a matter of
the mode of delivery.
Spoken vs Written Language
Best seen as the ends of a continuum rather
than as two discrete categories
Most
spoken
Most
written
It’s not just a matter of
the mode of delivery.
Spoken vs Written Language
Linguistic differences involve more than
mode of delivery
a formal prepared
speech is really
written language
read aloud
Spoken vs Written Language
Linguistic differences involve more than
mode of delivery
a formal prepared
speech is really
written language
read aloud
the transcript of a
casual conversation is
spoken language
written down
Spoken vs Written Language
Linguistic differences involve more than
mode of delivery
a formal prepared
speech is really
written language
read aloud
the transcript of a
casual conversation is
spoken language
written down
2 ends of a continuum rather than
2 discrete categories
Consider these sentences
1. Many people have been held up and robbed
by highwaymen while travelling on the
public roads.
2. Citizens are disturbed that travel is not
safe.
3. It is outrageous that such crimes occur.
4. The government has focused on the
problem.
Now this one
 The government has
focused on the
numerous disturbing
criminal outrages that
have made travel
unsafe.
Nominal (Noun) Group Structure
Once nominalised, info/ideas can be readily:
measured, described, classified & elaborated
Dei.
Num.
Epithet
Class.
THING
Qualifier
that have
made
the numerous disturbing criminal outrages
travel
unsafe
Nominalisation
= turning other words into
nouns
Nominalisation
= turning other words into
concrete
nouns
abstract
Nominalisation
= turning other words into
nouns
concrete
abstract
everyday
technical
Nominalisation
= turning other words into
nouns
concrete
abstract
everyday
technical
sparse information
condensed info
Nominalisation
= turning other words into
nouns
concrete
abstract
everyday
technical
sparse information
condensed info
A major difference between
spoken & written language
Nominalize & link the 2 sentences
1. A troop of redcoats was deployed to the
district.
2. A notorious highwayman was soon
captured.
One sentence with verbs
nominalized
1. A troop of redcoats was deployed to the
district.
2. A notorious highwayman was soon
captured.
3. The deployment of a troop of redcoats to
the district soon led to the capture of a
notorious highwayman.
Nominalize to turn 2 clauses into 1
A. Steele was very clever and so the redcoats
could not capture him.
1. Steele was very clever
2. and so the redcoats could not capture him.
Nominalize to turn 2 clauses into 1
A. Steele was very clever and so the redcoats
could not capture him.
1. Steele was very clever
Here it is an
adjective that
is nominalized
2. and so the redcoats could not capture him.
B. Steele’s cleverness enabled him to evade
capture by the redcoats.
Let’s reconsider this sentence
A. An important factor enabling
highwaymen to succeed was their
use of the flintlock pistol.
• 1 clause, nominalized Participants, a
“being” verb
B. Highwaymen succeeded as thieves
because they used flintlock pistols.
• 2 clauses, simple Participants, action
verbs
Noun (Nominal) Group Structure
Pre-modification
which
one
an
how
many
what
quality
what
type
important
Embedded clause
Head
Word
Postmod
Main
noun
further info
enabling
factor highwaymen
to succeed
Noun (Nominal) Group Structure
Pre-modification
which
one
an
how
many
what
quality
what
type
important
Head
Word
Postmodification
Main
noun
further info
enabling
factor highwaymen
to succeed
use
their
Prepositional phrase
of the
flintlock pistol
Nominalisation
1. I handed my essay in late because
my kids got sick.
2. The reason for the late submission of
my essay was the illness of my
children.
From Eggins, ‘An Introduction to Systemic Functional Linguistics’
Nominalisation
1. I handed my essay in late ll because
my kids got sick.
2. The reason for the late submission of
my essay was the illness of my
children.
From Eggins, ‘An Introduction to Systemic Functional Linguistics’
Nominalisation
I handed my essay
in late because my
kids got sick.
•2 clauses
The reason for the late
submission of my essay
was the illness of my
children
•1 clause
From Eggins, ‘An Introduction to Systemic Functional Linguistics’
Nominalisation
I handed my essay
in late because my
kids got sick.
•2 clauses
The reason for the late
submission of my essay
was the illness of my
children
•1 clause
•Human participants •Abstract participants
From Eggins, ‘An Introduction to Systemic Functional Linguistics’
Nominalisation
I handed my essay
in late because my
kids got sick.
•2 clauses
The reason for the late
submission of my essay
was the illness of my
children
•1 clause
•Human participants •Abstract participants
•Action processes
•a “being” process
From Eggins, ‘An Introduction to Systemic Functional Linguistics’
Noun (Nominal) Group Structure
Dei
Num
Epithet
the
the
completely
legitimate
Classifier
THING
Qualifier
reason
for the late
submission
of my essay
reason
for the late
submission
of my essay
Noun (Nominal) Group Structure
Dei Num
Epithet
Classifier
THING
Qualifier
the
of my
illness
children
the
of my
underillness privileged,
fatherless
children
unexpected
but quite respiratory
serious
Nominalization - So what?
 A key aspect of academicallyprized writing
 This “secret” should be made
explicit
 Again, this aspect of grammar is
about the effects of language
choices rather than notions of
correct & incorrect grammar
Yes, it is OK to
begin a sentence
with a conjunction
At last
Participants
A simple
noun group
Process
Singular verb
‘agrees’ with
singular Subject.
‘Presentation’
is a
nominalization
An additive conjunction
in Theme position
provides a link to
previous text
A simple sentence containing a single independent clause
A clause
must have a
verb group.
I know that
Participant is
not a new term
for noun.
Now let’s consider
the structure of
clauses in relation to
how they represent
the world
The clause
is the basic
message
structure in
any
language.
Clause structure
The numerous reasons for the team’s failure during the
season have been carefully considered by the committee
How the clause represents the
world
The numerous reasons for the team’s failure during the
season have been carefully considered by the committee
The numerous
reasons for the
team’s failure
during the
season
have
been
carefully
considered
by the
committee
How the clause represents the
world
The numerous reasons for the team’s failure during the
season have been carefully considered by the committee
The numerous
reasons for the
team’s failure
during the
season
Participant
have
been
carefully
considered
Circumstance
Process
What sort of process/verb is ‘consider’?:
doing, saying, thinking, feeling, being
by the
committee
Participant
How the clause represents the
world
The numerous reasons for the team’s failure during the
season have been carefully considered by the committee
The numerous
reasons for the
team’s failure
during the
season
have
been
carefully
considered
Circumstance
Participant
by the
committee
Participant
Process
Nominal (noun)
group
verb
Adverbial
group
group
Prepositional
phrase
The Value of Terminology
 To fully understand what’s going on in texts
like this, and to make it clear to students,
we need a shared set of ideas and terms.
 This shared set of ideas and terms about
language is an explicit knowledge of
grammar.
 Different text types (genres) deploy
particular kinds of grammar.
New terms
are fine if
they’re
useful.
Students
need to see
the patterns
in effective
texts.
Need there be a real
divide between
traditional and
functional grammar?
Functional
grammar
assumes
most
common
grammar
terms.