Transcript Power Points VGs Part 2

Hink Pinks
 Animal doctor
Pet Vet
 Airplane collection
Jet Set
 Large toupee
Big Wig
1
 There will be a LUCKY DRAW at the end of
this plenary.
 Have you filled out a slip of paper?
 Are you a winner?
 Or a silly sausage?
2
English Grammar 1
Lecture 5
February 5, 2016
Verb Groups Part 2
Tensed/non-tensed
Voice
MOOD
3
Object vs. Complement:
A brief explanation
You asked; I answer
More to follow in later sessions.
Object vs Complement
 Objects:
A clause element which may become
the subject through passivation.
S
F/P
O
 Tom opened the letter.
S
 The letter was opened by Tom.
 The Object is typically a NP.
Collins and Hollo, p.273
5
Object vs Complement
 Complement: a general term to elements
in the clause which are not omissible and
are controlled by the verb.
 Dave was handsome.
 Dave was a musician.
 Dave was in a band.
 He has stopped playing.
6
Object vs Complement
 Complement: a general term to elements in the clause which
are not omissible and are controlled by the verb.
S
F
 Dave was
S
F
 Dave was
Cs
handsome.
Cs
a musician.
S
F
 Dave was
Cx
in a band.
S F P
Cx
 He has stopped playing .
7
Object vs. Complement
II = clause boundaries I = constituent boundaries
S
F/P
II I Jo I carried I a backpack I II
S
F
II I Jo I is I a student I II
The complement (student) identifies the subject (Jo).
We can also be more specific: Cs: complement of the subject.
Object vs. Complement
II = clause boundaries I = constituent boundaries
S
F
II I The backpack I is I blue I II
The complement (blue) identifies the subject (backpack).
S F/P
II I Jo I likes I her new blue backpack I II
10
Review: Verb Classification
Verbs
Lexical
?
Auxiliary
?
modal
primary
material
behavioral
mental
verbal
relational
existential
Identify the FUNCTIONS in the
following: (F, P, F/P)
 May have been cheating
 Cheats
 Is cheating
12
Identify the elements
F P --------------------- May have been cheating
F/P
 Cheats
F
P
 Is cheating
 What goes under the wording? Is the
verb considered an AUX. or is it lexical?
13
Identify the elements
F
 May
modal aux
P ---------------------have been cheating
aux
aux.
lexical
F/P
 Cheats
lexical
F
P
 Is cheating
 Aux lexical
14
Having
attribute or
identity
Symbolizing
Saying
Existing
Being
Doing
Thinking
Sensing
Changing
Creating
Feeling
Seeing
Doing to,
acting
Behaving
Identify the PROCESSES in the following:
 He yelled at the TV.
 She breathed heavily in her sleep.
 The angry young man threw the computer
out the window.
 The clown thought about what make up to
wear.
16
Identify the PROCESSES in the following:
 He yelled at the TV.
VERBAL
 She breathed heavily in her sleep.
 Behavioral
 The angry young man threw the computer out
the window.
 Material
 The clown thought about what make up to
wear.
 Mental
17
LEXICAL VERBS
….Signal
…..EXPERIENTIAL MEANING…
…in texts
18
Lexical Verbs…
 …Signal EXPERIENTIAL MEANING
What kinds of lexical verbs…
Oozed
Severed
Screamed
Amputated
Exhumed
Sit
Encourage
Wait
Show
Amputated
Received
Rejoice
Oozed
Lament
Intend
20
REMINDER:
Language in the Environment
 Did you find this on MOODLE?
 An analysis will follow… online…
21
TODAY’S FOCUS
VERBS
PT.2
Interpersonal Meaning
22
Verbs are also resources for
making INTERPERSONAL meaning
Tense
Voice
Mood
 Modality
So… like the verbs
we use reveal some
interpersonal
meaning? I don’t
get it…
Let’s wait for
the next
slide…
24
TENSE
The tense system locates
interactants’ exchange of
information in time.
TENSE
 Tense selection is made in relation to
what is present (or conceptually “close”) to the
speaker-writer at the moment of
speaking-writing.
An example: Closeness/distance
 My father knows a place we can only
reach by boat. Not many people go there,
and you have to know the way through
the reef. When we arrive, cockatoos rise
from the forest in a squawking cloud. My
father says there has been a forest here
for over a hundred million years. I follow a
creek to the rain forest…
What verb tense is used above?
What meaning does the choice
of present tense construe?
This is an example of using the
present tense to construe
“closeness” and to involve the
reader .
28
Another example: Closeness/distance
 In 1559 the Inquisition issued its first index of
prohibited books. The aim of the index was to
counter the new Protestant literature, which was
seen as a threat to the Catholic faith. ..
What verb tense is used above?
What meaning does the choice of
past tense construe?
This is an example of using the
past tense to create distance to
events and relationship between
writer and reader .
Tense > time
 The essential meaning of past tense is
“distance”, “remoteness” from here and
now, from reality, and even between
persons. It can be interpreted more
generally.
 The essential meaning of present tense is
“closeness”, in terms of the speaker/writer’s
reality.
Time ≠ TENSE; TENSE > time
‘Tense’, a grammatical concept, can be
interpreted more generally than ‘time’.
 E.g. the essential meaning of past tense is
‘distance’ or ‘remoteness’ from ‘here-andnow’, from ‘reality’, and even between
‘persons’.
 The essential meaning of present tense is
‘closeness’ in terms of speaker/writer’s ‘reality’.
32
Consider
Do you
want
another
piece of
cake?
Did you
want
another
piece of
cake?
 Which is less familiar (polite?) with the greater social distance?
 Other examples:
 I wondered whether you needed anything.
 The past form distances the proposed action, making the
imposition on the hearer less direct (p. 356, Downing).
TENSE
TIME
34
Time ≠ Tense
My plane leaves tomorrow.
Leaves = present?
Every day she will arrive at the
lecture on time.
Will arrive = future? Or is this habitual present?
Time ≠ Tense
 Thousands flee persecution.
 I had just left the bank when this guy
comes up to me and asks for money.
Tense in modal verbs
Tense is actually ‘neutralized’ in modal verbs.
ALL modal verbs, not just ‘will’, express futurity in some
way because of their hypothetical nature….e.g. may
arrive; could win; might finish; would try; should
improve; ought to practice; must pass
The speaker’s attitude to a potential event is revealed in
the choice of modal verb.
37
A structural grammar’s view of TENSE
A structural grammar’s view of TENSE
English has 2 inflectionally
marked tenses:
Past
Non-Past
A structural grammar’s view of TENSE:
 There is no inflectionally marked future
tense, as the future is signaled in many
ways in English.
 She arrives later.
Simple present: programmed event
 He is going to meet her.
Present progressive: intention
 She’ll be so happy to see him.
Modal “will”: certainty: safe predictions
Focus on VERBS
‘Traditional Tense Categories’
Verb group (3rd
person)
Tense (name)
Verb group (3rd
person)
Tense
is learning
Present progressive
was learning
Past progressive
has been
learning
Present perfect
progressive
had been
learning
Past perfect
progressive
has learnt
has learned
Present perfect
had learnt
Past perfect
will have learnt
Future perfect
will have been
learning
Future perfect
progressive
Aspect = process in
progress
OR
process completed
42
A structural view of tense: (p.71, Collins & Hollo) ‘tensed’
(finite) and ‘non-tensed’(non-finite) verb forms
‘Tensed’
Simple present
‘Tensed’
Simple past
I play
We play
I played / threw
We played/ threw
You play
You (pl) play
[Vo]
You played
You (pl) played
He, she, it plays
He, she, it played
They played
[Ved]
[Vo = ‘other’]
[Vs = sing.]
They play [Vo]
‘Non-tensed’
(convey secondary tense
only)
[Ved]
[Ved]
Vi
play
to play
Ving
playing
Ven
played
thrown
43
SFG Tense Categories
Vo
Vs
Ved
Ven
Vi
Ving
44
Tensed (finite) (p.71, Collins & Hollo)
• Tensed ‘non-past’
– Vs: plays
– (3rd person singular, present tense)
– Vo: play
She plays every day at the beach.
– (for ‘others’, and1st/2nd person sing/pl)
 Tensed ‘past’
– Ved: played
They play together.
I play with her.
We play together
– (all persons have this form)
They played together all summer long.
I played everyday. We played endlessly.
45
Tensed (finite))
She plays every day at the beach.
• Tensed ‘non-past’
– Vs: plays
– (3rd person singular, present tense)
• Which is an example of VS?
•
•
•
•
They played together happily.
She usually arrives early.
She is arriving tomorrow at 8.
They are playing happily.
46
Tensed (finite))
They play together.
I play with her.
We play together
Tensed ‘non-past’
– Vo: play
– (for ‘others’, and1st/2nd person sing/pl)
• Which is an example of VO?
•
•
•
•
They played together happily.
She usually arrives early.
We leave as early as possible.
Those boys love to laugh.
47
Tensed (finite)
Tensed ‘past’
They played together all summer long.
I played everyday. We played endlessly.
– Ved: played
– (all persons have this form)
• Which is an example of VED?
•
•
•
•
They put their toes in the sand.
She usually arrives early.
We leave as early as possible.
Those boys loved to get into trouble.
48
More practice Vs, Vo, Ved?
 He eats too much candy.
 I prefer vegetables.
 We ate a lot of cake at the party.
49
Vs, Vo, Ved?
 He eats too much candy.
 I prefer vegetables.
 We eat properly.
 She baked a chocolate cake.
 We ate a lot of cake at the party.
 What word in the VG construes tense?
50
‘Non-tensed’(non-finite) verb forms (p.73,
Collins & Hollo)
• ‘Non-tensed’ conveying secondary tense, a
sense of present-ness or past-ness
– Vi : play
– (no location in time) to play (~futurity) (infinitive)
– Ving: playing
– (~present-ness, in progress)
– Ven: played, forgotten
He likes to play jazz.
He is playing with his
jazz trio.
– (~past-ness, completion);
He has played with his jazz trio for more
than 20 years.
He has forgotten nothing.
51
‘Non-tensed’(non-finite)
He likes to play jazz.
• ‘Non-tensed’ conveying secondary tense, a
sense of present-ness or past-ness
– Vi : play
– (no location in time) to play (~futurity) (infinitive)
• Which is an example of Vi?
•
•
•
•
They want to go to the beach.
She goes whenever she likes.
We leave as early as possible.
He can play very well.
52
‘Non-tensed’(non-finite)
He is playing with his
jazz trio.
• ‘Non-tensed’ conveying secondary tense, a
sense of present-ness or past-ness
– Ving: playing
– (~present-ness, in progress)
• Which is an example of Ving?
•
•
•
•
They are going to the beach.
She goes whenever she likes.
We are leaving as early as possible.
He can play very well.
53
‘Non-tensed’(non-finite)
He has played with his jazz trio
for more than 20 years.
He has forgotten nothing.
• ‘Non-tensed’ conveying secondary tense, a
sense of present-ness or past-ness
– Ven: played, forgotten
– (~past-ness, completion);
• Which is an example of Ven?
•
•
•
•
They went to the beach.
She has flown airplanes for 20 years.
They have played together since childhood.
He can play very well.
54
Vi, Ving, Ven?
 She has taken her dog to the clinic.
 Her dog was feeling poorly.
 The dog tried to eat a box of chocolate.
55
Vi, Ving, Ven?
 She has taken her dog to the clinic.
 Her dog was feeling poorly.
 The dog tried to eat a box of chocolate.
 What word in the VGs contrue TENSE?
56
Vi: Other examples
 Infinitive BASE form (the lexical stem).
 Did you finish it? (after do or modal aux)
 He wants to leave. (infinitival marker to)
 Leave immediately! (imperative clause)
 Check MOODLE for more information.
57
Ven or Ved?
 He played a new tune last week.
 He has played in the jazz trio for 20 years or
more.
 He has forgotten more jazz than you’ll ever
know.
 Ved = TENSED, past
 Ven = non-tensed;
 pastness; completion (secondary)
Ved or Ven?
Why are our children taught…?
Is it tensed? Non-tensed?
He taught our children.
 Tensed? Non-Tensed?
Ven
Ved or Ven?
 But have they proven harmless?
 Is it tensed? Non-tensed?
 He proved them harmless.
 Tensed? Non-Tensed?
TAKE A BREAK
62
VOICE
How many different ways…
 …can you use these words to form
sentences without using a “doer”?
His work
translate
into English
Voice: an extension of the
tense system: adds another 36 tenses
1.
2.
3.
4.
5.
6.
His work is be+ing translated into English
His work has be+en translated into English.
His work was (be + past) translated into English.
His work had been translated into English.
His work will be translated into English.
His work will be going to (semi-auxiliary) be translated …
The passive voice is recognized by the form
of the verb group.



The lexical verb (translate) is past participle (Ven)
form preceded by a form of ‘be’ as an auxiliary
Also GET + VEN (e.g. got eaten)
65
‘Voice’ as a resource for making
interpersonal & textual meaning
Allows ‘doer’ of verb to be omitted –
appropriate for some genres e.g.
 ‘How to’ procedural texts, flow charts where the action is
more salient to the context than the doer:
 ‘the plastic layer on the electric wire is cut off with pliers’
 Newspaper articles where legal action might result:
 ‘People have been recently abducted in Chile, Zimbabwe
& Afghanistan’.
 Enhances textual cohesion
 ‘People believed in magic. Magic was valued because…’
 “Passive voice enhances textual cohesion”.
Is this
true?
67
Function of the passive
Look at this short text:
The Curies worked together in Paris. They
discovered radium in 1898.
 The subject of the first sentence (The
Curies) is the subject of the second
sentence (they).
 Now complete these two-sentence texts
by choosing the best sentence to follow.
 1. Radium is a radioactive substance.
 a) The Curies discovered it in 1898.
 b) It was discovered by the Curies in 1898.
 2. Albert Einstein was a Swiss physicist.
 a) He developed the Theory of Relativity.
 b) The theory of relativity was developed by
him.
 3.Gone With the Wind won several Oscars.
 a) Victor Fleming directed it.
 b) It was directed by Victor Fleming.
 4. Agatha Christie was a writer of detective
fiction.
 a)Death on the Nile was written by her.
 b)She wrote Death on the Nile.
Tense Switching/
Tense/voice movement across
texts
Why?
How?
Text Example: Tense movement from
‘simple’past, to ‘timeless’ present, to present
perfect
 Educated in his native Nigeria at a primary school run by missionaries, and at
prestigious secondary schools run by the British colonists (~ 1880 – 1960),
Achebe originally wanted to become a doctor, but ultimately chose to
study English literature, graduating in 1953. For many years he worked as a
journalist, but during the Nigerian Civil War (1967 -70) he went on missions to
other countries in support of Biafra (the short-lived Christian breakaway region of
Nigeria). After the war, he became a university teacher in Nigeria, Canada
and the USA. His novels cover one hundred years of Nigerian history, and
clearly show his understanding of the tensions in African society between the
traditional and the modern, the individual and the community. He is one of the
best-known African writers, whose work has been translated into many
languages. Despite his largely ‘English’ education, he has never forgotten
his African heritage and has tried to use his literary gifts in the service of his
society.
71
Variation in TENSE/VOICE choice
 Past: a remote event, factual, non-negotiable
in the writer’s view, from which the writer
distances us readers and himself >
 Present: an ‘enduring’ description of the nature of
a Thing, seen as generally true in the writer’s ‘now’. If past
were chosen for describing, it would make Achebe’s work
more remote from the writer’s ‘now’
 Present with perfect aspect: relates past
events with the writer-readers’ ‘now’ – brings
Achebe’s past actions into current focus.
73
He likes to eat fried noodles for breakfast.
Vi, Vo, Ven?
He has eaten four bowls this morning.
Ved, Vo, Ven?
He might eat more later.
Vi, Vo, Vid, Vum?
He already has a big belly!
Primary or lexical?
74
The Bigger Picture
Step 1: Genre/purpose of text, and order of meanings/stages in
the text
Step 2: Experiential/logical meaning:
The most prominent types of Noun groups and their structure
(simple or complex)
 The most frequent process (verb) types, and stages where
they cluster in the text
Verb complementation patterns
Step 3: Interpersonal meaning
Mood patterns
Modality patterns
Tense and Voice patterns
Evaluative wording
[Step 4: Textual meaning]
Theme (wording starting each sentence)
Cohesion patterns by reference, ellipsis]
MOOOood
76
Mood
Grammatical Mood IS the order of Subject and
Finite. (S^F) It construes interpersonal meaning
because it signals what is being done/exchanged
in language between interactants.
Mood

S
F/P
girl giving kiss him
The girl is giving him a kiss.
Declarative
Give information
S^F
Is she giving him a kiss?
Interrogative
Demand
information
F^S
The boy is surprised
by the kiss.
When will they stop kissing?
The teacher___ still talking
 S^ F = The t____________ ___ still t_________
 What punctuation is used here?
 What is the purpose? (ask/give/demand
information?)
 F^S = ____ the t________ still t_________
 What punctuation is used here?
 What is the purpose? (ask/give/demand
information?)
79
The teacher
still talking
 S^ F = The teacher is still talking.
 What punctuation is used here?
 What is the purpose? (ask/give/demand
information?)
 F^S = Is the teacher still talking?
 What punctuation is used here?
 What is the purpose? (ask/give/demand
information?)
80
Dog has bone
S^F = ___________________
F^S = ____________________
81
Dog has bone
S^F =The dog has a bone.
F^S = Does the dog have a
bone?
 (Has the dog a bone? = a “marked” unusual form)
82
Types of MooOod
Declarative
(+exclamative)
indicative
Interrogative
Mood
imperative
83
Examples
What is being done?
Declarative mood
Give information / ‘tell’, ‘state’
She is
S F
giving him a kiss.
P…….
Exclamative mood
Give information / ‘exclaim’
How lovely she is!
S F
Interrogative mood
Demand information /
~ ask yes/no question
Is she giving him a kiss?
F S
Interrogative mood
Demand information
Why didn’t she
F
S
Interrogative mood
Demand information
Where has all the love
F
S
Interrogative mood
Demand information
When will they
F
S
give him a kiss?
gone?
stop kissing?
84
Examples
What is being done?
Declarative mood
Give goods & services (no special
I’ ll make the coffee.
S F
configuration of mood)
Interrogative mood
Give goods & services (an alternative choice
Shall I make the coffee?
F S
for the same speech act)
Imperative mood
Demand goods and services
Imperative mood [marked for
polarity]
Demand goods and services
Imperative mood [marked for
person]
Demand goods and services
No S
Make the coffee!
P
No F
DO make the coffee!
No S
F
YOU
S
P
make the coffee!
no F
P
85
Grammatical Mood
We can find a demand for goods and services
encoded in different kinds of grammatical
mood.
86
Grammatical Mood
Experientially: What “participants”
would most likely build up the text that
accompanies this scene?
87
Identify the MOOD; compare
Factuality
No negotiation
Which seems more assertive in interpersonal meaning? Why?
I need to see your ticket. S^F = Declarative Mood
Can I see your ticket? F ^ S = Interrogative Mood
88
Make a sentence with NO S and NO F to caption this
picture. 3,450 bonus points
Ticket!
89
Moooood…
in
90
A way of talking about Mood
 What is the writer’s most frequent mood
choice? What does this mean for the
relationship between the writer and the
reader?
 [How] does the mood choice vary?
 Is the variation appropriate/usual/unmarked?
Mood in a descriptive report:
‘The geography of China’
 China is very large country. It is about 960,000 sq kilometers.
There have many mountains in China. The highest
mountain in the world is in Tibet. It is over 8,800 metres.
China also has many famous rivers, e.g. Yellow River and
Yangtze River. In north, there are many large desert. Gobi is
the second large desert in the world. There are also many
plateaus and basins. Thirty percent of surface in China are
hills. Most of mountainous are in west of China. Another
feature of China is glaciers and plains. Isn’t the topography
of China mysterious and interesting?
S^F = Declarative Mood
A way of talking about Mood
 What is the writer’s most frequent mood
choice?
 The most frequent mood is declarative S^F
 The writer is giving information.
 There is one instance of interrogative mood:
F^S. This is inappropriate (marked) for an
information text.
Mood: Another example
 Mood in student writing
94
Mood in a ‘Letter of invitation’
Dear Principal
Are you busy? Have you eaten yet? I want
you judge our singing contest the school
hall Wednesday 27th January 3pm.
Reply us by email soon. Thank you.
Lam Kam Man (3B)
What is the most frequent mood?
What does this mean for the reader/writer
relationship?
Is it appropriate?
Mood in a ‘Letter of invitation’
Dear Principal
Are you busy? Have you eaten yet? I want
you judge our singing contest the school
hall Wednesday 27th January 3pm.
Reply us by email soon. Thank you.
Lam Kam Man (3B)
Most frequent mood: ___________( ^ )
The request formed as _________( ^ )
The final request is formed as an __________.
The mood of this text is inappropriate for a
student to a principal.
Mood in a ‘Letter of invitation’
Dear Principal
Are you busy? Have you eaten yet? I want
you judge our singing contest the school
hall Wednesday 27th January 3pm.
Reply us by email soon. Thank you.
Lam Kam Man (3B)
Most frequent mood: Interrogative (F^S)
Request formed as declarative (S^F)
Final request is formed as an imperative.
The mood of this text is inappropriate for a
student to a principal.
MOOD in the Environment
98
Mood in the HK linguistic
environment
 Signs above lift button (in HK):
Sign 1
Sterilize once
[every] two
hours
Sign 2
Sterilized once
[every] two
hours
99
Mood in the HK linguistic
environment
 Sign 1 above lift button:
Sterilize once
[every] two hours
10
0
Mood: Sign 1
Sterilize once
[every] two hours
Sign11isisininimperative
imperativemood
mood(no
(noS,S,no
noF,F,only
onlyPP
Sign
(Vi) ininverb
verbgroup
group),),making
makingthe
themeaning
meaningof
ofaa
(Vi)
demandfor
forservice/action.
service/action.Thus,
Thus,the
the
demand
intended(?)
reader
would
probably
bebe
aa
intended
reader
would
probably
cleaner(?)
. Is this the intended reader? So is
cleaner
thethe
intended
meaning?
this
Is this
intended
reader?
 So is this the intended meaning?
10
1
Mood in the HK linguistic
environment
 Sign 2 above lift button:
Sterilized once
[every] two hours
10
2
Mood: Sign 2
Sterilized once
[every] two
hours
Sign
Sign 22 isis ellipsed
ellipsed declarative
declarative mood,
mood, passive
passive
voice
voice (this
(thislift
lift (S)
(S)isis(F)
(F) sterilized
sterilized (P,
(P, Ven)),
Ven)),
making
making the
the meaning
meaning of
of giving
giving information.
information.
Thus,
Thus, the
the reader
reader isis probably
probably any
any lift
lift user.
user. IsIsthis
this
the
theintended
intendedreader?
reader?So
Soisisthis
thisthe
theintended
intended
meaning?
meaning?
10
3
WAKE UP! 4 more slides!
104
Next Plenary: February 19
 Focus: Modality
 Mid Term coming soon!
 I will release a PRACTICE text for those of
you who want to do well on the MIDTERM.
 The TEXTS used for the Midterm are from
the tutorials sessions (the homework texts). Study
these.
 Also check the sample previous Midterm
texts uploaded to MOODLE.
105
To DO
•Study for Quiz #2
•Homework text: Hummingbirds
•Work on Your Project:
•Take a photo of signage or choose your text for
Subject analysis
•Revise for the MIDTERM
Tutorials: Feb 16, 17, 18
Plenary: Feb 19
106
Tutorials
 Text Analysis
 Mood
 Tensed/non-tensed
 Language in the environment
 Mid-Course Evaluation
 HOMEWORK TEXT
107
LUCKY DRAW!!!
108