xvi ABSTRACT
Retnowati, Ika Daru, 2014. A Stylistic Study on the Mental Representations of Mavis and Connie in Toni Morrison’s Paradise. Yogyakarta: English Language
Studies, Graduate Program, Sanata Dharma University.
Toni Morrison’s Paradise is a novel which offers challenging analysis not
only in the story but also in the style. It is delivered using the multiple omniscient narrators that allow the readers to enter to the mind of every character. It is also sometimes difficult to determine which part is omniscient and by whom it is delivered.
For linguists, stylistics has offered an interesting analysis of literary text and has received serious attention. One of the analysis which is developed is the analysis of the Thought Presentation. Many linguistic features can be employed to analyze literary text. However, the Systemic Functional Grammar gives new perspectives in analysing literary text.
This research chooses Mavis and Connie as the object of the study. They have very close relationship as women living at the Convent. Nevertheless, they have different background. Thus, this research analyzes the mental representations of Mavis and Connie using the transitivity system, the mood and modality system, and the appraisals as the tools to analyze the mental representations or the phenomenalities and the thought presentations of the characters. This research has two research questions. The first is how the patterns of the linguistic features develop the mental representation of Mavis and Connie, and the second is how the styles of their mental representations differ from each other.
The result of this research shows that there are some differences in the mental development of the characters. In terms of appraisals and the modality system, the mental representation of Mavis is developed from insecurity, negative judgment and valuation to happiness. On the contrary, Connie has developed to negative attitude. At the beginning of the story she gives positive judgment and appreciation to Deacon, the one she falls in love. Then it moves to the negative judgement toward God and herself, and the last it shows the unhappiness, negative judgment to the other characters, and the high inclination to die. The modality system supports the appraisals. In terms of the phenomenalities and thought presentations, the role of the phenomenal as the phenomenon and the Indirect Thought (IT) mostly give an overall idea on the content of the excerpt, while the Free Indirect Thought (FIT) supports them. The embedded idea in Mavis is employed to compare the old Mavis and the new Mavis, but in Connie, it is used to give negative appreciation and judgment to the other Convent women. Nevertheless, Connie does not have Narrator’s Report of Thought Act (NRTA). Looking at the analyzes, it has been proven that the analyzes of the linguistic features in the mental representation of the characters can help to give better understanding to the readers on the thought of the characters and even to the mental development of the characters.
xvii ABSTRAK
Retnowati, Ika Daru, 2014. A Stylistic Study on the Mental Representations of Mavis and Connie in Toni Morrison’s Paradise. Yogyakarta: English Language
Studies, Graduate Program, Sanata Dharma University.
Paradise karya Toni Morrison adalah sebuah novel yang menawarkan analisis menantang tidak hanya dalam analisis cerita tetapi juga dalam analisis gaya bahasa. Hal ini disampaikan dengan menggunakan beberapa omniscient narrator (penutur maha tahu) yang memungkinkan pembaca untuk masuk ke
pikiran setiap karakter. Hal tersebut kadang-kadang sulit dipraktekkan untuk menentukan bagian mana yangomniscient dan oleh siapa itu disampaikan.
Untuk ahli bahasa, gaya bahasa telah menawarkan analisis yang menarik terhadap karya sastra dan telah mendapat perhatian yang serius. Salah satu analisis yang dikembangkan adalah analisis thought presentation (presentasi pemikiran).
Banyak fitur linguistik dapat digunakan untuk menganalisis teks sastra. Namun,
Systemic Functional Grammar (SFG) memberikan perspektif baru dalam
menganalisis teks sastra.
Penelitian ini memilih Mavis dan Connie sebagai objek penelitian. Mereka memiliki hubungan yang sangat dekat sebagai perempuan yang tinggal di bekas biara bernama Convent. Namun demikian, mereka memiliki latar belakang yang
berbeda. Dengan demikian, penelitian ini mencoba untuk menganalisis representasi mental Mavis dan Connie menggunakan system mood and modality
(system modus dan modalitas), transitivity (transitivitas), dan appraisals (system
penilaian) sebagai alat untuk menganalisis representasi mental atau
phenomenality dan presentasi pemikiran karakter. Penelitian ini memiliki dua
pertanyaan penelitian. Yang pertama adalah bagaimana pola fitur – fitur linguistik yang digunakan untuk mengembangkan representasi mental Mavis dan Connie dan yang kedua adalah bagaimana gaya representasi mental mereka berbeda satu sama lain.
Hasil penelitian ini menunjukkan bahwa ada beberapa perbedaan dalam perkembangan mental karakter. Dalam system penilaian dan sistem modalitas, representasi mental Mavis dikembangkan dari ketidakamanan, penilaian dan appresiasi negatif menuju kebahagiaan. Sebaliknya, Connie berkembang menuju sikap negatif. Pada awal cerita dia memberikan penilaian positif dan appresiasi kepada Deacon karena dia jatuh cinta. Hal ini kemudian bergerak ke penilaian negatif terhadap Tuhan dan dirinya sendiri dan yang terakhir menunjukkan ketidakbahagiaan, penilaian negatif terhadap karakter lain, dan kecenderungan tinggi untuk mati. Sistem modalitas mendukung system penilaian. Dalam hal
phenomenality dan presentasi pemikiran, peran phenomenal sebagai phenomenon
dan Indirect Thought (IT) sebagian besar memberikan keseluruhan gambaran
tentang konten dari suatu peristiwa, sementara Free Indirect Thought (FIT)
mendukung kedua hal diatas. Embedded idea (ide sematan) pada Mavis
digunakan untuk membandingkan Mavis yang lama dan yang baru, sedangkan pada Connie, ide sematan digunakan untuk memberikan apresiasi dan penilaian negatif kepada para wanita Convent. Namun demikian, Connie tidak memiliki
Narrator Report of Thought Act (NRTA). Melihat dari analisa, telah terbukti
xviii
tersebut dapat membantu pembaca untuk mendapatkan pemahaman yang lebih baik mengenai pemikiran dari para karakter dan bahkan perkembangan mental mereka.
A STYLISTIC ST MAVIS AND
Presented as Partial
THE GRADUAT
i
STUDY ON THE MENTAL REPRESENTA ND CONNIE IN TONI MORRISON’S PAR
A THESIS
al Fulfilment of the Requirements for the Degre Humaniora in Linguistics
by
Ika Daru Retnowati Student Number: 116332026
TE PROGRAM OF ENGLISH LANGUAG SANATA DHARMA UNIVERSITY
YOGYAKARTA 2015
ATIONS OF
ARADISE
gree of Master of
vi
ACKNOWLEDGEMENTS
I would like to thank Allah SWT for always giving me the strength and blessing me. My biggest thanks are also addressed to my thesis advisor and Language Research lecturer Dr. B.B. Dwijatmoko, M.A. for his support and inputs. I would also like to thank Dr. Fr. B. Alip, M.Pd., M.A, Dr. Novita Dewi, M.S. M.A (Hons), and Paulus Sarwoto, M.A., PhD. who have spent their time to review my thesis and give their inputs for my improvement. Then I would like to show my appreciation to Prof. Dr.Soepomo Poedjosoedarmo for improving my knowledge in English linguistics. I also thank Dr. J. Bismoko, the late Prof. Dr. C. Bakdi Soemanto, S.U., and Dr. F.X. Siswadi, M.A. for their sharing knowledge during my study, and I am also very thankful to Mbak Lelly for her help at KBI.
vii
TABLE OF CONTENTS
TITLE PAGE ...i
ADVISOR’S APPROVAL PAGE ...ii
DEFENCE APPROVAL PAGE ...iii
STATEMENT OF ORIGINALITY...iv
LEMBAR PERNYATAAN PUBLIKASI...v
ACKNOWLEDGMENTS ...vi
TABLE OF CONTENTS ...vii
LIST OF TABLES ...xi
LIST OF FIGURES ... xii
LIST OF ABBREVIATIONS AND ACRONYMS ...xiii
LIST OF APPENDICES ...xvi
ABSTRACT ...xvii
ABSTRAK ...xviii
CHAPTER 1: INTRODUCTION 1.1Background ………...1
1.2Problem Limitation ………...6
1.3Problem Formulation ………7
1.4Research Goals ………..7
1.5Benefits of the Study ……….8
viii
2.2 Transitivity System ……….14
2.3 Mood and Modality System ………19
2.4 Comment Adjunct and Appraisal Analysis ……….27
2.5 The Projection of Ideas ………...30
2.6 Thought Presentations ……….38
2.7 Related Studies ………...………….42
2.7 Theoretical Framework………...…………..45
CHAPTER 3: RESEARCH METHODOLOGY 3.1 Type of Research………....……..…...48
3.2 Method of Data Collection ………....………..……49
3.3 Method of Data Analysis ………50
3.3.1 Method to Analyze the Modality System ……….………..51
3.3.2 Method to Analyze the Appraisals ……..……….………..51
3.3.1 Method to Analyze the Transitivity System and Thought Presentation ………..…………...………52
CHAPTER 4: DATA ANALYSIS 4.1 The Linguistic Features of Mavis ……...………...54
4.1.1 The Modality System of Mavis ………..……54
4.1.1.1 The Modality System in Excerpt 1 ……...………...…..55
4.1.1.2 The Modality System in Excerpt 2 ……...……….…....58
4.1.1.2 The Modality System in Excerpt3 ……...……….………....59
ix
4.1.2.1 The Appraisal System in Excerpt 1 ……….…..63
4.1.2.2 The Appraisal System in Excerpt 2 ……….…..66
4.1.2.3 The Appraisal System in Excerpt3 ……….……….…..68
4.1.3 The Relation of the Linguistic Features to the Phenomenalities and Thought Presentations of Mavis ……….73
4.1.3.1 Phenomenal as Phenomenon ………..…………75
4.1.3.2 Indirect Thought (IT) …..……….…..76
4.1.3.2 Free Indirect Thought (FIT) ………...………79
4.1.3.4 Narrator Report of Thought Act (NRTA) and Embedded Idea ………...………..81
4.2 The Linguistic Features of Connie ……….…...……..…...82
4.2.1 The Modality System of Connie……… ………...…………..…….83
4.2.1.1 The Modality System in Excerpt 1 ……...………..83
4.2.1.2 The Modality System in Excerpt 2 ……..………..84
4.2.1.2 The Modality System in Excerpt3 ….…...………...85
4.2.2 The Appraisal System of Connie………..……….…..…...87
4.2.2.1 The Appraisal System in Excerpt 1 ……….……..88
4.2.2.2 The Appraisal System in Excerpt 2 ……….…..89
4.2.2.3 The Appraisal System in Excerpt3 ……….…..…….91
4.2.3 The Relation of the Linguistic Features to the Phenomenalities and Thought Presentations of Connie ………..….94
4.2.3.1 Phenomenal as Phenomenon ………..…………95
4.2.3.2 Indirect Thought (IT) …..………...………..…..96
x
4.2.3.4 Embedded Idea ………. 99
4.3. The Comparison on the Mental Representations between Mavis and Connie ……….……99
4.3.1 The Modality System ……….…………100
4.3.2 The Appraisal System ……….…101
4.3.3 Thought Presentation ………...………...….103
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 5.1 Conclusion ………...….108
5.2 Recommendations ……….111
BIBLIOGRAPHY ……….114
xi
LIST OF TABLES
Table 2.2.1 Types of Phenomenality ……….17
Table 2.3.1 Types of the Mood System .………...………...… 22
Table 2.3.2 Types of Modality ... 24
Table 2.4.1 Summary of Attitude ………... 27
Table 2.4.2 Comment Adjuncts and Appraisals………... 29
Table 2.5.1 The Basic Categories of Idea (Mental) Projection ………….…….. 32
Table 2.5.2 The Speech Functions of Projection ……….… 33
Table 2.5.3 The Embedded Idea with Mental Process Noun ……….…. 34
Table 2.5.4 The Techniques of Thought Presentation ………. 37
Table 4.1.1 The Modality System of Mavis ……… 55
Table 4.1.2 The Appraisals of Mavis ……..……….… 63
Table 4.1.3 The Transitivity System of Mavis ……..……….. 74
Table 4.1.4 The Phenomenalities and the Thought Presentations ………... 75
Table 4.2.1 The Modality System of Connie ………... 83
Table 4.2.2 The Appraisals of Connie ………. 88
Table 4.2.3 The Transitivity System of Connie ………... 94
xii
LIST OF FIGURES
Figure 2.3.1 Modal Adjunct ………. 21
Figure 2.3.2 The Categorization of Modality ……….….…. 25
Figure 2.5.1 Logico-Semantic Relation of Clause Complex ………...…… 31
xiii
LIST OF ABBREVIATIONS AND ACRONYMS Behv Behavioral
Cap Capacity
Cl Clause
Cog Cognitive
Com Command
Comp Composition Declrtv Declarative Des Desiderative Des Desire Dirct Direct
DT Direct Thought Em Emotive Excl Exclamative Exp Explicit Exs Existential
FDT Free Direct Thought FIT Free Indirect Thought Hap Happiness
Hi High
Imp Implicit Imprtv Imperative Incl Inclination Intrgtv Interrogative IT Indirect Thought Ma-Ph Macro-Phenomenal Mat Material
Med Median
Mi-Ph Micro-Phenomenal Neg Negative
Norm Normality
NRTA Narrator Report of Thought Act
OALD8 Oxford Advanced Learner’s Dictionary 8 MWCD11 Merriam Webster Collegiate Dictionary 11 Obj Objective
Obl Obligation Occ Occurrence
Off Offer
Per Perceptive
Ph Phenomenal
xiv Sec Security
St Statement
Sub Subjective Ten Tenacity Trnsf Transferred Usu Usuality Val Valuation Ver Veracity
xv
LIST OF APPENDICES
Appendix 1 ……… 117
1.1 Mavis ……….……….117
1.1.1 Excerpt 1 ……….…………...…...……… 117
1.1.1 Excerpt 2 ………...……….………….118
1.1.1 Excerpt 3 ………...……….………….118
1.2 Connie ……….………...119
1.2.1 Excerpt 1 ………...…...….……… 119
1.2.2 Excerpt 2 ………...…...……….……… 120
1.2.3 Excerpt 3 ………...…...………….……… 121
Appendix 2 ………..122
2.1 Excerpt 1 of Mavis ……… ………122
2.2 Excerpt 2 of Mavis ……….………129
2.3 Excerpt 3 of Mavis ……….………134
2.4 Excerpt 1 of Connie ………..…….………142
2.5 Excerpt 2 of Connie ………..……… ………149
xvi ABSTRACT
Retnowati, Ika Daru, 2014. A Stylistic Study on the Mental Representations of Mavis and Connie in Toni Morrison’s Paradise. Yogyakarta: English Language
Studies, Graduate Program, Sanata Dharma University.
Toni Morrison’s Paradise is a novel which offers challenging analysis not
only in the story but also in the style. It is delivered using the multiple omniscient narrators that allow the readers to enter to the mind of every character. It is also sometimes difficult to determine which part is omniscient and by whom it is delivered.
For linguists, stylistics has offered an interesting analysis of literary text and has received serious attention. One of the analysis which is developed is the analysis of the Thought Presentation. Many linguistic features can be employed to analyze literary text. However, the Systemic Functional Grammar gives new perspectives in analysing literary text.
This research chooses Mavis and Connie as the object of the study. They have very close relationship as women living at the Convent. Nevertheless, they have different background. Thus, this research analyzes the mental representations of Mavis and Connie using the transitivity system, the mood and modality system, and the appraisals as the tools to analyze the mental representations or the phenomenalities and the thought presentations of the characters. This research has two research questions. The first is how the patterns of the linguistic features develop the mental representation of Mavis and Connie, and the second is how the styles of their mental representations differ from each other.
The result of this research shows that there are some differences in the mental development of the characters. In terms of appraisals and the modality system, the mental representation of Mavis is developed from insecurity, negative judgment and valuation to happiness. On the contrary, Connie has developed to negative attitude. At the beginning of the story she gives positive judgment and appreciation to Deacon, the one she falls in love. Then it moves to the negative judgement toward God and herself, and the last it shows the unhappiness, negative judgment to the other characters, and the high inclination to die. The modality system supports the appraisals. In terms of the phenomenalities and thought presentations, the role of the phenomenal as the phenomenon and the Indirect Thought (IT) mostly give an overall idea on the content of the excerpt, while the Free Indirect Thought (FIT) supports them. The embedded idea in Mavis is employed to compare the old Mavis and the new Mavis, but in Connie, it is used to give negative appreciation and judgment to the other Convent women. Nevertheless, Connie does not have Narrator’s Report of Thought Act (NRTA). Looking at the analyzes, it has been proven that the analyzes of the linguistic features in the mental representation of the characters can help to give better understanding to the readers on the thought of the characters and even to the mental development of the characters.
xvii ABSTRAK
Retnowati, Ika Daru, 2014. A Stylistic Study on the Mental Representations of Mavis and Connie in Toni Morrison’s Paradise. Yogyakarta: English Language
Studies, Graduate Program, Sanata Dharma University.
Paradise karya Toni Morrison adalah sebuah novel yang menawarkan analisis menantang tidak hanya dalam analisis cerita tetapi juga dalam analisis gaya bahasa. Hal ini disampaikan dengan menggunakan beberapa omniscient narrator (penutur maha tahu) yang memungkinkan pembaca untuk masuk ke
pikiran setiap karakter. Hal tersebut kadang-kadang sulit dipraktekkan untuk menentukan bagian mana yangomniscient dan oleh siapa itu disampaikan.
Untuk ahli bahasa, gaya bahasa telah menawarkan analisis yang menarik terhadap karya sastra dan telah mendapat perhatian yang serius. Salah satu analisis yang dikembangkan adalah analisis thought presentation (presentasi pemikiran).
Banyak fitur linguistik dapat digunakan untuk menganalisis teks sastra. Namun,
Systemic Functional Grammar (SFG) memberikan perspektif baru dalam
menganalisis teks sastra.
Penelitian ini memilih Mavis dan Connie sebagai objek penelitian. Mereka memiliki hubungan yang sangat dekat sebagai perempuan yang tinggal di bekas biara bernama Convent. Namun demikian, mereka memiliki latar belakang yang
berbeda. Dengan demikian, penelitian ini mencoba untuk menganalisis representasi mental Mavis dan Connie menggunakan system mood and modality
(system modus dan modalitas), transitivity (transitivitas), dan appraisals (system
penilaian) sebagai alat untuk menganalisis representasi mental atau
phenomenality dan presentasi pemikiran karakter. Penelitian ini memiliki dua
pertanyaan penelitian. Yang pertama adalah bagaimana pola fitur – fitur linguistik yang digunakan untuk mengembangkan representasi mental Mavis dan Connie dan yang kedua adalah bagaimana gaya representasi mental mereka berbeda satu sama lain.
Hasil penelitian ini menunjukkan bahwa ada beberapa perbedaan dalam perkembangan mental karakter. Dalam system penilaian dan sistem modalitas, representasi mental Mavis dikembangkan dari ketidakamanan, penilaian dan appresiasi negatif menuju kebahagiaan. Sebaliknya, Connie berkembang menuju sikap negatif. Pada awal cerita dia memberikan penilaian positif dan appresiasi kepada Deacon karena dia jatuh cinta. Hal ini kemudian bergerak ke penilaian negatif terhadap Tuhan dan dirinya sendiri dan yang terakhir menunjukkan ketidakbahagiaan, penilaian negatif terhadap karakter lain, dan kecenderungan tinggi untuk mati. Sistem modalitas mendukung system penilaian. Dalam hal
phenomenality dan presentasi pemikiran, peran phenomenal sebagai phenomenon
dan Indirect Thought (IT) sebagian besar memberikan keseluruhan gambaran
tentang konten dari suatu peristiwa, sementara Free Indirect Thought (FIT)
mendukung kedua hal diatas. Embedded idea (ide sematan) pada Mavis
digunakan untuk membandingkan Mavis yang lama dan yang baru, sedangkan pada Connie, ide sematan digunakan untuk memberikan apresiasi dan penilaian negatif kepada para wanita Convent. Namun demikian, Connie tidak memiliki
Narrator Report of Thought Act (NRTA). Melihat dari analisa, telah terbukti
xviii
tersebut dapat membantu pembaca untuk mendapatkan pemahaman yang lebih baik mengenai pemikiran dari para karakter dan bahkan perkembangan mental mereka.
1
CHAPTER 1 INTRODUCTION
This introductory chapter contains background of the study, problem limitation, problem formulation, research goals and benefits of the study. The first section, the background, talks about why this research is worthy to conduct. The second section shows how the elaboration of this study will be limited. Next, the third section shows the problem formulation illustrated through the research questions which should be answered in this study. The fourth section states the purpose of this study, and the last section presents the contribution of this study for academic purpose.
1.1 Background
Among other studies of text, stylistics can be defined as, simply, the analysis of style. Style itself is “the way in which language is used in a given context, by a given person, for a given purpose, and so on” (Leech and Short: 2007, 9). Leech and Short (2007), then, continue that the study of style belongs to
parole which is the use and choice of the system by the writer on certain
In studying literary works, stylistics is a critical approach that puts linguistic features as tools to analyze literary texts. It concerns with the relationship between what is represented in the text to the particular features of language, “the linguistic texture of literary text” (Verdonk, 2002: 55). Barry (1995) says that doing stylistic analysis means using “scientific study of language and its structures” to seek the contribution to meaning and the effects. Moreover, “doing stylistics thereby enriches our ways of thinking about language and, as observed, exploring language offers a substantial purchase on our understanding of (literary) text” (Simpson, 2004: 3).
This study will concern with the last type of point of view, the psychologicalpoint of view, specifically the omniscient narrator.
Toni Morrison, born as Chloe Anthony Wofford, is considered as one of the most influential African American writers in the last two centuries. Gates Jr., Louis and McKay (1997) say that Morrison is the first African American writer awarded the Nobel Prize for literature in 1993. Her achievement includes the exploration of “the importance and unique beauty of African American literature” (Gates Jr., Louis and McKay, 1997: 2094). They continue that Morrison’s major themes are contemporary social issues such as
the interrelatedness of racism, class exploitation and sexism, domination and imperialism; the spirituality and power of oral folks traditions and values; the mythic scope of the imagination; and the negotiation of slippery boundaries, especially for members of oppressed groups, between personal desire and political urgencies. Her work also articulates perennial human concerns and paradoxes: how are our concepts of the good, the beautiful, and the powerful related; what is goodness and evil; how does our sense of identity derived from community while maintaining individual uniqueness? (Gates Jr., Louis and McKay, 1997: 2094).
Paradise is one of Toni Morrison’s novels which was first published in
1997. Critics believe that it is the third novel of the trilogy Beloved and Jazz.
However, its story is different from the previous novels. The story of this novel is divided into ten chapters with eight chapters titled with the name of characters. The first chapter talks about Ruby which is the setting of the stories, and the last
chapter is the epilogue. Eight women characters, the names are used as the title of the eight chapters, in Paradise bear their own stories but are still connected
through each other in the place or mansion called Convent in Ruby. Some of them,
various reasons. The migrants, then, live at the Convent with Consolata (Connie)
who has been there since the mansion is used as a school for Indian girls.
Ruby, all-black town society located in Oklahoma, is founded by nine men.
As times go by, only seven men are recognized as the founders, the fathers of the town, the holy families. The Best family is the one who is not recognized as the
founder just because its bloodline is not as dark as the others, lighter than the others, and is considered not pure. It also happens to the Cato family because of
the marriage with the Best.
Besides, the patriarchal society tends to blame women, especially Convent women for everything that happens in Ruby. The elders thinks that the Convent
women who come from various backgrounds are immoral and can endanger the town. Some of them also are not black women although until the end of the story, the author still not mentions who are black and who are white. The climax of this story is when the men force to the Convent and kill some of the women.
As Morrison’s previous great novels, Paradise carries interesting themes
and is rich of values. It presents the conventional patriarchal society which holds the traditional values and tries to keep the town pure black. In addition, Paradise
also explores the mental state of some characters. How, then, such interesting themes and values can be delivered successfully to the readers through the narrator? What style does the author choose to accommodate this process?
In addition to the interesting themes and values, Paradise offers the
of the novel is narrated by the third person narrator using particular characteristic. In some cases, the narrator is omniscient and may not be in the position of the main character. Even, the identity of the narrator itself is sometimes not clear. In other words, this novel uses multiple omniscient narrators. It means that there is more than one character whose consciousness is used to narrate the story from the inside. That fact rises other questions. Why does the author choose such kind of style? What effects does the style create?
In relation with stylistics, the analysis of the omniscient narrator should be conducted through the study of language. The pluralism of stylistics sees that “language performs a number of different functions, and any piece of language is likely to be the result of choices made on different functional levels” (Leech and Short, 2007: 24). This concept is supported by Halliday’s Systemic Functional Grammar (SFG) which believes that every language expression has functions, the ideational function, the interpersonal function and the textual function. Lock (1996) explains that the ideational function concerns with how people experience the world while the interpersonal function talks about their attitudes and judgments. The textual function, on the other hand, deals with the arrangement in the language and the coherence.
The application of SFG in analyzing a literary text has been conducted by some researchers. The transitivity (the ideational function), for example, has been used to analyze Helen McInnes’s The Hidden Target (1980). The result shows
they contribute to the mental process of the characters selected. However, to accomplish the purpose of this research, exploring the omniscient narrators, the researcher chooses the mood and modality system and the appraisals in addition to the transitivity system as the appropriate instruments.
1.2 Problem Limitation
The characters analyzed in this research are Mavis and Connie. Those characters have different interesting backgrounds, and the narrator mostly explores their psychological conditions to narrate their stories. They are also dynamic, which means they change from the beginning to the end of the story. Interestingly, they change in different ways that makes them comparable.
The discussion is limited only in the point of view. It will not talk about the plot or other aspects of narrative. The point of view itself is defined as from where, through which characters or narrators, the story is narrated. Then it is specified on the reflector mode or when the narrator is omniscient through certain character. Since it discusses the omniscient, it covers mainly on the thought presentations of the characters.
1.3 Problem Formulation
The questions to be answered in this study are in the following:
1. How do the patterns of the linguistic features develop Mavis’s and Connie’s mental process?
2. How do the styles of their mental representations differ from each other?
1.4 Research Goals
This study will try to achieve two main goals where the first goal is to find out the patterns of the linguistic features that contribute to the development of the omniscient narrators selected, Mavis and Connie. The use of linguistic features for certain purposes and how particular features are chosen to create effects are the ground of stylistic study. Simpson (2004) states that in stylistics, the language is a mean to interpret a story since the various forms, patterns and levels of language have functions that construct the story. Concerning with the linguistic features, this research will mostly deal with the SFG especially the transitivity system and the mood and modality system.
the readers involve in the discourse situation where the writers can speak to the readers through the narration. Here, the writers can choose to use particular type of narrators with certain features to narrate the story and communicate their messages.
1.5 Benefits of the Study
This study will give benefits both on the practice of SFG as a linguistic tool to conduct the stylistic analysis and on the study of multiple omniscient narrators. First, regarding its benefits on the practice of SFG, it can show how the analysis of SFG in connection with the omniscient narrators supports the stylistic analysis of literary text. Each linguistic feature of language has functions. Thus, this study will show how particular linguistic features of language are selected for certain purposes to give effects to the development of omniscient narrators and contribute to interpret the story.
Second, the study of omniscient narrators offers various styles of mental representations. The Free Indirect Thought, for example, has become a common technique in modern fiction. The other types of thought presentation can also be found in the novel with omniscient narrator. Therefore, this research will also demonstrate the various styles of thought presentation. Besides, in the case of multiple omniscient narrators, this research can show the purpose of using particular style in one character that can be different from the other.
10 CHAPTER II LITERATURE REVIEW
This chapter consists of seven sections. The first section is the review of the concept of the narrator used in this thesis. The second and the third section is the explanation of the transitivity system and the mood and modality system as linguistic features employed to analyze the data. The fourth section presents the theory the appraisals, while the fifth section is about the thought presentation. The sixth section contains the previous study in stylistics, while the last section is the theoretical framework that explains how the theories relate to each other and are appropriate for this research.
2.1 Narrators in Fiction
The study of narrators is actually part of the study of point of view for the readers can see things using the narrator’s view. Therefore, this section will begin with the review of point of view. The term point of view is not easy to define, and even stylisticians have different ideas about this term. Nevertheless, to accomplish the purpose of this research, that is to see the perspective of the characters in experiencing the world, the term point of view discussed here will refer to Fowler’s (1986) and Simpson’s (1993) psychological point of view developed
from Uspensky (1973). Similar with the complication in determining the term point of view or the taxonomy of point of view, the psychological point of view
It will start with the division from Genette (1980). According to Genette (1980), there are two kinds of basic positions of the narrator, outside the story and within the story. The former can be said as heterodiegetic while the latter is
homodiegetic. Concerning the psychological point of view, Genette (1980) also
introduces the term focalization. Focalization is divided into zero focalization,
internal focalization and external focalization. Genette (1980) does not explain
more on the zero focalization, but Simpson (1993: 30) infers that it is “the
narrative with an omniscient narrator, where the narrator says more than any of the characters know”. McIntyre (2006) states that zero focalization correspond
with Fowler’s type B. The internal focalization is “the narrative with restricted
omniscience, only fully realized in narratives of interior monologue (FID)” (Simpson, 1993: 30). Genette (1980) mentions that internal focalization consists
of the fixed (one character) and variable (more than one character). The last is the
external focalization where the narrator is objective and does not have an access
to the mental of the characters.
The difference is that type D “stressing the limitations of authorial knowledge” (Fowler, 1986: 135).
Although Simpson (1993) categorizes the psychological point of view rather
different from Genette (1980), they, actually, share some similarities. Simpson’s category A of narratives relates with Genette’s homodiegetic which means that it
is narrated by a character in the story using the first person form. On the other side, all the category B of narratives relates with Genette’s heterodiegetic. This
category is divided again into two modes depending on the consciousness of particular character. The first mode is Narratorial Mode (B(N)). It happens when the story is narrated outside the consciousness of any characters. The second mode is Reflector Mode (B(R)) which is the opposite of the Narratorial Mode.
Category A or widely known as the first person form can be identified by the presence of pronoun I or we. The following examples are taken from Leech
and Short (2007: 210 and 213).
I have just returned from a visit to my landlord – the solitary
neighbour that I shall be troubled with. This is certainly a beautiful
country! (Emily’s Brontë’s Wuthering Heights, 1959: 33)
The passage above uses the pronoun I as the indicator of the first person form
while the passage below shows the use of the pronoun we.
He was sort of flattened to the wall and his platties were a disgrace, all creased and untidy and covered in cal and mud and filth and stuff. So
we got hold of him with a few good horror show tolchocks . . .
(Anthony Burgess’ A Clockwork Orange, 1963: 20)
While category A is subjective, category B or the third person form offers more objective point of view. Unlike the first person form, pronoun I or we is
absent in this form. The example below is taken from Verdonk (2002, 42). He went into her boudoir, a remote and very cushiony place. She was sitting at her table writing letters. She lifted her face abstractedly when he entered, watched him go to the sofa, and sit down. The she looked down at her paper again. He took up a large volume which he had been reading before, and became minutely attentive to his author. His back was towards Hermione.
There is no pronoun I or we in the passage above. Instead, the pronouns used
above are he and she. The passage also shows that it is narrated in category B
Narratorial mode (B(N)) or limited third person narrator.
The passage below is also narrated by third person form. However, it is different from the previous passage.
She could not go on with her writing. Her whole mind was chaos, darkness breaking in upon it, and herself struggling to gain control with her will, as a swimmer struggles with the swirling water. But in spite of her efforts she was borne down, darkness seemed to break over her, she felt as if her heart was bursting. The terrible tension grew stronger and stronger, it was most fearful agony, like being walled up. (D. H. Lawrence’s Women in Love, 1957: 97)
In a fiction, the author has to communicate their message to the readers in the discourse situation. The author may have many purposes such as informing, asking, ordering or persuading, but typically their purpose is informing (Leech and Short, 2007). The problem is that in the written form, the author and the readers do not see each other to communicate. They only assume that there is an author and the reader. That is why there will be the implied author and implied reader. Then, to narrate the story, the implied author uses his or her character named the narrator. Furthermore, since there is also an assumption that the narrator is talking directly to the readers, they will be called as the interlocutor. However, the message from the author and the readers can be delivered not only from the direct communication between the narrator and the interlocutors but also from the conversations between characters.
2.2 Transitivity System
The first type of transitivity is the material process. This process shows the changes of the participants in some sequences of events using some inputs of energy (Halliday and Matthiessen, 2004). What did X do? is one of the questions
that can be used to test the material process (Downing and Locke, 2006). For example, in the sentence I bought some candies, the verb bought will answer the
question What did I do? Thus, the verb belongs to the material process.
Furthermore, the question Who bought the candies? can be used to test the actor.
Nevertheless, such question will not appropriate for the sentence his cat died last
night. It does not mean that the verb died does not belong to the material process.
The question to test such kind of sentence should be What happened to X?
(Downing and Locke, 2006). The former is the question to test the process of ‘doing’ while the later is to test the process of ‘happening’.
The material process consists of the process of ‘doing’ (action) and ‘happening’ (event). The participant of the process of ‘doing’ can be actor (agent), goal, recipient, and beneficiary, and the verbs in ‘doing’ are always in the form of transitive verbs (Lock, 1996), e.g. she buys them some cookies. The participants in
the process are she as the actor, them as the recipient and some cookies as the
goal. However, if the sentence is changed into She buys some cookies for them,
the role of them becomes the beneficiary. Next, the participants of the process of
ergativity analysis. For example, the verb broke can appear as both transitive and
intransitive verbs.
(1) I broke the window. (2) The window broke.
(3) The window was broken (by me).
The second type is the mental process. It deals with the contact between the mental and the world (Downing and Locke, 2006). Halliday and Matthiessen, (2004: 197) add that it is concerned “with our experience of the world of our own consciousness. They are clauses of sensing: a ‘mental’ clause construes a quantum of change in the flow of events taking place in our own consciousness”. Lock (1996) says that in the mental process, the participants are the senser and phenomenon, e.g. I know that it is just a joke. I in that example is the senser, and
that it is just a joke is the phenomenon. However, the direction of the senser and
phenomenon is not always senser – process – phenomenon. It can be in the form of phenomenon – process – senser. The former pattern is called ‘like’ type while the later is called ‘please’ type (Halliday and Matthiessen, 2004).
(4) They enjoy the performance (‘like’ type). (5) The performance amuses them (‘please’ type).
The mental process consists of four types of sensing. Halliday and Matthiessen (2004) and Lock (1996) say that it involves the perception (perceptive) process, the affection (emotive) process, the volition (desiderative) process and the cognition (cognitive) process. The perception process includes
seeing, hearing, noticing, feeling, tasting, and smelling, e.g. we see them in the park. The affection process consists of liking, loving, admiring, missing, fearing
and hating, e.g. she loves him. The volition process consists of wanting, needing,
cognition process includes thinking, believing, knowing, doubting, remembering
and forgetting, e.g. he knew the rules.
In addition to the various types of sensing, the mental process has three types of phenomenon. Halliday and Matthiessen (2004) and Eggins (2004) list them as thing (phenomenal), act (macro-phenomenal) and fact
[image:38.595.100.518.255.579.2](meta-phenomenal). The thing is realized by a nominal group while the act is realized by non-finite imperfective and the fact can be realized both by finite and non-finite perfective. In brief, the summary of the phenomenality based on Halliday and Matthiessen (2004) and Eggins (2004) can be illustrated as follow.
Table 2.2.1. Types of Phenomenality
Types of Phenomenality
Forms Examples
Thing
(Phenomenal)
Nominal group I need a dictionary.
Act
(Macro-phenomenal)
Non-finite: imperfective I saw the birds flying to the south.
Fact
(Meta-phenomenal)
Non-finite: to + perfective He wanted us to finish it
as soon as possible.
Finite She realized that
she had made a mistake.
The third type is the behavioral process. This type of process is the interface between material and mental process (Simpson, 2004). It includes verbs like
breathe, cough, sigh, cry, laugh, stare, dream and worry. The participant in this
process and the verbs in here are like thinking, listening, tasting and watching.
Downing and Locke (2006) consider this process as dynamic volitional process. The fourth type is the verbal process. The participants in this process can be sayer and addressee (receiver), and what is said is called saying (verbiage), e.g.
I’ve told her that the exam will start at 9 o’clock. In the example above, she is the
sayer, her is the addressee, and the exam will start at 9 o’clock is the saying
(Lock, 1996). Another participant that can occur in the verbal process is target. It is the one who is “acted upon verbally” (Gerot and Wignell, 1994: 62), e.g. he has
insulted them. In that example, them is the target.
The fifth type is the relational process. Lock (1996) breaks up this process into ‘being’ and ‘having’. There are two types of ‘being’. The first one is ‘attributive’ process. It has attribute and carrier as the participants, e.g. she is
smart. She is the carrier and smart is the attribute. The second one is identifying
process. It has identified (value) and identifier (token) as the participants, e.g. she
is the winner. In the identifying process, the identifier cannot be in the form of
adjective groups. It should be in the form of noun groups or nominal clauses. The participants in identifying process can also be reversed. As for the ‘having’, the participants in this type of process are possessor and possessed, e.g. she has many
friends. She is the possessor, and many friends is the possessed. The relational
process especially the attributive one can explicitly show the inner experience when the attribute has the sense of emotion (attitude), cognition (probability) or desideration (obligation) (Halliday and Matthiessen, 2004).
the presence of there, e.g. there are some references. In the sentence above, some
references is the existent (Lock, 1996).
In addition to the processes and the participants, the transitivity system also covers the circumstances. Circumstances have variety of meanings (Downing and Locke, 2006). In sentences, they may appear as adverbs or prepositional phrase. The most frequent circumstances are place and times. Both of them can show location, source, path, direction, goal, extent, extent and goal, relative, and distributive. The other circumstances are manner (manner, means, comparison, instrument), instrument, contingency (cause, purpose, reason, concession, behalf, condition), accompaniment (togetherness, additionality), modality (possibility, probability, certainty), degree (emphasize, attenuation), role (capacity), matter and evidence.
2.3 Mood and Modality System
While the transitivity system concerns with the ideational function of language, the mood and modality system is one of the components in interpersonal function of language. It expresses the attitudes and judgments of the speakers (Lock, 1996). The mood may show the attitude of one character toward another (Lock, 1996) while Simpson (1993) mentions that modality refers to the attitude of the narrator, their opinion about something and the truth expressed by the proposition. Furthermore, Simpson (2004) adds that modality also enables the narrator to express their belief and obligation, and shows their degrees of certainty.
be affirmed or denied and where the validity of information can be relied. Based on the form, Lock (1996) claims that it is always in the form of noun group, and in declarative clauses, it precedes the finite. Finite, as stated by Halliday and Matthiessen (2004), is something that limits the proposition and makes the proposition arguable. It also bounds the proposition to context in particular speech event. It can be realized by tenses and modalities with modal verbs. The following is the example of subject and finite.
I will dance
Interpersonal Mood Residue
Subj. (modal)
Finite Predicator (dance)
In addition to the subject and the finite, the mood structure also can contain predicator, complement, and adjunct. They belong to residue. Halliday and Matthiessen (2004) explain that predicator is realized by verbal group minus the temporal and modal operator. It has four functions which are to specify time reference in secondary tense, various other aspects and phases such as in a mental process, the voice (active or passive), and the processes. Like subject, complement is also realized by noun group. It is an element that has the potential to be the subject of a sentence and that has the potential to have interpersonally elevated status of modal responsibility or which is significant for the argument. In contrast, adjunct has no potential to be the subject of a sentence. Halliday and Matthiessen (2004, 123) say, “… it cannot be elevated to the interpersonal status of modal responsibility.” Below is the example of the mood structure in declarative clause.
He never plays piano with his friends.
Interpersonal Mood Residue
Subj. Mood
Adjunct that ha adjunct can be placed the mood is called mo mood is called comm chapter only elaborate Figure 2.3.1 Modal A
Adopted from: Hallid There are four declarative mood, int The interrogative mo type. Table 2 below is
modal adjunct
has interpersonal meaning is called modal ed in mood or served as comment. The one wh mood adjunct, while the other one which is pla ment adjunct. Considering the discussion of th ates the modality and the propositional commen Adjunct
liday and Matthiessen (2004, 126 and 128) ur forms of the mood system. Lock (1996) interrogative mood, imperative mood and exc mood itself can be realized through the wh-ty
is the summary of the mood system taken from
mood temporality modality modalization modulation intensity comment propositional speech-functional
al adjunct. Modal which is placed in placed outside the this research, this
ent adjunct.
6) divides it into xclamative mood. type and
yes-no-rom Lock (1996).
Table 2.3.1 Types of the Mood System
Mood Examples
Declarative I took five courses last semester.
Interrogative Wh-type How many courses did you take last
semester?
Yes-no-type Did you take five courses last semester?
Imperative Let’s take one more course.
Exclamative How complicated it is!
What a busy day!
Based on the structure, those four moods are different in their structure. The declarative mood and the interrogative mood must have subject and finite in their structure. However, the imperative mood is realized by predicator without explicit subject and finite. The exclamative mood, on the other hand, may have subject and finite or may not have subject, finite and even predicator.
As for the modality system, it can be realized through modal auxiliaries, modal adjuncts, adjectives and verbs. In short, modality may demonstrate the likelihood, requirement, wish and ability. The examples of modal auxiliary are
will, would, must, should, shall, can and could while probably, certainly and clearly are the examples of modal adjunct. Some verbs such as believe and wish,
and adjectives such as sure and obvious also represent modality. For deeper
review of modality, according to Simpson (1993), English has four modal systems, deontic modal system, boulomaic modal system, epistemic modal system and perception modal system which will be explained as the following.
(6) You may start reading (permission).
(7) You should start reading (advice).
(8) You must start reading (requirement/ obligation).
In addition to the modal auxiliaries, verbs such as permit and oblige and
adjectives such as possible and necessary can also be used to identify deontic
modal system (Simpson, 1993).
The second modal system is the boulomaic modal system. It indicates the wishes and the desires of the speakers (Simpson, 1993). The indicators of the boulomaic modal system can be verbs, adjectives and adverbs. Verbs that are frequently used in boulomaic modal system are wish, hope and regret (express
desire that something never happens). The adjective good as in it is good that she
comes early and stance adverb hopefully also indicates the desire of the speakers
(Simpson, 1993).
The third modal system is the epistemic modal system. The epistemic modal system deals with knowledge, belief and cognition of the speakers (Simpson, 1993). He continues that this system “is concerned with the speakers’ confidence or lack of confidence in the truth of a proposition expressed” (Simpson, 1993: 44). The indicators of this system include modal auxiliaries such as may, might, can,
could, should, and must, verbs such as doubt, think, suppose, and believe,
adjectives such as sure, certain, and doubtful and adverbs such as maybe, perhaps,
probably, certainly and supposedly (Simpson, 1993).
normally visual perception” (Simpson, 1993: 46). Some indicators in this modal system are the adjectives as clear, apparent, obvious and evident and the adverbs
formed from those adjectives (Simpson, 1993).
[image:45.595.106.520.289.718.2]Another theory divides the modality system into modalization and modulation. Modalization shows the validity degrees of the information while modulation relates with the speaker’s confidence in the success of exchange (Thompson, 2004). Below is the table for the types of the modality system and the values from low to high based on Thompson (2004) and Halliday and Matthiessen (2004). They can be in the form of mood adjuncts or modal verbs.
Table 2.3.2 Types of Modality
Types of Modality
Scales Examples
Modalization Probability Possible He might have returned the books.
Probable Certain
Usuality Sometimes She always sits in the front row. Often / Usually
Always Modulation Obligation Permissible /
Allowed
You should submit your paper tomorrow.
Advisable / Supposed Obligatory / Required Inclination/
willingness
Willing I’ll be here at 08:00 am. Keen
Figure 2.3.2 The Cate
Adopted from: Hallid Looking at the objective and implicit the subjective and th judgment. The former the evaluation objectiv
modality
ategorization of Modality
lliday and Matthiessen (2004, 150)
the orientation, modality can be classified a icit or explicit. According to Halliday and Mat the objective orientation deal with narrators
er shows the subjective evaluation, and the latt ctive. Look at the examples on median probabil
types modalization modulation orientations subjective objective implicit explicit values high median low polarities positive negative
as subjective or atthiessen (2004), ors’ evaluation or latter tries to make bility below.
probability
usuality
obligation
inclination
direct / on proposition
(9) I think she cries. (subjective – explicit) (10) She will cry. (subjective – implicit)
(11) She probably cries. (subjective – implicit) (12) It’s likely that she cries. (objective – explicit)
On the other hand, the implicit and explicit orientations deal with the source of conviction. Thompson (2004) gives further explanation on the implicit and explicit orientations. A clause will have implicit orientation when the modality is in the main proposition, and it will have explicit orientation when the modality is in the separate clause.
As for the polarity, a clause can be in the positive polarity, direct negative, or transferred negative. The forms of the negative affect the value of the modality.
(13) I think she doesn’t cry. (median, direct negative)
(14) I don’t think she cries. (median, transferred negative)
(15) I know she doesn’t cry. (high, direct negative)
(16) I don’t know she cries. (low, transferred negative)
(17) I imagine she doesn’t cry. (low, direct negative)
(18) I can’t imagine she cries. (high, transferred negative)
As seen in the examples above, the median value is not affected by the forms of the negative. However, the if the negative is transferred, the value is shifted from low to high or from high to low as (15), (16), (17), and (18).
2.4 Comment Adjunct and Appraisal Analysis
The analysis of modality, actually, includes not only the analysis of modals but also the analysis of comment adjunct. Comment adjunct is an adjunct in a clause, but it is significant for the clause. There are two types of comment adjunct, propositional and speech-functional. However, this research will only focus to the propositional which relates to the analysis of appraisals (Halliday and Matthiessen, 2004).
[image:48.595.101.514.202.652.2]The attitude in the appraisal system deals with semantic, the meaning of the words. Martin and White (2005) mentions three semantic regions relating with this analysis. They are emotions, ethics, and aesthetics. The first one is called affect, the second one deals with judgment, and the last one relates with aesthetics. The summary of the attitude as adapted from Martin and White (2005) can be seen in the table below.
Table 2.4.1. The Summary of Attitude
Attitude
Affect Inclination: (+/-desire) or (+/-des) Happiness: (+/-happiness) or (+/-hap) Security: (+/-security) or (+/-sec) Satisfaction: (+/-satisfaction) or (+/-sat)
Judgment Social Esteem Normality: (+/-normality) or (+/-norm) Capacity: (+/-capacity) or (+/-cap) Tenacity: (+/-tenacity) or (+/-ten) Social Sanction Veracity: (+/-veracity) or (+/-ver)
Propriety: (+/-propriety) or (+/-prop) Appreciation Reaction: (+/-reaction) or (+/-reac)
Composition: (+/-composition) or (+/-comp) Valuation: (+/-valuation) or (+/-val)
major sets, happiness, security, and satisfaction. The happiness concerns with heart such as sadness, hate, happiness, and love. Then the security deals with ecosocial well-being such as anxiety, fear, confidence, and trust, and the satisfaction deals with how to reach the goals such as ennui, displeasure, curiosity, respect (Martin and White, 2004).
While the affect concerns with feeling, the judgment concerns with the attitude toward people and their behavior. It is divided into two groups, social esteem and social sanction. Eggins and Slade (1997) as quoted by Martin and White (2005:52) state
Judgements of esteem have to do with ‘normality’ (how unusual someone is), ‘capacity’ (how capable they are) and ‘tenacity’ (how resolute they are); judgements of sanction have to do with ‘veracity’ (how truthful someone is) and ‘propriety’ (how ethical someone is).
On the other side, the appreciation concerns with the evaluation to things instead of other people’s behavior. It is divided into three types, reaction, composition, and valuation. Martin and White (2005: 56) explain about the appreciation, “… ‘reactions’ to things (do they catch our attention; do they please us?), their ‘composition’ (balance and complexity), and their ‘value’ (how innovative, authentic, timely, etc.).”
Table 2.4.2 Comment Adjuncts and Appraisals
Comment Adjuncts Appraisal
Types
On Subject Wisdom Wise Judgment:
+cap
Unwise Judgment:
-cap
Morality Moral Judgment:
+prop
Immoral Judgment:
-prop
On Whole Asseverative Natural Judgment:
+norm Obvious
Sure
Qualificative Prediction Predictable Unpredictable Presumption Hearsay
Argument Guess Desirability Desirable:
Luck Affect: +hap Desirable: Reaction Appreciation: +reac Desirable: Composition Appreciation: +comp Desirable Valuation Appreciation: +val Desirable: Security Affect: +sec Desirable:
Satisfaction Affect: +sat Desirable: Hope Undesirable: Luck Affect: -hap Undesirable: Reaction Appreciation: -reac Undesirable: Composition Appreciation: -comp Undesirable Valuation Appreciation: -val Undesirable: Insecurity Affect: -sec Undesirable:
2.5 Projection of Ideas and Facts
The speech and thought presentation has received a great attention in stylistic analysis of a story. It cannot be detached from a story since a story generally contains a number of speech and thought. Speech and thought presentation, both of them are known under the discourse presentation, are also part of the analysis about narrators in the sense that the readers can see things from the point of view of the particular narrator through the presentation of speech and thought. Various techniques in the presentation of speech and thought can create different effects in narrating the story. However, considering the focus of the study, this theoretical review will present only the thought presentation, known also as the ‘inner speech’.
Figure 2.5.1 Logico-S
Based on the presentation belongs function to expand th that the primary claus Matthiessen (2004) a locution and idea. Th the latter is the though
The projection embedded. When the paratactic, but when (Halliday and Matthi presented in quotes an and paratactic, Hallid the projection of idea
Logico- Semantic R
Semantic Relation of Clause Complex
he logico-semantic relation between clause gs to the projection type. Unlike the expandin the meaning of the primary clause, the projec
use projects the meaning of the secondary claus ) and Thompson (2004)). The projecting typ The former is known as the speech (verbal) pre
ght (mental) presentation.
n of idea can be in the form of paratactic, the two clauses have the equal status, it is en they are in the unequal status, the form thiessen, 2004). In the thought presentation, t s and the hypotactic is in reports. In addition to lliday and Matthiessen (2004) and Thompson
ea also can be in the form of embedded clause.
c Relation Dependency Hypotac Paratac Semantic Relation Expanding Projecting
ses, the thought ding type that has jecting type shows ause (Halliday and type projects both presentation while
ic, hypotactic and is in the form of orm is hypotactic , the paratactic is n to the hypotactic n (2004) add that
Table 2.5.1. The Basic Categories of Idea (Mental) Projection
Categories Examples
Quote (Paratactic) Jack thought, ‘Am I crazy?’
Report (Hypotactic) Sue hoped that the rain would stop soon.
Embedded My desire to travel abroad should be reconsidered.
The quote form is used differently from the report. When a clause is quoted (direct), “the projected paratactic quote does not need to fit in with the projecting clause in mood, reference, register, dialect, etc” (Thompson, 2004: 210). On the other hand, when a clause is reported (indirect), the meaning, rather than the word, is projected. Thus, it is “fully incorporated into our own message, there is a greater degree of fit with the projecting clause: the mood choices reflect our present context and purpose, as do the reference items; and there is typically consistency of register and dialect” (Thompson, 2004: 210). The following is the example how to analyze the projection of ideas.
He knew she was angry
Interpersonal α ‘β
Mood Residue Mood Residue
Subject Fin. Predic. Subj. Fin. Predic. Compl. Experiential Senser Mental-Cog Carrier Relational Attribute
Table 2.5.2. The Speech Functions of Projection
The Speech Functions Forms Examples
Propositions Statement
(Declarative) Finite
Jill felt that she was really tired.
He wondered where he put his wallet.
Question (Interrogati ve) yes-no wh-
Proposals Command (Imperative)
1. Finite: with modulation
should, ought to, must, have to, is to, might, could, would
2. Non-finite a. Perfective b. Imperfective (limited)
(1) I wish she would
come.
(2a) She wants the students to explain it
clearly.
(2b) “She suggested
talking it over”
(Halliday and Matthiessen, 2004: 459)
Offering
So far, the examples above show that the projected clause is projected by the mental process with senser, but it is not always so. The idea can be explicitly recognized when it serves as post-modifier (qualifier) of the noun usually derived from verb of report in embedded clause, e.g. his friends have the same doubt with
him whether the examination schedule has changed.Doubt in the example above
is the projection noun, and the examination schedule has changed is the idea
projected. Other examples of the projection nouns are thought, belief, knowledge,
feeling, notion, suspicion, sense, idea, expectation, view, opinion, prediction,
assumption, conviction, discovery, question, intention, desire, hope, inclination,
The embedded idea as the above may have some patterns. The table below is the summary from Halliday and Matthiessen (2004: 469).
Table 2.5.3 The Embedded Idea with Mental Process Noun
Propositions Stating Finite: that + indirect indicative
Non-finite: of + imperfective
Questioning Finite: if/ whether or
wh- +indirect indicative Non-finite: whether or
wh- + to + perfective
Proposals Offering,
Suggestion Finite: future indirect indicative Non-finite: to + perfective or of + imperfective
Commanding Finite: modulated (future indirect indicative)
Non-finite: to + perfective
Besides, the projected idea can be embedded with adjective and noun indicating the types of sensing. They should indicate cognition, probability, usuality, emotion, desire and obligation (Halliday and Matthiessen, 2004).
(19) Now, it is clear for him that his friend has betrayed him (Attributive
relational process).
(20) The surprising fact is that many people in the village have not been
evacuated (Identifying relational process).
(21) There is a possibility that they will reject the legislation (Existential
process)
labels and evaluations, e.g. it is strange that the room is empty. The fact
implicitly denotes the mental process. According to Halliday and Matthiessen (2004), it has four subclasses that have to show cases, chances, proofs and needs.
The fact can be embedded in either relational process or impersonal mental process. Those two types are the most common processes. It can be embedded in existential process also, but it is very rare.
(22) It is the case that he robs the bank (Relational process).
(23) It seems that she will go for a long time (Impersonal mental process).
(24) There are evidences that she commits suicide (Existential Process).
The embedded clause can also appear with mental process verbs. See the examples below.
(25) She thought that her dog was happy.
(26) She
