1. February 19, 2016 Modality Evaluative Language Text Grammar Grammar 1 Lecture 6 1

2.  Are these uses of “dance” tensed or not?  He dances very well.  What tense is this?  I dance very well, too.  What tense is this?  We danced very well together.  What tense is this? Clarification: Tensed/Non-Tensed

3.  Are these uses of “dance” tensed or not?  Dance, baby!!  There is no tense here. It is an infinitive/base form/  *Dance, baby!  He is/was/will be/ dancing.  Danc ing is not tensed. The tense is realized through the auxiliary.  We had/have danced together many times.  Dance d is not tensed. The tense is realized through the auxiliary. Clarification: Tensed/Non-Tensed

4. TENSED  He dances very well. (3 rd person sing) ____________  I dance very well, too. (General other) ___________  We danced very well together. ______  NON-TENSED  Dance, baby! (Infinitive) __________  He is dancing. __________  We have dance many times. _______ Clarification: Tensed/Non-Tensed

5.  Silk is one of the strongest, most flexible materials produced in the natural world.  A. declarative B. interrogative  C. exclamatory D. imperative  Do you know Mary’s last name?  A. exclamatory B. inflammatory  C. interrogativeD. Wong  Tell me his name!  A. imperative: demand for information  B. imperative: demand for goods  C. imperative: demand for service  D. I don’t know his name and stop yelling. Review: Identify the following:

6.  An interrogative is formed by:  S^F (subject before finite)  F^S (finite before subject)  S^ I (subject before interrogative)  F = S (finite become subject)  S > F (Sally is greater than Frank)  A declarative is formed by:  S^F  F^S  S^ I  F = S

7.  An imperative is formed by:  ØS ØF P (no subject, no finite, predicator)  ØS F P (no subject, finite, predicator)  S ØF P (subject, no finite, predicator)  S ^ P (subject before predicator)  P ^ S (predicator before subject)

8. Modality refers to the meaning space between ‘yes’ and ‘no’ or positive and negative polarity. She likes Durian. Change to negative polarity. Modality 8

9. Modality refers to the meaning space between ‘yes’ and ‘no’ or positive and negative polarity. Keep the negative polarity and change to past tense. Modality 9 She doesn’t like Durian.

10. Modality refers to the meaning space between ‘yes’ and ‘no’ or positive and negative polarity. Modality 10 She didn’t like Durian.

11.  Modal verbs ‘modify’ a proposition/idea/argument in various ways expressing the speaker-writer’s uncertainty between ‘something is’ and ‘ something isn’t’. That is, the speaker-writer signals an attitude of negotiability of the proposition. Attitude of negotiability

12.  Steve Jobs was the greatest innovator in modern times.  Bare assertion: high value of certainty  Steve Jobs might have been the greatest innovator in modern times.  Median value of certainty: more room for negotiation  Some say that Steve Jobs was the greatest innovator in modern times.  More space for negotiation: median value of certainty; neutrality Modality: Authoritative? Room for negotiation? Attempts to sound neutral?

13.  Modality can be used to introduce an element of doubt or certainty:  Is the writer trying to sound authoritative?  Does the speaker want to leave room for negotiation?  Is the text attempting to sound neutral?  ~ Derewianka, 2011, p. 34  Useful for your Mid-Term text analysis: meaning made by modality. Why use Modality?

14. Modality: Meaning expressed by modal auxiliaries and also by other grammatical resources

15.  A. We are clever students.  The ‘being’ (clever) is construed as certain (also present tense).  B. We may be clever students.  +probability  C. We were clever students.  Same as A, but it is more distant in terms of reader- writer relationship (tense).  It was true in the past, so modality is construed as certain.  Which expresses more certainty?

16. Identify modality in the following:  The amount is excessive.  The amount seems excessive.  The amount appears excessive.  People like to watch movies.  People usually like to watch movies.  People always like to watch movies.  She’s not seeing visitors.  Apparently she’s not seeing visitors.  It would appear that she’s not seeing visitors. Modal Space

17. MODALSPACEMODALSPACE She might teach Latin Perhaps yes, perhaps no She usually teaches Latin Sometimes yes sometimes no She ough t to teach Latin At present no, but ideally in the future She ’ll teach you Latin if you want At present no, but in the future yes if you want She can teach Latin if she wants At present no, but in the future if she wants She can teach Latin well In principle yes, at present maybe yes or no She doesn’t teach Latin She teaches Latin Definitely no Definitely yes Modal Space: Meaning Thompson, G. (2014). Introducing Functional Grammar, 3 rd Edition. Routledge: US. There are intermediate stages between “yes” and “no” (polarity)

19. What difference in meaning is made in each example of modality? She could be in bed now. She often is in bed by now. You should go to bed now. I’ll willingly go to bed now.

20. Categorize She could be in bed now. She often is in bed by now. You should go to bed now. I’ll willingly go to bed now. Probability Usuality Obligation Inclination

21.  EXAMPLES  Mary probably knows.  It’s likely that Mary knows.  I think Mary knows.  MEANING:  how likely a proposition is to be true  NAME:  PROBABLITY Examples of Modality Types

22.  EXAMPLES  Mary usually doesn’t know.  Mary sometimes asks Fred.  Fred rarely knows.  MEANING:  how frequently it is true  NAME:  USUALITY Examples of Modality Types

23.  EXAMPLES  Mary should stop pretending that she knows.  Fred ought to speak up more.  They are supposed to share the work.  MEANING:  the scale for the demanded goods-services: permissible/ advisable/obligatory  NAME:  OBLIGATION Examples of Modality Types

24.  EXAMPLES  Fred will help Mary with her speech.  Mary is not keen for Fred to help her.  Mary is determined to do it on her own.  MEANING:  inclination of the speaker to fulfill the offer; ability/willingness/ determination  NAME:  INCLINATION Examples of Modality Types

25. Types of modality probability & usuality She could/must/will be in bed. She often/usually/ went to bed. obligation & inclination You can/should/ought to/must go to bed. I’ll willingly go to bed. I’m determined to sleep early. Types of Modality 25

26.  HIGH MEDIAN LOW VALUES OF MODALITY Mary will know. She always knows. She is determined to be the best. Mary must know—it is her job! Mary probably knows. She usually knows. She is keen to know. Mary is supposed to learn about it. Mary may possibly know. She sometimes knows. She is willing to learn. Mary can learn.

27. ProbabilityUsualityObligationInclination HIGH certainalwaysrequireddetermined MEDIAN probableusuallysupposedkeen LOW possiblesometimesallowedwilling Three Values of modality Halliday, M. (2004). An Introduction to Functional Grammar, 3 rd Edition. Hodder Education: UK

28. Commitment /Value high That voice will be/is David’s. You must ask someone. median That voice must be David’s. You ought to ask someone. low That voice might be David’s. You can ask someone. More examples: P robability & O bligation 28

29. Type of modality Low valueMedian value High value Probability possiblyprobablycertainly Usuality sometimesusuallyalways Inclination be willing tobe keen tobe determined to Obligation be allowed to be supposed tobe required to [ability] [to be able to] PRACTICE: Modality: Speaker/Writer’s Commitment/Value 29 Students frequently send text messages during lectures. TYPE: VALUE:

30. Type of modality Low valueMedian value High value Probability possiblyprobablycertainly Usuality sometimesusuallyalways Inclination be willing tobe keen tobe determined to Obligation be allowed to be supposed tobe required to [ability] [to be able to] Modality: Speaker/Writer’s Commitment/Value 30 Students should not send text messages during lectures. TYPE: VALUE:

31. Type of modality Low valueMedian value High value Probability possiblyprobablycertainly Usuality sometimesusuallyalways Inclination be willing tobe keen tobe determined to Obligation be allowed to be supposed tobe required to [ability] [to be able to] Modality: Speaker/Writer’s Commitment/Value 31 Students are determined to continue to text no matter what. TYPE: VALUE:

32. Type of modality Low valueMedian value High value Probability possiblyprobablycertainly Usuality sometimesusuallyalways Inclination be willing tobe keen tobe determined to Obligation be allowed to be supposed tobe required to [ability] [to be able to] Modality: Speaker/Writer’s Commitment/Value 32 It is likely that students who text rather than engage in the lesson will not do well. TYPE: VALUE:

34. Degree of certainty the speaker wants to express Relates to obligation or permission including willingness and ability (has to)

35. Degree of certainty the speaker wants to express Relates to obligation or permission including willingness and ability

36. Degree of certainty the speaker wants to express Relates to obligation or permission including willingness and ability

37. Degree of certainty the speaker wants to express Relates to obligation or permission including willingness and ability

38. Degree of certainty the speaker wants to express Relates to obligation or permission including willingness and ability

39. Modality: Speaker/Writer’s Commitment/Value 39 Example of ModalityType of ModalityValue of Modality Median value Obligation High value 1. Students sometimes fall asleep in class. 2. Students should sleep at home. 3. She said she ’ll stay awake.

40. Evaluative Language (Appraisal) Used when… Describing Emotions Evaluating the worth and quality of things and processes Making judgments about other people’s behavior. GIVE EXAMPLES (I each)

41.  Describing emotions  The children were very upset.  The children were delighted.  Evaluating the worth and quality of things and processes  What a lovely film!  That film was a complete bore.  Making judgments about people’s behavior  She is accomplished liar.  She is very articulate. Evaluative language (appraisal)

42. I think a good teacher needs to be *understanding to all children. He or **she must also be fair and reasonable. *The teacher must work at a sensible **pace, and not demand one thing after another. The teacher also needs *to speak with a clear voice, so the children can understand. If the children have worked hard, there should be *some fun activities. Expressing attitude through evaluative language: non-modal resources 42 Find 3 other words expressing attitude.

43. Grammatical resources Metafunction: Experiential Meaning (+ logical) NOUNS Everyday/non everyday NGs (Technical/non-technical; academic; abstract or concrete) Simple or complex NGs Give examples and explanation. Analyze the structure of the noun group by writing the Function (DR, Ep, Class, H, Post –M) above the wording and Class (dv, adj, n, rel clause, pp) below the wording. Identify any relative clauses with [[ ]] VERBS Structure of VGS Are the VG structures simple or complex? (Give evidence) Logical meaning Comment on the structure of the clauses. (Give evidence and an explanation). Metafunction: Interpersonal Meaning MOOD What is the mood of the text? (Give evidence) How does the writer position him/herself? Is this appropriate for the text-type? TENSE & voice What is the tense/voice used? What interpersonal meaning does this make? MODALITY What evidence of modality is there in the text? What meaning does this make PRONOUNS Comment on pronouns in the text and the interpersonal meaning made. EVALUATIVE wording Comment on evaluative wording and the meaning construed by those choices (e.g. subjective/objective; positive negative, neutral etc). TEXT ANALYSIS : Rubrics

44. Genre/ Text Type: Causal Explanation Title: Eye Problems Text Grammar Descriptions 44

45. ‘ When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’ Text Grammar 45

46. ‘ When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’ 1. Identify the LEXICAL elements of the VG 46

47. ‘ When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’ 1. Identify the LEXICAL elements of the VG 47

48. ‘When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’  Key: relational process; material process 2. Identify the PROCESS types 48

49. Process types : Material processes construe the activity of the participant/Actor ‘light’ (light projects, light goes; image made [by light] light makes the image). Relational processes construe attributes (the image is blurred/clear). Material verbs, without Actor or with Actor ‘we’ construe cause-condition (an image is made; we make the light project) 3. What meaning do they make? 49

50.  Are they primarily simple or complex? 4. Comment on the structure of the VG Structure of Verb Groups : Verb groups are often simple, but more complex groups are ‘is made’ and ‘make x project’

51. Noun Groups: Ideational/experiential meaning When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’ Question to ask: 1. What words make up the field of the text? Question to ask: 2. What evidence is there of technical/ abstract nouns? Question to ask: 3. Are the NGs simple or complex? Is there evidence of pre- post modification?

52.  Field: A technical field is built up by: light, retina, image  Structure : While some NPs are simple (‘the retina’), several are more complex, with pre-modification e.g. different parts, and post-modification by two embedded prepositional phrases e.g. light from different parts of an object  Technicality : Noun groups light, retina and image are ‘technical’ and ‘abstract’ cognitive-academic language (CAL words). Ideational (experiential) meaning Nouns 52 When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’

53.  What is the relationship at the clause level? Is language used to show a relationship between ideas? Logical Meaning (inter-clause) 53 When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’

54.  What is the relationship at the clause level? Is language used to show a relationship between ideas?  Conditional meaning is the most prominent, construed by ‘when’ and ‘if’ X happens. Logical Meaning (inter-clause) 54 When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’

55. Interpersonal Meaning ‘When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’ What MOOD is evident above? Proof? What tense can you observe? What meaning does this make? Voice? Is there evidence of modality?

56.  Because the sole pronoun ‘ we ’ refers to the doers of science (here, the students and teacher), the text is ‘personal’ and relatively more ‘spoken’ than, for example, written academic language.  Because there are no explicitly evaluative words, the wording is for the most part, neutral. This construes scientific ‘objectivity’. Interpersonal meaning pronouns, evaluative wording 56 When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’

57. Interpersonal meaning 57 When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’ When light from different parts of an object projects to the retina, an amazing image is made. If light from different parts goes to the same part of the retina, the image is unfortunately blurred. If the doctor makes the light project to different parts of the retina, the image is crystal clear.’ Compare

58. Textual meaning Theme, cohesion (Useful for ENG1377) 58 When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’ Questions to ask: What makes this text cohesive? Questions to ask: Is there a “backbone” to the text?

59. Textual meaning Theme, cohesion 59 Questions to ask: What makes this text cohesive? Questions to ask: Is there a “backbone” to the text? When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’

60. Textual meaning Theme, cohesion 60 Questions to ask: What makes this text cohesive? Questions to ask: Is there a “backbone” to the text? When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’

61. Textual meaning Theme, cohesion 61 Questions to ask: What makes this text cohesive? Questions to ask: Is there a “backbone” to the text? When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’

62.  Because the word meanings are logically related, there is cohesion. Light, projects retina, image, made, blurred, clear.  Because the reference is appropriate (light> light > the light: an image> the image) there is cohesion.  The chosen Themes clausal, provide a logical ‘backbone’ to the text: When light from different parts of an object projects to the retina….>If we make the light project to different parts of the retina,….’ Textual meaning Theme, cohesion 62 When light from different parts of an object projects to the retina, an image is made. If light from different parts goes to the same part of the retina, the image is blurred. If we make the light project to different parts of the retina, the image is clear.’

63.  Modality :  at the text level,  role in interpersonal meaning;  types of modality  Evaluative language:  expressing attitude through modals as well as non-modal devices;  text level  Practice with Text Grammar Descriptions:  “Eye Problems” What we did

64.  Modal verbs ‘modify’ a proposition/ idea/argument in various ways expressing the speaker-writer’s uncertainty between ‘something is’ and ‘ something isn’t’. That is, the speaker-writer signals an attitude of negotiability of the proposition.  Meaning expressed by modal auxiliaries and also by other grammatical resources.  There are types and values of modality: Probability, Usuality, obligation and Inclination; High, median and low. Summary: MODALITY

65.  Evaluative Language (Appraisal) Used when… Describing Emotions Evaluating the worth and quality of things and processes Making judgments about other people’s behavior. Different grammatical resources are used. SUMMARY : Evaluative language

66.  Same Place  Same Time  DATE: FEB. 26th  NO electronic devices of any kind.  No notes.  No papers.  NO cheating.  No copying. Mid-Term Exam No surprises. You will be given a text you have already encountered during the tutorials: Koalas, Whales or Hummingbirds. Mid-Term exam rubrics are available online.

67.  Focus  Modality  TEXT Homework: Pyramids  QUIZ #2  Moved to March 8,9,10 Tutorials: 23 rd, 24 th, 25 th

68.  Plenary 8 Friday the 4 th  Topic Adjuncts, PPs  Tutorials March 8,9,10: QUIZ 2  Plenary 9 Friday the 11 th  Topic: Complementation Patterns  Tutorials March 15, 16, 17  Plenary 10 Friday the 18 th LAST PLENARY **PROJECTS DUE**  Topic: Error Correction  Tutorials: 22, 23, 24 QUIZ 3 NO TUTORIALS: March 1,2,3 FINAL EXAM: APRIL 8 TH SAME PLACE SAME TIME