I right I 3. Blame 4. Blame No one to blame Right between the Eyes

I right I 3. Blame 4. Blame No one to blame Right between the Eyes
No 1, two, blame Right between the Eyes Right between the I’s

English Grammar1 Lecture 2
Noun Groups Pre-modification

Can you tell us more about the PROJECT??
Mrs. Keh? Yes? Can you tell us more about the PROJECT?? YES! Let me give you an example or two and more information.

From your Course Outline:
Option 1: Grammar in the HK Environment There are English meanings all around you in the public environment. Collect 2 examples of English meanings in signage or adverts or other communication modes in the PUBLIC environment. Make no more than 4 slides with brief descriptions of the text of each example. Note: Sometimes the grammar may be entirely appropriate; but sometimes the grammar may be rather unconventional or idiosyncratic.

From your Course Outline:
Option 2: Subject in English clauses Write a definition of ‘Subject’ using any of the references above or a reputable web site (check with your tutor). Identify wording playing the grammatical role of Subject in natural texts. Classify the wording as word group type, x-type clause, etc. Identify patterns in your classifications. Make no more than 4 slides to present your findings.

More Information Language in the Environment
This is NOT an assignment about finding fault with a Chinese to English translation. This IS an assignment about analyzing the word choices made in signs in the local environment.

Language in the Environment
Step 1. Find a sign in the environment. Use your smartphone (Examples will follow). Step 2. Use your knowledge of Experiential (Ideational), Interpersonal and Textual meaning to analyze the sign. Step 3. Submit BEFORE the plenary on March 18th.

the space [ that ] you've got
Name: Lam Chung Yan, Yan Student Number: The advertisement appears outside the wall of an old building in Wan Chai. It is advertised by a design consultancy, which is situated just below the advertisement. It says ‘Never undervalue the space you’ve got’. Adverb 'never' modifies the verb group 'undervalue' while an ellipsed projected ‘that’ clause 'you've got' is embedded in the noun group. the space [ that ] you've got

Name: Lam Chung Yan, Yan Student Number: 11008813
The construction of interpersonal meaning in an imperative mood is achieved by a Predicator (undervalue) in the infinitival form of the verb and the omission of Subject and Finite. Hence, the writer is requesting and commanding audience to better utilize the available space of their apartment . In other words, the design consultancy is here to provide a service which can help the customer to better use their space. The ideational meaning is constructed by the noun (space) and mental verb (undervalue). The mental verb used here can hit the core in audience's mind that they would compare and examine their own situation. Also, the adverb (never) is a high value wording of usuality and hence poses a great pressure and certainty to audience to achieve the design consultancy’s advertising purpose.

Vehicle waiting will be prosecuted without warning
Name: Lam Chung Yan, Yan Student Number: Vehicle waiting will be prosecuted without warning The sign appears by the side of a road in Wan Chai also and it says 'Vehicle waiting will be prosecuted without warning'. The verb 'prosecuted' is a material verb, construing the 'doing' process and together with the non-abstract nouns 'vehicle waiting' and 'warning'. They work together to make experiential meaning. An additional information within the clause is given by 'without warning'.

Vehicle waiting will be prosecuted without warning
In fact, the clause does not make a good sense in terms of meaning because a ‘vehicle’ is not a human being. Thus, it cannot be prosecuted. It should be the driver or car owner of the vehicle waiting who will be prosecuted. The interpersonal meaning can be interpreted by means of the Mood. In the sign, the Subject precedes the Finite, developing a declarative mood. Thus, it gives information to drivers about the consequence of illegal parking. In addition, the passive voice, which is recognized by the form of the verb group, allows the doer of the action to be omitted. As a result, the focus and emphasis seems to be put more on the consequence of the illegal action. A more appropriate wording could be: Drivers with vehicles waiting will be prosecuted without warning.

This would work…

Signage in Japan

Option 2: SUBJECT in English
Do NOT merely cut and paste from a website (e.g. definitions of a “subject” + rules). You will earn an F for this (as a few students did last year). You MUST demonstrate understanding using a TEXT.

Subject in English Step 1. Step 2. Step 3.
Find a TEXT. (Check your course outline). (Examples will follow). Step 2. Provide a rich explanation of the Subject in English with examples from well-chosen texts. Step 3. Submit BEFORE the plenary on March 18th.

The text used in analysis: Thoreau. ‘Conclusion [of Walden].’
Independent project: Subject in English Student name: The text used in analysis: Thoreau. ‘Conclusion [of Walden].’ The Subject provides the person or Thing in whom is vested the success or failure of the proposition, what is ‘held responsible’ ----Eggins (2004) realizes the Thing by reference to which the proposition can be affirmed or denied -----Halliday & Matthiessen (2004) expresses the entity that the speaker wants to make responsible for the validity of the proposition being advanced in the clause -----Thompson (1996)

Although there will only be one Subject per clause, the structure of the items which can be the Subject may vary. In Thoreau’s ‘Conclusion [of Walden]’, we can observe that the most frequent structure used for Subject items is noun groups. Types of noun groups Examples Common To the sick the doctors wisely recommend change of air and scenery. Pronoun Personal …you cannot go to Tierra del Fuego this summer Indefinite One hastens to southern Africa to chase the giraffe Interrogative …which makes their graves Demonstrative …that is not the game he would be after Proper Does Mr. Grinnell know where he himself is?

In this text, the noun groups functioning the Subject Thoreau uses are often simple.
However, we can also observe some coordinated and multi-modified patterns. For example: The other side of the globe is but the home of our correspondent. Snipes and woodcocks also may afford rare sport; …a greener and sweeter grass awaits him by the Yellowstone …the earthly empire of the Czar is but a petty state…

Other Subject structures
‘There/here’ are words empty of content, and they may also function as the Subject e.g., Thank Heaven, here is not all the world …there are continents and seas in the moral world… In those examples, ‘there/here’ are not defined, whilst they represent Subject structures. A clause (that-clause, wh-clause, to-clause or Ving clause) There is no example of a clause functioning the Subject we can observe from the text. So this structure might be used with low frequency.

Assessment Descriptors
A+ A A- 15-13 B+ B B- 12-9 C+ C 8-4 C- D 3-2 F 1-0 Very thoughtful and/or creatively chosen texts. Shows thought in selecting the texts for evaluation and analysis. Concise description and evaluation of the texts. Shows very good ability to identify essential and interesting features and/or problems of grammatical resources used. Uses appropriate grammatical categories/ metalanguage of this course including functional categories. The texts chosen and analysis of the texts demonstrate excellent understanding of the course. Well-chosen text(s). Good description and evaluation of the texts. Shows good ability to identify the main features and/or problems of grammatical resources used. Attempting to employ grammatical categories/metalanguage of this course, including functional categories. The texts chosen and analysis of the texts demonstrate a good understanding of the course. Adequately appropriate text(s) chosen. Adequate description and evaluation of the texts. Shows adequate ability to identify features of grammatical resources used. Uses less or flawed metalanguage. Some demonstration of an understanding of the course. Marginally appropriate text. minimal or flawed description/evaluation of the texts. Shows inadequate ability to identify features and/or problems of grammatical resources used. Uses flawed metalanguage (or missing metalanguage). Little demonstration of an understanding of the course. Non-submission or inappropriate submission

Mooodle

Today: Lecture Plan Review Key Concepts
NEW FOCUS: Noun/ nominal groups Head Pre modifications Deictic Numerative Epithet Classifier Thing (HEAD)

REVIEW: Key Concepts: Text-based Grammar
We don’t just look at grammar at the sentence level (as in traditional grammar). We consider how grammar makes meaning at different levels (grammatical ranking). Text, joined clauses, single clauses, Word Groups, word; Morphemes We also consider how grammar choices make meaning at three levels: Experiential; Interpersonal; Textual These are called METAFUNCTIONS

Review: GRAMMATICAL RANKING
Text Joined clauses Single Clause Word group (joined words) Word Morpheme Word choices (grammar choices) MAKE meaning at three levels: Experiential, Interpersonal, Textual

Example: METAFUNCTIONS
I have three dogs. All three are rescue dogs. They were either street dogs or were abandoned. Our smallest dog, Scruffy, was abandoned by his previous owners. Although he is a pure bred animal, my little dog is not very bright.

How is Experiential meaning made?
METAFUNCTIONS I have three dogs. All three are rescue dogs. They were either street dogs or were abandoned. Our smallest dog, Scruffy, was abandoned by his previous owners. Although he is a pure bred animal, my little dog is not very bright. How is Experiential meaning made?

Dogs, rescue, abandoned, pure bred, owners; animal; street
I have three dogs. All three are rescue dogs. They were either street dogs or were abandoned. Our smallest dog, Scruffy, was abandoned by his previous owners. Although he is a pure bred animal, my little dog is not very bright. Experiential Meaning Dogs, rescue, abandoned, pure bred, owners; animal; street Logical: although

METAFUNCTIONS I have three dogs. All three are rescue dogs. They were either street dogs or were abandoned. Our smallest dog, Scruffy, was abandoned by his previous owners. Although he is a pure bred animal, my little dog is not very bright. How is Interpersonal meaning made? Reader-writer relationship Evaluative; modality; tense; voice; pronouns

Interpersonal Meaning
I have three dogs. All three are rescue dogs. They were either street dogs or were abandoned. Our smallest dog, Scruffy, was abandoned by his previous owners. Although he is a pure bred animal, my little dog is not very bright. Interpersonal Meaning Personal pronouns (I, our, my) Evaluative not very bright; abandoned (negative)verb tense/ voice simple present; two instances of passive

METAFUNCTIONS I have three dogs. All three are rescue dogs. They were either street dogs or were abandoned. Our smallest dog, Scruffy, was abandoned by his previous owners. Although he is a pure bred animal, my little dog is not very bright. How is Textual meaning made? Backbone; cohesion; theme/rheme

Textual Meaning Synonyms (for cohesion): dogs/animal
I have three dogs. All three are rescue dogs. They were either street dogs or were abandoned. Our smallest dog, Scruffy, was abandoned by his previous owners. Although he is a pure bred animal, my little dog is not very bright. Textual Meaning Synonyms (for cohesion): dogs/animal Pronoun referencing: They

Interpersonal Meaning
I have three dogs. All three are rescue dogs. They were either street dogs or were abandoned. Our smallest dog, Scruffy, was abandoned by his previous owners. Although he is a pure bred animal, my little dog is not very bright. 3 Metafunctions Experiential Meaning Dogs, rescue, abandoned, previous owners, street dogs pure bred, bright; Logical: although Interpersonal Meaning Personal pronouns (I, our, my) Evaluative not very bright; abandoned (negative); verb tense: present; facts, current relevance; past tense passive voice Textual Meaning Synonyms (for cohesion) dogs/animal; little/small Antonyms: abandoned/ rescued ABOUT TO ORGANIZED

More practice opportunities are coming!

Review: SINGLE CLAUSES
Text Joined clauses Single Clause Word group (joined words) Word Morpheme

Review Clauses Is this a clause? My little dog is not very bright.

II IMy little dogI is Inot very brightI II.
Review Clauses How many word groups? II IMy little dogI is Inot very brightI II.

F Cs S Review Clauses My little dog I is I not very bright.
What grammatical function do they realize? My little dog I is I not very bright. F Cs S “BE” is FINITE not F/P.

Text Type: Informative text Student-produced

Informative text Student-produced
PAY ATTENTION TO THIS You will have a similar task on the final exam

Butterflies TEXT LEVEL
Butterflies are insects. They laid eggs under a leaf so that birds do not get it. When it hatches out of the egg it eats and eats. When it is fat it is turning into a chrysalis for two weeks. Then it turned into a butterfly. What is the area of greatest difficulty for the student writer? (Experiential, Interpersonal)? Durkin, Ferguson and Sperring, 2005.

Butterflies TEXT LEVEL
Butterflies are insects. They laid eggs under a leaf so that birds do not get it. When it hatches out of the egg it eats and eats. When it is fat it is turning into a chrysalis for two weeks. Then it turned into a butterfly. What is the area of greatest difficulty for the student writer? Interpersonal meaning causes the most difficulties for this writer in that there is a confusion of verb tense choice. For an information text, simple present is appropriate. Durkin, Ferguson and Sperring, 2005.

Word group (joined words)
Today’s Focus Text Joined clauses Single Clause Word group (joined words) Word Morpheme

NOUN GROUPS A group (of words) centered around a NOUN.
Noun groups are sometimes called NOUN PHRASES (NPs) or NOMINAL groups. We will use NGs when analyzing GROUPS of words.

Butterflies Butterflies are insects. The butterfly lays its eggs under a leaf so that birds do not get them. When the caterpillar hatches out of the egg it eats and eats. When the caterpillar is fat it turns into a chrysalis for two weeks. Then it turns into a butterfly. Identify the NOUN GROUPS in the text.

Butterflies Butterflies are insects. The butterfly lays its eggs under a leaf so that birds do not get them. When the caterpillar hatches out of the egg it eats and eats. When the caterpillar is fat it turns into a chrysalis for two weeks. Then it turns into a butterfly. How might you describe the noun groups? Simple? Complex? Is this text suitable for young learners?

Butterflies Butterflies are insects. The butterfly lays its eggs under a leaf so that birds do not get them. When the caterpillar hatches out of the egg it eats and eats. When the caterpillar is fat it turns into a chrysalis for two weeks. Then it turns into a butterfly. The NGs are simple; non-technical (but for chrysalis). Suitable for primary students. “Chrysalis” would need to be pre-taught.

The Clause: Noun Groups
ІІButterflies І are І insects ІІ. Where are the groups of nouns? (NGs)? Are they simple or complex? S F Cs

Noun Groups in a Clause S F Cs NG NG
ІІ I Butterflies І are І insects I ІІ. S F Cs NG NG VG This Noun Group is functioning as the Complement of the Subject This Noun Group is functioning as the Subject

Noun Groups in a clause Where are the Noun Groups?
Butterflies are beautiful, flying insects with large scaly wings. Where are the Noun Groups?

Noun Groups in a clause Butterflies are beautiful, flying insects with large scaly wings. Where are the Noun Groups? Are they simple or complex?

Cs = complement of the subject
Noun Groups in a clause Butterflies are beautiful, flying insects with large scaly wings. Let’s look ONLY at the NGs Cs S F Cs = complement of the subject F = Finite (BE)

Noun Groups Butterflies are beautiful, flying insects with large scaly wings. Let’s look ONLY at the NGs

1 7 Noun Groups NG NG How many words are in each NG?
Butterflies beautiful, flying insects with large scaly wings. How many words are in each NG? Is the second NG simple or complex? NG 1 NG 7

Noun Groups Of the words in this noun group (below), which one would you say is the center or head? beautiful, flying insects with large scaly wings The Head is the focal point of a word group on which other words ‘depend’, or which other words ‘point to’ or ‘add meaning to’.

The FUNCTIONS are noted above the wording
= The Thing Post-M H beautiful, flying insects with large scaly wings Function = PRE-Modifier Function = POST-Modifier Pre-M The FUNCTIONS are noted above the wording

Modifiers: FUNCTION Modifiers tend to add information about the noun. Adjectives, other nouns, or participles, normally perform the function of Modifier before the Head noun, and relative clauses and prepositional phrases often realize the function as Modifier after the Head noun.

Add information… Post-M Pre-M
H beautiful, flying butterflies with colorful shiny wings Pre: can be adjectives, nouns, participles Post: can be Relative clauses, prep phrases Pre-M Post-M Adjective, participle Prepositional phrase

Pre-modifiers in a Noun Group
H Deictic Epithet Epithet A beautiful flying butterfly with shiny colorful wings

Pre-modifiers in a NG Pre-M1 Pre-M2 Pre-M3 Pre-M4 Deictic Numerative Epithet Classifier H Those beautiful Monarch butterflies with bright wings

Pre-modifiers in a Noun Group
H Deictic Numerative Epithet Classifier My many interesting BEd(EL) students Deictic Numerative Epithet Classifier H Those several sleeping BEd(EL) students Deictic Numerative Epithet H His one brilliant idea

Pre-modification FUNCTIONs
Deictic Numerative Epithet Classifier Head/Thing

These point to or in some way select the noun functioning as the THING. They answer: which one? Whose? These tell how many of the THING there are or in what order the occur. These describe a quality of a THING These establish the THING as a member of a class. Deictic Numerative Epithet Classifier

Deictic These point to or in some way select the noun functioning as the THING. They answer: which one? Whose? These tell how many of the THING there are or in what order the occur. These describe a quality of a THING These establish the THING as a member of a class. Numerative Epithet Classifier

Deictics inlude that silly sausage Articles Demonstratives Possessives
A, the Demonstratives This, that, these, those Possessives My, her, their, my father’s Quantifier Some, both, neither, all, a few Deictic THING that silly sausage Dem Noun

Specific Deictics Possessive Demonstrative Determinative Interrogative
This that These those THE Which(ever) What(ever) Possessive My your our His her its One’s John’s Sue’s our mother’s Whose(ever) Which person’s

Non-specific Deictics
Convey the sense of ALL or NONE or some unspecified sub-set: Both trains have left. Is either train leaving soon? All trains have left. Is there a train leaving soon? There are some trains on the track. Some trains are quite comfortable. No trains have gone by. I haven’t noticed any trains go by. Not one train has left.

Dozens of silly sausages
Numeratives Include Cardinal numbers One, two, a thousand Ordinal numbers First, second, last Numerical expressions Double, half of, a few of, half of, one-quarter Numerative THING Dozens of silly sausages numeral Noun

Epithets Include Adjectives that crazy little dog
Red, fresh, difficult, compact Epithet Epithet THING that crazy little dog adj Adj Noun

expensive Chilean wine
Classifiers Include Adjectives Australian, financial, public; Monarch Nouns acting as classifiers Cedar (tree); car (pool) Classifier THING expensive Chilean wine adj noun

Deictics + Numeratives =
Articles A, the Demonstratives This, that, these, those Possessives My, her, their, my father’s Quantifier Some, both, neither, all, a few, each, no Cardinal numbers One, two, a thousand Ordinal numbers First, second, last Numerical expressions Double, half of, a few of, half of, one-quarter Determiners Collins & Hollo (p.63) Downing (p.404): Pre-determiner Central Determiners Post determiners

Function: DR (determiner) Class: dv (determinative)
DR (diectic) Epithet Epithet H That crazy little dog with large a big personality dv adj adj noun DR (num) H Twelve candles on the birthday cake dv noun

Function: DR (determiner) Class: dv (determinative)
DR Epithet Epithet H A few crazy little dogs dv adj adj noun DR (diectic) DR (num) Epithet H Those twelve flickering candles on the birthday cake dv dv adj noun

Do what I do: Dum dum Dah Dah

“QUIZ” Scruffy is my silly little dog who came to my front door one winter. How many noun groups?

Scruffy is my silly little dog who came to my front door one winter.
How many noun groups? 2

my silly little dog who came to my front door one winter.
What is the HEAD of this noun group?

my silly little dog who came to my front door one winter.
What do we call the wording before the head? After the head?

dog Pre modification my silly little HEAD (Post Modification)
(who came to my front door one winter). We will look at post-modification next time.

DR Pre-M Pre-M Head Epithet Epithet My silly little dog dv Adj Adj Noun

Pre-Modification Practice
the juicy Granny Smith apple an expensive Tiffany necklace

Pre-Modification DR Epithet Classifier H the juicy Granny Smith apple
dv adj noun n DR Epithet Classifier H An expensive Tiffany’s necklace dv adj noun noun

Order of elements in a NG

The order of elements in a Noun group
Dr Dr Num pre-M1 (qualities) Pre-M Pre- M3 All those ten fascinating, fearsome, splendid Pre-M Classifier Classifier H old Victorian steam trains Interpersonal (personal evaluations, subjective) tend to precede experiential (objective). (Cf page 58/65, Collins & Hollo)

What we did Noun Groups: Pre-modification Above the wording:
Head Pre-modification Determiner (dr) Diectic , numerative Epithtet Classifier Below the wording: Dv (determinative) Adjective (Adjp) Noun

Next Plenary Noun Groups: Post modification
Down-shifted/ rank-shifted clauses The material will get more difficult before you know it. Build a firm foundation.

References Bloor, T. & M. Bloor. (1995). The Functional Analysis of English. Arnold: Auckland. Butt, D., R. Fahey, S. Feez, S. Spinks, & C. Yallop. (2000). Using Functional Grammar. (2nd Edition).MacMillan: Australia. Halliday, M.A.K. (2004). An Introduction to Functional Grammar (3rd Edition). Hodder Arnold: UK.

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I right I 3. Blame 4. Blame No one to blame Right between the Eyes

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