working with discoursemeaning beyond the clause.docx

working with discoursemeaning beyond the clause.docx

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workingwithdiscoursemeaningbeyondtheclause

1.Inasensethenthisbookisaninvitationtogrammarianstoreconsidermeaningintheclausefromtheperspectiveofmeaningintexts;anditisalsoaninvitationtosocialtheoriststoreconsidersocialactivityasmeaningwenegotiatethroughtexts.（P.29）

2.Grammariansareparticularlyinterestedintypesofclausesandtheirelements.Buttextsareusuallybiggerthansimpleclauses,soadiscourseanalysthasmoretoworryaboutthanagrammarian（expandedhorizons）.Bythesametoken,culturesmanifestthemselvesthroughamyriadoftexts,andsocialtheoristsaremoreinterestedinhowsocialcontextsarerelatedtooneanotherthaninhowtheyareinternallyorganizedastexts（globalhorizons）.Discourseanalysisemploysthetoolsofgrammarianstoidentifytherolesofwordingsinpassagesoftext,andemploythetoolsofsocialtheoriststoexplainwhytheymakethemeaningstheydo.（p.32）

3.Forusagenreisastaged,goal-orientedsocialprocess.Socialbecauseweparticipateingenreswithotherpeople;goal-orientedbecauseweusegenrestogetthingsdone;stagedbecauseitusuallytakesusafewstepstoreachourgoals.（p.36）

4.inourviewideologyandpowerrunthroughthewholeensembleoflanguageandculture,positioningpeoplewithineachsocialcontextashavingmoreorlesspower,andopeningornarrowingtheiraccesstoresourcesformeaning.Ofcourse,uptoapointallspeakersofalanguageshareanequalrangeofmeaning-makingresources,buttherearealsocertainvarietiesofmeaningsthatarenotequallydistributed.Theseincluderesourcesforengaginginthewrittendiscoursesofcontemporarysocialinstitutions,suchassciences,governmentandeducation.OneimportantstrandofworkinSFLhasbeentoprovideaccesstothesediscoursesthroughliteracypedagogiesgroundedindiscourseanalysis.Anotherstrandhasbeentoinvestigatetheprinciplesbywhichaccesstomeaningisunequallydistributed,alongthelinesofgeneration,gender,class,incapacityandethnicity.（p.44）

5.…amplifyingattitudeinvolvesasetofresourcesforadjustinghowstronglywefeelaboutpeopleandthings.Technicallywerefertotheseresourcesasforce.Weusethemtoturnthevolumeupordown.

Gradingexperientialboundariesinvolvesresourcesthatsharpenorblurapparentlycategoricaldistinctions.Technicallytheseresourcesarereferredtoasfocus.Theymakecutanddrieddistinctionsnegotiable.（p.71）

6.Summingupthen,whatwehavearethreemainappraisalsystems:

attitude,amplificationandsource.…Sourcecoversresourcesthatintroduceadditionalvoicesintoadiscourse,viaprojection,modalizationorconcession;thekeychoicehereisonevoice（monogloss）ormorethanonevoice（hetergloss）.Technically,sourcingresourcesarereferredtoasengagement.（82）

7.appraisalresourcesareusedtoestablishthetoneofmoodofapassageofdiscourse,aschoicesresonatewithoneanotherfromonemomenttoanotherasatextunfolds.Thepatternofchoicesisthus“prosodic”.

Theyformaprosodyofattituderunningthroughthetextthatswellsanddiminishes,inthemannerofamusicalprosody.Theprosodicpatternofappraisalchoicesconstructsthe“stance”or“voice”oftheappraiser,andthisstanceorvoicedefinesthekindofcommunitythatisbeingsetuparoundsharedvalues.Ineverydaylanguage,thesestancesareoftendiscussedasrangingalongascalefrommoreobjectivetomoresubjective.（83）

8.howtoanalyzeatextfromtheperspectiveofideation:

representingexperience?

Sequenceofphases→

sequenceofeventswithinphases→

sequenceofactivitiesanddescriptionswithinevents→

elements（participants,processandcircumstance）withinactivitiesrealizedasclauses（95-99）

9.wehaveseenhowaphaseofdiscoursecandevelop,figurebyfigure,intwogeneralways,eitherbyexpandingasanactivitysequence,orbyexpandingourpictureofanentity.Sotextsortextphasescanbeeitheractivityfocusedorentityfocused:

（110）

10.insumwehaveseenfourwaysofexpandingthemeaningofapersonorthing（participants）:

♦qualities（thatcanbeintensified）

♦classes（categoricaldistinctions）

♦qualifiers（thatspecifyorelaborateanentity）

♦parts（possessions,facets（locationinplaceortime）,measures（portionsofthewhole））

11.thetaxonomicrelationsbetweenelementsinastringareoftwogeneralkinds:

class,andwhole-part.

Fourtypes:

class,andwhole-part;Contrast（opposedinmeaning—antonyms（gradableandcomplementaryantonyms）andconverses（relationaloppositeness）,andseriesofdifferingmeanings（scalesandcycles））;synonym;repetition（p.129）

12.ingeneralthedriftinmeaning,bymeansofideationalmetaphor,hasbeenfromrealityasprocessesinvolvingpeopleandconcretethings,torealityasrelationsbetweenabstractthings,aswiththetransferencefrommarryingasprocesstomarriageasthing.Partofthereasonforthisshifthastodowiththegreaterpotentialforexpandingthemeaningofthings:

…（132）

13.Thereisasetofregularprinciplesforcreatingideationalmetaphors;forre-construingonekindofelementasanother,including:

1aprocessorqualitycanbere-construedasifitwasathing

2aprocess,oraqualityofaprocess,canbere-construedasaqualityofathing.

Theseareideationalmetaphorsoftheexperientialtype,i.e.theyareconcernedwithelementsoffigures.

Ideationalmetaphorsofthelogicaltypeareconcernedwithre-construingaconjunctionbetweenfiguresasifitwereaprocess,quality,circumstanceorthing.（132）

14.ideationalmetaphortendstore-construeourexperienceofrealityasifitconsistedofrelationsbetweeninstitutionalabstractions.Thesestrategieshaveevolvedtoenablewriterstogeneralizeaboutsocialprocesses,andtodescribe,classifyandevaluatethem.

Onecostisthatitmaybehardtorecoverwhoisdoingwhattowhom;anotheristhatthistypeofdiscoursecanbeveryhardtoreadandunderstand.

Unpackingideationalmetaphors…canhelptorevealhowtheyconstruerealityandisonekeystrategyforteachinglanguagelearnershowtheywork.（135）

15.thisdistinctionbetweenconcreteandabstractwaysofmeaningreflectsafundamentaldivisioninfieldsofactivityinmodernculturesbetweentheeverydayactivitiesoffamilyandcommunity,andthe“uncommonsense”fieldsoftechnicalprofessionsandsocialinstitutionssuchaslaw,medicineoreducation.

Everydayfieldsareorganizedprimarilybypersonalrelationsbetweeninteractingspeakers,whileuncommonsensefieldsareorganizedasmuchbywrittenrecords.（p.135）

16.kindsofentities:

concreteentities:

everyday;specialized

abstractentities:

technical;institutional;semiotic;generic（termsforclassesandparts）

metaphoricentities:

thosederivedfromprocess;thosederivedfromquality（135）

17.（external）conjunctions（andcontinuatives）serveaslogicalconnectionsbetweenfigures,addingthemtogether（addition:

additiveandalternative）,

comparingthem（comparison:

similarityandcontrast）,

sequencingthemintime（time:

successive（followingandpreceding）andsimultaneous）,

orexplainingtheircauses,purposesorconditions（consequence:

cause,means,purpose,andcondition（openandforeclose））.

Thesearealltypesoflogicalrelationsbetweenfigures.

Whileideationrepresentsexperienceasfiguresandtaxonomiesofpeople,things,processesandqualities,conjunctionlinksfigurestogetherintosequences.（139）

18.internalconjunction:

theseitemsarenotlinkingevents（events,things,orqualities）intheworldbeyondthetext;rathertheyareusedtolinklogicalstepsthatareinternaltothetextitself.（148）

…internalconjunctioncanbeusedtoorganizethestagesofatext,suchasthesequenceofArgumentsinanexposition,tolinkstepsinanargument,giveexamples,anddrawconclusions.Internalconjunctionsfallintothesamefourgeneraltypesthatwesawforexternalconjunctions:

（150）

Addition:

developing（additionandalternation）,andstaging（framingandsidetracking）（150）

Comparison:

similarityanddifference（152）

Time（orderingarguments）:

successiveandsimultaneous（153）

Internalconsequence:

concludingandcountering（154）

19.insteadofcomingatthebeginningoftheclause,continuativestypicallyoccurnexttothefiniteverbwithintheclause…

20.however,anotherperspectiveoncontinuativesisthattheycanbeusedtomanageourexpectationsindiscourse.Onthiscriterionwecangrouptogether“already,finally,still,yet,only,just,even”,sincetheyallsignalthatanactivityisinsomewayunexpected.（156）

pre-emptinganyobjectionsandcounteringthem.（158）

21.therearecertainconjunctionsthatspecificallyservetosignalcounterexpectancy.Theseincludekindsoftime,consequencesandcomparisons.

Then:

allowingforanunexpectedturnofevents.

Suddenly:

soonerthanexpected.

Temporalcontinuatives:

somethinghappeningsoonerorlater,orpersistinglongerthanonemightexpect.

Still:

persistinglongerthanmightbereasonableexpected.

Finally:

takinglongerthanexpected

22.concessiveconsequence:

concessivecauses:

evenif

although,eventhough（because）

but,however（so,therefore）

“but”canrealizeconcessivecauses,andalsocontrast,whichcanbeconfusing.Wecantestwhethertherelationisconcessionbytryingtosubstitute“but”withconjunctionsthatweknowrealizeconsequentialmeanings（“however,although”）.（159）

Concessivemeans:

evenby（by）,but（thus）

Concessivepurpose:

without（inorderto）

Concessivecondition:

evenif（if）,eventhen（then）（160）

23.unexpectedcomparisons:

infact,insteadof,rather,ontheotherhand,conversely,bycontrast

comparati