00051000947 an analysis of modality used in the book percy jackson and the olympians the lightning thief by rick riordan 00051000947 an analysis of modality used in the book percy jackson and the olympians the lightning thief by rick riordan
INTRODUCTION
Rationale
Language is essential for human communication, allowing individuals to express thoughts, emotions, and social relationships In Systemic Functional Linguistics (SFL), this aspect is known as interpersonal meaning, which enables speakers to negotiate relationships and convey attitudes toward their subjects A central element of interpersonal meaning is modality, reflecting the speaker's stance on probability, obligation, and willingness, thereby shaping the way messages are interpreted and understood.
Research on modality in literature underscores its crucial role in character development, narrative progression, and social relationships Huang (2014) revealed that modality reflects a protagonist's inner growth, while Thompson (2004) emphasized its importance in shaping power dynamics within stories Additionally, Nguyen et al (2022) explored how modality conveys authority and autonomy in narratives Overall, these studies establish modality as an essential tool for analyzing interpersonal meaning and understanding character interactions in literary works.
Rick Riordan’s *Percy Jackson and the Olympians: The Lightning Thief* is a highly acclaimed novel that masterfully blends Greek mythology with modern storytelling, captivating readers through its engaging plot The novel's success is also driven by its nuanced linguistic features, particularly modality, which play a crucial role in illustrating characters' internal conflicts and emotional growth Specifically, the use of modality highlights Percy Jackson’s journey from being a reluctant hero to becoming an empowered protagonist, reflecting his developing sense of agency Additionally, these linguistic choices deepen the portrayal of evolving interpersonal relationships, emphasizing the characters’ emotional and psychological transformation throughout the story.
This research examines the role of modality in shaping Percy Jackson’s character development and the narrative dynamics of *The Lightning Thief* By analyzing the use of modality throughout the novel, the study reveals how linguistic choices reflect Percy’s personal journey and enhance the storytelling Understanding this connection provides insights into how modality influences character growth, agency, and the overall progression of the narrative This approach highlights the importance of modality as a literary device that deepens reader engagement and emphasizes key themes of heroism and self-discovery.
Aim of the Study and Research Questions
The primary purpose of this study is to investigate the use of modality in
"Percy Jackson and the Olympians: The Lightning Thief" effectively conveys interpersonal meaning through the use of modal expressions By analyzing Rick Riordan's strategic use of modality, the study reveals how these linguistic choices enhance character development, deepen interpersonal relationships, and shape the narrative This approach demonstrates how the author skillfully manipulates language to create an engaging and immersive reading experience, making modality a key element in conveying the story's emotional and relational dynamics.
This study explores the role of modality in conveying interpersonal meaning within the text, highlighting its significance in author-message communication Based on M.A.K Halliday’s Systemic Functional Linguistics (SFL) theory, the research aims to identify and categorize the various types of modalities present in the book Understanding these modality types provides deeper insights into the author’s attitudes, judgments, and levels of commitment, enhancing the overall interpretation Analyzing modality through the lens of SFL offers valuable perspectives on how language functions to establish relationships and influence readers.
To achieve the aim provided, this research seeks to answer the following questions:
1 How is Modality realized in the book Percy Jackson and the Olympians: The
Lightning Thief by Rick Riordan?
2 How do modal expressions in the book contribute to the development of Percy Jackson’s character, interpersonal relationships, and the progression of the narrative?
Scope of the Study
This study examines the use of modality in narrative literature, with a specific focus on Rick Riordan's "The Lightning Thief." It explores how modality is conveyed through lexical items and non-lexical means, including paralinguistic and prosodic features Understanding modality in this context enhances our comprehension of authorial choices and character expression within literary texts.
2008) However, this study will focus exclusively on the linguistic realization of modality, and other non-lexical methods will not be included in the analysis
This research focuses on analyzing the development of Percy Jackson, the main character, by examining segments containing instances of modality These segments are carefully extracted from both his dialogue and the narrative text, as the book is written in first-person perspective The study aims to understand how Percy Jackson's language reflects his personality and growth throughout the story, providing insights into character development through modal expressions within the narrative.
Significance of the Study
This study examines the influence of modality and interpersonal meaning in narrative texts, especially novels, using Systemic Functional Linguistics (SFL) The research provides valuable insights applicable to linguistics, literary criticism, education, and creative writing.
This study explores how authors employ modality to craft narrative voices, develop characters, and build immersive worlds in fantasy literature It demonstrates that modality is essential for establishing the rules and realities of fictional settings, enhancing their believability and engagement Through analysis of *The Lightning Thief*, the research highlights the significant role of modal verbs, adverbs, and expressions in enriching world-building, deepening emotional resonance, and intensifying narrative tension, thereby creating a compelling reading experience.
This research provides a valuable tool for analyzing character development and thematic expression in literary criticism, deepening our understanding of authorial intent By examining modality, we can uncover a character’s growth, struggles, and evolving attitudes, which significantly influence the tone and mood of the narrative This approach enhances discussions on narrative techniques and stylistic elements, contributing to more nuanced literary analysis.
Analyzing modality from an educational perspective enhances students’ critical reading and interpretive skills by helping them understand how language shapes meaning and influences emotional engagement This process fosters a deeper understanding of texts, enabling learners to identify key linguistic features and assess their impact As a result, students improve their literary analysis abilities and develop greater empathy for characters and authors, making their overall comprehension more nuanced and insightful.
This study offers valuable examples of teaching modality to illustrate tone, mood, and power dynamics in literature Educators can leverage these insights to enhance students' understanding of complex texts, ultimately improving their analytical and writing skills Incorporating these strategies into literature instruction encourages deeper engagement and critical thinking among students.
For writers, understanding modality aids in crafting emotionally resonant narratives Writers can make deliberate stylistic choices to create tension, convey characters' attitudes, and enhance reader engagement
This research fills important gaps in academic literature by providing scholars, educators, students, and creative professionals with essential insights into how modality influences narrative structure, character development, and emotional impact By examining these key elements, the study deepens our understanding of the role language plays in storytelling, enriching our appreciation for the power of modal expressions to shape compelling narratives.
Methods of the Study
This study integrates both descriptive qualitative and quantitative methods to analyze modality in the text The qualitative approach involves examining text segments to identify and classify modality markers by type, value, and orientation, providing in-depth insights Meanwhile, the quantitative method calculates the frequency and percentage of each modality marker, offering measurable data on their usage This comprehensive analysis of modality aligns with Halliday’s Systemic Functional Linguistics (SFL) framework, ensuring a thorough understanding of modality’s role and functions within the text.
An Overview of the Rest of the Paper
The rest of the paper consists of four chapters as follows:
LITERATURE REVIEW
Systemic Functional Grammar
The system of laws that regulate a language is the typical definition of
Grammar refers to the study of the fundamental principles that govern language structure and usage, often outlined in dedicated grammar books These guidelines are traditionally viewed as a set of strict rules that either must be followed or consciously disregarded Adhering to grammatical principles enables speakers to produce clear and meaningful utterances Understanding proper grammar is essential for effective communication, as it ensures clarity and coherence in both spoken and written language.
Systemic Functional Grammar (SFG) offers a unique perspective on understanding language by emphasizing patterns over rigid laws It posits that speakers select language patterns aligned with their intended meanings, rather than following fixed conventions Unlike traditional grammar rules, SFG provides a set of resources for analyzing and defining these patterns and their associated meanings This approach views language as a flexible system where choices are driven by communicative intent, making it a valuable framework for understanding how meaning is constructed in context (Butt et al 2003).
SFG was developed by British-born linguist M A K Halliday, who now lives in Australia The theory was first introduced in Halliday's seminal paper
Since 1961, Halliday has dedicated his professional career to developing and refining the Theory of Grammar His 2004 rewrite of "An Introduction to Functional Grammar" remains the industry standard, showcasing his ongoing contribution to linguistic theory.
Levels of Language according to SFG
SFG model of language contains two sets of levels: the linguistic, and the extralinguistic
The linguistic level forms the structural foundation of a text by addressing the question, "How does this text mean what it does?" It comprises three interconnected components: semantics, lexicogrammar, and expression Semantics encodes meaning through three metafunctions—experiential, interpersonal, and textual—that operate simultaneously and are linked to context, with field aligning to experiential, tenor to interpersonal, and mode to textual metafunctions (Halliday & Matthiessen, 2014) Lexicogrammar involves the system of words and their arrangements, integrating vocabulary and grammar to realize meaning, with the clause serving as the fundamental unit for expressing actions, existence, and emotions (White, 2000; Bloor & Bloor, 1995) Expression pertains to the physical realization of language through sound, writing, and gestures, including intonation, body language, punctuation, and typography These layers work together to produce complex, meaningful communication, highlighting the intricate link between linguistic form and meaning.
The extralinguistic level of language involves non-linguistic factors that influence how meanings are expressed through linguistic patterns It includes the context of culture, which encompasses shared societal meanings like greetings, jokes, apologies, and metaphors that are realized through language, and the context of the situation, which involves social elements such as field (subject matter), tenor (relationship dynamics), and mode (communication form) These components interact to shape linguistic choices, reflecting how meaning is negotiated within specific contexts Overall, cultural and situational contexts demonstrate the deep connection between language and society, showing how extralinguistic factors give rise to particular linguistic patterns and meanings (Halliday & Hasan, 1989).
Types of Meaning
Halliday and Matthiessen (2014) explain that language expresses three main types of meaning through its clauses: ideational, interpersonal, and textual These are known as the metafunctions of language, highlighting how language functions to represent experience, establish social relationships, and organize discourse Understanding these metafunctions is essential for effective communication and language analysis.
Ideational meaning, the first metafunction of language, captures an individual's experience and perception of the world by highlighting who is involved in an action, what the action is, and the surrounding circumstances Analyzing a text's ideational meaning involves examining clause transitivity, as outlined by Thompson in "Introducing Functional Grammar" (2000) This process includes identifying the type of process—such as Material, Mental, Relational, Verbal, Behavioural, or Existential—and understanding the roles and relationships of the participants involved in each process.
Interpersonal meaning is a vital aspect of language that reflects social interactions and relationships between the speaker and listener It involves expressing the speaker's attitudes, viewpoints, and evaluations of a topic, shaping effective communication As a key component of language metafunction, interpersonal meaning plays a central role in understanding how speakers convey their intentions and establish social connections Further details on this concept will be elaborated in the upcoming section.
Textual meaning, the third metafunction, focuses on how ideas are organized to ensure seamless integration within the surrounding text, highlighting the importance of overall cohesion It emphasizes how writers and speakers structure their discourse to effectively communicate messages and engage their audience.
Halliday's linguistic approach emphasizes three key dimensions of language variation: Field, Tenor, and Mode Field pertains to the content and purpose of language within specific contexts, driven by ideational meaning Tenor concerns the relationships and roles between participants, influencing interpersonal meaning through social dynamics and language functions Mode refers to the communication channel, shaping how information is transmitted and interpreted, as part of the textual meaning of language These dimensions help explain how language adapts to different communicative situations, enhancing both understanding and effectiveness.
Interpersonal Metafunction
The Interpersonal metafunction is a crucial aspect of communication that involves individuals exchanging ideas, emotions, and sentiments with others According to Halliday and Matthiessen (2014), this metafunction encompasses interactive and personal actions, enabling direct expression of feelings and understanding Grammatically, the Interpersonal metafunction is reflected in clause structures that function as interactive events, engaging the speaker, writer, and audience—whether listeners or readers—in meaningful communication This perspective highlights the importance of language in conveying personal and social interactions effectively.
According to Halliday (1985), engaging in language allows individuals to establish social bonds, emphasizing the fundamental role of communication in relationships He identifies two primary speech functions: giving and demanding, which serve as the basic roles in interpersonal interactions These functions are essential for understanding how language facilitates connection and social cohesion.
Table 2.1: Basic roles of communicative language (Halliday, 2004)
Exchanged commodity goods & services information giving offer
E.g Would you like another cup of coffee? statement
E.g She was offering me another cup of coffee demanding command
E.g Give me another cup of coffee! question
E.g What was she offering you?/ Was she offering you another cup of coffee?
Halliday (1994) highlights that interpersonal meaning within a clause is conveyed through two key systems: Mood and Modality Mood pertains to the grammatical form of the clause, such as declarative, interrogative, or imperative, shaping how the speaker interacts with the listener Modality expresses the speaker's attitude or stance towards the proposition, reinforcing the clause's communicative intent Understanding these systems is essential for analyzing how language constructs social relationships and interpersonal dynamics in communication.
Modal verbs like can, must, and should effectively indicate different levels of obligation or commitment in communication When used in speech or writing, these words help convey a speaker's or writer's level of certainty, necessity, or obligation regarding their statements, making the message clearer to the listener or reader.
In Systemic Functional Linguistics (SFL), also known as Systemic Functional Grammar (SFG), Mood is a crucial grammatical resource that expresses interpersonal meaning As explained by Halliday and Matthiessen (2004), the Mood system focuses on the interaction between the speaker and the listener, highlighting how language is used to establish roles and relationships It includes grammatical choices that indicate different speech functions, such as statements, questions, and commands, facilitating effective communication.
According to Gerot and Wignell (1994), the Mood element plays a crucial role in facilitating the exchange of goods and services, making offers, and providing information It also enables asking questions and issuing commands, highlighting its importance in communication Paltridge (2000) supports this view by emphasizing that the relationship between interlocutors is embedded within the Mood of a clause, underscoring its significance in establishing social and communicative connections.
Mood plays a crucial role in establishing conversational roles by enabling speakers to assert dominance, invite participation, or seek information This is accomplished through different grammatical structures like declarative, interrogative, and imperative forms, each serving distinct functions in interaction These variations in mood convey important interpersonal meanings, shaping the flow and dynamics of communication Proper use of mood is essential for effective and nuanced interpersonal communication.
Mood plays a crucial role in facilitating effective communication between speakers and listeners Declarative sentences serve as statements that convey information, reflecting the speaker's intention to inform Interrogative sentences are used to ask questions, representing the speaker's desire to gain information from the listener Imperative sentences function as commands or requests, positioning the speaker in a role of authority or influence Understanding these mood types is essential for achieving clear and coherent interactions in language communication.
Mood patterns are closely connected to the four fundamental speech roles outlined in Table 1, with each pattern representing a specific speech function Statements are typically expressed in declarative mood, questions in interrogative mood, and commands in imperative mood, while the “offer” speech function does not have a distinct mood designation In essence, each of these four functions results in a unique mood structure, exemplified in the following table.
Table 2.2: Examples illustrating the three structures of Mood patterns
She was offering me another cup of coffee She wasn’t offering me another cup of coffee
Was she offering you another cup of coffee? Wasn’t she offering you another cup of coffee?
Give me another cup of coffee!
Don’t give me another cup of coffee!
Modality in texts is crucial for expressing a speaker’s judgment, attitude, or stance toward the subject, indicating different degrees of certainty and obligation (Halliday, 1985) It is a key aspect of the interpersonal metafunction in Systemic Functional Linguistics (SFL), allowing speakers to position themselves in relation to their audience through propositions (what is true) or proposals (what should be done) (Matthiessen, 1995) Examples like "It might rain tomorrow" and "You must complete this task" illustrate how modality conveys varying levels of likelihood, possibility, or commitment, shaping the speaker’s attitude toward the message.
Modality reflects a speaker's commitment to truth or obligation, playing a crucial role in shaping interpersonal relationships and conveying perspectives It enables speakers to express subjective viewpoints instead of stating absolute facts, making it a powerful tool for negotiating meaning, constructing arguments, and influencing social interactions According to Fairclough (2003), modality highlights the communicative function of language in influencing social dynamics and perspectives.
Modality involves the speaker's assessment of the communicated content and influences how the audience interprets it, reflecting their intentions It is not about the actual occurrence of events but rather the speaker's evaluation and implications of those events The choice of modality plays a vital role in shaping the speaker's identity and their relationship with the audience and the external world.
Modality, as described by Saragih (2006), reflects an individual's perspective, judgment, or attitude toward their communicated experiences, emphasizing how personal ideas, emotions, and life experiences influence linguistic choices When retelling a story, different speakers often produce varied versions due to their unique filters of experience and perception, leading to individualized meanings that blend personal thoughts and opinions This dynamic aspect of modality highlights its role in shaping nuanced and subjective representations of reality, which also mirror the speaker's social identity and interactional stance.
Classification of Modality
According to Halliday (1994, p.68), the interpersonal function of language is
Modality in news discourse plays a crucial role in shaping the interaction between the addresser and addressee, reflecting the addresser’s attitude toward the information presented It enables reporters and writers to maintain an approximately objective stance or convey their personal perspective, enhancing the credibility and acceptance of the news Grounded in factual events, news reporting often combines objective reporting with subjective elements or emphasizes authoritative sources Ultimately, modality serves as an essential tool for expressing interpersonal meanings, influencing how news is perceived and understood by the audience.
The implication of modality use depends on some variables Halliday
(1994) proposes three variables: system of type, orientation, and value (degree)
Halliday categorizes modality into two sub-types: modalization and modulation, based on the distinction between propositions and proposals Modalization pertains to the perceived validity of information within proposition clauses, such as statements and questions, and includes aspects like probability and usuality In contrast, modulation relates to the speaker's willingness in offer or proposal clauses and the listener’s responsibility in commands, corresponding to inclination and obligation Saragih (2006) supports this view, noting that modalities encompass personal opinions or considerations regarding propositions, shaping how information is presented or interrogated.
Probability and Usuality b Modulation is an opinion or consideration personally to the proposal (proposal), namely the goods and services offered or requested, consisting of Obilgation and Inclination
According to Eggins (2004), modalization is a key aspect of grammatical modality that influences how language affects message meaning, particularly involving the concept of 'indeterminacy,' or the possibility of affirmative or negative responses Halliday (1985) explains that the modality system pertains to proposals and propositions, with modulation relating to proposals such as orders and offers, reflecting the speaker's obligation or willingness to act Conversely, the modality of propositions—such as statements and questions—falls under modalization and encompasses elements like probability and usuality, which express the likelihood or typicality of the message.
Probability refers to the concept of possibility, encompassing outcomes that are certain, possible, or perhaps occurring, reflecting a medium level of likelihood (Halliday, 1994) It involves determining the likelihood of an event happening, essentially answering whether it will definitely occur, might occur, or may not occur (Saragih, 2006) This distinction between certainty and possibility allows probability to serve as a key factor in analyzing modal expressions and their levels of certainty in language.
Example: My Mother is in the kitchen She must be cooking
The phrase "must be" indicates a high probability and confirms that something is very likely to happen In this context, it suggests a definite possibility, such as the mother indeed cooking in the kitchen This usage reflects the concept of usuality, implying that the event is considered typical or expected based on the available evidence Using "must be" effectively communicates certainty and the likelihood of an occurrence, making it an important term in expressing strong assumptions in English.
Usuality reflects a blend of 'yes' and 'no,' signifying an intermediate level of probability within modality It conveys the concept of habit, which varies depending on the frequency of occurrence The degree of probability in expressions like "sometimes," "usually," and "always" helps to quantify usuality (Halliday, 1994, p.89) Understanding usuality is essential for analyzing how habitual actions and tendencies are communicated in language, making it a key concept in modality and frequency analysis.
Example: Usually in the morning I hear Monika nagging
The word "Usually" means that the usuality is very high and the frequency can be interpreted every time and indicates the frequency or repetitive activity contained in the sentence
Modality includes the concept of value, which refers to the level or degree of a proposition's likelihood of occurring, ranging from high to low These three degrees—high, medium, and low—are commonly used to express modalization, indicating both probability and habituality Understanding these degrees of modality is essential for analyzing how statements convey certainty or possibility, as detailed in the accompanying table.
Probability must, certainly, sure, believe, definitely, can’t, couldn’t, bet, of course probably, probable, think, will be, won’t, should maybe, possibly, may, perhaps, can, possible
Usuality always usually, often, frequently sometimes, occasionally, ever, never, once, rarely, seldom
Eggins (2004) explains that modulation pertains to expressing requests, commands, and willingness to influence others' actions These modulations are commonly present in declarative, advisory, or imperative sentences There are two primary types of modulation: Obligation and Inclination Obligation refers to statements that express a necessity or duty, guiding how and when actions should be performed.
Obligation can be interpreted as a situation where there is a level or degree of obligation in carrying out a command or suggestion According to Saragih
In 2006, obligation is defined as a statement that expresses necessity or requirement, often directed at a second person It is typically conveyed using modal verbs such as "must" or "need to," emphasizing the speaker's expectation for the listener to perform a specific action Understanding this form of obligation is essential for effective communication and clarity in expressing responsibilities or requirements.
Example: You need to go quickly now
The word "need to" means the degree of obligation is and high and must be done b Inclination
The intermediate level of modulation, which reflects the tendency of a speaker, includes three categories: determined, willing, and wanting (Halliday, 1994) Tendency signifies the inclination or desire to "want to" do something that is directed towards a specific action or outcome Understanding this level helps in analyzing how individuals express their intentions and motivations in communication.
Example: Chelsea was determined to be heard
The phrase "determined to" indicates a strong intention or obligation, reflecting a high degree of modality Modality can be categorized into three degrees: high, median, and low, each used to express varying levels of obligation or inclination These degrees of modality are essential for understanding nuances in obligation and inclination in English communication For a clearer understanding, refer to the detailed table below that illustrates these modality degrees and their applications.
Halliday (1994) identifies three key factors influencing the expression of modality: system type, orientation, and degree An alternative way to categorize modality is based on its orientation, dividing it into subjective (where the speaker’s perception of likelihood or obligation is personal) and objective (where the speaker treats it as an inherent aspect of the situation) Additionally, modality can be classified as implicit (the speaker’s viewpoint is not directly stated) or explicit (the stance is openly expressed) These categories help deepen the understanding of how modality functions in communication.
Table 2.5: Expression of Probability (Haliday, 2000)
Obligation must, have to, ought to, need to, is to, required to, can’t should, shall, will, would, supposed may, might, can, could, allowed
Determined to, need to want to, keen, will, would, won’t, wouldn’t willing, can
The explication of how modality is categorized could be summarized in the tables below:
Table 2.6: The Categorization of Modalization Modality
Table 2.7: The Categorization of Modulation Modality
The two tables offer a systematic approach to analyze how modality shapes interpersonal meaning, impacting power dynamics, relationships, and character development within texts Using the information presented in these tables, an analytical framework is developed to examine the use of modality in "The Lightning Thief," providing insights into how modality influences narrative and character interactions This approach enhances understanding of how modality contributes to the overall meaning and thematic depth of the text, making it a valuable tool for detailed discourse analysis.
Novels as a genre
2.6.1 The Function and Lexical Features of Novels
A novel is a long, fictional narrative that explores the complexities of human experiences and emotions through detailed character development and engaging storytelling Known for creating rich and immersive worlds, novels offer readers deep insights into diverse perspectives and personal journeys As a unique literary form, they serve as powerful tools for entertainment, education, and cultural reflection, making them a cornerstone of modern literature.
Orientation Subjective Objective Subjective Objective
Explicit Implicit Explicit Implicit Explicit Implicit Explicit Implicit
High know must certain certainly x must common always
Median think will likely probably x will usual usually
Low guess may possible possibly x may rare sometimes
Orientation Subjective Objective Subjective Objective
Explicit Implicit Explicit Implicit Explicit Implicit Explicit Implicit
High demand must necessary required to x must x determined to
Median want should expected supposed to x will x keen to
Novels are a literary form celebrated for their ability to explore human nature, society, and culture in depth By weaving multiple plotlines and featuring a diverse cast of characters, they offer a comprehensive depiction of life within specific historical and social contexts (Eagleton, 2005; Watt, 2001) As both storytelling tools and means of examining the human condition, novels provide readers with valuable insights into social dynamics, psychological development, and moral complexities.
Novels are characterized by their ability to convey emotional depth and character development through detailed descriptions, dialogues, and inner thoughts This rich language use enables a nuanced exploration of characters' psychology, motivations, and relationships, which are vital to the story The vocabulary in novels combines simple and complex sentence structures, balancing accessibility with depth According to Fludernik (1996), novels utilize various linguistic strategies to vividly depict both the internal and external worlds of characters, fostering greater reader engagement and empathy with the protagonist's journey.
Novels typically follow a narrative structure that progresses from exposition to rising action, climax, and resolution, guiding the reader through a compelling story arc The language used plays a crucial role in shaping this structure, with word choices, sentence construction, and stylistic devices like metaphors, symbolism, and foreshadowing enriching the story’s thematic depth These lexical and stylistic elements help create tension, build suspense, and evoke emotions, ultimately enhancing the reader's immersive experience (Booth, 1961).
A study of modality in literature highlights the importance of linguistic choices in shaping narrative tension and emotional impact Subtle use of modal verbs, adverbs, and expressions can significantly influence the tone and mood of a scene, guiding the reader’s emotional response Strong deontic modality creates a sense of urgency or command, while epistemic modality introduces doubt or speculation, adding suspense and intrigue By carefully integrating modality, authors reflect characters’ levels of certainty, obligation, or possibility, ultimately shaping the reader’s understanding of events and emotional states.
The novel often uses first-person point of view to provide deeper insight into the narrator's inner world, fostering an intimate connection between readers and the character's emotions and thoughts (Genette, 1980) This narrative technique allows for a more personal engagement with the story but can also introduce unreliability due to the narrator's biases and subjective interpretations Such complexity enhances the narrative by adding multiple layers, as exemplified in works like *The Great Gatsby* (Fitzgerald, 1925), where the limited perspective shapes the reader’s understanding of the events.
Novels combine their functional and lexical features to create immersive, character-driven stories that allow readers to explore the complexities of life, identity, and society By strategically utilizing language and modality, they offer a unique perspective to understand the world through the eyes of their protagonists This approach not only highlights character development but also reveals the broader social and cultural forces that influence their experiences.
2.6.2 Overview of the book The Lightning Thief
The Lightning Thief* by Rick Riordan is the first book in the *Percy Jackson & The Olympians* series, blending adventure, mythology, and coming-of-age themes in a contemporary fantasy setting The novel follows Percy Jackson, a 12-year-old boy with dyslexia and ADHD, who discovers he is a demigod, the son of Poseidon, the Greek god of the sea Percy embarks on a quest to retrieve Zeus' stolen lightning bolt and prevent a war among the gods, facing mythical creatures, gods, and supernatural challenges along the way This engaging story introduces readers to Greek mythology through the eyes of a relatable young hero, making it a compelling read for fans of fantasy and adventure.
"The Lightning Thief is a captivating fantasy novel that features strong character development, an engaging plot, and themes of heroism, friendship, and self-discovery Its narrative delves into interpersonal relationships, personal growth, and moral dilemmas, making it a compelling read that resonates emotionally and intellectually with readers The book’s structure and language adhere to classic novel conventions, enhancing its appeal within the fantasy genre."
This article falls into the novel genre, utilizing fictional storytelling to explore complex character development and a rich, imaginative world Analyzing modality in *The Lightning Thief* reveals insights into character traits, interpersonal relationships, and narrative progression, while also highlighting the broader social and cultural influences shaping these elements.
Studying modality in literary texts is essential for a comprehensive understanding of narrative techniques and their influence on storytelling It reveals the intricate interplay between language and meaning, character development, and plot progression Analyzing modality deepens our appreciation of how authors craft texts that transcend the ordinary, exemplified by works like "The Lightning Thief." This exploration not only enhances academic analysis but also enriches the personal reading experience and engagement with literature.
METHODOLOGY
Data Description
Selecting the entire text of "Lightning Thief" for analysis provides a comprehensive and representative understanding of the author's use of language and its functions across various narrative contexts Using the full text within the Systemic Functional Linguistics framework allows for an in-depth examination of modality and interpersonal meaning, highlighting how the author constructs meaning throughout the novel This approach offers scientific advantages by capturing the full spectrum of linguistic features, ensuring accuracy and depth in understanding the author's communicative strategies Ultimately, analyzing the complete text enhances the validity of the study and provides a nuanced insight into the narrative's linguistic and semantic patterns.
Analyzing the full text provides a comprehensive understanding of linguistic features and patterns related to modality, ensuring all instances are considered for a complete perspective This holistic approach is essential for identifying both prominent and subtle modal expressions that might be overlooked in limited datasets Since modality is highly context-dependent, examining the entire book preserves the contextual integrity of modal language, revealing how it functions across different narrative arcs, character development, and thematic elements Such an analysis also uncovers shifts in tone, perspective, or style that influence the interpretation and role of modality throughout the text.
A full-text analysis reveals the variability and diversity of modal usage throughout different sections and characters of the book, offering valuable insights into its thematic elements By examining the complete text, we can link linguistic features to key themes such as agency, power, choice, and obligation, which are essential to understanding the narrative structure Understanding the context of modal choices enhances literary analysis by highlighting how language reflects major themes and character dynamics within the story.
Analyzing how modality evolves throughout a narrative reveals the author's developmental strategy for characters and plot By examining shifts in certainty, necessity, and willingness, we gain insights into how characters grow and how the plot progresses This approach highlights the dynamic nature of modality, illustrating its role in shaping story development and deepening reader engagement Understanding these changes can improve storytelling techniques and enhance literary analysis.
Data Collection
This study analyzes the text of Rick Riordan's "Percy Jackson and the Olympians: The Lightning Thief" to explore its linguistic features It examines how the book's language relates to modality and applies Halliday's Systemic Functional Grammar (SFG) / Systemic Functional Linguistics (SFL) theory By analyzing the book's text within this theoretical framework, the research provides insights into how modality functions to shape meaning in the narrative This approach highlights the relevance of SFG/SFL in understanding the linguistic and interpersonal aspects of children's literature, contributing to broader discussions on language use and meaning-making in fictional texts.
The primary focus of this research is the development of Percy Jackson, the main character To achieve this, the analysis samples include all segments featuring modalities expressed by Percy Jackson These segments are extracted from both his dialogue and the narrative text, reflecting the first-person perspective of the novel This approach provides a comprehensive understanding of how Percy Jackson's character evolves through language and internal expression throughout the story.
The researcher chooses non-observation methods to extract data, as this technique allows for a detailed review of each sentence by the writer This approach ensures accurate and thorough data collection, emphasizing the importance of careful analysis in qualitative research.
1 Download the e-book of Rick Riordan’s “Lightning Thief” from the Internet
2 Read the e-book of Rick Riordan’s “Lightning Thief” carefully to identify the utterances by the main character - Percy Jackson
3 Select all the clauses in the utterances by the main character - Percy Jackson that contain modality devices
4 Analyze the extracted segments based on the analytical framework
5 Summarize and describe the analyzed data
This study employed a qualitative approach, with the researcher responsible for planning, collecting, analyzing, and reporting findings on interpersonal meaning from the book The data analysis was conducted twice, with a one-month interval between the first and second analyses to ensure thoroughness To enhance reliability, the results were randomly checked by a second researcher specializing in Systemic Functional Linguistics (SFL).
Data Analysis Method
This study employs a combined qualitative and quantitative approach to explore how modality realizations shape character development, narrative techniques, and thematic construction Using Systemic Functional Linguistics (SFL), a descriptive qualitative analysis identifies and categorizes linguistic choices that influence interpersonal relationships, emotional depth, and cultural or ideological elements within the narrative This method offers deep insights into the role of modality in storytelling but requires expertise in interpreting linguistic patterns within sociocultural contexts, highlighting the importance of a solid theoretical foundation in SFL.
The qualitative analysis of modality was conducted using Systemic Functional Linguistics (SFL) frameworks, as summarized in Tables 2.6 and 2.7 The study illustrates how the author employed Modalization and Modulation to effectively represent the collected data These frameworks enable a deeper understanding of the author's use of language to express certainty, possibility, and necessity within the analyzed text By examining examples of Modalization and Modulation, the analysis reveals nuanced ways in which modality contributes to meaning and authorial stance Incorporating these findings enhances the comprehension of modality's role in the overall coherence and interpretive clarity of the communication.
High Median Low Explicit Implicit Explicit Implicit
I couldn't do anything back to her x x
I sometimes just wish he’d lay me off x x x
High Median Low Explicit Implicit Explicit Implicit
I wouldn’t go home without him x x
We’ll (will) be very careful x x x
A quantitative analysis complemented the qualitative assessment by measuring the frequency and percentage of each modality type, offering a numerical overview of modality marker distribution within the text This approach provided concrete data that reinforced the qualitative insights, enhancing the overall understanding of modality usage.
FINDING AND DISCUSSION
Findings Error! Bookmark not defined 1 Part 1 (Chapter 1 - 2) Error! Bookmark not defined 2 Part 2 (Chapters 3 - 4) Error! Bookmark not defined 3 Part 3 (Chapters 5 – 8) Error! Bookmark not defined 4 Part 4 (Chapters 9 – 12) Error! Bookmark not defined 5 Part 5 (Chapters 13 – 15) Error! Bookmark not defined 6 Part 6 (Chapters 16 – 19) Error! Bookmark not defined 7 Part 7 (Chapters 20 - 22) Error! Bookmark not defined 8 Overall Data of Modalization and Modulation Across All Parts
This section offers a comprehensive overview of Modalization, including Probability and Usuality, as well as Modulation, covering Obligation and Inclination, throughout all parts of *The Lightning Thief* It emphasizes how modality functions as a cohesive narrative tool, shaping the tone, character dynamics, and thematic consistency of the story.
Table 4.1: The use of Probability in The Lightning Thief
Across the story, high probability remains the most dominant category at
Percy’s narrative reflects a strong sense of certainty, with a probability of 52.69%, indicating he often expects specific outcomes Meanwhile, median probability is at 19.16%, and low probability at 28.15%, highlighting moments of uncertainty and unpredictability These fluctuations in probability illustrate the increasing complexity of Percy’s journey, as he encounters both expected and unforeseen challenges, particularly as he approaches the fulfillment of his quest.
Table 4.2: The Use of Usuality in The Lightning Thief
The consistent appearance of low usuality throughout the book highlights the exceptional nature of Percy’s journey, emphasizing that the events he faces are uncommon and extraordinary This theme of mythological adventure is reinforced by the characters constantly encountering rare and unusual circumstances, setting the story apart from ordinary experiences.
Table 4.3: The use of Obligation in The Lightning Thief
Percy operates primarily with a sense of freedom, as low obligation accounts for nearly 70% of instances, indicating that external forces do not heavily influence his actions While median obligation is around 21%, high obligation remains relatively low at approximately 9.5%, highlighting Percy’s strong sense of agency and autonomy despite external pressures This balance demonstrates Percy’s ability to navigate external demands, such as fulfilling prophecies or interacting with gods, while maintaining control over his own decision-making processes.
Table 4.4: The use of Inclination in The Lightning Thief
Percy’s median inclination of 81.58% indicates a moderate yet consistent personal drive to act, demonstrating his willingness to pursue his quest With only 10.53% high inclination, Percy’s actions are often influenced and tempered by external circumstances and external responsibilities The minimal 2.63% low inclination suggests that reluctance rarely hinders his motivation Overall, the dominance of median inclination reflects Percy’s balanced motivation, driven by personal desire but significantly influenced by external duties and a growing sense of duty.
Orientation provides insight into whether instances are subjective (reflecting internal thought processes or feelings) or objective (reflecting external actions or facts), and whether these are explicit or implicit
Modalization (Probability) analysis shows that most instances are subjective implicit, indicating that Percy’s perception of certainty and probability is primarily rooted in his internal thoughts and feelings This suggests that Percy’s journey is largely shaped by his personal perspective, emphasizing his inner uncertainties and changing sense of control as he encounters increasingly difficult challenges.
Modulation (Obligation) often involves a subjective implicit orientation, where external pressures on Percy are implied rather than explicitly stated This reflects Percy’s tendency to internalize the expectations from gods, mentors, and others, shaping his sense of duty without overt constraints The implicit nature of obligation indicates that much of Percy’s sense of responsibility is self-imposed or inferred, highlighting his journey toward greater maturity and self-awareness in fulfilling his roles.
CONCLUSION
Recapitulation
This study has examined the use of modality in Percy Jackson and the Olympians: The Lightning Thief by Rick Riordan, using the Systemic Functional
Using the Systemic Functional Linguistics (SFL) framework, the analysis reveals that Percy Jackson’s character development and relationships are shaped by specific linguistic patterns The high probability (52.69%) in the narrative signifies Percy’s growing confidence and certainty as he embarks on his mythological journey Low obligation (69.86%) reflects his increasing independence and ability to make autonomous decisions, while a median inclination (81.58%) indicates his consistent and purposeful motivation throughout the story Furthermore, the presence of low usuality (100%) emphasizes the extraordinary and fantastical nature of Percy’s adventures, maintaining the enchanting tone of the narrative.
Modality serves as a crucial linguistic tool in depicting Percy’s transformation from a hesitant, uncertain boy to a confident and proactive hero It highlights both his internal growth and the external challenges he faces, reinforcing the mythological and extraordinary nature of his world Comparing previous studies on modality in literature, such as Huang (2014) and Liping, underscores its significance in character development and narrative progression This analysis demonstrates how modality enhances the portrayal of character evolution and enriches the storytelling within myth-inspired contexts.
(2017), confirm that these linguistic features are integral to character development, narrative engagement, and interpersonal meaning in storytelling.
Implication
This study advances both theoretical and practical understanding by applying Systemic Functional Linguistics (SFL) to contemporary young adult fantasy literature, specifically analyzing Percy Jackson’s journey It bridges the gap between linguistic analysis and narrative interpretation, demonstrating how modality effectively portrays character development, interpersonal relationships, and story progression The research enriches the existing body of work on modality, offering valuable insights into how language choices shape storytelling in modern fantasy novels.
The study's findings have significant applications in literary studies, education, and linguistics, providing valuable insights for educators to design engaging activities that analyze how linguistic choices influence character development and plot Educators can leverage these insights to foster critical language analysis skills among students through interactive literary exercises Additionally, authors and creative writers can utilize these findings to enhance their storytelling by strategically employing modality, thereby creating compelling characters and immersive worlds that captivate readers.
This study highlights the significance of modality as a flexible and powerful tool in language, enhancing storytelling by enriching narratives and deepening character development Modality plays a crucial role in engaging readers and creating more meaningful literary experiences Future research could explore the use of modality in other young adult novels or conduct comparative analyses across different genres to better understand its varied applications and nuanced effects in storytelling.
Limitations and Suggestions for Future Research
This study highlights the role of modality expressions in enhancing character development and advancing the narrative in Percy Jackson and the Olympians: The Lightning Thief However, there are limitations to the research that warrant further investigation Future studies should explore additional literary devices and their impact on storytelling to provide a more comprehensive understanding Addressing these limitations can deepen insights into how language techniques shape reader engagement and narrative dynamics in young adult fiction.
A key limitation of this study is the scope of analysis, which primarily focuses on Percy’s journey but could be expanded to include dialogue from other major characters like Annabeth and Grover to gain deeper insights into group dynamics Analyzing the modality used in their speeches could enhance understanding of interpersonal relationships Additionally, comparing Percy’s internal monologue with his spoken dialogue may reveal how his modality expressions vary depending on context and interlocutors, offering a more nuanced perspective on his character development.
One limitation of the analysis is its exclusive focus on modality without incorporating other aspects of Systemic Functional Linguistics (SFL), such as transitivity or thematic structure Including transitivity analysis could reveal how Percy’s actions are framed, illustrating changes in his role as an agent over time Integrating these SFL elements would offer a more comprehensive understanding of how Percy’s perspective is constructed and highlight his character development more effectively.
Modality is a valuable analytical tool in understanding literary works, but it represents only one aspect of the broader storytelling mechanism In *The Lightning Thief*, modality helps develop characters and build the fictional world, yet it is just one of many techniques used by authors to craft compelling narratives Key elements such as plot structure, characterization, and world-building play crucial roles in shaping the reader’s experience in fantasy literature Overall, modality is one strategy among many that contribute to the complex system of narrative techniques essential for creating immersive fantasy stories, highlighting its importance within a larger literary framework.
Future research should analyze modality across multiple books in the Percy Jackson series to track Percy’s development over time This longitudinal approach offers valuable insights into how modality reflects not only the progression within individual stories but also the evolution of Percy’s heroic journey throughout the series.
In conclusion, the analysis of modality in Percy Jackson and the Olympians:
"The Lightning Thief provides key insights into Percy’s character development and the evolving sense of agency within his extraordinary world Through the lens of Systemic Functional Linguistics (SFL), it becomes clear that Percy’s journey is focused not only on overcoming external obstacles but also on mastering his personal autonomy This analysis contributes significantly to our understanding of modality in children’s literature, highlighting how modality influences narrative and character growth Further research exploring other characters, genres, and texts could deepen our knowledge of the role of modality in shaping stories and character arcs."
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APPENDIX 1: THE DATA OF MODALITY IN THE BOOK PERCY JACKSON AND THE OLYMPIANS: THE
LIGHTNING THIEF Part 1: Prologue: (Chapters 1 and 2)
Modalization Probability Usuality Subjective Objective
High Median Low Explicit Implicit Explicit Implicit none of this ever happened x x
I hoped that for once I wouldn't get in trouble x x
You might be one of us x x
He had thinning hair, a scruffy beard and a frayed tweed jacket, which always smelled like coffee x x x but of course, I got expelled anyway x x
I couldn't do anything back to her because x x
I thought he was going to give me some deep philosophical comment x x
I sometimes just wish he'd lay me off x x x
I was probably going to be kicked out again x x x
I couldn't believe he was trying to cover for me x x
I thought she's going to make me buy a new shirt for
I thought he was messing with me x x
I occasionally experienced weird stuff x x but usually they were over quickly x x x
I almost believed that Mrs Dodds had never existed x x
I'd never seen in my life until she got on our bus at the end of the field trip x x
Every so often I would spring a Mrs Dodds reference on somebody x x
I wasn't even sure what it meant, but it sounded good z x x
I wasn't sure why, but I’d started to believe him x x x
I'd never asked a teacher for help before x x
Maybe if I talked to Mr Brunner, he could give me some pointers x x x
A voice that was definitely Grover's x x
They thought I was in some kind of danger x x
I couldn't handle it x x he'd always acted nervous and fidgety x x x maybe you were overstressed x x x
I'd never considered that his family might be as rich as the others at Yancy x x leaving me wondering who they could possibly be for x x x
Subjective Objective High Median Low Explicit Implicit Explicit Implicit you think you might be one x x x
This trip, I was determined to be good x x x
I couldn't do anything back to her because I was already on probation x x
I wanted to get angry, this guy pushed me so hard x x the school for loser freaks who couldn’t make it elsewhere x x
We could watch the foot traffic along Fifth Avenue x x
I wouldn’t be able to stand that sad look she'd give me x x
I wanted so bad to jump in a taxi and head home remind me that I had to try harder x x
I couldn't believe he was trying to cover for me x x
All I could think of was that the teachers must've found the illegal stash x x
I would spring a Mrs Dodds reference on x somebody x x
I would not be invited back next year to Yancy
I wanted to be with my mom in our little apartment x x
I had to go to public school x x
I would miss Latin class too x x x
At least I could apologize for the big fat F I was about to score on his exam x x
I didn’t want to leave Yancy Academy with him thinking I hadn't tried x x
I wanted to believe I'd imagined the whole thing x x
I'd have to get a summer job walking dogs or selling magazine subscriptions, x x
Finally, I couldn't stand it anymore x x
I want to come visits your mansion x x we'd all have to get off x x
Finding and Analysis for Part 1:
In terms of modalization, there are 31 instances of modalities are found in the first two chapters of the book
+ Probability modalization appears 18 times with the degree of modulation as follows: 10 high – 6 median – 2 low
+ Usuality modalization appears 13 times with the degree of modulation as follows: 2 high – 3 median – 8 low
- Orientation: 6 Objective Implicit Instances - 5 Subjective Implicit Instances - The rest have no orientation
In terms of modulation, there are 25 instances of modalities are found in the first two chapters of the book
+ Obligation modulation appears 16 times with the degree of modulation as follows: 8 high – 3 median – 5 low
+ Inclination modulation appears 12 times with the degree of modulation as follows: 1 high – 11 median – 1 low
- Orientation: 1 Objective Implicit Instances - 1 Subjective Implicit Instances - The rest have no orientation
Percy escapes his oppressive stepfather, nicknamed Smelly Gabe, by joining his mother, Sally, on a trip to their favorite childhood spot where she first met his birth father During their journey, forceful winds and an unexpected visit from Grover lead Percy to finally reveal the incident with Mrs Dodds, exposing a pivotal moment in his life Sally then directs Percy and Grover to get into the car, where Percy discovers Grover has hooves for feet, revealing that his friend is a satyr Recognizing the danger, Sally insists Percy must attend a special camp for his safety As they drive away, a monster chases after their car, attacking Percy’s mother and causing her to vanish in a golden light, intensifying Percy’s fears Enraged and desperate to save her, Percy fights the monster and triumphs, taking one of its horns as a memento of his victory.
Instance of modalities Realization Orientation Degree of
High Median Low Explicit Implicit Explicit Implicit
Why does this always happen? x x x
Why does it always have to be sixth grade? x x x
I don’t have any memories of him, just this sort of warm glow, maybe the barest trace of his smile x x x
I walked into our little apartment, hoping my mom would be home from work x x
But as soon as I thought that, my legs felt weak x x
I wouldn’t go home without him x x but I never think of her as old x x
I’ve never heard her raise her voice or say an unkind word to anyone x x
Maybe if I kick you in your soft spot x x x but I never got tired of hearing them x x
He would be so proud x x
I had always assumed he knew me as a baby x x x
Now, to be told that he’d never even seen me… x x
Maybe it was stupid, but I resented him for going on that ocean voyage, x x x
But I couldn’t make myself tell her x x
It might mean saying good-bye to you for good x x
I couldn’t understand what I was seeing x x
All I could think to say x x x we’ve never met in person x x
I’d always assumed it was a nervous laugh x x x
I could never dream up something this weird x x
I can’t cross the property line x x
I wasn’t sure why he bothered x x x
He can’t change directions very well x x
I should have expected this x x but I couldn’t do it x x
I could never outrun this thing x x
Instance of modalities Realization Orientation Degree of
High Median Low Explicit Implicit Explicit Implicit we’ll (will) have to do something x x x
I have to send you away x x
I couldn’t make myself tell her x x
We’ll (will) be very careful x x x
I figured she would tell me the same things she always did x x x
Then we would get out of here x x x
I wouldn’t go home without him x x
We have to get you to safety x x we have to… x x you have to run x x
Analysis and Findings for part 2:
Orientation: 0 Subjective Explicit, 2 Subjective Implicit, 0 Objective Explicit,
Orientation: 1 Subjective Explicit, 5 Subjective Implicit, 0 Objective Explicit,
Instance of modalities Realization Orientation Degree of
High Median Low Explicit Implicit Explicit Implicit sure I’d just had a warm drink x x x
But I don’t believe in gods x x
I was ready to bet that if I shaved his curly brown hair I'd find tiny horns on his head x x
She was probably my age x x x
Maybe my mom was okay x x x
His eyes had that mischievous glint they sometimes got in class x x x
That would never happen x x which I never told anybody x x
I was also sure something had moved that curtain x x x
Sure enough, the sword clattered out of my hand x x x
I almost believe the gods could live off that smoke x x but I couldn’t make out the title x x
I couldn’t tell whether she was just grossed out or angry at me for dousing her x x
I couldn’t find a blade that felt right in my hands x x
I couldn’t wait to see how Luke used me for a punching bag x x so of course I was dead last x x
I probably should have let it go x x x
She probably would’ve said worse, but I smacked her between the eyes with my sword-butt x x x as much as I could think with Clarisse ripping my hair out x x x
I will not go into that I won’t x x
I should talk to the Oracle x x x
Or maybe they were just staring at Annabeth, x x x
So okay, maybe gods had important things to do x x x
, if all this magical stuff was possible, surely there was some way to save her x x x
I sometimes felt when my mom talked about my dad x x x
I’d never heard one before x x wishing somebody would give me a straight answer for once x x
Subjective Objective High Median Low Explicit Implicit Explicit Implicit
She looked at me like she was sure I must know this already x x x
Annabeth must have heard my stomach growl x x x
I would have to live with…Smelly Gabe x x
We still have to eat x x
The whole world should be black and cold x x x
Nothing should look beautiful x x x gods should behave better x x x
I should talk to the Oracle x x x should have steered clear of an uncool middle- schooler like me x x x
I will not go into that x x
I would live on the streets first x x x
I would pretend I was seventeen and join the army x x x
I would get to enjoy my new home x x x
I would eat dinner with cabin eleven x x x
I would die x x x which I would realize x x x
I understood what I was supposed to do and my reflexes were good x x
I didn’t want to admit it, but I was afraid I did x x
I didn’t want to look underneath the ruins of my shredded armor x x
I will not go into that I won’t x x
The best I can figure out is that something important was stolen x x
I could throw Nancy Bobofit a hundred yards x x
Inside I could see a bunch of mean-looking kids, both girls and boys x x
I could hear the kids of cabin eleven laughing behind me x x as much as I could think x x
I could tell from her tone that the last time hadn’t gone well x x
I could smell barbecue smoke coming from somewhere nearby x x
I could stumble through a few lines of Homer without too much headache x x
I could have snowboarded on it fine x x
Or I could defend myself against half the Ares cabin x x
I could see his eyes vibrating as he crumpled into the water x x
I could almost see the gears turning x x
I could feel the cuts on my chest closing up x x
I could still make out the hologram of green light x x
- Orientation: 1 Subjective Explicit Instance - 9 Subjective Implicit Instances - 1 Objective Explicit Instance - 6 Objective Implicit instances
- Orientation: 7 Subjective Implicit Instances - The rest have no orientation
High Median Low Explicit Implicit Explicit Implicit
The green swirls of the gazing ball must be distorting it x x x
I knew it must be bottomless x x x
I woke up, sure I was falling x x x
Nervously, I got dressed and followed, sure that I was in huge trouble x x x
I wasn’t sure what good a satyr could do against x x x the forces of the dead
Sure enough, the pen was there x x x
And sure enough, there it was at the back of the warehouse x x x
I wasn’t sure what she meant, but I felt bad for her x x x
She sounded tense I wasn’t sure why x x x
Knowing Grover, I was sure he’d miss Medusa and nail me x x x
I couldn’t even steal a slice of pizza from Gabe’s poker party without getting busted x x but I decided I couldn’t worry about that right now x x
I was free to go, but I couldn’t leave my friends x x
I couldn’t see anything of Annabeth except a glint of her blond hair x x having someone stare at me when I couldn’t see her face x x
Probably cost thirty cents x x x though I didn’t think that would be very heroic x x x
I think it meant “Eat my pants!” x x x maybe he meant a different gas station x x x
I do impulsive stuff sometimes x x x maybe he meant a different gas station x x x he may have forgotten x x x
Suddenly I was nostalgic for something I’d never known x x
Subjective Objective High Median Low Explicit Implicit Explicit Implicit
I didn’t have to share with anybody x x
I will give you what you want x x
I would fail to save what mattered most x x x
I didn’t think that would be very heroic x x x
I was sure the knife would get us busted x x x
I would only glimpse Medusa’s reflection x x x one of the Big Three gods who weren’t supposed to have kids x x x the meadows that were never supposed to have violent weather x x x
I didn’t want to tell him x x
We didn’t want to attract anything else x x
I wouldn’t learn anything else x x it wouldn’t have helped x x but my voice wouldn’t work x x
As far as I could see x x
I could stand here until I had cobwebs x x
I needed all the help I could get x x so I could only see extra peepers on his hands x x
I threw the pen as far as I could x x
But I could tell it wasn’t nothing x x before I could recap my sword x x
I could jab him in the ribs x x the least I could do was try to make small talk x x
I could tell Annabeth didn’t like it x x
I could hear Grover scrambling off x x
I could see Aunty Em’s dark reflection x x
I could see the reflection of her face now x x
I could still feel the grip of the chasm monster x x
- Orientation: 2 Subjective Explicit Instance - 12 Subjective Implicit Instances - 0 Objective Explicit Instance - 4 Objective Implicit Instances
- Orientation: 1 Subjective Implicit Instances - 2 Objective Implicit Instances - The rest have no orientation
Percy's increasing use of the word "high" (appearing 16 times) reflects a growing confidence and certainty in his perceptions and expectations throughout the quest This shift signals a significant change from earlier chapters, where probability levels were more varied, indicating that Percy is becoming more assured in his new role and abilities The frequent modalization with "high" underscores his evolving mindset and the development of his self-belief as the story progresses.
The analysis highlights that both median and low probability instances occur four times each, indicating that uncertainty and unpredictability remain but are less prominent This decline suggests that Percy’s increasing experience and understanding of the mythical world have reduced the dominance of unpredictable factors Consequently, Percy’s growing familiarity with the mythical environment contributes to a more predictable narrative, reflecting his developing mastery and confidence within this fantastical realm.
The low frequency of modalizations highlights that many events and experiences during the quest continue to be perceived as unusual and outside the norm for Percy’s regular life This consistent pattern emphasizes his ongoing immersion into unfamiliar and unpredictable territory, reinforcing the theme of stepping into new, uncharted experiences.
The increasing presence of low obligation modulation, with 17 instances compared to just one for high and seven for median, reflects Percy’s shift towards greater personal agency This trend indicates that Percy feels less compelled by external pressures and is more driven by personal choice in these chapters Compared to earlier sections, where obligations were felt more acutely, this change signifies a transition towards a more autonomous and self-directed mindset.
Percy's inclination modulation predominantly remains at the median level, indicating that his actions are usually driven by personal desires without being overly impulsive The presence of a low inclination in one instance highlights moments where his motivations are weak or conflicted, suggesting occasional internal struggles This balanced inclination pattern reflects a moderate influence of personal desires on Percy's behavior, aligning with patterns observed in similar narrative analyses.
Similarities and Changes Compared to Previous Parts
The presence of low usuality modalization across both parts indicates a continued perception of new and unusual experiences as Percy navigates the demigod world
The median level of inclination modulation remains consistent, showing that personal desires continue to influence but not dominate Percy's decisions
An increase in high probability modalization suggests growing certainty and confidence in Percy's actions and understanding of the world, likely influenced by the direct experiences of the quest
A significant decrease in high and median obligation modulation points towards Percy's increasing autonomy and decreasing sense of being compelled by external rules or expectations, which might reflect his growth in self-assuredness and leadership on the quest