An investigation into the meaning and structure of a pictorial story a systemic functional analysis

NGUYỄN THỊ THU THỦYAN INVESTIGATION INTO THE MEANING AND STRUCTURE OF A PICTORIAL STORY: A SYSTEMIC FUNCTIONAL ANALYSIS NGHIÊN CỨU CẤU TRÚC VÀ NGỮ NGHĨA CỦA MỘT TRUYỆN TRANH: PHÂN TÍCH T

NGUYỄN THỊ THU THỦY

AN INVESTIGATION INTO THE MEANING AND STRUCTURE

OF A PICTORIAL STORY: A SYSTEMIC FUNCTIONAL ANALYSIS

(NGHIÊN CỨU CẤU TRÚC VÀ NGỮ NGHĨA CỦA MỘT TRUYỆN TRANH: PHÂN TÍCH THEO QUAN ĐIỂM CHỨC NĂNG)

M.A Minor Programme Thesis

Field: English Linguistics Code: 66 22 15

Ha Noi – 2010

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENT

ABSTRACT

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

1.1 Rationale of the study……… 1

1.2 Aims and Scope of the study……… … 1

1.3 Methods of the study……… …1

1.4 Data collection……….……… 2

1.5 Design of the study……… … 2

CHAPTER TWO: LITERATURE REVIEW 2.1 Introduction……… … 3

2.2 Systemic Functional Theory……… … 3

2.3 Features of Systemic Functional Theory……… … 3

2.4 Metafunctions……….……… … 3

2.4.1 Ideational Metafunction……….……….…….3

2.4.2 Interpersonal Metafunction……….………….…6

2.4.3 Textual Metafunction……… ………….7

2.5 Cohesion Analysis……… ………….…8

2.5.1 Reference……… ……… 8

2.5.1.1 Anaphoric, Cataphoric, and Exophoric Reference……… 8

2.5.1.2 Personal Reference……… ……… 8

2.5.1.3 Demonstrative Reference……… ………8

2.5.1.4 Comparative Reference……… ……… 9

2.5.2 Substitution……… ………9

2.5.2.1 Nominal Substitution……… ……… 9

2.5.2.2 Verbal Substitution……… ………… 9

2.5.2.3 Clausal Substitution 9

2.5.3 Ellipsis 9

2.5.3.1 Nominal Ellipsis 10

2.5.3.2 Verbal Ellipsis 10

2.5.3.3 Clausal Ellipsis 10

2.5.4 Conjunctive Cohesion 10

2.5.4.1 Elaboration 10

2.5.4.2 Extension 10

2.5.4.3 Enhancement 11

2.5.5 Lexical Cohesion 11

2.5.5.1 Reiteration 12

2.5.5.1.1 Repetition 12

2.5.5.1.2 Synonymy 12

2.5.5.1.3 Antonymy 12

2.5.5.1.4 Superordinate and Meronymy……… 12

2.5.5.1.5 General Word……… 12

2.5.5.2 Collocation……… ………13

2.6 Concluding Remarks……….13

CHAPTER THREE: THE MEANING AND STRUCTURE OF THE PICTURE STORY “THE BRAVE MONKEY PIRATE” 3.1 The Chosen Text……… 14

3.2 Analysis……….15

3.2.1 Clauses and Clauses Complexes Analysis……….………15

3.2.2 The Analysis of the Text in Terms of Transitivity, Mood and Theme……… 19

3.3 Discussion……….29

3.3.1 The Transitivity Pattern of the Text….……… 29

3.3.2 The Mood Pattern of the Text……… 29

3.3.3 The Theme – Rheme Pattern of the Text……… 30

3.4 The Cohesion of the Text……… 30

3.4.1 Grammatical Cohesion……… 30

3.4.2 Lexical Cohesion………36

3.4.3 Contextual Configuration of the Text………37

CHAPTER FOUR: CONCLUSION 4.1 Recapitulation………39

4.2 Implications………… ………39

4.3 Suggestions for Further Study……… 39REFERENCE

APPENDIX

CHAPTER ONE INTRODUCTION

1.1 Rationale of the study

Systemic functional grammar (SFG) is a model of grammar developed by MichaelHalliday in the 1960s It describes the relationships between grammatical structures andmeaning It is concerned with real language, not with made up examples of language thatcan be found in many language texts, exercises, worksheets or traditional grammar books.Therefore, explicit knowledge of functional grammar provides a powerful tool to assistteachers and students in comprehending and composing texts in a wide range of social andcultural contexts

As a teacher of English, I would like to introduce this effective tool to my students

in the hope that it can help them study English in a communicative way However, to fulfill

my wish I have to gain deep insight into this complex model of functional grammar That

is the reason why I would like to choose “An Investigation into the Meaning and Structure

of a Pictorial Story: a Systemic Functional Analysis” for my thesis, using Halliday‟sfunctional grammar as theoretical framework

Hopefully, this study can effectively contribute to the teaching and learning English

as a foreign language in Vietnam

1.2 Aims and Scope of the study

The study makes a big effort to:

■ Revisit some key concepts of functional grammar

■ Analyze the meaning and structure of a pictorial story based on framework of systemic functional grammar

Therefore, the study is not concerned with all aspects of functional grammar.Rather, it focuses on sub-areas of functional grammar and mentions only those issuesrelated to the analysis of the text

1.3 Methods of the study

With the aim of analyzing the meaning and structure of a specific text (a pictorial story), description and analysis are employed as the principal methods of the study The

first method is used to provide key concepts for the study or description of sub-areas offunctional grammar The second method deals with the analysis of the chosen text

1.4 Data collection

The text is taken from a pictorial story book namely The Brave Monkey Pirate by

Hayes Roberts published by Bluebison Press in 2007 The examples are mainly fromgrammar books by Halliday (1995) and Hoàng Văn Vân (2002)

1.5 Design of the study

The paper is organized in four chapters:

■ Chapter one: The Introduction – presents the rationale of the study, the aims and scope of the study, methods of the study, data collection, and the research design

■ Chapter two: The literature review – provides theoretical concepts for the study such as Systemic functional theory, metafunctions, cohesion analysis, ect

■ Chapter three: The analysis of the pictorial story “The Brave Monkey Pirate” –

focuses on the meaning and structure of the text

■ Chapter four: The conclusion – presents the results of the study in brief, its implications and suggestions for future research

CHAPTER TWO LITERATURE REVIEW

2.1 Introduction

This chapter will provide some key concepts for the study It is concerned withSystemic Functional Theory and its features Besides, three components of meaning inlanguage and cohesion analysis are also re-examined

2.2 Systemic Functional Theory

Systemic Functional linguistics (SFL) is a theory which is functional and semanticrather than formal and syntactic in orientation It takes the text rather than the sentence asits object, and defines its scope by reference to usage rather than grammaticality WithinSFL, language is analyzed in terms of four strata: Context, Semantics, Lexico-grammar,and Phonology The context of situation is referred to as Register which is characterized bythree functional variables: Field, Tenor and Mode Field refers to what is going on or thetopics and actions which language is used to express Tenor is concerned with the socialroles and relationship between participants Mode is channel of communication Thesecond stratum, semantics, is the systems of meaning In SF theory, the meanings oflanguage are Ideational, Interpersonal and Textual which will be explored in some detail inthe next part Lexico-grammar includes vocabulary and grammar in one unified system.Phonology consists of intonation, rhythm, and syllabic and phonemic articulation Thesefour strata are related by means of realization, accordingly, phonology realizes lexico-grammar, which realizes semantics, and which realizes context

2.3 Features of Systemic Functional Grammar

Systemic Functional Grammar is a model of grammar developed by MichaelHalliday in the 1960s The term “systemic” refers to the view of language as a network ofsystems, or interrelated sets of options for making meaning; the term “functional” indicatesthat the approach is concerned with the contextualized, practical uses to which language isput, as opposed to formal grammar, which focuses on compositional semantics, syntax andword classes

2.4 Metafunctions

2.4.1 The Ideational Metafunction

The ideational metafunction is the means of representing reality It consists of

experiential meanings and logical meanings (Haliday 1994:179) Experiential meanings are

realized through the system of TRANSITIVITY In systemic functional grammar

transitivity refers to the different types of process There are six process types recognized:

Material, Mental, Verbal, Behavioral, Relational, and Existential.

Material Processes are processes of „doing‟ They express the notion that some

entity „does‟ something – which may be done „to‟ some other entity This type of process

may involve up to three participants The obligatory participant is the Actor, which is the

doer of the action For example:

The lion

ActorSome (not all) processes have a second participant called

„directed at‟ For example:

The lion

Actor

When there are three participants, their roles are referred to respectively as Actor,

Goal and Receiver Receiver is one that benefits from the process For example:

He

Actor

Mental Processes are processes of sensing such as thinking, loving, wanting,

hoping It consists of four main subtypes: cognitive (thinking, knowing, realizing),

perceptive (hearing, sensing, feeling), affective (loving, hating, adoring), and desiderative

(wanting, desiring, wishing) In a mental process there are usually two participants: Sensor

(one who senses, feels, thinks, and wants) and Phenomenon (one that is sensed, felt,

thought of, and wanted) For example:

The boy

Sensor

Verbal Processes are the processes of saying such as saying, speaking, talking.

This type of process also covers any kind of symbolic exchange such as showing,

indicating The typical participants in the processes are the Sayer (the one who does the

verbalization), the Receiver (the one to whom the saying is addressed), the Target (the one

that the verbalization is directed to), and the Verbiage (the message itself) For example:

Sayer

They

Sayer

Behavioural processes are “processes of physiological and psychological

behaviour like breathing, coughing, dreaming, smiling” (Halliday 1994:139) Typically,there is usually one participant referred to as Behaver, and this participant is always aconscious being For example:

He

Behaver

Relational processes are the processes of being, being at, and having In Relational

processes, “a relation is being set up between two separate entities” (Halliday 994: 119)

This relationship can be one of two sub-types, Attribute or Identifying When a relational process is in the attributive mode, it has one participant referred to as Carrier, and the

quality or the thing showing that the Carrier belongs to a class of things, which is adjective,

is referred to as Attribute The Carrier is realized by a nominal group and the Attribute is

realized by an adjective or an indefinite nominal group For example:

process expresses being in terms of ownership, the relation between the two terms can be characterized as Possessor and Possessed but for generalization and convenience they are still analyzed as Carrier and Attribute

Existential processes are the processes of existing They have only one participant,

called the Existent and one or two circumstantial elements In English existential process

clauses, the dummy subject “There” is often used For example:

There is

Pro: existential

Logical meanings are realized by relationships of co-ordination (or parataxis – the linking of elements of equal status, the initiating and continuing elements are free) and

subordination (or hypotaxis – the linking of elements of unequal status, the dominant

element is free but the dependent one is not) between clauses and other structural units The way of analyzing a clause in terms of experiential meaning produces constituency structures whereas logical meaning are associated with interdependency structures

2.4.2 Interpersonal Metafunction

Clause is organized as an interactive event involving speaker/writer and audience

In the act of speaking, speaker adopts a particular speech role and assigns to the listener acomplementary role The functions of clauses are giving or demanding information,expressing intention, expressing attitude, etc They have more to do with social interactionthan with “content”

As an exchange or an interactive event, an English clause consists of twocomponents: the Mood and the Residue The Mood is “the component that is bandied”(Halliday 1994: 72) Its function is to carry the argument forward In English, the Moodcomprised two parts: the Subject (which is a nominal group) and the Finite (which is theverb element in the Mood) The Residue is “the remainder of the clause” (Halliday 1994:74) It consists of three functional elements: Predicator, Complement, and Adjunct ThePredicator is presented in all non-elliptical major clauses, and is realized by a verbal group;the Complement is an element within the Residue that has the potential of being Subject,and is typically realized by a nominal group; and the Adjunct is an element that has not gotthe potential of being Subject, and is realized by an adverbial group or a prepositionalphrase For example:

Sister SusieSubjectMood

2.4.3 Textual Metafunction

The textual meaning is described through the system of theme Thematic structure

“gives the clause its character as a message” (Halliday 1994: 37), and thus, creates

relevance to the context The terms used to label these are called Theme and Rheme The Theme “serves as point of departure of the message” (Halliday 1994: 37), which in Englishcoincides with the initial element(s) of the clause; and the Rheme is the remainder of the message

The Theme may be a nominal group, an adverbial group, or a prepositional phrase.The Theme may be single or multiple, marked or unmarked A theme is single when

“consists of two or more groups or phrases forming a single structure element” (Halliday1994: 40) A multiple is the one that has a further internal structure of its own Multiplethemes can be very complex including Topical Theme, Textual Theme and InterpersonalTheme A topical theme is the one that is conflated with an experiential element of theclause This means that the Theme ends with the first constituent that is either participant,

circumstance, or process A textual theme is any combination of continuative (yes, no, now, etc), structural (and, but…), and conjunctive (also, next, finally…) And within

interpersonal element, we may have a modal, the finite verbs (in Yes/No interrogativeclause) and also a vocative element

In the declarative clause, an unmarked theme “is the mapping of Theme ontoSubject” (Halliday 1994: 43), and a marked theme “is something other than the Subject”(Halliday 1994: 44) such as Complement, Adjunct, or even Predicator Here are someexamples illustrating the thematic structure of the clause:

I shall complete this tomorrow.

2.5 Cohesion Analysis

2.5.1 Reference

According to Halliday (1994: 309) “a participant or circumstantial elementintroduced at one place in the text can be taken as a reference point to something thatfollows.” Reference is the relationship of identity between units in discourse There are sixmain types of reference: (1) anaphoric, (2) cataphoric, (3) exophoric reference, (4) personalreference, (5) demonstrative reference, and (6) comparative reference

2.5.1.1 Anaphoric, Cataphoric, and Exophoric Reference

Anaphoric reference is the items that “point backwards to the preceding text.”

(Halliday 1994: 312) For example:

Kumiko is a Japanese professor and she works in Turkey.

Cataphoric reference is a cohesive device which points the readers or listeners

forwards – it draws us further into the text in order to identify the elements to which thereference items refer For example:

The two astronauts put on their spacesuits and stepped onto the planet They looked at everything carefully.

Exophoric reference is “a means of linking outwards” to some person or object in

the environment” (Halliday 1994: 312) For example:

The spaceship flew around the new planet several times The planet was blue.

2.5.1.4 Comparative Reference

According to Halliday (1994) comparative reference “set up a relation of contrast.”

It is expressed through adjectives and adverbs and serves to compare items within a text interms of identity and similarity For example:

A: Would you like these eggs?

B: No, as a matter of fact, I’d like the other eggs.

2.5.2 Substitution

Halliday and Hasan (1997) state that substitution is “a relation between linguisticitems such as words or phrases.” It can be referred to as processes of the replacement ofone item by another in discourse There are three types of substitution: nominalsubstitution, verbal substitution, and clausal substitution

- There are three books on the table Which one do you like to borrow?

- I’ll have two poached eggs on toast, please – I’ll have the same.

2.5.2.2 Verbal Substitution

Verbal substitute in English is do It functions as Head of a verbal group and

something substitutes for a verb which is Head of a verbal group It always stands at theend of the group For example:

…the words did not come the same as they used to do.

2.5.2.3 Clausal Substitution

Clausal substitution refers to the substitution “in which what is presupposed is not

an element with in the clause but an entire clause” (Halliday and Hasan 1997: 130) The

words used as substitutes are so and not For example:

- Is there going to have an earthquake? – It says so.

- Will he come tomorrow? – I think not.

2.5.3 Ellipsis

Another form of anaphoric cohesion in the text is ellipsis It is the omission of an

item with in the text There are three types of ellipsis: nominal ellipsis, verbal ellipsis, and

clausal ellipsis.

2.5.3.1 Nominal Ellipsis

At the experiential level, a nominal group is realized by the structure of “Deictic +

Numerative + Epithet + Classifier + Thing” (Halliday 1994: 180) (e.g., the three beautiful garden flowers) When the Thing is omitted, the Head will be taken on by one of the other

elements and readers can still understand what the omitted thing is based on thepresupposition For example:

Sylvia: I like the blue hat.

Mary: I prefer the green.

or just one part of it For example:

A; Minh has gone to Ho Chi Minh City this morning.

B: Has he? He didn’t tell me.

2.5.4 Conjunctive Cohesion

According to Halliday (1994: 180) conjunction is a type of cohesion that

“constitutes a cohesive bond between two clauses.” Conjunction can be classified in manydifferent ways In this study I would like to mention three types of conjunction:Elaboration, Extension, and Enhancement

2.5.4.1 Elaboration

In elaboration, “one clause elaborates on the meaning of another by further

specifying or describing it” (Halliday 1994: 225) There are two types of elaboration: (1)

apposition in which some element is represented or restarted; e.g in other words, that is (to say), for example, thus, etc.; clarification in which some element is reinstated,

summarized, made more precise such as actually, in fact, in conclusion, in particular, anyway, at least, as I was saying, etc.

2.5.4.2 Extension

Spatial conjunctions are used as cohesive devices which create text They may be

adverbs like behind, nearby; place reference like here, there; or expressions containing a place noun or adverbs plus reference item like in the same place, anywhere else.

Temporal conjunctions comprise a number of different relations The expressions

may be simple with following (then, next), simultaneous (just then), preceding (before that) or conclusive (finally); or complex with immediate (at once), repetitive (next time), specific (next day), etc.

Manner conjunctions create cohesion by comparison (likewise, similarity, in a

different way) and by reference to means (thus, thereby).

Causal conjunctions occur in many types of discourse as “cohesive agent” Some

cause expressions are general (so, then, therefore, consequently), others relate specifically

to result (as a result), reason (for that reason), or purpose (for that purpose).

Conditional conjunctions consist of three types: positive, negative, and

concessive The positive expressions are then, in that case, etc; the negative expressions are otherwise, if not; and the concessive expressions are yet, though, however, nevertheless, etc.

Matter conjunctions create cohesion by “reference to the matter that has

gone before” The matter expressions are here, there, in that respect, elsewhere.

2.5.5 Lexical Cohesion

Lexical cohesion occurs when “the selection of items that are related in some way

to those that have gone before” (Halliday 1994: 330) Halliday and Hasan (1997) classify

lexical cohesion into two main categories: reiteration and collocation.

He was just wondering which road to take when he was startled by a sound

from behind him It was the noise of trotting horses.

2.5.5.1.3 Antonymy

Antonymy refers to the lexical items whish are opposite in meaning For example:

He fell asleep What woke him was a loud crash

2.5.5.1.4 Superordinate and Meronymy

Superordinate or hyponymy refers to class and subclass relation The main idea ofhyponymy is „inclusion‟; that is, a lower term (hyponym) is included in a upper term (thesuperordinate) The relation between the two lower terms is that of co-hyponym Forexample:

- music: drum, violin, guitar, trumpet

- vehicle: car, bus, coach, cab (taxi), motorbike

Meronymy presents a part/whole relationship The relationship between two parts

is one of co-meronym For example:

- car: door, driving wheel

- body: arm, face, chest, shoulder

2.5.5.1.5 General Word

According to Halliday and Hasan (1997), the class of general noun is “a small set

of nouns having generalized reference within the major noun class”, such as “humannoun”: people, man, woman, child; “object noun”: thing, object; “place noun”: place.These items are often neglected in the description of English, but people place a significant

part in verbal interaction, and are also an important source of cohesion in spoken language.For example:

A: Did you try the steamed buns?

B: Yes, I didn’t like the things much.

2.5.5.2 Collocation

Collocation refers to lexical cohesion that “is achieved through the association oflexical items that regularly co-occur” (Halliday aand Hasan 1997: 284) In this category oflexical cohesion, there are three types:

Resultative collocation refers to the relation of one item leading to the outcome of

another item such as kill-die, dark-night, wind-blow.

Modificational collocation refers to the relation holding between an item and one

of its inherent qualities such as run-fast/slowly, rain-heavy, sun-bright.

Contextual collocation refers to the co-occurrence of words in one context but in

other context they are not related, e.g teacher-teach/explain, student-study/learn.

2.6 Concluding Remarks

This chapter has presented some key concepts used for the study I have mentionedbriefly systemic functional linguistics In SFL, the semantics level is organized into threemetafunctions: (1) the ideational with which a clause is analyzed into Process, Participants,and Circumstances with different participant types for different process types; (2) theinterpersonal with which a clause is analyzed into Mood and Residue; and (3) the textualwith which a clause is analyzed into Theme and Rheme In this chapter, the five main types

of cohesion are also introduced They are reference, substitution, ellipsis, conjunction, andlexical cohesion These are all very useful for text analysis

In the next chapter, I will be concerned with the analysis of the picture story “TheBrave Monkey Pirate” based on the systemic functional approach

CHAPTER THREE THE MEANING AND STRUCTURE OF THE PICTURE STORY

“THE BRAVE MONKEY PIRATE”

3.1 The Chosen Text

This text is taken from a picture story book namely The Brave Monkey Pirate by HayesRoberts published by Bluebison Press in 2007 As it is a picture story, the text is combinedwith pictures There are 23 pictures used to illustrate the text All these pictures helpprovide the contexts for the story in terms of time and place as well as indicate thecharacters mentioned

In the cover of the story book there is a compass which suggests exciting adventures.The story starts with the image of two monkeys on a boat They are sailing on the blue seawith green islands on which there are pink houses scattering around In the second picture,the two monkeys are in a shop as there are a lot of goods on shelves and the taller monkeywho is expected to be the mother of the smaller monkey, is holding a scooter In the nextpicture, the two monkeys are at a round table on which there are two glasses and twodishes of peas and vegetables; as the mother (as supposed) is reading a menu, they areprobably at a restaurant The fifth picture shows a green island on which there are a lot ofgreen mountains and pink houses with stairs and there are two other animals going downstairs; the boat has stopped and the two monkey are going up stairs to the doctor‟s officewhich is recognized by a red cross In the next picture, the doctor who is in white ischecking the small monkey and the mother is waiting The seventh picture shows thedoctor pointing at a picture of the small monkey with all parts of his body analyzed and thelast image is of an injection needle which seems to be the treatment In the next picture, thetwo monkeys are going down stairs to come back their boat The ninth picture shows aroom in which the mother is sitting on a green armchair reading a book, the small monkey

is playing with his toys At door, another monkey appears He is expected to be the smallmonkey‟s father The next picture is a map which can be recognized by a lot of areas and acompass in the right corner There is one point marked on the map with red colour In thenext three pictures, the small monkey sails on the sea, climbs up volcanoes and goesthrough a bridge under which there are many snakes He seems to be on the way to theplace marked on the map In the fourteenth picture, there are a lot of mountains, pine-treesand penguins The monkey is standing in front of an icy castle In the next picture, the

monkey is in the castle and he sees a crab lying on a golden clock and some penguinsaround him The monkey is still holding a paper (maybe his map) on his hand In thesixteenth picture, the crap gives the monkey a rock The next picture shows green islandswith houses and we can see the small boat of the monkey Maybe he is on his way home Inthe eighteenth picture, the monkey, with the rock in his hand, is in a room in which themonkey‟s mother is submitting a paper to a green snake on the desk, the monkey is stillholding his rock and there are two other monkeys on chairs waiting In the four nextpictures, the doctor fills up a shot and injects the monkey while the monkey holds the rockand closes his eyes When the monkey opens his eyes, the shot is finished The last pictureshows the monkey on desk enjoying a dish of peas There are two other animals with theirdishes

If small children are invited to predict the text for wordless pictures, they will usuallyprovide poor narrative Each kid will use his imagination and create his own story whichmay be different from others‟

3.2 The Analysis

3.2.1 Clauses and Clauses Complex Analysis

The analysis of the text into clauses and clause complexes can be done as follows:(1) ||| One day the pirate Modi was out (2) || running errands with his mom |||

(3) ||| They shopped for groceries (4) || and ate peas at his favorite restaurant |||

(5) ||| Then the pirate Modi's mom said, (6) || "Oh yes, we need (7) || to stop off at the doctor's office for a quick checkup." |||

(8) || The doctor checked Modi's heart, his blood pressure, and his knees ||

(9)||| Then he explained (10) || that Modi would come back the next day (11) || and get a quick shot, (12) || to protect him from scurvy or something |||

(13)|| The pirate Modi did not like shots ||

(14) ||| That evening his father came home (15) || and Modi told him all about the visit to the doctor |||

(16) ||| Modi's father said, (17) || "Modi, I know of something [[ that can help you ]] (18) ||Take this map and my fastest pirate ship (19) || and find it (20) || Also, if you stay very stillfor the doctor (21) || you can have some ice cream.” |||

(22) ||| So Modi followed the map through the wildest seas, (23) || and climbed upvolcanoes [[ filled with fiery lava ]], (24) || and sneaked past creatures so terrible [[ that

they will not be described in this book ]], (25) || until he reached an icy castle at the top of the mountains |||

(26)|| Inside, he found a great crab wizard on a crab wizard throne ||

(27) ||| The crab wizard spoke these words, (28) || "Monkey Pirate, because you havebraved many obstacles (29) || to get here (30) || I will give you this rock (31) || When youget a shot, (32) || you must squeeze the rock very tightly, (33) || and count to three (34) ||You will be magically taken into the future [[ where the shot will be finished ]] (35) ||Also, you can have some ice cream after." |||

(36)||| The pirate Modi thanked him (37) || and sailed back home (38) || to get

some sleep |||

(39)|| The next morning, he took the rock with him to the doctor's office ||

(40)||| The doctor hummed a little song (41) || and filled up Modi's shot |||

(42)||| Modi closed his eyes very tightly, (43) || squeezed the rock as hard [[ as he could ]],

(44) || and counted 1, 2, 3! |||

(45)|| The crab wizard was right! ||

(46)|| The shot was finished ||

(47)|| The Brave Monkey Pirate was now immune to scurvy and some other stuff ||(48)|| And he had ice cream on the way home ||

If my analysis is correct, the text consists of 48 clauses which make up 19 clausecomplexes The clauses in the clause complexes are in both paratactic and hypotacticrelations but there are more clauses in paratactic relation than those in hypotactic relation,which shows clauses‟ interdependence Their semantic relations are of elaboration,extension, and enhancement Four clause complexes (III, V, VIII, XI) are of quoting andquoted relation characterizing the dialogic portion of the text Table 1 represents theclauses and clause complexes of the text

| : clause complex boundary

|| : clause boundary

Type of dependence:

Logico-semantic relations:

x : enhancement

” : projection/locution (wording)Others:I, II, III … : Number of clause complex in the whole text

(1), (2), (3) … : Number of clause in the whole text

1, 2, 3 … : Number of clause within a clause complex

Table 1 Clauses and Clause Complexes

12

12III (5)||| (1.1) || ” (1.2α) || x

123

1

1234

1

12

1