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Using Functional Grammar An explorer s guide 2012th
Edition David Butt Digital Instant Download
Author(s): David Butt, Rhondda Fahey, Susan Feez, Sue Spinks
ISBN(s): 9781420256789, 1420256785
Edition: 2012
File Details: PDF, 22.79 MB
Year: 2012
Language: english
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Rhondda Fahey
Susan Feez ;
Sue Spinks .
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An explorer's guide
3rd edition

David Butt
Rhondda Fahey
Susan Feez
Sue Spinks
Third edition published 2012 by
PALGRAVE MACMILLAN
15-19 Claremont Street, South Yarra, Vic 3141

Visit our website at www.palgravemacmillan.com.au

Associated companies and representatives

throughout the world.

Copyright © David Butt, Rhondda Fahey, Susan Feez and Sue Spinks 2012

All rights reserved.

Except under the conditions described in the
Copyright Act 1968 of Australia (the Act) and subsequent amendments,
no part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise,
without the prior written permission of the copyright owner.

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Licence restrictions must be adhered to. For details of the CAL licence contact:
Copyright Agency Limited, Level 15, 233 Castlereagh Street, Sydney, NSW 2000.
Telephone: (02) 9394 7600. Facsimile: (02) 9394 7601. Email: [email protected]

First published by
National Centre for English Language Teaching and Research
Macquarie University, Sydney, NSW 2109
First edition published 1994, reprinted 4 times
Second edition published 2000, reprinted with corrections 2001, 2003, 2006, 2009

National Library of Australia Cataloguing-in-Publication entry

Title: Using functional grammar : an explorer’s guide / David Butt

ee Letalil:
Edition: 3rd ed.
ISBN: 9781420256789 (pbk.)
Notes: Includes bibliographical references and index.
Subjects: English language--Grammar.
Functionalism (Linguistics)
Discourse analysis.
Other Authors/Contributors:
Butt, David, 1950-
Dewey Number: 415

Publisher: Elizabeth Vella

Project editor: Lois Shedd
Editor: Gill Smith
Illustrator: Dim Frangoulis
Cover designer: Dim Frangoulis
Text designer: Patrick Cannon and Anne Stanhope
Photo research and permissions clearance: Liz Keneally
Typeset in Bembo 11 pt by diacriTech, Chennai
Cover image: iStockphoto.com/Dominik Pabis
Indexer: Karen Gillen

Printed in Malaysia
Contents

About the authors

Acknowledgements
How to use this book X1it

Chapter 7 Out of the tradition |

Talking about grammar
What is grammar?
Traditional grammar
Systemic functional grammar
Grammar as realisation of theory
Dividing and labelling clauses
The form and meaning potential of verbs tO)
OOS
LON
SON
atl
aS

From verbs to verbal groups

Other classes of words
Dividing and labelling other classes of words
To sum up Se
=Oo
bh
WH
B

Chapter 2 Towards text and context

The influence of context
Texts in contexts
Field, tenor and mode
Functions of language
Levels of language
The content level of language
The expression level of language
Building a metalanguage
Text types: registers and genres
Register
Genre NY
DN
WK
NM
NY
ONN
bb
‘eo
3S
Of
ow
On
Ow
=)
=I
~~
©
G

eee
iv CONTENTS

To sum up by)
Using the knowledge introduced in this chapter 33

Chapter 3 Exploring grammatical form and function 38

Notions of grammar 38
Functional approaches to grammar description and
pedagogy 41
Continuing classical and rhetorical traditions of
grammar description 42
Building on traditional grammar 43
Towards a functional grammar: the rank scale 46
A morphological aside 48
Clauses and their constituent parts 50
The rank scale and logical meanings 54
Functions of language 56
To sum up oy
Using the knowledge introduced in this chapter 59

Chapter 4 How speakers represent the world: exploring

experiential meanings 62
A landscape of human experience 62
Metalanguage for discussing language as experience 63
Packaging experience 64
Clause constituency in the experiential function 65
Clauses as Processes 67
Process types and Participant roles 70
Circumstances 82
Groups and phrases that realise Participants, Processes and
Circumstances 86
Participants 87
Processes bh
Circumstances 92
Structures within structures 95
Nominalisation 97
To sum up 99
Using the knowledge introduced in this chapter 100
Experiential grammar and text structure 102
Experiential grammar and field 103
Using experiential grammar to build a critical
response to text 104
 Vv

Chapter 5 How speakers interact with language: exploring

interpersonal meanings 107
Interacting with language 107
Giving and demanding information 108
Demanding goods and services 109
Giving information 110
Metalanguage for discussing language as interaction it
The Mood Block iid
Locating the Subject and Finite fl)
Postposed Subjects 116
Configuration of the Mood Block 7
Extra elements 120
Continuing to interact with language 120
Demanding information 120
Exchanging goods and services 124
Exchange in context 129
To sum up . dil
Using the knowledge introduced in this chapter 131

Chapter 6 How speakers take a position: exploring

interpersonal meanings further 138
The Finite and beyond 138
Exchange of information 139
Meanings that are not available for argument or
discussion £39
Taking a definite stand 140
Interpersonal grammatical metaphor 148
Exchange of goods and services
Demands realised in declaratives with modals of
obligation
Offers realised in declaratives and interrogatives
with modals of inclination
Modality in context
Appraisal
Attitude
Graduation
Engagement
To sum up
Using the knowledge introduced in this chapter
vi CONTENTS

Chapter 7 How speakers organise their message: exploring

textual meanings 167
Beginning at the beginning 167
Metalanguage for discussing the first element in a clause 169
Identifying Theme 169
Markedness and its application to Theme 173
Typical Themes for different mood types 175
Extending the notion of Theme 176
Thematic progression 176
Thematic drift 179
Other textual meanings 180
Given and New Information 180
Cohesion 181
To sum up 183
Using the knowledge introduced in this chapter 184

Chapter 8 Patterns of clause combination 191

Exploring clause complexes 191
Defining the clause boundaries 192
Clause types 195
Independent clauses 195
Dependent clauses 197
Embedded clauses 200
Interrupting clauses 201
Ways of binding clauses 203
Coordination 203
Subordination 204
Further points about clause relationships 205
Defining clause boundaries: a practical demonstration 207
Steps in a clause complex analysis 207
To sum up 243
Using the knowledge introduced in this chapter 214

Chapter 9 Exploring context 221

Text and context 221
Metalanguage for exploring the relation between
text and context 222
From context to text: from text to context 222
Interpreting context 220
Investigating field aco
Investigating tenor PHA |
Investigating mode 229
 CONTENTS vii

Writing up context of situation 201

Further metalanguage for writing up context of
situation 251
From lexicogrammatical analysis to contextual
description (text 9.1) 259
Context of situation—a second descriptive analysis 234
Investigating field in experiential meanings 235
Investigating tenor in interpersonal meanings 238
Investigating mode in textual meanings 239
From lexicogrammatical analysis to contextual
description (text 9.2) 241
To sum up 243
Using the knowledge introduced in this chapter 243

Chapter 10 Exploring text 247

Texture and structure 247
Texture 247
Different types of meanings that tie clauses together : 249
Text types 252
Ways of thinking about register and genre 22
Using texts to achieve different social purposes 259
An exploration of text types 250
Telling stories 205
Presenting factual information 266
Persuading 273
Combining generic structural patterns in texts 278
Using the knowledge introduced in this chapter 278
Exploring tense in whole texts 279
A critical orientation to generic descriptions of text
structure 281

Chapter 11 Applying functional grammar to language education 284

Language and education 284
Language and learning 287
A text-based approach to language education 290
Principles for selecting and sequencing language
teaching content 22
Metalanguage—a language for talking about
language 293
A functional approach to planning language
education 294
Viii CONTENTS

Cycles of text-based language teaching and learning 295

Matching language learning activities to the cycle
of teaching and learning 298
Analysing need, monitoring progress and assessing
achievement 300
Applying functional grammar to explore multimodal texts 303
A functional exploration of visual images 304
Multimodal texts in education 306
Functional explorations of art, architecture, space
and symbol systems 309
Teaching about text in and beyond the
English-speaking world 309
To sum up Hla!

Chapter 12 Applying functional grammar to literary stylistics 313

A text as an ensemble of meanings patterns 313
Pattern and choice in language 313
Functional grammar as ‘appliable’ grammar 316
Investigating the meanings that shape a literary text 316
Analysis of an extract from Sons and Lovers 320
Further applications of functional grammar S27

Further explorations 329

Appendices 39Z
Answers to exercises 380
Bibliography 392
Index 397
About the authors

David Butt
David G Butt is Associate Professor of Linguistics at Macquarie University and
Director of the Research Network: Language in Social Life. In addition to specialising
in the language of literature and language in education, David has applied systemic
functional linguistics to funded projects in diverse areas such as health care (in the
contexts of surgery, psychiatry and cancer treatment), intelligent systems (in Japan),
system safety (for example, in medical emergency), and communication in group
homes. Through close grammatical analysis, his work has shown that latent patterns
in texts supply forensic evidence crucial to researchers working across disciplines
as different as neuroscience, politics and verbal arts. His recent publications include
collaborative work on ‘Borderline Personality Disorder’ and ‘On Being a Literature
Teacher’.

Rhondda Fahey
Rhondda Fahey retired from the Department of Linguistics at Macquarie University
at the end of 2005. Rhondda’ contribution to linguistics, in particular grammar,
has been outstanding and has been well-recognised and appreciated by her peers
and students alike. Rhondda has not only been a recipient of a university medal
for linguistics but her teaching and commitment to students has earned her the
university’s Outstanding Teacher Award.
In retirement, Rhondda is reading Theology at MCD University of Divinity,
Melbourne, applying her expertise in systemic functional grammar to interpretations
of a variety of early church texts.
xX ABOUT THE AUTHORS

Susan Feez
Susan Feez is a Senior Lecturer in TESOL Education and a member of the English,
Literacies and Languages Education (ELLE) team in the School of Education at the
University of New England. She specialises in English language and literacy educa-
tion and educational linguistics—other research interests include social semiotics
and Montessori education. Susan has worked as a classroom teacher of English for
speakers of other languages as well as language and literacies education across the
primary, secondary and adult education sectors.

Sue Spinks
Sue Spinks is Senior Lecturer of Linguistics at Macquarie University. She also
coordinates the Macquarie University Writing Skills Program for undergraduate
students. Her research interests include discourse analysis, tertiary academic literacy,
undergraduate student writing (both student and marker perspectives), and the
application of systemic functional linguistics to the teaching of business communica-
tion skills. In 2010, Sue received an Australian Learning and Teaching Council (ALTC)
citation for excellence in teaching. Her citation reads: ‘For sustained commitment to
empowering students to find their individual academic “voices”, and to achieving
excellent outcomes for all students through relevant University committees.’
_ Acknowledgements

Author acknowledgements
The systemic functional grammar explored in this book originated with Michael
Halliday. His ideas were gathered together in his book An Introduction to Functional
Grammar. The first edition was published in 1985, the second in 1994, and now, as
Halliday and Matthiessen (2004), is in its third edition. This work remains the most
important teaching document for this theory of grammar. Scholars such as Ruqaiya
Hasan, Christian Matthiessen and James Martin have explored Halliday’s ideas and
carried the theory further. This book has no such pretensions. It necessarily simpli-
fies and leaves out the harder parts of the grammar without dumbing down the
parts it includes. In essence, it is an introduction to the Introduction.
We hope that it
encourages people to read Halliday, Matthiessen, Hasan and Martin, as well as the
many other fine scholars who are taking the theory into so many exciting areas of
investigation.
Michael Halliday has also underlined the links between learning language, learn-
ing through language and learning about language. The second edition of our book
included reflections on these connections directed especially to those involved in
language education and TESOL, and in this third edition we have modified these
sections to be more general in terms of language teaching pedagogy. But primarily
this book is written for everyone who puzzles over the patterns of language and their
place in the system as a whole.
The writing of this book has been very much a team effort—in fact, the efforts
of a community of linguists at Macquarie and New England universities over a
considerable period of time. A significant debt goes to those who set up the con-
text for our work; in particular, to our teachers and supervisors: professors Arthur
Delbridge, Michael Halliday, Ruqaiya Hasan, Jim Martin and Geoff Williams. Also
part of the community effort are the many colleagues who have offered advice and
encouragement over the years of development of this textbook.

xi
xii ACKNOWLEDGEMENTS

In addition to colleagues, we wish to thank the several generations of linguistics

students at Macquarie University who have offered constructive criticism as each
new edition (published initially as course notes and since 1995 in book form) was
tested in our teaching program. We also want to express our thanks to the children
(some of them now young adults) and grandchildren who have allowed us to use
their texts, to our editor and designer, and to our families and friends, who have sup-
ported us in a journey made more arduous in this edition by a ‘tyranny of distance’.
The four authors of this third edition would like to pay special tribute to our
first and second edition co-author Colin Yallop. Colin sadly passed away in July 2011
and so did not get to be part of this revision nor see it come to fruition.We miss his
calm and authoritative (but never authoritarian!) guidance more than we can say. He
was a true scholar, an excellent writer, and a truly wonderful friend. Apart from the
personal loss we have all experienced with his passing, we have felt the need of his
collegial wisdom several times during the revision process. Vale Colin.
And finally we would each like to thank the other three for the unfailing friend-
ship, generosity and support which has meant that, at the end of a long and sometimes
difficult process in getting this third edition into print, we are all still friends as well
as colleagues.

Davip Butt, RHONDDA FAHEY, SUSAN FEEZ AND SUE SPINKS

APRIL 2012

Publisher acknowledgements
The author and publisher are grateful to the following for permission to reproduce
copyright material:
Students who have had their work reproduced in this book.
Extract, Cars Should Be Banned in the City, from English K-6 Modules © Board
of Studies NSW for and on behalf of the Crown in right of the State of New
South Wales, 2001, 31; Extract, The Discovery of Gold: Edward Hargraves, from English
K-6 Modules © Board of Studies NSW for and on behalf of the Crown in right
of the State of New South Wales, 2001, 260; Extract, The Fight, from English K-6
Modules © Board of Studies NSW for and on behalf of the Crown in right of the
State of New South Wales, 2001, 262; Extract, Homework, from English K-6 Modules
© Board of Studies NSW for and on behalf of the Crown in right of the State of
New South Wales, 2001, 32, 276; Extract, How to Catch a Wave, from English K-6
Modules © Board of Studies NSW for and on behalf of the Crown in right of the
State of New South Wales, 2001, 30, 268-9; Article, ‘Ferries and planes disrupted due
to fog’ © News Limited, The Daily Telegraph, 20 May 2011, 264-5.
While every care has been taken to trace and acknowledge copyright, the pub-
lisher tenders their apologies for any accidental infringement where copyright has
proved untraceable. They would be pleased to come to a suitable arrangement with
the rightful owner in each case.
How to use this book

HEN we wrote the first edition of this book we were writing for people
just beginning to study functional grammar. In fact, the first edition was a
published version of teaching materials for students in our first-year program. These
students included budding teachers, lawyers, journalists, translators, editors and liter-
ary analysts. Their interests were reflected in the texts and exercises we chose.
From those beginnings the book has developed. By the second edition there was an
even greater focus on the needs of teachers, and in particular of second language teachers
of English, which was reflected in additional information at the end of each chapter. This
third edition has an even wider span. For one thing, there are new first and final chapters.
The first chapter is an absolute hand-holder. It is aimed at people who've never done any
grammar at all, or who feel they have forgotten most of what they learned in the past,
or who have just enough knowledge of traditional grammar to wonder how functional
grammar is different or even why it might be necessary. Many of our readers—especially
those of you who come to functional grammar from a sound knowledge of traditional
grammar—will just skip over it. The final three chapters are aimed at people who’ve been
excited by the possibilities of functional grammar and want to go further. These chapters
include lots of good information for teachers (chapter 11) and a stylistic analysis of a literary
text (chapter 12). The chapter “Further explorations’ offers a brief overview of the ways
functional grammar can be and, in fact, is being put to good use by many theorists and
students around the world. These chapters are maybe not for everyone but we hope you
will spare them a glance because they illustrate the journey many of you will make as you
move from being absolute beginners to becoming doctoral students in functional grammar.
Of course, many people will simply be using the book as an introduction to
functional grammar in an undergraduate or postgraduate unit. It skims the sur-
face of Halliday’s An Introduction to Functional Grammar (most recently, Halliday &
Matthiessen, 2004) in order to make it accessible to beginners without a background
in grammar. In this edition we have tried to include some of the trickier areas of the
grammar—those parts that might make you tear out your hair when you first meet
them. But the book was never and is not now intended as a substitute for Halliday and

xiii
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