A SYSTEMIC FUNCTIONAL LINGUISTICS ANALYSIS:

HOW IS THE STUDENTS’ MODEL TEXT QUALITY AND WHAT ARE THE
PEDAGOGICAL IMPLICATION OF IT?
Submitted as partial fulfillment of Systemic Functional Linguistic class assignments

Lecturer:

Wawan Gunawan, M.Ed.St., Ph.D.

by

Kurniawan Suryatama (2105213)

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES
UNIVERSITAS PENDIDIKAN INDONESIA
2022
 ABSTRACT

Teachers often use model texts to assist students in comprehending new

genres. Consequently, high-quality model texts are vital as they offer
learners with a realistic sample of the intended final outcome and the
rhetorical structures, norms, and organizational elements of the text.
Accordingly, the objectives of this study are to assess the quality of the
student's narrative model text from the viewpoint of SFL and its clause
complex while also exploring the pedagogical implications resulting from
the quality of the text. The findings show that

INTRODUCTION

Studies have promoted the use of model texts as viable instructional strategies for developing
writing abilities in L2 situations among second language learners. The notion of providing
students with model texts, or modeling, has its beginnings in the genre-based approach. This is
because the purpose of a genre-based approach is for students to develop an awareness of the
structure and purpose of different text types, enabling them to analyze these features and then
replicate them in their own writing (Hammond et al., 1992), and this awareness can be achieved
if the model text serves its purpose to the fullest. Gibbons (2009) concurs, adding that the
purpose of genre modeling is to increase students' understanding of the language of the genre in
which instructors want them to write. In addition, modeling helps students understand the genre
and comprehend its rhetorical structures or frames and formulaic sequences, develop a mental
model of the genre, and reduce some of the anxiety involved with writing a new genre (Crinon &
Legros, 2002; Hyland, 2004; Macbeth, 2010).

In light of this perspective, displaying students good text examples is an essential

classroom activity that should be integrated into our classes and learning plans (Hattie, 2010).
Consequently, this study investigates the quality of the student's model text in writing narrative
text titled "Survival on the Mano River" taken from the student's book published in 20xx from
the perspective of Systemic Functional Grammar, Clause Complex, and discusses the
pedagogical implications as a result of the quality of the text.

As for the outline of this paper, the subsequent parts of this study will describe the
theoretical framework utilized to assess the text's quality. The section will next proceed by
discussing the techniques used for this study. The following part will detail the results and
discussion, followed by the conclusion.

THEORETICAL FRAMEWORK

Genre (context of culture)

Two contexts exist inside a text: the context of culture, or genre, and the context of situation, or
register. Eggins (2004) states that the study of cultural context entails observing how a language
is organized to meet culturally acceptable aims. Martin (2001) stated that genres generate
meaning by influencing the register variables in recurring forms within a particular culture.
Martin (2001) proceeded by noting that register variables vary based on our communication
aims, and this is precisely what the idea of genre attempts to explain: how we conduct ourselves
in our everyday lives in culturally particular ways or stages. Thus, a genre is structured in stages
and comprises of a social process directed toward a goal - thus teleologically oriented –
organized and carried out by the register (Martin, 1992; 2001).

Narrative as a Genre
As Martin and Rose (2007, p. 8) state that genre is a "staged, goal-oriented, social process", it is
vital that an analysis of genre describe the numerous steps that author takes in order to
accomplish their aims with specific sorts of texts. Macken-Horarik (2002, p. 22) cites four
crucial features of texts for a discourse about genre:
1. Social Purpose
2. Social Location
3. Schematic Structure
4. Schematic Stage Description

Specifically for narrative as a genre, Macken-Horarik (2002) and Eggins (2004) provide
the general descriptions for its crucial features as follows:
1. Social purpose: Entertains and instructs via reflection on experience. Deals with
problematic events which individuals have to resolve for better or worse.
2. Social location: Narratives are found across all aspects of cultural life, in novels, short
stories, movies, sit-coms, and radio dramas.
 3. Schematic structure: [Orientation ^ (Complication. Evaluation) ^ Resolution ^
(Coda)]
4. Orientation: provides relevant information about the character’s situation;
Complication: introduces one or more problems for characters to solve; Evaluation:
highlights the significance of the events for characters; Resolution: sorts out the
problems for better or worse; Coda: often refers back to the theme of the first stage
and makes an overall statement about the text. In written narratives, the coda often
creates a sense of finality by its circular return to the starting point of the narrative.

Apart from the crucial features provided above, linguistic features are also included in
characterizing a genre. Hardy and Klarwein (1990) mentioned several parts of linguistic features
in a text; vocabulary, grammar, functional and associated grammar and vocabulary and also other
significant features. Specifically for narrative text, the vocabulary should be relevant to the
subject matter which refers to the events, setting and characters and/or issues and themes (Hardy
& Klarwein, 1990). Additionally, as for the grammar, the verb type might be action, relational or
mental and the tense of the verb should be appropriate to the meaning expressed which might be
in the form of present or past. However, according to Hardy and Klarwein (1990), relational verb
(to be and have) and action verbs in the form of past tense are usually used in narrative.
Additionally, functional and associated grammar and vocabulary are used to describe
characteristics and appearances of the subject matter in the form of adjectives usage. Lastly,
according to Hardy and Klarwein (1990), narrative text commonly uses direct speech.

Moreover, beside the key linguistic features of narrative text mentioned by Hardy and
Klarwein (1990), Mcmurrey and Campman (1983) add that transitions or conjunctions in
narrative text is important as narrative without transitions often confuses readers and commonly,
in narrative text, transitions in the form of time indicators are often used in narrative such as
‘then’, ‘next’, ‘a week later’, ‘years later’, ‘soon’, ‘when’, ‘meanwhile’, etc.

Register (context of situation)

Within the context of culture, there exists a situational context in language. In order to bring the
text to life, Halliday and Hasan (1985) describe context of situation as the text's setting in which
meanings are exchanged. In this view, in order to comprehend the meaning of language, three
linguistically consequential characteristics must be considered: field: what the language is being
used to discuss; mode: the function language plays in the interaction; and tenor: the role
connection between the interactants (Halliday and Hasan, 1985, as cited in Eggins and Martin,
1997). These three elements of context—field, tenor, and mode—constitute a text and will
"allow us to characterize the nature of this kind of text in a manner applicable to comparable
texts in any language." Additionally, these context choices are subsequently implemented
through lexico-grammatical choices, which are implemented via the sound and/or writing
systems.

A Brief Overview of Systemic Functional Linguistic

Systemic Functional Grammar or Linguistics refers to a new approach to the study of grammar
that is different from the traditional view in which language is a set of rules for specifying
grammatical structures which are autonomous, and therefore semantically arbitrary (Halliday &
Matthiessen, 1999). In this view, Eggins (2004) defines SFL as a functional-semantic approach to
language which explore both how people use language in different contexts, and how language is
structured to use as a semiotic system. What it means by functional-semantic is that language is
systemic because SFL uses theory of meaning as a choice, by which a language or any other
semiotic system is interpreted as networks of interlocking options (Halliday & Matthiessen,
2004). Additionally, language is also functional because each element in a language can be
explained by reference to its function in the total linguistics system, and fundamentally, its
function is to make meanings. The choice of the word “meanings” rather “meaning” here is
significant as it emphasizes that linguistic texts are typically making a number of meanings
simultaneously, not just one meaning (Halliday & Matthiessen, 2004).

In the scope of SFL, there are fundamental components of meaning called metafunction
in which Halliday and Matthiessen (2004) analyzed lexicogrammar into three broad
metafunctions: ideational, interpersonal and textual. Furthermore, each of the three
metafunctions is about a different aspect of the world, and is concerned with a different mode of
meaning of clauses. Additionally, these three distinct structures, each expressing one kind of
semantic organization, are mapped onto one another to produce a single wording.

Interpersonal metafunction
Interpersonal metafunction is defined as parallel to mood that is about our participation, as
speakers in the speech situation: the roles we take on ourselves and impose on others; our
wishes, feelings, attitudes and judgments (Halliday, 1978). The interpersonal functions play the
role of setting up and maintaining social relations, and indicate the role of the participants in the
communication (Halliday & Matthiessen, 2004). The interpersonal metafunction comprehends a
text’s tenor or interactivity which is comprised with three components: the speaker/writer
persona (whether the writer or speaker has a neutral attitude, which can be seen through the use
of positive or negative language) social distance (how close the speakers are) and relative social
status (whether they are equal in terms of power and knowledge on a subject). In its analysis
system, Mood element constituted by the Subject and the Finite (auxiliary or lexical verb) and
the remainder of the clause as the Residue. In SFL view, finite verb, subject and tense choice
help us to express the speech functions such as persuading, enticing, motivating, and etc. through
a set of Mood clause systems.

Ideational metafunction
The ideational metafunction is concerned with clauses as representations and relates to the
natural world, including our own consciousness. Ideational metafunction offers grammatical
resources at clause rank for interpreting the inner and exterior experience or "happenings" of the
word, as the domain of functions and meanings of the world via transitivity systems. In Halliday
and Hasan’s (1985) terms, transitivity as a major component in experiential function of the
clause deals with the “transmission of ideas “representing ‘processes’ or ‘experiences’: actions,
events, processes of consciousness and relations”. Transitivity as a semantic system, according to
Fowler (1996), is to analyze representations of reality in a linguistic text and create the same
experience through different lexico-grammatical options influenced by different mind styles or
authorial ideology which is affected by social and cultural institution because these linguistic
codes cannot reflect reality objectively and unquestionably embody author’s ideologies (Fowler,
1996). Additionally, transitivity as an analytical tool in critical discourse analysis deals with
“who or what does what to whom or what?” where actor, action and goal as affected are
highlighted.

Textual metafunction
The textual metafunction is concerned with the organization of the text in which the experiential,
logical and interpersonal are bound together into a coherent (Eggins & Slade, 1997). In
grammatical perspective, textual metafunction at the clausal level equals to Thematic structure.
Thematic structure concerns with Theme and Rheme, or the old and new information structure or
topic and comment where any component in a clause (subject, predicator, complement or
circumstantial adjunct) can be topicalized and be placed in thematic position or the beginning of
the clause which is more significant than other locations in a sentence. Theme is placed in the
beginning as it includes the message in a text, indicating the identity of text relations and
Comment or Residue appears later to expand, justify and provide additional information to
preceding information about the Theme (Halliday & Martin, 1981).

Clause Complex
The concept of "sentence" in formal grammar equals to "clause" in the SFL context, where
clause or clause simplex equals simple sentence and clause complex equals complicated sentence
(Eggins, 2004). From an SFL perspective, complex clauses have interdependent and logico-
semantic relationships. The interdependent connection is referred to as taxis, and there are two
sorts of taxis: parataxis (equal status) and hypotaxis (unequal status), which may be distinguished
by conjunction use. In this light, the relationship between a dependent element and its dominant,
the element upon which it is reliant, is known as hypotaxis. Parataxis is the relationship between
two similar, equal-status entities, one of which initiates and the other of which continues.

Meanwhile, logico-semantic relationship refers to the connection between main and

secondary clauses that develop clauses via elaboration, expansion, and improvement (Halliday &
Matthiessen, 2004). In developing clauses, elaboration is used to expand another clause by
restating it in other terms, clarifying it, providing details, adding comments or illustrations, while
enhancement is used when clause expands another by qualifying it with some contextual element
of time, cause, concession, condition, etc., and extension is used when clause expands another by
extending beyond it and providing more information, providing an exception or offering an
alternative (Cerban, 2016).

In terms of analyzing clause complex, the initial stage, according to Cerban (2016), is to
determine the borders between these clause complexes. The second stage is to assess if a specific
logico-semantic connection (expansion or projection) exists between two clauses creating a
complex or whether there is a coherent relationship between two clause complexes (Cerban,
2016). Regarding expansion, both the taxis and the logico-semantic connection may be
determined by the marker that unites the sentences, as shown in the table below:
 Elaborating Extending Enhancing
Paratactic That is to say or (rather), And, So,
In other words, But, Then,
For example, Not only, For,
For instance, But also, Thus,
In fact, Except, Or else,
Like Or, Still,
Yet, Otherwise,
Hypotactic Which Whereas, As,
While, While,
Instead, When,
Besides, Where,
Rather than, Because,
If,
Even though,
Despite
Adopted from Gerot and Wignell, 1994, as cited in Hidayat, 2014
Table 1.
Identification of expansion both taxis and logico-semantic relationship

METHOD

Design
As the purpose of this research is to analyze the quality of student model texts for narrative
writing based on SFL viewpoints and clause complexity, this paper falls under the category of
descriptive qualitative research as it is meant to describe and explore a problem which can be in
the form of document analysis (Lune & Berg, 2017). In analyzing the document, this research
incorporates Critical Discourse Analysis (CDA) in which it analyzes opaque as well as
transparent structural relationships of dominance, discrimination, power and control when these
are manifested in language (Wodak, 2008). Additionally, in performing CDA in this research,
SFL paradigm is used as the underpinning theory of analysis.

Object of the Study

The object of this study is a student’s narrative model text provided in students’ English book
entitled “Empower: Student’s Book” published in 2016 by Cambridge for Senior High School.

Data Collection Technique

This study involved one narrative model text provided in students’ hand book. The selection of
the text was based on convenience sampling, which may not well represent the population but
still provides useful information to achieve the paper’s objectives (Creswell, 2012).
Data Analysis
Using Systemic Functional Grammar components and a clause-complex framework of analysis,
the acquired data were evaluated. As a qualitative analysis technique, SFL gives a functional
account of the text, exposing semantic meanings via the writer's grammatical and lexical choices.
SFL analysis reveals many levels of meaning that are mediated by the writer's language choices.
Hence, in order to analyze the data, several steps were incorporated (Wertz, et. al, 2011):
1. The text was divided into clauses,
2. The text was analyzed in terms of the system applied,
3. Coding,
4. Sorting of categories,
5. Identifying themes and relationships,
6. An interpretation of the text,
7. Drawing conclusions.

FINDINGS AND DISCUSSION

This section intends to present the findings of the model text analysis which will cover analysis
on genre, field and the ideational metafunction, tenor and the interpersonal metafunction, mode
and the textual metafunction, and also clause complex. Additionally, this section will also
provide some discussions in relation to the pedagogical implication as the consequences of the
model text quality.

Genre
The genre analysis findings will begin with a description of the social purpose, social location,
schematic structure, and a brief summary of the content of each of the structures in the model
text entitled “Survival on the Mano River”. This narrative's social purpose is to entertain readers
by detailing the planning of the narrator's dream journey to explore the Mano River, which was
funded by a grant from the Royal Geographical Society. As for the social location, this narrative
is considered short story as it is only written in eight clauses and might be found in a lot of
reading such as student’s book, magazine and etc.

Regarding the schematic structure analysis of “Survival on the Mano River”, it can be
represented as:
 Orientation ^ Complication1 ^ Complication2 ^ Resolution2 ^ Resolution1 ^ Resolution3 ^
Complication3 ^ Evaluation and Coda

In addition, a brief description of each stage in this text is included below:

1. Orientation: Happens when the author introduces the reader to his dream journey became
a reality because he was given a grant.
2. Complication1: Happens when the reader learns about the author’s plan to start the
journey through one of the last untouched wildernesses of the Upper Guinean Forest belt.
3. Complication2: Happens when the reader learns that there were some bizarre creatures in
the belt that were found nowhere else on earth.
4. Resolution2: Happens when the author pointed out the importance of protecting the only
existences that can only be found in the belt.
5. Resolution1: Happens when the author expressed his desire to experience what life belt
was really like.
6. Resolution3: Happens when the author mentioned that he would still be in radio contact
even though he faced complication 3.
7. Complication3: Happens when the author was aware that he would be in one of the most
remote forests in West Africa and be separated from the outside world.
8. Evaluation and Coda: Happens when the author creates a sense of finality by
acknowledging the fact that the journey will be tough and dangerous by looking at the
complications mentioned.

The linguistic features analysis of this paper shows that from the total of eight sentences
or 22 clauses, the text incorporates the following verb types:

Action/ Mental Relationa Attributive Identifying

Material l

10 7 3 1 1

Table 2.
Verb Types Analysis

Apart from the verb types, the linguistic features analysis is continued by looking at the
adjective usage. It was found that the text uses a lot of adjectives in descripting the subject being
discussed such as “one of the last untouched Wildernesses”, and “one of the most remote forests
in West Africa” (see full analysis on Appendix 2). Additionally, however, it was found that the
text uses little to none of time indicators with only “when” as the time indicator found in the text.
The findings indicate that, while this text follows the generic structure and linguistic features that
are supposed to characterize the text as narrative, this text still possesses some issues which
teachers need to be aware of if in any case this text will be used as the model text.

After analyzing the stages and the linguistic features in the text, this section will continue
to explore how the text is constructed by dividing the analysis into the three metafunctions as
described in SFL paradigm.

Field and the Ideational Metafunction

As mentioned previously, the field determines what the author intends to communicate in a given
text. The field is realized by the ideational metafunction, which allows analysts to determine
which participants (typically nouns) are undergoing particular processes (typically verbs) under
specific conditions (typically adverbs or prepositional phrases). In other words, the ideational
metafunction represents the textual meaning of who is doing what to whom. Usually, an
ideational analysis begins with a discussion of the processes in each clause, as these processes
determine the types of participants from which a writer can choose.

Six categories of processes are recognized from the perspective of SFL: material,
relational, mental, verbal, behavioral, and existential (Eggins, 2004; Halliday & Matthiessen,
2004). Many traditional grammarians refer to processes as verb. Material process in SFL is
referred as "action" verbs in traditional grammar. Relational processes are frequently expressed
using "be" verbs. Mental processes are verbs that represent mental processes. Verbal processes
are those that can be articulated aloud. Behavioral processes are analogous to physical processes
in that they represent actions, but they are also analogous to mental processes in that they
represent emotions that are acted upon. Existential processes are typically denoted by "be" verbs,
but unlike relational processes, they only indicate that an entity exists. Existential processes also
typically select "there" as the subject lexical item (Eggins, 2004; Halliday & Matthiessen, 2004).
These process types will affect the type of subject and object as each of these processes are
embedded with function which the subject and object will have to adjust as the result of the
function of the process.
 Several types of processes are illustrated in this narrative text (see Table 2). Based on the
table provided, the model text predominantly employs material processes as transitivity
processes. Other types of processes are also described in the text, which may be the result of the
addition of components not included in the generic structure of procedure. The predominance of
material process in the text is consistent with the narrative text genre, which requires the use of
material process to convey to readers how the author's experience and how he deals with those
experiences.

Tenor and the Interpersonal Metafunction

As stated previously, tenor is concerned with how interpersonal relationships and attitudes are
negotiated within a text (Eggins, 2004; Halliday & Matthiessen, 2004). Examining the
relationships established between author and reader can be accomplished by identifying the
various mood structures used in a text. Some texts express a conversational relationship between
characters or participants through the use of interrogatives. Other texts may demonstrate power
hierarchies by expressing imperative commands for the reader to carry out, while others may
express their relationship with the reader as one in which the reader merely listens and receives
information by using declaratives. Regarding the analyzed text, the majority of "Survival on the
Mano River" is composed of declaratives.

In this narrative, only a few aspects of the interpersonal metafunction can be examined.
Perhaps this is due to the fact that the narrator is using only declarative modes to relay what she
considers to be the facts of his experience. In light of the use of declarative modes, this text is
deemed non-negotiable, as readers are expected to empathize with the narrator's struggle to
discover what life is like in the most unspoiled wilderness. Furthermore, this narrative is personal
to the author because the story is explicitly centered on himself and his journey throughout the
text (see Appendix 2 for more detail).

In addition to the choice in mood, by using modal and polar adjuncts, the author provides
his own commentary and evaluation of the story's events and setting. He uses 'degree adjuncts'
(traditional grammar will call them adverbs of degree) to describe the jungle he was going to as
the most at something; ‘one of the last’ untouched Wildernesses of the Upper Guinean Forest
belt, ‘one of the most’ remote forests in West Africa, and ‘one of the most’ difficult and
dangerous journeys I have ever made (see Appendix 2 for more detail).
Mode and the Textual Metafunction
The textual metafunction is responsible for textual mode realization. An analysis of the clausal
themes and rhemes and their patterns, as well as the cohesive devices used in the text, enables
analysts to comprehend how the text achieves this level of meaning. In SFL, the theme is defined
as "the element that serves as the message's starting point; it locates and orients the clause within
its context" (Halliday & Matthiessen, 2004, p. 64). Thus, the theme represents the subject matter
of each clause and the entire text and rheme is the remainder of the clause besides the theme.

The cohesive devices used in this narrative story are relatively simple. As the evidences
shown, the author uses the word “and”, and “but” as the most used connectors. In terms of
Theme and Rheme analysis, generally, the Themes of each clause are the subject of the clause,
and only one Theme comes from adjunct: circumstantial location, not the subject (clause 13) (see
Appendix 2 for more detail). These types of themes are typical for narrative text as it is mainly
concerned with events in which people are involved and are reflected in chronological order or
denoted by the physical location of the characters. As for the thematic progression, based on the
analysis, this text incorporates zig-zag pattern in developing its theme throughout the text.

Clause complex
The research findings on clause complex realization involve Taxis and Logico-Semantic
Relations. The analysis of clause complex in the model text (Survival on the Mano River),
especially which deals with taxis (clause interdependencies: parataxis and hypotaxis) and logico-
semantic relations (expansion and projection) shows that, from the total of 22 clause complex
nexus, parataxis occurs 6 times and hypotaxis with 9 occurrences of the clause
interdependencies. In terms of logico-semantic relations analysis, it was found that extension
occurs 7 times, enhancement with 5 occurrences, and elaboration with 1 occurrence (see
Appendix 3 for detail analysis). In conclusion, the model text favor much more hypotaxis than
parataxis. However, with the high usage of hypotaxis in the modeling text, students with low
level proficiency might feel burdened as the clause’s development is considered complex and
how they would project the modeling image into their own writing might also be
counterproductive as the model text is not in the same level as their proficiency.

Pedagogical Implications
As stated in this paper, genres are conceived of as tools that enable us to communicate in society
in order to accomplish social objectives (Martin, 2001). The structure of each genre is a
facilitating convention because it enables the communicators to accomplish the intended social
purpose (Painter, 2001). Consequently, genres, like language, are functional in accordance with
their social functions. From a functional perspective, the concept of genre can be useful to
teachers because it provides a foundation for a curriculum that emphasizes socially purposeful
language activities. Based on this perspective, the Genre-Based Approach is the most appropriate
teaching method because it is based on genre production, how language is used in a specific
context (Swalles, 1990), and is also concerned with the form of language use in relation to
meaning (Bhatia, 1993). The use of GBA is crucial in teaching because, from a functional
perspective, teaching should help students establish systematic links between contextual and
linguistic parameters when using language, a goal facilitated by GBA and SFL's view of
language as "sets of related choices or options, each of which is called a system" (Painter, 2001).
Students will be able to recognize that there are options within the various systems (e.g., mood
options such as declarative, interrogative, or imperative) and that each has implications for the
lexicogrammatical structure of the text through the use of the SFL paradigm in genre instruction
associated with GBA. SFL paradigm is also useful for language education because the notions of
register and genre can be used to make students aware of the sociocultural features of the text-
type being taught and of which linguistic choices are more likely to be made in its textualization
(Figueiredo, 2010), as well as helping teachers to "identify and focus on whatever aspect of
language in use the learner needs the most assistance with" (Painter, 2001:178).

The Practical Application: The Importance of Model Text Quality

As stated in the preceding section, GBA-SFL may be the most appropriate method for language
teaching in the twenty-first century, and GBA will be more advantageous in its teaching steps
than the alternative method. Regardless of this presumption, it is essential that teachers not only
adhere to the suggested GBA steps, but also place a significant emphasis on the quality of the
model text they employ. This is because the quality of the model text determines how students
focus on the correct formal and functional properties of a text and the strong associations that
exist between them (Swales, 1990). Consequently, it is necessary for teachers to link the formal
and functional properties of a language to facilitate learners' recognition of how and why
linguistic conventions are employed for specific rhetorical effects (Bhatia, 2004). In light of this
idea, it is important to provide learners with opportunities to analyze the correct rhetorical
structure of content, so that common patterns can be identified in each genre and learners have
the background knowledge to be activated in the next phase of learning, which consists of joint
construction and independent construction.

Because of its language level, this text would be most appropriate for the secondary level or
university level. Some questions that teachers can ask students about this text include:

If we take the example question at the beginning as a case in point, to show our learners
how to write a comparison we should first show them a model comparison text and then plan
activities that support deconstructing a comparison. Through deconstructing the text your
learners will build a success criteria of how to write

CONCLUSION

- Summary of paper

- Future research directions

- Future Practical implications

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 APPENDICES

Appendix 1. Model Text

 Appendix 2. Metafunction Analysis of the Text
My dream journey became a reality
subject Finite (did) Predicator (become) complement
MOOD RESIDUE
carrier Process: relational attributive attribute

Topical

THEME RHEME

when I received a grant from the Royal to explore the Moro and Mano
Geographical Society rivers.
Finite Predicator
subject complement Adjunct: circumstantial Predicator Complement
(did) (receive)
MOOD RESIDUE
Process: happening
actor affected Circumstance Circumstance
material
Conj.
Textual Topical
THEME RHEME
Speech Function: Statement Mood Types: Declarative Genre: Narrative Thematical Progression: Zig-zag
The grant was intended to cover expenses, radio training, and kit to record my for BBC Radio 4.
expedition
subject finite predicator complement predicator complement Adjunct: circumstantial
MOOD RESIDUE
Process: doing
Carrier Process: relational attributive attribute goal
material
Topical
THEME RHEME
Speech Function: Statement Mood Types: Declarative Genre: Narrative Thematical Progression: Zig-zag

I was planning to start at the top of the Gola Forest and make
subject finite predicator Adjunct: circumstantial predicator
MOOD RESIDUE RESIDUE
Actor Process: material Goal Process: material
Topical
THEME RHEME

the first descent of the river border of Sierra right through a chunk of Africa's most — one of the last untouched
Leone and Liberia threatened jungle environment Wildernesses of the Upper Guinean
Forest belt.
complement Adjunct: circumstantial Adjunct: textual
RESIDUE RESIDUE
Goal Circumstance

RHEME
Speech Function: Statement Mood Types: Declarative Genre: Narrative Thematical Progression: Zig-zag
More than a mammal are found in the belt with bizarre such as the pygmy found nowhere else on Earth.
quarter of species creatures hippopotamus
Africa’s
total
Adjunct:
subject finite predicator complement complement Adjunct: circumstantial
circumstantial
MOOD RESIDUE
Process:
Circumstance:
affected happening Circumstance affected Circumstance
location
material
Textual Topical
THEME RHEME
Speech Function: Statement Mood Types: Declarative Genre: Narrative Thematical Progression: Zig-zag

The need to protect what still this one-off Could not be more critical
remains of environment
Finite (modal negative
subject predicator complement
(polarity))
MOOD RESIDUE
Carrier Process: relational attributive attribute
Textual Topical
THEME RHEME
Speech Function: Statement Mood Types: Declarative Genre: Narrative Thematical Progression: Zig-zag
In Sierra Leone, the Gola Forest is already designated a national park
Adjunct: subject Finite Adjunct: mood? predicator Complement
circumstantial MOOD RESIDUE
Circumstance:
carrier Process: attributive attribute
location
Topical
THEME RHEME

but I wanted to find out what life in the heart of a tropical rainforest was really like
Finite (want) +
subject predicator Complement
(did) predicator
MOOD RESIDUE
Senser Process: mental cognition phenomenon
Conj.
Topical
Textual
THEME RHEME

so I was Going to paddle down these rivers hopefully as far as the sea.
Finite predicator Adjunct:
subject complement Adjunct: circumstantial
(past) comment
MOOD RESIDUE
Actor Process: (material) goal Circumstance
Cont.
Topical
Textual
THEME RHEME
Speech Function: Statement Mood Types: Declarative Genre: Narrative Thematical Progression: Zig-zag
 I knew that although I would be in radio contact,
subject finite predicator subject finite predicator Complement
MOOD RESIDUE MOOD RESIDUE
senser Process: mental senser Process: mental perception phenomenon
Conj.
Topical Topical
Textual
THEM
RHEME THEME RHEME
E

I would be on my own in one of the most remote forests in West Africa

subject Finite (modality) predicator Adjunct: circumstantial Adjunct: circumstantial
MOOD RESIDUE
Senser Process: mental perception phenomenon Circumstance: location
Topical
THEME RHEME

and I would be separated from the outside world by dense tropical vegetation.
subject Finite (modality) predicator Adjunct: circumstantial
MOOD RESIDUE
senser Process: mental perception phenomenon
Conj.
Topical
Textual
THEME RHEME
Speech Function: Statement Mood Types: Declarative Genre: Narrative Thematical Progression: Zig-zag
 I was expecting it to be tough but in fact,
subject Finite predicator complement predicator complement
MOOD RESIDUE
Process: mental
senser phenomenon Circumstance
cognition
Conj. Comment Adjunct
Topical
Textual Interpersonal
THEME RHEME THEME

it was to become one of the most difficult and dangerous journeys I have ever made
subject Finite predicator complement
MOOD RESIDUE
token Process: identifying value

Topical

THEME RHEME
Speech Function: Statement Mood Types: Declarative Genre: Narrative Thematical Progression: Zig-zag
 Appendix 3. Clause Complex Analysis of the Text

SURVIVAL ON THE MANO RIVER

1. My dream journey became a reality when I received a grant from the Royal Geographical Society to explore the Moro and
Mano rivers.
α My dream journey became a reality
xβ α when I received a grant from the Royal Geographical Society
xβ to explore the Moro and Mano rivers.

2. The grant was intended to cover expenses, radio training and kit to record my expedition for BBC Radio 4.
α The grant was intended to cover expenses, radio training and kit
xβ to record my expedition for BBC Radio 4.

3. I was planning to start at the top of the Gola Forest and make the first descent of the river border of Sierra Leone and Liberia,
right through a chunk of Africa's most threatened jungle environment - one of the last untouched wildernesses of the Upper
Guinean forest belt.
1 I was planning to start at the top of the Gola Forest
+2 α and make the first descent of the river border of Sierra Leone and Liberia
+β 1 right through a chunk of Africa's most threatened jungle environment
=2 one of the last untouched wildernesses of the Upper Guinean forest belt.

4. More than a quarter of Africa's total mammal species are found in the belt, with bizarre creatures such as the pygmy
hippopotamus found nowhere else on Earth.
α More than a quarter of Africa's total mammal species are found in the belt,
 +β with bizarre creatures such as the pygmy hippopotamus found nowhere else on Earth.

5. The need to protect what still remains of this one - off environment could not be more critical.
1 The need to protect what still remains of this one - off environment could not be more critical.

6. In Sierra Leone, the Gola forest is already designated a national park, but I wanted to find out what life in the heart of a
tropical rainforest was really like, so I was going to paddle down these rivers, hopefully as far as the sea.
1 In Sierra Leone, the Gola forest is already designated a national park
+2 α but I wanted to find out what life in the heart of a tropical rainforest was really like
xβ so I was going to paddle down these rivers, hopefully as far as the sea

7. I knew that, although I would be in radio contact, I would be on my own in one of the most remote forests in West Africa and I
would be separated from the outside world by dense tropical vegetation.
1 I knew that,
x2 α although I would be in radio contact,
+β α I would be on my own in one of the most remote forests in West Africa
+β and I would be separated from the outside world by dense tropical vegetation.

8. I was expecting it to be tough but in fact it was to become one of the most difficult and dangerous journeys I have ever made
1 I was expecting it to be tough
+2 α but in fact, it was to become one of the most difficult and dangerous journeys
xβ I have ever made