a study on the meaning and structure of a geography text a systemic functional analysis = nghiên cứu về nghĩa và cấu trúc của một văn bản địa lý phân tích trên cơ sở lý thuyết chức năng hệ thống

6

TABLE OF CONTENTS
DECLARATION ………………………………………………………………………
ABSTRACT ……………………………………………………………………………
ACKNOWLEDGEMENTS ……………………………………………………
TABLE OF CONTENTS ………………………………………………………………
PART I: INTRODUCTION …………………………………………………………
1. Rationale of the Study ……………………………………………………….
2. Aims of the Study …………………………………………………………
3. Scope of the Study ……………………………………………………
4. Methods of the Study ………………………………………………………
5. Data Collection ……………………………………………………………
6. Design of the Study ………………………………………………………

PART II: DEVELOPMENT …………………………………………………………
Chapter 1: THEORETICAL BACKGROUNDS ……………………………………
1.1. Introduction ………………………………………………………………
1.2. Systemic Functional Theory ………………………………………………
1.3. Metafunctions ……………………………………………………………
1.3.1. Ideational Metafunction …………………………………………
1.3.2. Interpersonal Metafunction …………………………………
1.3.3. Textual Metafunction ……………………………………………
1.4. Cohesion Analysis …………………………………………………………
1.4.1. Grammatical cohesion …………………………………………
1.4.1.1. Reference ……………………………………………………
1.4.1.2. Substitution …………………………………………………
1.4.1.3. Ellipsis ………………………………………………………
1.4.1.4. Conjunction ……………………………………………………
1.4.2 Lexical cohesion ………………………………………………
1.4.2.1. Reiteration ……………………………………………………

1.4.2.2. Collocation …………………………………………………….
1.5. Summary …………………………………………………………………
i
ii
iii
iv
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2
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3
3
3
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12
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14

14
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7

Chapter 2: THE MEANING AND STRUCTURE OF THE TEXT
“ACID PRECIPITATION – A HUMAN IMPACT ON THE EARTH SYSTEM”
2.1. Introduction ………………………………………………………………
2.2. The Text …………………………………………………………………
2.3. The Context of the Chosen Text ………………………………………
2.4. Clause and Clause Complex Analysis …………………………………
2.5. The Analysis of the Text in Terms of Transitivity, Mood and Theme
2.5.1. The Transitivity Pattern …………………………………………
2.5.2. The Mood Pattern ………………………………………………….
2.5.3. The Thematic Pattern ……………………………………………
2.6. Cohesion Analysis of the Text …………………………………………
2.6.1. Grammatical Cohesion ………………………………………
2.6.1.1. Conjunctive Devices …………………………………………
2.6.1.2. Reference ……………………………………………………
2.6.2. Lexical Cohesion …………………………………………
2.7. Context Configuration of the Text ……………………………………

PART III: CONCLUSION ………………………………………………………….
1. Recapitulations …………… ……………………………………………
2. Implications for Teaching and Learning ………………………………
3. Suggestions for Further Study …………………………………………

REFERENCES …………………………………………………………………………
APPENDICES …………………………………………………………………………
Appendix 1. Clause and Clause Complex Analysis …………………………………
Appendix 2. Transitivity Pattern of the Text ……………………………………….

Appendix 3. Mood Pattern of the Text ……………………………………………
Appendix 4. Thematic Pattern of the Text ………………………………………
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I
II
V
VII
IX

8


PART I: INTRODUCTION

1. Rationale of the Study
Linguists have approached the study of English from different points of view.
Some have tried to account for formal aspects of the grammar of language largely divorced
from meanings. Others have started out by looking at words and sentences and then asking
how the forms of the language.
For M.A.K Halliday, language is a “system of meanings”. That means when people
use language, their language acts express meanings. From this point of view, the grammar
becomes a study on how meanings are built up through the use of words and other
linguistic forms such as tone and emphasis. This may seem fairly obvious to most people
since it accords with a commonsense view of language, but not all linguists have been
concerned with meaning in such a direct way as Halliday. He developed a theory called
systemic functional theory, which sees a text as a linguistic consequence of the interaction
of the aspects of context which are called "field, tenor and mode".
Based on Halliday‟s systemic functional theory, in this MA thesis I would like to
analyze the geography text “Acid Precipitation – A Human Impact on the Earth System”
to explore its meaning and structure.
The analysis will try to encompass as many aspects of text analysis as possible in
order to arrive at a valid and accurate interpretation of the text. This text is taken from a
textbook for students learning ESP.
I hope that this study will contribute to some extent to the analysis of a text in terms
of systemic functional grammar and to the teaching of English to students of science and
technology in Vietnam.
2. Aims of the Study

The aim of this study is to analyze a geography text in terms of transitivity, mood,
theme, and cohesion to see how it is organized lexically, grammatically and semantically
using systemic functional grammar as the theoretical framework.
3. Scope of the Study
9

Given the aim of study set above, in this thesis I would only focus on the analysis
of a text in terms of transitivity, mood, theme and cohesion. Also, at first I intended to
analyze some texts, but due to the limit of a minor thesis, now I would only focus on the
meaning and structure of one text in the book Egeo – An Advanved Course for Students of
Geography, Book 2.
4. Methods of the Study
This study attempts to analyze the meaning and structure of a geography text.
Therefore, description and analysis are the main methods of the study. The descriptive
method is used in the description of main aspects of functional grammar and the analytic
method is used to analyze the text.
5. Data Collection
The text is a scientific text on geography taken from Earth – An Introduction to
Physical Geology, 8
th
edition, Pearson Prentice Hall, 2005 by Edward J. Tarbuck, Federic
K. Lutgens, and was published in the book Egeo – An Advanved Course for Students of
Geography, Book 2, University of Education Publishing House, 2009.
6. Design of the Study
This minor thesis is divided into three parts as follows:
 Part I: Introduction – presents the rationale of the study, the aims, the scope, the
methods, data collection and the research design.
 Part II: Development
o Chapter 1: Theoretical Backgrounds – provides some fundamental and
theoretical concepts including systemic functional theory, metafunctions,

and cohesion.
o Chapter 2: The Meaning and Structure of the Text “Acid Precipitation – a
Human Impact on the Earth System” – analyzes the text in terms of
transitivity, mood, theme, and cohesion to explore the meaning and
structure of the text.
 Part III: Conclusion – summarizes the results of the study and suggests some
implications for English teaching and learning and provides some suggestions for
further studies.

10

PART II: DEVELOPMENT

Chapter 1: THEORETICAL BACKGROUND

1.1. Introduction
In this chapter I will present some fundamental concepts of systemic functional
linguistics to establish a theoretical framework for the analysis of the text “Acid
Precipitation – A Human Impact on the Earth System” in the next chapter. The concepts
chosen to be examined are metafunctions, process types, mood, theme and cohesion.
1.2. Systemic Functional Theory
Systemic functional grammar (SFG) or systemic functional linguistics (SFL) is a
model of grammar which was developed by Michael Halliday in the 1960s. It is part of a
broad social semiotic approach to language called systemic linguistics. The term
“systemic” refers to the view of language as “a network of systems, or interrelated sets of
options for making meaning”; the term “functional” indicates that the approach is
concerned with meaning, as opposed to formal grammar, which focuses on word classes
such as nouns and verbs, typically without reference beyond the individual clause.
Systemic functional theory views language as a resource people use to accomplish
their purposes by expressing meaning in context. Halliday (1994) describes the

fundamental concepts of this theory, saying that language exists and must be studied in
various contexts, those being professional settings, classrooms, etc. Particular aspects of a
given context define the meanings likely to be expressed and the language likely to be used
to express those meanings. In addition, particular aspects of context comprise elements
such as topics being discussed, the language users and the medium of communication. All
of them are used to describe the linguistic variation in a given text, more widely known as
register (Halliday 1994). It is seen as a linguistic consequence of the interaction of the
already mentioned aspects of context which are called by Halliday “field, tenor and mode”.
Field refers to the topics and actions which language expresses, tenor denotes language
users, their relationships and their purposes, and mode describes the channel in which
communication takes place, be it speaking, writing or any combination of these two. Each
analyzed text can be viewed as having three important facets: textual, interpersonal and
ideational. The first one refers to the type/token ratio, vocabulary use and register, the
11

second one relies on concepts like exchange structure, involvement and detachment,
personal reference and use of pronouns and discourse markers, whereas the third one
describes propositional content and modality.
1.3. Metafunctions
Systemic Functional Grammar divides the social purpose of language into three
semantic prongs which the grammar interweaves. Language is seen as a representation of
reality (ideational metafunction), transmitted for a specific purpose (interpersonal
metafunction), and structured as a message (textual metafunction). Halliday calls these
three aspects metafunctions, and uses them to explain the logic behind wording choices.
1.3.1. Ideational Metafunction
According to Halliday (1994), the ideational metafunction is concerned with how
we present reality in language. It is divided into two: experiential and logical
metafunctions. The experiential metafunction organizes our experience and understanding
of the world. It is the potential of the language to construe figures with elements and its
potential to differentiate these elements into processes, the participants in these processes,

and the circumstances in which the processes occur. The logical metafunction works above
the experiential. It specializes our reasoning on the basis of our experience. It is the
potential of the language to construe logical links between figures; for example, “this
happened after that happened” or, with more experience, “this happens every time that
happens”.
The ideational metafunction relates to the field aspects of a text, or its subject
matter and context of use. Field is divided into three areas: semantic domain,
specialization, and angle of representation.
The experiential aspect of meaning is expressed through the system of
TRANSITIVITY. The TRANSITIVITY system is the principal system for the ideational
metafunction in the clause network. For Halliday (1994), this system construes the world
of experience into a manageable set of processes. In the transitivity system of English,
there are 6 process types. They are material, mental, verbal, behavioral, relational, and
existential process.
Material process
According to Geoff Thompson (1996), one of the most salient types of processes is
the one involving physical actions: playing, cooking, and planting, and so on. It is called
12

material process. Graham Lock (2005) calls this process Action process. Material process
or Action process is the process of „doing‟. It expresses the notion that some entity does
„something‟ – which may be done „to‟ some other entity. The „doer‟ of this type of action
is called the Actor. Any material process has an Actor, even though the actor may not
actually be mentioned in the clause. In many cases, the action may be represented as
affecting or „being done to‟ a second participant; this participant is called the Goal, since
the action is, in a sense, directed at this participant. In some material processes there exists
a third participant. This participant is called the Beneficiary. The Beneficiary is either
Recipient or Client. The Recipient is one that goods are given to; the Client is one that
services are done for. The following examples illustrate the existence of the three
participants in the clauses.

The lion
caught
the tourist.
Actor
Process: material
Goal








Mental process
“This is the process 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)” (Hoang Van Van, 2006). In a mental process, there are usually two participants
referred to as Senser and Phenomenon. The Senser is the conscious being that is feeling,
The mayor
resigned.
Actor
Process: material
She
sent
John
her best wishes.

Actor
Process: material
Beneficiary:
Recipient
Goal
Fred
bought
his wife
a present.
Actor
Process: material
Beneficiary:
Client
Goal
13

thinking or seeing. The Phenomenon is that which is „sensed‟ – felt, thought or seen). The
clauses in the following examples are of mental process.
The boy
loved
the girl.
Actor
Process: mental
(affection)
Phenomenon

We
could hear
it coming.
Actor

Process: mental
(perception)
Phenomenon
Relational process
This is the process of being, having and being at. It comes under three main types:
intensive (x is a), circumstantial (x is at a) and possessive (x has a). Each of these comes in
two distinct modes: attributive (a is an attributive of x) and identifying (a is the identity of
x). 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 usually realized by an adjective or an indefinite nominal group.
Sarah
is
wise.
Carrier
Process: relational
Attribute

She
is
a teacher.
Carrier
Process: relational
Attribute

In contrast, when a relational clause is in the identifying mode, it has two equating
participants, one identifying the other. They are referred to as Identified/ Identifier and
Token/ Value.
Tom
is
the leader.

Identified/
Token
Process: relational
Identifier/ Value

14

Circumstantial process expresses being in terms of circumstantial elements such as
time, place, distance, reason. The relationship between the participant and its
circumstantial element is that of Carrier and Attribute.
Peter
has
a piano.
Carrier
Process: relational
Attribute

Behavioural process
This is the process of (typically human) physiological and psychological behaviour
like breathing, coughing, laughing, dreaming and staring. The participant who is
„behaving‟, labeled Behaver, is typically a conscious being, not a lifeless thing.
She
breathed
deeply.
Actor
Process: behavioural
Circumstance

Verbal process
Verbal process is the process of saying and is expressed by verbs such as say, tell,

ask, speak, talk. Unlike behavioural and mental process, a verbal process does not require a
conscious participant and it can contain one participant referred to as Sayer, two
participants referred to respectively, depending on particular subtype of verbal process, as
Sayer and Target, and Sayer and Verbiage, and even three participants referred to
respectively as Sayer, Target, and Recipient. Sayer is one that puts out a signal, Target is
one that the verbalization is directed to, Recipient if one that benefits from the verbal
process, and Verbiage is the name of the verbalization itself.
He
said
loudly.
Sayer
Process: verbal
Circumstance

They
told
me
so.
Sayer
Process: verbal
Target
Circumstance

She
spoke
French
to me.
Sayer
Process: verbal
Target

Recipient

15

He
ordered
two beers.
Sayer
Process: verbal
Verbiage

Existential process
This is the process of existing, indicating that something or some natural force
exists. In this type of process, there is generally a participant, the Existent and one or two
circumstantial elements.
On the wall
there
hangs
a picture.
Circumstance

Process: existential
Existent

1.3.2. Interpersonal Metafunction
One of the main purposes of communication is to interact with other people: to
establish and maintain appropriate social links with them. Interaction is an inherent part of
language use. Speakers and writers of language have to structure clauses in order to
interact with one another. This is the interpersonal metafunction of language. It is
concerned with Clause as Exchange. Halliday (1994: 69) quotes a table by Thompson

(1996) to characterize the primary speech roles which can be represented below
commodity
exchange
role in exchange

(a) goods-&-services

(b) information
(i) giving
„offer‟
Would you like this teapot?
„statement‟
He‟s giving her the teapot
(ii) demanding
„command‟
Give me that teapot!
„question‟
What is he giving her?
(Source: Thompson 1996:40)
As an exchange or interactive event, a clause consists of two components: the
Mood and the Residue. Mood plays a vital role in carrying out the interpersonal function of
the clause as exchange in English. In English, the Mood consists of two elements: Subject
and Finite.
 The Subject is the nominal component of the Mood.
16

 The Finite is the verbal element in the Mood which has the function of making the
proposition finite. Subject and Mood are closely linked together.
The remainder of the clause is the Residue. It consists of functional elements of
three kinds:

 Predicator: present in all major clauses; realized by a verbal group and temporal or
modal operator.
 Complement: potential of being Subject; realized by a nominal group.
 Adjunct: not potential of being subject; realized by an adverbial group or a
prepositional phrase.
The interpersonal metafunction relates to a text's aspects of tenor or interactivity.
The following clauses are analyzed in terms of interpersonal meaning:
Sister Susie
„s
sewing
shirts
for soldiers.
Subject
Finite
Predicator
Complement
Adjunct
Mood
Residue

1.3.3. Textual Metafunction
The textual metafunction relates to mode; the internal organisation and
communicative nature of a text. It is concerned with creating relevance between parts of
what is being said and between the text and the context. Lexicogrammatically, it is
expressed through the systems of theme and information focus. Relevant to the realization
of the system of theme are two elements: Theme and Rheme.
According to Halliday (1994), the Theme is the element which „serves as the point
of departure of the message‟. The Theme may be realized by a nominal group, a
prepositional phrase, an adverbial group or even a clause in the case of predicated theme.
The Theme may be single or multiple, marked or unmarked. For Halliday (1994:40), “Any

group complex or phrase complex constitutes a single element within the clause, …, and
therefore constitutes a simple theme”. Whereas, multiple theme has a further internal
structure of its own. When, in a declarative clause, a theme is “something that other than
the Subject” (Halliday; 1994:44), it is referred to as marked theme. The most usual form of
marked theme is an adverbial group functioning as Adjunct. Unmarked theme is referred to
as “the mapping of Theme on to Subject of a declarative clause” (Halliday; 1994:43).
17

It should also be born in mind that there exist Topical, Textual, and Interpersonal
Theme due to the function to express experiential, textual and interpersonal meanings of
the clause. Topical Theme is the one that is conflated with an experiential element of the
clause. It can be Actor/ Agent, Goal/ Medium or Circumstance. A Textual Theme
represents the meaning that is relevant to the context: both the preceding and the following
text and the context of situation. A Textual Theme is any combination of continuative (yes,
no, well…), structural (and, but …), and conjunctive (therefore, also …). An Interpersonal
Theme represents the interpersonal element with which the speaker or writer acts on the
listener or reader. It is any combination of vocative, model and mood-marking. The typical
ordering is Textual ^ Interpersonal ^ Topical.
The following clauses are analyzed to illustrate their thematic structure:
Please
doctor
don‟t
give
me any more of that
nasty medicine.
Modal
Vocative
Finite
Topical

Rheme
Interpersonal
Experiential
Theme

The two Indians
stood waiting.
Theme (unmarked)
Rheme

On Saturday night
I lost my wife.
Theme (marked)
Rheme

1.4. Cohesion
Cohesion is the grammatical and lexical relationship within a text or sentence.
Cohesion can be defined as the links that hold a text together and give it meaning. It is
related to the broader concept of coherence.
There are two main types of cohesion: grammatical, referring to the structural
content, and lexical, referring to the language content of the piece. A cohesive text is
created in many different ways. In Cohesion in English, M.A.K. Halliday and Ruqaiya
18

Hasan (1997) identify five general categories of cohesive devices that create coherence in
texts: reference, ellipsis, substitution, lexical cohesion, and conjunction.
1.4.1. Grammatical Cohesion
1.4.1.1. Reference
For Halliday (1994) “a particular or circumstantial element introduced at one place
in the text can be taken as a reference point for something that follows”. In other words,

reference expresses the relationship of identity which exists between units in a text.
Reference may be used to show anaphoric, cataphoric or exophoric relations.
Anaphoric reference can be defined as item(s) which points the reader or listener
backwards to a previously mentioned entity, process or state of affairs. E.g:

The girls stared at their father.

Cataphoric reference can be defined as a cohesive device which points the reader or
listener forwards. It draws us further into the text in order to identify the elements to which
the reference items refer. E.g.:

The girls stared at their father.

Exophoric reference is “means of liking „outwards‟ to some person or object in the
environment” (Halliday; 1994:312). E.g.:

The spaceship flew around the new planet several times.

In Cohesion in English, Halliday and Hasan (1997) divide reference into three main
types: personal, demonstrative, and comparative.
Personal reference is “reference by means of function in the speech situation through the
category of person” (Halliday and Hasan; 1997). E.g.:
Catherine seemed to be unconscious, and Mr Edgar was so worried about her that
he forgot about Heathcliff for the moment. She recovered a little, but did not
recognize any of us, and was clearly very ill.
19

Demonstrative reference is “reference by means of location, on a scale of proximity”
(Halliday and Hasan; 1997). In other words, it is a form of verbal pointing by the speaker
who identifies the referent by locating it on the scale of proximity in terms of time and

space. It is expressed through determiners this/ that, these/ those and adverbs here/ there.
E.g.:
Be careful of wasps, bees and hornets. These are dangerous pests.
Comparative reference is “reference by means of identity or similarity” (Halliday and
Hasan; 1997). It sets up a relation of contrast. It is expressed through adjectives and
adverbs. E.g.:
A: Would you like these seats?
B: No, as a matter of fact, I’d like the other seats.
1.4.1.2. Substitution
Substitution is a relation between linguistic items, such as words and phrases. It
refers to the process or result of replacing one item by another at a particular place in a
text. Substitution should be distinguished from reference. According to Halliday and Hasan
(1997:89), “the distinction between substitution and reference is that substitution is a
relation in the wording rather than in the meaning. … Substitution is a relation between
linguistic items, such as words or phrases; whereas reference is a relation between
meanings”. There are three types of substitution: nominal, verbal and clausal substitution.
Nominal substitution is the substitution of Head of a nominal group by one/ ones. The
noun functioning as the Head is always countable. E.g.:
These biscuits are stale. Get me some fresh ones.
Verbal substitution is the substitution of do for verbs or verb groups. Do operates has
Head of a verbal group and its position is always final in the group. E.g.:
Did anybody feed the cat? - Somebody did.
Clausal substitution is the substitution in which what is presupposed is not an element
within the clause but an entire clause. The words used as substitutes in English are so and
not.
Is this mango ripe? - It seems so.
1.4.1.3. Ellipsis
Ellipsis is another form of anaphoric cohesion in the text where we presuppose
something by means of what is left out. Ellipsis contributes to the semantic structure of the
20

text. According to Halliday (1994), there are three main contexts for ellipsis: the noun
group, verb group and clause. They are called nominal ellipsis, verbal ellipsis or clausal
ellipsis. E.g.:
I don’t see any wine. - There isn’t any (wine). (nominal ellipsis)
Have you ever been to China? - Yes, I have (been to China). (verbal ellipsis)
I think you ought to tell me who you are, first. - Why (ought I to tell you who I
am)? (clausal ellipsis)
1.4.1.4. Conjunction
Conjunction is the term used to describe the cohesive tie between clauses or
sections of text in such a way as to demonstrate a meaningful relationship between them. It
is also possible to perceive this process as the linking of ideas, events or other phenomena.
This „liking‟ or „joining‟ is achieved by the use of conjunctive adjuncts. The nature of the
relationships that can be expressed by the use of conjunctive adjuncts are many and
Halliday and Hasan (1997) name them as additive, adversative, causal and temporal.
Additive: adds more information to what is already there
The study used a small sample only and was strongly criticized for this reason.
Furthermore, the initial premise of the research was considered questionable in
the light of previous evidence.
Adversative: shows what is contrary to expectation
I’m afraid I won’t be home late tonight. However, I won’t have to do in until late
tomorrow.
Causal: expresses cause and effect
There is a severe shortage of mathematics teachers in Britain and America. As a
consequence of this, far too many people leave school without an interest in
pursuing the study of subjects like engineering that rely on mathematical concepts.
Temporal: reflects sequence of time
Brick tea is a blend that has been compressed into a cake. It is taken mainly by the
minority groups in China. First, it is ground to a dust. Then it is usually cooked in
milk.

1.4.2. Lexical cohesion
For Thomas Bloor and Meriel Bloor (1995), “Lexical cohesion refers to the
cohesive effect of the use of lexical items in text where the choice of an item relates to the
21

choices that have gone before.”.Halliday and Hasan (1997) classify lexical cohesion into
two main categories: reiteration and collocation.
1.4.2.1. Reiteration
Reiteration is a form of lexical cohesion which involves the repetition of a lexical
item, the use of a general word to refer back to a lexical item, and a number of things in
between the use of a synonym, near-synonym, or superordinate. E.g.:
What we lack in a newspaper is what we should get. In a word, a ‘popular’
newspaper may be the winning ticket. (repetition)
You could try reversing the car up the slope. The incline isn’t all that steep.
(synonym)
Pneumonia had arrived with the cold and wet conditions. The illness is striking
everyone from infants to the elderly. (superordinate)
Did you try the steamed buns? - Yes, I didn’t like the things much. (general word)
1.4.2.2. Collocation
Collocation refers to lexical cohesion that is achieved through the association of
lexical items that regularly co-occur. Under collocation there are three subtypes:
resultative, modificational, and contextual.
Resultative collocation refers to the relation of one item leading to the outcome of
another item such as chair – sit, wind – blow …
Modificational collocation refers to the relation holding between an item and one of
its inherent qualities such as run – fast, rain – heavy …
Contextual collocation refers to the co-occurrence of words in one context but not
related in other contexts. E.g.: mother – housework
1.5. Summary
In this chapter, some fundamental and theoretical concepts have been briefly

presented which includes systemic functional grammar, the three metafunctions of clauses,
and cohesion. These fundamentals of background knowledge will be of great help to
analyze the geographical text “Acid Precipitation – A Human Impact on the Earth
System” based on systemic functional grammar in the following chapter.



22

Chapter 2: THE MEANING AND STRUCTURE OF THE TEXT
“ACID PRECIPITATION – A HUMAN IMPACT ON THE EARTH SYSTEM”

2.1. Introduction
In this chapter, an attempt is made to analyze a geographical text using systemic
functional grammar as the theoretical framework. To do this I will first present the whole
text, then I will state the reasons for choosing the text for analysis. This will be followed
by the sections in which I will analyze the text in terms of clauses and clause complexes,
transitivity, mood, theme, cohesion and the contextual configuration of the text. After each
analytical section I will provide some discussions on how the text is organized lexically,
grammatically and semantically.
2.2. The Text
ACID PRECIPITATION – A HUMAN IMPACT ON THE EARTH SYSTEM
Human are part of the complex interacting whole we call the Earth system. As
such, our actions cause changes to all the other parts of the system. For example, by going
about our normal routine, we humans modify the composition of the atmosphere. These
atmospheric modifications in turn cause unintended and unwanted changes to occur in the
hydrosphere, biosphere, and solid Earth. Acid precipitation is one small but significant
example.
Decomposed stone monuments and structures are common sights in many cities.
Although we expect rock to gradually decompose, many of these monuments have

succumbed permanently. An important cause for this accelerated chemical weathering is
acid precipitation.
Rain is naturally somewhat acidic. When carbon dioxide from the atmosphere
dissolves in water, the product is weak carbonic acid. However, the term acid precipitation
refers to precipitation that is much more acidic than natural, unpolluted rain and snow.
As a consequence of burning large quantities of fossil fuels, like coal and petroleum
products, about 40 million tons of sulfur and nitrogen oxides are released into the
atmosphere each year in the United States. The major sources of these emissions include
power-generating plants, industrial processes, such as ore smelting and petroleum refining,
and vehicles of all kinds. Through a series of complex chemical reactions, some of these
pollutants are converted into acids that then fall to Earth surface as rain or snow. Another
23

portion is deposited in dry form and subsequently converted into acid after coming in
contact with precipitation, dew or fog.
Northern Europe and eastern North America have experienced widespread acid rain
for some time. Studies have also shown that acid rain occurs in many other regions,
including western North America, Japan, China, Russia, and South America. In addition to
local pollution sources, a portion of the acidity found in the northeastern United States and
eastern Canada originates hundreds of kilometers away in industrialized regions to the
south and southwest. This situation occurs because many pollutants remain in the
atmosphere as long as five days, during which time they may be transported great
distances.
The damaging environmental effects of acid rain are thought to be considerable in
some areas and imminent in others. The best-known effect is an increased acidity in
thousands of lakes in Scandinavia and eastern North America. Accompanying this have
been substantial increases in dissolved aluminum leached from the soil by the acidic water,
which is toxic to fish. Consequently, some lakes are virtually devoid of fish, and others are
approaching this condition. Ecosystems are characterized by many interactions at many
levels of organization, which means that evaluating the effects of acid precipitation on

these complex systems is difficult and expensive and far from complete.
In addition to the many lakes that can no longer support fish, research indicates that
acid precipitation may also reduce agricultural crop yields and impair the productivity of
forests. Acid rain not only harms the foliage but also damages roots and leaches nutrient
minerals from soil. Finally acid precipitation promotes the corrosion of metals and
contributes to the destruction of stone structures.
2.3. The Context of the Chosen Text
The chosen text is taken from Earth – An Introduction to Physical Geology by
Edward J. Tarbuck, Federic K. Lutgens published in 2005 by Pearson Prentice Hall. The
text was printed in the textbook Egeo – English for geography students published by
University of Education Publishing House. This is a description on acid precipitation
which is a human impact on the Earth system. The title of the text is “Acid Precipitation –
A Human Impact on the Earth System”. On the side of the text there are two pictures, one
showing the cause of acid rain, the other showing the damaging environmental effects of
acid rain.
24

This text is chosen for analysis because it is typical of a scientific text with
academic language and a logical layout. Most of the subjects in the clauses are inanimate,
which is also one of the main features of geographical texts. Moreover, it is taken from a
reliable source so there‟ll be no doubt about its authenticity.
2.4. Clause and Clause Complex Analysis

ACID PRECIPITATION – A HUMAN IMPACT ON THE EARTH SYSTEM

I.
II.
III.

IV.

V.
VI.

VII.

VIII.

IX.
X.

XI.

XII.


XIII.


XIV.
1. Human are part of the complex interacting whole we call the Earth system.
2. As such, our actions cause changes to all the other parts of the system.
3. For example, by going about our normal routine, we humans modify the
composition of the atmosphere.
4. These atmospheric modifications in turn cause unintended and unwanted
changes to occur in the hydrosphere, biosphere, and solid Earth.
5. Acid precipitation is one small but significant example.
6. Decomposed stone monuments and structures are common sights in many
cities.
7. Although we expect rock to gradually decompose,

8. many of these monuments have succumbed permanently.
9. An important cause for this accelerated chemical weathering is acid
precipitation.
10. Rain is naturally somewhat acidic.
11. When carbon dioxide from the atmosphere dissolves in water,
12. the product is weak carbonic acid.
13. However, the term acid precipitation refers to precipitation that is much more
acidic than natural, unpolluted rain and snow.
14. As a consequence of burning large quantities of fossil fuels, like coal and
petroleum products, about 40 million tons of sulfur and nitrogen oxides are
released into the atmosphere each year in the United States.
15. The major sources of these emissions include power-generating plants,
industrial processes, such as ore smelting and petroleum refining, and
vehicles of all kinds.
16. Through a series of complex chemical reactions, some of these pollutants
25


XV.


XVI.

XVII.


XVIII.


XIX.

XX.

XXI.

XXII.

XXIII.

XXIV.


XXV.



XXVI.
are converted into acids that then fall to Earth surface as rain or snow.
17. Another portion is deposited in dry form
18. and subsequently converted into acid after coming in contact with
precipitation, dew or fog.
19. Northern Europe and eastern North America have experienced widespread
acid rain for some time.
20. Studies have also shown
21. that acid rain occurs in many other regions, including western North
America, Japan, China, Russia, and South America.
22. In addition to local pollution sources, a portion of the acidity found in the
northeastern United States and eastern Canada originates hundreds of
kilometers away in industrialized regions to the south and southwest.

23. This situation occurs
24. because many pollutants remain in the atmosphere as long as five days,
during which time they may be transported great distances.
25. The damaging environmental effects of acid rain are thought to be
considerable in some areas and imminent in others.
26. The best-known effect is an increased acidity in thousands of lakes in
Scandinavia and eastern North America.
27. Accompanying this have been substantial increases in dissolved aluminum
leached from the soil by the acidic water, which is toxic to fish.
28. Consequently, some lakes are virtually devoid of fish,
29. and others are approaching this condition.
30. Ecosystems are characterized by many interactions at many levels of
organization, which means that evaluating the effects of acid precipitation on
these complex systems is difficult and expensive and far from complete.
31. In addition to the many lakes that can no longer support fish, research
indicates
32. that acid precipitation may also reduce agricultural crop yields
33. and impair the productivity of forests.
34. Acid rain not only harms the foliage
26



XXVII.

35. but also damages roots
36. and leaches nutrient minerals from soil.
37. Finally acid precipitation promotes the corrosion of metals
38. and contributes to the destruction of stone structures.

From the clause and clause complex analysis above, we can see that the text consists
of 38 clauses, 9 of which are clause complexes. Four of the clauses in the clause complexes
are in hypotactic relation and the rest 5 in paratactic relation. Their semantic relations are
mainly of enhancement and extension. The clause complexes that have hypotactic relation
are VII, X, XVII, XIX. The interdependency of the clause and clause complexes in the text
can be shown in Table 1. See Appendix 1.
2.5. The Analysis of the Text in Terms of Transitivity, Mood and Theme

1.
Human
are
part of the complex interacting whole we call the
Earth system.
Trans.
Identified
Process: relational
Identifier
Mood
Subject
Finite
Predicate
Complement

Mood
Residue
Theme
Theme
Rheme

2.

As such,
our actions
cause
changes
to all the other parts of the
system.
Trans.

Actor
Process: material
Goal
Circumstance
Mood

Subject
Finite
Predicator
Complement
Adjunct

Residue
Mood
Residue
Theme
Textual
theme
Theme
Rheme

3.

For example,
by going about
our normal
routine,
we humans
modify
the composition of the
atmosphere.
Trans.

Circumstance
Actor
Process: material
Goal
Mood


Subject
Finite
Predicator
Complement

Residue
Residue
Mood
Residue
Theme
Textual theme
Theme
Rheme

27

4.
These
atmospheric
modifications
in turn
cause
unintended and
unwanted
changes to occur
in the hydrosphere,
biosphere, and solid
Earth.
Trans.
Actor
Circumstance
Process: material
Goal
Circumstance
Mood
Subject
Adjunct
Finite
Predicator
Complement
Adjunct

Mood
Residue
Mood
Residue
Theme
Theme
Texttual theme
Rheme

5.
Acid precipitation
is
one small but significant example.
Trans.
Identified/ Value
Process: relational
identifier/ Token
Mood
Subject
Finite
Predicator
Adjunct

Mood
Residue
Theme
Theme
Rheme

6.

Decomposed stone monuments
and structures
are
common sights
in many cities.

Trans.
Identified/ Value
Process: relational
identifier/ Token
Circumstance
Mood
Subject
Finite
Predicator
Adjunct
Adjunct

Mood
Residue
Theme
Theme
Rheme

7.
Although
we
expect
rock
to gradually decompose,

Trans.

Senser
Process: mental
phenomenon
Mood

Subject
Finite
Predicator
Complement
Adjunct

Residue
Mood
Residue
Theme
Textual theme
Theme
Rheme

8.
many of these monuments
have succumbed
permanently.
Trans.
Actor
Process: material
Circumstance
Mood

Subject
Finite
Predicator
Adjunct

Mood
Residue
Theme
Theme
Rheme

9.
An important cause
for this accelerated chemical weathering
is
acid precipitation.

Trans.
Identified
Process: relational
Identifier
Mood
Subject
Finite
Predicator
Complement

Mood
Residue
Theme

Theme
Rheme
28


10.
Rain
is
naturally somewhat acidic.
Trans.
Carrier
Process: relational
Attribute
Mood
Subject
Finite
Predicator
Adjunct

Mood
Residue
Theme
Theme
Rheme

11.
When
carbon dioxide from the
atmosphere
dissolves

in water,
Trans.

Actor
Process: material
Circumstance
Mood

Subject
Finite
Predicator
Adjunct

Residue
Mood
Residue
Theme
Theme
Theme
Rheme

12.
the product
is
weak carbonic acid.
Trans.
Identified
Process: relational
Identifier
Mood

Subject
Finite
Predicator
Adjunct

Mood
Residue
Theme
Theme
Rheme

13.
However,
the term acid
precipitation
refers to
precipitation that is much more acidic than
natural, unpolluted rain and snow.
Trans.

Identified
Process: relational
Identifier
Mood

Subject
Finite
Predicator
Adjunct

Residue
Mood
Residue
Theme
Textual
Theme
Theme
Rheme

14.
As a consequence of
burning large quantities
of fossil fuels, like coal
and petroleum products,
about 40 million
tons of sulfur
and nitrogen
oxides
are released
into the
atmosphere


each year in
the United
States.

Trans.
Circumstance
Goal

Process: material
Circumstance
Circumstance
Mood
Adjunct
Subject
Finite
Predicator
Adjunct
Complement

Residue
Mood
Residue
Theme
Textual theme
Theme
Rheme


29


15.
The major sources
of these emissions
include
power-generating plants, industrial processes,
such as ore smelting and petroleum refining,
and vehicles of all kinds.

Trans.
Carrier
Process: relational
Attribute
Mood
Subject
Finite
Predicator
Complement

Mood
Residue
Theme
Theme
Rheme

16.
Through a series of
complex chemical
reactions,
some of these
pollutants
are converted into
acids that then fall to Earth
surface as rain or snow.
Trans.
Circumstance
Identified
Process: relational
Identifier

Mood
Adjunct
Subject
Finite
Predicator
Complement

Residue
Mood
Residue
Theme
Textual theme
Theme
Rheme

17.
Another portion
is deposited
in dry form
Trans.
Goal
Process: material
Circumstance
Mood
Subject
Finite
Predicator
Adjunct

Mood

Residue
Theme
Theme
Rheme

18.
and
subsequently
converted into
Acid
after coming in contact with
precipitation, dew or fog.
Trans.

Circumstance
Process: material
Attribute
Circumstance
Mood

Adjunct
Finite
Predicator
Complement
Adjunct

Residue
Mood
Residue
Theme

Textual
theme
Rheme

19.
Northern Europe and eastern North
America
have experienced
widespread acid
rain
for some time.

Trans.
Actor
Process: material
Goal
Circumstance
Mood
Subject
Finite
Predicator
Complement
Adjunct

Mood
Residue
Theme
Theme
Rheme

30

20.
Studies
have
also
shown
Trans.
Identifier
Process: relational
Circumstance
Process: relational
Mood
Subject
Finite
Predicator
Adjunct
Finite

Mood
Residue
Mood
Theme
Theme
Rheme

21.
that
acid rain

occurs
in many other regions, including western
North America, Japan, China, Russia, and
South America.
Trans.

Existent
Process: existential
Circumstance
Mood

Subject
Finite
Predicator
Adjunct

Residue
Mood
Residue
Theme
Textual
theme
Theme
Rheme

22.
In addition to local
pollution sources,
a portion of the
acidity found in

the northeastern
United States and
eastern Canada
originates



hundreds of
kilometers
away
in industrialized
regions to the
south and
southwest.
Trans.
Circumstance
Actor
Process: material
Circumstance
Circumstance
Mood

Subject
Finite
Predicator
Adjunct
Adjunct


Mood

Residue
Theme
Textual theme
Theme
Rheme

23.
This situation
occurs
Trans.
Existent
Process: existential
Mood
Subject
Finite
Predicator

Mood
Residue
Theme
Theme
Rheme

24.
because
many pollutants
remain
in the
atmosphere
as long as five days,

during which time
they may be
transported great
distances.
Trans.

Carrier
Process: relational
Circumstance
Circumstance
Mood

Subject
Finite
Predicator

Complement


Mood
Residue
Theme
Textual theme
Theme
Rheme