A study on experiential meaning in “snow white and the seven dwarfs” from multimodal perspective

MINISTRY OF EDUCATION AND TRAINING
QUY NHON UNIVERSITY

VÕ THỊ ĐĂNG NGỌC

A STUDY ON EXPERIENTIAL MEANING IN
“SNOW WHITE AND THE SEVEN DWARFS”
FROM MULTIMODAL PERSPECTIVE

Field : The English Language
Code : 8.22.02.01

Supervisor: Võ Duy Đức. Ph.D.


BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUY NHƠN

VÕ THỊ ĐĂNG NGỌC

NGUYÊN CỨU NGHĨA KINH NGHIỆM TRONG
TRUYỆN TRANH “NÀNG BẠCH TUYẾT VÀ
BẢY CHÚ LÙN” TỪ CÁCH NHÌN
ĐA PHƯƠNG THỨC

Chuyên ngành: Ngôn Ngữ Anh
Mã số: 8.22.02.01

Người hướng dẫn: TS. Võ Duy Đức

i

ACKNOWLEDGEMENTS
In this study, I would like to express my gratitude toward my supervisor Dr.
Võ Duy Đức with his enthusiasm, his encouragement as well as his patience
for helping me finish the master thesis. He spent a lot of time reading and
correcting the mistakes in my thesis carefully although he was very busy. He
always encouraged me to seek many articles, read many books, and studied
many academic researches to conduct well the study.
I would also like to express my sincere thanks to the board of directors of Ngo
May High School, especially my headmaster - Châu Văn Phú for helping and
facilitating the distribution of teaching timetable during the time I took the
course. Moreover, I would like also to thank my close colleagues for teaching
my classes.
I am extending my special thanks to all lecturers in the English master course.
They have taught me a lot of useful knowledge during the two years I took
part in this master course.
Lastly, I would like to express my gratitude to my family for encouraging me
mentally and physically so that I could successfully complete this course.


ii

STATEMENT OF AUTHORSHIP
I merely confirm that the thesis titled ―A study on experiential meaning in
“Snow White and the Seven Dwarfs” from multimodal perspective” is
written only by me and describes entirely the result of my own work. I choose
many references which have been quoted and all sources of information have
been clearly cited. The thesis has not been submitted for the award of any
other degree or diploma in any university or institution.

Qui Nhon, 2020

VO THI DANG NGOC


iii

ABSTRACT
An experimental investigation was conducted to explore the
experiential meaning of the verbal structures and the visual images through
multimodal perspective in the comic story Snow White and the Seven Dwarfs.
Two main frameworks of theory which are applied for the analysis of this
study are Systemic Functional Grammar and Visual Grammar. Systemic
Functional Grammar formulated by Halliday (2004) is used for analyzing the
experiential meaning of the verbal texts in the collected data resources, while
Visual Grammar originated by Kress& Leeuwen (2006) is supported to
identify the experiential meaning of the visual language in the comic story
Snow White and the Seven Dwarfs. The findings indicate that while texts in
Snow White and the Seven Dwarfs comic show the actions and the events with
a large numbers of Material processes, the images mainly focus on the
physical actions of the represented participants with the Actional processes.
Moreover, Relational processes in the verbal texts used to characterize or
identify the participants account for a proportion of equivalent rate with
Reactional processes in the visual image applied for identifying the
represented participants. The results of the numerical simulation indicate that
circumstances both the verbal texts and the visual images in the comic Snow
White and the Seven Dwarfs rotate around the time and place in which the
activities or events take place with a large number of Location in texts and
Setting in images. Implications of the results and future research directions

were drawn out.


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ABBREVIATIONS AND CONVENTIONS

1. Abbreviation
SFG: Systemic Functional Grammar
2. Conventions
I (1-313): All the images in the data for this present research are clearly
numbered from 1 to 313 and included in Appendix A. For example, [I207] means the image [I-207] as indicated in Appendix A.

[ I-207]

- Boldface is used to mark the first use of technical terms.
- Italics is used for examples, emphasis, and technical terms.
- Underlined words are used to mark the use of what is being illustrated.
For example:
a. One day my prince will come and rescuse me!
b. Obey me, or I will kill you and your family!
=> The words ―come, rescue, and kill‖ above are underlined to depict
the use of the verbal text in Material processes.


1

CHAPTER 1. INTRODUCTION
1.1 RATIONALE
In the recent decades, comics have been one of the major interesting
research subjects which we can use to tell our children about the wonderfully

imaginative story through the images and texts; they play an important role in
our lives and they show a source of messages in creating the imaginary world
for the children and sharing the dominant values of a society. Throughout
reading comics and understanding the meanings of different comics, we
actually experience the different cultures and characters around the world.
Especially, each comic is usually structured with a happy ending for a good
figure and the bad character being punished. Moreover, a comic is a great
source of additional material for the children or the people who do not know
how to read and write via images. It may help to enhance their creative
imagination which is regarded as an essential preparation for our future
success. Thus, comics constitute a significant instrument of entertainment.
Colorful images, meaningful contents and the variety of characters make
reading generally more congenial and create a profound impression on young
generations as well; therefore, they can feel relaxed.
Each image of a comic contains many kinds of various meanings when
we see and observe it from multimodal perspectives. Jewitt (2007) argued that
a multimodal perspective on texts attends to linguistic resources (speech and
writing) as a part of a multimodal ensemble in which resources are organized,
designed and orchestrated to realize curriculum knowledge and pedagogic
relations. All of these perspectives are important and grow our understanding
of the comics. The goal of our perspectives is to demonstrate the varied way
one can read, interpret and view a comic. We want to collect the valuable


2
perspective on many different facets of comic. If we look at the picture and
discover the images containing many different meanings, our impressive
ability about the pictures is completely different. Images alone may not show
clearly the intended meaning , so texts are a useful means for us to understand
the full meaning of the writer‘s message. Kress and Van Leeuwen (2006)

present that the common view of the function of images as ‗illustration‘ and
‗explanation‘ would be that the accompanying verbal text explains what is not
made clear visually.
Thus, each story has a different storyline and different images that the
author wants to express a national culture or that nation‘s customs, directing
people to life‘s values through our own perception of the world around us,
especially children. One of wonderfully comic stories by simple words and
vivid image is Snow White and the Seven Dwarfs by which children may
approach the sense of experience from a multi-modal perspective with ease.
Maybe, they perceive the plot in the experiential sense from a multimodal
point of view via identifying the verbal components and visual languages in
Snow White and the Seven Dwarfs comic. It could be a fact that the verbal text
and visual texts can be interpreted in various ways by different people. In the
course of my research into comics, I have found that there has not been much
experiential meaning study in the comic book Snow White and the Seven
Dwarfs. Therefore, I decided to do the research on the topic ―A study on
experiential meaning in “Snow White and the Seven Dwarfs” from
multimodal perspective”.
1.2 AIM AND OBJECTIVES OF THE STUDY
1.2.1 Aim of the study
The aim of the study was to investigate the experiential meaning in the
verbal texts and the visual images in the comic story ―Snow White and the


3
Seven Dwarfs‖ from multimodal perspective based on ―Systemic Functional
Grammar‖ originated by M.A.K Halliday (2004) and ―The Grammar of visual
design” formulated by Gunther Kress and Theo van Leeuwen (2006).
1.2.2 Objectives
To achieve the stated aim, the objectives of the present study are as

follows:
- To identify and describe the experiential meaning conveyed in the
verbal texts.
- To identify and describe the experiential meaning embodied in the
images.
1.3 RESEARCH QUESTIONS
In order to fulfill the objectives above, the thesis focuses on two
research questions as follows:
1. How are the experiential meaning communicated verbally and
visually in ―Snow White and the Seven Dwarfs‖ comic?
2. What is the occurrence frequency of process types used in these
verbal and visual communications?
1.4 SCOPE OF THE STUDY
This study particularly focuses on the only data ―Snow White and the
Seven Dwarfs” comic served for the work. Moreover, the study is just on the
experiential meaning, leaving the other two meanings, the interpersonal and
textual, untouched.
1.5 SIGNIFICANCE OF THE STUDY
In this paper, the great triumph in applying the two major theories
enables us to understand experiential meaning in both texts and images via
multimodal perspective from the comic story Snow White and the Seven
Dwarfs. The study provides the parents of the young with useful knowledge


4
to help their children build the life basic skills from the imaginary world to
the real one around reading and understanding visually clear meanings in
images. In addition, the findings of the study about the experiential meaning
in text would be a valuable contribution for seeking out meaning of a comic
story which is not made clear in images. Hopefully, the study is found to be

useful for those who need to do research on experiential meaning as well as
those who are interested in studying comics from multimodal perspectives.
1.6 ORGANIZATION OF THE THESIS
The thesis consists of five chapters.
- Chapter one, Introduction, presents rationale of the study, aim and
objectives of the study, research questions, scope of the study, significance of
the study, and organization of the thesis.
- Chapter two, Literature review, comprises the review of literature of
the established theories, the empirical studies and previous studies related to
the research area.
- Chapter three, Methodology and Procedures, outlines the research
methods and procedures of the study. It also shows the methods utilized to
collect the data as well as to conduct the research.
- Chapter four, Findings and Discussion, presents the author‘s findings
of the experiential meaning in the verbal texts as well as the visual images in
Snow White and the Seven Dwarfs comic.
- Chapter five, Conclusions, summarizes the main findings which
satisfy the research questions, presents implications and limitations of the
study, and shows suggestions for further research of the study.


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CHAPTER 2. LITERATURE REVIEW
This chapter deals with Halliday‘s Systemic Functional Grammar and
Kress and Van Leeuwen‘s Visual Grammar as they are employed as
theoretical framework for the study. Furthermore, it shows an overview of
previous research related to the present study.
2.1 THEORETICAL BACKGROUND

2.1.1 Systemic Functional Grammar
Systemic Functional Grammar (henceforth SFG) is a form of
grammatical description introduced by Halliday. It is a linguistic, semiotic,
descriptive theory of language. According to Halliday (2004), language is a
mean of communication, which fulfills three distinct different modes of
meaning or metafunctions. They are ideational, interpersonal, and textual
metafunction. The textual metafunction deals with organizing ideational and
interpersonal meaning as text in context. The interpersonal one is used to talk
about language interaction between the speaker and listener. The ideational
one is concerned with encoding our experience of the real world and of our
inner world. As will be shown in the chapter, SFG theory ideational resources
are related to particular elements of realization, construing experience as
components or constituents. Experiential and logical function are two main
functions in the ideational meaning. The experiential meaning is that language
expresses our experiences in outside world such as things, events qualities and
inside world as thoughts beliefs, feelings. What logical function refers to is
that language expresses the logical relationship between two or more than two
meaning units. Thus, when we utilize the theory association with the
experiential meaning, experiential function is chiefly embodied by the system
of transitivity.


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2.1. 1. 1 Transitivity system
According to Halliday (2004), transitivity system belongs to the
content expressed in language and encodes experiential meaning via the world
of action, relations, participants, and circumstances. It distinguishes rather
clearly between outer experience, the processes of the external world, and
inner experience, the processes of consciousness (including perception,
emotion, and imagination). This system construes the world of experience

into a manageable set of PROCESS TYPES (Halliday 2004). Halliday
represents that transitivity system includes six processes: Material process,
Mental process, Relational process, Behavioral process, Verbal process,
Existential process. Figure 2.1 represents process types as a semiotic space,
with different regions representing different types.

Figure 2.1. The grammar of experience: types of process in English

(Source: Halliday 2004, p.172)


7
These process types are clearly focused in the following parts:
 Material processes
Material process is a process of doing or happening. Material Processes
express the notion that some entity ‗does‘ something- which may be done ‗to‘
some other entity. The process is realized by the verbs such as form, emerge,
make, create, product, construct, build, design, write, compose, draw, paint,
bake, etc.
Actor and Goal are two participant roles in material processes. Agent is
also another participant who took part in causative material processes. The
Agent causes an Actor to carry out the action. For example:
1) Birds
Actor

are flying

in the sky

process: material

Circumstance
(Halliday 2004, p.175)

2) The lion
Actor

caught

the tourist.

process: material

Goal
(Halliday, 2004, p.180)

In addition to these two roles, there are other participant roles that
may be involved in the material processes such as Scope, Recipient, Client
and Attribute.
Scope is the participant that may construe an entity, which exists
independently of the processes but which indicates the domain over which
the process takes places. For example:
3) She
Actor

crossed

the room

Process: material

Scope (entity)
(Halliday 2004, p.189)


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The two functions of Recipient and Client resemble one another in that
both construe a benefactive role; they represent a participant that
benefiting from performance of the process. The Recipient is the
participant that goods are given to; the Client is one that services are done
for. Here are some illustrations
4) I
Actor

gave

my love

a ring that has no end

process

Recipient

Goal
(Halliday 2004, p.191)

5) Fred

bought

a present

for his wife

Actor

process

goal

Client
(Halliday 2004, p.191)

Moreover, Attribute is the additional participants of the material
process. Halliday presents that Attribute may be used to construe the resultant
qualitative state of the Actor or Goal. For instance:
6) They
Actor

washed
process: material

the plates
Goal

clean.
Attribute
(Halliday 2004, p.189)

 Mental processes
Mental processes are concerned with our experience of the world of
our own consciousness. They are a process of thinking involving perception
(see, taste), and reaction (like, fear) and cognition (know, believe, and
understand), emotion (love, like) and so on. Mental processes go with two
main participants: Senser and Phenomenon. Senser refers to the person who
perceives and phenomenon is something that is perceived by the senser.
Phenomenon included concrete person or objects, abstract things, happened


9
events and so on. Table 2.1 shows the verbs serving as in mental processes.
Table 2.1 Verbs serving as Process in mental processes
(Source: Halliday 2004, p.210)

„like‟ type

„please‟ type

perceive, sense; see, notice, glimpse; (assail)
perceptive

hear, overhear; feel; taste; smell
think,

believe,

suppose,

expect, strike,

occur

to,

convince;

consider, know; understand, realize, remind, escape; puzzle, intrigue,
cognitive

appreciate; imagine, dream, pretend; surprise
guess,

reckon,

hypothesize;

wonder,

conjecture,
doubt;

remember, recall, forget; fear (think
fearfully)
want, wish, would like, desire; hope (tempt)
(for), long for, yearn for; intend,
desiderative

plan; decide, resolve, determine;
agree, comply, refuse

like, fancy, love, adore, dislike, hate, allure, attract, please, displease,
detest, despise, loathe, abhor; rejoice, disgust, offend, repel, revolt;
exult,

emotive

grieve,

mourn,

bemoan, gladden, delight, gratify, sadden,

bewail, regret, deplore; fear, dread; depress,
enjoy, relish, marvel

pain;

alarm,

startle,

frighten, scare, horrify, shock,
comfort,

reassure,

encourage;

amuse, entertain, divert, interest,
fascinate, bore, weary, worry

The following sentences present the mental processes
I
Senser

can feel

something on my foot

Process: mental-perception

Phenomenon
(Halliday 2004, p.199)


10

7) Mary
Senser

liked

the gift

Process: mental-emotion

Phenomenon
(Halliday 2004, p.200)

8) He

Senser

knows

the car

Process: mental-cognition

Phenomenon
(Halliday 2004, p.208)

9) He
Senser

wants

the car

Process: mental desideration

Phenomenon
(Halliday 2004, p.208)

 Relational processes
Relational clauses are the processes of being and having. They are
used for serving to characterize and to identify. There are three main types of
relation: intensive, possessive, and circumstantial; each of those comes in two
distint modes of being – ‗attribute‘ and ‗identifying‘.
In the ‗attribute‘ mode, there are two elements recognized the
Attribute and Carrier. The ‗attribute‘ is labelled by the class, the ‗carrier‘ is

ascribed by the entity. Moreover, in the ‗identifying‘ mode, Value and Token
can be identified another in the intensive relational processes. Value is
identified by Token and Token serves to the identity of Value. The process is
realized by the verb ‗be‟ or synonym of it. For instance:
Relational process of intensive attribution
10) Sarah
Carrier

is

wise

Process: Relational: intensive attribution

Attribute

(Halliday 2004, p.216)


11
11) Mice
Carrier

are

timid creatures

Relational: intensive attribution

Attribute

(Halliday 2004, p.219)

Relational process of intensive identifying
12) Tom
Value

is

the treasure

Process: relational

Token
(Halliday 2004, p.230)

13) Tom
Token

is

the tall one

Process: relational

Value
(Halliday 2004, p.230)

On the other hand, relational process is possessive structures. The
process can be realized by the present tense of the most typical popular verb
―have‖ and ―belong to‖, as exemplified below:

Relational process of possessive structures
14) Peter
Carrier

has

a piano

Process: Relational: possessive attribution

Attribute

(Halliday 2004, p.216)

15) Peter
Token

owns

the piano

Relational: possessive identifying

Value
(Halliday 2004, p.247)

Moreover, in Attributive circumstantial processes, the circumstantial
element was being ascribed to some Carriers. For examples
16) The fair

is

on Tuesday

Process: intensive attribution

Attribute: circumstantial

Carrier
(Halliday 2004, p.216)


12
17) Tomorrow
Token

is

the tenth

Process: intensive identifying

Value
(Halliday 2004, p.244)

 Behavioral processes
Behavioral process is a process of behaving. These are processes of
physiological and psychological behavior, like breathing, smiling, dreaming
and staring. The basic components of the process are Behaver and Behavior.
Behaver is the participant who is typically a conscious being. Behavior is the

entity which exists independently of the process itself. The examples show the
Behavioral processes.
18) People

are

laughing

Behaver

Process: intensive

Behavioral
(Halliday 2004, p.250)

19) He
Behaver

smile

a broad smile

Process: behavioral

Behavior
(Eggins:1994, p.250)

 Verbal processes
Verbal processes are processes of saying. ‗Saying‘ has to be interpreted in
a rather broad sense. It covers any kind of symbolic exchange of meaning.

Sayer, Receiver, and Verbiage are three main participants in verbal processes.
A Sayer is being confined to speakers and writers who are responsible for the
verbal process, such as asking or telling. The Receiver is the one to whom the
saying is directed and is realized a conscious being (a potential speaker), a
collective or an institution. Verbiage may construe the topic of what is said.
The Target occurs only in a sub-type of ‗verbal‘ process; this function
illustrates the entity that is targeted by the process of saying. The set of verbs


13
serving as Verbal Process includes the common verbs „say, tell, and talk‟ and
examples of verbs representing features of dialogic exchange, reply and
encounter.
The examples of this type can be clearly seen in (21) and (22)
20) You

didn‟t tell

me

that last time

Sayer

Process: verbal

Receiver

Circumstance
(Halliday 2004, p.254)

21) Can

you

tell

us

about the political and cultural make-up
of Nigeria?

Verbal

Sayer

Verbal

Receiver

Target
(Halliday 2004, p.171)

 Existential processes
Existential processes represent that something existed or happened. In every
existential process, it must have an ―Existent‖, the Existent is recognized by
the use of the word there as the subject. The two examples below illustrate
the existential processes.
22) There was

a storm

Process: existential

Existent
(Halliday 2004, p.259)

23) On the wall there

hangs

a picture.

process: existential

Existent

(Halliday 2004, p.259)

Table 2.2 shows a summary of the types of process identified together with their
general category meaning and the participants that are associated with each.


14
Table 2.2 Summary of the process types
(Source: Halliday 2004, p.260)
PROCESS

Category

Participants,

Participants,

TYPE

meaning

directly involved

obliquely involved

Actor, Goal

Recipient, Client:

Marterial:

‗doing‘

Action

‗doing‘

Scope; Initiator;

Event

‗happening‘

Attribute

behavioural

‗behaving‘

Mental:

‗sensing‘

Perception

‗seeing‘

Cognition

‗thinking‘

Desideration

‗wanting‘

Emotion

‗feeling‘

Verbal

‗saying‘

Relational:

Behaver

Behavior

Senser, Phenomenon

Sayer,Target

Receiver;Verbiage
Attributor,Beneficiary

‗being‘

Attribution

‗attributing‘

Carrier, Attribute

Identification

‗identifying‘

Identified, identifier,

Assigner

Token; Value

Existential

‗existing‘

Existent

2.1. 1. 2 Circumstances
Circumstantial elements, which lies at the other end of the continuum,
are fact or condition connected with or relevant to an event or action in all
types of processes and some special interpretations between the categories of
participant and circumstance. Extent, location, manner, cause, contingency,
accompaniment, role, matter and angle are the main elements of
circumstances. They are typically expressed in as adverbial groups or
prepositional phrases.
 Extent and Location
The circumstantails of Extent and Location construe the unfolding of
the process in space and time. Extent construes the extent of the unfolding of
the process in space-time: the distance in space over which the process


15
unfolds or the duration in time during which the process unfolds. Meanwhile,
Location represents the location of the unfolding of the process in space-time:
the place where it unfolds or the time when it unfolds. For example:
24) Jack was building a house

throughout the

year near the river…

Extent: time

Location: place
(Halliday 2004, p.261)

25) The Dodo

pointed

to Alice

with one finger

Actor

Process

Location: spatial

manner
(Halliday 2004, p.281)

26) The whole party
Actor

at once

crowded

round her

Location: temporal Process:material Location: spatial
(Halliday 2004, p.281)

 Manner
Manner construes the way in which the process is actualized. Manner
comprises four subcategories: Means, Quality, Comparison, Degree. These
cover a considerable range; means is close to the participant role of Agent and
comparison is like a participant in a clause with the same kind of process,
whereas Quality and Degree are like features of the process itself. Means and
Comparison are realized by Prepositional phrases (by or with), whereas
Quality and Comparison tend to be realized by adverbial groups. The
examples show the following circumstantial manners.
27) She beat the pig

with the stick
Manner: means
(Halliday 2004, p.267)


16
28) He learned to walk

in a certain way
Manner: quality
(Halliday 2004, p.268)

29) As you well know, we sometimes work

like the devil

with them

Manner: comparison
(Halliday 2004, p.268)

30) As a writer of short-stories for a great deal with these themes
adults, she has worked
Manner: Degree
(Halliday 2004, p.268)

 Cause
The circumstantial element of Cause construes the reason why the process is
actualized. Cause comprises three subcategories: Reason, Purpose, Behalf.
Reason represents the reason for which a process takes place — what causes
it. It is typically expressed by a prepositional phrase with through, from, for or
a complex preposition such as because of, as a result of, thanks to, due to; the
negative for want of, as in (32).
31) Is it worse

because of your asthma
Cause: reason
(Halliday 2004, p.270)

Cicumstantials of Purpose represent the purpose for which the process
is actualized (what has been called ‗final cause‘). They are typically expressed
by a prepositional phrase with for or with a complex preposition such as in the
hope of, for the purpose of, for the sake of; for example:

17
32) President Bush is rallying the for a war against terrorism‟s attack on our
nation

way of life.
Cause: purpose
(Halliday 2004, p.270)

+ Behalf
Expressions of Behalf represent the entity, typically a person, on whose
behalf or for whose sake the action is undertaken. They are expressed by a
prepositional phrase with for or with a complex preposition such as for the
sake of, in favor of (negative: against), on behalf of. For example:
33) Therefore, I urge you to against a CCC endorsement of the nuclear freeze
vote

initiative
Cause: purpose
(Halliday 2004, p.271)

 Contingency.
Circumstances of Contingency specify an element on which the
actualization of the process depends. There are three sub-types: Condition,
Concession, Default.
+ Condition
Circumstantial of Condition construes circumstances that have to
obtain in order for the process to be actualized; they have the sense of ‗if‘.
They are expressed by prepositional phrases with complex prepositions in
case of, in the event of, on condition of.
34) Get back to the bedroom and change clothes

in case of bloodstains
Contingency: Condition
(Halliday 2004, p.271)

+ Concession
Circumstantial construes frustrated cause, with the sense of ‗although‘;


18
they are expressed by prepositional phrases with the prepositions despite, not
with standings or the complex prepositions in spite of or regardless of; for
example:
35) In spite of its beacon,

many ships have been wrecked on this rocky coast
during storms or in dense fog.

Contingency: Concession
(Halliday 2004, p.272)

+ Default
Default circumstantial has the sense of negative condition ‗if not,
unless‘; they are expressed by prepositional phrases with the complex
prepositions in the absence of, in default of; for example:
36) In the absence of any prior the amount is assessed, as a rule, by the
agreement between the parties as to Admiralty Court.
the rate of salvage payable,
Contingency: Default
(Halliday 2004, p.272)

 Accompaniment.
Accompaniment is a form of joint participation in the process and
represented the meanings ‗and‘, ‗or‘, ‗not‘ as circumstantial. Two
subcategories of circumstantial Accompaniment are comitative and additive.
+ Comitative
The comitative represents the process as a single instance of a process,
although one in which two entities are involved.
37) I was traveling up the with my father

in a boat, . . .

west coast of Florida
Accompaniment: Comitative
(Halliday 2004, p.273)


19
+ Additive
The additive represents the process as two instances; here both entities
clearly share the same participant function, but one of them is represented
circumstantially for the purpose of contrast. For example:
38) Instead of dingy velveteen

he had brown fur, soft and shiny

Accompaniment: Additive
(Halliday 2004, p.273)

 Role.

Role construes the meanings ‗be‘ and ‗become‘ circumstantially. Role
includes the subcategories of Guise (‗be‘) and Product (‗become‘).
39) He
Actor

set out

as a pauper

Process: material

Role: guise
(Halliday 2004, p.275)

40) Bend
Process:

that rod

into a straight line

Goal

Role: product

material
(Halliday 2004, p.275)

 Matter.
Matter is the circumstantial equivalent of the Verbiage, ‗that which is

described, referred to, narrated, as exemplified below:
41) Tell me

about the Paris Review
matter
(Halliday 2004, p.275)

 Angle.
Angle is related to the Sayer of a ‗verbal‘ process, with the sense of
somebody‘s viewpoint.