What People Do With Grammar Coursework

Analysis Introduction Language is structured to allow three kinds of meanings to be simultaneously expressed in systemic functional linguistics (SFL) (Eggins 1994: 3). A semiotic system in SFL fuses together the experiential, interpersonal and the textual metafunctions found in the use of language. The food recipe text and the face mask recipe text, analysed with a three-strand level of analysis, can be considered as having the same genre. Genre can be defined as goal-oriented activities which have a purpose (Martin 2010: 19). The food recipe serves the function of instructing the reader on how to cook a particular dish, whereas the face mask recipe serves to instruct the reader on how to endorse a skincare routine. However, the semantic concept of register is also important in SFL and incorporates the configurations of the field, the tenor and the mode associated with a particular situation (Halliday & Hasan 1985: 38-39). These register variables can contribute to the differences between the two texts. With reference to these register variables, this essay aims to produce a comparative analysis regarding the experiential and textual metafunctions. Experiential i) Processes The experiential metafunction construes the goings on with the system of transitivity (Martin & Painter 1997: 101). The processes in transitivity represent what is happening experientially. Fig. 1 displays the different process types, whereby material process is found to be the most significant in both texts. The material processes are similar as they are based on the notion of culinary. Examples from text one include 'roll' (8), 'cook' (15), 'season' (24) and the phrasal verb 'spoon on' (41). Text two has the examples 'mix' (1), 'wash' (37) and the phrasal verb 'mash up' (10). Considerably, these processes are part of the culinary semantic field. 'Field' in the register theory can be defined as the culturally recognised activities interpreted institutionally (Martin 2010: 16). Both texts are construing experiences in the culinary world through the use of these material processes. The context of a situation also has significant value in the register theory (Mattheissen 1993: 226). Derewianka (2003:140) says that the context of the immediate situation influences the grammatical choices that are made. The culinary processes indicate that the reader will be carrying out these material processes in a kitchen where culinary items are kept. Both experiences therefore require material processes to be carried out in a culinary context.

Fig. 1; Process Types Text One Text Two Material Process 49 28 Behavioural Process 0 3 Mental Process 0 3 Relational Attributive 0 6 Relational Identifying 0 1 Total 49 41

Nonetheless, fig. 1 presents material processes to be more significant in text one (49 in text one and 28 in text two). With further analysis, fig. 2 shows text one to have 14% of culinary processes (all found to be material), in comparison to 2% in text two. Text one can be considered as an experience that entirely takes place in the kitchen but this is not true for text two. Text two, on the other hand, displays 8% of non-culinary processes in comparison to 3% in text one. Examples of material processes which are non-culinary include 'apply' (6) and 'rinse off' (26). These processes are not typical of the culinary world and the reader may carry out these processes in another environment such as a bathroom. Further, fig. 1 displays behavioural and mental processes to be found only in text two. These frequencies also contribute to the 8% of the non-culinary processes shown in fig. 2. Behavioural processes are exemplified with 'lie down' (23) and 'sit' (36), whilst 'feeling' (25) and 'making sure' (23) are mental processes. These processes require relaxation on behalf of the reader, as opposed, to the examples of the material processes requiring more action. The reader is also not constrained to be in the context of the culinary world i.e. the kitchen as they enjoy the experience in a place of their choosing before washing their chosen face mask.

Fig. 2; Culinary and Non-culinary Processes Types Figs.3 and 4 present a logogenesis analysis of the different process types for the two texts. Logogenesis is part of the model of processes known as 'semogenetic processes' and refers to the unfolding of the meanings across the text (Halliday & Mattheissen 1999: 17). Fig. 3 presents a logogenesis pattern, whereby material processes dominate across the entire text. On the contrary, fig. 4 shows a pattern where attributive relational processes are found after material processes and different process types. Even though the register variable 'tenor' is predictive with the mood metafunction, it can be relevant here in the experiential function when explaining the difference in the logogenesis pattern. Halliday & Hasan (1985: 55) use the term 'contextual configuration' to refer to the mismatches between the metafunctions of language and the register variables. 'Status' is considered to be one aspect of tenor (Martin 2010: 16). The writers in both texts can be considered to have a higher status than the reader as the recipe itself provides knowledge about how to carry out a particular experience. However, the writer in text two can be said to use their status to persuade the reader by using relational clauses before instructing the reader with the use of material processes. In determining if the clauses are relational attributive or relational identifying, the test stating that attributive clauses are non-reversible is used from Martin & Painter (1997: 123). Examples of attributive relational processes from text two are 'bananas carry lots of vitamins' (7), 'papaya and pineapple contain papain and bromelain' (14) and 'nutmeg and honey act as natural anti-inflammatories' (28). The carriers 'bananas', 'papaya and pineapple' and 'nutmeg and honey' are each introduced to the reader as having advantageous attributes such as 'lots of vitamins' and 'natural anti-inflammatories' that make the recipe worthwhile. The relational clauses are persuasive and give reasons for using these products as skincare ingredients. Fig. 3; Logogenesis Analysis of Process Types in Text One

Fig. 4; Logogenesis Analysis of Process Types in Text Two

ii) Participants The participants responsible and affected by the processes can also be investigated. Fig. 5 presents a higher frequency of goals for text one (27) in comparison to text two (18). Examples of noun phrase goals from text one include 'the peppercorns' (21), 'the tomatoes' (32) and 'the sauce' (36). Text one has complex instructions requiring a high number of ingredients to produce the recipe. Text two however has instructions that are simple with a few ingredients. Further, fig. 5 shows only text one to have no agency specified. In the culinary world, it is only the cook who participates as the agent in an operation (Halliday & Matthiessen 1999: 366). Similarly, text two also has an absence of agency when the reader is instructed to carry out processes such as 'mix' (32) and 'combine' (19). However fig. 5 shows a frequency of 6 actors for text two, whereby the writer mentions inanimate and animate agency. In the examples 'watermelon hydrates' (4) and 'the nutmeg and cinnamon also work to exfoliate' (31), it is the inanimate actors that are performing the processes for the reader. The examples suggest that the reader should relax and let the ingredients do the work. The writer also mentions animate agents in the form of second person pronouns and possessive pronouns. For example, 'you are feeling' (25) and 'your face may tingle' (24) mention the reader as being much more directly affected by the processes in contrast to text one. The higher frequency of goals in text one therefore highlights the complexity of the food recipe, but the higher frequency of actors reinforce the less intense atmosphere when applying a face mask.

Fig; 5; Participant Roles in Food Recipe and Face Mask Recipe Text One Text Two Actor 0 6 Goal 27 18 Scope 0 4 Total 27 28

iii) Circumstance Circumstances are further away from the experiential centre as they are much more peripheral than the processes and participants (Halliday & Matthiessen 2004: 176). Fig. 6 presents a significant difference in the frequency for the manner (means) circumstance (16 for text one and 6 for text two). However, the use of this circumstance is similar as they both represent the items of food in the culinary world. For example, in text one the writer uses 'with the crab filling' (37) and 'with the asparagus slices' (44). In text two, 'with a teaspoon of cinnamon' (32) and 'with pineapple juice' (19) are evident. When analysing the manner (means), Halliday & Matthiessen (1999:361) say that the tools used in recipes cannot take on the role of an agent and must be restricted to roles that enable the occurrence of the process. Both texts have the similarity of the reader being the agent, but there is a requirement for the reader to use two ingredients simultaneously when carrying out the recipe. Nevertheless, the use of the location (spatial) circumstance presents a difference between the two texts. There is a higher frequency of spatial circumstances in text one (15 for text one and 9 for text two). In text one, the spatial circumstances represent the kitchen utensils as in the examples 'in a warm plate' (41) and 'on a tray' (18). These spatial circumstances belong to the culinary semantic field and are important for providing the location as to where the material processes should be carried out. In text two, the spatial circumstances are also related to the culinary world, in for example 'in a small bowl' (19). However, text two has the spatial circumstance 'on a towel' (23) requiring the reader to have other items which are non-culinary. Referring to the importance of the context, the reader is not necessarily constrained to the kitchen where there are culinary utensils. Instead, the reader is allowed to be in a context where the body essentials such as towels are kept. Further, meronymy lexical items mentioning the reader are also part of the spatial circumstances in text two. The compositional relationship is what constitutes meronymy (Martin 1992: 304). In the example 'to your cleansed face and neck' (11), the co-meronyms 'face and neck' focus on the parts of the body relevant when carrying out the processes. Fig. 6; Circumstance Types

Textual i) Theme and Rheme - Thematic Progression/Given and New The textual metafunction in language allows the experiential and interpersonal meanings to be presented in the unfolding text (Mattheissen, Teruya & Lam 2010: 220). The theme and rheme patterns have been captured by Danes (1970), whereby the linear theme pattern is known as one type of thematic progression (Ping 2004: 32). Fig. 7; Linear Theme Pattern in Text Two

Theme Rheme Bananas carry lots of vitamins that are beneficial to your skin

Papaya and pineapple contain papain and bromelain

two enzymes that dissolve oil and dry skin

Nutmeg and honey act as natural anti-inflammatories

which can reduce swelling and redness in skin

Text two differentiates from text one by using a linear theme pattern when introducing a type of face mask. When the rheme of one clause is subsequently taken up as the theme of another clause, a linear theme pattern is evident (Bloor & Bloor 2004: 9). Fig. 7 provides the examples of the linear theme pattern where the noun phrases in the rheme are carried over and take on the role of the theme in the next clause. The information structure involving the given and new constituents can be relevant in this analysis. For example, the writer presents 'lots of vitamins' (8) as the new information/ attribute in the rheme position which, then, becomes the given information/carrier in the subsequent theme position. The writer uses this structure to provide two clauses that give factual information on one specific ingredient. The beneficial result that can be gained is provided in the second clause due to the advantageous factual information provided in the first clause.

ii) Conjunctive Relations Further to the analysis on the linear theme pattern, the use of conjunctions also extends the meaning beyond the clause. Brown & Yule (1983: 129) mention the difficulty of linking clauses in spoken language where the reorganisation of the theme can be observed. However, as both texts are in the written mode, the clausal links are completed and the reader is presented with a permanent, finalised piece of text. Fig. 8; Conjunctive Relation Types Text One Text Two Extending additive 14 13 Enhancing Temporal 4 6 Non-finite Elaboration 2 6 Total 20 25

Fig. 8 presents both texts to incorporate non-finite elaborated clauses (2 for text one and 6 for text two). An elaborating clause such as a non-finite one does not add new elements to the message (Thompson 2004). In text one for example, 'starting on the widest setting' (8) and 'narrowing the setting' (9) specifically states what should be happening whilst carrying out the aforementioned process 'roll' (8). The register variable 'mode' configures the experiential distance between the language transmitted by the writer and the social process carried out by the reader (Eggins 2004: 91). Text one, in the written mode, has language constituting the social process and requires clear instructions without the visual cue. As these non-finite elaborations are found adjacent to each other, this part of the recipe is considered important and needs explaining carefully. Text two has the example 'scrubbing softly' (37) and similar to text one, it aims to explain the procedure clearly. As there is also no visual cue, the writer uses elaboration as a way of suggesting how a maximum benefit can be achieved with this process. Additionally, the writer in text two uses non-finite elaborations to state the results that can be gained from using the face mask. In the infinitival verb phrase, 'to brighten your complexion' (9), the writer includes the benefit of having healthy skin almost at the same time as when the aforementioned physiological process is taking place with the phrasal verb 'slough off' (9).

Conclusion An analysis of the experiential and textual metafunctions on the two recipe texts has concluded both similarities and differences in the register variables. The experiential analysis has found the material processes, the circumstance of manner (means) and location (spatial) to be of a culinary semantic field in both texts. Text two is also found to have a non-culinary semantic field with material processes and the circumstance of location (spatial). The tenor variable initially thought to be similar in both texts differs as the logogenesis analysis suggests that the writer in text two is using their status as a form of persuasion. The textual analysis has found a similarity for both written mode texts to use non-finite elaborations to provide clear instructions. A 'mood' analysis can be further carried out to validate the differences in the register variables of these two recipe texts. Discussion For the phrasal verbs, two tests from Eggins (1994: 163) have determined 'mash up' (10) to not hold the status of a phrasal verb. By moving 'on' to the end of the clause and also substituting with 'mash' has found the clause to still make sense and therefore not be a classification of phrasal verbs. The moveability test, however, did not work when positioning 'on' to the front of the clause meaning that it can be classified as a phrasal verb. Word Count - 2, 197