Introduction to SFL Portfolio

Session 1: Activity 1

The following text is clearly recognizable as an instance of the text typehoroscope. It is adapted from a set of horoscopes that appeared in Australian Good Taste magazine, (September 2003).Texts belonging to this genre must have the following structural elements: Prediction and Advice; each of these structural elements may occur in any order and may also occur more than once. With these facts in mind,

  1. segment (divide up) this text into its component structural elements;
  2. Describe the context of situation of this text.

Structural elements / text
Leo
Money may be in short supply early in the month –
just use your common sense to solve any problems.
You’ll be busy after the 23rd, but will be in good spirits.
Thoughtful gestures around mid-month will please you but partners may be rebellious.
Reduce your intake of spicy foods.

Reflection: The last clause (sentence) in the Leo horoscope above is not typical of the advice normally given in a horoscope. Why do you think it is included here?
Session2: Activity 2

a) Underline the verbs in the following text. How many verbs? How many clauses? Insert the double slash symbol // at the end of each clause.

Activity 2 (a):

i: How many verbs are in this text? ____ How many clauses? ____ How many sentences? ___

ii: Insert the double slash symbol at the end of each clause in the text.

iii: 1. Identify the verbs/verbal groups having.

  1. past tense
  2. complete ______
  3. ongoing ______
  4. present tense
  5. simple ______
  6. continuing ______
  7. no tense ______
  1. identify the verbs/verbal groups expressed as a possibility ______

Activity 2 (b)

  1. Identify the verbs/verbal groups in the Zen text. How many verbs?__
  2. How many clauses? _____
  3. Insert the double slash symbol // at the end of each clause.
  4. circle any conjunctions that link clauses within a sentence.

Activity 2 (c): find examples of unrestricted (non-finite) verbs in any of the texts included here.

Activity 2 (d):In the first text, identify the nouns only (not the entire nominal group).

Activity 2 (e): In the Zen Story text, identify the pronouns and the nouns to which they refer, e.g. her = a young woman.

pronoun / interpretation (i.e. noun to which pronoun refers)
her / a young woman.

Activity 2 (f): Identify the prepositional phrases and any adverbial groups in the Zen text

propositional phrase / adverbial group

Activity 2 (h): in the following text

  • circle the verbs;
  • insert // at the end of each clause;
  • underline the nouns and pronouns;
  • highlight any prepositional phrases and adverbial groups.

On a practical level, what can parents do right now to maintain a healthy lifestyle for their children? For a start, be a good role model. Demonstrate that you value physical activity and healthy living. If it is practical, walk to the shops and encourage your children to walk to school or the bus-stop, rather than driving them. Be a family that gets out and does things like games in the backyard or park, or other physical activities like sports or cycling. Limit your children's television viewing to an hour a day, and make one day a week “technology-free" - with no TV, video or computer games. As parents provide most of their children's food, you can generally control the intake. Increase the amount of healthy food like fruit and vegetables, and replace soft drinks with water, and eat less takeaway and restaurant food. It is far easier to choose an unhealthy diet and sedentary lifestyle, but for the sake of your children's health, don't take the easy option.

(adapted from

Reflection:

Inspect the clauses you have identified (the sentence or part of a sentence between the double slashes //) in the healthy lifestyle text. What grammatical classes (verbs/verbal groups, nouns/nominal groups, prepositional phrases and adverbial groups, and conjunctions) seem to occur in every clause you have identified?

Give an example of a typical clause from any of the texts above;

Give an example of a clause that seems to be atypical (does not follow the usual pattern):

Session 3: Activity 3 (a):

Naming process types

Name the process types in the “Eagle” text which has been segmented into ranking clauses (note that clause 7 contains an embedded clause). To help you name the type of process, first do the “tense” test, i.e. work out whether the usual form of the present tense is the simple present or the present continuous. You will need to create a scenario to do this, e.g.

was soaring: Scenario = we are looking up at the sky and see an eagle. To describe what we are looking at, would we say:

  1. an eagle soars…? or
  2. an eagle is soaring …

To describe what is currently happening, we would choose option 2 because option 1implies habituality – what usually happens. This means that the lexical verb “soaring” is either a Material or a Behavioural process (these are the process types which typically take the present continuous tense form – V+ing). Next, to decide whether this verb is Material or Behavioural, we need to ask ourselves: must the do-er in this process (soar) always be a living thing? Clearly the answer is “no” since non-living things such as kites can soar. Therefore, this verb, since it has no restrictions in terms of participant type, is a Material process.

Process type
1 / An Eagle was soaring through the air / Material
2 / when suddenly it heard the whizz of an Arrow,
3 / and (it) felt
4 / that it waswounded to death
5 / Slowly it fluttered down to the earth,
6 / with its life-blood pouring out of it.
7 / Looking down upon the Arrow [[with which it had been pierced]][1]
8 / it saw
9 / that the shaft of the Arrow had been feathered with one of its own plumes.
10 / "Alas!" it cried,
11 / as it died,
12 / "We often give our enemies the means for our own destruction."

Activity 3 (b)

Name the process type in the ranking clauses in the following text. When the process type is not immediately clear, use the two probes – i) the tense test, and ii) the participant-type test.

Process type
1 / Two monks, Tanzan and Ekido, were walking down a muddy street in the city
2 / They met a young girl [[dressed in fine silks,]]
3 / who hesitated to cross because of all the mud.
4 / "Come on, girl,"
5 / said Tanzan.
6 / And he picked her up in his arms,
7 / and carried her across the street.
8 / The two monks did not speak again until nightfall.
9 / Then, when they had returned to the monastery,
10 / Ekido couldn't keep quiet any longer.
11 / "Monks shouldn't go near young girls,"
12 / he said.
13 / “Why did you do it?”
14 / Tanzan replied,
15 / "I put that girl down way back in the city.
16 / It's you [[who are still carrying her]].”
17 / If we liberate ourselves from unnecessary burdens,
18 / our conscience will be clear
19 / and our deeds (will be) pure.

Activity 3(c)

  1. Segment the following text into ranking clauses by writing each on a separate line in the table provided and numbering each line (clause). The embedded clauses are indicated by [[ ]]).
  2. Name the process types.

Sagittarius in winter

You will see most problems from the human angle after June 22nd, but this won’t bring you any closer [[to solving them]]. Fire Signs will have more energy in late July through mid-August, when the Stars will encourage you. The magic may lose its shine in August, as others will give generic names and reasons for your personal feelings. Around September 20th, you will be ready [[to give up the illusions [[that gave you such a difficult season.]] ]][2]

Sagittarius in winter

/

process type

1
2

Activity Session 4: Naming Participants in Processes

(a):Name the process types and participant roles in the “Eagle” text which has been segmented into ranking clauses (recall that you named the process types in last week’s exercise)

1 / An Eagle / was soaring / through the air
Pro: / Circumstance
2 / when / suddenly / it / heard / the whizz of an Arrow,
Circumstance / Pro:
3 / and / (it) / felt
Pro:
4 / that / it / was wounded / to death
Pro: / Circumstance
5 / Slowly / it / fluttered / down to the earth,
Circumstance / Pro: / Circumstance
6 / with / its life-blood / pouring / out of it
Pro: / Circumstance
7 / Looking / down upon the Arrow [[with which it had been pierced]][3]
Pro: / Circumstance
8 / it / saw
Pro:
9 / that / the shaft of the Arrow / had been feathered / with one of its own plumes.
Pro: / Circumstance
10 / “Alas!” / it / cried,
Pro:
11 / as / it / died,
Pro:
12 / "We / often / give / our enemies / the means for our own destruction."
Pro:

(b) Name the process types and participant roles in the “Two Monks” text

1 / Two monks, Tanzan and Ekido, / were walking / down a muddy street in the city
Pro:
2 / They / met / a young girl [[dressed in fine silks,]]
Pro:
3 / who / hesitated to cross / because of all the mud.
4 / "Come on, / girl,"
5 / said / Tanzan.
6 / And / he / picked / her / up / in his arms,
Circumstance
Pro:
7 / and / (he) / carried / her / across the street.
Circumstance
8 / The two monks / did not speak again / until nightfall.
Circumstance
9 / Then, when / they / had returned / to the monastery,
Circumstance
10 / Ekido / couldn't keep / quiet / any longer.
Circumstance
11 / "Monks / shouldn't go / near young girls,"
12 / he / said.
13 / “Why / did / you / do / it?”
Circumstance
14 / Tanzan / replied,
15 / "I / put / that girl / down / way back in the city.
Circumstance
16 / It / 's / you [[who are still carrying her]].”
17 / If / we / liberate / ourselves / from unnecessary burdens,
Circumstance
18 / our conscience / will be / clear
19 / and / our deeds / (will be) / pure.

(c) Name the process types and participant roles in the “Sagittarius” text

1 / You / will see / most problems / from the human angle / after June 22nd,
Circumstance / Circumstance
2 / but / this / won’t bring / you / any closer [[to solving them]].
Circumstance
3 / Fire Signs / will have / more energy / in late July through mid-August,
Circumstance
4 / when / the Stars / will encourage / you.
5 / The magic / may lose / its shine / in August,
Circumstance
6 / as / others / will give / generic names and reasons / for your personal feelings
7 / Around September 20th, / you / will be / ready [[to give up the illusions [[that gave you such a difficult season.]] ]][4]

Activity Session 5: Naming Circumstances

(a) Highlight the Circumstances in the following texts and name the type of Circumstance(s) in each clause:

Circumstance
1 / An Eagle was soaring through the air
2 / when suddenly it heard the whizz of an Arrow,
3 / and (it) felt
4 / that it was wounded to death
5 / Slowly it fluttered down to the earth,
6 / with its life-blood pouring out of it.
7 / Looking down upon the Arrow [[with which it had been pierced]][5]
8 / it saw
9 / that the shaft of the Arrow had been feathered with one of its own plumes.
10 / "Alas!" it cried,
11 / as it died,
12 / "We often give our enemies the means for our own destruction."
Circumstance
1 / Two monks, Tanzan and Ekido, were walking down a muddy street in the city
2 / They met a young girl [[dressed in fine silks,]]
3 / who hesitated to cross because of all the mud.
4 / "Come on, girl,"
5 / said Tanzan.
6 / And he picked her up in his arms,
7 / and carried her across the street.
8 / The two monks did not speak again until nightfall.
9 / Then, when they had returned to the monastery,
10 / Ekido couldn't keep quiet any longer.
11 / "Monks shouldn't go near young girls,"
12 / he said.
13 / “Why did you do it?”
14 / Tanzan replied,
15 / "I put that girl down way back in the city.
16 / It's you [[who are still carrying her]].”

Sagittarius in winter

/

Circumstance

1 / You will see most problems from the human angle after June 22nd,
2 / but this won’t bring you any closer [[to solving them]].
3 / Fire Signs will have more energy in late July through mid-August,
4 / when the Stars will encourage you.
5 / The magic may lose its shine in August,
6 / as others will give generic names and reasons for your personal feelings.
7 / Around September 20th, you will be ready [[to give up the illusions [[that gave you such a difficult season.]] ]]

(b). Segment the following travelogue extract into ranking clauses (the embedded clauses are indicated by [[ ]]; do not separate an embedded clause from the ranking clause in which it is located). Put each ranking clause on a separate line and assign a number. Highlight any Circumstance in each ranking clause and identify Circumstance type.

After leaving Monkey Mia we headed south to Kalbarri. The entrance to this town is lined with wild flowers, banksia, wattles etc. It’s an avenue of magnificent bouquets and as you look down the long stretch of road you see the most aqua blue water everywhere. We did a lot of whale- watching on our first day there and saw lots of whales [[heading south]]. A whale had calved that morning and all the others came by to say hi!

We arrived in Geraldton and did a bit of shopping etc. before we headed towards Perth stopping at Cervantes to visit the wonderful Pinnacles and take a few more snaps. These Pinnacles are limestone formations [[which look like termite mounds.]] There are thousands of them all on a sandy bed.

Travelogue clauses / Circumstance type
1
2
3
4

Activity Session 6: labeling nominal group structure

(a)identify the structure (D N E C TH Q) of the nominal groups that are highlighted in the following texts. The nominal groups in the first two clauses are done for you.

NG 1 / NG 2
1 / An Eagle was soaring through the air / An eagle
D / Th
2 / when suddenly it heard the whizz of an Arrow, / it / the whizz of an Arrow,
Th / D / TH / Q
3 / and (it) felt
4 / that itwaswounded to death
5 / Slowly it fluttered down to the earth,
6 / with its life-blood pouring out of it.
7 / Looking down upon the Arrow [[with which it had been pierced]]
8 / it saw
9 / that the shaft of the Arrow had been feathered with one of its own plumes.
10 / "Alas!" it cried,
11 / as it died,
12 / "We often give our enemies the means for our own destruction."

(b) Why do you think so many of the highlighted nominal groups are structurally minimal?

NG 1 / NG 2
1 / The University of Wollongong is a University of international standing with an enviable record of achievement in teaching and research.
2 / It has one of the most beautiful settings in Australia
3 / Our students and staff come from diverse backgrounds, many from overseas.
4 / They share a culture that respects openness, inclusiveness, collegiality and diversity.
5 / Many of our talented staff are leaders in their field nationally and internationally.
6 / Our aim is to nurture quality graduates who are experts in their fields and who can work anywhere in the world.

(c) Why do you think so many of the highlighted nominal groups are structurally expanded?

(d) Segment the text below into ranking clauses enclosing any embedded clauses in double square brackets. Proceed as follows:

segment the text into sentences;

highlight the verbs in each sentence;

segment the sentences into what you think are ranking clauses,

analyse the transitivity structure of each of the clauses, then

 analyse the structure any of the nominal groups functioning as a Participant, e.g.

Long ago in the dim dark days of primal innocence / there / was / no such thing as laughter on the earth.
Clause analysis / Circ / Pro: / Existent
no such / thing / as laughter on the earth.
NG analysis / D / Thing / Qualifier

The Invention of Laughter…. A Scientific Paper

Michael Leunig

From Everyday Angels and Devils by Michael Leunig (1992). Victoria, Australia: Penguin Books

Long ago in the dim dark days of primal innocence there was no such thing as laughter on the earth.

In response to the phenomena of life humans made simple noises.// They screamed, // yelled // and howled // but they did not laugh.

2 / In response to the phenomena of life / humans / made / simple noises
Clause / Circumstance / Participant / Process / Participant
Nom Grp / Thing / Epithet / Thjing
3 / They / screamed
Clause
Nom Grp
4 / (they) / yelled
Clause
Nom Grp

Session 7: identifying Subject and Finite

(a)Identify the Mood (Subject and Finite) in each of the clauses in the following texts; and label the form of the clause (declarative, interrogative or imperative); be sure to insert any items presupposed by ellipsis.

Mood Form
1 / Two monks, Tanzan and Ekido, were walking down a muddy street in the city / declarative
S / F
2 / They met a young girl [[dressed in fine silks,]]
3 / who hesitated to cross because of all the mud.
4 / "Come on, girl,"
5 / said Tanzan.
6 / And he picked her up in his arms,
7 / and (he) carried her across the street.
8 / The two monks did not speak again until nightfall.
9 / Then, when they had returned to the monastery,
10 / Ekido couldn't keep quiet any longer.
11 / "Monks shouldn't go near young girls,"
12 / he said.
13 / “Why did you do it?”
14 / Tanzan replied,
15 / "I put that girl down way back in the city.
16 / It's you [[who are still carrying her]].”
Mood Form
1 / Mother / now Stephen, do you want a sandwich for lunch ? / interrogative
S / F
2 / Stephen / yes
3 / and some passionfruit
4 / Mother / and some passionfruit
5 / Mother / right .. Peanut butter sandwiches?
6 / Stephen / yeah ..
7 / Mother / you go to the table
8 / and I'll bring it in ..
9 / here, you sit here in Nana's seat
10 / Mother / ok ..what would you like to drink, Stephen?
11 / Stephen / um orange juice ..
12 / and I want some vitamin C ..
13 / yeah that one .. I want
14 / do you want a banana .. or some mandarin?
15 / Stephen / um no ..
16 / Stephen / can you get can you get the rest out Mummy?..

(b) Is the Mood structure of the clauses very different between these two texts? If so, why do you think this is?
Session8: identifying Mood elements