Questions about FUNCTIONAL GRAMMAR

Các em tham khảo trong An Introduction to Functional Grammar của

Halliday ( 2004, theo số trang gợi ý trong bài tập, hoặc 2014, không
đúng số trng gợi ý)
(Page 11- P 131)
1. YES or NO: Can phonology be divided into two regions: articulation and
prosody? ………
2. Fill in the bank with prosodic/phonemes/ features/ syllable/ larger :

2.1. Articulation ……………are associated with smaller segments, typically

…………………….

2.2. ………………. features are associated with ……….segments; they are

features of intonation and rhythm. The gateway between the two regions is the
………………

3. Fill in the bank with arbitrary/ relation : As a general principle, articulation

is ‘ …………………….’, in the sense that there is no systematic ……….
between sound and meaning.
4. Fill in the bank with resources / meaning: As a general principle, prosody,
on the other hand, is ‘ natural’; it is related systematically to ..……, as one
of the ………………. for carrying contrasts in grammar.

(Page 20-)

5. Fill in 5.1, 5.2, 5.3; 5.4 in the table with metafunction/ rank/ realization/ textual:

demension principle orders

1 Structure (syntactic order) 5.1………. ….. Clause-group/ phrase- word-morpheme
2 System( paradigmatic order) delicacy Grammar – lexis (lexicogrammar)
3 stratification 5.2…………… Semantics-lexicogrammar- phonology-
phonetics
4 instantiation instantiation Potential-sub-potential/instance type-
instance
5 5.3………………… metafunction Ideational[logical-experiential]-
interpersonal – 5.4………………….

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 (Page 53-)
SUBJECT, ACTOR , THEME
6. Put Grammatical subject/Psychological subject/Logical subject at the end of
the following definitions that can be used to summarized the notion
SUBJECT in general:
6.1. that which is the concern of the message:…………………………..
6.2. that of which something is being predicated:……………………….
6.3. the doer of the action:………………………………………………..
7. Put Grammatical subject/Psychological subject/Logical subject in the right
position of the following table:

This teapot my aunt was the duke

given
by
7.1……………………… 7.2……………… 7.3…………………
….. ….. …….

Fill in 8,9,10 with the right term: Actor/Theme/ Subject:

8. Psychological subject functions as ……….

9. Grammatical subject functions as ……….
10. Logical subject functions as ……….
11. Label different functions as Theme/Subject/Actor in the following tables
( some positions can contain two terms):

My aunt was given this teapot by the duke

11.1………………… 11.2…………………….
…

This teapot the duke gave to my aunt

11.3……………………. 11.4…………………..

By the duke my aunt was given this teapot

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 11.5………………..… 11.6……………….
.

12. Fill in the blank with suitable terms: ‘grounding’/theme/ responsible/the

active participant/ the point of departure/ warranty/ does
12.1. The technical term for THE POINT OF DEPARTURE FUNCTION IN
AN ORGANIZATION OF CLAUSE is ………………()
12.2. The Theme functions in the structure of the clause as a message. A
clause has meaning as a message, a quantum of information; the Theme
is …………… for the message. It is the element the speaker selects for
‘………….’ what he is going to say. ( page 58, Halliday, 2004)
12.3. The Subject functions in the structure of the clause as exchange. A
clause has meaning as an exchange, a transaction between speaker and
listener; the Subject is the ………..……..of the exchange. It is the
element the speaker makes…………………. for the validity of what he
is saying. ( page 59, Halliday, 2004)
12.4. The Actor functions in the structure of the clause as representation. A
clause has meaning as representation of some process in ongoing human
experience; the Actor is ……………………. in that process. It is the
element the speaker portrays as the one that …………….. the deed.
( page 59, Halliday, 2004)
13. In the following tables, label the name of clause in the column “
corresponding status in clause”: exchange/ message/ representation

Metafunction Definition ( kind corresponding Favoured type of

of meaning) status in clause struture
Experiential Construing a Clause as Segmental based
model of 13.1……………… on constituency
experience
Interpersonal Enacting social Clause as prosodic
relationships 13.2………………

Textual Creating relevance Clause as culminative

to context 13.3………………

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logical Constructing - iterative
logical relations

14.Fill in the blank with Rheme /Theme/:

14.1.” The ……………….. is the element which serves as the point of departure
of the message; it is that which locates and orients the clause within the
context.” [ page 64. Halliday, 2004].

14.2. “ The remainder of the message, the part in which the Theme is
developed, is called …………………….”. [ page 64. Halliday, 2004].

15. The best name for the following table is: ……………………structure.

The duke Has given my aunt that teapot

My aunt Has been given that teapot by the duke
That teapot The duke has given to my aunt
Theme Rheme

16. Read the two following explanations,then Underline which is a functional

explanation of language and mark V which is formal explanation of
language: ( Language as a resource / Language as a system of rules V. )

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 [ English Text, Martin, page 3, 1992]

17. Identify the Simple Theme (ST) and the Thematic Equatives (TE) from the
following texts and write ST (Simple Theme) or TE ( Thematic Equatives )
at the end of each clause:
17.1. The Walrus and the Carpenter were walking close at hand. …………….
17.2. From house to house I wend my way. ……………………
17.3. One hundred and fifty years ago, on 15 September 1830, the world ‘s
first passenger railway- the liverpool to Manchester- was opened, an
event which was to change the face of civilization. …………………
17.4. What the duke gave my aunt was that teapot. ……………………..
17.5. Instead of honoring this sacred obligation, America has given the Negro
people a bad check. …………………
17.6. How my aunt came by that teapot was she was given it by the
duke…………….
18. Identify the Rheme and underline the part of the clause which serves as
Rheme:
18.1. Language – human speech – is an inexhaustible abundance of manifold
treasures.
18.2. What happened was that the duke gave my aunt that teapot.
18.3. Five score years ago, a great American, in whose symbolic shadow we
stand today, signed the Emancipation Proclamation.
18.4. But one hundred years later, the Negro still is not free.
18.5. Now is the time to make justice a reality for all of God’s children
18.6. Those who hope that the Negro needed to blow off steam and will be
content will have a rude awakening if the Nation returns to business as
usual.
19. Identify unmarked theme (uT) and marked theme (mT) by write uT for
unmarked theme and mT for marked theme:
19.1. She went to the baker’s. …………..
19.2. What I want is a proper cup of coffee. …………
19.3. On Saturday night I lost my wife. …………..
19.4. Merrily we roll along. …………
19.5. This we should refuse. …………
19.6. A bag-pudding the king did make. …………….

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 19.7. What we could not eat that night the Queen next morning fried.
……………. [p.74]
20.Identify theme in WH- interrogative by putting T immediately after the
word/phrase or even the clause or somewhere in the table:

Who Wants a glass of white wine?

Where Did you get that from?
How many hours Did you want?
How long ‘s she there for?
why Was he opposed to coming in?

[p.76]
21. Put Theme (1), Theme (2) and RHEME in the proper positions of the
table:

Could You Eat a whole packet of tim tams?

Has He Got the car back by the way?
Did you Sleep okay?
Didn’t it smell terrible?
Shall I Make some toast?
Are they Still together?

…………. …. …………….. ………………. [p.76]

22. Decide marked theme or unmarked theme in these cases by writing U/M
theme after each:
22.1. On the right is it? ……….. [p.77]
22.2. Aesthetically, in terms of the vision in your head, what is the relationships
betwwen the fiction and – the non fiction?. …….........
22.3. Talent Mr. John has. ……….…
22.4. Capital he hasn’t. ……….
22.5. Until the arrival of that remittance, I am cut off from my house.
………………… [p. 79]
23. Identify marked thematic equatives ( nominalization as Rheme) and write
MTE ( marked thematic equative) under the position of theme:[p.70]

23.1. That Is the one I like

………………
23.2. This Is what happened to me the last
………………. .. few weeks
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 23.3. A loaf of bread Is what we chiefly need
………………..
23.4. This teapot Was what the duke gave to my
…………………. aunt
24. Fill in the blank with marked theme or unmarked theme:” The most usual
form of …………………is adverbial group, for example, today, suddenly,
… or prepositional phrase, for example: at night, in the corner …” [p.73]
25. Fill in the blank with TOPICAL or EQUATIVE: “ Themes can be
TEXTUAL, INTERPERSONAL AND . ……………… [p.79]
26. Fill the terms TEXTUAL/INTERPERSONAL in the blank of the table:
[p.79]

Continuative: well,…
Conjunction: but….
26.1.……………………
Conjunctive: then,….

Modal or comment adjunct: surely,…..

Vocative: proper names like Jean..
26.2.……………………
Finite verbal operator: wouldn’t ( in yes/no
interrogative)

27. The following table contains a multiple theme which consists of both
TEXTUAL and INTERPERSONAL FEATURES: TOPICAL, FINITE,
MODAL, VOCATIVE, CONJUNCTIVE, STRUCTUAL, and
CONTINUATIVE. Identify and put these features in the right column:
[p.81]

well but then surely Jean wouldn’t the best be to join

idea in

27.1. 27.2. 27.3. 27.4. 27.5. 27.6. 27.7.

..…… ……... ……… …….. ……… ………. ………..

MULTIPLE THEME RHEME

28. Consider the the following table and put the term TOPICAL THEME
UNMARKED and TOPICAL THEME MARKED in the right column.
[p.85]

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 28.1 28.2
……………………………. …………………………….

1 You + can’t store protein Protein+ you can’t store

2 But you + can’t store protein But protein + you can’t store

3 However you + can’t store protein However protein + you can’t store

29. Predicated themes can be constructed as the following:

It Was his teacher who Persuaded him to continue

Theme Rheme Theme Rheme
theme rheme
The clause “ the Queen sent my uncle that hatstand” can be paraphrased three
different ways as:

29. It was the Queen who sent my uncle that hatstand

Theme Rheme Theme Rheme
theme rheme
OR:

29.1. ……… ………………… ………………. ………………

.
Theme Rheme Theme Rheme
theme rheme
OR:

29.2…… …………………. …………….. …………………

Theme Rheme Theme Rheme
theme rheme
30.Fill in the blank in the sentence with writer/reader: “ simultaneously with its
organization as a message, the clause is also organized as an interactive
event involving speaker, or …, and audience” [p.106]
31.Fill in the blank with mood/modality: “………… is one of the two important
structural elements of the organization of clause as exchange in terms of
interpersonal meanings. It consists of Subject and Finite.”
32. Fill in the blank in the following table with question/
command/statement/offer/:[p.107]

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 Commodity exchange

Role in exchange (a) Goods- &- Services ( b) Information

(i) giving 32.1‘…………………… 32.3…………………….

Would you kile this teapot? He’s giving the teapot

(ii) demanding 32.2‘……………..’ 3.2.4.………………..

Give me that teapot! What is he giving her?

33. Fill in the blank in the sentence with Subject/ Finite: “ Mood consists of
two parts: 33.1 ……………, which is a nominal group, and 33.2. the…..
operator, which is part of veral group. Thus in he might, he is 33.3……..
and might is 33.4……….”.
34.Fill in the blank in the sentence with modality/tense/finite: “ The Finite
element is one of a small number of verbal operators expressing 34.1.
………. or 34.2………….”
35.Fill in the blank with Mood or Residue : “ Subject and Finite are closely
linked together, and combine to form one constituent which we call the
………….. [p.113].
36. Fill in the blank of the table with SUBJECT , FINITE in the right column
[p.113]

The duke has Given away that Hasn’t he

teapot
Your aunt ‘( past) Give’ Didn’t he
gave The teapot back

36.1……………. 36.2………. 36.3………. 36.4……

37. Fill in the blank in the table with Subject/Finite/Mood in the right column:

The duke has Given that teapot

37.1……………….. 37.2. ……………

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 RESIDUE
37.3 …………………………
38.Fill in the blank of the table with Residue/Subject/Finite/Mood in the right
column

Has The duke Given that teapot away

38.1……………….. 38.2………………………

38.3…………… Residue
39. Read and answer:
40.“The finite element, as its name implies, has the function of making the
proposition finite.That is to say, it CIRCUMSCRIBES it; it brings the
PREPOSITION down to earth, so that it is something that can be argued
about.A good way to make something arguable is to give it a point of
reference in the here and now; and this is what the FINITE does. It relates
the PROPOSITION to its CONTEXT in the speech event.” [115]. From this
explanation about finite, answer these questions:
40.1. In the sentence “This student always studies well”, What does the
FINITE function? Answer by cross Yes or NO: A. Simple present tense
showing the action of studying is clear, and happeing at the present time
of speaking. YES/NO; Answer by cross Yes or NO: B. The listener
understands that this utterance has the context in which there is a
concrete student, he/she is doing the action of studying well at the present
time. Yes or NO
40.2. The Finite can make the function of making the proposition finite, down
to earth, and contextual by doing one of the two ways: (1) One is by
reference to the time speaking; the other is by reference to the judgement
of the speaker. Answer by cross YES or NO
41. Cross the term(s) that does / do NOT relate to the functional expessions of
FINITE: Primary tense ( temporal), modality ( modal), need , polarity
( positive and negative), arguability (arguable), attribute.
42. [p.166] Read this passage and answer the questions: “ What ‘primary tense’
and ‘modality’ have in common is interpersonal deixis: that is, they locate
the exchange within the semantic space that is opened up between speaker
and listener. With primary tense, the demension is that of time: primary
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 tense construes time interpersonally, as defined by what is ‘present’ to you
and me at the time of saying. With modality, the demension is that of
assessment: modality construes a region of uncertainty where I can express,
or ask you to express, an assessment of the validity of what is being said.”
42.1. Answer the question by crossing the underlined term(s) that is/are NOT
right: (a) this above passage expresses what is about: Finite and its
Functions, Subject and its Functions, textual meaning.
42.2. Which following examples can be selected for illustrating the above
passage; Cross (a), (b) or/and (c) in the example(s) that is/are right.
(a) Dr. Long always goes to work on time. ( finite in the verb goes shows us
present time of his action ( temporality) , and it also shows us that the
speaker’s assessment about Dr. Long’ action is certain, sure ( modality).
(b) Miss Lan may come to the dinner party tonight. ( finite in the modal
verb may shows us NOT the certainty but the possibility of Lan’s action,
coming.
(c) They have been good friends for ages. ( Finite in have been shows us the
duration of time).

4.3. Read the passage and answer the questions:

[p.117] “The Subject supplies the rest of what it takes to form a proposition:
namely, something by reference to which the proposition can be affirmed or
denied. For example, in the duke has given away that teapot, hasn’t he?, the Finite
has specific reference to positive polarity and present time, while the Subject the
duke specifies the entity in respect of which the assertion is claimed to have
validity.

It is the duke, in other words, in whom is vested the success or failure of the
proposition. He is the one that is, so to speak, being held responsible- responsible
for the functioning of the clause as an interactive event. The speaker rests his case
on the duke + has , and this is what the listener is called on to acknowledge.

It is perhaps easier to see this principle of responsibility in a proposal ( a ‘goods -

&-services’ clause), where the Subject specifies the one that is actually responsible
for realizing ( i.e.in this case, for carrying out) the offer or command. For example,
in I’ll open the gate , shall I?(offer) the opening depends on me; in stop shouting,

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you over there ( command) it is for you to desist or otherwise. Hence the typical
Subject of an offer is the speaker, and that of a command is the person being
addressed.”

43.1. Give the tick V to the right idea of the passage: The topic of the above
passages is about: (a) Finite and Operator, (b) Subject , (c) offer and command.

43.2.Give the tick V to the right idea of the passage: (a) Subject specifies the entity
in respect of which the assertion is claimed to have validity V. (b) The typical
Subject of an offer is the speaker V. (c) The typical of a command is the person
being addressed V.

44. ( p.121,122). Read the table under, then answer the questions: Fill in the blanks
of 44.1. and 44.2. in the table.

Sister Susie ‘s sewing shirts For soldiers

44.1………… 44.2……….. Predicator Complement Adjunct
MOOD RESIDUE

45. Read what Halliday explains about PREDICATOR, and answer the questions:

(P.121)“ The predicator is present in all major clauses, except those where it is
displaced through ellipsis. It is realized by a verbal group minus the temporal or
modal operator, which as we have seen functions as Finite in the Mood element;
for example, in the verb groups, was shining, have been shining, may be going to
be replaced the parts functioning as Predicator are shining, been shining,be going
to be replaced. The Predicator itself is thus non-finite; and there are non-finite
clauses containing a Predicator but no Finite element, for example, eating her
curds and whey.

The function of the Predicator is FOURfold:

(i) It specifies TIME reference other than reference to the time of the
speech event, that is, ‘ secondary’ tense: past, present, or future relative
to the primary tense.
(ii) It specifies various other ASPECTS and PHASES such as seeming,
trying, hoping.
(iii) It specifies the voice: active or passive.
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 (iv) It specifies the process ( action, event, metal process, relation) that is
predicated of the Subject.

These can be exemplified from the verbal group has been trying to be heard, where
the Predicator, been trying to be heard (i) a complex secondary tense, been + ing,
(ii) a conative phase, try + to; (iii) passive voice, be + -d; (iv) the mental process
hear.”

Answer the questions:

45.1. Identify Predicators in the folowing clauses and underline them:

- All the people in the affected areas are panicking. [ declarative mood]

- We are going to release the document to the press. [ declarative mood]

- Can you tell us a little about your early life? [interrogative mood directive]

- You’ll have to make it a lot clearer. [ declarative mood]

- You’d better look at it. [ declarative mood]

- Brazil wasn’t discovered. [declarative mood]

- The Indians had originally planned to present the document to present Fernado
Henrique Caroso. [ declarative mood]

- Leave me alone [ imperative mood directive]

45.2. Choose YES or NO in this case: (P.131).Frankly is interpersonal

adjunct……….

“Frankly, were you surprised at the outcome?”

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