3. Clause as message 3.0 Lead-in Activity Analyze the following to excerpts in terms of thematic and information structure (1) Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was thought Alice without pictures or conversation 2, it and what is the use of a book reading, but it had no pictures or conversations So she was considering in her own mind(as well as she could, for the hot day made her feel very sleepy and stupid ) whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her (2)雨是最寻常的,一下就是三两天。可别恼,看,像牛毛,像花针,像细 丝,密密地斜织着,人家屋顶上全笼着一层薄烟。树叶子却绿得发亮,小草也青 得逼你的眼。傍晚时候,上灯了,一点点黄晕的光,烘托出一片安静而和平的夜 乡下去,小路上,石桥边,撑起伞慢慢走着的人;还有地里工作的农夫,披着蓑, 戴着笠的。他们的草屋,稀稀疏疏的在雨里静默着。(朱自清,《春》) 3.1 Theme and rheme We may assume that in all languages, the clause has the character of a message it has some form of organization whereby it fits in with, and contributes to, the flow of discourse. But there are different ways in which this is achieved In English, as in many other languages, the clause is organized as a message by having a distinct status assigned to one part of it. One part is enunciated as the theme; this then combines with the remainder so that the two parts together constitute Following the terminology of the Prague School, we shall use the term Theme as the label for this function. The Theme is the element which serves as the point departure of the message; it is that which locates and orients the clause within its context The remainder of the message, the part in which the Theme is developed, is called in the Prague School terminology the rheme As a message structure, therefore, a clause consists of a Theme accompanied by a rheme, and the structure is expressed by the order- whatever is chosen as the Theme is put first For example (1)李赵法田中吝手仁刁了)(水方书愿Lt)。 (2)The present work is intended to supply, with respect to the English languag desideratum hitherto unsupplied in any language ()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 (4)Once in a blue moon a man comes along who grasps the relationship between
1 3. Clause as message 3.0 Lead-in Activity Analyze the following two excerpts in terms of thematic and information structure. (1) Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, ‘and what is the use of a book,’ thought Alice ‘without pictures or conversation?’ So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her. (2)雨是最寻常的，一下就是三两天。可别恼，看，像牛毛，像花针，像细 丝，密密地斜织着，人家屋顶上全笼着一层薄烟。树叶子却绿得发亮，小草也青 得逼你的眼。傍晚时候，上灯了，一点点黄晕的光，烘托出一片安静而和平的夜。 乡下去，小路上，石桥边，撑起伞慢慢走着的人；还有地里工作的农夫，披着蓑， 戴着笠的。他们的草屋，稀稀疏疏的在雨里静默着。(朱自清，《春》） 3.1 Theme and Rheme We may assume that in all languages, the clause has the character of a message: it has some form of organization whereby it fits in with, and contributes to, the flow of discourse. But there are different ways in which this is achieved. In English, as in many other languages, the clause is organized as a message by having a distinct status assigned to one part of it. One part is enunciated as the theme; this then combines with the remainder so that the two parts together constitute a message. Following the terminology of the Prague School, we shall use the term Theme as the label for this function. The Theme is the element which serves as the point of departure of the message; it is that which locates and orients the clause within its context. The remainder of the message, the part in which the Theme is developed, is called in the Prague School terminology the Rheme. As a message structure, therefore, a clause consists of a Theme accompanied by a Rheme; and the structure is expressed by the order – whatever is chosen as the Theme is put first. For example: (1) 李さんは 田中さんに 手伝ってもらう（ようお愿いした）。 (2) The present work is intended to supply, with respect to the English language, a desideratum hitherto unsupplied in any language. (3) 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 (4) Once in a blue moon a man comes along who grasps the relationship between
events which have hitherto seemed quite separate, and gives mankind a new dimension of knowledge (cf. TOPICALIZER: with regard to, in terms of o keen on sport (5)As for Pope John Paul himself, he is known to be ve asto, about,as….asis concerned, concerning, regarding, etc.) (6)a. in this job Anne we're// working with silver//[marked theme] b the people that buy silver +//love it /unmarked theme 3.2 Group or phrase complexes as Theme, thematic equatives A. Group or phrase complexes as Theme ()the Walrus and the Carpenter was walking close at hand piper s so stole a pig and away did run from house to house I wend my way on the ground or in the air small creatures live and breathe eme Rheme B. Thematic equatives (ie. pseudo-cleft sentence, using for identification sertion or emphasis) (8)What the duke gave my aunt was that teapot the one the duke gave to my aunt was that teapot the one who gave my aunt that teapot was the duke the one the duke gave that teapot to was my aunt what the duke did with that teapot was give it to my aunt how my aunt came by that teapot was she was given it by the duke Theme(Identified, Token) Rheme(identifier, Valt C. Marked thematic equatives (nominaliza tion as Rheme, used for identification or assertion) (9)that the one i like this teapot was what the duke gave to my aunt a loaf of bread what we chiefly need this what happened to me the last few weeks Theme Rheme 0(Identifier, value) 3.3 Theme and mood Which element is typically chosen as Theme in an English clause depends on the choice of mood A. Thematic equative nominalization as Theme What no one seemed to notice was the writing on the wall The thing that impresses me the most is their enthusiasm for the job The ones you never see are the smugglers 1i)nominalization as rheme what my master allowed me The Walrus the one i like the best Theme Rheme
2 events which have hitherto seemed quite separate, and gives mankind a new dimension of knowledge. (5) As for Pope John Paul himself, he is known to be very keen on sport. (cf. TOPICALIZER: with regard to, in terms of, as to, about, as … as is concerned, concerning, regarding, etc.) (6) a. in this job Anne we’re // working with silver // [marked theme] b. the people that buy silver + // love it // [unmarked theme] 3.2 Group or phrase complexes as Theme, thematic equatives A. Group or phrase complexes as Theme (7) the Walrus and the Carpenter was walking close at hand Tom, Tom, the piper’s son stole a pig and away did run from house to house I wend my way on the ground or in the air small creatures live and breathe Theme Rheme B. Thematic equatives (i.e. pseudo-cleft sentence, using for identification, assertion or emphasis) (8) What the duke gave my aunt was that teapot the one the duke gave to my aunt was that teapot the one who gave my aunt that teapot was the duke the one the duke gave that teapot to was my aunt what the duke did with that teapot was give it to my aunt how my aunt came by that teapot was she was given it by the duke Theme (Identified, Token) Rheme (Identifier, Value) C. Marked thematic equatives (nominalization as Rheme, used for identification or assertion) (9) that is the one I like this teapot was what the duke gave to my aunt a loaf of bread is what we chiefly need this is what happened to me the last few weeks Theme Rheme (Identified, Token) (Identifier, Value) 3.3 Theme and mood Which element is typically chosen as Theme in an English clause depends on the choice of mood. A. Thematic equative i) nominalization as Theme What no one seemed to notice was the writing on the wall The thing that impresses me the most is their enthusiasm for the job The ones you never see are the smugglers Theme Rheme ii) nominalization as Rheme two pence a day was what my master allowed me The Walrus is the one I like the best Theme Rheme
B Non-thematic equatives(assuming Subject as Theme) seemed to notice the writing on the wall Their enthusiasm for the impresses me the most like the Walrus best Every free clause selects for mood, while minor clauses have no thematic structure and so will be left out of account Ind icative declarative Bears eat honey ars don t eat honey Indicative: interrogative: yes/no Do bears eat honey? Dont bears eat honey Indicative. interrogative. Wh What eats honey? What do bears eat? Imperative Eat! Let 's eat! (1) Theme in declarative clauses(see Table 3-1 on page 74) (2)Theme in exclamative clauses(see Fig. 3-6 on page 75) ()Theme in interrogative clauses(see Fig. 3-7 and Fig. 3-8 on page 76, Fig. 3-9 page 7 ()Theme in imperative clauses(see Fig 3-10 on page 77) MOOD TYPE and typical (unmarked) Theme (see Table 3-2 on page 78) Examples of marked Theme (see Table 3-3 on page 79) 3.4 Textual, interpersonal and topical Themes A. Textual, interpersonal and topical Themes The Theme of a clause typically ends with the first constituent that is either participant, circumstance or process. This constituent is referred to in its textual function as opical Theme There may, however, be other elements in the clause preced ing the topical Theme These are elements which are either textual or interpersonal in function, playing no part in the experiential meaning of the clause. They can be summarized as Table 3-3 on page 79 Then the system of Theme can be summarized as Fig 3-12 on page 80 B Multiple theme (10) Well but then surely Jean wouldnt the best idea be to join in cont stru coni modal voc finite topical Theme Conjunctive and modal adjuncts can be summarized as Table 3-4 and Table 3-5 on page C. Unmarked and marked topical Theme topical Theme unmarked topical Theme marked (1) you cant store protein t you can t store (2)but you cant store protein but protein you cant store
3 B. Non-thematic equatives (assuming Subject as Theme) No one seemed to notice the writing on the wall Their enthusiasm for the job impresses me the most You never see the smugglers I like the Walrus best Theme Rheme Every free clause selects for mood, while minor clauses have no thematic structure and so will be left out of account. Indicative: declarative Bears eat honey. Bears don’t eat honey. Indicative: interrogative: yes/no Do bears eat honey? Don’t bears eat honey? Indicative: interrogative: WH- What eats honey? What do bears eat? Imperative Eat! Let’s eat! (1) Theme in declarative clauses (see Table 3-1 on page 74) (2) Theme in exclamative clauses (see Fig. 3-6 on page 75) (3) Theme in interrogative clauses (see Fig. 3-7 and Fig. 3-8 on page 76, Fig. 3-9 on page 77) (4) Theme in imperative clauses (see Fig. 3-10 on page 77) MOOD TYPE and typical (unmarked) Theme (see Table 3-2 on page 78) Examples of marked Theme (see Table 3-3 on page 79) 3.4 Textual, interpersonal and topical Themes A. Textual, interpersonal and topical Themes The Theme of a clause typically ends with the first constituent that is either participant, circumstance or process. This constituent is referred to in its textual function, as the topical Theme. There may, however, be other elements in the clause preceding the topical Theme. These are elements which are either textual or interpersonal in function, playing no part in the experiential meaning of the clause. They can be summarized as Table 3-3 on page 79. Then the system of Theme can be summarized as Fig. 3-12 on page 80. B. Multiple Theme (10) Well but then surely Jean wouldn’t the best idea be to join in cont stru conj modal voc finite topical Theme Rheme Conjunctive and modal adjuncts can be summarized as Table 3-4 and Table 3-5 on page 82. C. Unmarked and marked topical Theme topical Theme unmarked topical Theme marked (1) you + can’t store protein protein + you can’t store (2) but you + can’t store protein but protein + you can’t store
()however you cant store protein however protein you cant store Chae o Initial position in the English clause is meaningful in the construction of the e as a message, specifically, it has a thematic function () Certain textual elements that orient the clause within the discourse hetorically and logically, are inherently thematic (ii) Certain other elements, textual and interpersonal, that set up a semantic relation with what precedes, or express the speaker's angle or intended listener, are characteristically thematic; this includes finite operat ors, which signal one type of question (iv) These inherently and characteristically thematic elements lie outside the experiential structure of the clause, they have no status as participant, circumstance or rocess (v) Until one of these latter appears, the clause lacks of the message D. The identification of the Theme in a clause The Theme of a clause extends from the beginning up to, and including, the first element that has an experiential function -that is e ither partic ipant, circumstance or process. Everything after that constitutes the rheme E. Wh-element (interrogative relative)as Theme (10)To what extent is The Snow Leopard a shaped creation? Interpersonal topical Rheme (11)(The book is faithful to the time) in which it took pla ace Then WH-relatives are either definite or indefinite. (see Table 3-6 on page 86 A. Definite: which, who, that, whose, when, when why, how) B. Indefinite: whatever whichever whoever whosoever whenever wherever he owever Thus all WH- groups and phrases have this dual function: on the one hand as an element in the experiential structure, on the other hand as marker of some special status of the clause, interrogative(mood), or relative(dependence) These two values, interrogative and relative, are themselves related at a deeper level, through the general sense of"identity to be retrieved from elsewhere", the indefinite ones illustrate a kind of transition between the two The WH-element is part of a wider set embracing both WH- and TH- forms which taken together fulfill a deictic or"pointing out" function TH-items Wh- items the this that which what who. whose Adverbial there. then thus here, when, how /why thence thither Whence, whither therefore, thereby, etc. wherefore, whereby, etc 3.5 The information unit: Given+ New Below the clause complex, the grammar manages the discourse flow by
4 (3) however you + can’t store protein however protein + you can’t store Summary: (i) Initial position in the English clause is meaningful in the construction of the clause as a message; specifically, it has a thematic function. (ii) Certain textual elements that orient the clause within the discourse, rhetorically and logically, are inherently thematic. (iii) Certain other elements, textual and interpersonal, that set up a semantic relation with what precedes, or express the speaker’s angle or intended listener, are characteristically thematic; this includes finite operators, which signal one type of question. (iv) These inherently and characteristically thematic elements lie outside the experiential structure of the clause; they have no status as participant, circumstance or process. (v) Until one of these latter appears, the clause lacks of the message. D. The identification of the Theme in a clause The Theme of a clause extends from the beginning up to, and including, the first element that has an experiential function – that is either participant, circumstance or process. Everything after that constitutes the Rheme. E. Wh- element (interrogative & relative) as Theme (10) To what extent is The Snow Leopard a shaped creation? Interpersonal topical Theme Rheme (11) (The book is faithful to the time) in which it took place textual topical Theme Rheme WH-relatives are either definite or indefinite. (see Table 3-6 on page 86) A. Definite: which, who, that, whose, when, when (why, how) B. Indefinite: whatever, whichever, whoever, whosoever, whenever, wherever, however Thus all WH- groups and phrases have this dual function: on the one hand as an element in the experiential structure; on the other hand as marker of some special status of the clause, interrogative (mood), or relative (dependence). These two values, interrogative and relative, are themselves related at a deeper level, through the general sense of “identity to be retrieved from elsewhere”; the “indefinite” ones illustrate a kind of transition between the two. The WH- element is part of a wider set embracing both WH- and TH- forms, which taken together fulfill a deictic or “pointing out” function. TH- items Wh- items Nominal the, this, that which, what, who, whose Adverbial there, then, thus where, when, how / why [thence, thither] [whence, whither] therefore, thereby, etc. wherefore, whereby, etc. 3.5 The information unit: Given + New Below the clause complex, the grammar manages the discourse flow by
structural means; and here there are two related systems at work. One is a sy stem of the clause, viz. THEME, which construes the clause in the guise of a message, made up of Theme rheme. The other is the system of INFORMATION. This is a system not of the clause, but of a separate grammatical unit, the information unit, which is a unit that is parallel to the clause and the other units belonging to the same rank scale as the clause The information unit is a quantum of information in the discourse, which functioned phonologically by the tone group Spoken English unfolds as a sequence of information units, typically one following another in unbroken succession- there is no pause or other discontinuity between them The information unit is what its name implies: a unit of information. Information in this technical grammatical sense, is the tension between what is already known or predictable and what is new or unpredictable Structurally, an information unit consists of an obligatory New plus an optional iven, and the New is marked by prominence and the given typically precedes the New Each information unit is realized as a pitch contour, which may be falling, rising or mixed(falling-rising, ris ing-falling). This pitch contour extend over the whole tone group Within the tone group, one foot(and particularly its first syllable) carries the main pitch movement: the main fall, or rise, or the change of d irection. This feature is known as tonic prominence, and the element hav ing this prominence is the tonic element (tonic foot, tonic syllable) Topic prominence is indicated by a form of graphic prominence: bold type for print, wavy underlining for manuscript and typescript The element having this prominence is said to be carry ing information focus The tonic foot defines the culmination of what is New it marks where the new element ends In the typical instance, this will be the last functional element of clause structure in the information unit 3.6 Given New and Theme t rheme There is a close semantic relationship between the system of INFORMATION and the system of THEMe-between information structure and thematic structure This is reflected in the unmarked relationship between the two. Other things being equal, one information unit is co-extensive with one [ranking] clause (unmarked tonality ); and, in that case, the ordering of Given New (unmarked tonicity" )means that the Theme falls with the Given, while the New falls within the 3.7 Predicated Themes THEME PREDICATION(主位谓化) is a further resource which figures prominently in the organization of the clause as a message. It involved a particular combination of thematic and information choice For exampl It was jane that started it
5 structural means; and here there are two related systems at work. One is a system of the clause, viz. THEME, which construes the clause in the guise of a message, made up of Theme + Rheme. The other is the system of INFORMATION. This is a system not of the clause, but of a separate grammatical unit, the information unit, which is a unit that is parallel to the clause and the other units belonging to the same rank scale as the clause. The information unit is a quantum of information in the discourse, which is functioned phonologically by the tone group. Spoken English unfolds as a sequence of information units, typically one following another in unbroken succession – there is no pause or other discontinuity between them. The information unit is what its name implies: a unit of information. Information, in this technical grammatical sense, is the tension between what is already known or predictable and what is new or unpredictable. Structurally, an information unit consists of an obligatory New plus an optional Given, and the New is marked by prominence and the Given typically precedes the New. Each information unit is realized as a pitch contour, which may be falling, rising or mixed (falling-rising, rising-falling). This pitch contour extend over the whole tone group. Within the tone group, one foot (and particularly its first syllable) carries the main pitch movement: the main fall, or rise, or the change of direction. This feature is known as tonic prominence, and the element having this prominence is the tonic element (tonic foot, tonic syllable). Topic prominence is indicated by a form of graphic prominence: bold type for print, wavy underlining for manuscript and typescript. The element having this prominence is said to be carrying information focus. The tonic foot defines the culmination of what is New: it marks where the New element ends. In the typical instance, this will be the last functional element of clause structure in the information unit. 3.6 Given + New and Theme + Rheme There is a close semantic relationship between the system of INFORMATION and the system of THEME – between information structure and thematic structure. This is reflected in the unmarked relationship between the two. Other things being equal, one information unit is co-extensive with one [ranking] clause (“unmarked tonality”); and, in that case, the ordering of Given ^ New (“unmarked tonicity”) means that the Theme falls with the Given, while the New falls within the Rheme. 3.7 Predicated Themes THEME PREDICATION (主位谓化) is a further resource which figures prominently in the organization of the clause as a message. It involved a particular combination of thematic and information choice. For example: It was Jane that started it
It wasnt the job that was getting me down Is it Sweden that they come from? It was eight years ago that you gave up sm This system resembles that of THEME IDENTIFICATION(主位识别), in that it does identify one element as being exclusive at that point in the clause. Both are in fact equative constructions. But there are also differences between the two. Compare A. Theme Predication: (1)It wasn't the job that was getting me down. exclusive: Job"as Theme or (2)The job wasnt getting me down Non-exclusive: job as Theme and(marked)New B. Theme Identification () The job wasnt what was getting me down exclusive: job as Theme or(marked) Newl (4)What was getting me down wasn t the job exclusive: job as rheme or Newl The thematic structure of clause with predicated Theme It was his teacher who persuade him to continue Theme Rheme Theme 3 Rheme Theme 1 3.8 Theme in bound, minor and elliptical clauses A. Theme in bound clauses tHeme in finite bound clauses(with conjunctions I asked] IThey knew that in spring the snow would met He left his work was done Structural topical Rheme ii)Theme in finite bound clauses(with WH-elements no one was around IThey knew which side their bread was buttered [Caesar asked whose army never lost a battle Rheme iiiTheme in non-finite dependent clauses With all the doors being locked Iwe had no way in] that printer to work off your machine you need a cable While not blaming them I'm still disappointed] to avoid delay thave your money ready] structural topical heme B. Theme in embedded bound clauses Embedded bound clauses refer to the clauses which function inside the structure of a nominal group, as defining relative clauses. For example
6 It wasn’t the job that was getting me down. Is it Sweden that they come from? It was eight years ago that you gave up smoking. This system resembles that of THEME IDENTIFICATION (主位识别), in that it does identify one element as being exclusive at that point in the clause. Both are in fact equative constructions. But there are also differences between the two. Compare: A. Theme Predication: (1) It wasn’t the job that was getting me down. [exclusive: “Job” as Theme or New] (2) The job wasn’t getting me down. [Non-exclusive: job as Theme and (marked) New] B. Theme Identification: (3) The job wasn’t what was getting me down [exclusive: job as Theme or (marked) New] (4) What was getting me down wasn’t the job. [exclusive: job as Rheme or New] The thematic structure of clause with predicated Theme: It was his teacher who persuade him to continue Theme2 Rheme2 Theme3 Rheme3 Theme1 Rheme1 3.8 Theme in bound, minor and elliptical clauses A. Theme in bound clauses i) Theme in finite bound clauses (with conjunctions) [I asked] whether pigs have wings [They knew] that in spring the snow would met [He left] because his work was done Structural topical Theme Rheme ii) Theme in finite bound clauses (with WH- elements) [I asked] why no one was around [They knew] which side their bread was buttered [Caesar asked] whose army never lost a battle topical Theme Rheme iii) Theme in non-finite dependent clauses With all the doors being locked [we had no way in] For that printer to work off your machine [you need a cable] While not blaming them [I’m still disappointed] to avoid delay [have your money ready] structural topical Theme Rheme B. Theme in embedded bound clauses Embedded bound clauses refer to the clauses which function inside the structure of a nominal group, as defining relative clauses. For example:
(1)Do you know the man who came to dinner? (2)This happened on the day the dam broke ()All personnel requiring travel permits, please sign here The thematic structure of such clauses is the same as that of dependent clauses However, because of their down-ranking the fact that they do not function as constituents of a sentence, their thematic structure is minimal, and for practical purposes can be ignored C. Theme in minor clauses Minor clauses refer to clauses with no mood or transitivity structure, typically functioning as calls, greetings, exclamations, and alarms, such as Mary/ Good night! Well done ! They have no thematic structure, either D. Theme in elliptical clauses ) ellipsis Here, some part of the clause is presupposed from what has gone before, for example, in response to a question. The resulting forms are very varied Some are ind istinguishable from minor clauses, such as Yes. No. All right. Of course;these have no thematic structures, because they presuppose the whole part of the preceding clause, hav ing their own thematic structure; the details will depend on which part is presupposed. For example "Fire. fire!" cried the town crier "Theres a fire! 问 Exophoric clauses In this type of ellipsis, the clause is presupposing anything from what has gone before, but simply taking advantage of the rhetorical structure of the situation, specifically the roles of speaker and listener. Hence the Subject, and often also the finite verb, is "understood"from the context, such as Thirsty?(=Are you thirsty? ) No idea. (=I've no idea. ) A song.(= Let's have a song! ) Feeling better?(= Are you feeling better?) Such clauses have, in fact, a thematic structure but it consists of rheme only The Theme is(part of) what is omitted in the ellipse 3.9 Thematic interpretation of a text A. Theme selections in a text See the Figure on pp 101-103 3.10 Assignment Divide the class into groups of five, and then analyze the thematic structure of either of the following two texts (1)Chapter One of Alice in the Wonderland (2)朱自清《春》 Then summarize the thematic progression pattern of each piece After that, please compare the two pieces and then tell the differences between these two texts B. Thematic progression in a text ()T1-R1()T1-Rl(i)T1-R1 TI-R2 T2-R2 T2-R2
7 (1) Do you know the man who came to dinner? (2) This happened on the day the dam broke. (3) All personnel requiring travel permits, please sign here. The thematic structure of such clauses is the same as that of dependent clauses. However, because of their down-ranking the fact that they do not function as constituents of a sentence, their thematic structure is minimal, and for practical purposes can be ignored. C. Theme in minor clauses Minor clauses refer to clauses with no mood or transitivity structure, typically functioning as calls, greetings, exclamations, and alarms, such as Mary!, Good night!, Well done!. They have no thematic structure, either. D. Theme in elliptical clauses (i) Anaphoric ellipsis Here, some part of the clause is presupposed from what has gone before, for example, in response to a question. The resulting forms are very varied. Some are indistinguishable from minor clauses, such as Yes. No. All right. Of course; these have no thematic structures, because they presuppose the whole part of the preceding clause, having their own thematic structure; the details will depend on which part is presupposed. For example: “Fire, fire!” cried the town crier. “There’s a fire!” Rheme (ii) Exophoric clauses In this type of ellipsis, the clause is presupposing anything from what has gone before, but simply taking advantage of the rhetorical structure of the situation, specifically the roles of speaker and listener. Hence the Subject, and often also the finite verb, is “understood” from the context, such as Thirsty? (=Are you thirsty?), No idea. (= I’ve no idea.), A song. (= Let’s have a song!), Feeling better? (= Are you feeling better?). Such clauses have, in fact, a thematic structure, but it consists of Rheme only. The Theme is (part of) what is omitted in the ellipsis. 3.9 Thematic interpretation of a text A. Theme selections in a text See the Figure on pp.101-103. 3.10 Assignment Divide the class into groups of five, and then analyze the thematic structure of either of the following two texts. (1) Chapter One of Alice in the Wonderland (2) 朱自清《春》 Then summarize the thematic progression pattern of each piece. After that, please compare the two pieces and then tell the differences between these two texts. B. Thematic progression in a text (i) T1-R1 (ii) T1-R1 (iii) T1-R1 T1-R2 T2-R2 T2-R2
T1-R3 I3-R3 T3-R3 (v)Tl-RI 1T2-R2
8 T1-R3 T3-R3 T3-R3 …… ……. …… (iv) T1-R1 …… T2-R2 \