iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ABSTRACT ii iii TABLE OF CONTENTS iv LIST OF TABLE AND FIGURES vi CHAPTER I: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Scope of the study 1.4 Methodology of the study 1.5 Data collection 1.6 Design of the study CHAPTER II: THEORETICAL BACKGROUND 2.1 Form and Meaning 2.2 Model of Context in Systemic Functional Linguistics 2.3 Clause Combination 2.3.1 Interdependency 2.3.2 Logico – semantic relation 2.4 Metafunctions 2.4.1 Interpersonal metafunctions 2.4.1.1 Mood 2.4.1.2 Residue 2.4.2 Ideational metafunctions 2.4.2.1 Processes types 2.4.2.2 Circumstances 2.4.3 Textual metafunctions: theme and rheme identification 2.5 Cohesion 15 CHAPTER III: THE STRUCTURE OF THE SPEECH “I HAVE A DREAM” BY MARTIN LUTHER KING 16 3.1 Introduction 16 3.2 The author and chosen text 17 3.3 Contextual configuration of the text 21 v 3.4 Clause and Clause complex analysis 21 3.5 The Analysis of the text in terms of Transitivity, Mood and Theme 23 3.6 The Transitivity pattern of the text 32 3.7 The Mood pattern of the text 35 3.8 The Thematic pattern of the text 35 3.9 The Cohesion of the text 36 3.9.1 Grammatical Cohesion 3.9.2 Lexical Cohesion CHAPTER IV: CONCLUSION 43 4.1 Recapitulation 43 4.2 Implications of the study 44 4.3 Suggestions for further study 44 REFERENCES 45 APPENDIX I vi LIST OF TABLE AND FIGURES TABLES Table 2.1 Overview of the process types Table 2.2 Circumstantial Elements FIGURES Figure 2.1 Basic speech roles Figure 2.2 The principal types of process CHAPTER I INTRODUCTION Rationale of the study Language, no matter how it is analyzed and assessed, is still produced due to human needs Therefore, its structure and components are functional with respect to those needs (M.A.K Halliday, 1994) This leads to the fact that no language item is separate, each piece of it is evolved to the functions which are decided by humans in communication, and grammar is not an exception However, it seems that the process of teaching and learning the language tends to make a clear distinction between grammar and other linguistics areas, as in structuralism‟s perspectives Functionalists, on the other hand, hold the belief that “Grammar should be seen as facilitating communication in all modes, not as an isolated area of study” (G Lock, 1996) As having the experience of drilling with a number of grammar exercises in schooling as well as being the teacher for many grammar classes, I am deeply interested in improving the language proficiency along with the structure accuracy for my students That is the reason why I have developed a great attention to Functional Grammar (or FG for short) The further I am absorbed in this linguistic aspect, the stronger my notion of its applications in language teaching and learning becomes Hence, I decided to conduct a study on the structure and meaning of the speech “I have a dream” by Martin Luther King - a systemic functional grammar analysis based on Halliday‟s functional grammar as the theoretical framework 1.2 Aims of the study In carrying out the research, the writer aims to:  Illustrate the key concepts in FG  Analyze the structure and meaning of the speech “ I have a dream” by Martin Luther King  Suggest some further implications for language teaching and learning 1.3 Scope of the study It would be impossible for the researcher to cover the issues of FG However, some important notions such as linguistic system, metafunctions and cohesion which are closely related to the study will be examined in detail 1.4 Methodology of the study The structure and meaning of the speech will be focused in the study, therefore the methodologies applied are:  Descriptive which is used for illustrating the crucial matters of FG  Analysis which is used for studying the speech 1.5 Data Collection A various number of examples and illustrations have been extracted from functional grammar works by well known linguistics such as M.A.K Halliday (1985/1994), Thompson (1994), G.Lock (1996), Van Hoang Van (2006)… The content of the speech “I have a dream” is retrieved from the official and popular website www.americanrhetoric.com 1.6 Design of the study There are four main chapters in this minor thesis  Chapter I: Introduction , gives an overview of the rationale, aims, scope, methodology and design of the study  Chapter II: Theoretical Background, illustrates the theoretical background for the main concepts in FG  Chapter III: The analysis of the speech “I have a dream”  Chapter IV: Conclusion summarizes the outcome of the research and suggests some further implications for language teaching and learning CHAPTER II THEORETICAL BACKGROUND This section provides theoretical orientations for the study In the first place, (i) Form and Meaning as well as (ii) Model of context in Systemic Functional Linguistics (SFL) will be concerned After that, there will be an overview of (iii) Clause Combination, (iv) Metafunctions, and (v) Cohesion In addition, the English language is going to be used as illustration 2.1 Form and Meaning Both approaches, through Form and Meaning, try to find out the answer to the question of language features According to Horrocks (1987), as cited in Thompson (1996), the most fully promoted theory of the Form approach, known as Transformative Generative (TG), is proposed by Noam Chomsky and his followers These linguists intend to explain the language structure in the way it is At the same time, the rules for grammatically correct or incorrect usage are set out as the guide for language learners A sentence or utterance is said to be wrong or right is due to its obedience to the TG laws of grammar On the other hand, Halliday (1994) views language not as a system of rules but “a system of meanings” He suggests the most practical approach to the grammatical construction should be meaning – centered This theory is also approved by Thompson, who points out that “the formative influences of the uses to which language is put” (1996:6) should be considered as important as the structure In other words, the communicative purposes and choices, or the sentence – utterance meaning plays another indispensable part in linguistics That is the reason why Systemic Functional Linguistics takes language to its functions through meaning not just formation 2.2 Model of Context in Systemic Functional Linguistics SFL characterizes context as the social – cultural situations related directly to the language usage According to Halliday (1976), the conceptual framework for illustrating the context in which exchanging information is the focus includes three dimensions: (i) the on going social activity, (ii) the role of relationship involved, and (iii) the symbolic or rhetorical channels, which he names as Field, Tenor, and Mode They can be explained briefly as follows: (i) Field of Discourse: refers to the subject matter, what is happening, where, when and why it happens … (ii) Tenor of Discourse: deals with the social relation between participants as well as the influence of this relation on linguistic system and exchange (iii) Mode of Discourse: describes the way the language is being used in communication including the medium and rhetorical mode In brief, the three dimensions of context model are also the working hypothesis of metafunctions Halliday figures out that the Fields determine experiential meaning, Tenor represents interpersonal meaning, and Mode corresponds to textual meaning 2.3 Clause Combination The relationship between clauses can be interpreted as “one of modification” (Halliday, 1994) As a result, the idea of modification will enable systematic substitute into two dimensions: (i) interdependency and (ii) Logico- semantic relation 2.3.1 Interdependency This dimension illustrates the relation of modifying, where one element modifies or is modified by other elements in the clause Therefore, the relation is dependent or equal due to the modification If it is unequal with at least one dominant factor, the relationship is named as Hypotaxis On the other hand, if there is equality among elements, it is known as Parataxis  Hypotaxis: the relation between a dependent element and its dominant, the element that controls it Hypotaxis structures will be described by the Greek letter notation (α, β,γ…) and a single slash  Parataxis: the equal relation between elements For paratactic structures, numerical notation ( 1, 2, 3…) and double slashes will be used for illustration In fact, a typical complex clause is a combination of hypotactic and paratactic sequences, so it will be impractical if they are separated in analysis For instance, the following complex clause can be viewed as: |||I would / if I could, || but I can’t||| 1α 1β (Halliday, 1994: 218) 2.3.2 Logico – semantic relation This second dimension of clause combination explains the nexus between clauses in a variety of logico-semantic relation However, the two most fundamental relationships are (i) Expansion and (ii) Projection (i) Expansion: the secondary clause expands the primary one by elaborating, extending or enhancing it  Elaborating (i.e.): restating in other words, making the clause clearer, commenting and giving illustration  Extending (and, or): adding new information, providing alternative…  Enhancing (so, yet, then) : giving circumstantial characteristics of time, place, cause, or condition (ii) Projection: the second clause is projected by the primary clause as a locution or an idea  Locution (say) : a construction of wording  Idea (think) : a construction of meaning 2.4 Metafunctions Halliday (1994: 35) refers to the term metafunctions not simply as the characteristics of the clause but the throughout meaning in the clause Metafunctions, in his point of view, are divided into three broad functions of language, known as interpersonal, ideational and textual metafunctions 2.4.1 Interpersonal metafunctions Interpersonal metafunctions is constructed on the idea that clause can act as an exchange The communicative exchange purpose may be ordering, apologizing, confirming, inviting, rejecting, evaluating…However, the most basic ones are demanding and giving the language commodity, or information and “goods and services” (Halliday, 1994) Thompson (1996:40) figures out the basic speech roles associated with specific grammatical structures Role Commodity in exchange Goods & services exchanged Offer We‟re nearly there Command Question Give me your hand Demanding Statement I‟ll show you the way Giving Information Is this the place? Figure 2.1 Basic Speech Roles In carrying the exchange of interactive relation, a clause can be seen as consisting of two components: Mood and Residue 2.4.1.1 Mood In order to figure the structure of Mood, Halliday (1994) takes the responses in the following example as an illustration The man’s given away that teapot, hasn’t he? Oh, has he? Yes, he has No, he hasn’t I wish he had He hasn’t, but he will Will he? He might The parts, which are “tossed back and forward” to keep the exchange going, are called Mood, including two elements: (i) Subject and (ii) Finite On the other hand, the thrown – away parts (that teapot, hasn’t he?) which are not of great essence to carry the argument are named Residue Therefore, when clause is viewed as an exchange, it can be analyzed as following: I Am Subject Finite Mood Writing a letter for her Residue (i) The Subject is a similar term from traditional grammar It supplies the rest of what it takes to form a proposition, something by reference to which the proposition can be affirmed or denied (ii) Finite can be used to make reference to time of speaking (temporal operator) or to the judgment of speaking (modal operator) Sometimes, it is obvious to find out Finite as in the cases when auxiliary or modal verbs are separated Did you invite her to the party? I can go with you However, finite can be mixed with lexical verbs in simple present and simple past tense The sun sets in the West I got the test result yesterday 2.4.1.2 Residue The rest of the clause excluding Mood is called Residue This part consists of three other factors: (i) Predicator, (ii) Complement, and (iii) Adjuncts (i) Predicator: is expressed by the verbal group, it is also an indispensable section of any clause The predicator presents the action, happening state…in which the subject is involved (ii) Complement: is realized by a nominal group The orders of complement and subject will have an influence on thematic purposes of the clause (iii) Adjuncts: is performed by an adverbial group or a prepositional phrase In short, the interpersonal metafunctions can be illustrated once again as in Thompson‟s following sample (1996): In the following he did not go out early Subject Finite Predicator Adjunct Adjunct day Adjunct Residue Mood Residue 2.4.2 Ideational metafunctions This division of metafunctions represents the idea that language serves for the expression of content, in other words, the speaker‟s background knowledge and experience, including his own awareness The clause plays a central role as representation including the principles, which are made of processes Meanwhile the clause is also a mode of reflection achieved through the grammatical system namely transitivity consisting of a set of process types 41 Proclamation This momentous decree came as a great beacon light of hope to SYN millions of Negro slaves who had been seared in the flames of withering injustice It MER ANT came as a joyous daybreak to end the long night of their captivity But one hundred ANT years later, the Negro still is not free One hundred years later, the life of the Negro is REP MER REP still sadly crippled the manacles of segregation and the chains of discrimination SYN SYN SYN SYN One hundred years later, the Negro lives on a lonely island of poverty in the midst of REP ANT ANT a vast ocean of material prosperity One hundred years later, the Negro is still ANT ANT REP languished in the corners of American society and finds himself an exile in his own MER REP land And so we've come here today to dramatize a shameful condition In a sense COL we've come to our nation's capital to cash a check When the architects of our REP COL MER republic wrote the magnificent words of the Constitution and the Declaration of MER Independence, they were signing a promissory note to which every American was to SYN REP fall heir This note was a promise that all men, yes, black men as well as white men, REP HYP REP REP would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of HYP Happiness." It is obvious today that America has defaulted on this promissory note, i REP REP so far as her citizens of color are concerned Instead of honoring this sacred HYP obligation, America has given the Negro people a bad check, a check which has SYN REP REP REP back marked "insufficient funds." But we refuse to believe that the bank of justice is COL MER bankrupt We refuse to believe that there are insufficient funds in the great vaults of COL REP MER opportunity of this nation And so, we've come to cash this check, a check that will REP REP;COL give us upon demand the riches of freedom and the security of justice We have also ANT ANT come to this hallowed spot to remind America of the fierce urgency of Now This is REP MER no time to engage in the luxury of cooling off or to take the tranquilizing drug of 42 MER MER gradualism Now is the time make real the promises of democracy Now is the time COL REP REP to rise from the dark and desolate valley of segregation to the sunlit path of racial ANT ANT; REP ANT justice Now is the time to lift our nation from the quick sands of racial injustice to ANT;REP REP REP ANT;MER REP;ANT the solid rock of brotherhood Now is the time to make justice a reality for all of ANT;MER REP;ANT REP REP God's children But there is something that I must say to my people, who stand on the MER warm threshold which leads into the palace of justice: In the process of gaining our MER rightful place, we must not be guilty of wrongful deeds Let us not seek to satisfy our SYN thirst for freedom by drinking from the cup of bitterness and hatred We must COL ANT MER;SYN SYN conduct our struggle on the high plane of dignity and discipline We must not allow MER SYN SYN our creative protest to degenerate into physical violence Again and again, we must SYN rise to the majestic heights of meeting physical force with soul force The marvelous MER SYN REP new militancy which has engulfed the Negro community must not lead us to a REP HYP distrust of all white people, for many of our white brothers, as evidenced by their MER SYN presence here today, have come to realize that their destiny is tied up with our destiny And they have come to realize that their freedom is inextricably bound to REP REP freedom We cannot walk alone And as we walk, we must make the pledge that we REP shall always march ahead We cannot turn back 43 CHAPTER IV CONCLUSION 4.1 Recapitulation This minor thesis is a study on the structure of the text – speech “I have a dream” by Martin Luther King based on systemic functional linguistics In the first part, the theoretical backgrounds which are the basements for the study are presented Then, Form and Meaning as well as Model of context in Systemic Functional Linguistics are discussed An overview of Clause Combination, Metafunctions, and Cohesion including grammatical and lexical cohesion is demonstrated The text is analysed under three levels: Transitivity system, Mood and Theme The result of the study tends to support the view that Functional Grammar is the “Grammar of use for application” (Thompson, 1996: 224), thus, the structure of a text and the functions of each component in that structure can be dealt with in a functional system Due to time limitation and sources of material restriction, the study may have some unavoidable drawbacks Therefore, any suggestions and comments will be considered seriously 4.2 Implications of the study Systemic Functional Grammar applications can be practical not only in language teaching and learning but also in language in use Firstly, as for language teaching and learning, the functional grammar perspective enhances the Communicative Teaching movement in the areas of cohesion, modality and theme choice They are the main factors determining students‟ language usage in writing for coherence improvement, in speaking for expressing ideas fluently, in listening for understanding the speakers‟ choice of confirming new or old information, in reading for realizing the relationships within the passages Teachers can benefit from the implications of Functional Grammar, too, especially in designing syllabuses They may base on the functions of language items in the text to direct students instead of only focusing on the formation of the language structures The implications of Functional Grammar can be seen obviously in teaching grammar In addition to explaining the structure of Present Simple Tense, for instance, the teacher may let students focus on the major functions of this tense in English such as describing habits, truth or timetable By doing so, students will understand not only the formation 44 but also the reasons for using this tense and therefore they will apply it for their own purpose effectively Secondly, Functional Grammar is of great usefulness in analysing text structure even in newspaper editorials, academic journals or literary works Any interpretation of text needs to be based on understanding of the structure and lexico-grammatical devices As far as linguistics study, especially the approach of Critical Discourse Analysis, Systemic Functional Grammar is an indispensable tool in evaluating the language used in specific discourses 4.3 Suggestions for further study This study has dealt with only a pubic speech using the theory of systemic functional grammar For further research, it is suggested that other text types such as legal materials or journal articles should be taken into account Moreover, studies on comparison between English and Vietnamese text structure can be another additional approach 45 REFERENCES Alexander, T (2004) Basic Concepts of Discourse Analysis Available : www.grin.com Brown, G & G.Yule (1983) Discourse Analysis Cambridge: CUP Cambridge Advanced Learner‟s Dictionary (2005) Cambridge: CUP Collins English Dictionary (1979) HarperCollins Halliday, M.A.K (1994) An Introduction to Functional Grammar London: Edward Halliday, M.A.K (2002) Linguistic Studies of Text and Discourse London: Continuum Homer, W.B (1998) Rhetoric in the Classical Tradition New York: St Martin‟s Press Hoa, Nguyen (2000) An Introduction to Discourse Analysis Hanoi National University Publishing House Lock, Graham (1996) Functional English Grammar Cambridge: CUP 10 Nunan, D (1993) Introducing Discourse Analysis London: Penguin 11 Thompson, (1996) Introducing Functional Grammar Oxford: Oxford University Press 12 Van, Hoang Van (2006) Introducing Discourse Analysis Hanoi: Education Publishing House 13 I Have a Dream, Martin Luther King, Jr Available: www.americanrhetoric.com/speeches/mlkihaveadream.htm I APPENDIX Table Clause and Clauses Complexes I (1) 1 α ||| β || = || ||| II (3) ||| || = || α ||| β III (5) α ||| β || = || ||| IV (7) + ||| ||| 1 V (8) 1 ||| ||| VI (9) ||| 1 ||| ||| 1 ||| VII (10) VIII (11) ||| || + || 1 1.2 ||| IX (13) 1 + ||| ||| X (14) + ||| 1.1 ||| XI (15) ||| 1.1 || X || 1.2 || = || 1.3 ||| II XII (18) ||| 1.α || = || 1.β ||| ||| 1.α || =|| 1.β || X || XIII (20) 1.γ XIV (23) ||| || = || 1.α ||| 1.β XV (25) ||| || = || 1.α 1.β ||| XVI (27) ||| 1.α ||| 1.α ||| 1.1 || = || ||| 1.β XVII (29) || = || XVIII (31) XIX (32) XX ||| 1.1 ||| 1.1 ||| (34) XXII ||| (33) XXI ||| ||| 1.1 ||| ||| 1.1 ||| (35) 1.β ||| ||| III XXIII (36) ||| ||| 1.1 XXIV (37) ||| 1.α = || || = || || = || 1.γ 1.β || 1.δ ||| XXV (41) XXVI ||| (42) ||| ||| 1.1 ||| 1.1 XXVII (43) ||| XXVIII (44) ||| 1.1 1.1 ||| ||| XXIX (45) ||| 1.1 ||| XXX (46) ||| 1.α || = || 1.β 1.δ || X || 1.γ || = || ||| 1.α || = || ||| XXXI (50) XXXII (52) ||| 1.1 ||| 1.β ||| IV XXXIII (53) ||| 1.α || X || 1.β || = || 1.γ XXXIV (56) ||| 1.1 ||| Boundary Markers used for this text analysis: |||: clause complex boundary ||: clause boundary Type of dependence 1.1 1.2 α 1.3 β ……… : paratactic relation ……… : hypotactic relation Logico – semantic relations: = : elaboration + : extension x : enhancement Others: I, II, III, …: Number of clause complex in the whole text (1), (2), (3)…: Number of clause in the whole text 1, 2, 3…: Number of clause within a clause complex ||| V APPENDIX Table Transitivity Pattern of the Text Clause Participant Process Participant I Circumstance Senser Mental: am Phenomenon Location II Identified Relational: will go as Identifier Location Actor Material: stand III Location Material: signed Goal Identifier Location Identified Relational: came as Actor Material:had been seared IV Identified Relational: came as Identifier Cause V Attribute Relational: is not Identifying Extent VI Goal Material: is crippled Actor Extent VII 10 Actor Material: lives VIII 11 Goal Material: is languished Actor Extent Mental: finds Phenomenon Location 12 Location VIX 13 Actor Material: have come Cause X 14 Actor Actor Material: have come Cause XI 15 Actor Actor Material: wrote Goal 16 Identified Material: were signing Goal 17 XII Material: was to fall 18 Relational: was 19 Material: Actor XIII Attribute would Location Matter Identifier Matter be Receiver guaranteed Actor Actor Relational: is 21 Actor Actor Material: has defaulted Location 22 XIV 20 Actor Actor Contingency 23 24 XV Goal Location Contingency Actor Material: has come Matter Material: refuse 25 26 Material: are concerned Material: has given Actor Actor Identifying Cause Material: is bankrupt Contingency VI XVI Carrier Material: refuse 28 Carrier Existential: are 29 Carrier Material: ‘ve come 30 XVII 27 Carrier Material: will give Carrier Cause Existent Location Cause Goal Receiver XVIII 31 Material: have come XIX 32 Sayer Relational : is Attribute Cause XX 33 Actor Relational : is Attribute Cause XXI 34 Actor Relational : is Attribute Cause XXII 35 Senser Relational : is Attribute Cause XXIII 36 Relational : is Attribute Cause XXIV 37 Actor Existential : is Attribute Cause 38 Actor Actor Verbal: must say Existent 39 Actor Receiver Material: stand Cause Location 40 Material : leads Location XXV 41 Mental: must not be Phenomenon Location XXVI 42 Actor Actor Material: let Goal Manner XXVII 43 Carrier Material: must conduct Goal Location XXVIII 44 Actor Actor Material: must not allow XXIX 45 Actor Actor Material: must rise XXX 46 Actor Goal Cause Material: has engulfed Goal 47 Material: must not lead Goal 48 Material: have come 49 Material: is tied up 50 Material: have come 51 Relational : is XXXII 52 Material: can not walk Manner XXXIII 53 Material: walk Location 54 Material: must make 55 Material: shall march Manner 56 Material: can not turn Manner XXXI XXXIV Location Cause Receiver Cause Attribute Goal VII APPENDIX Table The Mood Pattern of the Text Clause I Subject Finite Mood I am Declarative II What will Declarative We stand Declarative signed Declarative III This momentous decree came Declarative Who had Declarative IV It came Declarative V The Negro is Declarative VI The life is Declarative VII 10 The Negro lives Declarative VIII 11 The Negro is Declarative finds Declarative 12 VIX 13 We have Declarative X 14 We have Declarative XI 15 The architects wrote Declarative 16 They were Declarative 17 Every American was Declarative 18 This note was Declarative would Declarative XII 19 XIII Declarative America has Declarative Her citizens are Declarative 23 America has Declarative 24 Which has Declarative 25 We refuse Declarative 26 XVI is 22 XV It 21 XIV 20 The bank is Declarative 27 We refuse Declarative Modality VIII 28 There are Declarative 29 We ‘ve Declarative 30 That will Declarative XVIII 31 We have Declarative XIX 32 This is Declarative XX 33 Now is Declarative XXI 34 Now is Declarative XXII 35 Now is Declarative XXIII 36 Now is Declarative XXIV 37 There is Declarative 38 I must Declarative 39 Who stand Declarative 40 Which leads Declarative XXV 41 We must not Declarative XXVI 42 let Imperative XXVII 43 We must Declarative Obli/pos XXVIII 44 We must not Declarative Prohi/neg XXIX 45 We must Declarative Obli/pos XXX 46 Which has Declarative 47 must not Declarative 48 have Declarative XVII 49 Their destiny is They have Their freedom is Declarative XXXII 52 We can not Declarative XXXIII 53 We walk Declarative 54 We must Declarative 55 We shall Declarative 56 We can not Declarative Prohi/neg Declarative 51 Prohi/neg Declarative 50 Obli./pos XXXI XXXIV Ability/neg Obli/pos Ability/neg IX APPENDIX Table The Thematic Pattern of the Text Clause Interpersonal Theme I Textual Theme Topical Theme Of Theme I Unmarked What Unmarked Five score years ago Marked (Ellipsis) This momentous decree (Ellipsis) IV It Unmarked V The Negro Unmarked VI One hundred years later Marked VII 10 One hundred years later Marked VIII 11 One hundred years later Marked II III In Markedness But Unmarked 12 And (Ellipsis) VIX 13 And so We Unmarked X 14 In a sense We Unmarked XI 15 When 16 To which The architects They Unmarked Unmarked 17 XIII 18 This note 19 XII (Ellipsis) (Ellipsis) 20 It Unmarked Unmarked 21 America Unmarked 22 XIV That In so far as Her citizens Unmarked 23 Instead America Unmarked 24 XV (Ellipsis) But 26 XVI 25 That 27 We Unmarked The bank We Unmarked Unmarked X 28 29 And so 30 XVII That There That We Unmarked Unmarked (Ellipsis) XVIII 31 We Unmarked XIX 32 This Unmarked XX 33 Now Unmarked XXI 34 Now Unmarked XXII 35 Now Unmarked XXIII 36 Now Unmarked XXIV 37 But There Unmarked 38 That I Unmarked 39 (Ellipsis) 40 (Ellipsis) XXV 41 XXVI 42 XXVII 43 We Unmarked XXVIII 44 We Unmarked XXIX 45 We Unmarked XXX 46 The marvellous military 47 (Ellipsis) 48 (Ellipsis) 49 (Ellipsis) XXXI 50 In the process We (Ellipsis) Again and again And They 51 XXXII 53 XXXIV 56 Unmarked We That Unmarked We Unmarked We And as 54 55 Unmarked Unmarked Their freedom 52 XXXIII Unmarked Unmarked We Unmarked We Unmarked ... specific… 17 (ii) Distractive: by the way, incidentally… (iii) Dismissive: in any case, anyway, leaving that aside… (iv) Particularizing: in particular, especially… (v) Resumptive: to resume, as... Introducing Discourse Analysis Hanoi: Education Publishing House 13 I Have a Dream, Martin Luther King, Jr Available: www.americanrhetoric.com/speeches/mlkihaveadream.htm I APPENDIX Table Clause and... speech ? ?I have a dream” by Martin Luther King - a systemic functional grammar analysis based on Halliday‟s functional grammar as the theoretical framework 1.2 Aims of the study In carrying out