Text 1 clearly demonstrates the “ knowledge” facet of functional grammar through the use of instruction followed by the question. The knowledge is conveyed in the instructional statements: “ hold a ruler on the edge of a table. Press down the end and let go, ” followed by the questions “ can you hear a sound? What can you see? ” The short sentences enable “ knowledge” being conveyed in the instruction to be user-friendly in targeting a younger audience. The ensuing questions further force the target audience to participate and create intended pauses for the purpose of conveying the knowledge through the grammatical typography.
Similarly, in Text 2, the use of language clearly reflects the mother/child relationship in conveying practical behavior of familiarity through the phrasing such as “ like the one in the garden” , “ yeah it does, doesn’ t it? Moreover, if we consider the archetypal lexicon-grammatical “ structure” , Eggins argues that the term “ lexicon-grammatical structure” refers to the “ sequence arrangement of constituents of the intermediate stratum of language, the stratum of “ words and structures” (Eggins, 2004, p. As such, it is evident that the central factor when considering the lexicon-grammatical structure of the text is to evaluate the ranking hierarchy of the clause sentence to determine the “ upper boundary of grammatical relations” (Eggins, 2004, p.
Essentially, this enables us to determine the grammatical relations between the highest “ rank” and lowest “ rank” in the grammatical organization to determine the central meaning of the language usage (Eggins, 2004, p. For example, in Text 2, the mother’ s use of pauses throughout her explanation of the delicate subject matter and use of words such as “ hastily” and “ old bird” arguably operate as “ words” in the medium rank within the lexico-grammar hierarchy to reinforce the clause subject of explaining the sensitive subject of death to a child.
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