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BUT
These arguments presume a modular brain
Realisation: Depends on
mode of semiosis
Function: Focus attention on most important part of information unit
Realisation: Intonation contour
Function: Divide stream of discourse into manageable units
Divided Into:
//Teachers are
the lifeblood
of any university//
//Teachers are
the lifeblood/
of any university//
//Teachers/ are
the lifeblood
of any university//
Christ of St. John of the Cross.
Salvador Dali
© Glasgow City Council
Realisation: Tonic foot
Realisation: 0
Function: None - residue - what is not New
Function: Focus attention on most important part of information unit
The Last Supper. Leonardo da Vinci
We combine visual potentials with embodied, social and cultural potentials
We combine aural potentials with embodied, social and cultural potentials
Realisation: Aural, embodied,
social and cultural focal points
Realisation: Visual, embodied,
social and cultural focal points
Function: Focus attention on most important part of information unit
Going Beyond Speech To Seek Out New Information In Writing & Other Modalities
Do we hear what we read?
If so, written Information Structure will be the same as spoken, because we can "hear" it in our head
If not, written English needs a new way to realise Information Structure
Because this text does not allow the eye to saccade to the next best resting point since all text is indistinguishable.
Reading scriptura continua is the same as speaking and so information structure functions in the same way
Punctuation allows saccades - the practiced eye can identify punctuation marks and rest on the items preceding the punctuation marks.
Punctuation allows for variability in the spoken expression of intonation
Punctuation identifies units of information for written English
Spaces allow saccades - the practiced eye can identify where to jump over (grammar, predictable items) and where to rest (content and important items).
Spaces between words, combined with punctuation marks, remove written English from the constraints of spoken English
Spaces and punctuation are constrained by the potentials of the visual system not the respiratory system
Gerald
Edelman
Barsalou, L.W. (2008). Grounded cognition. Annual Review of Psychology, 59, p.11.1-11.29
D’Ausilio, A. et al. (2009). The motor somatotopy of speech perception. Current Biology, 19(5), pp.381-385
Edelman, G.M. (2004). Wider Than the Sky - The Phenomenal Gift of Consciousness. New Haven, CT: Yale University Press
Fries, P.H. (2000). Issues in modelling the textual metafunction. In M. Scott and G. Thompson (eds.), Patterns of Text: In honour of
Michael Hoey (pp.83-107). Amsterdam: John Benjamins
Fries, P.H. (2002). The flow of information in a written text. In P. Fries, M. Cummings, D. Lockwood, and W. Spruiell (eds.),
Relations and Functions Within and Around Language (pp.117-155). London: Continuum
Halliday, M.A.K. (1967). Notes on transitivity and theme part 2. Journal of Linguistics, 3(2), pp.199-244
Halliday, M.A.K. (1989). Spoken and Written Language. Oxford: Oxford University Press
Halliday, M.A.K. and Matthiessen, C.M.I.M. (1999). Construing Experience Through Meaning: A Language-Based Approach to
Cognition. London: Continuum
Halliday, M.A.K. and Matthiessen, C.M.I.M. (2004). An Introduction to Functional Grammar – Third Edition. London: Arnold
Kress, G. & van Leeuwen, T. (1996). Reading Images - The Grammar of Visual Design. London: Routledge
Martin, J.R. (1992). English Text: System and Structure. Amsterdam: John Benjamins
Matthiessen, C.M.I.M. (1992). Interpreting the textual metafunction. In M. Davies and L. Ravelli (eds.), Advances in Systemic
Linguistics: Recent Theory and Practice (pp.37-81). London: Pinter
Matthiessen, C.M.I.M. (1995). Lexicogrammatical Cartography: English Systems. Tokyo: International Language Science Publishers
Maturana, H.R. and Varela, F.J. (1987) The Tree of Knowledge. Boston: Shambhala
O’Toole, M. (1994). The Language of Displayed Art. Cranbury, NJ: Associated University Presses
O’Halloran, K. (2008). Systemic functional-multimodal discourse analysis (SF-MDA): Constructing ideational meaning using
language and visual imagery, Visual Communication 7 pp.443-475
Parkes, M.B. (1992). Pause and Effect - An Introduction to the History of Punctuation in the West. Aldershot: Scolar Press
Saenger, P. (1982). Silent reading: Its impact on late medieval script and society. Viator, 13, pp.367-414
Saenger, P. (1997). Space Between Words. Stanford: Stanford University Press
Select References
"INDEFENSIBLE!"
Do we hear what we read?
Realisation: Final position
in a clause
Function: Focus attention on most important part of information unit
If so, written Information Structure will be the same as spoken, because we can "hear" it in our head
If not, written English needs a new way to realise Information Structure
The lifeblood of
any university
is its teachers
The teachers are
the lifeblood of
any university
For any
university the
teachers are
its lifeblood
It is the teachers
that are the
lifeblood of
any university
Function: Focus attention on most important part of information unit
Realisation: Most visibly salient unit prior to end of information unit; lexical item prior to punctuation mark or end of clause (presumed/expected punctuation mark)