Name : Andri Okta Firmansyah
Nim : E1D019022
Clas : 5TP1
Discourse Analysis
”Critical Review”
Cohesion & Textuallity
This article is in the form of a critical review of the book Discourse Analysis for
Language Teachers chapter 2 Dlscwrse analysis and grammar written by Michael McCarthy
(Cambridge University) Published by the press syndicate of the university Cambridge The Pia
Building, Trumpington Street, Cambridge, United Kingdom.
Chapter 2 entitled Grammatical Cohesion & Textuallity discusses spoken and written discourses
display gramma&d cornexions between individual clauses and utterances. these grammatical
links can ,be classified under three broad typ 7- (or co-reference; see Brown and Yule 1983:
192), elfipsis substitailing and conjunction.
In this chapter explain that Ellipsis is the omission of elements normally required by the
grammar which the speaker/writer assumes are obvious from the context and therefore need not
be raised. This is not to say that every utterance which is not fully explicit is elliptical; most
messages require some input from the context to make sense of them. Ellipsis is distinguished by
the structure having some 'missing' element. If two people have ta stack and label a pile of items
and one says to the other 'you label and I'll suck, the fact that label and stack are usually
transitive verbs requiring an object in the surface structure is suspended because the context
'supplies' the object. Another way of saying this is, of course, that structures are only fully redlid
when they need to be, and that ellipsis is a speaker choice made on a pragmatic assessment of the
situation not a compulsory feature when two clauses are joined together.
In the next section the author explains about conjunction. Discourse analysts ask the same
sorts of questions about conjunctions as they do about other grammatical items: what roles do
they play in creating discourse, do the categories and realisations differ from language to
language, how are they distributed in speech and writing, what resttictions on their use are there
which are not reftected purely through sentence analysis, and what features of their use are
inadequately explicated in conventional grammars? In fact it is not at all easy to list definitively
all &cCitems that perform the conjunctive role in English. Single-word conjunction merge into
phrasal and clausal ones, and there is often little difference between the linking of two clauses
by a single word conjunction, a phrasal one, or a lexical item somewhere else in the clause, a fact
winter (1997) has pointed out. For example, (2.27-28) signal the consequence relation in several
ways :
(2.27) He was insensitive to the group's needs. Consequently there-was a lot of bad feeling.
(single word conjunction)
(2.28) He was insensitive to the group's needs. As a consequence there was a lot of bad feeling.
(adverbial phrase as conjunction)
Next theme and rheme, The author explain that most learners when learning the grammar
of a foreign language, spendtime assimilating the structure of clauses in that language, i.c. where
Nim : E1D019022
Clas : 5TP1
Discourse Analysis
”Critical Review”
Cohesion & Textuallity
This article is in the form of a critical review of the book Discourse Analysis for
Language Teachers chapter 2 Dlscwrse analysis and grammar written by Michael McCarthy
(Cambridge University) Published by the press syndicate of the university Cambridge The Pia
Building, Trumpington Street, Cambridge, United Kingdom.
Chapter 2 entitled Grammatical Cohesion & Textuallity discusses spoken and written discourses
display gramma&d cornexions between individual clauses and utterances. these grammatical
links can ,be classified under three broad typ 7- (or co-reference; see Brown and Yule 1983:
192), elfipsis substitailing and conjunction.
In this chapter explain that Ellipsis is the omission of elements normally required by the
grammar which the speaker/writer assumes are obvious from the context and therefore need not
be raised. This is not to say that every utterance which is not fully explicit is elliptical; most
messages require some input from the context to make sense of them. Ellipsis is distinguished by
the structure having some 'missing' element. If two people have ta stack and label a pile of items
and one says to the other 'you label and I'll suck, the fact that label and stack are usually
transitive verbs requiring an object in the surface structure is suspended because the context
'supplies' the object. Another way of saying this is, of course, that structures are only fully redlid
when they need to be, and that ellipsis is a speaker choice made on a pragmatic assessment of the
situation not a compulsory feature when two clauses are joined together.
In the next section the author explains about conjunction. Discourse analysts ask the same
sorts of questions about conjunctions as they do about other grammatical items: what roles do
they play in creating discourse, do the categories and realisations differ from language to
language, how are they distributed in speech and writing, what resttictions on their use are there
which are not reftected purely through sentence analysis, and what features of their use are
inadequately explicated in conventional grammars? In fact it is not at all easy to list definitively
all &cCitems that perform the conjunctive role in English. Single-word conjunction merge into
phrasal and clausal ones, and there is often little difference between the linking of two clauses
by a single word conjunction, a phrasal one, or a lexical item somewhere else in the clause, a fact
winter (1997) has pointed out. For example, (2.27-28) signal the consequence relation in several
ways :
(2.27) He was insensitive to the group's needs. Consequently there-was a lot of bad feeling.
(single word conjunction)
(2.28) He was insensitive to the group's needs. As a consequence there was a lot of bad feeling.
(adverbial phrase as conjunction)
Next theme and rheme, The author explain that most learners when learning the grammar
of a foreign language, spendtime assimilating the structure of clauses in that language, i.c. where
