OBAMA NIXON. Visualizing the architecture and texture of selected speeches of Richard Nixon and Barack Obama

Transcription

1 = Visualizing the architecture and texture of selected speeches of Richard Nixon and Barack Obama OBAMA NIXON Professor Jonathan J Webster Jonathan Director J Webster Director The Halliday Centre The City Halliday University Centre of Hong Kong City University of Hong Kong

2 The Halliday Centre for Intelligent Applications of Language Studies (HCLS)

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4 WORD is the journal of the International Linguistics Association, headquartered in New York, and had been published since Early members of the ILA, which was originally known as the Linguistic Circle of New York, included Roman Jakobson, Morris Swadesh, André Martinet, and Henry Lee Smith. Over the course of its history, the journal s editorial board has included such well-known linguists as André Martinet, Robert P. Austerlitz, Robert L. Allen, and Joseph Greenberg to name just a few. General inquiry and submissions: editorword@cityu.edu.hk

5 Halliday, M.A.K Categories of the theory of grammar. WORD 17. General inquiry and submissions:

6 Linguistics and the Human Sciences Because no one discipline or theory in the human sciences can by itself tell the whole story of human existence, Linguistics and the Human Sciences is committed to fostering a dialogue of disciplines, in which linguistics figures prominently. Journal website: General Inquiry and submissions: editorlhs@cityu.edu.hk

7 The Journal of World Languages explores the linguistic, communicative and socio-cultural implications of the global spread of major languages and the impact this is having on the world's linguistic mapping. Journal website: General inquiry and submissions:

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9 QS World University Ranking - linguistics The Halliday Centre for Intelligent Applications of Language Studies (HCLS)

10 Outline of presentation 1. Illustrating a functional approach with our analysis of former US President Richard Nixon s Inaugural and resignation speeches in terms of their texture and architecture. 2. Discussing the findings from our comparison of US President Barack Obama s speeches noting recent breakthroughs in the automatic analysis of rhetorical structure.

11 What is important is that we should be able to use the same theory and method of linguistic analysis the same grammatics whatever kind of text (or subtext) we are trying to interpret, whether Tennyson or Darwin, Mother Goose or the Scientific American. The Construction of Knowledge and Value in the Grammar of Scientific Discourse: With reference tor Charles Darwin s The Origin of Species Vol. 2, chapter 6, p.187

12 Otherwise, if we simply approach each text with an ad hoc do-ityourself kit of private commentary, we have no way of explaining their similarities and their differences the aesthetic and functional values that differentiate one text from another, or one voice from another within the frontiers of the same text. The Construction of Knowledge and Value in the Grammar of Scientific Discourse: With reference tor Charles Darwin s The Origin of Species Vol. 2, chapter 6, p.187

13 Obama s Inaugural Address Obama s Victory Speech New Hampshire Yes We Can Speech The Halliday Centre for Intelligent Applications of Language Studies

14 www-958.ibm.com/software/analytics/manyeyes

15 Obama s Inaugural Address Obama s Victory Speech New Hampshire Yes We Can Speech The Halliday Centre for Intelligent Applications of Language Studies

16 Responding to Obama s speeches The Halliday Centre for Intelligent Applications of Language Studies Stanley Fish writing in the Opinionator, an online commentary from the New York Times (January 22, 2009) Why does one speech win acclaim for its eloquence, while another receives only criticism? Mark Liberman founder and director of the Linguistic Data Consortium Language Log: Presidential parataxis? January 24, 2009

17 Systemic Functional Meaning Linguistics

18 Systemic Functional Linguistics Meaning CONSTRUING experience

19 Systemic Functional Linguistics Meaning CONSTRUING experience

20 Systemic Functional Linguistics Meaning CONSTRUING experience ENACTING relationships

21 Systemic Functional Linguistics Meaning CONSTRUING experience ENACTING relationships

22 Systemic Functional Linguistics Meaning CONSTRUING experience ENACTING relationships CREATING discourse

23 Systemic Functional Linguistics Meaning CONSTRUING experience ENACTING relationships CREATING discourse

24 Meaning Representational / ideational: construing experience Experiential - the reflective, experiential aspect of meaning Logical - inter-clausal logicosemantic relations Interpersonal: enacting social relationships how we use language to relate to others; expression of attitude or perspective Textual: meaning materializes choosing the starting point of the message (Theme); the flow of information metafunctions

25 Meaning Representational / ideational: construing experience Experiential - the reflective, experiential aspect of meaning Logical - inter-clausal logicosemantic relations Interpersonal: enacting social relationships how we use language to relate to others; expression of attitude or perspective Textual: meaning materializes choosing the starting point of the message (Theme); the flow of information How is it realized? What kinds of processes take place? (e.g. events/actions, states of mind (feel), abstract relations (result) Who initiates? Who is affected? What are the circumstances? Are there dependent clauses? How are clauses combined? What are the roles of speaker and hearer? What is the attitude of the speaker? How is the message organized? How are the clauses related to each other?

26 Meaning Representational / ideational: construing experience Experiential - the reflective, experiential aspect of meaning Logical - inter-clausal logicosemantic relations Interpersonal: enacting social relationships how we use language to relate to others; expression of attitude or perspective Textual: meaning materializes choosing the starting point of the message (Theme); the flow of information How is it realized? What kinds of processes take place? (e.g. events/actions, states of mind (feel), abstract relations (result) Who initiates? Who is affected? What are the circumstances? Are there dependent clauses? How are clauses combined? What are the roles of speaker and hearer? What is the attitude of the speaker? How is the message organized? How are the clauses related to each other?

27 Meaning Representational / ideational: construing experience Experiential - the reflective, experiential aspect of meaning Logical - inter-clausal logicosemantic relations Interpersonal: enacting social relationships how we use language to relate to others; expression of attitude or perspective Textual: creating discourse choosing the starting point of the message (Theme); the flow of information How is it realized? What kinds of processes take place? (e.g. events/actions, states of mind (feel), abstract relations (result) Who initiates? Who is affected? What are the circumstances? Are there dependent clauses? How are clauses combined? What are the roles of speaker and hearer? What is the attitude of the speaker? How is the message organized? How are the clauses related to each other?

28 Meaning Representational / ideational: construing experience Experiential - the reflective, experiential aspect of meaning Logical - inter-clausal logicosemantic relations Interpersonal: enacting social relationships how we use language to relate to others; expression of attitude or perspective Textual: meaning materializes choosing the starting point of the message (Theme); the flow of information Wording Transitivity structure: process, participant, circumstance Parataxis / Hypotaxis What are the roles of speaker and hearer? What is the attitude of the speaker? How is the message organized? How are the clauses related to each other?

29 Logical meaning One clause can elaborate on another through exemplification, clarification, or restatement; or a clause can extend the meaning of another by adding some new element, giving an exception, or offering an alternative; or a clause can enhance another through embellishment, or qualification. A clause can also project another clause through direct or indirect speech. elaborating = extending + enhancing x projecting paratactic <clausex> 1 <clausey> 2 <There are three components of meaning: > 1 <they are ideational, interpersonal and textual.> =2 coordinate conjunction: E.g. <I will leave soon,> 1 <but you can stay.> +2 <We saw him off at the airport;> 1 <then we returned home.> x2 direct speech: E.g. <Tom said,> 1 < I ll be away next week. > 2 hypotactic α β <main clause> α <dependent clause> β non-defining relative clause: E.g. <This is my friend,> α <who is studying here.> =β adverbial: E.g. <He went home> α <instead of going out with his friends> +β <When John arrives> xβ <we will eat dinner.> α indirect speech: E.g. <Tom said> α <that he d be away next week.> β

30 Logical meaning One clause can elaborate on another through exemplification, clarification, or restatement; or a clause can extend the meaning of another by adding some new element, giving an exception, or offering an alternative; or a clause can enhance another through embellishment, or qualification. A clause can also project another clause through direct or indirect speech. elaborating = extending + enhancing x projecting paratactic <clausex> 1 <clausey> 2 <There are three components of meaning: > 1 <they are ideational, interpersonal and textual.> =2 coordinate conjunction: E.g. <I will leave soon,> 1 <but you can stay.> +2 <We saw him off at the airport;> 1 <then we returned home.> x2 direct speech: E.g. <Tom said,> 1 < I ll be away next week. > 2 hypotactic α β <main clause> α <dependent clause> β non-defining relative clause: E.g. <This is my friend,> α <who is studying here.> =β adverbial: E.g. <He went home> α <instead of going out with his friends> +β <When John arrives> xβ <we will eat dinner.> α indirect speech: E.g. <Tom said> α <that he d be away next week.> β

31 Logical meaning One clause can elaborate on another through exemplification, clarification, or restatement; or a clause can extend the meaning of another by adding some new element, giving an exception, or offering an alternative; or a clause can enhance another through embellishment, or qualification. A clause can also project another clause through direct or indirect speech. elaborating = extending + enhancing x projecting paratactic <clausex> 1 <clausey> 2 <There are three components of meaning: > 1 <they are ideational, interpersonal and textual.> =2 coordinate conjunction: E.g. <I will leave soon,> 1 <but you can stay.> +2 <We saw him off at the airport;> 1 <then we returned home.> x2 direct speech: E.g. <Tom said,> 1 < I ll be away next week. > 2 hypotactic α β <main clause> α <dependent clause> β non-defining relative clause: E.g. <This is my friend,> α <who is studying here.> =β adverbial: E.g. <He went home> α <instead of going out with his friends> +β <When John arrives> xβ <we will eat dinner.> α indirect speech: E.g. <Tom said> α <that he d be away next week.> β

32 Logical meaning One clause can elaborate on another through exemplification, clarification, or restatement; or a clause can extend the meaning of another by adding some new element, giving an exception, or offering an alternative; or a clause can enhance another through embellishment, or qualification. A clause can also project another clause through direct or indirect speech. elaborating = extending + enhancing x projecting paratactic <clausex> 1 <clausey> 2 <There are three components of meaning: > 1 <they are ideational, interpersonal and textual.> =2 coordinate conjunction: E.g. <I will leave soon,> 1 <but you can stay.> +2 <We saw him off at the airport;> 1 <then we returned home.> x2 direct speech: E.g. <Tom said,> 1 < I ll be away next week. > 2 hypotactic α β <main clause> α <dependent clause> β non-defining relative clause: E.g. <This is my friend,> α <who is studying here.> =β adverbial: E.g. <He went home> α <instead of going out with his friends> +β <When John arrives> xβ <we will eat dinner.> α indirect speech: E.g. <Tom said> α <that he d be away next week.> β

33 Logical meaning One clause can elaborate on another through exemplification, clarification, or restatement; or a clause can extend the meaning of another by adding some new element, giving an exception, or offering an alternative; or a clause can enhance another through embellishment, or qualification. A clause can also project another clause through direct or indirect speech. elaborating = extending + enhancing x projecting paratactic <clausex> 1 <clausey> 2 <There are three components of meaning: > 1 <they are ideational, interpersonal and textual.> =2 coordinate conjunction: E.g. <I will leave soon,> 1 <but you can stay.> +2 <We saw him off at the airport;> 1 <then we returned home.> x2 direct speech: E.g. <Tom said,> 1 < I ll be away next week. > 2 hypotactic α β <main clause> α <dependent clause> β non-defining relative clause: E.g. <This is my friend,> α <who is studying here.> =β adverbial: E.g. <He went home> α <instead of going out with his friends> +β <When John arrives> xβ <we will eat dinner.> α indirect speech: E.g. <Tom said> α <that he d be away next week.> β

34 This is my friend who is studying here

35 This is my friend who is studying here

36 = This is my friend who is studying here

37 = This is my friend who is studying here α =β This is my friend who is studying here

38 <c 1>This is my friend, <c 2> who is studying here

39 <c 1>This is my friend, <c 2> who is studying here <c 1> I know <c 2> that this is your friend, <c 3> who is studying here

40 <c 1>This is my friend, <c 2> who is studying here <c 1> I know <c 2> that this is your friend, <c 3> who is studying here <c 1> If you can read this, <c 2> you are too close

41 <c 1>This is my friend, <c 2> who is studying here <c 1> I know <c 2> that this is your friend, <c 3> who is studying here <c 1> If you can read this, <c 2> you are too close <c 1> There are three components of meaning: <c 2> they are ideational, interpersonal and textual.

42 clause = most basic lexicogrammatical unit text = semantic unit

43 Underlying assumptions of Rhetorical Structure Theory: Organization Texts consist of functionally significant text spans

44 Underlying assumptions of Rhetorical Structure Theory: Organization Texts consist of functionally significant text spans Unity and coherence A sense of unity to which each part/span contributes. Derives from the writer s purpose.

45 Underlying assumptions of Rhetorical Structure Theory: Organization Texts consist of functionally significant text spans Unity and coherence Hierarchy A sense of unity to which each part/span contributes. Derives from the writer s purpose. Elementary parts composed into larger parts. The same functional description applies at all levels.

46 Underlying assumptions of Rhetorical Structure Theory: Organization Texts consist of functionally significant text spans Unity and coherence Hierarchy Relational composition A sense of unity to which each part/span contributes. Derives from the writer s purpose. Elementary parts composed into larger parts. The same functional description applies at all levels. Finite set of relations holds between pairs of parts/spans of text

47 Underlying assumptions of Rhetorical Structure Theory: Organization Texts consist of functionally significant text spans Unity and coherence Hierarchy Relational composition Asymmetry of relations A sense of unity to which each part/span contributes. Derives from the writer s purpose. Elementary parts composed into larger parts. The same functional description applies at all levels. Finite set of relations holds between pairs of parts/spans of text One member of the pair may be more nuclear/core, the other more peripheral.

48 Asymmetrical relations: Evidence Volitional cause / result Justify Non-volitional cause / result Antithesis Purpose Concession Condition Circumstance Otherwise Solutionhood Interpretation Elaboration Evaluation Background Restatement Enablement Summary Motivation Symmetrical relations: Sequence Contrast Joint

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50 Nixon s 2 nd Inaugural Address <p 3> <c 6> This past year saw far-reaching results from our new policies for peace. <c 7a> By continuing to revitalize our traditional friendships, and by our missions to Peking and to Moscow, <c 7b> we were able to establish the base for a new and more durable pattern of relationships among the nations of the world. <c 8> Because of America's bold initiatives, 1972 will be long remembered as the year of the greatest progress since the end of World War II toward a lasting peace in the world. <p 4> <c 9> The peace [we seek] in the world is not the flimsy peace [which is merely an interlude between wars], but a peace [which can endure for generations to come.] elaboration

51 Nixon s 2 nd Inaugural Address <p 3> <c 6> This past year saw far-reaching results from our new policies for peace. <c 7a> By continuing to revitalize our traditional friendships, and by our missions to Peking and to Moscow, <c 7b> we were able to establish the base for a new and more durable pattern of relationships among the nations of the world. <c 8> Because of America's bold initiatives, 1972 will be long remembered as the year of the greatest progress since the end of World War II toward a lasting peace in the world. <p 4> <c 9> The peace [we seek] in the world is not the flimsy peace [which is merely an interlude between wars], but a peace [which can endure for generations to come.] elaboration

52 <p 4> <c 10> It is important that we understand both the necessity and the limitations of America's role in maintaining that peace. <c 11a> Unless we in America work to preserve the peace, <c 11b> there will be no peace. <c 12a> Unless we in America work to preserve freedom, <c 12b> there will be no freedom. Nixon s 2 nd Inaugural Address <p 5> <c 13> But let us clearly understand the new nature of America's role, as a result of the new policies [we have adopted over these past four years:] elaboration 3 enhancement:concession

53 <p 4> <c 10> It is important that we understand both the necessity and the limitations of America's role in maintaining that peace. <c 11a> Unless we in America work to preserve the peace, <c 11b> there will be no peace. <c 12a> Unless we in America work to preserve freedom, <c 12b> there will be no freedom. Nixon s 2 nd Inaugural Address <p 5> <c 13> But let us clearly understand the new nature of America's role, as a result of the new policies [we have adopted over these past four years:] elaboration 3 enhancement:concession

54 <p 5> <c 13> But let us clearly understand the new nature of America's role, as a result of the new policies [we have adopted over these past four years:] <p 6> <c 14> We shall respect our treaty commitments. <p 7> <c 15> We shall support vigorously the principle [that no country has the right to impose its will or rule on another by force.] Nixon s 2 nd Inaugural Address <p 8> <c 16a> We shall continue, in this era of negotiation, to work for the limitation of nuclear arms, <c 16b> and to reduce the danger of confrontation between the great powers. <p 9> <c 17> We shall do our share in defending peace and freedom in the world. <c 18a> But we shall expect others <c 18b> to do their share. elaboration 3 enhancement:concession elaboration

55 Nixon s 2 nd Inaugural Address <p 3> <c 6> This past year saw far-reaching results from our new policies for peace toward a lasting peace in the world <p 4> <c 9> The peace [we seek] in the world is not the flimsy 6 peace 7 8 <c 10> the 9-11 limitations of America's role in maintaining that peace <p 5> <c 13> But let us clearly understand the 3 new nature of America's role <p 6> <c 14> We shall <p 7> <c 15> We shall <p 8> <c 16a> We shall <p 9> <c 17> We shall <c 18a> But we shall expect others <c 18b> to do their share. <p 10> Just as we respect the right of each nation to determine its own future, <p 11> <c 21a> Just as America's role is indispensable elaboration 3 enhancement:concession elaboration

56 Nixon s 2 nd Inaugural Address elaboration enhancement: concession elaboration 4-11 elaboration 3 enhancement:concession elaboration

57 Nixon s 2 nd Inaugural Address 3 4 architexture = cohesion (inter-span texture) + coherence (intra-span texture) = x = 4-11 elaboration 3 enhancement:concession elaboration

58 Nixon s Nixon s Second Second Inaugural Inaugural Speech

59 <p12> <c 22a> Together with the rest of the world, let us resolve <c 22b> to move forward from the beginnings [<c 22c> we have made.] <c 23a> Let us continue <c 23b> to bring down the walls of hostility <c 23c> which have divided the world for too long, <c 23d>and to build in their place bridges of understanding, <p13> <c 24a> Let us build a structure of peace in the world <c 24b> in which the weak are as safe as the strong -- <p14> <c 25a> Let us accept that high responsibility not as a burden, but gladly -- <c 25b> gladly because the chance [to build such a peace] is the noblest endeavor in which a nation could engage;. <p15> <c 26a> We have the chance, today, to do more than ever before in our history <c 26b> to make life better in America

60 we in Nixon s Second Inaugural Speech (Word Tree) 47

61 I in Nixon s Second Inaugural Speech (Word Tree) 12

62 Nixon s resignation speech Once Nixon decided that resignation was the only realistic course of action left to him, he told Haig [his chief of staff] to notify Ray Price [his speech writer] to begin work on the statement: Not a breast-beating mea culpa, not a speech proclaiming guilt that he did not feel but a healing speech, one that would help rally the country to his successor.

63 we in Nixon s Resignation Speech (Word Tree) 19

64 I in Nixon s Resignation Speech (Word Tree) 57

65 Nixon Obama Rice 2 nd Inaugural Resignation NH Yes We Can Victory Inaugural Part 4 total word count % 14% 14% 55% I 12 /.6% 57 / 3% 34% 36% 49% 52% Let me 0 1 /.05% we 47 / 2% 19 / 1% 66% 64% 51% 48% Let (each of) us 22 / 1% 1 /.05%

66 Nixon Obama Rice 2 nd Inaugural Resignation NH Yes We Can Victory Inaugural Part 4 total word count % 14% 14% 55% I 12 /.6% 57 / 3% 34% 36% 49% 52% Let me 0 1 /.06% we 47 / 2% 19 / 1% 66% 64% 51% 48% Let (each of) us 22 / 1% 1 /.05%

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74 Good evening. <p 1> <c 1a>This is the 37th time [<c 1b> I have spoken to you from this office,] <c 1c> where so many decisions have been made [<c 1d> that shaped the history of this Nation.] <c 2a> Each time I have done so <c 2b> to discuss with you some matter [<c 2c> that <c 2d> I believe <c 2c> affected the national interest.] <p 2> <c 3a> In all the decisions [<c 3b> I have made in my public life,] I have always tried to do [<c 3c> what was best for the Nation.] <c 4a> Throughout the long and difficult period of Watergate, I have felt <c 4b> it was my duty [<c 4c> to persevere, <c 4d> to make every possible effort [<c 4e> to complete the term of office [to which you elected me.]]]

75 <p 3> <c 5a> In the past few days, however, it has become evident to me [<c 5b> that I no longer have a strong enough political base in the Congress [<c 5c> to justify continuing that effort. ]] <c 6a>As long as there was such a base, <c 6b> I felt strongly <c 6c> that it was necessary [<c 6d> to see the constitutional process through to its conclusion,] <c 6d> that [<c 6e> to do otherwise] would be unfaithful to the spirit of that deliberately difficult process and a dangerously destabilizing precedent for the future.

76 <p 4> <c 7a> But with the disappearance of that base, I now believe <c 7b> that the constitutional purpose has been served, <c 7c> and there is no longer a need for the process [<c 7d> to be prolonged.] <c 8a> I would have preferred <c 8b> to carry through to the finish <c 8b> whatever the personal agony it would have involved, <c 8c> and my family unanimously urged me <c 8d> to do so. <c 9> But the interest of the Nation must always come before any personal considerations.

77 <p 5> <c 10a> From the discussions [<c 10b>I have had] with Congressional and other leaders, I have concluded <c 10b> that because of the Watergate matter I might not have the support of the Congress [<c 10c> that I would consider necessary [<c 10d> to back the very difficult decisions <c 10e> and carry out the duties of this office in the way [<c 10f>the interests of the Nation would require. ]]] <p 6> <c 11> I have never been a quitter. <c 12a> [<c 12b> To leave office <c 12c> before my term is completed] is abhorrent to every instinct in my body. <c 13> But as President, I must put the interest of America first. <c 14a> America needs a fulltime President and a full-time Congress, particularly at this time with problems [<c 14b> we face at home and abroad. ]

78 <p 7> <c 15a> [<c 15b> To continue <c 15c> to fight through the months ahead for my personal vindication] would almost totally absorb the time and attention of both the President and the Congress in a period [<c 15d> when our entire focus should be on the great issues of peace abroad and prosperity without inflation at home. ] <p 8> <c 16> Therefore, I shall resign the Presidency effective at noon tomorrow. <c 17> Vice President Ford will be sworn in as President at that hour in this office.

79 Meaning Representational / ideational: construing experience Experiential - the reflective, experiential aspect of meaning Logical - inter-clausal logicosemantic relations Interpersonal: enacting social relationships how we use language to relate to others; expression of attitude or perspective Textual: meaning materializes choosing the starting point of the message (Theme); the flow of information Wording What kinds of processes take place? (e.g. events/actions, states of mind (feel), abstract relations (result) Who initiates? Who is affected? What are the circumstances? Are there dependent clauses? How are clauses combined? Mood : Declarative / Interrogative / Imperative Modality: possibility / probability / certainty / usuality How is the message organized? How are the clauses related to each other?

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89 whole text Paragraph 17-26

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96 Meaning Representational / ideational: construing experience Experiential - the reflective, experiential aspect of meaning Logical - inter-clausal logicosemantic relations Interpersonal: enacting social relationships how we use language to relate to others; expression of attitude or perspective Textual: meaning materializes choosing the starting point of the message (Theme); the flow of information Wording What kinds of processes take place? (e.g. events/actions, states of mind (feel), abstract relations (result) Who initiates? Who is affected? What are the circumstances? Are there dependent clauses? How are clauses combined? Mood : Declarative / Interrogative / Imperative Modality: possibility / probability / certainty / usuality Theme-Rheme structure Information structure: Given / New

97 T H E M E John s already left yesterday we discussed the financial arrangements his spirit they could not kill people who live in glasshouses shouldn t throw stones. N E W

98 Adjunct as Circumstantial Theme <c 4a> Throughout the long and difficult period of Watergate,. <c 5a> In the past few days, <c 7a> But with the disappearance of that base, <c 13> But as President,. Subject as Circumstantial Theme <c 1a> This is the 37 th time [<c 1b> I have spoken to you from this office] Dependent Clause as Circumstantial Theme: <c 6a> As long as there was such a base <c 18a> As I recall the high hopes for American [ ], <c 21a> As he assumes that responsibility.

99 Theme Nixon 2 nd Inaugural Resignation other 40 / 32% 6 / 10% we 31 / 25% 65% 10 / 16% I 10 / 8% 11 / 18% Interpersonal -- 2 / 3% Subject-ascircumstance Clause-as circumstance 8 / 6% 3 / 5% 14 / 11% 34% 7 / 11% Adjunct 21 / 17% 19 / 31% to-infinitive -- 3 / 5% Total % 52%

100 TeXture architexture Patterns of lexico-grammatical choice contribute to establishing texture, on the basis of which one can identify the spans that together form the text as a whole.

101 TeXture architexture Lexico-grammatical choice may be experiential (i.e. choices from the system of transitivity), logical (choices related to clausal taxis), interpersonal (choices from systems of mood and modality), and textual (choices related to theme-rheme and information structures).

102 TeXture architexture The architexture of a text is the outcome of lexicogrammatical choices and can be determined from their patterning.

103 New Hampshire Yes We Can Barack Obama s speech after losing the primary in New Hampshire to Senator Hillary Clinton. The speech inspired singer will.i.am s Emmy-award winning music video Yes We Can The Halliday Centre for Intelligent Applications of Language Studies

104 <c 2a> A few weeks ago, no one imagined <c 2b> that we d have accomplished [<c 2c> what we did here tonight]. <c 3a> For most of this campaign, we were far behind, <c 3b> and we always knew <c 3c> our climb would be steep. <c 4a> But in record numbers, you came out <c 4b> and spoke up for change. <c 5a> And with your voices and your votes, you made it clear <c 5b> that at this moment in this election there is something happening in America. <c 6a> There is something happening <c 6b> when men and women in Des Moines and Davenport; in Lebanon and Concord come out in the snows of January <c 6c> to wait in lines [<c 6d> that stretch block after block ] <c 6e> because they believe in [<c 6f> what this country can be]. <c 7a> There is something happening <c 7b> when Americans [<c 7c> who are young in age and in spirit <c 7d> who have never be fore participated in politics ] turn out in numbers [<c 7e> we ve never seen ] because they know in their hearts <c 7f> that this time must be different. <c 8a> There is something happening <c 8b> when people vote not just for the party [<c 8c> they belong to] but the hopes [<c 8d> they hold in common] <c 8e> that whether we are rich or poor; black or white; Latino or Asian; <c 8f> whether we hail from Iowa or New Hampshire, Nevada or South Carolina, <c 8g> we are ready to take this country in a fundamentally new direction. <c 9> That is what s happening in America right now. <c 10> Change is what s happening in America.

105 <c 11a> You can be the new majority [<c 11b> who can lead this nation out of a long political darkness] Democrats, Independents and Republicans <c 11c> who are tired of the division and distraction [<c 11d> that has clouded Washington;]] <c 11e> who know <c 11f> that we can disagree <c 11g> without being disagreeable; <c 11h> who understand <c 11i> that if we mobilize our voices <c 11j> to challenge the money and influence [<c 11k> that s stood in our way] <c 11l> and challenge ourselves <c 11m> to reach for something better, <c 11n> there s no problem [<c 11o> we can t solve ] no destiny [<c 11p> we cannot fulfill.] <c 12> Our new American majority can end the outrage of unaffordable, unavailable health care in our time. <c 13a> We can bring doctors and patients; workers and businesses, Democrats and Republicans together; <c 13b> and we can tell the drug and insurance industry <c 13c> that while they ll get a seat at the table, < 13d> they don t get to buy every chair. <c 14> Not this time. <c 15> Not now. <c 16a> Our new majority can end the tax breaks for corporations [<c 16b> that ship our jobs overseas] <c 16c> and put a middle-class tax cut into the pockets of the working Americans [<c 16d> who deserve it.] <c 17a> We can stop sending our children to schools with corridors of shame <c 17b> and start putting them on a pathway to success. <c 18a> We can stop talking about [<c 18b> how great teachers are] <c 18c> and start rewarding them for their greatness. <c 19> We can do this with our new majority. <c 20a> We can harness the ingenuity of farmers and scientists; citizens and entrepreneurs <c 20b> to free this nation from the tyranny of oil and save our planet from a point of no return.

106 <c 35a> It was a creed [<c 35b> written into the founding documents [<c 35c> that declared the destiny of a nation.] <c 36> Yes we can. <c 37a> It was whispered by slaves and abolitionists <c 37b> as they blazed a trail toward freedom through the darkest of nights. <c 38> Yes we can. <c 39a> It was sung by immigrants <c 39b> as they struck out from distant shores and pioneers who pushed westward against an unforgiving wilderness. <c 40> Yes we can. <c 41a> It was the call of workers [<c 41b> who organized] ; women [<c 41c> who reached for the ballot; a President [<c 41d> who chose the moon as our new frontier;] and a King [<c 41e> who took us to the mountaintop <c 41f> and pointed the way to the Promised Land.] <c 42> Yes we can to justice and equality. <c 43> Yes we can to opportunity and prosperity. <c 44> Yes we can heal this nation. <c 45> Yes we can repair this world. <c 46> Yes we can.

107 Obama s New Hampshire Yes We Can Speech <c 28a> We know <c 28b> the battle ahead will be long, <c 28c> but always remember <c 28d> that no matter what obstacles stand in our way, <c 28e> nothing can stand in the way of the power of millions of voices [<c 28f> calling for change.] The Halliday Centre for Intelligent Applications of Language Studies

108 Obama s New Hampshire Yes We Can Speech <c 29a> We have been told <c 29b> we cannot do this by a chorus of cynics [<c 29c> that will only grow louder and more dissonant in the weeks and months to come.] <c 30a> We ve been asked <c 30b> to pause for a reality check. <c 31a> We ve been warned <c 31b> against offering the people of this nation false hope. The Halliday Centre for Intelligent Applications of Language Studies

109 Obama s New Hampshire Yes We Can Speech <c 32a> But in the unlikely story [<c 32b> that is America,] <c 32a> there has never been anything false about hope. <c 33a> For when we have faced down impossible odds; <c 33b> when we ve been told <c 33c> that we re not ready, <c 33d> or that we shouldn t try, <c 33e> or that we can t, <c 33f> generations of Americans have responded with a simple creed [ <c 33g> that sums up the spirit of a people.] <c 34> Yes we can. The Halliday Centre for Intelligent Applications of Language Studies

110 Obama s New Hampshire Yes We Can Speech <p 18> <c 32a> But in the unlikely story [<c 32b> that is America,] <c 32a> there has never been anything false about hope. <c 33a> For when we have faced down impossible odds; <c 33b> when we ve been told <c 33c> that we re not ready, <c 33d> or that we shouldn t try, <c 33e> or that we can t, <c 33f> generations of Americans have responded with a simple creed [ <c 33g> that sums up the spirit of a people.] <p 19> <c 34> Yes we can. The Halliday Centre for Intelligent Applications of Language Studies

111 Obama s New Hampshire Yes We Can Speech <p 20> <c 35a> It was a creed [<c 35b> written into the founding documents [<c 35c> that declared the destiny of a nation.] <c 36> Yes we can. <p 22> <c 37a> It was whispered by slaves and abolitionists <c 37b> as they blazed a trail toward freedom. <c 38> Yes we can. The Halliday Centre for Intelligent Applications of Language Studies

112 Obama s New Hampshire Yes We Can Speech <c 35a> It was a creed [<c 35b> written into the founding documents [<c 35c> that declared the destiny of a nation.] <c 36> Yes we can. <c 37a> It was whispered by slaves and abolitionists <c 37b> as they blazed a trail toward freedom. <c 38> Yes we can. The Halliday Centre for Intelligent Applications of Language Studies

113 Obama s New Hampshire Yes We Can Speech <p 24> <c 39a> It was sung by immigrants <c 39b> as they struck out from distant shores and pioneers who pushed westward against an unforgiving wilderness. <c 40> Yes we can. The Halliday Centre for Intelligent Applications of Language Studies

114 Obama s New Hampshire Yes We Can Speech <p 26> <c 41a> It was the call of workers [<c 41b> who organized] ; women [<c 41c> who reached for the ballot]; a President [<c 41d> who chose the moon as our new frontier;] and a King [<c 41e> who took us to the mountaintop <c 41f> and pointed the way to the Promised Land.] <c 42> Yes we can to justice and equality. <c 43> Yes we can to opportunity and prosperity. <c 44> Yes we can heal this nation. <c 45> Yes we can repair this world. <c 46> Yes we can. The Halliday Centre for Intelligent Applications of Language Studies

115 Obama s New Hampshire Yes We Can Speech <c 47a> And so tomorrow, as we take this campaign South and West; <c 47b> as we learn <c 47c> that the struggles of the textile workers in Spartanburg are not so different than the plight of the dishwasher in Las Vegas; <c 47d> that the hopes of the little girl [<c 47e> who goes to the crumbling school in Dillon] are the same as the dreams of the boy [<c 47f> who learns on the streets of LA]; <c 47g> we will remember <c 47h> that there is something happening in America; <c 47i> that we are not as divided <c 47j> as our politics suggests; <c 47k> that we are one people; <c 47l>we are one nation; <c 47m> and together, we will begin the next great chapter in the American story with three words [<c 47n> that will ring from coast to coast; from sea to shining sea] <c 48> Yes We Can.. The Halliday Centre for Intelligent Applications of Language Studies

116 Obama s New Hampshire Yes We Can Speech <c 47a> And so tomorrow, as we take this campaign South and West; <c 47b> as we learn <c 47c> that the struggles of the textile workers in Spartanburg are not so different than the plight of the dishwasher in Las Vegas; <c 47d> that the hopes of the little girl [<c 47e> who goes to the crumbling school in Dillon] are the same as the dreams of the boy [<c 47f> who learns on the streets of LA]; <c 47g> we will remember <c 47h> that there is something happening in America; <c 47i> that we are not as divided <c 47j> as our politics suggests; <c 47k> that we are one people; <c 47l>we are one nation; <c 47m> and together, we will begin the next great chapter in the American story with three words [<c 47n> that will ring from coast to coast; from sea to shining sea] <c 48> Yes We Can.. 47a-f 47g-n 47a 47b-f 47g 47h-n 47b 47c-f 47h 47i-j 47k-n 47c 47d[e][f] 47i 47j 47k-l 47m[n] 47k 47l The Halliday Centre for Intelligent Applications of Language Studies

117 This is our chance to answer that call. This is our moment. This is our time to put our people back to work and open doors of opportunity for our kids; to restore prosperity and promote the cause of peace; to reclaim the American dream and reaffirm that fundamental truth that out of many, we are one; that while we breathe, we hope, and where we are met with cynicism and doubt, and those who tell us that we can't, we will respond with that timeless creed that sums up the spirit of a people: yes, we can.

118 This is our chance to answer that call. This is our moment. This is our time to put our people back to work and open doors of opportunity for our kids; to restore prosperity and promote the cause of peace; to reclaim the American dream and reaffirm that fundamental truth that out of many, we are one; that while we breathe, we hope, and where we are met with cynicism and doubt, and those who tell us that we can't, we will respond with that timeless creed that sums up the spirit of a people: yes, we can.

119 This is our chance to answer that call. This is our moment. This is our time to put our people back to work and open doors of opportunity for our kids; to restore prosperity and promote the cause of peace; to reclaim the American dream and reaffirm that fundamental truth that out of many, we are one; that while we breathe, we hope, and where we are met with cynicism and doubt, and those who tell us that we can't, we will respond with that timeless creed that sums up the spirit of a people: yes, we can. <p 47> <82a> This is our chance [<82b> to answer that call.] <83> This is our moment. <p 48> <c 84a> This is our time <c 84b> to put our people back to work <c 84c> and open doors of opportunity for our kids; <c 84d> to restore prosperity <c 84e> and promote the cause of peace; <c 84f> to reclaim the American dream <c 84g> and reaffirm that fundamental truth <c 84h> that out of many, we are one; <c 84i> that while we breathe, <c 84j> we hope, <c 84k> and where we are met with cynicism and doubt, and those [<c 84l> who tell us <c 84m> that we can't,] <c 84n> we will respond with that timeless creed [ <c 84o> that sums up the spirit of a people:] <c 85> yes, we can.

120 Obama s Victory Speech The Halliday Centre for Intelligent Applications of Language Studies <p 48> <c 84a> This is our time <c 84b> to put our people back to work <c 84c> and open doors of opportunity for our kids; <c 84d> to restore prosperity <c 84e> and promote the cause of peace; <c 84f> to reclaim the American dream <c 84g> and reaffirm that fundamental truth <c 84h> that out of many, we are one; <c 84i> that while we breathe, <c 84j> we hope, <c 84k> and where we are met with cynicism and doubt, and those [<c 84l> who tell us <c 84m> that we can't,] <c 84n> we will respond with that timeless creed [ <c 84o> that sums up the spirit of a people:] <c 85> yes, we can. 84a 84b-o 84b-c 84d-e 84f-o b c d e f 84g-o g 84h 84i-j 84k-o i j 84k-m 84n-o

121 Obama s Victory Speech The Halliday Centre for Intelligent Applications of Language Studies <p 48> <c 84a> This is our time <c 84b> to put our people back to work <c 84c> and open doors of opportunity for our kids; <c 84d> to restore prosperity <c 84e> and promote the cause of peace; <c 84f> to reclaim the American dream <c 84g> and reaffirm that fundamental truth <c 84h> that out of many, we are one; <c 84i> that while we breathe, <c 84j> we hope, <c 84k> and where we are met with cynicism and doubt, and those [<c 84l> who tell us <c 84m> that we can't,] <c 84n> we will respond with that timeless creed [ <c 84o> that sums up the spirit of a people:] <c 85> yes, we can. 84a 84b-o 84b-c 84d-e 84f-o b c d e f 84g-o g 84h 84i-j 84k-o i j 84k-m 84n-o

122 Obama s Victory Speech The Halliday Centre for Intelligent Applications of Language Studies <p 48> <c 84a> This is our time <c 84b> to put our people back to work <c 84c> and open doors of opportunity for our kids; <c 84d> to restore prosperity <c 84e> and promote the cause of peace; <c 84f> to reclaim the American dream <c 84g> and reaffirm that fundamental truth <c 84h> that out of many, we are one; <c 84i> that while we breathe, <c 84j> we hope, <c 84k> and where we are met with cynicism and doubt, and those [<c 84l> who tell us <c 84m> that we can't,] <c 84n> we will respond with that timeless creed [ <c 84o> that sums up the spirit of a people:] <c 85> yes, we can. 84a 84b-o 84b-c 84d-e 84f-o b c d e f 84g-o g 84h 84i-j 84k-o i j 84k-m 84n-o

123 Obama s Victory Speech The Halliday Centre for Intelligent Applications of Language Studies <p 48> <c 84a> This is our time <c 84b> to put our people back to work <c 84c> and open doors of opportunity for our kids; <c 84d> to restore prosperity <c 84e> and promote the cause of peace; <c 84f> to reclaim the American dream <c 84g> and reaffirm that fundamental truth <c 84h> that out of many, we are one; <c 84i> that while we breathe, <c 84j> we hope, <c 84k> and where we are met with cynicism and doubt, and those [<c 84l> who tell us <c 84m> that we can't,] <c 84n> we will respond with that timeless creed [ <c 84o> that sums up the spirit of a people:] <c 85> yes, we can. 84a 84b-o 84b-c 84d-e 84f-o b c d e f 84g-o g 84h 84i-j 84k-o i j 84k-m 84n-o

124 Responding to Obama s speeches The Halliday Centre for Intelligent Applications of Language Studies Stanley Fish writing in the Opinionator, an online commentary from the New York Times (January 22, 2009) Why does one speech win acclaim for its eloquence, while another receives only criticism? Mark Liberman founder and director of the Linguistic Data Consortium Language Log: Presidential parataxis? January 24, 2009

125 Obama s Victory Speech Two themes: unity inspiration Two historical figures: Abraham Lincoln Martin Luther King, Jr. Aaron Zelinski What we will remember: Obama s Victory Speech and McCain s Concession 5 November 2008

126 Obama s Inaugural Address In no inaugural has a president so completely repudiated the policies of his predecessor as Obama did on Tuesday none comes close to so categorically rejecting the political philosophy and legislative record of the previous occupant of the White House. J. Raban The golden trumpet The Guardian 24 th January 2009

127 Obama s Inaugural Address Set in what Raban calls the fauxantique dialect of past inaugurals, Obama announced to the world that the Bush era had ended and that America, after a long, unhappy detour in the wilderness, was returning to its better history. J. Raban The golden trumpet The Guardian 24 th January 2009

128 Obama s Inaugural Address Referring to it as [t]he driving theme of the address, Raban notes how it [makes] its appearance at artfully calculated intervals, with Obama touching on it, departing from it, referring to it, burying it for a while and digging it up again in a way that made some critics call the speech diffuse. But it was not diffuse. It was quietly, courteously insistent on its purpose. J. Raban The golden trumpet The Guardian 24 th January 2009

129 Responding to Obama s speeches The Halliday Centre for Intelligent Applications of Language Studies Fish notes how radio and television commentators criticized Obama s inaugural address for its lack of eloquence, especially as compared with his earlier speeches, such as the one given on the night he won the presidency, i.e. Obama s victory speech. Fish describes the inaugural address as a framework on which a succession of verbal ornaments was hung, and we were being invited not to move forward but to stop and ponder significances only hinted at. Stanley Fish writing in the Opinionator, an online commentary from the New York Times (January 22, 2009)

130 Responding to Obama s speeches The Halliday Centre for Intelligent Applications of Language Studies Fish complains, There are few transitions and those there are for, nor, as for, so, and so seem just stuck in, providing a pause, not a marker of logical progression. Stanley Fish Stanley Fish writing writing in the in Opinionator, the Opinionator, an exclusive an online online commentary from from the the New York Times (January 22, New 2009) York Times (January 22, 2009)

131 Responding to Obama s speeches The Halliday Centre for Intelligent Applications of Language Studies Fish describes Obama s inaugural address as The power is in discrete moments rather than in a thesis proved by the marshaling of evidence. surely more paratactic than hypotactic Stanley Fish Stanley Fish writing writing in the in Opinionator, the Opinionator, an exclusive an online online commentary from from the the New York Times (January 22, New 2009) York Times (January 22, 2009)

132 Responding to Obama s speeches The Halliday Centre for Intelligent Applications of Language Studies Fish cites the Oxford English Dictionary definition for the technical term parataxis i.e. the placing of propositions or clauses one after the other without indicating... the relation of co-ordination or subordination between them as opposed to hypotaxis where relations between propositions and clauses are marked by connectives that point backward or forward. Stanley Fish Stanley Fish writing writing in the in Opinionator, the Opinionator, an exclusive an online online commentary from from the the New York Times (January 22, New 2009) York Times (January 22, 2009)

133 Responding to Obama s speeches The Halliday Centre for Intelligent Applications of Language Studies Fish cites the Oxford English Dictionary definition for the technical term parataxis i.e. the placing of propositions or clauses one after the other without indicating... the relation of co-ordination or subordination between them as opposed to hypotaxis where relations between propositions and clauses are marked by connectives that point backward or forward. Stanley Fish Stanley Fish writing writing in the in Opinionator, the Opinionator, an exclusive an online online commentary from from the the New York Times (January 22, New 2009) York Times (January 22, 2009)

134 Responding to Obama s speeches The Halliday Centre for Intelligent Applications of Language Studies Hypotaxis is not crucially characterized by the use of connectives, but by the use of explicit grammatical embedding, hierarchical structuring that "places" (= -taxis) some words or phrases "beneath" (= hypo-) others. Mark Liberman Mark Liberman founder and director founder of and the director Linguistic of the Data Linguistic Consortium Data Consortium Language Blogging in Log: the Language Presidential Log: parataxis? Presidential January parataxis? 24, January , 2009

135 Responding to Obama s speeches The Halliday Centre for Intelligent Applications of Language Studies Comparing Obama s 2009 inaugural address with George W. Bush s 2005 address, Liberman notes that both show a similar rate of sentence-initial connectives 10 out of 100 sentences in Bush s 05 inaugural; 14 out of 108 sentences in Obama s inaugural. Liberman argues, however, that the relatively low number of connectives by itself indicates neither a lack of logical progression, nor the absence of hypotaxis. Mark Liberman Mark Liberman founder and director founder of and the director Linguistic of the Data Linguistic Consortium Data Consortium Language Blogging in Log: the Language Presidential Log: parataxis? Presidential January parataxis? 24, January , 2009

136 Responding to Obama s speeches The Halliday Centre for Intelligent Applications of Language Studies Liberman illustrates how logical progression can be achieved in spite of the absence of any explicit connective or adverb indicating the discourse relation <p 3> <c 3> Forty-four Americans have now taken the presidential oath. <p 4> <c 4> The words have been spoken during rising tides of prosperity and the still waters of peace. <c 5> Yet, every so often, the oath is taken amidst gathering clouds and raging storms. Mark Liberman Mark Liberman founder and director founder of and the director Linguistic of the Data Linguistic Consortium Data Consortium Language Blogging in Log: the Language Presidential Log: parataxis? Presidential January parataxis? 24, January , 2009

137 Responding to Obama s speeches The Halliday Centre for Intelligent Applications of Language Studies Liberman illustrates how logical progression can be achieved in spite of the absence of any explicit connective or adverb indicating the discourse relation <p 3> <c 3> Forty-four Americans have now taken the presidential oath. <p 4> <c 4> The words have been spoken during rising tides of prosperity and the still waters of peace. <c 5> Yet, every so often, the oath is taken amidst gathering clouds and raging storms. Mark Liberman Mark Liberman founder and director founder of and the director Linguistic of the Data Linguistic Consortium Data Consortium Language Blogging in Log: the Language Presidential Log: parataxis? Presidential January parataxis? 24, January , 2009

138 NH Yes We Can Obama Victory Inaugural simple (vs. complex) clauses 18% 14% 24% parataxis 34% 36% 41% complex clauses hypotaxis 66% 64% 59% embedding 25% 20% 18%

139 Nixon Obama simple (vs. complex) clauses parataxis 2 nd Inaugural resignation depart NH Yes We Can Victory Inaugural 11% 5% 54% 18% 14% 14% 28% 31% 63% 34% 36% 41% complex clauses hypotaxis 72% 69% 37% 66% 64% 59%

140 Obama s Victory Speech The Halliday Centre for Intelligent Applications of Language Studies <p 45><c 77> America, we have come so far. <c 78> We have seen so much. <p 46> <c 80b> if our children should live <c 80c> to see the next century; <c 80d> if my daughters should be so lucky to live as long <c 80e> what change will they see? <c 81> What progress will we have made? <p 47><c 82a> This is our chance <c 83> This is our moment. <p48> <c 84a> This is our time <c 84b> to put our people back to work <c 84c> and open doors <c 84d> to restore prosperity <c 84e> and promote <c 84f> to reclaim the American dream <c 84g> and reaffirm

141 Obama s Victory Speech The Halliday Centre for Intelligent Applications of Language Studies

142 The Halliday Centre for Intelligent Applications of Language Studies Obama s Victory Speech: paragraph level <p 1> <c 1a> If there is anyone out there [<c 1b> who still doubts <c 1c> that America is a place [<c 1d> where all things are possible ]]; <1e> who still wonders <c 1f> if the dream of our founders is alive in our time; <c 1g> who still questions the power of our democracy, <c 1h> tonight is your answer. <p 2> <c 2a> It's the answer <p 3> <c 3a> It's the answer <p 4> <c 4a> It's the answer <p 5> <c 5a> It's been a long time coming, <c 5b> but tonight, <c 5c> because of what we did on this day, in this election, at this defining moment, <c 5b> change has come to America.

143 The Halliday Centre for Intelligent Applications of Language Studies Obama s Victory Speech: paragraph level <p 13> <c 23a> Our campaign was not hatched in the halls of Washington - <c 23b> it began in the backyards of Des Moines and the living rooms of Concord and the front porches of Charleston. <p 14> <c 24a> It was built by working men and women [<c 24b> who dug into [<c 24c> what little savings they had] to give $5 and $10 and $20 to the cause.] <p 15> <c 25a> It drew strength from the young people ] <c 25e> it drew strength from the not-soyoung people

144 The Halliday Centre for Intelligent Applications of Language Studies Obama s Victory Speech: paragraph level <p 18> <c 29a> For even as we celebrate tonight, <c 29b> we know <c 29c> the challenges <p 19> <c 30a> Even as we stand here tonight, <c 30b> we know <c 30c> there are brave Americans waking up in the deserts of Iraq and the mountains of Afghanistan <c 30d> to risk their lives for us. <p 20> <c 31a>There are mothers and fathers <c 31b> who will lie awake <c 31c> after their children fall asleep <c 31d> and wonder <c 31e> how they'll make the mortgage,

145 Obama s Victory Speech: paragraph level The Halliday Centre for Intelligent Applications of Language Studies

146 Obama s Victory Speech: paragraph level The Halliday Centre for Intelligent Applications of Language Studies

147 Obama s Victory Speech: paragraph level The Halliday Centre for Intelligent Applications of Language Studies

148 Obama s first Inaugural Speech The Halliday Centre for Intelligent Applications of Language Studies Obama s Inaugural Address: paragraph level Repeatedly throughout paragraphs 38-52, Obama explicitly addresses other than the American people. He switches between two patterns of address: (1) to so-and-so: know ; (2) for/to so-and-so, we say/seek/pledge <p 38> <c 65a> And so, to all the other peoples and governments [<c 65b>who are watching today], from the grandest capitals to the small village [<c 65c> where my father was born:]] know <p 44> <c 75a> And for those [<c 75b> who seek to advance their aims by inducing terror and slaughtering innocents,] <c 75a> we say to you now continued

149 Obama s first Inaugural Speech The Halliday Centre for Intelligent Applications of Language Studies Obama s Inaugural Address: paragraph level <p 48> <c 80> To the Muslim world, we seek <p 49> <c 81> To those leaders around the globe [<c 81b>who seek to sow conflict, <c 81c> or blame their society's ills on the West,] <c 81a> know <p 50> <c 82> To those [<c 82b> who cling to power through corruption and deceit and the silencing of dissent,] <c 82a> know <p 51> <c 83a> To the people of poor nations, we pledge <p 52> <c 84> And to those nations like ours [<c 84b>,] <c 84a> we say

150 Obama s first Inaugural Speech The Halliday Centre for Intelligent Applications of Language Studies Obama s Inaugural Address: paragraph level In the span of paragraphs 53-58, Obama repeats another pattern: it is.. that/which, i.e. cleft sentences or predicated theme. <p 55> <c 89a> it is precisely this spirit that must inhabit us all. <p 56> <c 90c> it is ultimately the faith and determination of the American people <c 90d> upon which this nation relies. continued

151 Obama s first Inaugural Speech The Halliday Centre for Intelligent Applications of Language Studies Obama s Inaugural Address: paragraph level <p 57> <c 91a> It is the kindness [<c 91b> to take in a stranger <c 91c> when the levees break,] which sees us through our darkest hours. <p 58> <c 92a> It is the firefighter's courage [<c 92b> to storm a stairway [<c 92c> filled with smoke,]] but also a parent's willingness [<c 92d> to nurture a child] <c 92e> that finally decides our fate.

152 Obama s first Inaugural Speech The Halliday Centre for Intelligent Applications of Language Studies Obama s Inaugural Address: paragraph level Over the next three sentences, the phrase This is is repeated. <p 62> <c 100> This is the price and the promise <p 63> <c 101a> This is the source of our confidence <p 64}> <c 102a> This is the meaning of our liberty and our creed,

153 Obama s first Inaugural Speech The Halliday Centre for Intelligent Applications of Language Studies Obama s Inaugural Address: paragraph level

154 Obama s first Inaugural Speech The Halliday Centre for Intelligent Applications of Language Studies Obama s Inaugural Address: paragraph level

155 Obama s Inaugural Address: paragraph level Nixon s Inaugural Address: paragraph level

156 "Annotation, Processing, and Visualization of Functional- Semantic Information" YAN Hengbin

157 Obama s Victory Speech auto generated RST analysis Obama s Inaugural auto generated RST analysis

158 Patterns involving parataxis and hypotaxis play a significant role at both clause level and above in determining the character of the text. OBAMA NIXON Professor Jonathan J Webster Director The Halliday Centre City University of Hong Kong

159 While parataxis and hypotaxis at clause level is largely a grammatical or syntactic phenomenon, OBAMA NIXON Professor Jonathan J Webster Director The Halliday Centre City University of Hong Kong

160 above clause level, the relations between spans of text may be less grammatically certain but certainly no less semantically significant. Professor Jonathan J Webster Director The Halliday Centre City University of Hong Kong OBAMA NIXON

161 How one voices victory or defeat is realized through choices made at both clause level and above. Choices decided in context. OBAMA NIXON Professor Jonathan J Webster Director The Halliday Centre City University of Hong Kong

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163 President Nixon speaks to members of his cabinet and the White House staff as he leaves the White House after resigning the presidency on August 8, ive/speeches/detail/3891 <c 1a> Something else [<c 1b> I d like for you <c 1c> to tell your young people.] <c 2> You know. <c 3a> people often come <c 3b>say, <c 3c> "What ll I tell my kids?" <c 4> You know. <c 5a> They look at government <c 5b> and say, <c 5c> sort of a rugged life. <c 6a> They see the mistakes [<c6b> that are made]. <c 7a> They get the impression [<c 7b> that everybody is here for the purpose [<c 7c> of feathering his nest.]] <c 8a> That s [<c 8b> why I made this earlier point] <c 8c> not in this Administration, not one single man or woman. <c 9a> And I say to them, <c 9b> there are many fine careers. <c 10> This country needs good farmers, good businessmen, good plumbers, good carpenters.

164 President Nixon speaks to members of his cabinet and the White House staff as he leaves the White House after resigning the presidency on August 8, ive/speeches/detail/3891 <c 11> I remember my old man. <c 12a> I think <c 12b> that they would have called him sort of a little man, common man. <c 13> He didn't consider himself that way. <c 14a> You know [<c 14b> what he was ]? <c 15a> He was a streetcar motorman first, <c 15b> and then he was a farmer, <c 15c> and then he had a lemon ranch. <c 16a> It was the poorest lemon ranch in California, <c 16b> I can assure you. <c 17a> He sold it <c 17b> before they found oil on it. [Laughter] <c 18> And then he was a grocer. <c 19a> But he was a great man, <c 19b> because he did his job, <c 19c> and every job counts up to the hilt, <c 19d> regardless of what happens.

165 President Nixon speaks to members of his cabinet and the White House staff as he leaves the White House after resigning the presidency on August 8, ive/speeches/detail/3891 <c 20> Nobody will ever write a book, probably, about my mother. <c 21a> Well, I guess <c 21b> all of you would say this about your mother <c 21c> my mother was a saint. <c 22a> And I think of her two boys [<c 22b> dying of tuberculosis]. <c 23a> Nursing four others, <c 23b> in order that she could take care of my older brother for three years in Arizona, <c 23c> and seeing [<c 23d> each of them die]. <c 24a> And when they died, <c 24b> it was like one of her own. <c 25> Yes, she will have no books written about her. <c 26> But she was a saint. <c 27> Now, however, we look to the future

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