The Process Type and Participant Function of Jiah Khan’s, Kevin Carter’s, and Virginia Woolf’s Suicide Discourses

2020 ◽  
Vol 2 (1) ◽  
pp. 22-29
Author(s):  
Nurul Huda Ridhwani ◽  
Sawirman Sawirman
Keyword(s):  
Virginia Woolf ◽  
Systemic Functional Linguistics ◽  
Qualitative Approach ◽  
Descriptive Statistics ◽  
Life And Death ◽  
Functional Linguistics ◽  
Suicide Notes ◽  
Language And Literature ◽  
Suicide Note

In this article, the process type and participant function of Jiah Khan’s, Kevin Carter’s, and Virginia Woolf’s suicide notes are analyzed. This article actually is a continuation of the article entitled Experiences around the Clauses: A Transitivity Analysis of Four Famous People’s Suicide Notes published by Vivid: Journal of Language and Literature (see Sawirman and Ridhwani, 2020) about the transitivity system, including process types, participant functions, and circumstantial elements, used in these suicide notes. Systemic Functional Linguistics (SFL) theory is applied. Not only qualitative approach but also descriptive statistics were used to analyze the data. Existing documents are one of the instruments to collect the data. Four suicide letters namely a suicide note written by Jiah Khan in 2016, a suicide letter written by Kevin Carter and published by TIME in 2001 entitles The Life and Death of Kevin Carter, and two Virginia Woolf’s suicide discourse published by Quentin Bell entitle Virginia Woolf: A Biography: 1912-1941 (1972) and an autobiography entitles The Journey Not the Arrival Matters: an Autobiography of the Years 1939 to 1970.

scholarly journals Experiences Around the Clauses: A Transitivity Analysis of Four Famous People’s Suicide Notes

2020 ◽  
Vol 9 (1) ◽  
pp. 12
Author(s):  
Sawirman Sawirman ◽  
Nurul Huda Ridhwani
Keyword(s):  
Virginia Woolf ◽  
Qualitative Method ◽  
Systemic Functional Linguistics ◽  
Suicide Notes ◽  
Verbal Process ◽  
Suicide Note ◽  
Dominant Process ◽  
Material Process ◽  
Process Participant ◽  
Relational Process

Four suicide notes written by three famous people, Jiah Khan, Kevin Carter, and Virginia Woolf, were analyzed in this study. Systemic Functional Linguistics theory especially about transitivity proposed by Halliday is used to see the ideational meaning of all four suicide notes by identifying the elements of the clauses. This study was conducted with a qualitative method assisted by a descriptive statistical method to see the spread and functions of the elements of transitivity in the suicide notes. To analyze the text based on the theory of transitivity, the text is divided into clauses based on the type of process, then each element of the existing process, participant, and circumstantial element is calculated. The results show that out of 170 total processes found, the material process (42.94%) is the most dominant process, followed by the mental process (28.82%), the relational process (19.41%), the verbal process (5.29%), the behavioral process (2.94%), and the existential process (0.59%). Just like the process type, from the two types of participants (who are directly involved and obliquely involved) that exist, actor (22.88%) and scope (15.36%) which are the participants of the material process are the most dominant participants. While the existent (0.31%) which is the participant of the existential process, has the lowest occurrence frequency. For the circumstantial element, location which consists of place and time is the most dominant circumstantial element. The location accounts for 44% of the circumstantial elements in all four suicide notes. Furthermore, Jiah Khan’s suicide note with the material process as the most dominant process describes the unpleasant behavior she experienced, which then leads to betrayal, sacrifice, self-destruction, loss, and loneliness. Whereas Kevin Carter’s suicide note with the relational process of attributive as the most dominant process describes regret, pressure, and despair. Then both Virginia Woolf’s suicide notes show how she blamed herself for what happened although it has different dominant processes between the first suicide note and the second suicide note. 

Metafunction Realization on Students’ Descriptive Paragraphs

2016 ◽  
Vol 8 (6) ◽  
pp. 20
Author(s):  
Kammer Tuahman Sipayung ◽  
Nenni Triana Sinaga ◽  
Maria Olivia Cristina Sianipar ◽  
Fenty Debora Napitupulu
Keyword(s):  
Systemic Functional Linguistics ◽  
Qualitative Approach ◽  
Personal Pronoun ◽  
Functional Linguistics ◽  
Source Data ◽  
Descriptive Writing ◽  
Textual Meaning ◽  
Interview Analysis ◽  
Descriptive Qualitative

The objectives of this paper is to describe and explain the experential, interpersonal, textual meaning and schematic structure of students’ descriptive writing. This research used descriptive qualitative approach with content and Interview analysis as a tehnique. Descriptive texts which is written by students are the source data in this research. Source data are analyzed through Systemic Functional Linguistics Theory. It is found that students conveyed the experential meaning by using four process (relational 66,02%, Material 17,22%, Mental 9,09% and Existential 7,65%). The students expressed the interpersonal meaning of descriptive text through declarative, imperative, modality and personal pronoun. It was showed that descriptive mostly dominated with declarative form (98,51). The students expressed the textual meaning for their descriptive text through developing themes and rhemes. Half (57,54%) students had planned the rhetorical development of the text. Seventeen descriptive writing were built with two main stages (identification and description). There are 64,7% text was constructed in not proper stages (schematic structures).

scholarly journals FORENSIC LINGUISTICS ANALYSIS OF VIRGINIA WOOLF’S SUICIDE NOTES

2016 ◽  
Vol 9 (1) ◽  
pp. 50
Author(s):  
Ni Luh Nyoman Seri Malini ◽  
Venessa Tan
Keyword(s):  
Bipolar Disorder ◽  
Virginia Woolf ◽  
Forensic Analysis ◽  
Word Count ◽  
Forensic Linguistics ◽  
Emotional Tone ◽  
The Real ◽  
Suicide Notes ◽  
Suicide Note

<p>Virginia Woolf was a British writer. She committed suicide in 1941, leaving suicide notes for her sister and her husband. Her suicide note was made public and was misquoted under the misleading headline in newspapers’ articles. This made people at that time misinterpret her suicide notes. This analysis aims to prove the genuineness of Virginia Woolf’s suicide notes, reveal the intention behind her suicide notes, and investigate the real motive of her suicide with Linguistics Inquiry and Word Count (LIWC) program and semantic forensic analysis in forensic linguistics perspective. In conclusion, Virginia Woolf’s suicide notes are considered genuine and have positive emotional tone. The result of this analysis supports the statement of another psychologist that her suicide was triggered by Bipolar disorder.</p>

Mountains in labour: Eliot’s ‘Atrocities’ and Woolf’s alternatives

2018 ◽  
Vol 27 (4) ◽  
pp. 258-270 ◽  
Author(s):  
Fang Li ◽  
David Kellogg
Keyword(s):  
19Th Century ◽  
Virginia Woolf ◽  
George Eliot ◽  
Systemic Functional Linguistics ◽  
The Other ◽  
Inner Speech ◽  
Early 19Th Century ◽  
Functional Linguistics ◽  
Abstract Nouns ◽  
The One

Virginia Woolf was in two minds about George Eliot. On the one hand, she called Middlemarch ‘magnificent’ and described it as ‘one of the few English novels written for grown-up people’. On the other, she said that Eliot wrote in the typical ‘male’ sentence of the early 19th century, with which she committed ‘atrocities that beggar description’. In this paper, we use Michael Halliday’s systemic-functional linguistics to describe some of these ‘atrocities’: long clause-complexes, heavy use of abstract nouns, and delicately balanced pairs of clauses that contrast in polarity, for example, ‘not … but …’. We show, however, that they only form the crust of the book and outer layers of each chapter: they are concentrated in the prelude, the finale and in the narrative passages rather than in the ‘magnificent’ dialogue. Woolf’s own work then fuses this dialogue with narrative by transforming it into inner speech and allowing this inner speech to narrate the story. What unites Woolf to Eliot is their shared conviction that it is the ridiculous mice of little life which move the mountains of literature.

Verbal Group Complexes Application In Palang Tamak Text Systemic Functional Linguistics Perspective

2021 ◽  
Vol 2 (2) ◽  
pp. 1-16
Author(s):  
I Ketut Suardana ◽  
Keyword(s):  
Systemic Functional Linguistics ◽  
Moral Values ◽  
Theory Approach ◽  
Narrative Texts ◽  
Moral Value ◽  
Real Condition ◽  
Functional Linguistics ◽  
Verbal Process ◽  
The World ◽  
Verbal Group

Pan Balang Tamak text is one of Balinese narrative texts developing in Balinese communities. This text contains very deep moral value that is very useful for communities to achieve happiness in the world. The moral values embed in the clauses constructing the text in metaphorical meaning. Many clauses constructing the text contain verbal group complexes in which describe kinds of actions done by the participants. This paper analyzes the application of verbal group complexes in Pan Balang Tamak text written by Suptra (2014). The theory used to analyze the verbal group complexes is the theory of group complex from Systemic Functional Linguistics from Halliday (2014). The paper used qualitative research, namely by the theory approach, the technique used is based on syntagmatic and paradigmatic based on field, tenor, mode. The result of the research suggested that both verbal group complexes in paratactic and in hypotactic were found in the text. Paratactic can be found in the way of the communities respect their bad behavior and the real condition happening to all animal living in the forest. The hypotactic were found the clauses which contain the effort to trap Pan Balang Tamak and the advantages obtained by Pan Balang Tamak from the efforts which be trap Pan Balang Tamak. Projection verb can be found in verbal process in which mean proposal, namely, the willing to trap Pan Balang Tamak

L2 Theme development in Discursive and Experimental undergraduate student writing

2021 ◽  
Author(s):  
Xiao Chen ◽  
Sheena Gardner
Keyword(s):  
Undergraduate Student ◽  
Systemic Functional Linguistics ◽  
Writing Development ◽  
Experimental Writing ◽  
Student Writing ◽  
Report Writing ◽  
Functional Linguistics ◽  
Successful Student ◽  
Lexical Density

Abstract To complement earlier studies of writing development in the BAWE corpus of successful student writing (Nesi & Gardner 2012; Staples et al. 2016), we examine the Systemic Functional Linguistics notion of Theme as used by L2 writers across first- and third-year and in two distinctive discourse types: persuasive/argumentative Discursive writing of assignments in the soft disciplines and Experimental report writing of assignments in the hard sciences. Theme analysis reveals more substantial differences across the two discourse types than between first- and third-year L2 undergraduate writing. Textual Themes are consistently more frequent than interpersonal Themes, and some variance is found within subcategories of each. Significant differences in lexical density occur across third-year discourse types and between first- and third-year Experimental writing where a predominance of N+N topical Themes is also found. These findings are important as previous research has tended to focus on L1 Discursive writing.

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