Scribd Logo
Upload

Welcome to Scribd!

  • Theme Rheme: By: Adip Arifin

    Uploaded by

    Ahmed Elsamahy
    30 views13 pages
    The global English of our times has all the benefits of the standardizing process we have been describing. There is a recognized standard in Britain and America. There is also an agreed-upon standardized vocabulary and spelling system. Or nearly. Global English speaks with two voices: British and American. A student in, say, Japan or Saudi Arabia is confronted with not one version but two, a distinction recognized by the main language schools like Berlitz, which offers either British English or American English to their pupils. The differences are essentially of accent, inflection, spelling and, above all, vocabulary:

    Original Title

    Thematic

    Copyright

    © © All Rights Reserved

    Available Formats

    PPT, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    The global English of our times has all the benefits of the standardizing process we have been describing. There is a recognized standard in Britain and America. There is also an agreed-upon standardized vocabulary and spelling system. Or nearly. Global English speaks with two voices: British and American. A student in, say, Japan or Saudi Arabia is confronted with not one version but two, a distinction recognized by the main language schools like Berlitz, which offers either British English or American English to their pupils. The differences are essentially of accent, inflection, spelling and, above all, vocabulary:

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    30 views13 pages

    Theme Rheme: By: Adip Arifin

    Uploaded by

    Ahmed Elsamahy
    The global English of our times has all the benefits of the standardizing process we have been describing. There is a recognized standard in Britain and America. There is also an agreed-upon standardized vocabulary and spelling system. Or nearly. Global English speaks with two voices: British and American. A student in, say, Japan or Saudi Arabia is confronted with not one version but two, a distinction recognized by the main language schools like Berlitz, which offers either British English or American English to their pupils. The differences are essentially of accent, inflection, spelling and, above all, vocabulary:

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 13

    Theme

    and

    Rheme
    By: Adip Arifin
    NIM. 2003512046

    The Goals
    Definitions
    Types of Theme
    Pedagogical
    Implication

    Definition
    Gerot and Wignell (1994:103)
    Theme as the element(s) which come(s)
    first in the clause, and the rest of the
    clause is called rheme.
    Thornbury (2005: 38)
    What the sentence is about (its topic) and
    what the writer or speaker wants to tell
    you about the topic (the comment)

    Theme is the given information


    serving as the point of departure of
    a
    message.
    (Halliday
    and
    Matthiensen (2004:64)
    Rheme is the remainder of the
    message in a clause which Theme is
    developed (Halliday and Hasan,
    2004: 64-65).

    Example:

    I come from down in the valley

    theme

    rheme

    Theme/ topic
    (Starting point)

    Rheme/ comment
    (new information)

    Our dog, Rufus

    limped into the room.

    His back paw

    was red with infection

    but he

    forgot all about it.

    When he

    was distracted by the snarling cat

    he

    began to chase her

    but his paw

    prevented him.

    It

    was throbbing painfully.

    He

    whimpered

    and (he)

    turned to Sammy for comfort and attention.

    Theme types

    Ideational

    Textual

    Interpersonal

    Ideational theme
    Unmarked topical themes
    Nominal group as theme
    e.g.: Jack went up the hill.
    Nominal group complex as Theme
    e.g.: Jack and Jill went up the hill.
    Embedded clause
    e.g.: (What Jack and Jill did) was go
    up the hill.

    Marked topical themes


    Adverbial as theme
    e.g.: Down Jack fell.
    Prepositional phrase as theme
    e.g.: Up the hill Jack and Jill went.
    Complement as theme
    e.g.: His crown he broke.

    Textual themes
    Continuatives as Theme (well, right,
    OK, now, anyway, of course, etc)
    e.g.: Well, anyway, we arrived on time.
    Connective as Theme (moreover,
    furthermore, on the other hand, etc)
    e.g.: Moreover, Mr. Johnson, the
    problem itself is simply too
    complex to solve now.

    Interpersonal Theme
    Vocative as Theme
    e.g.: Dearly beloved we are gathered
    here today.
    Sweety, we decided to wait until
    next week.
    Process as Theme
    e.g.: Give me that book, please.

    Pedagogical Implications
    The system of Theme and Rheme provides
    important ways in which textual meanings at
    the clause level may be established.
    Theme-Rheme structure allows information
    to flow from one clause to another smoothly.
    The
    logical
    flow
    helps
    create
    cohesiveness of the text.

    Thank you

    You might also like