TACTIC AND LOGICO-SEMANTIC RELATIONS

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• TACTIC AND
  LOGICO-SEMANTIC RELATIONS

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• THE EMPERORS NEW CLOTHES

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STEPS IN THE ANALYSIS

• Segmenting the text into sentences () and into
  clauses () within sentences or clause
  complexes
• Identifying and showing embedded clauses (
  ). Embedded clauses are not analyzed in a
  clause complex analysis because they are elements
  within clauses, not clauses within a clause
  complex
• Assigning each clause complex a capital letter,
  displaying the clauses in a clause complex one
  below the other to facilitate analysis and
  assigning them a roman number

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• Doing the analysis proper using numbers or greek
  letters to show parataxis and hypotaxis and the
  notational symbols for the different kinds of
  expansion or projection
• Identifying the specific kind of enhancement,
  idea or projection and naming it between
  parentheses
• Note angled brackets (ltlt gtgt) are used in
  segmentation for clauses that interrupt or are
  included or interpolated in other clauses.

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SEGMENTING THE TEXT IN SENTENCES
AND CLAUSES

• Once upon a time, there was an Emperor who loved
  to spend his money on expensive clothes. One day,
  two tailors arrived at his palace. They said they
  could make him the most beautiful suit, with
  magic cloth that only clever people could see.
  What a wonderful suit to have, thought the
  Emperor. Ill know immediately who is clever and
  who is stupid in my palace.
• The Emperor gave the tailors a lot of money and
  a room in the palace. He was very excited, but he
  was also worried. Oh dear, he thought, I hope
  I can see the magic cloth. He sent one of his
  ministers to look first.

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SEGMENTING THE TEXT INSENTENCES
AND CLAUSES

• Once upon a time, there was an Emperor who
  loved to spend his money on expensive clothes.
  One day, two tailors arrived at his palace.
  They said they could make him the most
  beautiful suit, with magic cloth that only
  clever people could see. What a wonderful
  suit to have, thought the Emperor. Ill know
  immediately who is clever and who is stupid
  in my palace.
• The Emperor gave the tailors a lot of money and
  a room in the palace. He was very excited,
  but he was also worried. Oh dear, ltlthe
  thoughtgtgt, I hope I can see the magic cloth.
  He sent one of his ministers to look
  first.

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SEGMENTING THE TEXT IN
SENTENCES AND CLAUSES

• The minister went into the tailors room. Oh,
  no! I cant see anything, he thought unhappily.
  What can I say to the Emperor?
• Well? said one tailor. Do you like the suit?
• Oh, it is excellent!, he said.
• We are very pleased to hear that, said the
  tailors.
• The minister told the Emperor and the Emperor
  was delighted. He went to the tailors room with
  his minister.
• Look, said the minister. Arent the colours
  lovely?. Unfortunately, the poor Emperor
  couldnt see anything at all but he said Oh yes,
  the suit is wonderful, thank you.

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SEGMENTING THE TEXT IN SENTENCES
AND CLAUSES

• The minister went into the tailors room.
  Oh, no! I cant see anything, he
  thought unhappily. What can I say to the
  Emperor?
• Well? said one tailor. Do you like the
  suit?
• Oh, it is excellent!, he said.
• We are very pleased to hear that, said
  the tailors.
• The minister told the Emperor and the Emperor
  was delighted. He went to the tailors room
  with his minister.
• Look, said the minister. Arent the
  colours lovely?. Unfortunately, the poor
  Emperor couldnt see anything at all but he
  said Oh yes, the suit is wonderful, thank you.

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SEGMENTING THE TEXT IN SENTENCES
AND CLAUSES

• Naturally, everybody wanted to see the
  suit, so the Emperor put on his new clothes II
  and went into the city with his ministers. All
  the people clapped and cheered loudly. The
  Emperor felt better.
• Then, suddenly, a little boy ran out. The
  Emperor isnt wearing any clothes! he shouted.
• Oh, its true! the people said. Hes as naked
  as the day he was born!
• The Emperor, who was so embarrassed, ran
  quickly back to the palace and called angrily
  for the tailors but they were gone.

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(No Transcript)
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SEGMENTING THE TEXT IN SENTENCES
AND CLAUSES

• Naturally, everybody wanted to see the
  suit, so the Emperor put on his new clothes
  and went into the city with his ministers.
  All the people clapped and (all the people)
  cheered loudly. The Emperor felt better.
  Then, suddenly, a little boy ran out. The
  Emperor isnt wearing any clothes! he shouted.
  
• Oh, its true! the people said. Hes as
  naked as the day he was born!
• The Emperor, ltltwho was so embarrassedgtgt, ran
  quickly back to the palace and called angrily
  for the tailors but they were gone.

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THE END
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TACTIC AND LS RELATIONSPRACTICE

• Once upon a time, there was an Emperor who
  loved to spend his money on expensive clothes.
• One day, two tailors arrived at his palace.

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TACTIC AND LS RELATIONSPRACTICE

• Once upon a time, there was an Emperor who
  loved to spend his money on expensive clothes.
• Single Clause
• One day, two tailors arrived at his palace.
• Single Clause

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TACTIC AND LS RELATIONSPRACTICE

• They said they could make him the most
  beautiful suit, with magic cloth that only
  clever people could see.

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TACTIC AND LS RELATIONSPRACTICE

• A I a They said
• II ß they could make him the
• most beautiful suit,
  with
• magic cloth that
  only
• clever people could
  see.
• (locution major clause statement)

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TACTIC AND LS RELATIONSPRACTICE

• What a wonderful suit to have, thought the
  Emperor.

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TACTIC AND LS RELATIONSPRACTICE

• B I 1 What a wonderful suit to
• have,
• II 2 thought the Emperor.
• (idea reduced major clause
  - What a wonderful suit to
• have this is
  exclamatory
• statement)

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TACTIC AND LS RELATIONSPRACTICE

• Ill know immediately who is clever and
  who is stupid in my palace.
• (Although this clause complex could be
  seen as projected by thought the Emperor in the
  previous clause complex, it is presented as a
  separate sentence in the story and that is why it
  is analyzed independently here)
• The Emperor gave the tailors a lot of money and a
  room in the palace.

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TACTIC AND LS RELATIONSPRACTICE

• C I a Ill know immediately
• II ß 1 who is clever
• III 2 and who is stupid in my
  palace.
• (idea wh-questions)
• The Emperor gave the tailors a lot of
• money and a room in the palace.
• Single clause

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TACTIC AND LS RELATIONSPRACTICE

• He was very excited, but he was also worried.
• Oh dear, ltlthe thoughtgtgt, I hope I can see
  the magic cloth.

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TACTIC AND LS RELATIONSPRACTICE

• D I 1 He was very excited,
• II 2 but he was also worried.
• E I 1 a Oh dear, ltltgtgt, I
• hope
• II ß I can see the magic
• 
  cloth.
• III 2 he thought.

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TACTIC AND LS RELATIONSPRACTICE

• He sent one of his ministers to look first.
• (The Non-finite clause is a dangling
  construction, because the Subject in it is not
  the same as the Subject in the main clause. This
  is the way it occurs in the story, though, and
  thats why its been kept that way.
• We can tell its a dependent clause of purpose
  and not a Qualifier because, apart from the fact
  that it is not qualifying/specifying minister,
  it can be replaced by in order for him to look
  first, which is clearly a clause of purpose)
• The minister went into the tailors room.

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TACTIC AND LS RELATIONSPRACTICE

• F I a He sent one of his
• ministers
• II xß to look first.
• (enhancement, cause purpose)
• The minister went into the tailors room.
• Single Clause

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TACTIC AND LS RELATIONSPRACTICE

• Oh, no! I cant see anything, he thought
  unhappily. (One could argue that Oh no! is a
  separate minor clause, as an exclamation sign
  functions graphically as a stop. Still here it
  has been analyzed as part of the idea projected
  by he thought unhappily, because it is included
  as part of the utterance between the inverted
  commas)
• What can I say to the Emperor?
• (One could argue that this clause is
  also projected by he thought in the previous
  clause-complex. However, it has been analyzed
  separately here because it is presented in the
  text as a separate sentence)

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TACTIC AND LS RELATIONSPRACTICE

• G I 1 Oh, no! I cant see
• anything,
• II 2 he thought unhappily.
• What can I say to the Emperor?
• Single Clause

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TACTIC AND LS RELATIONSPRACTICE

• Well? said one tailor.
• Do you like the suit?
• (In the text of the story used here Do you
  like the suit? has been presented as a separate
  sentence and thus it cannot be analyzed as
  projection of said the tailor, although its
  also something the tailor said.)

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TACTIC AND LS RELATIONSPRACTICE

• H I 1 Well?
• II 2 said one tailor.
• (locution minor clause)
• Do you like the suit? Single clause

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TACTIC AND LS RELATIONSPRACTICE

• Oh, it is excellent!, he said.
• We are very pleased to hear that, said the
  tailors.

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TACTIC AND LS RELATIONSPRACTICE

• I I 1 Oh, it is excellent!,
• II 2 he said.
• (locution
  statement)
• J I 1 We are very pleased to hear
  that,
• II 2 said the tailors.
• (locution statement)

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TACTIC AND LS RELATIONSPRACTICE

• The minister told the Emperor and the Emperor
  was delighted.
• He went to the tailors room with his minister.

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TACTIC AND LS RELATIONSPRACTICE

• K I 1 The minister told the Emperor
• II 2 and the Emperor was delighted.
• He went to the tailors room with his minister.
  Single Clause

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TACTIC AND LS RELATIONSPRACTICE

• Look, said the minister.
• Arent the colours lovely?
• (Again this could be taken as part of what the
  minister said, but as it is presented as a
  separate sentence in the text it is not analyzed
  as part of the clause complex)

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TACTIC AND LS RELATIONSPRACTICE

• L I 1 Look,
• II 2 said the minister.
• (locution command)
• Arent the colours lovely?.
• Single Clause

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TACTIC AND LS RELATIONSPRACTICE

• Unfortunately, the poor Emperor couldnt see
  anything at all but he said Oh yes, the
  suit is wonderful, thank you.

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TACTIC AND LS RELATIONSPRACTICE

• M I 1 Unfortunately, the poor
  Emperor couldnt see anything at
  all,
• II 2 1 but he said
• 2 Oh yes, the suit is
  wonderful, thank you.
• (locution statement)

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TACTIC AND LS RELATIONSPRACTICE

• Naturally, everybody wanted to see the suit,
  so the Emperor put on his new clothes and went
  into the city with his ministers.

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TACTIC AND LS RELATIONSPRACTICE

• N I 1 Naturally, everybody wanted to see
  the suit,
• II x2 1 so the Emperor put on
  his new clothes
• 2 and (the E) went into
• the
  city with his
• 
  ministers.
• 
  (See comments on next screen.)

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TACTIC AND LS RELATIONSPRACTICE

• The analysis of the clause complex in the
  previous screen assumes that clauses 2 and 3 are
  more closely related with each other than they
  are separately to clause 1, as they are both
  consequences of the process expressed in clause 1.

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TACTIC AND LS RELATIONSPRACTICE

• All the people clapped and cheered loudly.
• The Emperor felt better.
• Then, suddenly, a little boy ran out.

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TACTIC AND LS RELATIONSPRACTICE

• O I 1 All the people clapped
• II 2 and cheered loudly.
• The Emperor felt better.
• Single Clause
• Then, suddenly, a little boy ran out. Single
  Clause

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TACTIC AND LS RELATIONSPRACTICE

• The Emperor isnt wearing any clothes! he
  shouted.
• Oh, its true! the people said.
• Hes as naked as the day he was born!

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TACTIC AND LS RELATIONSPRACTICE

• P I 1 The Emperor isnt wearing any
  clothes!
• II 2 he shouted.
• Q I 1 Oh, its true!
• II 2 the people said.
• Hes as naked as the day he was born! Single
  Clause.

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TACTIC AND LS RELATIONSPRACTICE

• The Emperor, ltltwho was so embarrassed,gtgt ran
  quickly back to the palace and called angrily
  for the tailors but they were gone.
• (This clause complex contains an
  included or interrupting clause. That is the
  name given to dependent clauses, usually
  dependent clauses of elaboration, that interrupt,
  or are interspersed in, another clause they are
  related with.)

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TACTIC AND LS RELATIONSPRACTICE

• R I a 1 The Emperor,
  ltltgtgt ran quickly back to the palace
• II 2 1 and called angrily for
  the tailors
• III 2 but they were gone.
• IV ß ltltwho was
  so embarrassedgtgt
• (See comments on
  analysis in next screen)

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TACTIC AND LS RELATIONSPRACTICE

• In the analysis of the clause complex in
  the previous screen the analysis has been tidied
  up a bit by displaying the dependent clause of
  elaboration as clause IV, although this clause
  interrupts or is included in clause I. This has
  been done to better show the closer relationship
  existing between clauses I, II and III in the
  analysis, that all relate hypotactically to
  clause IV ( to the dependent clause of
  elaboration.)