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  • Labov, William - The Transformation of Experience in Narrative Syntax - (Art)

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    Labov, William - The Transformation of Experience in Narrative Syntax - (Art)

    Enviado por

    mdurcet
    narrativa

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    © All Rights Reserved
    Baixe no formato PDF ou leia online no Scribd
    Sinalizar o conteúdo como inadequado
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    9 The Transformation of Experience in Narrative Syntax 1 the course of our studies of vernacular langunge, We have eveloped a number of devices to overcome the constraints ofthe Icetovface inlrow and obtain lange bodiee of tape-recorded Casual speech "The most effective of these techniques produce raratves of personel experience, in which the speaker becomes Geoply involved sn rehearsing or even reliving events of Bis past "The "Danger of Death question is he prototype snd al the ost generally used: at acertin point in the conversation he ntarviewer {Bls, "Were youverin asituation where you were in serious danger ‘of being killed, where you said to yourself—"Ths tsi”? In the fection of out atrvinwacedle that dele weit ght we ak "Were you ever a fight with «guy bigger than you?” When he subject Saye"Yee" we pause and then ak tly, “What happened?” The 2s ee ere reese aes a nee Scone sincere Saree eee TEES emeneeyereererm mney re cence tearm memes Bowe centyterce ete eoat Seaver tee Raph ent trea Sea Seek ciara racer ines ‘The Teansormation of Experience Naratve Stan = nagrtivesthat we have obtained by such methods form a large body GT dala on comparative verbal sila. ranging across ope levele es and ethnic roups. Because they occur in response to @ specif stimlvs i the interview stun. they are not fee ofthe interstive elect ofthe outside observer The form they tke is in ‘plea of discourse dicted to someone ouliae ofthe immed fe poet group of he speaker. But because the experience and fitions involved fee form sb lmpertaat pat of the speakers ‘ography. he sems to undergo partial reliving of hat experience, land br ie no longer free to monitor hls own speech as he normally ‘does in face loface interviews (Socilingustic Pater. chapter 9) Tn previous study we have presonted a general famework for the analysis of aretive which shows how verbal sls are ws Harlem from presdoeacent (9 to 15 years adh, 49) and adults to see what linguini eehnigues are used to evalaate experience within te black English vernacular cultare. In the earlier lhalysis we concentated upon the placement of evaluative clauses {nan rvsluation section” which suspended the action ofthe nara: tive an cruciel point this discussion considers a wider range of evaluative elements, including the syntactic elaboration ofthe clause fell An unexpected result of the comparison across age levels Is atthe ute of many Fymactc devices for evaluation des not velop until late in life. rising geometrically fom preadolscent ‘Hlolescens fo adults, ‘Before beginning the analysis, twill be bepful for the reader to bee acquainted with the general character and impact of narratives fm block veroacular style. We wil cite here full hee ght nae. tives from leaders of vernacular peer groups in south-central Harlem who ate widely recogzed for thetr verbal sls and vofer to these Throughout the discussion to ilusrate the structural features of rive The fst is by Boot! 1 {Something Calvin did that was really wild?) Yeah, ‘Th was on « Sunday 1 and we dda have nothin’ to do after Ifter we oath fom che 4. Rum np ae yt ee. Te nel que a by ‘se ntciowse te p lp ly the erate fo hr mate 6 Pelee elector eee) ‘Then we aint had nothin’ to do. Sol tay. ~Calvin les go get our—outour diy lather and play tn the di {And ea Calvin say, "t's have ook took war, And I say, “All eight Se Calvia ba a rock And we ab—you know, hore goa wall tnd a far sway here goa wall CClvin thaw a rock Tear lokin’and—oh— ‘And Calvin thew a rock iW obit almost hit me ‘And 39 1 Looked dow to get another rock; Say “Sate” ‘Amit pass me Tay, “Calvin. fim bust your head for that” (Calvin stuck his head out Tew the rock ‘An the rock went up, Tmean—went up— came dover fan's (slap!) fin smoche him inthe head d fa’ his head bas ‘The socond narrative is by Larry H, the core member of thefts whore lgie was analyzed in ch Stoves told by Lazey which match in verbal skal his ot performence 5. Thie is one of thee Bght ‘h argument, ritual insults, and ober speech {he black vernacular culture” 2 An’ then, three wooks ago I had a ght wih this ‘ther dude ouside b He got mad ‘cause T wouldn't give im a cigarette ite? ‘ ' 2 5 “iyo know aston te bn rok yt yin og Si iva oe wine a have negate vetan e hn ne ‘etna hat ma 1s a ao m:n ti hed Soe a Anat ag py ot ct ls ots se Sti tave a9. mn Stata ke Se ee “ae pr eS ok sot oa Eh ent gs Srote man "ett nin speed waa a Sy, Yeah wl ou know, ma, ge myn igi Af Tah gp ay a on by Soyer hee eh Ser ei ot gin gh hat ‘motherfucker up. “e ees cee: rot al oa a ‘Stoo ob si a sipondobe Toure i wt ou kyo fod sa Sot hoat ys at yor tna Bt neo ow ad vou cad ake uh fats pt ot fonga te aba haat ny Da sere da boo pushin, nan ici pte ananstet Among the young adults wei ation of south-central alte sory tear te fl {8 Everytime somshody fuck with mo, ‘why the do Bh 1 put tht Sgt dwn WAN" bop let neta ou 1 brat the ch oute tat motherucker. i} 1 tied tol in over one egret Hk led Al im, Sqr bone 3 Alter got through tmp i the fice, man ram You knw all af' adden! wen’ rey mT jus wen ray ee AN’ jas woud sop Ain the motheucter Pp Dig .Teoulde® sop itn" man, {ihe teacher pled me off, 4 Av gues wha? Afterall tha! gee the dude the tigeete, afer al th Aint ta bet {How come yoo gov im a cigarette) se Von know. eee) 1 Lue gave to him un AD Be smoked [oat interviewed in out preliminary explo- fem ob U struck us immediatly ox & ing one of many nazrtives tha hove been highly regarded by many listeners a (What was the mos important fight that 1 romembe, ‘one that sticks in your mind Will, one (fia) was wth le Like was aki, you know, © And she was the baddest ithe baddest git in the neighborhood, Te vow didn bring her candy te schoo, She would punch you in the mouth © And you hed to kis her ‘ i i t whoa she’ tl you ‘Ths gil was only about 12 yes old. man, Dut she wae a hile She did take no unk. ‘She whupped all ber brothers And Teame to school one day and 1 didn't ave no money: 1 wee ter aie Fy any wn to ware See eine i cites fects a a ese syto of naratve las and votes of ‘ri deve netuton and develope with te ot Si the main body satives cited will be from our work in Sere a Haim but equ! references wil be made mate Se ear ures a ial aes, om bth white and black subject. ete y 1. Definition of Narative of vecapitlating pat exper we dine naatie a one mood of recap se ence by matching @vorbal sequence of “ WE USES OF Wov events whi (it i inferred) actualy occured. Por example pe ‘oleacent nage 4 ‘4 This boy punched me and! punched him and the leacher came in 4 nd stopped the Aa ‘An adult oar 4 Wall thi person had a litle too much to drink and he stacked me and she fend came in and she stopped i In eoch case we bave four independent clauses wiich match the trdor ofthe infered events, [ts sportant 0 note that other means lating these expestinas are avaiable which do pt follow tree the some sequence: syntactic embedding can be used: 6 @ A frend of mine came in just in time to stop thi person who had 2 litle too much tovdrnk from attacking me. ‘Or eae the past perfact can be used to verse the order: 7 44 The teacher stopp the fig 1 She ad just come in, Thad punched this boy. 4 He had punched me Narrative, then, i oly one way of recapitulating this past expe toe the clauses arechavacereticaly ordered a tmporal sequen: iParative casas are reversed. the infored temporal sequence of the onginal semantic interpretation is altered puncte this boy? ‘and he punched me instead of This Boy punched me/and | punched ‘im ‘With this conception of narrative, we ean define a minimal are tive asa sequence of to clauses which ae tempocelly ordered: th [sve change in thir order will rule change inthe tempore Sequence of the aigina ssmanti interpretation. In alternative te ninoogy, there is temporal funetare between the two clause, sd he Tansloration of fepaence in Naat Snax Pa 4 minimal nar The shelton o a narrate thn oso sere of ordered clan whic we sa eal orane clases Anes ‘ch 4 consists ne ofnartive ceusen Hers es meno ‘ucrative which contains only two: we " ve is deine as one contleing a sialetemporat Fino toy ama a ster boy thea hin hn he Be © and he had to get seven stitches hee ‘This satralive contains thie clauses, but only two are narative use The rst has no temporal junctre and might be placed after fot after © without disturbing tomperl onder. i ually tae st the end and atthe beginning thatthe aarrator knows » oy named Hare. Clause a may be called a fee clase ace its no! ponte by any temporal juncture the following marl waren nat Ba : ‘question by a member of the Inwood group: meer ofan 2 CYowever been nation here ou ought yu were ‘gonna get killed?} * aa ‘of Yeate ot ime, man {tht hoppenes 4 Wh ike we se fo emp of he este 5 andi tats sou! sivaoven sta igh ou know, sd ogo aim te 4 We eed fo up fe ere, you know Ar shin, wow Ya getup ee An yee hie 300 ae goon dean shit, yinow 4 Couple timer Tamont "hough twas gonna drown, you know. a = Because all of these clases el ec te eer to genteel events which have {feud nine mbes of tines not ponte aay Se nb vei ds Cis oder evens o ny one occasion, but since hey rine general pent they eer to an Indefinite number of ocestns soa ti he ae 22 THE USES OF atv that some gfllowed some f Clauss containing used fo, would, and the genoral present seu not azrtive clasaee ad cannot support» TT ivalso the cage that subordinate clauses do nol serve as narative clases, Once a elute is subordinated fo another, iis not possible tordistrd the original seronti interpretation by reversing Thus Jona L's narrator 3 dif you did’ bring her candy to school he would punch you inthe mouth And you had to kiss her ‘when she'd el you, contsing two sels of evens. each of which isin fact temporally Sedona fist you dia bring the candy, then she would pune you fist the gl fold you, and then you hissed her, sot the other way ‘ound. Sut his not signaled by te order ofthe clauses acoveral does not dtu thie interpretation 4° She would punch you in the mouth it you didn't bring her candy to sehoo, © and when she'd tell you you had t kiss hee Ie is only independent clauses which can function a nazratie lause-and az wr wil see below. only partcalar kinds of Inde pendent Tn the representation of tarztves in this section, we om separate lino, but eter aly the nde res. The inerael syntax ofthe individ] claves wll ee will consider the claus as a whole, lasfied as narrative and fre. The relative turangement of thote clauses Is tho aspect of narrative analysis ‘considered in Labow and Waletzky 1967: wo will dra wih thi only try before proceeding to the Intarnal suture 12, The Overall Srctre of Nara Some narative, like 4, contin only narrative clauses: they are complete in the sease that they bave a begining, « middle and om hd. But there aze other slements of aaeative structure found in Theale en. which a bo iced oe as pa more fully developed types, Brey, a fulyformed narrative may Show the Following fat Abstract. Onentation Complisting action. Evaluation. Result o rzolton, Coda. (Of coutse thee are complex chaining and embeddings ofthese ‘omens but ere we ate dealing with Ise simples forms. Comp ‘ating action has been characterized section 1 and he result ay te tegerded for the mament a the Termination ofthat series of vente, We wil consder brody the aature and Tunetion of the stac, orientation. coda, and evaluat 21 Tho Abstract 1k snot uncommon for nat summaniang the whole sor. 1 begin with one oF two clauses n in astuation where you thought you we sg of eng led?) talked a man out of Old Doc Sion 1 talked him oat ‘of pulling the tig. When this story is Rear, it can be sten thatthe abs capsule the point ofthe soy. [012 there is a sequen sch abstracts: 32 (Wate you ever in a station where you were in serious Manger of being ke?) My brother pata Kale in my bead (How'd that happen?) 1 Like kids yom get into a ight (© and {tinted bis ar up behind him. 4 This war just afew days after my father died Have the speaker gives one abstact and follows it with another after the interviewers question, Then without futher prompting, he ‘gine the narrative proper. The narative might just aswel bave ‘Dogun with the fee clause dando thi sense are not absolutely required. sine they cove the same groond os the narcalive 35 & a6 THE USES OF sev Jntle. Larry's narrative (2) ihe thitd of series of thro, an there ‘no question just before te marative self. bul hare well on sbsract, 2 4 Anthen, thr weeks ag tha aight with this other dude ous, 1b Ho got ma ‘ause { woul’ give bim «cigarette Alpi thats bitch? Laney does at give the sbstict in place ofthe story; he has no ‘ntenton of stopping there, but goes on to give the fll ecosast, What hen the function of the abstract? iis nt an advesisenet pe awaznng: the arcutor doos nt wait forthe liane say heard about that"or “Don't me that now.” I the sbasaet cover, the same ground ss the sory, what does it add? We wil meena ‘his problem further in discussing the evsloation sation Solon 22 Orientation {At the outset. tis necestary to identify in some wa the time, plac, persons, and thee activity or the situation. This cea be den {in the course ofthe fist severt narrative clauses, but move sone ‘monly there is an orientation section composed of ree elcave, Boats narrative (1), clause a sets the time (Sundylauve bike persons (ve) the station (nothin to do) and furberspetfcaton of the tm (ofl we came fem church) the fst nae claoe follows. in Lary’ narrative (2) some information is tvesdy atone bl in the abstract (the tmetheoewacks ag the place. ours ‘of sehool and the persons—ihis other dade ad Lary) The ace {soe section then besins with 2 detailed picture oft stease ee Larry siti’ on the corner, high Many of john 1's narratives begin with an elaborate porzalt of the sain caracter—in this case. lauees ove al deeted to ‘dies gin the neighborhood, and the frst neraive lasso eioge Joho band the git face to face In the schoolyard, The orientation section has some intersting syntactic properties; itis quite common o find « gret many pst prosressive deve 2h ocenttion section—sketching the kindof thang thet was pol on before the rst event ofthe narrative occured or dung he eas episode But the most interesting thing about oietaton ints place, ‘ent. 1 8 theoretically possible for all fee octntation claves | ‘The fnsionmaton of tere in Nate Syn os be placed a the bagining ofthe azratve, ut in pectic, we And ‘uch ofthis materials placed at static points aera, for een (o be examined below. 23 The Coda There are also fee clauses toby found atthe end of narratives: for example, John L's nacrtive ends 8 That was one ofthe most important ‘his clause forms the coda It sone ofthe many options open to the the narrative isRnished We hod many 52 Ad that was that. Mad mat“that as you know: Glas may also contin general observations or show the effect of ‘he evons on the narrator. At the end of one fight natrtioe ae nace 18 Las given the rest ofthe day off ‘And over since then T havent sea the guy “cause I quit aut yu know. "No more problems Some codas which sitke us as particularly silful ane strangely Aisconsected from the mai aarative One New fetes won fad ‘story about how. as litle ge, ahe thought she wan drowning, ntl 4 man cate long and stood her on het fost~the wetey we only four feet deep 16 And you know that man who picked me ou ofthe water? He's a detective in Union City ‘And U ane him every now and again, ‘Pits codas (15-1) have the propety of bridging the gap between ‘he moment of time at the ead of the narrate prone oe ny eateed the narrative, There are many ways of olay this to 46 the other main actor is browght upto the presen. it {he Bareaor. But there is @ more general function of codas whey ‘tbwamesboth the examples of 15-18and the simples format deve Cotas close of the sauence of conplicatingactons aed occ (ova) re 03 24 05 1 a puna suo su og 00g) 4 DE tanga oo dod mm 2, uy som yay a PERL > tear By nO8 DUN) penosd sry 04 pms PEEP snore foo 3H yh us oe 9408. “eps as ape amos use FUN covstda yo asa wont HN & PI cond jo aneibe 8am ce ede? A oh EDOAY inns ann queers a Jo MUON Oa! HLL 2 apr caternn 7 oRBTON 08) PO ‘elon ore 5a yo suena ove ani 7 188 8, “pou 28 ye 210 soso pus ig put uh BOE nous eve ey Pe a 8. es ay poe sou eh PU aydond sao oxy ds 05 1 EV on ge fan oe sa ost em So PW we ame quam Komp) OS os en vas 0g sh OF BEY "es ru a0 of ol pe 3B owe 1 somone ug oF wg 20) ata ay wo uooyzoip 3 PUNO 98) a -st9Na fay og) apadod yous ony stad St aoj poqee om “unser TA? it ote yt ange A PO pg aug? wwe HH Sovsaoeh ayaa) Jo stN03 “gon et sysoeazope6ud Ho a “ites seounou Jo anpente ures _yeakenma pesnyeasa pu paveyeae wom i snap Ban in ss 2 att ¥ yg Sauer) Bos opment caps po etm an 0 ee Seething SS ap ‘and es yo es oe oe ay pes a a aneanw ag yo suase 9 jo s}ae0yp sqeizodar ay Souysas yo sous Jus 20 cpp Sa prwoe ‘umub! ojadondde prays, lays 0g, ex oy rape © Joy axgenerqun aq pny sao Ht Saneueu st wage sonb 1 Supe iyenamieeastojuseu poo? dane, og, spputols St ng es (Qs wor ace SOW ato Te Te tod ‘ui os sisod arog Sua aro aon us ay oo aka Secs a oxay i Sues ot sojeses a eye pon sem Gok 2ia.p wos 9 sanereu 230 jot ag) a}epa oy soeazed 9, {qhpae suvow oy) ‘anetzeaom Jo ungonyose oun aos as eye ‘veg ‘snes anarea seq a 6 Sone Houses wueaoda wou ay sdequad—possosip aang You roy ote onsiea fo ood urysodun au samy ng axeates zo aa0p05 jo umodoe kee asia uoag ancy seteaze jo span pa spor “ButCuiog, uononong #2 fats pu Seue pound se ssa sas omy mt ans ‘Roqesuoysonb fxr meen} oF pu er fo soo aoe a Sugg ae ay SHTQON, of amet any esd Mp HO osonb te ptstott og fab ue som puede wun yee oi ogy} pueos ous aro ago ous Sut tp put yo Apo vated sidux anye Ehtngo aes ana 2 sBovaddey wt nod pony 1 -Seeon, Potwwce fuodoad _dbaanddey fou ao, wrong oi jose pas poo ‘Buy .apaaaddeqargn tou pay. speusddey wg oe oeonb 16 Srunanosoe Jo aay et uO Fo Te ou eda com pasty dH 9 fo 20 Te THe USS OF a ‘Then 1 fought him, {knocked im ll out inthe street So he sy he give and Tepe om hing Bim. ‘Then bevstarted crving sind ran home to hs father, ‘And the father told Rim. {hat he aint Bod no glove ‘This naretve i Glamerically opposed to 17 in its dgree of evalua tion, Every line atid lost every element ofthe syntax contibutes Doin ad that pont i self aggrandizement Each element of ve is designed fo take Norris look good and "this boy” Took bad Nori hnew hat this boy soe his glove-ad the nerve to ust walk of with it and then make up a big sory to claim that It waa i. Norris did't lose his cool and start swinging: fst he ‘destroyed this boy's abszation by logic, so that everyone could see how phony the kid was Then this boy loot his head and got mod td stated Fighting. Nori beat him ap and wat 20 outage atthe phony wey he bad acted that he didnt stop when the hid sur Fendoted he wert Sarted eying, and fathers very own fther tld hi ‘Norr's sory fellows the characteristictwopart stvetre of fight eretives inthe BE vorpzular each part shows a diferent side of his idea character, Inthe accoubt of the verbal exchange that led ‘ip tothe ight. Nori coo, logtea good with his wourh, and strong Im insisting on Be ove ight in the second pare, dealing with the tition he appears athe most dangerous kind of Ager, who “ust "doesnt know what he did.” On the other hand ment, unable ‘doesnot diplay the same degre of verbal sil that Lary shows in these is an exact point by pont match In ho structure and tvaluativ estes of the two narratives. No on listening to Now's Story within the framework of the vernacular valu system will ay "So what?” The narrative makes Ks point and efletively bars this If we wee to look for an evaluation section in 18, concentrating upon clause ordering asin Labov and Waletzky 1987, we would have to point to de, in wich the action i suspended while elaborate ‘gwments eo developed. This ir sndeed the major point of the Sgument as showen again ia the dramatic coda m=. But i would ‘ers mistake to limit the evaltion of 18 t da. since evaluative Advices ae distelbuted troughout the narzative, We must therefore modify the scheme of Labo and Waltaky 1967 by indicating Eas the focus of waves of evaluation that penetrate the narrative a i Fig. 93, Peat ‘A complete narative begins with an oxlontation, proceed 1 the complicating ation, x suspended a he focus of evaluation before {hevesoluton- concludes wit the resolv. and returns th stener tothe present time withthe coda The evaluation ofthe aarative forms secondary srctare which is concentrated inthe evaluation Section but maybe found in Yarious forms throughout the earratve In the following section we wil se how that penetration is acon: plished through the internal structure of narrative clauses a well 4 the ordering ofthe clas. ‘Wie can alo look at narative asa sri of answers to underlying questions: a, Abstract: that wa thls about? 1 Onentation who, when. what where? © Complicating action: ten what happened? 4. Evaluation: 40 what? Result: what ally happened? Only the complicating ation. is esentia if we ate to recognize ‘natrative as pointed out in soction 1. The abstract the orientation, the resolution. andthe evaluation answer quertins which seat ty function of effective narrative thet thre ta ela eeretll functions, the last o answer the functional question dw the tor) ‘was told in heist pace. But te eeferenceof thease! broad than the oejentation and complisting ston Includes these end ‘the evaluation so that the abstract not only states what the narra ‘is about, but why st was fold. The cada ts ot given in answer ‘any of those five questions, anit is uecoringl found less equeniy thin any other clament of the narative, The cada puts of ques: tion—it signals that questions ¢ and d ae np longer relevant 2. Types of Evauation ‘There are «great many ways in which the point of # aarative can be conveyad—in which the speaker signa othe listener why ‘he sling it To identify the evaluative portion of a narrative, ‘i necesary to know vehy this nartative—or any narrative fe to be tellale in other words, why the events ofthe narrative are reportable Most of the narratives cited hee concern matters that are always reportabie: the danger of desth or of physical sjary. These maters ‘occupy a high place onan unspoken permanent agenda, Whenever eople are speaking. It reivant to say" fust saw man kiled ‘0 the street” No ore will answer such 2 mark with "So what?" om the other hand someone says, "I skidded om the bridge and easly went cf” someone else can say, "So what? That happens to te everytime I eros it In other words if the event becomes common enough, I sao longer a violation of an expected rule of ive Span am behavior, and iti not separable. The naratos of most of these stories were under soral presmur 0 shos thatthe event involved ‘were uly dangerous and unusual, or hat someone ge ally broke the normal rules in ap ourageous and seportable wav. Evaluative ‘devices say to us: this was erelying, dangerous, weird, ld ra for amusing, Bilarious, wonderful more geasraliy. that wa strange uncommon, or nsial—that i worth poring ae not ‘ondinary, plan, humésum, everyday, or run-ofthe mil In this aection we rl consider briefly some ofthe large-scale, extemal mechaniame of evaluation and then turnin section 4 to ‘nore detalled examination af the syntactic devices within the clause ‘which cary out this function 14 Extemal Evaluation ‘Tho narrator can stop the narrative, tea tothe tener, ands ‘im what the point i This ie» common trait of middleclass na ‘ors, who fegueally interrupt the course of thls naraive. For ‘example, a long story tld bY secretary about a trip from Mexico City’ which tho plane almost didn get over the mountains. She Frequently interrupted the narrative with such comment a2 8 25 ond It was the strange fo because you cola tll iTiey were really gonna make bh uf they did't make it ‘twas such a smal tle plese, there was no chance fr anybody. sexx But it was really quite reife ‘wits only halhours ede to Mexico City 422 But i was quite an experience. ‘Other narrators would be content to let the narrative tell convey this iaformation tothe Tistener-—to give them the experience. But ‘his speaker Bade impose to remain with the bounds of the narrative, Such external evaluation common in therapeutic Lp terviows, where st may form the main substance ofan hour's discus sion. The narratives themaelves may serve only ab a framework for the evaluation, Ey There ate numberof intermedi mediate steps in providing externa) vation for -artatve whieh do not oval teak in ot haratve ates, The singles i forth narrator to abu a lute remark hima that morse A black woman ased {i North Carolina wae olin aout sear accident her way to fuera “ston tereaon 204} just closed ny eyes ald. "0 ey God ene itis Bot feeling that the fall tason for her fright would escape the steno, she steps out ofthe nazeatve To expla ind with this exeral evaluation, Tut Waa wasn ber 1 Well, ‘use you have heard of people suing toa mer me Sind geting kledthessves Delore they ot there so and thats te st ha ‘hat came to my mind 82 Rmbeling of Evaluation The tate in embed tevin ino the naa. preserving desmate conlouty forthe nara To quot the Sennen sang oes ohm tthe ment Ses tas ‘Seite stone oi ens, Te pri ‘ate thi" pears in an nr iil age a eave ral hh aon ap by alaon of the ressns he a oh th bale ls Dethlivtned, exgroaed mht he stds Rime ete fOr coe tw unltay tht all ofthe pete ie Place tetvery he tne thei nl pnw an he in at Fier bck but tener ae willing scp deomaee Reo ‘second tap towards enbeding valet sr te nee toate hi at ate somce de Boot eapeone Dot indians ava wild beh alvin, 'm bust your head for that a Tsay“ Sardinia eaters nm The Tansommation of xpevencen Nara Sy » labora evaluation ofthe problem with the last Gaprete is expresied a thrve aymod couplets, supposelly ad “Svnaed othe dude ns, Larry's tole of provocateur s bilan “hatntined by the uve of an apology i the form of rhyme: since Scere epology is supposedly spontaneous, nothing could be less ‘Hncene than thi elaborate situa “The next ep inward node hed person who evaltes the antagonists actions for the narator.A7#yearold man who od ‘worse in carnival al his fe tod zstocy about aman who thest~ hud to kl him because he tought his wife hod committed side ‘onthe narrator account He conchdes And Laces m0 a 2 But, however—that sete for the das sa Buttha night manager Lioyd Burrows sa "You better pack up abd gt ot cause that sn fitch never forgives anything once hi gle Bs ead.” bb And aid fe Ipacked up and got out. 4d That was to. “The narrator might jut a¢ well have atibuted this evaluative ‘comment thimsel but teases mors dramatic foree when t comes from a neutral observer, shouldbe emphasized that this technique {S uaed only by elder, hiahly sklled narrators from totional ‘otkingclee bechgrounde Middo-lses speakers are les likey €0 {nbed ther evaluative comments so decpy inthe narative and are in fact most Ulely to we external evaluation 119 Evaluative Action ‘A further step in dramatizing the evaluation ofa nrsaive i 0 tell what poople dd eater than what they sai. A lower-class youth {hoor the Lower Bast side tld what happened at mantime taining ‘Shoo! when 9 rope broke and Tet him hangiog on the masthead 22 [never prayed to God so fast and so hard in my Il (what pappened?) ‘Well, the boys came up and they got me Feouldn' ouch au a he USES OF sev 1m the story about the aleplane Aight from Mexico City (19, these ate many sinking examplen of etions that veal do actors. Though this speaker uses a gret deal of external valuation sho is alo capable of maximal embedding of the evaluation = and we were siting with our feot— Hust sting hare wating fr dhs thing to start ‘eoplo inthe back saving prayers, ‘x everything ‘ann and when wo saw that he was really over ‘900 and then eversbody heaved » sigh of reli pp and everybody camo to 409, and put away thee prayer beads 18 and when we realized that we were cell ot of danger then we found cut "hat we fd bees so tense that our fet were up ages the panel, you now . - sn we were holding ont everything 44 Evaluation by Suspension ofthe Action Mosto th evaluative devices mentioned oar wllhavetheefect, of suspending the action of the aaralive, The emotion that ee ‘peed may hav ben ian or smal wth he Section atthe tine, but when they ar expressed in separate sentences, the ation stops, Stopping the action calls anton to that pat of {he nacative ad indicates tothe istener that his has some case ‘on with the evaluative pois, When this s done arly. the ata: e's atetion is alo suspended, andthe resolution comer with mc ‘rater foes, The as we have ot vera ines show sich dspacement a foreach clause Tin ica naeatve bane wth» kong Treo, consisting of roe owed clases. and thea str the fre nrrton even inteodacessfasacke Ws then srr to the fe narrates ove wth Talo shows ho main tequene a the narrative gar. Ther’ te four arratve vents in nator laa each of which formats own daplacement stn, 8 We then have » placement et of for evaluate cause al one ‘aati prevent We then pon Yo the eatin nab and the oda ce. Joho L's narrative hearer the paradigm of Fg DU, wth ang orientation section a-p, complicating seon qr valuation vey rslation 1-6, and ob ce 4. Depacture rm Basie NaratieSyotan ‘The narrative claus itself is one of the simplest grammatical pattems in connected speech, The surface structures are for the most ar quite simple and related ina svaightforward way to an equally Simple deep stuctre. I will bo useful to devribe thls structures ries of eight olaments, without hirarchical ase etuctge the ms THE USES OF Be) Sst of those eight isthe sentence adverbial, the second he subject: oun pe the hd rong gh te verb ges Reh ily ob used br ao a sement of pete a but nly'a device fr elling station tothe sppearane ot complex elements when they do ezun ew™nee of owe Conjunction inelaing tempor 0 on, ute, 2 Spl aes ponona Pp une py fer 3. The underying airy Isa simple pat tmae marker bck torpor ine vhs meter theca tice eit cp Snel ag inva ton adler 4 Pre et, verbal pais apt, down. (Tes Bates ‘il ozo be paced der 9" 7 bye beats nthe Complements Yariag comp Wane or tree ana toca Nato yx parla ch i i ‘Emporis and cota len Sheen viet ay s i rect and indirect objets 8 dolscent narrative (4 cited a paradigm of si be seen ao an example ofthis tas sya sng ator" puoches mo 7 Bana i ances Him © Thea the = ‘eke 4 sd stopped the ate eT guia ce many ent which tly wl Tae st eh" aadain esis pe thy det into we tay eters moses de ke “oP edhe pny eewire Te atin ir ee ee i‘ cite a foe en te ne a Seton tt at ont a cones Many long preadolescent ight aa aaa eee symtoctepalteon We gt suences of arrauve clauses uc as we inthe fw So we ot sgt and we sta ali a i ied bm 2 Band te was led ir And be voor sae vas ‘hose . tied tn my toe cee Rebbe Fa ine : bbe oe ewan ai Cel fvied we vy ait y files o ST ope adda Seo oe Roark seo «het Be ae samy ey ieied te Ebene ofthe clunasiiled byt ong and quis curs at pr st hn epee th ea. acl np gkebond embed wh hot een eerie sate cropleens oer vets cho eet re rey tare rearangenest ote near oer rq oe al sap of nara ot intone eae epeee centage scons of mca 1d BY th Hott ones ptr Nate aso who ca. a vera coeon. wh show a much ere a ee sla alan stot aes oe en oly coven. We na = {our Readings each tclue io len subtypes, pending on the 442 Intonsiers ‘The major modifications of nas stood in relation to the falling ve clauses can best be under ic scheme: ‘This indicates a linear series of events which sta which ace organized inthe narrative in the same order as they occured. An intensifier sees fe ofthese events and stengthas or lateness (ovens ES eee many way? in which hi nteieaton canbe ai oat mon st ineve Miia departure om ba tae ‘aa Wel proceed om esinget toemet compl os int ptf ew accompany # dete thio hat nthe tape se From hh oto of Spend. he leader of he 2% g He swung and T backed up {and [do like thot 44 Then all he guys start holler "You bleedin you bloods Speedy. you bledint” aay eound lke that SSomrtines the grate is used instead of a sound, in Boots naar tive and the rock sy (sp) ra ctv phonelogy ls speinposed upon other words of the clan of the most common modes To lengthen vowels, i “other of Lary’ narrative he emphasizes: 55 And we me fightin for 2 loo-ong tne, buy, Most punches are deserbod with pow Iti lng and usually Sevuded throughout Such verbal devices are mich more somamon thos simple manual gesture and are usually conventional: but see Boats way of deseribung the rock’s passage: t soy ahhh! “Quonuifers aze the most common moans of intensifying w clawo, std by narators oll ae vel. Theater ll soften inserted Poca pot in prendoescont nazeatives; rom a ght marcative {tone of the Aoos 25g and then, when the man ean in the barber shop ihe wae all wounded he had cuts ll over tn Now's ght nerative (19) we have a similar ws of al: 1 Tkncked is ll out inthe street Some operations with quantifies ae fariy mechanical I wo guys Jane somone. that sb: bus guys jmp him, that i an event Upto drgeee of maguitde and calls far a dierent kind of "The device of repetition Is point of view but effete inna Pearce ation, and i suspend the ation. We have seen above ‘ny examples of such repetton. In Boots sory about the cock esiye The rock weat up-- sean went up. i the extract ftom, ‘Spends naretive givea above, we have an excrptonaly effective thr of roprition "You bleedin, you bleedin. Speedy, you bleedin caer by a wellknown sary teller on Martha's Vineyard ‘petites shed dog who was sent over t bring back » duck that Rad been shot down, He came back ice without i, and be was ‘eatagatn with ct inseetions 1 "go overthere and git that ducks the naretor reports 27 Well ire weot over there a third tn, ‘Aad he did come back. ‘And he did't come Bac, In fight nacrativos there are many tl utterances which donot contain any overt markers of emiphasis~nether taboo more, or ‘quantifiers. nor expressive phonology. Yor s knowledge ofthe xine ‘els us tha these upparenly unexpresive utterances pay an eval ative ole: they are convettonally used in that position co mar add valuae the situation. [nan adul arrative from the Halon oe 4 black man nied in New York City told about a Sight wih "a prst big guy inthe back alley. aie 28 Fd T went to pies inside, you know? ‘Before | know it [picked me up 2 ile sock Dauled of and landed me a Dvid and Glith Thich up with tat rock ‘An’ he grate his ead ‘An Igri {old him “Come on ght back up the back sales” ‘And there it was, ° Clune sil ateaace tc bead ‘nd hen th action started’ or “and the shit was on. cities the eal Tnensiles oa whol donot complete the base arate syn But he other tte ye of intra valaton ee ot sic eoplery 42 Comparators “The simply of arate sata sould at be surpeiig if we take the apport pot of vw why auld nates oe ‘oblate complet? Why abou the ausliary onan anpg Susie peters nd questo Ite ak tte saan {ote wal apened hs wl ve vr we Whe for quaton oF what reason does be ave fo sed he fetane sit hee dealing with patron? And wy shoul he ean Ca er What so ul nr ng ‘sthatsometing id ot happen sae inthe buries tli us what did happen? me ™ aoe ‘We can approach ths probiem by soxamining th eptve. The sof gates in accountsol pas evte teal obsocs os Deaton snl someting iat happen eather expres he dele + on expectation that something would happen, Negative sentences eae Ure sgntvebackyoad sonsdersly ibe ha the st Soe wc re cbarved. Tey prove nay of eating ots flanger agin! he background of ober evens hie! Penne append, but wiih dd no. Comparators nealing ‘iat rtapare the events which did occu fo those wines dd PoP interne ofthe narative sche compas ve look dw the aus clvan athe vaio instances of Sepecekteand ota, cab seen tat they ey aa as covluaton eer im coareeence wih othe Site femes or ming oti nebo ene ras medrng tts often pmb separately, lt a Rinne he anion a some of he naralives ea sadied IrGaMane oe popoed ncn of ods rae and oss atatve about the cock war ha few nagatives the oneaation whic lly baveareeestial uncton—we ain had sare ang with the planoing imperatives of Lets go. Then In Se pregenive te nk ne evant scion ee eetapends the nate fora moment to emphasize what Rast na All te ret of he verbs ae preterit excl one Am pal tes Spang of an event which has ne et cruz sae ly aro ke an evasion of Calne wd ch Tact tt th head busi wil and eventually) take place Te elscn ight nara fry is much riche 8 aay ee tet conan gate gusto atthe out hat {Seutyeveutve and eeopentod in th code Al’ that otc ASABE Shoat of the eatsive component ofthe nara, ‘Raine alom secon cova 2 whlch are progressives and Cl enna hen Re ei mol a Seber beet shor by woating the ata clan aH whe ces domo sept verb of ae the tense masher: Sy canst sere on rl ps em sei et a 1S ot eae in ner pest ee ela am tHe 5 OF atv f He walked overt me aot can dave a igre B He was ite tle than me Tot) aint goto more man j 1 fiw gon’ ive up ny lant gare kt don” EN ‘more! 1 He dig on the pack mT cmt gota ciate We Supposed to be beaters hi a one tin with «modal sees, a neatve fate, negative wih + mous, end ie goes oy Dost to, We can tare foots highly eluted sare te arate of vicarious experince thet we ied os 1 Napoleon sot shot ae Id to. oon 4 sion © this kd ‘ret wih Sea they ven ° they ‘Rent thooph ‘Bey ht bi 8 he feat up thm othe peo they: went ne 1 he id j the old dy at Be mae tte ay The S90 the gy’ tend To won column is lak excep or sige Ha on what tight pass ore otatton ofthe rave ui io const ths sence of cooprstors withthe hy ovluted tv Joh The ti cuneatn oh nas gh ae nh seven ntrmsolthngtha ould happen heh didn't happen, = nl a Met one eos eth b Like was aki © And the ‘was the Badd gi in ‘he seighborhood The Teanstormation of EpetinceinNarate Sak oy aux yon dnt bring her candy retool” she would punch you in the mouth © And jou had'to Kiss her™ hen She woul tll you ' ‘This seh ‘ras ony 12 years old abut she didot take ne unk In rapid succession we have thre modal and two negatives inthe stusliary columa. The flashback which fellows explain the sear0n Ww on cate to school with no money its alo stated interme ‘of what wae not th cao and what he did aot wat to happen, We then have the naratve proper which was examined in Table 91: at 40 0 schoat This il sass" eer the candy? at sid" St don't have any: + She says: pow! “There ae no comparators in the main verbs of the four naeative Clauses, but the quotation tn $ has a negative. How sould such fmbedied comparators be analyzed? In the light of our genetal fiscussion ofthe embedding of evaluation, we must acxpt it as bvaluative inthe same senae as those in aL The speakers are in fact evaluating the situation: the git who doesnot see the candy sakes a demand nthe form ofa ques for information about some Unseen sate of afer. preupposing the existence of the cand the boy denies her expectation. They are dealiog with alovel of expectd tnd uaealized events which go bryond basi nareative sequence, For this sequence of four narative clause we have one negsive find one intensifier. Let us now examine the evaluation section that follows: Aux ost sya to ‘myself ‘s gonna be times" Sey mother wont gle me, mu We uses oF sev aun boca we ve 3 poor ‘amy vane 1 cant take hia, ate dont gerne any w So 1 a Fen Just gots gh hei x Sse Boeke they me y ope" Sake dont up mes” ‘Thisset of sx clauses are bound together a the remembered eval stion of the situation by the narrator Tey contin fur atures four gave. and thao modas—s total of eleven comperators at well 45 the intense this all Clearly the evaluation sction conte gua ler cncstaon of hse evasive device Tae. 1 it the gl: powewt “ 1 pat something oni ob in the Ae Revesing thse he aratives, we havesen some evidence hat seatvn fuses, and modal are concetaed Inte evaluator Seton of the armve. Io set when uch lets ‘eur they haven evauntiefanctonas compart. We a fone fonsier other type of comparsor of higher estes of sya ‘complexity. “ “The quoted question in of fo Ls sarratv uggs that au neat ceptor Wn he guise sendy? she's aking bout 9 unseen ste of aa, pee ‘sence of th candy: but ona bigher eet it mang equet for action andin light of prviousexpeency listers het and over of” if we consider he compelingshrster ofall uston ands in Skinners terminology) It ler tet al Sct eventhe most mitigated eo beetd eta an ali 2 Te «gmp ated eb Sere oa Te ati ang itn Sh Re ‘The Transioumstion of Epanince iy Neate Siac ws sibity of negative consequences if they are not answered. In Egey' naretive there sre many examples of such implied teas ‘Most ofthese are embed inthe speech ofthe actors. Questions hat ate more openly evaluative are posed dicey to the lisner ‘These brit considerations show us thatthe evaluative force of ‘Questions cannot be assigned onthe bass of ther superttl inter fogatve form A deoper sody would equi the analysis ofeach quoted speech atin rms othe hlrarchicl series factions being Performed: ep. roqust for information request for action = hellenge — dapay, Oven questions thal are not embedded inthe framatie action, Dut sokedeierly of the listener, have a det bvalutive function. Thus Lary, amazing 2 fale innocence i his foie of provorateur adresses te istene: An’ why be do that? ag, Srerytime somebody fuck wih ee ‘Why they i ‘These questions ask for an evaluation ofthe dude's actions, He in turn asks for an evsluaon of Larey's action when be says, "What You supposed tbe bad ax” si” And Larry in tara ass for am ‘Natuaton fom the Utener atthe end 4g, Ant guess what? ‘Ste allt, er ll that Aint that a bite? ‘The imperative i algo a comparator, since the force ofthe com- rand in nasative i frequen: you do this o else.” A Lower East Side Toni driver told along tarratve about @ passenger thet ‘hewar ure wanted o holdup thecab and keptgivinghim directions to outathe nny places, Luck wae with bi, though, and be man ged to pet out of At Ihe end ve the dude the cigarete, 0m and I sid SH cant tum around with you all night. fan Now t's put an end to ths, 0 This tke far, De You goyour way Go and TL go mine me 1 fot out ofthat wa, 6 THE USES OF gov “he cloge connection between the imperative an he ftusesppears \u nn, pp, and er both of them involve unealized event that ae weighed ia the balance “The suggestion so ars that negatives, future, modal, questions, ‘and imperatives aeallcomparsors an all involve comparison, The Deroigmatic comparison Is ofcourse the comparative elf ns ‘cious forms a the grammatical comparative and superlative in

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