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...a text type in which concepts, objects or events are presented in a non-evaluativemanner(Hatin and Mason 1990:241).

...that kind of writing which sets forth knowledge, ideas, facts, problems, or situationsin such a way as to convey information and meaning. The purpose of expository writingis to explain rather than to describe, relate or convince Clravldson 1968:46).

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Turn a,R,C

ReturnInvolvementEncounter

O+Rn+(C)[O+Rn+(C)] + [O+Rn+(C)]n{[O+Rn+(C)] HO+Rn+(C)]n} + {[O+Rn+(C)] HO+Rn+(C)]n}n

------'._----(Riley 1985:51)

Turn 1: What's the time?Turn 2: Why do you want to know?Turn 3: Well, it's for my bus...Turn 4: Oh, I see. Its's 6 : 30.

Turn 5: Thanks.Turn 6: Sure.

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95

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Morning Mr. Baker, How are you, Ms. Robinson -::; 0] ..2 oj] 0]9, Identification-s My

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~ ?l.°]4.

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0)~ ~:±.91 0]%0] 7} '0~ oJ ~ ~ 1.fJ4\1l4.)

1) MINIMAL SOCIAL DISTANCE(BETWEEN FRIENDS)

A) Minimal Conversation: [G(· AdY] {[(Ap-D)(. Ap--I)A])(Lt)A(Gb)~ ~ k-

B) Non-minimal Conversation: [G(· Ad)A] [[(Ap-D)(. Ap-I)·CA]Lt}AGb

2) BETWEEN STRANGERS

A) Minimal Conversation: (GY {[A";-I(. Ad)A] [(A';D)(. Id)A]] (LtY(Gb)

B) Non-minimal Conversation: (GY{[A;I(. Ad)A][A';DAC(. IdY]L"tlAGb

0VJ-JJj- 7J ~ T&..5.- */..:j ~ -:.:: 'if~91 AJ?'l]'£ Ventola(l979:288-296)7} Ai] A]~?l. "'5-01) A~

7};<J- :;}~~ minimal casual conversation with minimal social distances] oj)~ "8"}1.f ql -§-"8"}

96

1 A Hi, how're you?

2 B Fine, how're you?

3 A Fine,

4 have you been to the city?

5 BYes.

6 A Just on business or-?

7 B No, working.

8 A Do you have a job there?

9 B Yeah.

10 A Oh, what do you do?

11 B I'm a ( ).

12 A What does it mean?

13 BIt's um... research... uh ... analyzing... research

14 work through the Department of Agriculture.

15 A Oh... is that an interesting job?

16 B I think so.

17 A Oh, that's good. How did you get that?

18 B I applied... at the end of last year.

19 A Oh, I thought that you were a full time student.

20 B No, I'm only a part ti'me student this year.

21 A That's good.. .it gives you a little bit of money to live on.

22 B Yeah at least you don't have to worry about the money.

23 A Yeah do you work live days a week or v-?

24 B WelL.as a rule, yes, but. .. this semester I get three

25 afternoons off to go to lectures.

26 B Yeah.

27 A Yeah.

28 B A bit rushed ... sort of...fairly heavy, but / / it will do

29 A Yeah

30 A Because of travelling \ back and forth.

31 B -Yeah

32 B

(=a longer pause)

Anyway, I'm going to get some lunch before I have to rush off~

again. ::J33 A Okay,

I I-bye.34 B

-See you later.

<71~i1~>

[ =overlapping at the beginning of the sentence

-.=speaker does not finish his or her sentence or word

97

3) Topic

( ) =not transcribable

II =listener' s feedback in the current speaker's turn. The feedback does not overlap with

speaker's turn and does not cause the change of the interactant roles

=a short pause

Gamst(I982)~ ;<}~Ai'fl711 CjJoJt1-~ 1:11~oJl.:s:.. "grammar"4.:iI.77};<1 -¥-~4- ~~ 0J.~..91

l:11 ~;<J i5~-it~ (a set of discourse processing rules)»] ~l tf.J7.. "r.AJ-i>}'i'J. A1 zi. 5)-:fJf4 ~a~..91

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Gamsto] ..91 i>}"ct l:11 ~~ 3.711 "~\t(Encounter)" 31} ".Ji?.fi-(Interaction)" ~ ""811 oj ~

(Departure)"..91 .All Rl«5)-(component).2..5!.. T.Ajsjuj 7.:} Ji-:±'~ tf.7.1 "<V..7.}(Greeting)", "~

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<~ 2> Grammar Rules for Simply Dyadic Conversation

1) Conversation ->Encounter+In teraction + Departure2) Enounter ->Greeting*+ [Inquiry] + (Situation+ Relationship)

3) Interactioon ->Topic*+Topic Exchange*

4) Departure ->Abridgement+ [Termination]

Selection Restriction Rules on the Content of the Conversation

1) Situation. ->TimePlaceOccassion

2) Relationship ->AgeSexStatus

Previous Interaction->Interests

NeedsConcerns

Point of View

4) Reciprocity

Instructions ->Dialogue will be of short duration

Few topics will emerge

Each topic will be relatively shortEach utterance will be relatively short

----,--------:-------------------- ------

98

<~ 3>

Encounter»<.

Greeting Inquiry

Conversation

Interaction

TOPic~xchange----Departure

~-------Abridgement Termination

1. M: Hello .John. ]Greeting

2. J : Hi Mary.

3. M.: How have you been dOing?]Inquiry

4. J : Oh, not too bad,

5. M: Did you get that Chevy of yours running?-Topic

6. J : No, but I know what's wrong with it.

7. M: What's that?

8. J : The electrical system is all messed up.Topic-exchange

: 9. M: Maybe you need a new battery.

10. J : No. I think it's the voltage regulator.

11. M: Sounds pretty expensive.

12. J : I think I can get it replaced for under 20 dollars.

13. M: Well let me know how it works out.~ Abridgement1

14. J: OK. I will.

15. M; Bye, bye.]6 J

. 1':> Termination (Gamst 1982:36)1. . Dye.

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Closing:: Ventolas] Leave-takings] Goodbye, Gamst.s] Abridgements] Termination ~ 41

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Conversation

Interaction

])epart\lr~

99

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'f;}7] £ ~4(Jefferson, quoted in Wardhaugh 1986:293).

<oj] 1> A ....and as I was saying(telephone rings) Mary, get the phone.

B. Okay.

A ....and as I was saying, it should be next week.

B. I see.

(VVardhaugh 1986:291)

<oj] 2> A. VVhere's the milk I bought this morning?

B. The skim milk?

A. Yeah.

B. On the counter.

(Finegan and Besnier 1989:342)

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ADJACENCY PAIR

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1) MIMIMAL SOCIAL DISTANCE (BETWEEN FRIENDS)~ ",...

A) Minimal Conversation: [G('Ad)A] ([Ap-D)( .Ap-I)"J) (Lt)"(Gb)

B) Non-minimal Conversation: [G('Ad)A] ([A'p:D((A~I).tAJLt)AGb

2) BETWEEN STRANGERS

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The sense of doom in us today is not a fear of science; it is a fear of war. And the causes

of war were not created by science. No, science has not invented war; but it has turned it into

a very different thing. Science has enlarged the mechanism of war, and it has distorted it. It

has done this in at least two ways.

First, science has obviously multiplied the power of the war-makers. The weapons of the

moment can kill more people more secretly and more unpleasantly than those of the past. This

progress, as for want of another word I must call it-this progress has been going on for some

time; and for some time it has been said, of each new weapon, that it is so desctructive or so

horrible that it will frighten people into their wits, and force the nations to give up war for

lack of cannon fodder. This hope has never been fulfilled, and ....

Secondly, science at the saine time has given the nations quite new occasions for falling out.

I do not mean such simple objectives as someone else's uranium mine, or a Pacific Island which

happens to be kneedeep in organic fertilizer. I do not even mean merely another nation's factories

and her skilled population. These are all parts of the surplus above our simple needs which they

themselves help to create and which gives our civilisation its character. And war in our world

battens on this surplus. This is the object of the greed of nations, and this also gives them the

1M

leisure to train and the means to arm for war. At bottom, we have remained individually to....

I myself think there is a third dimension which science has added to modern war. It has

created war nerves and the war of nerves. I am not thinking about ... I am thinking of....

(From The Common Sense of Science by ]. Bronowski. Mackin and Hawkins 1967:147-148oJl

A~ A~~%)

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There are countries in which unnecessary poverty prevails because the people as a whole are

unaware of methods whereby it can be relieved. There are vast tracts of land, abandoned or

never cultivated, which could support a thriving community if full use were made of the

knowledge and skill of scientists. There are innumerable people suffering from disease which

can be cured, and from which, by following simple scientific rules of hygiene, they need never

again suffer. There are vast storehouses of natural power, such as the wind, waterfalls and the

heat of the sun, which science can show how to harness for the relief of human drudgery and

for raising the standard of living. The possibilities are numerous.

(From The Teaching oj General Science in Tropical Secondary Schools by H.N. Saunders.

Mackin and Hawkins 1967:1270Jl A~ A~ oJ%)

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MACRO-STRUCTURE

Introduction

Body/Middle

Conclusiont

<~ 5>PARAGRAPH STRUCTURE

Topic sentence: sub-topic

Developent: description; illustration

(Summary statement)

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168

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EXPOSITORY WRITING

Body/Middle

~Paragraph 2 Paragraph 3...

-<. r>:Topic Sent. Dev, Topic Sen. Dev,

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<~ 7>Basic Plan

State 1 State 2-------r----..Move 1 Move 2 Move n

/\----Act~ Act 2 Act n

----State 3 State n

Rainfall and Desert

(1) In the heart of desert regions, the distinctive qualities of desert climate are unmistakable.

(2) Drought, sun, wind, occasional rainstorms, and heat by day characterize the climatic year.

(3) Things are different on the desert margins.

(4) Unless a desert region is bounded by highland, desert climate and desert scenery vanish

by replacement. (5) In such circumstances, the status of a given locality may be very doubtful,

and the limits of the true desert very difficult to fix. (6) In some areas the matter is complicated

by the effects of past climatic changes-the Meditaranean borders of the Sahara were perceptibly

rainier, two or three thousand years ago, than they are today. (7) Desert climate has invaded

regions which were formerly not more than semi-arid, and semi-arid climate has encroached on

regions which were truly humid. (8) Too little time has elapsed for the scenery to be fully

adjusted to the changes, so that the scenic and climatic limits of the existing desert do not

conincide.

(From The Face of the Earth by G.H. Dury. Candlin 1981<>11 Ai ;<~ ~*)

109

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Sentence 1 ascription (of properties to a sub-system);

Sentence 2 exemplification (of these properties)

Sentence 3 differentiation (of the second sub-system, desert margins);

Sentence 4 justification (of the differentiation)

(Candlin 1981:179)

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117

<ABSTRACT)

A Contrastive Analysis of Discourse Structures in Korean and English

Hwang, juck-Ryoon(Department of English)

This paper presents a crude contrastive analysis of the structures of casual conversation

and expository writing in Korean and English. The analysis focuses on the overall

organizational patterns of the two types of discourse. Few major differences are found

between the overall structures of casual conversation in the two languages. However, in

the realization of certain structural elements, such as Greeting and Leave-taking, the two

languages show some notable differences which reflect the social relationship' of the

participants. As for the expository writings, it is shown that English writings are

characterized by deductive and linear development in which the general topic of the

writing is established early and the ensuing paragraphs are defined through a uniform

orientation, each having its own topic sentence presented early in the paragraph. Korean

writings, on the other hand, are shown to be characterized by non-deductive patterns in

which the statement of the theme or topic is preceded by rather lengthy episodes or

quotations from famous sayings or writings. Though the claim that most Korean writings

are non-linear is rejected, it is admitted that the linearity in Korean writings is not as

strong as that in English. It'is also shown that the concept of paragraph is far less

strong in Korean than in English.