The significance of the study
This study significantly contributes to the investigation of modality in texts, an area of English grammar identified by Geoff Thompson (1996) as complex and underexplored While many linguists have defined and classified modality, their findings often remain theoretical and lack practical examples from original texts Although some PhD theses have utilized the Systemic Functional Grammar (SFG) framework to analyze real texts, none have focused on commencement speeches This thesis aims to fill this gap by examining the realization of modalization and modulation in authentic commencement addresses, thereby enhancing the understanding of modality in this specific context.
This study is motivated by the need to address the limitations in Vietnamese textbooks, which primarily focus on modal verbs for expressing modality, neglecting other important means This narrow approach restricts students' understanding and ability to effectively use modality in their writing The thesis aims to clarify various methods of realizing modality in English and demonstrate how a comprehensive understanding of these methods can enhance students' writing skills.
Aims of the study
This research investigates the use of modalization and modulation in selected English commencement addresses, with a focus on assessing the effectiveness of modality The primary objective is to answer key questions regarding these linguistic features and their impact in the context of motivational speeches.
How are modalization and modulation realized in the commencement addresses?
Scope of the study
This minor M.A thesis explores the theory of modality through the lens of systemic functional grammar It examines the concepts of modalization and modulation, two key categories of modality, as they are manifested in five notable commencement addresses delivered by influential figures: Steve Jobs in 2005, Bill Gates in 2007, Barbara Kingsolver in 2008, J.K Rowling in 2008, and Barack Obama in 2009.
Methods of the study
This study is carried out with the combination of both descriptive and explanatory methods In detail, the research is conducted according to several steps below:
Firstly, data about theories of modality and the commencement addresses was collected from different books, articles, and other researches in libraries or on the internet
The gathered information was analyzed and organized to extract fundamental insights about modality from various perspectives, particularly focusing on Halliday's framework Additionally, the selected commencement addresses were meticulously reviewed and chosen based on specific criteria established by the researcher.
The commencement addresses were analyzed to identify the use of modalization and modulation, utilizing Halliday's theoretical framework on modality Each type of modalization and modulation was differentiated through specific symbols, enabling the researcher to effectively quantify and present precise data for the study.
Design of the study
The study is structured around a scientific research design that comprises three key components Part A, the INTRODUCTION, outlines the rationale, significance, objectives, scope, and overall design of the research.
The DEVELOPMENT section consists of two chapters: Chapter 1 outlines the theoretical framework of the study, while Chapter 2 presents the findings regarding the use of modalization and modulation in four commencement speeches This chapter also offers insights into the types of modality employed and discusses the impact of modalization and modulation on the effectiveness of these addresses.
CONCLUSION summarizes the findings and points out the implications of the study Some suggestions for further studies are also included in the last part.
Theoretical background 1.1 Semantic-oriented approaches
Pragmatic-oriented approaches
Boyd and Thorne (1969) apply Speech Act Theory, originally introduced by Austin (1962), to analyze modality in English, diverging from traditional classifications of modal auxiliary verbs Their approach emphasizes the specific meanings of modals in context, focusing on the "illocutionary force" determined by formal features like "first person," "present tense," "non-progressive aspect," and "non-habitual aspect." Consequently, the choice of modal auxiliary verbs reflects these constraints, highlighting their illocutionary potential in communication.
Criticisms of the semantic-oriented and pragmatic-oriented approaches
Those semantic and pragmatic approaches mentioned earlier have been attracting several criticisms
Joos and Perkins' approaches to modal auxiliaries are labeled as "mono-semantic" because they strive to assign a fundamental meaning to each modal However, determining the "core meaning" of a specific modal is challenging, leading to definitions that are often vague and broad to encompass the various interpretations that exist.
Marino's classification of modal auxiliaries lacks clarity and objectivity, as he fails to provide a thorough analysis of English modals and offers insufficient justification for his conclusions For instance, he assigns a value of "+execution" to certain modals without adequate explanation.
Future and ―-execution‖ for Imperative (Marino, 1973: 315) without any detailed explanations
Hermeren (1978), similar to many earlier scholars, primarily focuses his description, classification, and analysis on modal auxiliary verbs However, his critique of previous methodologies suggests an intention to encompass a broader range of modality forms in his work.
Palmer emphasizes the importance of modal auxiliary verbs due to their distinguishable formal criteria His focus lies in the phenomenon where a single modal form can convey multiple meanings, highlighting the significance of 'form' in his analysis.
Boyd and Thorne's (1969) approach has faced multiple criticisms Hermeren (1978) argues that their criteria exclude past forms of auxiliary verbs, such as 'would', 'could', and 'might', from being classified as modal Additionally, there is ambiguity in distinguishing between 'illocutionary force' and 'illocutionary potential', as both terms address the same language instance in different sections of their work Furthermore, Boyd and Thorne's examples are criticized for being de-contextualized and selectively chosen to minimize confusion, particularly regarding significant dialectal variations.
Thorne, 1969: 62) In short, such an account presents a very restrictive view of modality in general, so it is not useful at the practical level
In conclusion, while many linguists focus primarily on modal verbs when discussing modality, this perspective overlooks other significant means of conveying modality in propositions and utterances Halliday's framework of modality offers a comprehensive theoretical foundation for exploring interpersonal connections in commencement addresses Consequently, this research highlights the concepts of modalization and modulation within these speeches, utilizing Halliday's systemic functional grammar as its guiding theory.
Halliday‘s functional approach
1.4.1 Halliday’s notion of modality: modalization and modulation
Halliday's approach to modality is rooted in his multifunctional perspective of language, which comprises three key metafunctions: ideational, textual, and interpersonal The ideational metafunction enables the representation of human experiences and is expressed through the transitivity system The textual metafunction focuses on organizing discourse to ensure continuity and coherence, realized through theme-rhyme and information focus systems Lastly, the interpersonal metafunction facilitates the expression of personal and social relationships, manifested through mood and modality systems.
Modality, as defined by Halliday (1994: 75), refers to the speaker's assessment of the probabilities or obligations inherent in their statements It encompasses linguistic choices that exist between two extremes, illustrating the nuanced ways in which speakers express certainty, possibility, or necessity in their communication.
―yes‖ and ―no‖, thus covering all ―intermediate degrees‖ as well as the ―various kinds of indeterminacy‖ that fall in between two extremes (Halliday, 1994: 88)
Halliday's functional perspective on modality is increasingly evident as he distinguishes between modalization and modulation, which correspond to two types of communicative activities Modalization addresses propositions, while modulation pertains to proposals, highlighting the distinct areas of meaning each covers.
Before delving into the concepts of modalization and modulation, it is essential to differentiate between Halliday's notions of proposition and proposal Halliday (1994: 68) emphasizes that the primary speech roles are fundamentally categorized as "giving."
In communication, the term "demanding" refers to a situation where the speaker provides the listener with information while simultaneously requesting something in return, which may also be information or an action When the exchange involves information, as described by Halliday, the speech function is expressed through propositions Conversely, when the request pertains to an object or action, language serves merely as a facilitator, and the speech function is conveyed through proposals.
Speech function Role in exchange
He’s offering her a cup of tea
Would you like a cup of tea?
Figure 1: Speech functions and responses (Halliday, 1994: 69)
Halliday's concept of modality is defined by three key variables, with the primary distinction being between modalization and modulation Additionally, Halliday (1994) introduces the notion of "orientation" in modality, which can be categorized into four types: subjective-explicit, as in "I think Mary knows," and subjective-implicit.
(Mary will know) on the one hand, or on the other hand it could be either objective- explicit (It‘s likely that Mary knows) or objective-implicit (Mary probably knows)
Halliday identifies a third variable related to modal forms, which can be categorized as low, median, or high values This concept of modalization encompasses a range of intermediary degrees of probability, highlighting the nuanced nature of expressing likelihood in language.
Modulation in language encompasses varying degrees of obligation and inclination, reflecting levels of certainty and usuality This includes terms indicating possibility, such as "possible" and "probable," alongside expressions of frequency like "sometimes," "usually," and "always." The spectrum of obligation ranges from "allowed" to "required," while inclination varies from "willing" to "determined," illustrating low, median, and high degrees of expression (Halliday, 1994: 358).
Low Median High Probability: possible probable certain MODALIZATION
(Proposition) Usuality: sometimes usually always
(Proposal) Obligation: allowed supposed required MODULATION
Figure 2: Three values of modality (Halliday, 1994: 357)
Modalization reflects the speaker's assessment of the likelihood of propositions, as outlined by Halliday He further categorizes modalization into two sections based on intermediate possibilities: the degree of probability (e.g., possibly, probably, certainly) and the degree of usuality (e.g., sometimes, usually, always) The degree of probability corresponds to a binary "yes or no," while the degree of usuality encompasses a more nuanced "both yes and no" (Halliday, 1994: 89).
Halliday‘s concept of modalization can be visualized in the figure below
Positive pole: asserting (‘It is so.’)
Negative pole: denying (‘It isn’t so.’)
(sometimes/usually/always) either yes or no both yes and no
Figure 3: Modalization 1.4.2.2 The realization of modalization
Halliday posits that modalization is primarily expressed through finite modal operators within the verbal group, including terms like "might" and "will," as well as through modal adjuncts that convey probability and usuality, such as "certain" and "probably," along with various other subtypes.
Modality is expressed through finite modal operators or modal auxiliary verbs, as noted by Halliday (1994) He categorizes these operators based on two key criteria: degree of modality and polarity Regarding degree, Halliday identifies three levels: high, median, and low In terms of polarity, he distinguishes between positive and negative modalities.
Figure 4: Modal operators (Halliday, 1994: 76) (ii) Modal adjuncts
Modal adjuncts, as defined by Halliday (1994: 49), convey the speaker's assessment of the message's relevance and are categorized into two types: mood adjuncts and comment adjuncts The following table summarizes these two categories along with their detailed wordy realizations.
When assessing probability, terms like "probably," "possibly," and "certainly" indicate the likelihood of an event occurring In terms of usuality, expressions such as "usually," "sometimes," and "always" reflect how frequently an action takes place Typicality is captured by words like "occasionally," "generally," and "regularly," which describe how common a situation is Finally, readiness can be expressed through terms like "willingly," "readily," and "easily," conveying the level of preparedness or eagerness to engage in an activity.
Obligation How compulsory? definitely, absolutely, possibly, at all costs, by all means
Time When? yet, still, already, once, soon, just Obviousness How obvious? of course, surely, obviously, clearly
Intensity How intense? just, simply, merely, only, even, actually, really, in fact, indeed Degree What degree? quite, almost, nearly, scarcely, hardly, absolutely, totally, utterly, entirely
Degree of modality Low Median High
Positive can, may, might, could (dare) will, would, should, is/was to must, ought to, need, has/have to
Negative needn‘t, doesn‘t/didn‘t + need to/have to won‘t, wouldn‘t, shouldn‘t, (isn‘t, wasn‘t) mustn‘t, oughtn‘t to, can‘t, couldn‘t, (mayn‘t, mightn‘t, hasn‘t/hadn‘t to)
Opinion I think in my opinion, personally, to my mind Admission I admit frankly, to be honest, to tell you the truth Persuasion I assure you honestly, really, believe me, seriously Entreaty I request you please, kindly
Presumption I presume evidently, apparently, no doubt, presumably Desirability How desirable? (un)fortunately, to my delight/distress, regrettably, hopefully Reservation How reliable? at first, tentatively, provisionally, looking back on it Validation How valid? broadly speaking, in general, on the whole, strictly speaking, in principle Evaluation How sensible? (un)wisely, understandably, mistakenly, foolishly Prediction How expected? to my surprise, surprisingly, as expected, by chance
Review of previous studies
Despite the extensive literature on modality theories by various linguists, research focusing on the practical use of modality remains limited, particularly within the framework of systemic functional linguistics Below, we review some of the previous studies in this area.
In his 2006 study, Recski conducted a systemic functional analysis of modality in U.S dissertation defenses, examining eight defenses comprising over thirty thousand clauses He aimed to address three key research questions: (i) the probabilities associated with the modality system; (ii) the functional role of the phrase "I think"; and (iii) the predominant interpersonal strategies used by committee members during questioning and feedback The findings revealed that the probabilities allow for a clear depiction of linguistic variation based on context Additionally, the function of "I think" is understood through the interplay of proposition nature and co-text meaning Finally, the study identified that committee members often employ metaphorical expansions as their primary interpersonal strategy.
In his 2009 article "Modality in L2 Legal Writing: A Functional Analysis," Takahashi examined modal expressions in legal memoranda authored by six international students at a U.S law school Utilizing a systemic functional framework, the study aimed to explore how modality was expressed through various lexical-grammatical resources Despite this, it also incorporated a semantic perspective, frequently referencing terms like "epistemic modality," "hedges," and "boosters." However, the research lacked specific quantitative data on the types of lexical-grammatical resources employed to convey modality and was limited in scope, analyzing only a small number of clauses and providing merely illustrative examples of modality usage in the memoranda.
Khalid (2013) conducted a study analyzing three genres—business letters, newspaper articles, and promotional brochures—related to the RMS Queen Elizabeth in 1938 The research investigates modality, generic structures, and lexico-grammar through various theoretical frameworks, including systemic functional grammar The author's aim is to explore how these texts establish interpersonal relationships However, the focus on modality is limited to the lexical properties of modal verbs, utilizing Sinclair's (1996) and Stubbs' (2002) Models of Extended Lexical Units for interpretation.
Despite the limited number of studies on modality realization, there is a notable absence of research focusing on modalization and modulation in commencement addresses through the lens of systemic functional linguistics This study aims to address this gap, enhancing the understanding of modality in authentic texts and providing valuable insights for language teaching and learning practices in Vietnam.
Research question
The conducted research aims to find out the answer to the following question: How are modalization and modulation realized in the commencement addresses?
Data collection
The study analyzed five notable commencement addresses delivered by influential figures: Steve Jobs (2005), Bill Gates (2007), Barbara Kingsolver (2008), J.K Rowling (2008), and Barack Obama (2009) Jobs and Gates are renowned for their success in computer science and information technology, while Kingsolver and Rowling are celebrated authors in literature Barack Obama gained global recognition not only as a politician but also as a prominent public figure during his presidency.
44 th President of the United States of America.
Analytical framework
This research utilizes the systemic functional theory of modality developed by M A K Halliday (1994) as its analytical framework The chapter thoroughly explores all facets of modality, encompassing both modalization and modulation.
1 The framework of the analysis can be summarized as follows:
Modal adjunct Modal operator Modal operator An adjective predicator
It must happen (modal operator/ high)
You’re required to be confident!
Data analysis and major findings
An analysis of over four hundred clauses from five speeches revealed that modalization occurred 435 times, significantly surpassing the 42 instances of modulation.
The details about the quantity of the modalization occurrences in each commencement address are represented in the table below:
Modal adjunct Modal operator Total
Table 1: Modalization in five speeches
Table 1 presents the frequency of modalization in five commencement addresses, highlighting a total of 435 occurrences Among these, modal adjuncts account for 202 instances, illustrating the distribution of modalization in the speeches.
In a comparative analysis of modalization in speeches, Bill Gates leads with 101 instances, closely followed by Barbara Kingsolver at 100 Barack Obama, J.K Rowling, and Steve Jobs also exhibit significant modalization, with 91, 78, and 65 occurrences respectively.
The analysis reveals an imbalance in the use of modalization between two subdivisions: modal operators and modal adjuncts While the overall count of modal operators surpasses that of modal adjuncts across five speeches, the distribution varies significantly For instance, in Barbara Kingsolver's speech, modal operators are twice as prevalent as modal adjuncts, whereas in Steve Jobs' address, modal adjuncts outnumber modal operators by a factor of two Additionally, J.K Rowling and Barack Obama display only a slight imbalance between these two categories in their speeches.
46 times of using modal adjuncts and 45 times of using modal operators, Barack Obama seems to equalize the frequency of the two subtypes of modalization
In the following parts, modal adjuncts and modal operators with their subcategories are analyzed more specifically
Figure 5 in Chapter 1 outlines the subtypes of modal adjuncts as classified by Halliday (1994) Although not all modalization types were utilized in the speeches, the ten types that were employed demonstrate a diverse selection of modal adjuncts for expressing modalization The table below summarizes the frequency of modal adjuncts across each subtype found in the individual commencement addresses.
Table 2: Modal adjuncts in five commencement addresses
Table 2 illustrates how many times modal adjuncts were used in each commencement address in ten categories The highest number of modal adjuncts,
In a comparative analysis of modal adjunct usage in speeches, Barack Obama leads with 46 instances, followed closely by Steve Jobs and Bill Gates, each using modal adjuncts 42 times J.K Rowling's commencement address ranks third with 41 occurrences, while Barbara Kingsolver's speech shows a significant drop, utilizing modal adjuncts approximately one-third less than Rowling.
The table presents ten categories of modal adjuncts, ranked by their frequency of use Usuality adjuncts lead with 59 occurrences, followed by intensity and time adjuncts Probability adjuncts rank fourth with 18 uses, while degree adjuncts hold the fifth position with over ten instances The least frequently used categories, each appearing fewer than five times, include obligation, opinion, obviousness, and persuasion adjuncts.
Table 2 shows that Barbara Kingsolver and J K Rowling utilized the highest variety of modal adjuncts in their commencement addresses, with Kingsolver using eight out of ten types and Rowling seven Both Steve Jobs and Bill Gates employed six types of modal adjuncts, with Jobs favoring usuality adjuncts and Gates preferring intensity adjuncts Similarly, Barack Obama also leaned towards intensity adjuncts over usuality, while additionally favoring time adjuncts.
In this section, modal operators were investigated in five commencement addresses and counted before being shown statistically in the table below
Table 3: Modal operators in five commencement addresses
Table 3 illustrates the frequency of modal operators used to express modality in five commencement addresses Barbara Kingsolver leads with 69 instances, followed by Bill Gates with 59 Barack Obama utilized modal operators 45 times, while J.K Rowling and Steve Jobs used them the least, with 37 and 23 instances, respectively.
The analysis reveals that among the three degrees of modal operators, low degree operators were the most frequently used, appearing 105 times Median operators ranked second, while high degree operators were the least utilized Notably, Bill Gates, Barbara Kingsolver, and Barack Obama predominantly employed low degree operators in their speeches In contrast, Steve Jobs favored median operators, and J.K Rowling demonstrated a balanced preference for both low and median operators, using them nearly equally Overall, the data indicates that high degree operators were the least favored by all speakers.
The analysis of five commencement addresses highlights the frequency of modulation, which, although less prevalent than modalization, plays a significant role in the effectiveness of these speeches.
Modal operator Passive verb predicator
Table 4: Modulation in five commencement addresses
Table 4 illustrates the frequency of modulation in five selected speeches, highlighting a total of 42 instances of modulation Among these, modal operators were utilized 36 times, while two other forms of modulation were identified six times Notably, passive verb predicator modulation occurred twice as frequently as adjective predicator modulation The analysis reveals that high modulation was predominantly used by the speakers, occurring 26 times, whereas median and low modulation were each employed five times.
The summary table reveals that Barbara Kingsolver demonstrated the highest frequency of modulation in her speech, using it 12 times In comparison, Steve Jobs and Bill Gates exhibited similar statistics, with modulation occurring 10 and 9 times, respectively Barack Obama and J.K Rowling, on the other hand, had significantly fewer occurrences, employing modulation 6 times and 5 times, respectively.
Steve Jobs frequently varied his modulation types, employing at least one from each category Similarly, Barbara Kingsolver incorporated different modulation techniques in her speech, utilizing four out of five subcategories In contrast, J.K Rowling and Barack Obama primarily focused on modal operators, predominantly using high modulations Bill Gates also leaned towards high modulation in his commencement address, with seven out of nine instances reflecting this trend.
Discussion
This section provides a detailed analysis of modality in five commencement addresses, structured into four key parts First, it explores why modalization predominates over modulation in these speeches Next, it categorizes various modal adjuncts and evaluates their effectiveness The discussion then shifts to modal operators, highlighting their three degrees—high, median, and low—within the context of each address, while examining their role in conveying the speaker's attitude Finally, the section delves into modulation, specifically investigating the reasons behind the prevalent use of high modulation For reference, all analyzed clauses are included in Appendix 2.
Table 5 illustrates the frequency of modalization and modulation in five commencement speeches, revealing that modality is expressed 477 times across the clauses Modalization dominates with 435 occurrences, making up approximately 91.2% of the total, while modulation is significantly lower at 42 occurrences, accounting for only 8.8% This trend is consistent across individual speeches, with the exception of Steve Jobs' address, as the other four speeches exhibit a modulation rate below 10% Notably, J.K Rowling's speech has the lowest modulation percentage at around 6%.
It is not an easy task to find out an explanation for this phenomenon, but a possible answer will be presented as follows:
Modalization involves the speaker's judgment regarding propositions, primarily in the form of statements and questions, with statements being predominant In contrast, modulation conveys varying degrees of obligation and inclination related to proposals Commencement speakers typically do not aim to compel their audience to take specific actions; instead, their addresses focus on sharing personal experiences and insights Consequently, the main objective of these speeches is to inform the audience Modalization effectively serves this purpose, as it reflects the speaker's personal opinions, constituting over 90% of the content in commencement addresses Thus, modalization emerges as the primary means of expressing modality in these speeches.
2.5.2 Modal adjuncts - realization and meanings
Modal adjuncts and modal operators are essential tools for expressing modalization The analysis of tables 1 and 3 indicates a relatively balanced usage, with modal adjuncts used 202 times and modal operators 233 times Nonetheless, it is evident that speakers prefer modal operators over modal adjuncts in their communication.
Table 1 reveals ten classifications of modal adjuncts utilized in commencement addresses, with usuality, intensity, and time adjuncts being the most prevalent This article will thoroughly examine these adjunct types within the specific clauses of the speeches to analyze their effects.
The five commencement addresses utilize a diverse array of frequency adjuncts, ranging from low to high degrees, to convey various modality meanings effectively.
First, the high modality can be seen in clause (64) ―Dad, I always told you
I‘d come back and get my degree‖ (Bill Gates, 2007); (70) ―There were always lots of people in my dorm room late at night discussing things‖ (Bill Gates, 2007); (74)
The use of high modality in quotes from influential figures like Bill Gates, Barbara Kingsolver, and Barack Obama reveals the complexity of their experiences Gates reflects on the constant reminders from his father and the challenges posed by his roommates, expressing annoyance through the term "always." In contrast, his description of the Harvard studying environment combines "sometimes" and "always," capturing a spectrum of emotions from exhilaration to intimidation, ultimately leading to feelings of discouragement and stress This nuanced use of usuality adjuncts highlights the perpetual nature of learning and achievement, as emphasized by Obama’s assertion that there is always more to strive for.
―always‖ not only shows the frequency but it also shows how worse and how strong the speaker‘s feeling was In clause (204), Barbara Kingsolver used ―always‖ with
In her clause, the novelist effectively conveys the near certainty of their message, achieving an impressive nearly one hundred percent impact Similarly, Barack Obama emphasizes his point by repeating the word "always" three times, creating a rhythmic refrain that underscores his conviction This repetition highlights the notion that striving for mastery is no longer sufficient; instead, he encourages graduates to continually push themselves toward greater perfection.
Second, the median and nearly lowest modality can be seen in clause (41)
―Sometimes life hits you in the head with a brick‖ (Steve Jobs, 2005); (276)
―Poverty entails fear, and stress, and sometimes depression‖ (J K Rowling, 2008);
(218) ―Previous generations rarely asked about the hidden costs‖ (Barbara
In analyzing commencement addresses, the frequent use of the lowest usuality adjunct "never" is notable, appearing 28 times across five speeches This choice of wording significantly impacts the modality conveyed For instance, instead of simply stating, "I didn't graduate from university," Steve Jobs powerfully articulated, "I never graduated from university," emphasizing his unique experience and perspective.
The term "never" suggests a strong rejection, yet it does not equate to an absolute "no." It reflects the speaker's attitude, indicating that while he did not graduate from a traditional university, he chose not to pursue that path Instead, he has gained invaluable experience from various "universities" of his own making, which has positioned him as a pioneer in his field This modal adjunct also conveys deeper judgments and insights from the author within the same discourse.
The author emphasizes that the Mac would have never had multiple typefaces or proportionally spaced fonts, highlighting the permanence of this absence in the past, present, and future Additionally, the author suggests that dropping out of college was the best decision he has ever made, expressing no regrets about his choice.
In summary, usuality adjunct not only express the frequency of actions, but they also convey other senses of meaning and the speakers‘ opinions and attitudes
In the analysis of intensity adjuncts within commencement addresses, "even" and "just" emerged as the most frequently used, appearing 19 and 17 times respectively These adjuncts serve to emphasize actions or states while reflecting the speaker's opinions Notably, "even" and "just" convey distinct modality meanings, highlighting their unique roles in enhancing the overall message.
First, ―even‖ was used to emphasize something unexpected and surprising in
Steve Jobs expressed his unexpected journey of learning by attending classes he hadn't registered for, highlighting how spontaneous decisions led to valuable insights He conveyed his shock upon discovering his pancreatic cancer, illustrating a sense of insecurity and disbelief Through modalization, Jobs effectively communicates his personal judgments and emotional responses to these significant life events.
The word "even" serves as an emphatic tool to provide a more precise description of a subject or issue For instance, in commencement speeches, it highlights contrasting emotions, as seen in Bill Gates' 2007 address: "It could be exhilarating, intimidating, sometimes even discouraging, but always challenging." This usage underscores the complexity of experiences, enhancing the overall message.
According to Bill Gates, technology has empowered various entities, including national governments, universities, corporations, smaller organizations, and individuals, to identify problems, develop approaches, and assess the impact of their efforts in addressing hunger, poverty, and desperation This has been a significant development, as it was envisioned by George Marshall 60 years ago With the help of technology, these entities can now effectively measure the success of their initiatives and make data-driven decisions to drive positive change.
―I come to affirm that one's title, even a title like President of the United States, says very little about how well one's life has been led.‖ (Barack Obama, 2009) Clause
Implications
Each modality type has distinct effectiveness, particularly in speeches like commencement addresses where modalization significantly enhances the speech's success While modulation is also strategically used to leave a lasting impression on listeners, these insights lead to valuable recommendations for teachers and students involved in learning English as a foreign language in Vietnam.
Teachers can enhance reading and listening skills by integrating the findings of this study into their grammar instruction, particularly during post-reading and post-listening activities In addition to modal verbs, it is crucial for educators to emphasize other linguistic devices that convey modality within texts Students should collaboratively analyze listening and reading materials for their modal expressions, encouraging them to provide explanations for the manifestation of modality in the texts This approach fosters a deeper understanding and critical evaluation of the material.
To enhance writing skills, educators should design classroom activities and assignments that encourage students to make varied language choices, reflecting different modalities across genres Analyzing authentic texts, such as speeches and peer writing, serves as a valuable resource for understanding modality in writing Engaging in modality analysis fosters critical thinking, enabling students to make informed language choices in diverse contexts and improving their overall language proficiency.
When teaching presentation skills, educators should emphasize the impact of different modality types and degrees on the interpersonal aspects of presentations It is essential to design speaking tasks that encourage students to practice various manifestations of modality, enhancing their overall presentation abilities.
To effectively teach translation skills, educators should encourage students to identify and compare the equivalents of modality expression in Vietnamese and English This approach allows students to engage in brainstorming and decision-making, ultimately helping them select the most appropriate language choices when translating texts from the source language to the target language.
Understanding modality enhances students' language skills, impacting both their receptive and productive abilities This thesis focuses on the use of modalization and modulation in commencement addresses, highlighting the importance of these elements in effective communication A key takeaway for students is the opportunity to improve their own presentation skills through the study of these linguistic features.
Effective presentations and speeches hinge on the appropriate use of modality, which shapes how a speaker influences their audience While any student can deliver a presentation, making it impactful requires an understanding of interpersonal metafunctions, particularly modality Commencement addresses, for instance, resonate powerfully due to their enthusiastic reception, underscoring the importance of persuasive and engaging language Students can enhance their presentation skills by cultivating interpersonal relationships through effective modality use However, they must be cautious of misusing modality, as it can create unsuitable tones and lead to communication breakdowns To strike a balance between personal viewpoints and factual information, students should study the meanings of modal operators and adjuncts, as well as the effective use of adjectives and passive constructions Practicing these elements in their own speeches will help them create compelling and authentic presentations.
Students should apply the aforementioned understandings and skills when developing written texts in writing lessons, as well as during text analysis in reading, listening, and translation exercises.
Suggestions for further studies
This study focuses on the realization of modalization and modulation within a limited scope, analyzing their effectiveness in a select number of clauses across five speeches Future research could expand on this by providing a more comprehensive analysis and comparing the application of these modality devices in various speeches and genres Additionally, further studies should explore the use of modality in both English and Vietnamese texts through the lens of Systemic Functional Grammar (SFG).
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Retrieved on December, 10 th , 2012 from: http://www.guardian.co.uk/technology/2011/oct/09/steve-jobs-stanford- commencement-address
I am thrilled to join you on this momentous day as you graduate from one of the world's top universities Although I never completed college myself, this occasion marks my closest experience to a graduation ceremony Today, I would like to share three meaningful stories from my life that have shaped my journey.
The first story is about connecting the dots
I dropped out of Reed College after the first 6 months, but then stayed around as a drop-in for another 18 months or so before I really quit So why did I drop out?
Before my birth, my biological mother, a young college graduate, chose adoption for me, hoping I'd be raised by educated parents Initially, a lawyer and his wife were set to adopt me, but they changed their minds at the last minute, preferring a girl My parents, who were on a waiting list, received a call in the middle of the night asking if they wanted an unexpected baby boy, to which they eagerly agreed Later, my biological mother discovered that my mother had not graduated college and my father had not finished high school, leading her to refuse to sign the adoption papers She eventually agreed a few months later, after my parents promised that I would attend college.
And 17 years later I did go to college But I naively chose a college that was almost as expensive as Stanford, and all of my working-class parents' savings were being spent on my college tuition After six months, I couldn't see the value in it I had no idea what I wanted to do with my life and no idea how college was going to help me figure it out And here I was spending all of the money my parents had saved their entire life So I decided to drop out and trust that it would all work out OK It was pretty scary at the time, but looking back it was one of the best decisions I ever made The minute I dropped out I could stop taking the required classes that didn't interest me, and begin dropping in on the ones that looked interesting
My college experience wasn't just about romance; it involved sleeping on friends' floors, returning Coke bottles for 5¢ deposits to afford food, and walking 7 miles every Sunday night for a meal at the Hare Krishna temple Despite the challenges, I cherished these moments, as they led me to invaluable experiences that shaped my journey One notable example illustrates how following my curiosity and intuition proved to be priceless in the long run.
Reed College was renowned for its exceptional calligraphy instruction, evident in the beautifully hand calligraphed posters and labels throughout the campus After dropping out of my regular classes, I enrolled in a calligraphy course to master this art form I discovered the intricacies of serif and sans serif typefaces, learned how to adjust spacing between letter combinations, and explored the elements that contribute to outstanding typography This art was not only beautiful and historical but also possessed a subtlety that science cannot encapsulate, making it a captivating subject for me.
A seemingly insignificant college calligraphy class became pivotal in the design of the first Macintosh computer, introducing beautiful typography with multiple typefaces and proportionally spaced fonts This innovation not only defined the Mac but also influenced personal computers, as Windows later adopted these features Reflecting on this experience, I realized that while it was impossible to foresee its impact during college, the importance of that moment became clear a decade later, underscoring the value of seemingly unrelated experiences in shaping future success.
You cannot foresee how the dots will connect in your future; you can only understand their significance by reflecting on the past Therefore, it's essential to have faith that these connections will emerge over time Trust in your instincts, fate, or the universe has proven invaluable in my life, ultimately making a significant impact on my journey.
My second story is about love and loss
I discovered my passion early, co-founding Apple with Woz in my parents' garage at just 20 years old Through hard work, we transformed our small venture into a $2 billion company with over 4,000 employees in a decade, especially after launching the Macintosh However, at 30, I faced an unexpected setback when I was fired from the company I had built Despite initially successful collaboration with a talented hire, our differing visions led to a fallout, resulting in the Board siding with him The public nature of my dismissal was devastating, as it stripped away the focus of my adult life.
For several months, I struggled with feelings of inadequacy, believing I had disappointed the previous generation of entrepreneurs and failed to carry on their legacy In my attempts to make amends, I reached out to industry icons like David Packard and Bob Noyce, expressing my regrets over my perceived failures Despite contemplating leaving Silicon Valley due to my public setbacks, I gradually realized that my passion for my work remained intact The challenges I faced at Apple did not diminish my love for what I did.
Losing my job at Apple, which I initially viewed as a setback, ultimately became a transformative experience It lifted the burden of success and allowed me to embrace the uncertainty of starting anew This shift liberated my creativity, leading to one of the most inspiring phases of my life.
Over the next five years, I founded NeXT and Pixar, and fell in love with an incredible woman who became my wife Pixar achieved a groundbreaking milestone by creating Toy Story, the world's first computer-animated feature film, and has since become the leading animation studio globally In a surprising twist, Apple acquired NeXT, allowing me to return to the company, where the technology we developed is now central to Apple's resurgence Together with Laurene, we have built a wonderful family.
I'm pretty sure none of this would have happened if I hadn't been fired from Apple
Life can be tough, but maintaining faith is essential The key to perseverance lies in loving what you do Finding your passion is crucial, as work occupies a significant part of your life True satisfaction comes from believing in the greatness of your work, and the only way to achieve that is by doing what you love If you haven't discovered your passion yet, continue searching and never settle Just like in matters of the heart, you'll recognize it when you find it, and, similar to a great relationship, your passion will only deepen over time Keep pursuing what you love without compromise.
My third story is about death
When I was 17, I read a quote that went something like: "If you live each day as if it was your last, someday you'll most certainly be right." It made an impression on me, and since then, for the past 33 years, I have looked in the mirror every morning and asked myself: "If today were the last day of my life, would I want to do what I am about to do today?" And whenever the answer has been "No" for too many days in a row, I know I need to change something
Embracing the reality of our mortality is a powerful tool for making significant life choices When we confront the inevitability of death, external pressures, pride, and fears diminish, revealing what truly matters This awareness helps us escape the illusion of having something to lose; in truth, we are already vulnerable Therefore, there is no reason not to pursue what genuinely resonates with our hearts.