Li Binglin,Zhan Jing

(College of Foreign Languages　Guizhou University,Guiyang　Guizhou　550025)

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An Analysis of Li’s Prose The Great Goal with Gee’s “the Seven Building Tasks”〔*〕

Li Binglin,Zhan Jing

(College of Foreign LanguagesGuizhou University,GuiyangGuizhou550025)

This paper,by using the theory of Seven Building Tasks to analyze the Prose The Great Goal2 which was ever analyzed from the perspective of theme and rheme structure,aims to demonstrate the application of the new theory Severn Building Tasks to analyzing an essay,and thus provide a fresh theory and approach for English learners to analyze prose and learn the English language.

discourse analysis;Seven Building Tasks;The Great Goal

Ⅰ.Analysis of The Great Goal:data processing

Before getting into analysis of The Great Goal,it is a need to take a look at how many paragraphs and sentences there are in the prose,as showed in Table 1.

Table 1Basic structural information of the prose

The following is the paragraphed The Great Goal with sentences numbered as convenient reference to every sentence when the analysis is conducted.

Paragraph 1:(1) “Educated Young people should take the road of going down to the countryside to receive reeducation from the poor and lower-middle peasants”,the solemn call in the early stage of “the Cultural Revolution”,was bided by thousands upon thousands of educated young people,who were eager to go down and strive to be the first to settle down in the country.(2)This was enthusiasm,and an ambition — to become a real poor-and-lower-middle-peasant- re-educated youth.

Paragraph 2:(3) Encouraged and with that ambition,I settled down in a village with tens of other youths,a self-amused group,devoted to the soul-touching receiving-education direction,the second of our belief,a purpose so sacred that it later stole away our strength,a hope so beyond the range of our capacity that in the end our early oath disappear in our time.

Paragraph 3:(4) At first we lived happily.(5) We were young and sturdy,caring about nothing else but our ambition.(6) With our respectable peasants,we laughed in the fields under the feverish sun,in the rain,and against the fiercely cold wind.(7) This was more than an educated youth could endure.(8) Anyway,we undertook it,which was our need to strive for the ideal,a faith it willy-nilly became,to it we had bound ourselves,whose holiness we bowed ourselves to serve.(9) Finally we got tired.(10) And by our own devotion to achieving the final goal we were drained of strength,of responsibility and of morality.

Paragraph 4:(11) The ever-lasting hard labour had stripped us from care of our life.(12) We became unneat and untidy,always having piles of clothes awaiting to be washed;often not caring about our meals,rather we would lie down,munching the remote goal,and we lost our sense of humour.(13) We had learned that there were energies too strong,ecstasy too high,labour too hard for our limited selves to register.(14) The determination to stay in the country all our life had melted…

Paragraph 5:(15) Back to the city! Someone had an idea,an idea so bright that we considered it a guiding lamp by which our next step was guided.

Paragraph 6:(16) The lucky ones were gone.(17) Gone forever to the city,leaving behind in the country the unlucky who had not any pull from the city,and knew themselves still just like living machines,working without ending.(18) In the past,we had been like three cooking stones,sharing our burdens.(19) With the lucky ones gone,the cooking-pot was unsteady.(20) Each month some of us left;and the least lucky lived in the trough of waves of feeling,holding the leaning pot.

Paragraph 7:(21) It was bitter.(22) But we did not feel jealous,or anguished,or ecstatic if we were pulled,for we had no strength for that,no need either.(23) Therefore,we faced boldly the reality,striving to live in the country with a little hope that some day we would have an opportunity to be saved.(24) At last came our luck.(25) All those left could go back to the city,go back forever,leaving behind our early ambition and seeking another goal,which seemed sweet to us as heaven’s sweet raindrops.

Ⅱ.Analysis of The Great Goal with Seven Building Tasks

Before conducting an analysis of the prose in details,a table should be made to give a general exhibition of which building tasks constructed in each sentence.

Table 2Tasks constructed in each sentence

Deepening into the information in the above table,an analysis of The Great Goal with the theory of Seven Building Tasks in details is as follows:

The first sentence,with an introduction of the solemn call in the early stage of “the Cultural Revolution”,describes the historical background of China at that time.The language in the first sentence gives meaning or value to the solemn call (task 1) because it calls on “thousands upon thousands of educated young people” to “go down to the countryside to receive re-education”.It also gets the educated young people’s activity of settling down in the countryside recognized as a national fad (task 2).Two sorts of identities are clearly depicted as “educated young people” and “the poor and lower-middle peasants” (task 3);they are different social classes in China when it comes to their relationships (task 4).Through this piece of language,common outlooks of value or politics shared by the group of educated young people are showed (task 5):to be the first to join in the activity of going down to the countryside to receive re-education is solemn.As for building task 6,this sentence connects with sentence (2) which renders a conclusion.In sentence (2),“an ambition” is given significance (task 1) and it is what means to join in the activity.This piece of language concludes as well as emphases (task 2) that “to become a real poor-and-lower-middle-peasant-re-educated youth” equals to realizing an ambition.The identity is presented as “a real poor-and-lower-middle-peasant-re-educated youth” (task 3),a combination of the two ones (task 4) in sentence 1 (task 6).It is seen much more solemn to become not only an educated youth but also a poor-and-lower-middle peasant by the Chinese people during the Cultural Revolution (task 5).

Sentence (3) continues from the above and introduces the following as a connecting link (task 6),and it gives value to “a sacred purpose,a great hope” (task 1).Using this piece of language,the author is expressing his attitude (task 2) towards “the receiving-education direction”:it’s a great and sacred project which consumed enormous energies and strength.The author’s identity is indirectly as one of the educated youth (task 3) and thus his relationship with others is obviously groupmates (task 4).As the language indicates,for those who “take the road of going down to the countryside to receive re-education”,to receive re-education from the poor and lower-middle peasants is soul-touching,sacred and great;this is the social goods constructed in sentence (3) (task 5).

Through the only five words in sentence (4),several tasks are hardly constructed.What tasks that can be recognized are significance,connection and semiotic.“The happiness of our life at first” is made significant (task 1).“At first” implies that the following may depict what is like in the later or final situation (task 6).Sentence (5) makes significant the educated youth’s caring about ambition (task 1),and it is emphasizing the importance of ambition to this group of people (task 2).Their identities are “young and sturdy” educated people (task 3) and they have something in common as for their relationships (task 4).With reference to their outlooks of value,they give absolute priority to ambition (task 5) as they “care about nothing else but their ambition”.Here “ambition” echoes with “purpose’ and ‘hope” in the above sentence (task 6).In sentence (6),what they experienced in the process of receiving re-education is given significance (task 1) and through the language they get recognized in the activity of doing farming job (task 2).They are identified as farmers at least people who are doing farming job in this sentence only (task 3).Their relationships with peasants are good (task 4) and they consider peasants respectable (task 5),as seen from the words “respectable” and “l(fā)aughed”.“Laughed” connects with sentence (4) “We lived happily” (task 6).“This” in sentence (7) shows its connection with the previous sentence (task 6) and sentence (7) concludes that the educated youth could not endure the energy-consuming farming job (task 1).This statement seems to be praising their amazing endurability (task 2) and it creates their identities as the outstanding ones among the educated youth (task 3),because they managed to endure the tough job.Through this piece of language,we can see that they are different from the ordinary educated youth (task 4) and the author shows his view that doing farming job is beyond the range of the educated youth (task 5).Sentence (8) makes “a faith” significant (task 1) and connects it with “ambition,purpose and hope” in the above sentences (task 6).This sentence is explaining the reason why they undertook what could hardly be endured (task 2).Their identities are shaped as goal-holders who strive for the ideal regardless of hardships (task 3) and the relationships among them are congenial companions (task 4).One of their values lies in the striving persistence in a faith to which “they had bound themselves and whose holiness they bowed themselves to serve” (task 5).“Finally” in sentence (9) is connected with “At first” in sentence (4) (task 6).What they became like at last is significant (task 1) in this sentence.With use of the only four words,hardly can more tasks be constructed than significance,connection and semiotic.But if this piece of language is analyzed,with relation to sentence (4),it will be apparent that a contrasting turn is presented here (task 2).As to the last sentence in paragraph 3,it is a connecting link between the preceding and the following (task 6).It makes significant what they lost after their devotion to achieving the final goal (task 1).It is making an excuse for their lost by using the word “drained” (task 2).They are identified as people who at least are willing to pay out (task 3).Still,their relationships are congenial companions (task 4).They hold the outlooks of value that devotion to achieving the final goal is worth whatever it takes (task 5).

Sentence (11) is also a connecting link between the preceding paragraph and the following one (task 6).It makes significant “the ever-lasting hard labour” (task 1) which influenced them much too,and this sentence is drawing into what influences of the labour on them (task 2).But the other tasks i.e.identity,relationships and politics can hardly be recognized in this short sentence.The twelfth sentence gives meaning to their lost care of life (task 1) and this long sentence is elaborating what they became like after losing care of life (task 2),relating to sentence (11) (task 6).Through this sentence,they are shaped as fatigued co-workers (task 3;task 4).Digging into this vivid description of what they became like,it can be found that they view neatness,tidiness,meals,goal and sense of humour as important things to pursue (task 5).Sentence (13) makes “what they had learned” significant (task 1) and is giving two reasons why they changed (task 2):the challenge is beyond them;they are limited selves.They are identified as human beings with limited power (task 3) and they are the same kind of people in this regard (task 4).From this statement,one of the author’s values can be seen that there is a limit to what man can achieve (task 5).“Energies too strong,ecstasy too high,labour too hard” refers to “the everlasting hard labour” in sentence (11) (task 6).Here comes the last sentence in paragraph 4.“Staying in the country” is given value (task 1) and this sentence is indicating a turning point occurred in the course of their receiving re-education (task 2).Their identities are urban residents or people who do not live in the country (task 3) and they are all the same (task 4).They regarded staying in the country all their life as a goal (task 5).“Determination” echoes with “purpose,hope and ambition” mentioned above (task 6).

“Back to the city!” this idea was made significant (task 1) in sentence (15) and this piece of language is showing their excitement about finding a solution to ending their fatigue and frustration (task 2) with the use of “! (exclamatory mark)” and commendatory words “bright” and “guiding lamp”.The one who put s forward the idea is identified as a smart person who can guide someone lost and the others as lost people who happened to find a guiding lamp (task 3);their relationships are guider and followers (task 4).Through this piece of language,it is manifested that one must have a guiding lamp to avoid from being lost in one’s life from their perspective (task 5).This long sentence serves as transitional paragraph (task 6).

Corresponding to the above paragraph (task 6),sentence (16) makes “the lucky ones” significant (task 1).Only these two tasks plus “semiotic” (task 7) are perceived to be constructed.Sentence (17) begins with “gone”,the last word used in the preceding sentence (task 6).“The unlucky ones” is made significant (task 1) and a contrast is being made between the lucky ones and the unlucky ones (task 2).The author identifies himself as one of the unlucky ones “who had not any pull from the city” (task 3).As for relationships,the author belongs to the unlucky ones and they are opposite to the lucky ones (task 4).The author indicates his view that only those who had pull from the city were lucky enough to go back to the city (task 5).Sentence (18) gives meaning to “in the past” (task 1) which suggests the following may describe situations at that moment (task 6).This piece of language is approving how they worked in the past (task 2).They are identified as toilsome workers or burden-holders (task 3) and their relationships are burden-sharers (task 4).As the author shows his approval of sharing burdens,one of his values is thus revealed (task 5).“The cooking-pot” in sentence (19) is connected with “three cooking stones” in the previous one (task 6),and the lucky ones’ departure is made significant (task 1) as it has direct influences on them.This piece of language is indirectly complaining about their departure to some extend (task 2).Here the unlucky ones are shaped as a sluggish and scattered group (task 3) and their relationships with the lucky ones are incompatible (task 4).To the author,steadiness can rarely be retained without solidification among a group of people (task 5).Sentence (20) makes significant what the situation became as some left in succession (task 1) and it is exaggerating how complex their feelings were (task 2) by using the phrase “l(fā)ive in the trough of waves of feeling”.They are shaped as the least lucky ones who need to continue working with less and less labour power (task 3) and the author belongs to this group of people (task 4).Through this piece of language,the author claims that the later one goes back to the city,the unluckier he is (task 5).As to “connection”,“The leaning pot” refers to “the cooking-pot” in sentence (19) (task 6).

“It was bitter.” concludes the preceding part (task 6).Except “connection” and “semiotic” these two tasks,the other five tasks are not constructed by using only the three words.In sentence (22),“but” exhibits a transitional connection with the previous sentence (task 6).What they actually felt is made significant (task 1) and the sentence is emphasizing how much they were drained of so that they had no time or energy to pay for feeling and how greatly they were strong so that they found it no need to have those feelings (task 2).They,of the same kind (task 4),were shaped as much too fatigued and exhausted workers (task 3).According to them,to face boldly the reality,wasting no time in feeling jealous or anguished,is of smart behaviour (task 5).Sentence (23) shows the same outlooks of value presented in sentence (22) (task 5),and these two sentences are closely connected,the former serving the latter as a result description (task 6).“A little hope” is made significant in sentence (23) (task 1) and this piece of language is indirectly praising their courage,optimism and perseverance (task 2).Therefore,they,the same group of people (task 4),are identified as courageous,optimistic and perseverant (task 3).To them,one can get through what tough days s long as he holds a hope (task 5).Sentence (24),consisting of five words,is emphasizing how long they waited for the coming of their luck by advancing the word “came” (task 2) and “their luck” is made significant (task 1).Only these two tasks and the task of semiotic are constructed.As to the last sentence,“another goal” is given meaning (task 1) and it echoes with their early ambition (task 6).This sentence as an end is deepening the main idea of this essay (task 2).Here they are identified as perseverant goal-pursuers (task 3) and they are still congenial peers (task 4).The great goal makes one’s life much sweeter and more meaningful in the author’s eye (task 5).

When it comes to the last building task — sign systems and knowledge (task 7),it would be easy to discuss about it taking all the sentences in the prose as a whole.Obviously,the entire prose privileges English over other languages and written language over spoken language.

Ⅲ.Conclusion

Through analysis of the prose The Great Goal with the theory of Seven Building Tasks,it is found that each of the seven building tasks is constructed throughout the entire prose The Great Goal.Both long and short sentences in the pros embody some or all of the seven building tasks.Every long sentence,containing abundant information,embodies each of the seven building tasks;while as to some of the very short sentences consisting of only several words,certain tasks such as “activity”,“identity” and “politics” are hardly to be recognized.It is also found that each of the seven building tasks,is constructed in a way that the author explicitly or implicitly nests his meanings,purpose of language use,values,identity recognition of his own and that of others,knowledge of sign system (e.g.,knowledge of English language) as well as his logic of language use into each building task respectively.

As to such building tasks as “significance”,“connection” and “semiotics”,they are explicitly manifested in each sentence in the prose,whereas,the other profound building tasks of “activity”,“identity”,“relationships” and “politics” that are nested with the author’s purpose of language use,identity recognition and values can hardly be recognized unless implicit meanings of language are dug out.

Notes:

〔1〕Gee,James Paul,An Introduction to Discourse Analysis:Theory and Method (2nd Ed.),New York:Routledge Press,1999/2005.

〔2〕Hoey,Michael,Patterns of Lexis in Text,Oxford:Oxford University Press,2000.

〔3〕Zhang Faxiang,Kang Lixin,Zhao Wenchao,An Introduction to Discourse Analysis.Beijing:Science Publishing House,2008.

〔4〕Lanham,Richard A.,Analyzing Prose,Beijing:Beijing University Press,2004.

〔5〕Li,Binglin,English Writing Skills — A creative approach for students of English as a foreign language,Beijing:National Defense Industry Press,2006.

〔6〕Huang Guowen,Xu Jun,Textual Analysis and Discourse Analysis,Foreign Languages and their Teaching,2006(10).

〔7〕Zhu Yongsheng,Language Discourse Context,Beijing:Tsinghua University Press,1993.

About the authors：Li Binglin(1953—),currently a professor with College of Foreign Languages at Guizhou University,whose interest is related to studying ecology,philosophy,psychology,cognition,thinking and language in composition,The Great Goal was written by Professor Binglin Li,expressing his feelings of his experience in working in the country;Zhan Jing,MA degree in Foreign Linguistics and Applied Linguistics from Guizhou University,now teaching English in Guizhou Normal College in the capacity of a lecturer.

〔*〕This article is a by-product of the provincial funding project:Empirical Study of Raising Postgraduates’ Creative Thinking Ability 黔教研合JG字(2015)003.