The first fundamental category in the present theory is the concept of class of unit. However, the criteria used for recognising examples of classes of unit (and at the development stage of the grammar for setting up new units) are significantly different from those used in "Categories" and still used in IFG, so that it is effect a different concept from Halliday's 'class of unit'. In "Categories", the class of a unit is said to be determined by its potential for operation at given elements of the unit next above on the 'rank scale' — and in IFG classes of unit still appear to be assigned on the same principle (even though this leads to various anomalies, as pointed out in Section 10.2 of Chapter 10).
Halliday has stuck by this criterion in spite of the fact that most of his grammatically-minded colleagues of the 1960s and 1970s (Huddleston, Hudson and Sinclair) seem to have given increasing weight to internal structure and semantics, as we saw in Section 10.2.2 of Chapter 10 — so effectively rejecting Halliday's criterion.
In the present framework, as in Fawcett (1974-6/81), the class of a unit is identified solely by its internal structure, i.e., by its potential array of elements of structure. (But see below for their close relationship with the meanings that they realise.) For English five major classes of unit are recognised here: clause, nominal group, prepositional group, quality group and quantity group, together with the genitive cluster and a number of other classes of cluster that handle the internal structure of various types of 'name'.
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[1] To be clear, Fawcett's Cardiff Grammar recognises 'class of unit', but does recognise 'unit'. That is, it recognises the Classifier, but not the Thing classified. This is like recognising breeds of dogs without recognising dogs. The motivation for this oxymoron is Fawcett's association of 'unit' with the rank scale, which Fawcett vociferously rejects, because he knows the rank scale makes his theory redundant. In truth, 'unit' only implies constituency, not the rank scale approach to constituency.
[2] To be clear, this is not misleading, because it is true.
[3] To be clear, this is misleading, because it is not true, as demonstrated in the examination of Section 10.2. The "various anomalies" were shown to be (motivated) misunderstandings on Fawcett's part.
[4] To be clear, this criterion is fundamental to a functional theory of grammar, and distinguishes it from formal (syntactic) theories. A functional theory gives priority to the view 'from above': the function (e.g. Process) that is expressed by a form (e.g. verbal group). Fawcett's approach, on the other hand, is contrary to this fundamental principle, in that it gives priority to the view 'from below': how forms are expressed structurally.
[5] To be clear, on the one hand, Huddleston, Hudson and Sinclair do not use SFL Theory, and so take a different approach to language, founded on different assumptions. On the other hand, what matters intellectually is not the rejecting of a criterion, but the validity of the reasons for rejecting a criterion. Here Fawcett has once again indulged in the logical fallacies known as the appeal to popularity, since he suggests that his view must be preferred simply because it is held by others, and the argument from authority, since he presents Huddleston, Hudson and Sinclair as authorities whose opinions matter simply on that basis.
[6] To be clear, as explained above, and previously, Fawcett's approach, the view 'from below', is contrary to a functional approach to language.
[7] See, for example, the earlier post Limiting All Classes Of Semantic Unit To Experiential Meaning.
[8] To be clear, 'clause' is a unit, not a class of unit. An adverbial clause is a class of unit; a clause is the unit of which it is a class.
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