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SPEECH AND THOUGHT PRESENTATION IN
VERONICA ROTH’S DIVERGENT: A STYLISTIC ANALYSIS
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
JOSEPHINE VANIA ADININGTYAS
Student Number: 174214113
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
UNIVERSITAS SANATA DHARMA
YOGYAKARTA
2021
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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SPEECH AND THOUGHT PRESENTATION IN
VERONICA ROTH’S DIVERGENT: A STYLISTIC ANALYSIS
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
JOSEPHINE VANIA ADININGTYAS
Student Number: 174214113
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
UNIVERSITAS SANATA DHARMA
YOGYAKARTA
2021
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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THIS UNDERGRADUATE THESIS IS DEDICATED TO MYSELF, WHO HAVE
STRUGGLED AND SURVIVED THUS FAR.
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ACKNOWLEDGEMENTS
First and foremost, I would like to praise and thank to Jesus Christ for His
abundant blessings ang grace so that I can go through all the obstacles and earn
strength throughout the process of writing this undergraduate thesis.
I would like to express my sincere gratitude to my thesis advisor, Arina
Isti’anah S.Pd., M.Hum. and to my co-thesis advisor, Dr. Francis Borgias Alip,
M.Pd., M.A. for the guidance and encouragement so that I have managed to finish
this undergraduate thesis in time. I would extend my gratitude to my academic
advisor, Dr. Tatang Iskarna, M.Hum. for his support since the beginning of my
college life in English Letters Department. I would also give my gratitude to all the
lecturers and staffs of Sanata Dharma University for giving me a chance to study
and achieve my goals.
I would express my biggest gratitude to my family, especially Momi, Mbak
Lia, and Babe, who always give me their moral and material supports and remind
me to finish my undergraduate thesis. I would like to give my special gratitude to
Mbak Siwi for allowing me to stay in Jogja during my study. I would also thank to
all my friends in BEM USD Kabinet KKN 2018/2019 for giving me an unforgettable
experience to be involved in a such solid organization during my college life.
Finally, I would also deliver my special thanks to all my friends in this department,
especially my closest friends: Agatha, Sonia, Lita, Ratih, Amalia, Olyvia, Wina,
Reinha, and Febi for all the supports and the happy memories that we have shared
together. I will not forget that.
Josephine Vania Adiningtyas
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................ ii
APPROVAL PAGE ............................................................................................. iii
ACCEPTANCE PAGE ........................................................................................ iv
STATEMENT OF ORIGINALITY .................................................................... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS .............................................................. vi
DEDICATION PAGE ......................................................................................... vii
ACKNOWLEDGEMENTS ............................................................................... viii
TABLE OF CONTENTS ..................................................................................... ix
LIST OF ABBREVIATIONS ............................................................................. xi
LIST OF TABLES .............................................................................................. xii
ABSTRACT ........................................................................................................ xiii
ABSTRAK ............................................................................................................ xiv
CHAPTER I: INTRODUCTION ........................................................................ 1
A. Background of the Study .............................................................................. 1
B. Problem Formulation ................................................................................... 6
C. Objectives of the Study ................................................................................ 6
D. Definition of Terms ...................................................................................... 6
CHAPTER II: REVIEW OF LITERATURE .................................................... 8
A. Review of Related Studies ........................................................................... 8
B. Review of Related Theories ....................................................................... 12
1. Stylistics ................................................................................................. 12
2. Speech and Thought Presentation .......................................................... 14
a. Direct Speech (DS) and Direct Thought (DT) .................................... 16
b. Indirect Speech (IS) and Indirect Thought (IT) .................................. 16
c. Free Direct Speech (FDS) and Free Direct Thought (FDT) ............... 17
d. Free Indirect Speech (FIS) and Free Indirect Thought (FIT) ............. 18
e. Narrative Report of Speech Act (NRSA) and Narrative Report of
Thought Act (NRTA).......................................................................... 19
3. Language Style ....................................................................................... 20
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C. Theoretical Framework .............................................................................. 21
CHAPTER III: METHODOLOGY .................................................................. 23
A. Object of the Study..................................................................................... 23
B. Approach of the Study ............................................................................... 24
C. Method of the Study ................................................................................... 25
1. Data Collection ....................................................................................... 25
2. Data Analysis ......................................................................................... 26
CHAPTER IV: ANALYSIS RESULTS AND DISCUSSION ......................... 29
A. Types of Speech and Thought Presentation Techniques Found in Divergent
by Veronica Roth ....................................................................................... 29
1. Speech Presentation ................................................................................ 31
a. Free Direct Speech (FDS) ................................................................... 31
b. Direct Speech (DS) ............................................................................. 35
c. Narrative Report of Speech Act (NRSA) ........................................... 38
d. Indirect Speech (IS) ............................................................................ 39
2. Thought Presentation ............................................................................. 41
a. Free Direct Thought (FDT)................................................................. 41
b. Free Indirect Thought (FIT) ................................................................ 47
c. Narrative Report of Thought Act (NRTA) ......................................... 49
B. The Language Style of Veronica Roth in Divergent .................................. 51
1. Direct ...................................................................................................... 51
2. Descriptive .............................................................................................. 55
3. Dramatic ................................................................................................. 57
CHAPTER V: CONCLUSION .......................................................................... 61
REFERENCES .................................................................................................... 64
APPENDICES ..................................................................................................... 67
Appendix 1: Table 10. Summary of Speech Presentation ................................. 67
Appendix 2: Table 11. Summary of Thought Presentation ............................... 74
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LIST OF ABBREVIATIONS
DS : Direct Speech
DT : Direct Thought
FDS : Free Direct Speech
FDT : Free Direct Thought
FIS : Free Indirect Speech
FIT : Free Indirect Thought
IS : Indirect Speech
IT : Indirect Thought
NRSA : Narrative Report of Speech Act
NRTA : Narrative Report of Thought Act
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LIST OF TABLES
No Table Page
1 Table 1. Seven Levels of Language 13
2 Table 2. The Frequency of Speech and Thought Presentation 27
3 Table 3. The Summary of Speech and Thought Presentation’s
Frequency
30
4 Table 4. Verb Distribution in Direct Speech (DS) Presentation 37
5 Table 5. Verb Distribution in Narrative Report of Speech Act
(NRSA) Presentation
39
6 Table 6. Verb Distribution in Indirect Speech (IS) Presentation 41
7 Table 7. Verb Distribution in Free Direct Thought (FDT)
Presentation
45
8 Table 8. Verb Distribution in Free Indirect Thought (FIT)
Presentation
48
9 Table 9. Verb Distribution in Narrative Report of Thought Act
(NRTA) Presentation
50
10 Table 10. Summary of Speech Presentation 67
11 Table 11. Summary of Thought Presentation 74
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ABSTRACT
ADININGTYAS, JOSEPHINE VANIA. (2021). Speech and Thought
Presentation in Veronica Roth’s Divergent: A Stylistic Analysis. Yogyakarta:
Department of English Letters, Faculty of Letters, Universitas Sanata Dharma.
There are several ways to study literature. It is usually done according to the
field of interests or needs. Linguistics is one of the fields that provides the way in
examining literature through stylistics. Stylistics aspires to link the connecting
bridge between linguistic aspect and aesthetic function in literature. In addition,
stylistics deals with the analysis of peculiar style in language and the description of
its purpose and effect. This research focuses on a particular novel by Veronica Roth
entitled Divergent. The story merely tells about the main character named Tris, who
has to choose among five factions in the Chicago society. In presenting the story,
Veronica Roth employs speech and thought presentation to show the characters’
utterances and thoughts.
There are two major objectives in this research. The first endeavors to
discover speech and thought presentation techniques used by Veronica Roth.
Moreover, the distribution of speech and thought presentation techniques found in
the novel is utilized to reveal the language style of Veronica Roth. Stylistics analysis
is employed in order to find the style of the author, seen from speech and thought
presentation techniques found in the novel.
The researcher used purposeful sampling study to collect the data in the
novel. The method was chosen since the researcher only restricted the scope of
research on the chosen chapters of Divergent novel, which were Chapter I to
Chapter III. Moreover, in those chapters, it provided the plot of why the author titled
the novel ‘divergent.’ Therefore, the chosen data were representative of the whole
novel. All of the sentences representing speech and thought presentation were
gathered and classified according to the model of speech and thought presentation
proposed by Leech and Short (2007). Stylistic approach was utilized in doing the
analysis.
Based on the analysis, there were two results found. First, there were 221
sentences represented speech and thought presentation in total, with 114
presentations belonged to the speech presentation and 107 presentations belonged
to the thought presentation. Direct Speech (DS), Free Direct Speech (FDS) and Free
Direct Thought (FDT) techniques were mostly used in the three selected chapters.
There were forty-four presentations in the form of DS, fifty-nine presentations in
the form of FDS and eighty-nine presentations in the form of FDT. Second,
Veronica Roth's language style in Divergent tended to be direct, descriptive, and
dramatic.
Keywords: Speech, Thought, Presentation, Stylistics
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ABSTRAK
ADININGTYAS, JOSEPHINE VANIA. (2021). Speech and Thought
Presentation in Veronica Roth’s Divergent: A Stylistic Analysis. Yogyakarta:
Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.
Ada beberapa cara untuk menganalisis karya sastra. Hal tersebut biasanya
dilakukan sesuai dengan bidang minat atau kebutuhan. Ilmu linguistik adalah salah
satu bidang yang menyediakan cara untuk mengkaji karya sastra melalui stilistika.
Stilistika bertujuan untuk menjadi jembatan penghubung antara aspek kebahasaan
dan fungsi estetika dalam karya sastra. Selain itu, stilistika berkaitan dengan analisis
gaya khas dalam bahasa dan penggambaran tujuan serta efeknya. Penelitian ini
berfokus pada sebuah novel karya Veronica Roth yang berjudul Divergent. Novel
ini bercerita tentang karakter utama bernama Tris, yang harus memilih di antara
lima faksi dalam masyarakat Chicago. Dalam penyampaian cerita, Veronica Roth
menggunakan penyajian ucapan dan pikiran untuk menunjukkan ucapan dan
pemikiran karakter.
Terdapat dua tujuan utama dalam penelitian ini. Pertama, untuk menemukan
teknik penyajian ucapan dan pikiran yang digunakan oleh Veronica Roth. Selain
itu, teknik-teknik penyajian ucapan dan pikiran dalam novel digunakan untuk
menemukan gaya bahasa Veronica Roth. Analisis stilistika digunakan untuk
mengetahui gaya pengarang, dilihat dari teknik penyajian ucapan dan pikiran yang
terdapat dalam novel.
Peneliti menggunakan metode purposeful sampling untuk mengumpulkan
data. Metode ini dipilih karena penulis mempersempit cakupan penelitian pada bab-
bab terpilih dalam novel Divergent, yaitu Bab I sampai Bab III. Selain itu, pada
bab-bab tersebut pengarang memberikan alur mengapa novel tersebut diberi judul
'divergent.' Oleh karena itu, data yang dipilih mewakili seluruh novel. Semua
kalimat yang merepresentasikan ucapan dan pikiran dikumpulkan dan
diklasifikasikan menurut model penyajian ucapan dan pikiran yang dikemukakan
oleh Leech dan Short (2007). Pendekatan stilistika digunakan dalam melakukan
analisis.
Berdasarkan hasil analisis, terdapat dua temuan. Pertama, terdapat 221
kalimat yang merepresentasikan penyajian ucapan dan pikiran, dengan 114
penyajian termasuk dalam bentuk penyajian ucapan dan 107 penyajian dalam
bentuk penyajian pemikiran. Ucapan Langsung (UL), Ucapan Langsung Bebas
(ULB) dan Pikiran Langsung Bebas (PLB) adalah teknik-teknik yang paling sering
digunakan dalam tiga bab terpilih. Ada empat puluh empat penyajian dalam bentuk
UL, lima puluh sembilan penyajian dalam bentuk ULB dan delapan puluh sembilan
penyajian dalam bentuk PLB. Kedua, gaya bahasa Veronica Roth dalam novel
Divergent cenderung langsung, deskriptif, dan dramatis.
Kata kunci: Speech, Thought, Presentation, Stylistics
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CHAPTER I
INTRODUCTION
A. Background of the Study
Literature is a reflection of human life and their experiences. Thus, it is
attached to the life of human beings. According to Encyclopaedia Britannica,
literature is the manifestation of the author’s ideas in a written form distinguished
by the author’s aim and the perceived aesthetic quality of their implementation
(Rexroth, 2020). Therefore, literature is positioned as a means of expression,
appreciation, or entertainment (Isti’anah, 2018). In literary studies, various
criticisms have been provided in order to give critics, comments, or appreciation
toward literary works. In an attempt to criticize literary works, readers have options
to apply various criticisms that are suitable to their field of interest or need.
Linguistics is one of the fields that employs the way in criticizing literary
works by applying modern linguistic theory from a linguist viewpoint, which is
called stylistics (Leech & Short, 2007). To fathom literary works, further analysis
is required. A linguist-critic, Leo Spitzer proposes that
To comprehend a literary work in the linguistics stream depends on the
connection between the linguistics knowledge and its influence to create
such works of art (Leech & Short, 2007, p. 2).
In other words, the knowledge concerning linguistics is prominent in scrutinizing
literary works through a stylistic approach so that the author's style can be
thoroughly discovered.
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In linguistics, ‘style’ refers to a constant occurrence in the text of certain
items and structures, or types of items and structures, among those offered by the
language as a whole (Candria, 2019). In other words, style is described as
characteristics of using language in texts, as the pattern of linguistics features that
distinguish one work from another. The study of style, thus is called stylistics
(Leech & Short, 2007). In literary stylistics, it aims to elaborate on the correlation
of aesthetic recognition with the linguist’s concern of linguistic depiction (Leech &
Short, 2007). Simpson also proposes that stylistics can be understood as
a textual interpretation in which the primary of a place is assigned to
language. The reason why language is prominent to stylisticians is that the
various forms, patterns, and levels that constitute linguistic structure are an
important index of the function of the text (Simpson, 2004).
Hence, this approach is appropriate for conducting the study in literary works by
examining specific linguistic branches to discover the style and the significant
function of particular linguistic features in literary works.
Simpson suggests seven levels of language that can be applied to conduct a
stylistic study. Those seven language levels are namely; Phonology or Phonetics,
Graphology, Morphology, Syntax or Grammar, Lexicology, Semantics, and
Pragmatics or Discourse analysis (Simpson, 2004, p. 5). Each language level has
its own specialty. Phonology and Phonetics focus on the sound of spoken language.
Graphology focuses on the pattern of written language. Morphology focuses on the
way words are constructed. Syntax and Grammar focus on the clause, phrase, and
sentence structure. Lexicology focuses on the vocabulary of a language used by
particular people. Semantics focuses on the meaning of words and sentences.
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Pragmatics or Discourse analysis focus on the application of words and sentences
in a particular context.
To do a stylistic study, a researcher may focus on analyzing narrative
techniques while scrutinizing literary works, especially in fiction. An author applies
various narrative techniques in fiction to present particular characters in the story.
Speech and thought presentation are some of the common techniques that the author
uses. Speech and thought presentation are reporters or narrators' techniques to
represent other people’s through speech, thought, or writing (Zahara & Syarif,
2019). Moreover, the study of characters’ speech and thought presentation is a
prominent aspect of the narrative discourse (Kvantaliani, 2014).
In conducting a stylistic analysis on discourse level, specifically focusing
on speech and thought presentation, Leech and Short propose five speech
presentation categories and five categories of thought presentation (Leech & Short,
2007). The five categorizations of speech presentation are Direct Speech (DS),
Indirect Speech (IS), Free Direct Speech (FDS), Free Indirect Speech (FIS), and
Narrative Report of Speech Acts (NRSA). The five categorizations of thought
presentation are Direct Thought (DT), Indirect Thought (IT), Free Direct Thought
(FDT), Free Indirect Thought (FIT), and Narrative Report of a Thought Act
(NRTA).
This research was conducted by examining discourse level as the branch of
the language study. It specified on the speech and thought presentation in the novel.
The elaboration of speech and thought presentation could lead to discovering the
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style of an author. It was determined through the techniques of speech and thought
presentation used in the novel.
The present study examines a novel by Veronica Roth, an American writer,
entitled Divergent. The researcher discusses this novel because Veronica Roth is
well-known for her bestselling series of Divergent Trilogy that consists of
Divergent, Insurgent, and Allegiant. Divergent wins in 2011 Goodreads Choice
Awards for the Favorite Book of 2011. Moreover, the previous studies about
Divergent novel were mostly examined by using various literary approaches. For
instance, a literary study was conducted by Primananda (2016). The researcher
discussed the hegemony in the faction systems occurred in Divergent. Another
study discussing Roth’s work, seen through its literary approach, was also done by
Wardana and Roy (2019). The researchers examined the ideology and class division
in Divergent.
Based on the explanations above, therefore, in this present research, the
researcher would like to propose a different approach in discussing Divergent
novel. According to Peter Barry, stylistics provides a new interpretation of literary
works based on linguistic evidence (Barry, 2002). This means analyzing literary
work based on linguistic evidence can guide the researcher to scrutinize literary
work. Hence, despite analyzing literary works using particular literary approaches,
what is the most appropriate way to examine literary works is by applying stylistic
approach.
Divergent tells the story of the futuristic Chicago world, in which the society
is divided into five factions, each is dedicated to the cultivation of particular virtue,
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namely; Candor (the honest), Abnegation (the selfless), Dauntless (the brave),
Amity (the peaceful), and Erudite (the intelligent). The novel presents the life of a
sixteen-year-old girl named Beatrice Prior or Tris as the major character who also
has a role as the narrator in the novel. Tris belongs to the Abnegation faction at first.
However, on an appointed day of every year, all sixteen-year-olds have to choose
the faction they will dedicate to the rest of their lives. For Tris, it is tough to choose
among those factions because the decision is between staying with her family and
being who she is—she cannot have both. Therefore, she unexpectedly makes a
choice that defines her as who she is.
As mentioned above, some studies have discussed Divergent novel, but all
of them have been done through literary approaches. In this present study, the
researcher would like to offer a different approach in analyzing Veronica Roth’s
Divergent using a stylistic approach, seen from its speech and thought presentation
found in the novel. This study is intended to reveal the author’s language style
employing speech and thought presentation appeared in the novel. By conducting
this research based on the object and the topic, this research is expected to enrich
the comprehension for the readers about stylistics, which will be examined using
discourse level, seen through speech and thought presentation in the novel.
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B. Problem Formulation
Based on the background of the study, the research questions can be
formulated as follows:
1. What types of speech and thought presentation techniques are used in
Veronica Roth’s Divergent?
2. How does the use of speech and thought presentation reveal the language
style of the author?
C. Objectives of the Study
According to the problem formulation, there are two objectives of the study
that the researcher would like to obtain. First, this study intends to discover speech
and thought presentation techniques used by Veronica Roth in Divergent novel. The
study will classify speech and thought presentation techniques into different
categories using Leech and Short's speech and thought presentation model (2007).
Furthermore, the in-depth analysis of the first objective will lead the research to the
second objective in revealing the author's language style.
D. Definition of Terms
To avoid misunderstanding on the specific terminologies, this section
provides explanations about some terminologies utilized in this study. The first term
is speech presentation. Speech presentation is defined as the way an author
characterizes a character through speeches. An author may determine a character to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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one another with the presentation of speech along with the presentation of thought
to be interpreted by readers (Leech & Short, 2007).
The second term used in this study is most likely similar to the first term. It
is called thought presentation. Thought presentation has a similar definition to the
first term, speech presentation. However, thought presentation is used to present the
characterization of a character using a character’s thought. Thought presentation is
the only way for readers to see through a character’s mind, and as essential as a
soliloquy on play performance (Leech & Short, 2007, p. 270). In other words, it
aims to portray what is inside a character’s mind. Thought presentation and speech
presentation indeed appear in different forms, but they have the same purpose of
presenting a character as the author wants.
The third term is language style. Language style can be defined as the way
of speech and/or any kind of utterance which is formed by means of conscious and
intentional selection systematic patterning, and implementation of linguistic and
extra-linguistic means with the respect to the topic, situation, function, author’s
intention and content of an utterance (Miššíková, 2003, p. 16).
The fourth term is stylistics. Stylistics defines as a sub-discipline of
linguistics which is concerned with the organized scrutiny of style in language and
how this can differ according to several elements, for example, genre, context,
historical period, and author (Jeffries & McIntyre, 2010, p. 1).
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CHAPTER II
REVIEW OF LITERATURE
This chapter consists of three main parts: review of related studies, review
of related theories, and theoretical framework. Firstly, review of related covers two
thesis and two journal articles reviewed. Secondly, review of related theories
overlays the three theories employed in this research. Lastly, the theoretical
framework explains how the theories are applied in the research.
A. Review of Related Studies
The first related study is taken from a master thesis by Anggraheni (2017)
entitled “A Stylistic Study of Interior Monologues in William Faulkner’s The Sound
and The Fury.” The researcher examined the use of interior monologues in
Faulkner’s The Sound and The Fury. Interior monologue is a unique narrative style
which applies complicated and assorted language features that make the readers to
be confused with it. The researcher applied a stylistic approach in scrutinizing
interior monologues in the novel. The study aimed to identify major language
features seen through the interior monologue along with the effects to the novel.
The language features analyzed were grammatical, lexical, figures of speech, and
graphological features. Based on the study, interior monologue technique included
unique linguistic features that established rhetorical, dramatic, or artistic effects and
correlate to the characters’ personae and so produce their individual difference. The
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study concluded that by applying interior monologues as a technique in the
characters' speech and thought presentation, the readers can get intimacy with the
characters’ thoughts without being influenced by the narrator.
The second related study is an undergraduate thesis by Puryadi (2019)
entitled “Speech and Thought Presentation of the Main Male Character in Åsne
Seierstad’s The Bookseller of Kabul: Stylistic Analysis.” The researcher analyzed
the use of speech and thought presentation in Åsne Seierstad’s The Bookseller of
Kabul and its effect in revealing the male main character's characterization. The
researcher employed a stylistic approach to conduct this study. The findings stated
that there were seven types of speech and thought presentation in the two chapters
analyzed. The most used presentation technique is Indirect Thought (IT)
presentation, with forty-eight presentations. Direct Speech (DS) is the second most
used presentation with twenty presentations. Meanwhile, the least used presentation
is Narrative Report of Speech Acts (NRSA) with only a presentation. It can be seen
from the findings that IT and DS were the most common presentations employed
in presenting the characterization of Sultan Khan’s straightforwardness and
dedicated-self.
The third related study is a journal article by Isti’anah (2018) entitled
“Speech and Thought Presentation in Jhumpa Lahiri’s Interpreter of Maladies.”
The researcher discussed both speech and thought presentation in Jhumpa Lahiri’s
Interpreter of Maladies. The study intended to find out the effect of the utilization
of speech and thought presentation techniques in presenting some characters in the
short story. Based on the findings, there were one hundred and sixty-one speech
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and thought presentations found in the short story, and most of the findings are
categorized as speech presentation. The researcher discovered that the last narrative
presentation found in the short story is Indirect Thought (IT) presentation. It
involves only one character, Mr. Kapasi, and the technique indicates that Mr.
Kapasi is a prominent character who needs to be recognized in terms of his career
position.
The fourth related study is a journal article by Ahmad & Nadarajan (2020)
entitled “Thought Presentation in Alice Sebold’s The Lovely Bones.” The
researchers scrutinized the thought presentation occurred in Alice Sebold’s The
Lovely Bones. The study examined the conscious and sub-conscious thought
presentations of the protagonist character, Susie Salmon, and the antagonist
character, Mr. Harvey, in the novel. In Sebold’s The Lovely Bones, stylistic analysis
showed that the variant techniques of thought presentation presented in the narrative
discourse provided some passages for the readers to be in the central characters'
minds. It aimed to experience what they do in their points of view. The findings
showed that thought patterns residing even in the sub-conscious or unconscious of
human beings can be achieved by scrutinizing thought representations embedded in
a narrative discourse through various thought presentation techniques. In short,
thought presentation techniques are prominent devices to dig in the characters'
minds and, therefore, to effectively comprehend their various life experiences from
their points of view.
Referring to the previous studies, some similarities can be portrayed. The
present study is similar to those four previous studies in terms of using a stylistic
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approach. The present study is also similar to the above-mentioned previous studies
in discussing speech and thought presentations employed in literary works.
However, each previous study has different purposes as well as in the present study.
Anggraheni’s study (2017) focused on identifying major language features seen
through the interior monologue and the effects to the novel. Meanwhile, in Ahmad
and Nadarajan’s study (2020) aimed to examine the conscious and sub-conscious
thought presentations of the protagonist and antagonist characters in the novel. In
Puryadi’s (2019) and Isti’anah’s study (2018) intended to analyze the use of speech
and thought presentation along with its effect in revealing and producing the
characters’ characterization in the stories. Based on those explanations, therefore,
the present study is different from the previous studies in terms of the purposes
since the present study aims to reveal the author's language style through speech
and thought presentation.
This study develops speech and thought presentation theory in discovering
new findings for revealing the author’s language style. The present research has
been done in order to reveal the language style of Veronica Roth as the author of
Divergent, seen through both speech and thought presentation techniques. The
speech and thought presentation model by Leech and Short (2007) are utilized to
examine speech and thought presentation techniques used to reveal the author's
language style
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B. Review of Related Theories
This section explains the theories used in this research: stylistics, speech
and thought presentation, and language style.
1. Stylistics
The theory of stylistics is used in this research as the core of analysis in
examining literary works. Stylistics analysis concentrates on the style of language
and its significant effect on literary works. In literature, a particular form or style of
language is applied to evoke the readers' senses in defining the message or the effect
given by the medium of any linguistic features. Verdonk suggests an idea that
stylistics deals with the analysis of peculiar expression or style in language and the
portrayal of its purpose and effect (Verdonk, 2002). As cited in Bakuuro, stylistics
aspires
to elaborate the connecting bridge between linguistic form and literary
effect, and to describe what readers are responding to when they praise the
quality of a particular piece of writing (Bakuuro, 2017).
Hence, both ideas are coherent with each other. It can be stated that the study of
style scrutinizes literary works to define the purpose and its effect in the relation of
aesthetic appreciation and linguistic description, employing linguistic features used
by the authors.
Besides discussing its main concept, stylistics employs the methods and the
findings of the science of linguistics in the study of literary text. Here, the
“linguistics” is meant by the study of language and its structure (Barry, 2002). In
this case, stylistics is aimed to observe and indicate how linguistic description
provides the overall meaning and its effect to literary works.
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Stylistics examines literary works using various linguistics branches in
revealing the language style that the authors give into their masterpiece. Stylistics
provides a distinct way to appreciate literary works with critical analysis using
particular linguistics branches to discover the style and significant function of
specific linguistic features in literary works.
Several language levels are used in doing stylistic analysis. Simpson
suggests seven levels of language applied to scrutinize the style of texts. The
explanations of seven language levels are provided in the table below (Simpson,
2004, p. 5).
Table 1. Seven Levels of Language (Simpson, 2004, p.5)
Level of Language Branch of Linguistics
The sound of spoken language;
the way words are pronounced.
Phonology, Phonetics
The patterns of written language;
the shape of language on the page.
Graphology
The patterns of written language;
the shape of language on the page.
Morphology
The way words combine with other
words to form phrases and sentences.
Syntax, Grammar
The words we use; the vocabulary
of a language.
Lexical Analysis, Lexicology
The meaning of words and sentences. Semantics
The way words and sentences are
used in everyday situations; the
meaning of language in context.
Pragmatics, Discourse Analysis
This research aims to determine speech and thought presentation in a novel
in order to discover its function of particular way that the author uses. The
implementation of those technique can reveal the author's style. Thus, the analysis
of the study will be done by taking the utterances and the mind conveyed by the
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characters using discourse as its language level. They are going to be thoroughly
elaborated in the following section.
2. Speech and Thought Presentation
The analysis of this research is conducted using discourse analysis level,
specifically seen from speech and thought presentation techniques in the novel. The
speech and thought presentation analysis scrutinize the author's language style
through speeches and thoughts portrayed in the novel.
Leech and Short (2007) propose the five models in categorizing speech
presentation techniques and five models of thought presentation. The five
categorizations of speech presentation are Direct Speech (DS), Indirect Speech (IS),
Free Direct Speech (FDS), Free Indirect Speech (FIS), and Narrative Report of
Speech Acts (NRSA). The five categorizations of thought presentation are Direct
Thought (DT), Indirect Thought (IT), Free Direct Thought (FDT), Free Indirect
Thought (FIT), and Narrative Report of a Thought Act (NRTA) (Leech & Short,
2007).
In speech and thought presentation techniques, there are norms of speech
and thought presentation are placed at the opposing sides of the continuum. For this
reason, they acquire different values (Leech & Short, 2007). The figure that
illustrates the norms and clines of speech and thought presentation can be seen on
the next page.
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Figure 1. The Norms and Clines of Speech and Thought Presentation
(Leech & Short, 2007, p. 260 & 276)
The previous figure explains that the norm of speech presentation lies on
Direct Speech (DS), whereas the norm of thought presentation is on Indirect
Thought (IT). Besides, the cline that start from the left explain as the cline moves
across from left to right, the categories reflect an increasing lack of apparent
narrator “control” of the report. This results at the extreme right of the scale in the
categories of Free Direct Speech (FDS) and Free Direct Thought (FDT). The effect
of these categories which is to suggest that the readers have in these instances are
the words and thought of the characters themselves, with no narrational intervention
at all (McIntyre et al., 2004, p. 50).
There are five techniques of both speech and thought presentation. The
reviews of each speech and thought presentation technique by Leech and Short
(2007) as the foundation in examining the author's language style are explained in
the following page.
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a. Direct Speech (DS) and Direct Thought (DT)
Direct Speech (DS) is one of the speech presentation techniques used by
authors in showing a character to the readers in a literary work. The significant
characteristic of the DS presentation technique is the use of quotation marks and
the narrator's interference in the utterance. Below is an example of DS presentation
technique.
She says, “I’ve got a lot of things to do.”
It is evident that the above example uses quotation marks, and the narrator's
description shows that the speech presentation employed is direct speech.
Direct Thought (DT) is almost identical to Direct Speech (DS) presentation
technique. DT also applies the quotation mark and the narrator’s role in presenting
the characters’ thoughts. Below is an example of DT technique.
She thinks, “It’s impossible to get you off my mind”
The use of DT above is marked by the narrator's contribution in presenting
the character’s thought (Leech & Short, 2007). It can be seen that the narrator
contributes to show what is inside the character’s mind, how the character thought
or let the character’s thought conveyed by the utilization of the explanatory clause
“She thinks” preceding the thought.
b. Indirect Speech (IS) and Indirect Thought (IT)
Indirect Speech (IS) is one of the speech presentation techniques, which is
distinct from Direct Speech (DS), uses no quotation marks. The presentation uses
the narrator as the presenters what the character says. The following is an example
of IS technique.
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She said that she would be in London on Friday.
The above example is indeed IS since the example uses no quotation marks,
and the narrator has a role in contributing to the whole utterance of the character.
IS is also known as the passive form of DS.
Indirect Thought (IT) is almost similar to Indirect Speech (IS) since the
utilization of quotation marks is dropped. Despite those two techniques appear in
the same form, but IT presents what is inside the character’s mind. The example of
IT technique can be seen as follows.
She wondered if she still hated him.
The above example shows that the character does not deliver her thought
personally, but the narrator's contribution in describing the character’s thought
(Leech & Short, 2007).
c. Free Direct Speech (FDS) and Free Direct Thought (FDT)
Free Direct Speech (FDS) is the speech presentation technique that is almost
identical to Direct Speech (DS). FDS eliminates either or both the quotation marks
and the character’s intermediary to establish a freer technique. This speech
presentation technique is also known as the freer form of DS (Leech & Short, 2007).
Below are the examples of FDS variation which uses quotation marks and does not.
“I’ll take part of this project.”
It’s terrible, I hesitantly said.
Those two examples above present the variety of FDS use in the speech
presentation. The first example uses quotation marks, whereas the second example
does not. The second example is the variation of FDS which keeps the reporting
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clause as in the clause “I hesitantly said” instead of using quotation marks. This
technique is used when the character apparently speaks to the readers more
immediately without the narrator as the intermediary (Leech & Short, 2007).
Free Direct Thought (FDT) is one of the techniques in thought presentation.
It shares a similar pattern of Free Direct Speech (FDS). However, FDT is applied
to present the thought of the character. FDT immediately shows what is inside the
character's thought without using an intermediary of the narrator. Below is an
example of FDT technique.
Does he feel the same way as I do?
The narrator is not involved in presenting the character’s thought in the example
above. The character just states what is on her or his mind immediately (Leech &
Short, 2007).
d. Free Indirect Speech (FIS) and Free Indirect Thought (FIT)
Verdonk argues that Free Indirect Speech (FIS) as well as Free Indirect
Thought (FIT) share the forms that are still in one umbrella of Free Indirect
Discourse (FID). The practice of FID is adopted to be applied in the FIS and FIT.
FIS and FIT usually combine third-person pronoun distancing with an expression
of first-person experience (Verdonk, 2002, p. 50).
FIS is a speech presentation technique known as the freer form of Indirect
Speech (IS). Instead of including the reporting clause, FIS omits its reporting clause.
Below is an example of FIS technique.
She would come back there to see her dog next summer.
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The deletion of the reporting clause in the example above is the freer form of an
Indirect Speech (IS) form. Moreover, the presence of modal auxiliary verb “would”
usually indicates the character’s consciousness since it express a personal attitude
towards an event or situation (Verdonk, 2002, p. 49)
Free Indirect Thought (FIT) is one of the thought presentation techniques.
It is almost similar to Free Indirect Speech (FIS) since both forms share the
similarity, which is the omission of quotation marks. This technique can be marked
by the utilization of third-person point of view as the indirect feature. Below is the
example of FIT technique.
Did she misunderstand of him?
The above example shows the omission of quotation marks and the use of
indirect features using “she” and the pronoun “him” as the third person point of
view in presenting a character’s thought in a story (Leech & Short, 2007). Therefore,
in the sentence above allows the thought of the character “she” and it creates a direct
access to character’s consciousness (Kvantaliani, 2014).
e. Narrative Report of Speech Act (NRSA) and Narrative Report of
Thought Act (NRTA)
Narrative Report of Speech Act (NRSA) is one of speech presentation
techniques using a minimum account of the statement in presenting a character’s
utterance. NRSA is often mistaken with Indirect Speech (IS), but what makes the
difference is that the reported speech acts are minimized and not precisely stated.
Below is the example of NRSA technique.
She promised her return.
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The previous example shows that the narrator only focuses on the summary of what
the character promised. The narrator only states “her return” instead of delivering
when her return is in explicit way (Leech & Short, 2007)
Narrative Report of Thought Acts (NRTA) is one of thought presentation
techniques. It shares the same characteristic to Narrative Report of Speech Act
(NRSA). However, NRSA focuses on speech acts, while NRTA centralizes on
thoughts acts. In NRTA, the reported thought acts are minimized to offer a dense
report about what is being thought by the character. Below is an example of NRTA
technique.
She keeps wondering about his love for her.
The above example shows a summary of what is being wondered by the character.
The narrator only applies noun phrase “his love for her” as the presentation of
thought in a summarized report instead of telling the thought that the character has
(Leech & Short, 2007).
3. Language Style
The theory of language style is utilized in the present research to find out
the author's language style. Leech and Short suggest that ‘style’ refers to selection
from a total linguistic repertoire that constitutes a style. In other words, style is
described as characteristics of using language in texts, as linguistic features that
distinguish one work from another (Leech & Short, 2007).
Language style is used as means to convey the message in a variation of
linguistic features. According to Miššíková, language style is defined as the way of
speech and/or any kind of utterance which is formed by means of conscious and
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intentional selection systematic patterning, and implementation of linguistic and
extra-linguistic means with the respect to the topic, situation, function, author’s
intention and content of an utterance (Miššíková, 2003, p. 16). It means that
language style is the matter and kind of utterance that portrays the sentence in
conveying how the author uses particular linguistic features with the consideration
of topic, situation, function, author’s purpose, and content of an utterance.
Language style can be discovered through the utilization of a variety of
language features. Simpson argues that language style is the particular variety of
language used by different individuals and in different circumstances (Simpson,
2004, p. 3). Hence, the application of particular branches of linguistics used by the
author in the novel can discover the language style since the style of every author
is different and as well as the intention of the author.
C. Theoretical Framework
Two main problems are scrutinized in this research. The present study
focuses on the techniques of speech and thought presentation used in the novel and
the language style of Veronica Roth in Divergent seen through speech and thought
presentation. Speech and thought presentation are included in the discourse level of
language. Concerning the theory of stylistics used in this study, discourse is one of
the language levels used in doing stylistic analysis. Thus, stylistics is applied as the
foundation to examine the novel, using discourse as its language level, and seen
through speech and thought presentation found in the novel.
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In the first problem formulation, the researcher uses stylistic theory to
determine which language level is used and applies speech and thought presentation
concept to discover the techniques of speech and thought presentation used in the
novel. The sentences presenting speech and thought presentation in the novel are
collected and categorized into five types of speech presentation and five types of
thought presentation as in accordance with the model of speech and thought
presentation proposed by Leech and Short (2007).
The second problem formulation focuses mainly on revealing the language
style of the author. The style of the author is examined through the utilization of
speech and thought presentation. The author's language style can be revealed
through the hard data represented speech and thought presentation in the novel.
Therefore, the language style theory is applied along with the speech and thought
presentation model suggested by Leech and Short (2007).
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CHAPTER III
METHODOLOGY
This chapter is broken down into three main parts: object, approach, and the
method of the study. The object of the study is an explanation of the object under
study. The second is the approach of the study, which elaborates on the application
of a stylistic approach as the means to examine the object of the study. The last one
is the method of the study, which details how the data are collected and analyzed.
A. Object of the Study
The object analyzed in this novel was the sentences represented speech and
thought presentation. It is a common element that the readers encountered in
literature, especially in fiction. Speech and thought presentation are used to deliver
what is said and thought by the characters in fiction.
This study focused on speech and thought presentation in a novel by
Veronica Roth entitled Divergent. The novel was published in 2011 by
HarperCollins Publishers. According to the reviews in Goodreads.com, this novel
obtained 4.19 out of 5 in its rating with 108.356 reviews worldwide. The novel also
made a debut in the sixth place for the best seller books, according to nytimes.com,
The New York Times in 2011. It is a well-known and successful best-selling book
lists in the United States. This novel is addressed for young-adult readers.
Divergent is the first book of other upcoming book series, including
Insurgent and Allegiant. These book series are involved in a trilogy by the author,
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Veronica Roth. Divergent tells the story of a post-apocalyptic Chicago world, in
which the society is divided into five factions. Each faction is dedicated to the
cultivation of particular virtue, namely, Candor (the honest), Abnegation (the
selfless), Dauntless (the brave), Amity (the peaceful), and Erudite (the intelligent).
The novel shows the life of a sixteen-year-old girl named Beatrice Prior or
Tris as the main character who also acts as the narrator in the novel. Tris belongs to
the Abnegation faction, following her parents. Nevertheless, on an appointed day
of every year, all sixteen-year-olds have to choose the faction to which they will
dedicate for the rest of their lives on the Choosing Ceremony. However, before
attending the ceremony, Tris has to attend the mandatory test called Aptitude test.
It will conclude her to which faction she will ideally belong to. According to the
test’s result, Tris surprisingly knows that she has three factions which suits her:
Dauntless, Abnegation, and Erudite. Normally, people have one result, but she has
three. Therefore, people who tend to be in the position of being ideal to the several
factions are called 'divergent.'
B. Approach of the Study
To help the researcher conducted this study, stylistic approach was utilized
in the study. Stylistics is the study of distinctive expression in language and the
depiction of its purpose and effect (Verdonk, 2002, p. 4). Moreover, stylistics also
attempts to provide a description which is objective and scientific based on the
concrete quantifiable data and applied in a structured way (Barry, 2002). Hence,
stylistic approach was chosen as it was the most appropriate approach to scrutinize
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the data. This approach was employed as the foundation for identifying the types of
speech and thought presentation techniques used in the novel and its purpose and
effect that can reveal the author's language style.
Novel is an example of literary works. It precisely carries linguistic elements
and particular textual patterns. Stylistic analysis can help the researcher
comprehends linguistic features and its function in literary works. The features of
language studied in stylistic analysis consist of seven levels: Phonology or
Phonetics, Graphology, Morphology, Syntax or Grammar, Lexicology, Semantics,
and Pragmatics or Discourse analysis (Simpson, 2004, p. 5). Stylistics focuses on
particular significant features of language, for instance, speech and thought
presentation. This study analyzed the data of speech and thought presentation in the
novel as a part of the discourse level under scrutiny.
C. Method of the Study
In conducting this study, there were two ways taken which were data
collection and data analysis.
1. Data Collection
This study applied sampling method. It is intended to maximize the
efficiency and validity (Morse & Niehaus, 2009). However, this research specified
on employing purposeful sampling method by taking the sentences represented the
characters’ speech and thought in the novel. According to Creswell (2007),
purposeful sampling is widely used in qualitative research and it is applied for the
identification and selection of the data rich-cases attached to the central
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phenomenon of the study (p. 125). The method was chosen as the researcher
purposely took the limited numbers of selected research objects that can be
provided as the main data source. Three chapters were selected from the total of
thirty-nine chapters. The chosen chapters were the first three chapters in the novel.
The first three chapters were selected since those chapters provided the central
phenomenon of why the author titled the novel 'divergent’. Thus, the chosen data
were representative of the whole novel.
In collecting the data of speech and thought presentation techniques, the
researcher first read the whole novel and decided the chapters to be examined. The
researcher then selected the first three chapters since it explains why the author
titled the novel 'divergent.' After doing so, the researcher highlighted the sentences
represented speech and thoughts of the characters found in the first three chapters.
The way of collecting the data was by highlighting the reporting verbs that showed
speech presentation and taking mental verbs that indicated thought presentation.
The researcher put them into a particular table afterwards. Subsequently, the
utterances and thoughts were classified according to the model of speech and
thought presentation techniques suggested by Leech and Short (2007).
2. Data Analysis
To answer the first problem, first, the researcher gathered speech and
thought presentation of the characters within the first three chapters in the novel.
After the data were collected, those were listed in the tables and categorized
following Leech and Short's speech and thought presentation model (2007). It was
applied to figure out the distribution of speech and thought presentation techniques
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used by the author. Then, the list of speeches and thoughts was categorized in a
table to summarize the data. The table below showed the summary of speech and
thought presentation used in the novel.
Table 2. The Frequency of Speech and Thought Presentation
Speech Presentation Thought Presentation
Type Frequency Percentage Type Frequency Percentage
DS DT
IS IT
FDS FDT
FIS FIT
NRSA NRTA
Total Total
The table above aimed to present the categorization of speech and thought
presentation techniques and to elaborate on each technique's frequency and
percentage. Showing the table helped the researcher discovered the author's types
of speech and thought presentation techniques employed. In identifying each
category of speech and thought presentation technique, the researcher determined
each type with the characteristics belonging to particular techniques of speech and
thought presentation model as proposed by Leech and Short (2007). The way the
researcher determined the techniques used was by thoroughly looking at the verbs
representing speech and thought presentation in the novel. Therefore, the
techniques employed were found and those were used as the proof of linguistic
evidence to help the researcher answered the second research question.
To answer the second problem formulation, which was to reveal the author's
language style, first, the researcher observed the findings on the linguistic hard data
representing speech and thought presentation. After discovering the techniques
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utilized, the researcher made the implication based on the hard data by elaborating
the purpose and effect of applying such techniques alongside the utilization of the
theory of language style. Thus, the author’s language style was revealed.
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CHAPTER IV
ANALYSIS RESULTS AND DISCUSSION
This chapter consists of two major sections which answer the research
questions presented in Chapter I. The first section answers the first research
question by examining the types of speech and thought presentation techniques used
in the novel and classifying them based on the techniques of presentation according
to Leech and Short’s model. The second section answers the second research
question, which focuses on the language style of Veronica Roth by observing the
linguistic evidence presented in the form of the speech and thought presentation
techniques utilized in the novel.
A. Types of Speech and Thought Presentation Techniques Found in
Divergent by Veronica Roth
This section discusses the types of speech and thought presentation
techniques used by particular characters in the novel. The gathered speech and
thought presentation techniques are perceived by some characters’ utterances and
thoughts in the novel.
The speech and thought presentation techniques are taken from the selected
three chapters, which are Chapter I to III. In Chapter I, a total of forty-seven speech
and thought presentation are found, in which twenty-three of them are speech
presentation, and twenty-four of them are thought presentation. In Chapter II, there
are 102 speech and thought presentation in total are obtained, in which fifty-one of
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them are classified as speech presentation and thought presentation. In Chapter III,
the total of seventy-two speech and thought presentation are discovered, in which
forty of them are categorized as speech presentation, and twenty-two of them are
thought presentation. The lists of speech and thought presentation by Veronica Roth
in Divergent can be seen in the appendix.
The table below summarizes the frequency of speech and thought
presentation techniques employed in the first three chapters.
Table 3. The Summary of Speech and Thought Presentation’s Frequency
Speech Presentation Thought Presentation
Type Frequency Percentage Type Frequency Percentage
DS 44 39% DT 0 0%
IS 4 3% IT 0 0%
FDS 59 52% FDT 89 83%
FIS 0 0% FIT 12 11%
NRSA 7 6% NRTA 6 6%
Total 114 100% Total 107 100%
According to the table above, it can be seen that the speech presentations occurred
the most within three chapters with a total of 114 speeches. The most appeared of
speech presentation technique is Free Direct Speech (FDS) with fifty-nine
occurrences. The second most appeared is followed by Direct Speech (DS) with
forty-four occurrences. The least categories are Narrative Report of a Speech Acts
(NRSA) with seven occurrences and Indirect Speech (IS) with only four
occurrences.
Meanwhile, on the thought presentations’ side, there are 107 sentences
found representing thought presentations. The most appeared in thought
presentations are Free Direct Thought (FDT) with eighty-nine occurrences,
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followed by Free Indirect Thought (FIT) with twelve occurrences. The least
category of thought presentation in the novel is Narrative Report of a Thought Acts
(NRTA) with six frequencies. The analysis of each distribution is discussed in the
following parts to attain the comprehension of speech and thought presentation
techniques used by the author.
1. Speech Presentation
Within the three chapters chosen, Veronica Roth utilizes four types of
speech presentation, which are Free Direct Speech (FDS), Direct Speech (DS),
Indirect Speech (IS), and Narrative Report of a Speech Acts (NRSA). The following
parts explain the utilization of each speech presentation technique used by the
author.
a. Free Direct Speech (FDS)
Free Direct Speech (FDS) is the most used technique by the author in the
first three chapters. FDS can be distinguished by eliminating either or both the
quotation marks and the character’s intermediary to create a freer technique (Leech
& Short, 2007). Below is the use of the FDS technique used by Veronica Roth
within the chosen three chapters.
I can tell by the constant shift of his eyes that he is watching the people
around us—striving to see only them and to forget himself. (Roth, 2011
Chapter I, p. 7)
The excerpt above is included in FDS as it presents the freer technique of
the character I who refers to the narrator and the main character, Tris. The sentence
above allows what is told by Tris with using a speech act verb “can tell,” and also
shows the type of FDS which does not employ the quotation mark. The intention
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for not using the quotation mark is that readers have the instance of words conveyed
the character themself, without the narrator's intervention (McIntyre et al., 2004).
This technique is also used to present the character to be independent and left the
character to talk entirely on their own (Leech & Short, 2007, p. 260). Another
example of FDS presentation which eliminates the quotation mark.
I could tell him I’ve been worried for weeks about what the aptitude test
will tell me — Abnegation, Candor, Erudite, Amity or Dauntless? (Roth,
2011, Chapter I, p. 7)
The excerpt above is the example of FDS characteristics which does not
utilize the quotation mark and employ a speech act verb as in “could tell,” instead.
By employing this technique, Roth wants to show that the character Tris talks freely
in the context of telling his brother that she has been worried about the aptitude test
— a test for six-teen-year-old teenagers that will determine to which factions where
they will belong to.
The type of FDS can also be recognized by the presence of a sentence that
precedes the FDS using quotation marks. The sentence itself can be in the form of
FDS since it presents the character to talk independently. Below is another excerpt
taken from the novel.
I try to stop myself from asking another question, but I can’t help it.
“You’re afraid of the dark?” (Roth, 2011, Chapter II, p. 10)
The excerpt above shows FDS since the character Tris delivers the sentence
in the form of the same technique to give the way that she will ask a question next
by the presence of quotation mark in the clause "You're afraid of the dark?".
Moreover, the use of quotation mark itself has significance in emphasizing what is
going to be asked by Tris and letting her talk on her own.
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It has been mentioned that the type of FDS can be determined by eliminating
either or both the quotation marks. The clue of FDS technique can also be employed
by the use of reporting clause in the form of Direct Speech (DS) which precedes
FDS presentation. In other words, FDS commonly occurs within the context of DS
(Wales, 2010). Below are some of the various excerptions taken from the novel.
“Have a seat and get comfortable,” she says. “My name is Tori.” (Roth,
2011, Chapter II, p. 10)
From the example above, it can be seen that there is a reporting clause "she
says" belonging to the DS presentation which precedes in the FDS presentation.
Roth mostly employs this technique which she uses DS as the preceding and is
followed by FDS. Another example of FDS, which is preceded by DS, can be seen
as follows.
“Beatrice, your results were inconclusive,” she says. “Typically, each stage
of the simulation eliminates one or more of the factions, but in your case,
only two have been ruled out.” (Roth, 2011, Chapter III, p. 13)
From the excerpt above, it is clear that DS presentation comes first and
precedes FDS presentation. The unclear description missing in the presentation
creates a multi-interpretation to how the character utters the speech. Thus, Lodge
as cited in Leech and Short (2007, p. 259) states his idea in Hemingway's A Clean
Well-Lighted Place's that FDS technique provokes the readers' sense to distinguish
one speech to another in a difficult way. Nevertheless, the characters have 'freedom'
to convey their own idea.
FDS variation technique can be determined by the presence of Direct
Speech (DS) along with a piece of additional information after DS occurs. It is used
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in order to describe how the utterance is said. Below is the excerpt of FDS, which
presents only the quotation mark.
“Excuse me,” he says. His voice is raspy. “Do you have something I can
eat?” (Roth, 2011, Chapter III, p. 15)
The excerpt above shows the character FDS preceded by the presence of DS
presented by the reporting clause "he says" and followed by additional information
by the narrator, indicating that the man's voice is raspy when he says his utterance.
Narrative Report of a Speech Acts (NRSA) can also be found preceding the
FDS technique. Like similar to DS presentation preceding FDS presentation, NRSA
becomes the guiding tool for FDS presentation. Below is the excerpt taken from the
novel.
She clears her throat and continues. “Your intelligent response to the dog
indicates strong alignment with the Erudite. I have no idea what to
make of your indecision in stage one, but—” (Roth, 2011, Chapter III, p.
14)
The FDS presentation variation presents NRSA presentation "She clears her
throat and continues" comes first at the beginning and is followed by FDS
presentation. The presentation has the reported speech act to explain how the
character she who refers to Tori utters the speech presented in FDS technique.
Moreover, the verb clause "clears her throat and continues" indicates the manner
that Tori will deliver the speech presented in FDS technique. Thus, NRSA, in this
case, becomes the description and the guidance of how FDS is delivered.
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b. Direct Speech (DS)
Direct Speech (DS) is the second most occurred presentation in the first
three chapters of the novel. DS is the speech presentation technique that involves
the narrator's description of how a character says and the quotation mark to mark
the character utterances (Leech & Short, 2007). DS commonly precedes the
reported clause and contains a reference to the speaker, and a speech act verb, for
example, "say," "state," "reply," "shout," and so on (Wales, 2010). Those mean, the
speech act verbs are employed in how the speaker or the character convey the
substance of their utterance. Below the excerption which presents DS presentation
taken from the novel.
“Aptitude tests today,” I say. (Roth, 2011, Chapter I, p. 7)
The sentence above shows the common characteristics of the employment
the DS presentation in presenting Tris' utterance which is the interference of the
narrator Tris herself in delivering the utterance "I say". The quotation mark is an
indication to clarify the utterance of Tris. Another example of DS presentation can
also be seen in the following excerption.
“Just do what you’re supposed to,” he always says. (Roth, 2011, Chapter
II, p. 9)
The example above involves a common characteristic of DS presentation
that allows the quotation mark and the presence of a reporting clause. Thompson
(1996) as cited in Semino and Short (2004, p. 89) suggests that the employment of
quotation mark is an indicator that the utterance presented as if it was an authentic
event. In other words, the author wants to arouse the readers’ sense to feel as if they
were in the same instances and situation as the character. This can be meant that the
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way the author utilizes DS presentation is to create intimacy or closeness between
the readers and the characters. Below is another excerption of DS presentation used
by the author in the novel.
“Why the hawk?” I blurt out as she attaches an electrode to my forehead
(Roth, 2011, Chapter II, p. 10)
The narrator, as well as the character Tris, describes her utterance and how
she utters using the verb phrase “blurt out” and it is followed by adverb “as she
attaches an electrode to my forehead". Instead of employing the verb “say,” Roth
employs the verb “blurt out” which in accordance to the Cambridge English
Dictionary means to say something suddenly, and without thinking of the results.
Therefore, the narrator's description shows that she is surprised in questioning "why
the hawk?" and it creates that Tris speaks so sudden. Following is another variation
example of DS presentation.
“If you know him,” he says in a low voice, “you could save me. You could
save me!” (Roth, 2011, Chapter II, p. 12)
From the example, it can be seen that the reporting clause is in the middle
of the utterances. Moreover, the reporting clause “he says” is added with an
information “in a low voice” indicating that a man whom Tris meets says in a low
voice. The same variation of DS presentation also can be seen as follows.
“Yes and no. My conclusion,” she explains, “is that you display equal
aptitude for Abnegation, Dauntless, and Erudite. People who get this kind
of result are…” (Roth, 2011, Chapter III, p. 14)
It can be seen from the example above that the reporting clause by the
narrator follows the utterance and continues by another utterance. In other words,
the reporting clause "she explains" occurs in between of both utterances. It is used
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37
to link what Tori tries to explain her conclusion of Tris' aptitude test, which reveals
the equal result among three factions: Abnegation, Dauntless, and Erudite.
In DS presentation occurs the reporting clause indicating what the
characters utter. According to Burton-Robert, a clause is a group of words that
consists of a subject and a verb (2011). Therefore, a reporting clause consists of a
verb that intends to clarify the character's report of what is said. Below is the table
which explains the distribution of the verbs utilized in DS presentation.
Table 4. Verb Distribution in Direct Speech (DS) Presentation
No Verb Frequency Character
1 Says 21 Tris’ mother, Caleb (Tris’
brother), Tori, A woman, A
man
2 Reply 1 Tris
3 Say 7 Tris
4 Ask 3 Tris
5 Snaps 1 Erudite boys
6 Blurt out 1 Tris
7 Explains 2 Tori
8 Corrects 1 Tori
9 Repeats 2 A woman, a man
10 Yells 1 A woman
11 Squeals 1 A child
12 Asks 1 A man
13 Interrupt 1 Tris
14 Retort 1 Tris
From the table above, it can be seen that the verb “says” is the most frequent
verb employed by Roth in presenting particular character through DS presentation
technique. This stipulates that the narrator wants to focus on the words that the
characters utter rather than conveying the content of message. According to the
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38
Cambridge English Dictionary to utter means to say something or to make a sound
with a person’s voice.
c. Narrative Report of Speech Act (NRSA)
The primary characteristic of the Narrative Report of a Speech Act (NRSA)
is reducing the reporting clause and summarizing the content or the topic of the
utterance in the form of noun or pronoun (Leech & Short, 2007). As cited in Wales
(2010, p. 285), Leech and Short suggest that NRSA is more “indirect” than even in
Indirect Speech (IS). Below is the example of the excerpts indicating NRSA taken
from the novel.
They appear to be arguing about something, but it must not be serious,
because some of them are still smiling (Roth, 2011, Chapter II, p. 9)
The bolded words of speech presentation show the reported act of uttering
a speech, and the way the narrator explains the speech, moreover, the word "they"
refers to Candor boys. Hence, in other words, the narrator reported the speech of
Candor boys by indicating the topic or the content which refers to “something to be
argued”. Another excerpt of NRSA can also be seen in the following.
At another set of tables, the Erudite chatter over books and newspapers,
in constant pursuit of knowledge (Roth, 2011, Chapter II, p. 9).
The sentence above also shares the same characteristics of NRSA as
elaborated above. The bold part shows the reported act of uttering a speech and the
way of the narrator delivers an explanation. The noun phrase "over books and
newspapers" indicates the reported speech content referring to Candor boys who
chatter about books and newspapers. Thus, it can be stated that the narrator does
not deliver the content of the whole speech and only employs simplified reported
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39
clause instead. There are some verbs presented in NRSA. The table is seen in the
following.
Table 5. Verb Distribution in Narrative Report of Speech Act
(NRSA) Presentation
No Verbs and Verb
Phrase
Frequency Character The Topic of
the Speech
1 Call 1 Test administrator Ten names at
time
2 Chatter 1 Erudite people Over books and
newspapers
3 To be arguing 1 Candor boys Something
4 Dictate 1 Tris/Under control
of the narrator
Idle behavior and
supersede
individual
preference
5 Is called 1 Caleb In the next group
6 Speaks 1 An Abnegation
Volunteer
The next round
of names
7 Clears her throat
and continues
1 Tori Tori’s speech
The table above shows the verbs and verb phrases representing NRSA
presentation. As Semino & Short (2004) stated, NRSA varies in terms of the
context, function, detail of report number of speakers involved, so it can be stated
that NRSA in the data is varied. NRSA tends to be realized in single-clause
structure, where the verbs are speech act verb and may be followed by noun phrases
or prepositional phrase which has a function to summarize the content of the
utterance as presented in the table above.
d. Indirect Speech (IS)
Indirect speech (IS) major characteristic lies on the narrator’s total control
of the presentation (Leech & Short, 2007). The narrator’s total control here is
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40
marked by the absence of the quotation marks which stipulate that the presentation
of speech has direct quotation uttered by a character. IS is usually indicated with a
character's words are presented in "that" clause after a speech act verb or clause
(Wales, 2010). Below are the excerpts of IS taken from the novel.
My mother told me once that we can’t survive alone, but even if we could,
we wouldn’t want to (Roth, 2011, Chapter III, p. 13)
The sentence above shows the focus speech presentation of Tris' mother,
especially it can be seen in "my mother told me once that". The narrator which
refers to Tris, is seen reporting her mother's utterance in total control without using
quotation mark to quote Tris' mother's words immediately. Moreover, the narrator
utilizes the reporting clause instead, which can be shown in the reporting clause
"My mother told me once that...". Another excerpt of IS presentation can be seen in
the following.
My father tells me to keep food in my bag at all times for exactly this reason
(Roth, 2011, Chapter III, p. 15)
The sentence above has the same characteristics of IS as explained above.
However, in the sentence "that" clause after a reporting clause does not exist, and
it is replaced with "to" instead. Although the narrator or Tris seems to be direct in
delivering the sentence's message, she quotes her father's words. She employs the
reporting clause "my father tells me" which shows the control of Tris as a narrator,
utilizing no quotation mark. There are some verbs presented in IS. The table of verb
distribution is seen in the following page.
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Table 6. Verb Distribution in Indirect Speech (IS) Presentation
No Verb Frequency Character
1 Tells 1 Tris’ mother
2 Calls 1 Tris’ father
3 Says 1 Tori
4 Told 1 Tris’ father
The table above presents the utilized verbs indicating IS presentation. There
are two verbs which are in the same form. The verbs “tells,” “calls” and “says” are
in the form of present form while the verb “told” is the only verb that shows the
past form. The speech act verbs “tells,” “calls.” “says,” and “told” here are used
stipulate when the characters utter.
2. Thought Presentation
Within the first three chapters scrutinized in this research, Roth employs
three techniques of thought presentation, namely Free Direct Thought (FDT) as it
occurs the most, followed by Free Indirect Thought (FIT), and Narrative Report of
Thought Act (NRTA) with the least occurrences. The following parts elaborates the
distribution and the employment of each technique utilized by the author.
a. Free Direct Thought (FDT)
Free Direct Thought (FDT) is the most used thought presentation technique
in the chosen three chapters. FDT usually only occurs the most in fiction and
(auto)biography (Semino & Short, 2004). It is usually used to give an entrance in
presenting the character’s thought explicitly. FDT shows immediately what is
inside the character’s thought without using an intermediary of the narrator, and the
most extreme kind of FDT, with no reporting verb or quotation marks (Leech &
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42
Short, 2007). Therefore, it can be stated that the types of FDT are varied. They can
be determined through the presence and the absence of quotation marks (Semino &
Short, 2004). Nevertheless, there are many types of FDT that omit quotation marks
and still keep the reporting clauses which indicate the thought (Kvantaliani, 2014).
The exceptions and the explanations of thought presentation presented in FDT is
seen below.
And tomorrow, at the Choosing Ceremony, I will decide on a faction; I will
decide the rest of my life; I will decide to stay with my family or abandon
them (Roth, 2011, Chapter I, p. 6).
In the example above, the mental verb "will decide" that means to choose
something, especially after thinking carefully about several possibilities. Here, the
character I or Tris shows her several decisions of a faction where she will belong
to. The above example is included in the FDT technique due to its consciousness of
reality (Kvantaliani, 2014). Another excerption of FDT is seen below.
Today is the day of the aptitude test that will show me which of the five
factions I belong in (Roth, 2011, Chapter I, p. 6)
The sentence above categorizes in FDT technique since it occurs the verb
“will show” which in the context here means to prove something of the faction that
Tris will belong to later. Moreover, the thought of Tris is presented in the way the
author give the impression of having been mentally verbalized through the mental
verb “show” which it is one of the characteristics of FDT (Semino & Short, 2004).
Another FDT presentation is seen in the following.
I have to make a decision (Roth, 2011, Chapter II, p. 11).
The previous sentence contains auxiliary verb “have to.” It means to need
or to be forced. It is also another form of modal verb “must.” It is clear that Tris
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43
shows what is inside her thought vividly. Moreover, the author employs “have to”
in order to necessarily convey the messages delivered by Tris in making her
decision, thus it involves her mind clearly in thinking her own decision that has to
be made.
There are also some variation of FDT as such many cases in FDT that
quotation marks are omitted, but reporting clauses are retained (Kvantaliani, 2014).
The examples of FDT which employ reporting clause can be seen in the following.
I doubt all the Erudite want to study all the time, or that every Candor enjoys
a lively debate, but they can’t defy the norms of their factions any more than
I can (Roth, 2011, Chapter II, p. 9).
In the example above, there is "doubt" that functions as a verb in showing a
feeling of not being sure of how good or valid it is. It is undeniable that the main
character Tris presents directly about her uncertainty toward the Erudite and the
Candor. Moreover, the author keeps the reporting clause "I doubt" which portrays
the characteristic of FDT. Thus, it also seems that Tris speaks to herself and create
a monologue (Leech & Short, 2007). Another variation of FDT using the reporting
clause can be seen in the following.
I feel like it doesn’t belong to me (Roth, 2011, Chapter III, p. 15).
The example above occurs the verb “feel” that indicates the character’s
sense. Indeed, the verb “feel” is not a verb that explicitly explains the thought of
the character, for instance, the verb “think”, “consider”, “contemplate”, etc.
However, the verb that can portray the character’s sense can also be included in
mental verb. Moreover, the clause “I feel like” indeed indicates the reporting clause
from the narrator or Tris herself. But considering in many cases in FDT that
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44
reporting clauses can be kept, it is obvious that the sentence above is categorized in
the FDT technique. It aims to create a freer technique in obtaining a conscious
quality of the character (Leech & Short, 2007). Another example of FDT
presentation is seen below.
I feel a lump in my throat (Roth, 2011, Chapter III, p. 15).
The sentence above presents explicitly that she feels something in the throat.
The use of FDT above can also be recognized by the presence of the mental verb
“feels,” indicating what is being felt by Tris. Therefore, it can be stated that the verb
"feel" is considered as a mental verb since Tris states that she clearly feels a lump
in her throat. The use of the verb “feel” in FDT technique is also explained below.
I decide not to take the bus (Roth, 2011, Chapter III, p. 14).
The sentence above shows that Tris has decided not to take the bus. This
means, the Tris directly conveys what is in her thought, which she decides not to
take the bus. In other words, the sentence creates a consciousness of reality, and
thus it involves in FDT presentation (Kvantaliani, 2014).
In examining FDT technique, some verbs indicate the thought of the
character are listed. The verbs used to present thought presentation are not always
restricted on some particular verbs, for instance, the verb “think”, “expect”,
“decide”, and so on. The table of verbs and verb phrases distribution that indicate
thought presented in FDT is seen on the following page.
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Table 7. Verb and Verb Phrase Distribution
in Free Direct Thought (FDT) Presentation
No Verb and Verb Phrase Frequency Character
1 Allows 1
The verbs and the verb
phrases leftward stipulating
the thought and the sense of
the character are conveyed
by the protagonist Tris in
the novel. As stated by
McIntyre et al. (2004), FDT
can be identified that words
and thoughts are delivered
by the character itself.
2 Note 1
3 Sneak 1
4 See 5
5 Catch 1
6 Look away 1
7 Frown 2
8 Stare 1
9 Will show 1
10 Will decide 1
11 Think 3
12 Feel 8
13 Am sure 1
14 Values 1
15 Choose 1
16 Are supposed to 1
17 Should perplex 1
18 Should wonder 1
19 Expect 1
20 Hear 2
21 Doubt 1
22 Enter 1
23 Don’t need 3
24 Should be that easy 1
25 Am supposed to 2
26 Follow 1
27 Watch 1
28 Grins nervously 1
29 Didn’t feel 1
30 Can see 2
31 Focus 1
32 Feels 1
33 Look over 1
34 Disappears 1
35 Have to make 1
36 Can almost feel 1
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37 Know 5
38 Shouldn’t look 1
39 Remember 1
40 Want 1
41 Seems 1
42 Don’t think 1
43 Can’t see 1
44 Fills 1
45 Can convince 1
46 Is irrational 1
47 Remind 1
48 Had to have done 1
49 Doesn’t know 1
50 Wish 1
51 Aren’t allowed 1
52 Get more nervous 1
53 Have to wipe off 1
54 Wouldn’t want 1
55 Shake my head 1
56 Can’t think 1
57 Have to stay calm 1
58 Don’t understand 1
59 Don’t want 1
60 Can’t bear to look 1
61 Can’t bear to think 1
62 Decide 1
63 Forsake 1
64 Have to be careful 1
65 Expected 1
66 Am ready 1
The table above shows verbs and verb phrases that point out thought
presentation conveyed by the main character, Tris. The character uses various verbs
that require the thought and utilize verbs that show the character's senses and
feelings, as in the verb "feel" which has the most occurrence in the table. FDT
presentation is often applied since the main character I or Tris directly expresses
what she thinks and feels. Moreover, the novel is written in the first-person point of
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47
view. Hence, it is restricted to what the character thinks, feels, sees, and so on (Al-
Alami, 2019).
b. Free Indirect Thought (FIT)
Free Indirect Thought (FIT) appears on the second most occurred after FDT
in the novel. Like FDT, FIT is also mostly utilized in fiction and (auto)biography
(Semino & Short, 2004). Leech and Short argue that FIT historically as a natural
development, keeping much vividness of DT without the artificially of the
‘speaking to oneself’ (Leech & Short, 2007, p. 277). In other words, FIT uses third-
person point of view when the narrator becomes infected by the perspective of one
of its characters (Malewitz, 2020). To analyze thought presentation of the novel in
FIT technique, the excerptions that are presented in FIT technique can be seen as
follows.
But she must hide her beauty in Abnegation (Roth, 2011, Chapter I, p. 6)
The sentence above portrays the character she as narrated in the third person
point of view. The character I or Tris becomes infected by the perspective from one
of its characters. Therefore, the third-person narration's employment allows
describing the thought and consciousness (Leech & Short, 2007). Moreover, the
entry of modality “must” which shows an obligation indicates the character’s
consciousness (Burke, 2014). Another excerption of FIT can be seen below.
His breath smells like cigarettes. (Roth, 2011, Chapter II, p. 12)
From this sentence, it is obvious that the subject uses third person narration,
in which "his breath" (third person pronoun). Like DT, this sentence still describes
vividness of what is being undergone by the character. However, there is no
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reporting clause and the lucidness is retained as DT instead (Leech & Short, 2007).
It can be seen through the use of verb smells which indicates the sense of the
character.
If I get home early, my father will notice when he checks the house log at
the end of the day, and I’ll have to explain what happened (Roth, 2011,
Chapter III, p. 14)
This sentence shows that Tris’ father's perspective influences her to get
infected of what her father feels. Even though the character uses the pronoun “my”,
it is obvious that the narrator or Tris addresses her father yet still keeping the
vividness without the artificially of the ‘speaking to oneself’ (Leech & Short, 2007).
There are mental verbs employed in this technique and below is the table of verbs
and verb phrases distribution that stipulates the thought presented in FIT delivered
by some particular characters in the novel.
Table 8. Verb and Verb Phrase Distribution
in Free Indirect Thought (FIT) Presentation
No Verb and Verb Phrase Frequency Character
1 Must hide 1 Tris’ mother
2 Gave 1 Caleb (Tris’ brother)
3 Nods 1 Caleb (Tris’ brother)
4 Knows 1 Caleb (Tris’ brother), Tori
5 Doesn’t understand 1 Candor man
6 Is not as severe looking as 1 Susan
7 Wants 1 A man with a newspaper
8 Smells 1 A man with a newspaper
9 Looks 1 Tori
10 Will notice 1 Tris’ father
11 Chose 1 The factionless people
12 Might not feel 1 Susan
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The previous table shows the verbs and verb phrases presented in FIT. It
clears that in FIT presentation, the author restricts on verbs that are related to the
thought or mind and employs the verbs indicating the senses of the character.
Therefore, it makes the readers not only experience the characters' thought but also
the instances undergone by the characters.
c. Narrative Report of Thought Act (NRTA)
Narrative Report of a Thought Acts (NRTA) is the least category within the
three chapters in the novel. NRTA applies to references to the occurrence of specific
individual thought in the mind of a participant in the story. NRTA typically involves
the use of a verb cognition (for example: define, study, consider, etc.) which can be
followed by noun or prepositional phrase indicating the thought (Semino & Short,
2004). Below are the excerpts taken from the novel indicating NRTA.
Their faction values honesty and sees the truth as black and white, so that
is what they wear (Roth, 2011, Chapter I, p. 7)
In the previous sentence, the narrator or Tris narrates the other faction which
refers to people who belong to Candor faction. The sentence is included in NRTA
as the narrator uses cognition verb, which are “values” and “see.” Value means to
consider and sees means to perceive the meaning of understanding. Those verbs are
followed by nouns which stipulate the topic of the thought. Another excerpt
indicating NRSA can be seen in the following.
My curiosity is a mistake, a betrayal of Abnegation values (Roth, 2011,
Chapter II, p. 10)
Here the narrator or Tris herself also explains that her curiosity is a mistake
and a betrayal of her faction values. Her feeling of being mistaken and the betrayal
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50
depicts the topic of the thought. Besides, the narrator or Tris also summarizes it and
directly address the topic of the thought. The following table describes the
distribution of verbs and verb phrases in NRTA alongside the thought’s topic.
Table 9. Verb and Verb Phrase Distribution
in Narrative Report of a Thought Acts (NRTA) Presentation
No Verb and Verb
Phrase
Frequency Character The Topic of
the Thought
1 Values and sees 1 People who belong
to the Candor
faction
Honesty and the
truth
2 Affect 1 The students in
Tris’ school
The way
3 Are 1 Dauntless people pierced,
tattooed, and
black-clothed
and
4 Is 1 Tris herself A mistake, a
betrayal of
Abnegation
values
5 Looks over 1 Tori her shoulder like
she expects
someone to
appear behind
her.
6 Is responsible 1 Abnegation
volunteer
For most of
those
renovations
The previous table presents the verb and phrases distribution conveyed by
the narrator to narrate a particular character. Here, the main character Tris who also
acts as a narrator has a role to narrate something by describing or indicating the
topic of the thought (Semino & Short, 2004). The verb and the verb phrases above
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51
are used to stipulate the content of the thought along with the employment of nouns,
noun phrases, and prepositional phrase.
B. The Language Style of Veronica Roth in Divergent
Stylistic approach is employed throughout this research. This study is
aspired to reveal Roth's style by examining her novel in the chosen three chapters.
Based on the previous section's findings, speech and thought presentation
techniques utilized in the novel can be the base of linguistic hard data. Thus, the
researcher can make an implication based on the hard data found in this research.
Hence, the researcher implies that the author's style is direct, descriptive, and
dramatic.
1. Direct
Veronica Roth applies speech and thought presentation in Divergent. She
employs those presentations indeed in order to present the characters’ utterances
and thoughts. There are seven types of speech and thought presentation were found
in 221 presentations. Utilizing particular speech and thought presentation
techniques could lead to an implication of the author's language style. As stated by
Miššíková (2003) language style is the matter and/or any kind of utterances that
describe how the author employs linguistic feature in order to convey messages or
with consideration of topic, function, author’s purpose, and so on. In this research,
the researcher focuses on sentences that employs reported and mental verbs as the
representation of speech and thought presentation technique with the consideration
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52
of author’s purpose and function, and therefore the language style of the author is
revealed.
The most used technique in the presentation of speech is Free Direct Speech
(FDS). Out of 114 speech presentation, FDS has fifty-nine occurrences were found.
The following sentence is the example of the direct style using FDS technique.
I can’t say the same of myself. (Roth, 2011, Chapter I, p. 6)
The sentence above is the example of FDS technique which has the
characteristic of FDS that quotation marks are omitted, but the author directly
presents that the character Tris talks freely as in “I can’t say”. The author presents
Tris as the main character to verbally say that she cannot say about things the same
belonged to her. FDS is believed to manifest the effect of immediacy (Semino &
Short, 2004). In other words, as cited in Kvantaliani (2014), Leech and Short argue
that this technique is significant in showing the direct voice of the characters as it
allows the author to drop a clear distinction between speech and narrative report.
Another example of direct style using FDS can be seen below.
I have tried to explain to him that my instincts are not the same as his—it
didn’t even enter my mind to give my seat to the Candor man on the bus—
but he doesn’t understand. (Roth, 2011, Chapter II, p. 9)
The previous example is still the type of FDS that does not employ both
quotation marks and reporting clause (Kvantaliani, 2014). Similar to the previous
example, the author eliminates quotation mark and directly addresses what Tris will
explain to the Candor man with verbally saying "I have tried to explain". The verb
"explain" has the role of conveying the reported verb of the character Tris. Another
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53
form of FDS is also found in the data. The rest of examples below present FDS with
utilizing quotation marks.
“On the one hand, you threw yourself on the dog rather than let it
attack the little girl, which is an Abnegation-oriented response…but on
the other, when the man told you that the truth would save him, you
still refused to tell it. Not an Abnegation-oriented response.” She sighs.
“Not running from the dog suggests Dauntless, but so does taking the
knife, which you didn’t do.” (Roth, 2011, Chapter III, p. 14)
The excerpt above portrays the characteristic of FDS which uses quotation
marks and only uses one reporting clause "she sighs" in order to indicate with an
association of expressing feelings. The presence of quotation marks in this type of
FDS lets the character talk "freely" on her own, so it creates much immediacy for
the characters and the readers (Leech & Short, 2007). In this whole excerption’s
context, the author wants to convey that the character who speaks is Tori. Tori is a
woman that is in the duty to help the aptitude test for Tris. After the test is done,
Tori explains what she has observed according to event that Tris experiences. In the
test, Tori tells Tris that Tris' resistance towards the dog is neither an Abnegation-
oriented nor Dauntless-oriented response. Another variation of FDS can be seen
below.
“Wait,” I interrupt her. “So you have no idea what my aptitude is?” (Roth,
2011, Chapter III, p. 14)
The FDS technique above is preceded by the presence of Direct Speech
(DS). The author applies DS presentation in order to link the technique afterward,
which is FDS. Thus, it is clear who says the utterance although the presence of FDS
allows the character to talk ‘freely’ on their own (Leech & Short, 2007). Thus, the
character tends to show the direct style. In the context of the plot, the author wants
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to present Tris’ utterance. Tris interrupts Tori, who explains about the result of the
test, then Tris continues to talk on their own and makes a confirmation to Tori by
asking, “So you have no idea what my aptitude is?”. Another instance of FDS
presentation is seen in the following.
“Yes and no. My conclusion,” she explains, “is that you display equal
aptitude for Abnegation, Dauntless, and Erudite. People who get this kind
of result are…”. She looks over her shoulder like she expects someone to
appear behind her. “…are called…Divergent.” (Roth, 2011, Chapter III,
p. 14)
The sentence above shares the same instance in the previous example
discussed. The FDS technique above is also preceded by the presence of Direct
Speech (DS) and followed by Narrative Report of Thought Act (NRTA). It is
obviously true that the FDS technique is seen as in the example “…are
called…Divergent” as it has the characteristic of FDS presentation, which uses
quotation marks. Moreover, DS and NRTA also have the same function to link to
the technique afterwards. The presence of DS also helps to find out who is talking,
and so the author uses DS to describe how the character utters. In the context of the
above excerpt, the character who utters is Tori. She explains Tris' test result, in
which she both knows and does not know about her faction, which suits Tris since
her result among Abnegation, Dauntless, and Erudite are equal. Then, the author
uses NRTA to narrate the thought act of Tori, and it is continued with FDS
presentation which is said by Tori stating that the result of Tris' test is equal for
several factions and its phenomenon is called "divergent."
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2. Descriptive
From the hard data found in the previous section, the Direct Speech (DS)
presentation technique is the second most occurred in the speech presentation
analysis. As stated by Kate Wales (2010), DS is usually assumed that the author
wants to represent the actual words of a speaker within quotation marks, which are
also explicitly marked as such by an accompanying reporting clause or tag. This
commonly precedes the reported clause, and contains a reference to the speaker,
and a speech act verb in presenting the actual words of the speaker, for instance,
"say," "state," "reply," "shout," etc. (Wales, 2010, p. 119). Thus, the researcher
assumes that the DS technique gives "live portrayal" since it depicts the way the
characters utter. In other words, the author wants to give a "real" description of what
is being said by the characters. It is done by describing the actual words uttered by
the characters. Below are the examples of DS presentation taken in the novel.
“So today is the day,” she says. (Roth, 2011, Chapter I, p. 6)
The example above presents the characteristic of DS presentation which
employs reporting clause, indicating the reference to the character and the presence
of the reported verb “says”. In the excerpt above, “she” refers to Tris’ mother who
utters that, “today is the day of Aptitude Test”. In expressing the utterance, the
author utilizes the reported verb “says” in order to point out the actual words spoken
by Tris’ mother. Another example of DS presentation is seen below.
“Have a seat and get comfortable,” she says (Roth, 2011, Chapter II, p. 10)
The excerption above shows the reporting clause “she says” which
stipulates who speaks the utterance. In this context, “she” refers to Tori who speaks
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the utterance "have a seat and get comfortable." In the novel, Tori has a duty to test
Tris, so she welcome Tris to have a seat and get comfortable before the test is begun.
In conveying the utterance, the author uses the reported verb "says" which has
function to describe the actual words spoken by Tori.
“Never met a curious Abnegation before,” she says, raising her eyebrows at
me. (Roth, 2011, Chapter II, p. 10)
The DS presentation above also shares the same substance which has
already explained. DS presentation above in the novel is spoken by Tori by saying,
“Never met a curious Abnegation before.” Moreover, the author adds an
explanation after the reporting clause “she says” in order to give how Tori says the
utterance alongside with the expression that the narrator portrays.
“Choose!” she yells. (Roth, 2011, Chapter II, p. 11)
The speech presentation above is the commonest instance of DS technique.
A reporting clause "she yells" indicates the character who utters the word "choose"
by yelling. In the context of this presentation, when Tris has already in the state of
being tested, she feels that there is a woman speaks to her. Tris is asked to choose
by the woman she meets in her mind. Below is another example of DS presentation
taken from the data.
“I suggest,” Tori says, “that you go home. You have a lot of thinking to do,
and waiting with the others may not benefit you.” (Roth, 2011, Chapter III,
p. 14)
DS presentation above also shares the same substance in the previous
explanation. The reporting clause may sometimes come in the middle of the
reported clause as in the reporting clause above “Tori says.” Moreover, the
reporting clause “Tori says” stipulating that the character who speaks the utterance
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is Tori. Thus, it is clear that the way the author presents the character's utterance
through the reported verb "says." In this context of DS presentation Tori suggests
Tris to go home after knowing the result of being "divergent", and Tris has a lot of
thinking to do and waiting with others might disadvantage Tris.
The linguistic evidence in the data also found that there are vast occurrences
of Direct Speech (DS) rather than Direct Thought (DT). There is no frequency of
the data in the DT technique. From the hard data, the researcher presumes that the
author wants to present the characters' spoken activity through the speech act verb
used in the reporting clause rather than the characters' mental activity. Roth does
employ thought presentation, but she only utilizes Free Direct Thought (FDT)
rather than DT. The style of Roth in utilizing thought presentation techniques is
explained in the following section.
3. Dramatic
In the hard data shown in Table 3, Free Direct Thought (FDT) has the most
used technique in the thought presentation side. Indeed, the author considers
particular purposes and function in utilizing FDT presentation in the novel. FDT
occurs in the fiction, where direct access to characters' minds is commonly possible
(Semino & Short, 2004). The concern of employing FDT presentation is that the
author wants to arouse the readers' senses to have in the state of the characters'
words and thought without the narrator's interference (McIntyre et al., 2004). FDT
also reveals the character's innermost thoughts and senses, so it is most likely a
soliloquy of a play performance (Semino & Short, 2004). There are many variations
of FDT, but in the data, the researcher found the FDT technique's characteristic
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mostly employs reporting clauses and mental verbs, but quotation marks are
omitted. Below are the excerpts of FDT technique taken from the data.
On these mornings when my brother makes breakfast, and my father’s hand
skims my hair as he reads the newspaper, and my mother hums as she clears
the table— it is on these mornings that I feel guiltiest for wanting to leave
them. (Roth, 2011, Chapter I, p. 6)
The excerpt above is included in FDT technique as there is a mental verb as
in “I feel” delivered by the narrator or the protagonist character Tris. It is used to
show the character's senses. This makes the thought of the character is depicted to
provoke the imagination and the emotions of the readers powerfully, thus it is
dramatic. In this FDT presentation, Tris feels guilty for leaving her family since she
seems not to choose Abnegation for her faction. Tris thinks it just does not click
with herself. Another instance of FDT technique is seen below.
I feel like there is a bubble in my chest that expands more by the second,
threatening to break me apart from the inside. (Roth, 2011, Chapter II, p. 9)
FDT presentation above shares the same phenomenon of the previous
explanation. There is a reporting clause “I feel like” which in this case explains the
event that Tris feels a bubble in her chest that threats her to break apart from the
inside of her body when she undergone the Aptitude Test. Another example of FDT
that employs mental verbs other than verb "feel" can be seen below.
I think about running, but the dog will be faster than me. (Roth, 2011,
Chapter II, p. 11)
The sentence above also employs a sudden realization or an event
undergone by the main character, Tris. The event captured on this sentence is that
Tris thinks about running but she knows that the dog is faster than her. The presence
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of the verb “think” also explains what is thought by Tris explicitly. Another
variation of FDT can also be seen on the rest of the excerption below.
I get up because I’m supposed to, but if it were up to me, I would stay in
my seat for the rest of time. (Roth, 2011, Chapter II, p. 9)
The excerpt above is included in FDT technique since the author uses modal
verb phrase “be supposed to” as in the clause “I am supposed to.” The verb phrase
“am supposed to” means to have to do something. This sentence contains a
conscious reality which explains the event that Tris has to get up from her seat as
her named is called to follow the Aptitude test although she actually prefers to stay
on hear seat.
I can’t bear to think about the Choosing Ceremony tomorrow. (Roth, 2011,
Chapter III, p. 14)
FDT presentation above also produces a conscious thought of Tris, which is
indicated by the mental verb "think." In this context of thought presentation, Tris
delivers her feeling that she cannot bear to think about the Choosing Ceremony—
the ceremony which she has to choose to a particular faction she will dedicate for
the rest of her live.
FDT often occurs at moments of intensified emotion or of sudden and
momentous realization (Semino & Short, 2004). The thoughts and emotion of FDT
technique in the data are verbalized. It means the thoughts are verbalized through
the mental verbs utilized by the author. Thus, it creates a vivid emotion of what is
being thought or felt by the character. This makes the readers can have as in
character’s state of mind. Apart from FDT technique, Roth also employs Free
Indirect Thought (FIT). The presence of FIT technique also allows creating a vivid
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image of the other characters' thought through the less artificial presentation of the
characters' thoughts in the novel. Particularly, the other characters' thought is
presented through third-person point of view, yet still as they lucidly deliver as in
Direct Thought (DT) (Leech & Short, 2007). Meanwhile the least occurrences of
NRTA. NRTA presentation is used to summarize the topic of the thought.
Furthermore, the first-person point of view also plays an important role in
the novel. Since this novel is written through the first-person point of view, it
automatically focuses on what the protagonist thinks, feels, perceives, and so forth
(Al-Alami, 2019). Hence, it can be stated that the author aspires to create intimacy
between the readers and the characters so that the readers have a connection with
the characters' emotional state (Al-Alami, 2019). Besides, the researcher finally
implies that those reasons are why the researcher employs FDT rather than DT.
To sum up, stylistic analysis in this research deals with the author's
expression or style in the novel. Based on the analysis, Roth employs various of
speech and thought presentation techniques, namely: Free Direct Speech (FDS),
Direct Speech (DS), Narrative Report of Speech Act (NRSA), Indirect Speech (IS),
Free Direct Thought (FDT), Free Indirect Thought (FIT), and Narrative Report of
Thought Act (NRTA). Indeed, Roth as the author has an intention of employing
those techniques. The author wants to deliver the substance of the story that focuses
on Tris’ story as the protagonist character through the use of FDT technique,
whereas FDS techniques is intended to show the immediacy of the character’s
speech and DS is used to describe how the particular characters utter the utterances.
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CHAPTER V
CONCLUSION
This chapter presents the implication based on the analysis which has been
discussed in the previous chapter. The research focuses on how speech and thought
presentation used by Veronica Roth in Divergent reveals the language style of the
author. The data of the analysis were taken from selected chapters in the novel. The
chapters examined are the first three chapters explaining the plot of why the author
titled the novel 'divergent'.
This research finds out that Veronica Roth employs various types of speech
and thought presentation techniques. In the speech presentation techniques, Roth
utilizes four speech presentations, which are Free Direct Speech (FDS), Direct
Speech (DS), Narrative Report of Speech Act (NRSA), and Indirect Speech (IS).
Meanwhile, in thought presentation techniques, Roth uses three thought
presentations, namely Free Direct Thought (FDT), Free Indirect Thought (FIT), and
Narrative Report of Thought Act (NRTA).
The analysis discovers that the most used techniques are Free Direct
Thought (FDT) with eighty-nine occurrences, Free Direct Speech (FDS) with fifty-
nine occurrences, and followed by Direct Speech (DS) with forty-four occurrences.
Meanwhile, the least utilized techniques are Free Indirect Thought (FIT) with
twelve occurrences, Narrative Report of Speech Act (NRSA) with seven
occurrences, Narrative Report of Thought Act (NRTA) with six occurrences, and
followed by Indirect Speech (IS) with only four occurrences.
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The language style of Roth in Divergent is determined by the linguistic hard
data presented in speech and thought presentation. In the hard data of speech
presentation as listed in Table 3, FDS and DS are the most used techniques that
occurred. Hence, the researcher assumed that the style employed by Roth is direct
and descriptive. However, the least categories of speech presentation techniques in
the data, which are NRSA and IS also have a role although it is not that significant.
They only narrate in summary about what is said and report on what the characters
said without using that characters' exact words (reported speech).
From the hard data of thought presentation as listed in Table 3, FDT is the
most used technique. FDT creates a vivid emotion of what is being thought or felt
by the main character Tris. This makes the readers have as in the character's state
of mind, and thus it creates a dramatic style. It aims to reveal Tris’ innermost
thought and senses as in soliloquy of a play performance. Moreover, the presence
of FIT also produces a lucid image of what is thought by the other characters.
Meanwhile, NRTA presentation has a function to summarize the topic of the
thought that is indicated by the presence of noun phrase and prepositional phrase.
In conclusion, Roth tends to use the dramatic style to focus on what the
protagonist Tris thinks and feels through FDT presentation device. Besides, she
employs a direct and descriptive style through FDS and DS presentation techniques
so that the readers can experience the immediacy of the characters’ speech and
know in what way the characters utter the words. The researcher suggests
scrutinizing (auto)biography, news, advertisement, speeches, or other texts through
speech and thought presentation techniques in future research. Thus, the findings
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will be varied, and the present study can be compared to future research to give
more understanding of speech and thought presentation techniques.
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APPENDICES
Appendix 1: Table 10. Summary of Speech Presentation
No Speech Presentation Type Character Chapter
and Page
1 I can’t say the same of myself. FDS Tris I, page 6
2 “There,” she says when she pins
the knot in place.
DS Tris’ mother I, page 6
3 Why doesn’t she reprimand me
for staring at myself?
FDS Tris I, page 6
4 “So today is the day,” she says. DS Tris’ mother I, page 6
5 “Are you nervous?” FDS Tris’ mother I, page 6
6 “Yes,” I reply. DS Tris I, page 6
7 “No,” I say. DS Tris I, page 6
8 “The tests don’t have to change
our choices.”
FDS Tris I, page 6
9 “Right.” She smiles. FDS Tris’ mother I, page 6
10 “Let’s go eat breakfast.” FDS Tris’ mother I, page 6
11 “Thank you. For cutting my
hair.”
FDS Tris I, page 6
12 I can tell by the constant shift of
his eyes that he is watching the
people around us—striving to see
only them and to forget himself.
FDS Tris I, page 7
13 “Aptitude tests today,” I say. DS Tris I, page 7
14 “You aren’t at all worried about
what they’ll tell you?” I ask
Caleb.
DS Tris I, page 7
15 He raises an eyebrow at me. “Are
you?”
FDS Caleb I, page 7
16 I could tell him I’ve been
worried for weeks about what
the aptitude test will tell me—
Abnegation, Candor, Erudite,
Amity, or Dauntless?
FDS Tris I, page 7
17 Instead I smile and say, “Not
really.”
DS Tris I, page 7
18 He smiles back. “Well…have a
good day.”
FDS Caleb I, page 7
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19 He never answered my question. FDS Caleb I, page 7
20 A girl with long curly hair shouts
“Hey!” next to my ear, waving at
a distant friend.
FDS Tris I, page 7
21 “Out of my way, Stiff,” he snaps,
and continues down the hallway.
DS Erudite boy I, page 8
22 A few people stopped when I fell,
but none of them offered to help
me.
FDS Tris I, page 8
23 My father calls the Dauntless
“hellions.”
IS Tris’ father I, page 8
24 We sit at the long tables in the
cafeteria, and the test
administrators call ten names at
a time, one for each testing
room.
NRSA Test
administrators
II, page 8
25 He offered to drive us, too, but as
Caleb says, we prefer to leave
later and would not want to
inconvenience him.
FDS
Caleb II, page 9
26 At another set of tables, the
Erudite chatter over books and
newspapers, in constant pursuit
of knowledge.
NRSA The Erudite
people
II, page 9
27 They appear to be arguing
about something, but it must not
be serious, because some of them
are still smiling.
NRSA Candor boys II, page 9
28 Faction customs dictate even idle
behavior and supersede
individual preference.
NRSA Tris II, page 9
29 Caleb’s name is called in the next
group.
NRSA The
narrator/Tris
II, page 9
30 I have tried to explain to him
that my instincts are not the same
as his—it didn’t even enter my
mind to give my seat to the Candor
man on the bus—but he doesn’t
understand.
FDS Tris II, page 9
31 “Just do what you’re supposed
to,” he always says.
DS Caleb II, page 9
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32 I open my mouth to ask him
something, but the words don’t
come.
FDS Tris II, page 9
33 An Abnegation volunteer speaks
the next round of names.
NRSA Abnegation
volunteer
II, page 9
34 “From Abnegation: Susan
Black and Beatrice Prior.”
FDS Abnegation
volunteer
II, page 9
35 The people I pass probably
can't tell us apart.
FDS Tris II, page 9
36 “Don’t worry,” the woman says,
“it doesn’t hurt.”
DS Tori II, page 10
37 “Have a seat and get
comfortable,” she says.
DS Tori II, page 10
38 “My name is Tori.” FDS Tori II, page 10
39 “Why the hawk?” I blurt out as
she attaches an electrode to my
forehead.
DS Tris II, page 10
40 “Never met a curious
Abnegation before,” she says,
raising her eyebrows at me.
DS Tori II, page 10
41 Humming a little, she presses
another electrode to my
forehead and explains, “In some
parts of the ancient world, the
hawk symbolized the sun. Back
when I got this, I figured if I
always had the sun on me, I
wouldn’t be afraid of the dark.”
DS Tori II, page 10
42 I try to stop myself from asking
another question, but I can’t help
it.
FDS Tris II, page 10
43 “You’re afraid of the dark?” FDS Tris II, page 10
44 “I was afraid of the dark,” she
corrects me.
DS Tori II, page 10
45 “Now it reminds me of the fear
I’ve overcome.”
FDS Tori II, page 10
46 “Drink this,” she says. DS Tori II, page 10
47 “What is it?” My throat feels
swollen.
FDS Tris II, page 10
48 “What’s going to happen?” FDS Tris II, page 10
49 “Can’t tell you that. Just trust
me.”
FDS Tori II, page 10
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50 Behind me, a woman’s voice
says, “Choose.”
DS The woman II, page 10
51 “Why?” I ask. DS Tris II, page 10
52 “Choose,” she repeats. DS A woman II, page 11
53 “What will I do with them?” FDS Tris II, page 11
54 “Choose!” she yells. DS A woman II, page 11
55 When she screams at me, my
fear disappears and stubbornness
replaces it.
FDS Tris II, page 11
56 “Have it your way,” she says. DS The woman II, page 11
57 “You’re not such a vicious
beast, huh?”
FDS Tris II, page 11
58 She stretches out both hands and
squeals, “Puppy!”
DS A child II, page 11
59 “Do you know this guy?” he
asks.
DS A man II, page 12
60 “Well?” I hear anger in his voice FDS Tris II, page 12
61 If I tell him I know the man from
the article, something awful will
happen to me.
FDS Tris II, page 12
62 “Do you?” FDS Tris II, page 12
63 “Do you?” he repeats. DS A man II, page 12
64 I shrug my shoulders. “Well?” FDS Tris II, page 12
65 “Nope,” I say, my voice casual. DS Tris II, page 12
66 “No idea who he is.” FDS Tris II, page 12
67 “You’re lying,” he says. DS A man II, page 12
68 “You’re lying!” FDS A man II, page 12
69 “I am not.” FDS Tris II, page 12
70 “I can see it in your eyes.” FDS A man II, page 12
71 I pull myself up straighter. “You
can’t.”
FDS Tris II, page 12
72 “If you know him,” he says in a
low voice, “you could save me.
You could save me!”
DS A man II, page 12
73 “Well,” I say. DS Tris II, page 12
74 I set my jaw. “I don’t.” FDS Tris II, page 12
75 I wait for her to say something
about the test—that it’s over, or
that I did well, although how
could I do poorly on a test like
this?—but she says nothing, just
pulls the wires from my forehead
FDS Tris III, page 13
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76 “That,” she says, “was
perplexing. Excuse me, I’ll be
right back.”
DS Tori III, page 13
77 My mother told me once that we
can’t survive alone, but even if we
could, we wouldn’t want to.
IS Tris’ mother III, page 13
78 “Sorry to worry you,” Tori says. DS Tori III, page 13
79 “Beatrice, your results were
inconclusive,” she says.
DS Tori III, page 13
80 “Typically, each stage of the
simulation eliminates one or
more of the factions, but in your
case, only two have been ruled
out.”
FDS Tori III, page 13
81 “Two?” I ask. DS Tris III, page 13
82 “If you had shown an automatic
distaste for the knife and
selected the cheese, the
simulation would have led you
to a different scenario that
confirmed your aptitude for
Amity. That didn’t happen,
which is why Amity is out.”
FDS Tori III, page 13
83 “Normally, the simulation
progresses in a linear fashion,
isolating one faction by ruling
out the rest. The choices you
made didn’t even allow Candor,
the next possibility, to be ruled
out, so I had to alter the
simulation to put you on the
bus. And there your insistence
upon dishonesty ruled out
Candor.”
FDS Tori III, page 13
84 “Don’t worry about that. Only
the Candor tell the truth in that
one.”
FDS Tori III, page 13
85 “I suppose that’s not entirely
true. People who tell the truth
are the Candor…and the
Abnegation,”
she says.
DS Tori III, page 13
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86 “Which gives us a problem.” FDS Tori III, page 13
87 “On the one hand, you threw
yourself on the dog rather than
let it attack the little girl, which
is an Abnegation-oriented
response…but on the other,
when the man told you that the
truth would save him, you still
refused to tell it. Not an
Abnegation-oriented response.”
FDS Tori III, page
13-14
88 “Not running from the dog
suggests Dauntless, but so does
taking the knife, which you
didn’t do.”
FDS Tori III, page 14
89 She clears her throat and
continues.
NRSA Tris/The
narrator
III, page 14
90 “Your intelligent response to the
dog indicates strong alignment
with the Erudite. I have no idea
what to make of your indecision
in stage one, but—”
FDS Tori III, page 14
91 “Wait,” I interrupt her. DS Tris III, page 14
92 “So you have no idea what my
aptitude is?”
FDS Tris III, page 14
93 “Yes and no. My conclusion,”
she explains, “is that you display
equal aptitude for Abnegation,
Dauntless, and Erudite. People
who get this kind of result
are…”
DS Tori III, page 14
94 She looks over her shoulder like
she expects someone to appear
behind her. “…are
called…Divergent.”
FDS Tori III, page 14
95 She says the last word so quietly
that I almost don’t hear it, and her
tense, worried look returns.
IS Tori III, page 14
96 “Beatrice,” she says, “under no
circumstances should you share
that information with anyone.
This is very important.”
DS Tori III, page 14
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97 “We aren’t supposed to share
our results.”
FDS Tori III, page 14
98 I nod. “I know that.” FDS Tris III, page 14
99 “This is different. I don’t mean
you shouldn’t share them now; I
mean you should never share
them with anyone, ever, no
matter what happens.
Divergence is extremely
dangerous. You understand?”
FDS Tori III, page 14
100 “I suggest,” Tori says, “that you
go home. You have a lot of
thinking to do, and waiting with
the others may not benefit you.”
DS Tori III, page 14
101 “I have to tell my brother where
I’m going.”
FDS Tris III, page 14
102 “I’ll let him know.” FDS Tris III, page 14
103 “Excuse me,” he says. DS A man III, page 15
104 “Do you have something I can
eat?”
FDS A man III, page 15
105 “Um…yes,” I say. DS Tris III, page 15
106 My father tells me to keep food
in my bag at all times for
exactly this reason.
IS Tris’ father III, page 15
107 “My, don’t you have pretty
eyes,” he says.
DS A man III, page 15
108 “It’s a shame the rest of you is
so plain.”
FDS A man III, page 15
109 “You look a little young to be
walking around by yourself,
dear,” he says.
DS A man III, page 15
110 “I’m older than I look,” I retort. DS Tris III, page 15
111 “I’m sixteen.” FDS Tris III, page 15
112 “Then isn’t today a special day
for you? The day before you
choose?”
FDS A man III, page 15
113 “Let go of me,” I say. DS Tris III, page 15
114 But then he releases my wrist,
takes the apples, and says,
“Choose wisely, little girl.”
DS A man III, page 15
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Appendix 2: Table 11. Summary of Thought Presentation
No Thought Presentation Type Character Chapter
1 Our faction allows me to stand in
front of it on the second day of
every third month, the day my
mother cuts my hair.
FDT Tris I, page 6
2 I note how calm she looks and how
focused she is.
FDT Tris I, page 6
3 I sneak a look at my reflection
when she isn’t paying attention—
not for the sake of vanity, but out of
curiosity.
FDT Tris I, page 6
4 In my reflection, I see a narrow
face, wide, round eyes, and a long,
thin nose—I still look like a little
girl, though sometime in
the last few months I turned sixteen.
FDT Tris I, page 6
5 Her eyes catch mine in the mirror. FDT Tris I, page 6
6 It is too late to look away, but
instead of scolding me, she smiles at
our reflection
FDT Tris I, page 6
7 I frown a little. FDT Tris I, page 6
8 I stare into my own eyes for a
moment.
FDT Tris I, page 6
9 Today is the day of the aptitude
test that will show me which of
the five factions I belong in.
FDT Tris I, page 6
10 And tomorrow, at the Choosing
Ceremony, I will decide on a
faction; I will decide the rest of my
life; I will decide to stay with my
family or abandon them.
FDT Tris I, page 6
11 I think my mother could be
beautiful, in a different world.
FDT Tris I, page 6
12 But she must hide that beauty in
Abnegation.
FIT Tris’ mother I, page 6
13 On these mornings when my brother
makes breakfast, and my father’s
hand skims my hair as he reads the
newspaper, and my mother hums as
she clears the table— it is on these
FDT Tris I, page 6
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mornings that I feel guiltiest for
wanting to leave them.
14 He gave his seat to a surly Candor
man on the bus without a second
thought.
FIT Caleb (Tris’
brother)
I, page 6
15 If he wasn’t Abnegation, I’m sure
the girls at school would stare at
him.
FDT Tris I, page 6
16 Their faction values honesty and
sees the truth as black and white,
so that is what they wear.
NRTA Candor
people
I, page 7
17 Candor values honesty, but our
faction, Abnegation, values
selflessness.
FDT Tris I, page 7
18 He nods as we pass through the
front doors.
FIT Caleb (Tris’
brother)
I, page 7
19 It is likely that we will not walk
these halls again after the Choosing
Ceremony—once we choose, our
new factions will be responsible
for finishing our education.
FDT Tris who
represents
six-teen year
old teens
I, page 7
20 the Erudite have been releasing
antagonistic reports about
Abnegation, and it has begun to
affect the way we relate at school.
NRTA
The narrator I, page 7
21 The gray clothes, the plain hairstyle,
and the unassuming demeanor of
my faction are supposed to make
it easier for me to forget myself,
and easier for everyone else to
forget me too.
FDT Tris I, page 7
22 They are pierced, tattooed, and
black-clothed.
NRTA The narrator I, page 7
23 They should perplex me. FDT Group people
of Dauntless
I, page 7
24 I should wonder what courage—
which is the virtue they most
value—has to do with a metal ring
through your nostril.
FDT Tris I, page 7
25 The rules also say that we can’t
prepare for the test in any way, so I
don’t know what to expect.
FDT Tris II, page 7
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26 Every few minutes I hear a chorus
of laughter from them as someone
is eliminated and has to sit in the
center of the circle.
FDT Tris II, page 9
27 I doubt all the Erudite want to
study all the time, or that every
Candor enjoys a lively debate, but
they can’t defy the norms of their
factions any more than I can.
FDT Tris II, page 9
28 I have tried to explain to him that
my instincts are not the same as
his—it didn’t even enter my mind
to give my seat to the Candor man
on the bus—but he doesn’t
understand.
FDT Tris II, page 9
29 I don’t need to wish him luck or
assure him that he shouldn’t be
nervous.
FDT Tris II, page 9
30 He knows where he belongs, and
as far as I know, he always has.
FIT Caleb (Tris’
brother)
II, page 9
31 it didn’t even enter my mind to give
my seat to the Candor man on the
bus—but he doesn’t understand.
FIT Candor man II, page 9
32 It should be that easy for me. FDT Tris II, page 9
33 I am not allowed to ask him about
his results, and he is not allowed
to tell me.
FDT Tris II, page 9
34 I get up because I’m supposed to,
but if it were up to me, I would stay
in my seat for the rest of time.
FDT Tris II, page 9
35 I feel like there is a bubble in my
chest that expands more by the
second, threatening to break me
apart from the inside.
FDT Tris II, page 9
36 I follow Susan to the exit. FDT Tris II, page 9
37 The only difference is that Susan
might not feel like she’s going to
throw up, and from what I can
tell, her hands aren’t shaking so
hard she has to clutch the hem of
her shirt to steady them.
FIT Susan II, page 9
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38 I watch myself, pale and terrified,
walking toward one of the doors.
FDT Tris II, page
10
39 Susan grins nervously at me as she
walks into room 5, and I walk into
room 6, where a Dauntless woman
waits for me.
FDT Tris II, page
10
40 She is not as severe-looking as the
young Dauntless I have seen.
FIT Susan II, page
10
41 It is only when she turns to close the
door that I see a tattoo on the back
of her neck, a black-and-white
hawk with a red eye.
FDT Tris II, page
10
42 If I didn’t feel like my heart had
migrated to my throat, I would
ask her what it signifies.
FDT Tris II, page
10
43 I can see my reflection from all
angles: the gray fabric obscuring
the shape of my back, my long
neck, my knobby-knuckled hands,
red with a blood blush.
FDT Tris II, page
10
44 I try to focus on her and not on
the wires in her hands.
FDT Tris II, page
10
45 My curiosity is a mistake, a
betrayal of Abnegation values
NRTA Tris II, page
10
46 My throat feels swollen. FDT Tris II, page
10
47 I look over my shoulder, but no
one is there.
FDT Tris II, page
11
48 When she screams at me, my fear
disappears and stubbornness
replaces it.
FDT Tris II, page
11
49 I hear a door squeak and turn to
see who it is.
FDT Tris II, page
11
50 I see not a “who” but a “what”: A
dog with a pointed nose stands a
few yards away from me.
FDT Tris II, page
11
51 A growl gurgles from deep in its
throat, and I see why the cheese
would have come in handy.
FDT Tris II, page
11
52 I think about running, but the dog
will be faster than me.
FDT Tris II, page
11
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53 I have to make a decision. FDT Tris II, page
11
54 I can almost feel the sound
vibrating in my skull.
FDT Tris II, page
11
55 Instead I breathe in the smell of
the dog’s foul breath and try not
to think about what it just ate.
FDT Tris II, page
11
56 What else do I know about dogs? FDT Tris II, page
11
57 I shouldn’t look it in the eye. FDT Tris II, page
11
58 I remember asking my father for
a pet dog when I was young, and
now, staring at the ground in front
of the dog’s paws, I can’t remember
why.
FDT Tris II, page
11
59 The last thing I want to do is lie
down on the ground in front of
the dog—making its teeth level
with my face—but it’s the best
option I have.
FDT Tris II, page
11
60 The dog creeps closer, and closer,
until I feel its warm breath on my
face.
FDT Tris II, page
10
61 I get up slowly so I don’t startle it,
but it seems like a different
animal than the one that faced me
a few seconds ago.
FDT Tris II, page
10
62 I frown and sit on my heels. FDT Tris II, page
11
63 I don’t think, I just jump. FDT Tris II, page
11
64 I can’t see his face over the top of
the paper, but I can see his hands.
FDT Tris II, page
12
65 They are scarred, like he was
burned, and they clench around the
paper like he wants to crumple it.
FIT A man II, page
12
66 It has been a long time since I last
read that word, but even its shape
fills me with dread.
FDT Tris II, page
12
67 I feel like I do know him, though I
don’t remember how.
FDT Tris II, page
12
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68 And at the same time, I feel like it
would be a bad idea to tell the
man that.
FDT Tris II, page
12
69 If I tell him I know the man from
the article, something awful will
happen to me.
FDT Tris II, page
12
70 But I can convince him that I
don’t.
FDT Tris II, page
12
71 My fear is irrational; this is just a
test, it isn’t real.
FDT Tris II, page
12
72 He stands, and finally I see his
face.
FDT Tris II, page
12
73 His breath smells like cigarettes. FIT A man with
newspaper
II, page
12
74 Not real, I remind myself. Not real. FDT Tris II, page
12
75 I had to have done something
wrong, even if it only happened in
my mind.
FDT Tris II, page
12
76 Is that strange look on Tori’s face
because she doesn’t know how to
tell me what a terrible person I
am?
FDT Tris III, page
13
77 I wish I felt like crying, because
the tears might bring me a sense
of release, but I don’t.
FDT Tris III, page
13
78 How can you fail a test you aren’t
allowed to prepare for?
FDT Tris III, page
13
79 As the moments pass, I get more
nervous.
FDT Tris III, page
13
80 I have to wipe off my hands every
few seconds as the sweat
collects—or maybe I just do it
because it helps me feel calmer.
FDT Tris III, page
13
81 My mother told me once that we
can’t survive alone, but even if we
could, we wouldn’t want to.
FDT Tris III, page
13
82 I shake my head. FDT Tris III, page
13
83 I can’t think like this. FDT Tris III, page
13
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84 I have to stay calm. FDT Tris III, page
13
85 She looks tense and pale. FIT Tori III, page
13
86 She looks over her shoulder like
she expects someone to appear
behind her.
NRTA Tori III, page
14
87 I don’t understand—how could
inconclusive test results be
dangerous?—but I still nod.
FDT Tris III, page
14
88 I don’t want to share my test
results with anyone anyway.
FDT Tris III, page
14
89 I feel unsteady. FDT Tris III, page
14
90 I can’t bear to look her in the eye. FDT Tris III, page
14
91 I can’t bear to think about the
Choosing Ceremony tomorrow.
FDT Tris III, page
14
92 I decide not to take the bus. FDT Tris III, page
14
93 If I get home early, my father will
notice when he checks the house
log at the end of the day, and I’ll
have to explain what happened.
FIT Tris’ father III, page
14
94 Sometimes, on the streets near my
house, I can see places where the
yellow lines used to be
FDT Tris III, page
14
95 We don’t need stoplights, either,
but in some places they dangle
precariously over the road like
they might crash down any
minute
FDT Tris III, page
14
96 The Abnegation volunteer agency
my mother works for is responsible
for most of those renovations.
NRTA Abnegation
volunteer
III, page 14
97 But choosing a different faction
means I forsake my family.
FDT Tris III, page
14
98 There are places where the road has
completely collapsed, revealing
sewer systems and empty subways
that I have to be careful to avoid,
and places that stink so
FDT Tris III, page
15
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powerfully of sewage and trash
that I have to plug my nose.
99 Because they failed to complete
initiation into whatever faction
they chose, they live in poverty,
doing the work no one elses to do.
FIT The
factionless
people
III, page
15
100 I feel a lump in my throat. FDT Tris III, page
15
101 He needs help and I am supposed
to help him.
FDT Tris III, page
15
102 I know I look young. FDT Tris III, page
15
103 I don’t need to be reminded. FDT Tris III, page
15
104 My voice sounds clear and
stern—not what I expected to
hear.
FDT Tris III, page
15
105 I feel like it doesn’t belong to me. FDT Tris III, page
15
106 I am ready. FDT Tris III, page
15
107 I know what to do. FDT Tris III, page
15
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