Professional Documents
Culture Documents
RECOUNT
DISCUSSION
ANECDOTE
NEWS ITEM
NARRATIVE GENRE
(JENIS TEKS) H. EXPOSITION
PROCEDURE
A. EXPOSITION
REPORT
DESCRIPTION EXPLANATION
SPOOF
A. SOCIAL FUNCTION
To retell events which sound serious at the beginning but have a funny thing at
the end.
B. GENERIC STRUCTURE
Orientation : provides the setting and introduces
participants.
Evens : tell what happened, in what sequence.
Twist : change of atmosphere from serious to funny
condition.
C. SIGNIFICANT LEXICOGRAMMATICAL FEATURES
Focus on specific participants
Use of material process
Circumstances of time and place
Use of Past Tense
Material Process :
a. Material Processes are verbs that show activities
which can be seen, such as write, eat, walk, etc.
b. Material Processes consist of DOING and HAPPENING.
c. DOING : create, make, build, develop, send,
throw, strew, pour, dissolve, etc.
d. HAPPENING : move, fall, rise, come, go, soften,
harden, melt, etc.
► Adverb of time is a word or phrases indicating when the
event happened. e.g. last week, last month, last year,
last holiday, after lunch, on the first day.
Jack was a university student. He studied history. At the end of his first
year, he failed in his examinations and he was told to leave the
university.
The next day Jack’s father went to see the professor. He urged the
professor to let Jack continue his studies the following year. “He’s a
good boy,” said Jack’ father, “and if you let him pass this time, I’m sure
he’ll improve a lot next year and pass the examination at the end of year
well”.
“No, No! That’s quite impossible!,” replied the professor, “Do you know,
last month I asked him when Napoleon died, and he could not answer
it”.
“Please, Sir, give him another chance,” said Jack’s father, “You see, we
don’t subscribe any newspaper in our house, so none of us even know
that Napoleon was ill”.
Questions:
Part 1
Mention the orientation, the events and
the twist of the text.
Questions:
Part 2
A. 1. Why did Jack have to leave the university?
2. What did his father try to do?
3. What example did the professor give to show how bad a
student Jack was?
4. Which part is funny? Why is it funny?
B. Find words in the story that mean similar to the following
words.
1. Answered
2. Get better
3. opportunity
4. persuade
RECOUNT
A. Social Function
To retell events for the purpose of informing or entertaining
B. Generic Structure of the text
Orientation : provide the setting and introduces participants.
Events : tell what happened, in what sequence.
Reorientation : optional – closure of events.
C. Lexicogrammatical Features
Focus on specific participants
Use of material process
Circumstances of time and place
Focus on temporal sequences
Use of Past Tense
Material Process :
a. Material Processes are verbs that show activities
which can be seen, such as write, eat, walk, etc.
b. Material Processes consist of DOING and HAPPENING.
c. DOING : create, make, build, develop, send,
throw, strew, pour, dissolve, etc.
d. HAPPENING : move, fall, rise, come, go, soften,
harden, melt, etc.
Adverb of time is a word or phrases
indicating when the event happened. e.g.
last week, last month, last year, last
holiday, after lunch, on the first day.
Abstract
Orientation
Crisis
Incident
Coda
Questions
Part 2
Why did the warden ask Sam the secret?
How did the warden know the secret?
When they got to the middle of the lake, what did
Sam do?
What was the effect of the dynamite explosion?
How was the warden when he heard the
explosion?
Did he agree with Sam’s approach?
How did he show his disagreement?
What happened to the warden at the end?
NARRATIVE
Social Function :
To amuse, entertain and to deal with a actual or vicarious experience in
different ways.
Generic Structure :
Orientation : sets the scene and introduce the participants
Evaluation : a stepping back to evaluate the plight.
Complication : a crises arises
Resolution : the crises is resolved, for better or for worse.
Re-orientation : optional
Lexicogrammatical Features :
Focus on specific and usually individualized participants
Use of Material Processes (Behavioral and verbal processes)
Use of Relational Processes and Mental Processes
Use of Temporal Conjunctions and Temporal circumstances
Use of Past Tense
Specific participant is a word indicating a
specific agent not general, e.g. he, she,
the man, the woman, the girl, etc.
Material Process :
a. Material Processes are verbs that show activities
which can be seen, such as write, eat, walk, etc.
b. Material Processes consist of DOING and HAPPENING.
c. DOING : create, make, build, develop, send,
throw, strew, pour, dissolve, etc.
d. HAPPENING : move, fall, rise, come, go, soften,
If material processes are those of doing and mental
processes those of sensing, the other main category,
relational processes, are those of being; for example
'Sarah is wise', 'Tom is the leader'. The central
meaning of clauses of this type is that something is.
But every language accommodates, in its grammar,
a number of distinct ways of being, expressed as a
different types of relational process in the clause.
- Halliday (1985), a pag.112
Relational Process is a predicative verb
which relates the subject and the object, or
complement of the sentence.
Example Relational Process are : is,
consist of, function as, derive from, to be
classified into, to be identified as, etc.
Temporal sequence is a word or
phrase indicating order of event, e.g.
next, after that, before that, then,
the next day, etc.
Simple Past Tense
The second form of verbs, e.g.
walked, went, did, said, sang, had,
etc.
An Example of Narrative
Example of a Narrative
Snow White
Once upon time there lived a little girl named Snow White. She
lived with her aunt and uncle because her parents were dead. One day
she heard her uncle and aunt talking about leaving Snow White in the
castle because they both wanted to go to America and they didn’t have
enough money to take Snow White. Snow White did not want her
uncle and aunt to do this so she decided it would be best if she ran
away. The next morning she ran away from home when her aunt and
uncle were having breakfast. She ran away into the woods. She was
very tired and hungry. Then she saw this little cottage. She knocked
but no one answered so she went inside and fell asleep. Meanwhile,
the seven dwarfs were coming home from work. They went inside.
There they found Snow White sleeping. Then Snow White woke up.
She saw the dwarfs. The dwarfs said, what is your name? Snow White
said, ‘My name is Snow White’. Doc said, “if you wish, you may live
here with us”. Snow White told the dwarfs the whole story and Snow
White and the 7 dwarfs live happily ever after.
Vocabularies
Castle = a very large strong building as a
safe place
Cottage = a small house in the country
Meanwhile = while something else is
happening
Dwarfs = an imaginary creature that looks
like a small man
Doc = spoken a doctor
An Analysis of Snow White
Title Snow White
Orientation Once upon time there lived a little girl named Snow White. She lived with her
aunt and uncle because her parents were dead.
Major Complication One day she heard her uncle and aunt talking about leaving Snow White in the
castle because they both wanted to go to America and they didn’t have enough
money to take Snow White.
Resolution 1 Snow White did not want her uncle and aunt to do this so she decided it would
be best if she ran away. The next morning she ran away from home when her
aunt and uncle were having breakfast. She ran away into the woods.
Complication 2 She was very tired and hungry.
Resolution 2 Then she saw this little cottage. She knocked but no one answered so she
went inside and fell asleep.
Complication 3 Meanwhile, the seven dwarfs were coming home from work. They went inside.
There they found Snow White sleeping. Then Snow White woke up. She saw
the dwarfs. The dwarfs said, what is your name? Snow White said, ‘My name is
Snow White’.
Resolution 3 Doc said, “if you wish, you may live here with us”. Snow White told the dwarfs
the whole story and Snow White and the 7 dwarfs live happily ever after.
Exercise on Narrative
Why do Hawks hunt chicks?
Once upon a time, a hawk fell in love with a hen. The hawk flew
down from the sky and asked the hen, “Will you marry me?”
The hen loved the brave, strong hawk and wished to marry him.
But she said, ”I cannot fly as high as you can. If you give me
time, I may learn to fly as high as you. Then we can fly together.”
The hawk agreed. Before he went away, he gave the hen a ring.
“This is to show that you have promised to marry me, ”said the
hawk.
It so happened that the hen had already promised to marry a
rooster. So, when the rooster saw the ring, he became very
angry. “Throw that ring away at once!” shouted the rooster. The
hen was so frightened at the rooster’s anger that she threw away
the ring immediately.
When the hawk came a few months later, the hen told him the
truth. The hawk was so furious that he cursed the hen, “Why
didn’t you tell me earlier?” Now, you’ll always be scratching the
earth, and I always be flying above to catch your children, “said
the hawk.
Vocabulary
A hawk A hen
► Method (step 1- n)
► First you must dub (click marbles together). Then you must check that
the marbles are in good condition and are nearly worth the same
value. Next you must dig a hole in the ground and draw a line a fair
distance away from the hole. The first player carefully throws his or
her marble toward the hole. Then the second player tries to throw his
or her marble closer to the hole than his or her opponent. The player
whose marble is closest to the hole tries to flick his or her opponent’s
marble into the hole. The person flicking the last marble into the hole
wins and gets to keep both marbles.
Analysis of a Procedure
Title The hole game
Goal flicking the marble into the hole
Materials A hole in ground and a line
(distance) to start from.
Steps 1. Click the marble
2. Check the marble
3. Dig a hole and draw a line
4. Throw the marble
5. Flick the opponent’s marble
Exercise on a Procedure
Germinating petunia seeds
Camp Splash
General
Classification
Qualities
Parts
Behavior or use
Questions Part 2
General
statement
Series of
description
Questions Part 2
Social Function
To describe a particular person, place or thing.
The Structure of the Text
Identification: Identifies phenomenon to be describe.
Description: describe parts, qualities, characteristics.
Lexicogrammatical Features
Focus on specific participants.
Use of Attributive and Identifying Processes.
Frequent Use of Epithets and Classifiers in nominal groups.
Use of simple present tense.
Specific participant is a word indicating a
specific agent not general, e.g. he, she,
the man, the woman, the girl, etc.
An attributive adjective comes before
a noun and not after a copula verb,
like BE, SEEM, etc.
A predicative adjective comes after a
copula verb (linking verb) and not
before a noun.
Technical terms
An epithet (Greek - επιθετον and Latin - epitheton;
literally meaning 'imposed') is a descriptive word or
phrase
Some epithets are known by the Latin term
epitheton necessarium because they are required
to distinguish the bearers, e.g. as an alternative to
ordinals after a prince's name—say
Richard the Lionheart, or Charles the Fat alongside
Charles the Bald. Still the same epithet can be used
repeatedly, in different spheres of life and/or joined
to different names, say Alexander the Great as well
as Suleiman the Great.
An Example of Description
London
London, the capital city of England, has been one of the major cities
in Europe for centuries. Because of its long history, it has many old
buildings.
The historical center of London is now a relatively small area still
known as the City, which covers only about 2,6 sq km (about 1 sq mi). The
city is capitalized, to distinguish it from the larger metropolis. This is where
London began as a Roman colonial town around AD 50, at the point where
the Roman built the first bridge in London. Today this area is one of the
world’s leading financial centers. Most of the financial activities are
crowded along Threadneedle Street, near the intersection known as Bank,
which include the huge bank of England complex, the Royal Exchange,
and the Stock Exchange. The permanent residential population of the city
is now less than 6000, but about 350, 000 commute here daily to work.
The only large residential portion of the city is the Barbican Center, a
concrete complex of towers, parking garages, and pedestrian walkways
located on the northern edge of the city. The Barbican was built to replace
older building destroyed in World War II (1939 – 1945), when the Germans
heavily bombed London.
Vocabularies
Covers = include
Distinguish = able to understand, recognize the
difference
Intersection = a place where roads cross each other
Huge = extremely large
Commute = regularly travel a long distance to get to
work
Concrete = clearly based on facts rather than beliefs
Pedestrian = someone who is walking
Natural Bridge Natural Park
Exercise on a Description
Natural Bridge Natural Park
Description:
Parts,
Qualities,
Characteristics
EXPLANATION
Social Function
To explain the processes involved in the formation or workings of
natural or sociocultural phenomena
Generic Structure
A general statement to position the reader.
A sequenced explanation of why or how something occurs.
Lexicogrammatical Features
Focus on Generic, non human participants.
Use mainly of Material and Relational Processes.
Use mainly of Temporal and Causal Circumstances and
Conjunctions.
Some use of Passive Voice to get theme right.
use of non-human participants (the sea, the
mountains, the computers, the engine)
use of action verbs (falls, rises, changes)
uses time relationships (first, then, following,
finally)
use of cause/effect relationships (then, as a
consequence, so, if)
conjunctions (when, then, first, after this so)
some passives (is saturated, are changed)
Explanations involve the stating of reasons for
an activity or process.
Example of Explanation
Tsunami
Tsunamis occur when a major fault under the ocean floor
suddenly slips. The displaced rock pushes water above it like a
giant paddle, producing powerful water waves at the ocean
surface. The ocean waves spread out from the vicinity of the
earthquake source and move across the ocean until they reach
the coastline, where their height increases as they reach the
continental shelf, the part of the earth’s crust that slopes, or
rises, from the ocean floor up to the land.
Tsunamis wash ashore with often disastrous effects such as
severe flooding, loss of lives due to drowning, and damage to
property.
A tsunami is a very large sea wave that is generated by
disturbance along the ocean floor. This disturbance can be an
earthquake, a landslide, or a volcanic eruption. A tsunami is
undetectable far out in the ocean, but once it reaches shallow
water, this fast-traveling were grows very large.
Analysis of Explanation
Title Tsunami
General Tsunamis occur when a major fault under the ocean floor
Statement suddenly slips.
Sequence The displaced rock pushes water above it like a giant paddle,
Explanation producing powerful water waves at the ocean surface. The ocean
waves spread out from the vicinity of the earthquake source and
move across the ocean until they reach the coastline, where their
height increases as they reach the continental shelf, the part of
the earth’s crust that slopes, or rises, from the ocean floor up to
the land. Tsunamis wash ashore with often disastrous effects
such as severe flooding, loss of lives due to drowning, and
damage to property.
Closing A tsunami is a very large sea wave that is generated by
disturbance along the ocean floor. This disturbance can be an
earthquake, a landslide, or a volcanic eruption. A tsunami is
undetectable far out in the ocean, but once it reaches shallow
water, this fast-traveling were grows very large.
Questions
Which of these is the purpose of the text?
a. To describe the way things are.
b. To explain the natural phenomenon
How many action verbs are there used in the text?
What are they?
Are the any abstract words in the text? What are they?
How many sentences are there written in the passive
form? Write them.
Are there any conjunctions used in the text? Mention
them.
Is the text mostly written in present tense?
Is there any adverbial phrase?
Do you find many noun phrases used in the text?
Exercise on Explanation
A brief Summary of Speech Production
Sequence
Explanation
Closing
ANALYTICAL EXPOSITION
Social Function
To persuade the reader or listener that something should or should
not be the case.
Generic Structure
Thesis
Position: Introduces topic and indicates writer’s position.
Preview: Outlines the main arguments to be presented.
Arguments
Point: restates main arguments outlined in Preview.
Elaboration: develops and supports each point/ argument.
Reiteration: restates writer’s position.
Lexicogrammatical Feature
Focus on Generic human and non- human participants.
Use of simple present tense.
Use of Relational Processes.
Use of Internal Conjunction to state argument.
Reasoning through Causal Conjunction or Nominalization
Generic Human participant is a word
or a phrase indicating a general
agent not specific, e.g. a man, a
woman, a doctor, etc.
Generic non-Human agent is like one
way, a method, etc.
Simple Present Tense is the first form of
verb e.g. goes, plays, sings for the
singular third person (she, he) and study,
work, write for the first, the second, and
the plural third person (I, you, we, they).
Imperative is the first form of verb or
infinitive used in front of a sentence.
Relational Process is a predicative verb
which relates the subject and the object,
or complement of the sentence.
Example of Relational Process are : is,
consist of, function as, derive from, to be
classified into, to be identified as, etc.
Internal Conjunction
Casual Conjunction
EXAMPLE OF A. EXPOSITION
Integrated pest management
There is no one best way to deal with pest agriculture.
Pesticides are commonly used, but this may cause many
problems. Combining different management operations is the
most effective way to control pest. Firstly, the chemical in
pesticides may build up as residues in the environment. This
reduces the quality of farm produce. As well, pest can gradually
become resistant to pesticides. This means that newer and
sometimes stronger one have to be developed. Some pesticides
affect non target animals such as fish and bees. This affects the
natural balance. Also aiming to completely wipe out agricultural
pests may be very expensive. Sometimes pest damage costs less
than the method of control. Lastly, understanding the ecology of
the area helps a lot in pest control. Natural enemies can be used
to control a pest. Pesticides should be chosen that don’t affect
the natural enemies. Therefore, integrated pest management is
a safe and more affective option in agriculture.
Analysis of A. Exposition
Title Integrated pest management
thesis Position There is no one best way to deal with pest agriculture. Pesticides are
preview commonly used, but this may cause many problems. Combining different
management operations is the most effective way to control pest.
argument 1 assertion Firstly, the chemical in pesticides may build up as residues in the
elaboration environment. This reduces the quality of farm produce.
argument 2 assertion As well, pest can gradually become resistant to pesticides. This means
elaboration that newer and sometimes stronger one have to be developed.
argument 3 assertion Some pesticides affect non target animals such as fish and bees. This
elaboration affects the natural balance.
argument 4 assertion Also aiming to completely wipe out agricultural pests may be very
elaboration expensive. Sometimes pest damage costs less than the method of
control.
argument 5 assertion Lastly, understanding the ecology of the area helps a lot in pest control.
elaboration Natural enemies can be used to control a pest. Pesticides should be
chosen that don’t affect the natural enemies.
reiteration Therefore, integrated pest management is a safe and more affective
option in agriculture.
EXERCISE ON A. EXPOSITION
In Australia there are three levels of government, the
federal government, state governments and local
governments. All of these levels of government are
necessary. This is so for a number of reasons. First, the
federal government is necessary for the big things. They
keep the economy in order and look after things like defense.
Similarly, the state governments look after the middle sized
things. For example they look after law and order, preventing
things like vandalism in schools. Finally, local governments
look after the small things. Thus, for reasons above we can
conclude that the three levels of government are necessary.
QUESTIONS
Part 1
Mention the generic structure of the text by
finding the title, the thesis, the arguments
(the point and the elaboration), and the
reiteration of the text.
QUESTIONS
Part 2
HORTATORY EXPOSITION
Social Function
To persuade the reader or listener that something should or should
not be the case.
Generic Structure
Thesis: announcement of issue concern.
Arguments: reason for concern, leading to recommendation.
Recommendation: statement of what ought or ought not to happen
Lexicogrammatical Feature
Focus on Generic human and non- human participants, except for
speaker or writer referring to self.
Use of:
Mental Processes: to state what writer thinks or feels about issue, e.g.
realize, feel, appreciate.
Material Processes: to state what happens, e.g., is polluting, drive, travel,
spend, should be treated.
Relational Processes: to state what is should be, e.g., doesn’t seem to
have been, is.
Use of simple present tense.
Generic Human participant is a word or a
phrase indicating a general agent not
specific, e.g. a man, a woman, a doctor,
etc.
Generic non-Human agent is like one
way, a method, etc.
If material processes are those of doing and
mental processes those of sensing, the other
main category, relational processes, are those
of being; for example 'Sarah is wise', 'Tom is
the leader'. The central meaning of clauses of
this type is that something is. But every
language accommodates, in its grammar, a
number of distinct ways of being, expressed as
a different types of relational process in the
clause.
- Halliday (1985), a pag.112
Simple Present Tense is the first form of
verb e.g. goes, plays, sings for the
singular third person (she, he) and study,
work, write for the first, the second, and
the plural third person (I, you, we, they).
EXERCISE ON H. EXPOSITION
Country Concern
In all the discussion over the removal of lead from
petrol (and the atmosphere) there doesn’t seem to have
been any mention of the difference between driving in the
city and the country. While I realize my leaded petrol car is
polluting the air wherever I drive, I feel that when you
travel through the country, where you only see another car
every five to ten minutes, the problem is not as severe as
when traffic is concentrated on city road. Those who want
to penalize older, leaded petrol vehicles and their owners
don’t seem to appreciate that, in the country, there is no
public transport to fall back upon and one’s own vehicle is
the only way to get about. I feel that country people, who
often have to travel huge distances to the nearest town and
who already spend a great deal of money on petrol, should
be treated differently to the people who live in the city.
Analysis of H. Exposition
Title Country Concern
Thesis In all the discussion over the removal of lead from petrol (and
the atmosphere) there doesn’t seem to have been any mention
of the difference between driving in the city and the country.
Argument 1 While I realize my leaded petrol car is polluting the air wherever
I drive, I feel that when you travel through the country, where
you only see another car every five to ten minutes, the problem
is not as severe as when traffic is concentrated on city road.
Argument 2 Those who want to penalize older, leaded petrol vehicles and
their owners don’t seem to appreciate that, in the country, there
is no public transport to fall back upon and one’s own vehicle is
the only way to get about.
Recommend I feel that country people, who often have to travel huge
ation distances to the nearest town and who already spend a great
deal of money on petrol, should be treated differently to the
people who live in the city.
NEWS ITEM
Social Function
To inform readers, listeners or viewers about events of the day
which are considered newsworthy or important.
Generic Structure
Newsworthy Event (s) : recounts the event in summary form.
Background Events: elaborate what happened, to whom, in what
circumstance.
Sources: comments by participant in, witnesses to and authorities
expert on the event.
Lexicogrammatical Feature
Short, telegraphic information about story captured in headline.
Use of Material Processes to retell the event (in the text below,
many of the material processes are nominalized).
Use of Projecting Verbal Processes in sources stage.
Focus on Circumstances (e.g. mostly within Qualifiers).
Example of News Item
Town Contaminated
Moscow – A Russian journalist has uncovered evidence of another
Soviet nuclear catastrophe, which killed 10- sailors and contaminated an
entire town. Yelena Vazrshavskya is the first journalist to speak to
people who witnessed the explosion of a nuclear submarine at the naval
base of shkotovo – 22 near Vladivostok. The accident, which occurred
13 months before the Chernobyl disaster, spread radioactive fall-out
over the base and nearby town, but was covered up by officials of the
then Soviet Union. Residents were told the explosion in the reactor of
the Victor-class submarine during a refit had been a ‘thermal’ and not a
nuclear explosion. And those involved in the clean up operation to
remove more than 600 tones of contaminated material were sworn to
secrecy. A board of investigators was later to describe it as the worst
accident in the history of the Soviet Navy.
Analysis of News Item
Title Town Contaminated
Newsworthy Moscow – A Russian journalist has uncovered evidence of
Event another Soviet nuclear catastrophe, which killed 10- sailors and
contaminated an entire town.
Background Yelena Vazrshavskya is the first journalist to speak to people
Events who witnessed the explosion of a nuclear submarine at the naval
base of shkotovo – 22 near Vladivostok. The accident, which
occurred 13 months before the Chernobyl disaster, spread
radioactive fall-out over the base and nearby town, but was
covered up by officials of the then Soviet Union. Residents were
told the explosion in the reactor of the Victor-class submarine
during a refit had been a ‘thermal’ and not a nuclear explosion.
And those involved in the clean up operation to remove more
than 600 tones of contaminated material were sworn to secrecy.
Sources A board of investigators was later to describe it as the worst
accident in the history of the Soviet Navy.
DISCUSSION
Social Function
To present (at least) two points of view about an issue.
Generic Structure
Issue:
Statement
Preview
Arguments for and against or Statement of differing points of view:
Point
Elaboration
Conclusion or Recommendation
Lexicogrammatical Feature
Focus on Generic human and generic non human Participants .
Use of:
Material Processes, e.g. has produced, have developed, to feed.
Relational Processes, e.g. is, could have cause, are.
Mental Processes, e.g. feel.
Use of Comparative: Contrastive and Consequential Conjunction.
Reasoning expressed as verbs and nouns (abstraction).
REVIEW
Social Function
To critique an art work, event for a public audience . Such works of art
include movies, TV shows, books, plays, operas, recordings, exhibitions, concerts
and ballets.
Generic Structure
Orientation: places the work in its general and particular context, often by
comparing it with others of its kind or through analogue with a non-art object or
event.
Interpretative Recount: summaries the plot and/ or provides an account of
how the reviewed rendition of the work came into being; is optional, but if
present, often recursive.
Evaluation: provides an evaluation of the work and/ or production; is usually
recursive.
Evaluation Summation: provides a kind of punchline which sums up the
reviewer’s opinion of the art event as a whole; is optional.
Lexicogrammatical Feature
Focus on particular participants.
Direct expression of options through use of Attitudinal Epithets in nominal
groups; Qualitative Attributes and Affective Mental Processes.
Use of elaborating and extending clause and group complexes to package the
information.
Use of metaphorical language (e.g. The wit was there, dexterously ping
ponged to and fro …).