MATERI KULIAH ADVANCED READING

MINGGU 1 DAN 2

EXPLANATION TEXT

A. Explanation Text
Explanation is a text which tells processes relating to forming of natural, social,
scientific and cultural phenomena. It is often found in science, geography and history
text books.
1. Purpose
An explanation is written to explain how and why something in the world
happens. It is about actions rather than about things. Explanations play a valuable
role in building and storing our knowledge.Technical and scientific writing are
often expressed in this form.
2. Context
Explanation text is to say ‘why’ and ‘how’ of the forming of the phenomena.

B. Languange Features

 Use of present tense (e.g. run, sleep, talk)

 Use of complex noun groups to build detailed descriptions (e.g. The enormous
expanse of arid land; The rampaging, threatening river)
 Use of abstract nouns (e.g. heat, earthquakes)
 Use of pronouns for words already introduced in the text (e.g. i, you, them)
 Usually the subject is not human (e.g. mountains, rain, video)
 Use of action verbs to explain cause (e.g. from, started from)
 Use of adverbial phrases of time and place to tell where and when actions occurred
(e.g. It is to be found in North America)
 Use of connectives to link time sequences in a cause and effect sequence (e.g. first,
then, after, finally, so, as a consequence)
 Use of passive voice and nominalisation to link the events through cause and effect
(e.g. The savannah is roamed by beautiful giraffes.)
 Use of time conjunctions (e.g. when, as, to sequence and link events and to keep the
text flowing). Placing of these conjunctions first in the sentence in order to focus the
reader’s attention (e.g. When he reached the summit of the mountain, he felt
exhilarated)

C. The Generic Structure

 General statement: stating the phenomenon issues which are to be explained.

 Sequenced explanation: stating a series of steps which explain the phenomena.
 Closing: (Optional) atually this is not mentioned in explanation text, however, many
people think that the last of paragraph is clossing, in which it is actually  part
of sequenced explanation

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 D. Model Text Explanation
Text 1
HOW DO WE BREATHE?

The nose, trachea and lungs are the main organs which make up the General
respiratory system. This system allows the exchange of gases which are needed for us Statement
to live.
Breathing happens when the brain sends a message through the nerves to the
intercostal muscles which lie between the ribs and diaphragm. When the instruction is
received, the muscles pull the ribs outwards and the diaphragm relaxes so that the
space in the chest gets bigger. Because the pressure in the chest gets lower, air rushes
in to fill the lungs.
This air is first taken in through the nose or mouth. It then travels into the
throat (the pharynx) and on through the voice box (the larynx). The opening to the
voice box has a cover over it called the epiglottis.
This cover opens when a breath is taken. In this way, the air is able to flow Sequenced
explatanation
down the trachea but food is kept out.
After passing down the trachea the air travels into the lung down either the
right or left bronchus, through the bronchioles and at last into tiny air sacs called
alveoli. These are covered with small blood vessels called capillaries. From here,
oxygen is finally taken into the blood stream and carbon dioxide is passed back to the
lungs.
The intercostal muscles then push the rib cage back inwards. As a result, the
space in the chest gets smaller and the pressure rises, thus pushing the carbon dioxide
back out of the lungs.
And it all happens in the space of a single breath! Closing

Analysis:

General Structure:

1. General statement: The nose, trachea and lungs are the main organs which make up
the respiratory system. This system allows the exchange of gases which are needed
for us to live.
2. Series of sequenced: Breathing happens when the brain sends a message through the
nerves to the intercostal muscles which lie between the ribs and diaphragm. When the
instruction is received, the muscles pull the ribs outwards and the diaphragm relaxes
so that the space in the chest gets bigger. Because the pressure in the chest gets lower,
air rushes in to fill the lungs.
This air is first taken in through the nose or mouth. It then travels into the throat (the
pharynx) and on through the voice box (the larynx). The opening to the voice box has
a cover over it called the epiglottis.
This cover opens when a breath is taken. In this way, the air is able to flow down the
trachea but food is kept out.

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 After passing down the trachea the air travels into the lung down either the right or
left bronchus, through the bronchioles and at last into tiny air sacs called alveoli.
These are covered with small blood vessels called capillaries. From here, oxygen is
finally taken into the blood stream and carbon dioxide is passed back to the lungs.
The intercostal muscles then push the rib cage back inwards. As a result, the space in
the chest gets smaller and the pressure rises, thus pushing the carbon dioxide back out
of the lungs.
3. Closing: And it all happens in the space of a single breath!

Languange Features Analysis:

1. Use of present tense: The nose, trachea and lungs are the main organs which make up
the respiratory system.
2. Use of action verbs: Breathing happens when the brain sends a message through the
nerves to the intercostal muscles which lie between the ribs and diaphragm.
3. Use of time conjunctions: When the instruction is received
4. Use of adverbial phrases of time and place: muscles pull the ribs outwards and the
diaphragm relaxes
5. Use of connectives to link time sequences: After passing down the trachea

E. Learning Activities

Text 1 Explanation Text

Direction : Read the text below withgood pronunciation and answer the following
question

How Chocolate is Made

Have we wondered how we get chocolate from? Well this time we will enter the
amazing world of chocolate so we can understand exactly we are eating.

Chocolate starts a tree called cacao tree. This tree grows in equatorial regions,
especially in place such as South America, Africa, and Indonesia. The cacao tree produces a
fruit about the size of a small pine apple. In side the fruits are the tree’s seeds. They are also
known as coco beans.

Next, the beans are fermented for about a week, dried in the sun. After that they are
shipped to the chocolate maker. The chocolate maker starts processing by roasting the beans
to bring out the flavour. Different beans from different places have different qualities and
flavour. So they are often shorted and blended to produce a distinctive mix.

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 The next process is winnowing. The roasted beans are winnowed to remove the meat
nib of the cacao bean from its shell. Then the nibs are blended. The blended nibs are
grounded to make it liquid. The liquid is called chocolate liquor. It tastes bitter.

All seeds contain some amount of fat and cacao beans are not different. However,
cacao beans are half fat, which is why they ground nibs from liquid. It is pure bitter
chocolate.

Learning Activities:

1. Find the meaning of new words and put them in a vocabulary building matrix.
2. Find the synonym, antonym, part of speech, and suffix after you know the
meaning put them into vocabulary building matrix
3. Find 3 sentences that you think hard to understand and write in your exercise
book and don’t forget to translate it.

Text 2 Explanation Text

Geyser

A geyser is the result of underground water under the combined conditions of high
temperatures and increased pressure beneath the surface of the earth. Since temperature rises
approximately 1 F for every sixty feet under the earth's surface, and pressure increases with
depth, the water that seeps down in crack and fissures until it reaches very hot rock in the
earth interior becomes heated to temperature in excess of 290 F. Because of the greater
pressure, the water shoots out of the surface in the form of steam and hot water. The result is
a geyser. In order to function, then a geyser must have a source of heat, reservoir where water
can be stored until the temperature rises to an unstable point, an opening through which the
hot water and steam can escape, and underground channels for resupplying water after an
eruption.

Favorable conditions for geyser exist in some regions of the world including New
Zealand, Iceland, and the Yellowstone National Park area of the United States. The most
famous geyser in the world is Old Faithfull in Yellow Park. Old Faithfull erupts almost every
hour, rising to a height of 125 to 170 feet and expelling more than ten thousand gallons
during each eruption.

Learning Activities:

1. Find the meaning of new words and put them in a vocabulary building matrix.
2. Find the synonym, antonym, part of speech, and suffix after you know the
meaning put them into vocabulary building matrix
3. Find 3 sentences that you think hard to understand and write in your exercise
book and don’t forget to translate it.

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READ FOR FURHER UNDERSTANDING

Explanation Text
Definition and purposes of Explanation

Explanation is a text which tells processes relating to forming of natural, social,

scientific and cultural phenomena. Explanation text is to say 'why' and 'how' of the forming of
the phenomena. It is often found in science, geography and history text books.

Generic structure of Explanation

 General Statement: stating the phenomenon issues which are to be explained.
 Sequenced explanation: stating a series of steps which explain the phenomena.

Language Feature
 Featuring generic participant; sun, rain, etc.
 Using chronological connection; to begin with, next, etc.
 Using passive voice pattern.
 Using simple present tense.

Example of Explanation Text

Tsunami
The term of “tsunami” comes from the Japanese which means harbour ("tsu") and
wave ("nami"). A tsunami is a series of waves generated when water in a lake or a sea is
rapidly displaced on a massive scale. GS

A tsunami can be generated when the sea floor abruptly deforms and vertically
displaces the overlying water. Such large vertical movements of the earth's crust can occur at
plate boundaries.

Subduction of earthquakes is particularly effective in generating tsunami, and occurs

where denser oceanic plates slip under continental plates.
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As the displaced water mass moves under the influence of gravity to regain its
equilibrium, it radiates across the ocean like ripples on a pond.

Tsunami always brings great damage. Most of the damage is caused by the huge mass
of water behind the initial wave front, as the height of the sea keeps rising fast and floods
powerfully into the coastal area.

List of Difficult Words:

 deform: melengkung

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  displace: memindahkan
 ripples: gelombang
 slip: menyelinap
 denser: lebih tebal

Question
1. How does the tsunami happen?
2. Where does the tsunami take place?
3. What are the effects of tsunami?
4. When does the tsunami happen?
5. Why does Tsunami bring great damage?

Language Feature
 Featuring generic participant Tsunami, wave.
 Using chronological connection: to begin with, next, etc.
 Using passive voice pattern: A tsunami is a series of waves generated when water in a
lake or a sea is rapidly displaced on a massive scale; Most of the damage is caused by
the huge mass of water behind the initial wave front; A tsunami can be generated.
 Using simple present tense: The term of “tsunami” comes from the Japanese which
means harbour ("tsu") and wave ("nami"); Subduction of earthquakes is particularly
effective in generating tsunami, and occurs where denser oceanic plates slip under
continental plates.

Read the following Texts

Text 1

Text Structure CANCER

What is cancer? It is actually a group of more than one
hundred separate diseases. Most of us are fear from cancer. It
is reasonable because next to heart disease, cancer is the
second leading cause of death.

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 Cancer cells come from normal cells because of mutations of
DNA. Those mutations can occur spontaneously. The
mutations may be also induced by other factors such as:
nuclear and electromagnetic radiation, viruses, bacteria and
fungi, parasites, heat, chemicals in the air, water and food,
mechanical cell-level injury, free radicals, evolution and
ageing of DNA, etc. All such factors can produce mutations
that may start cancer. Cancer cells are formed continuously in
the organism. It is estimated that there are about 10,000
cancer cells at any given time in a healthy person. Why do
some result in macroscopic-level cancers and some do not?
First, not all damaged cells can multiply and many of them
die quickly. Second, those which potentially divide and form
cancer are effectively destroyed by the mechanisms available
to the immune system. Therefore cancer develops if the
immune system is not working properly or the amount of
cells produced is too great for the immune system to
eliminate.
(Simplified from:
www.digitalrecordings.com/publ/cancer.html)

 Writing
Write the main sequenced explanations (you may use your
own words) dealing with the text about the cancer leading
to the cause of death.

Text 2

WHERE DOES RAIN COME FROM?

Rain always comes from clouds. But where do clouds come from? How does all that water
get into the sky?

Think about your bathroom. There is hot water in your bath. Steam goes up from the hot
water. The steam makes small clouds in the bathroom. These warm clouds meet the cold
walls and windows, and then we see small drops of water on the walls and windows.

The world is like your bathroom. The water in the oceans is warm when the sun shines on it.
Some of this water goes up into the sky and makes clouds. The wind carries the clouds for
hundreds of kilometers. Then the clouds meet cold air in the sky, and we see drops of water.
The drops of water are rain.

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The rain falls and runs into rivers. Rivers run into oceans. And the water from oceans makes
clouds and more rain. So water is always moving from oceans to clouds to rain to rivers to
oceans. So the rain on your head was on other heads before! The water in your garden was
in other gardens in other countries.

Fill this form

Social function :

Generic structure :

Language Feature :

Answer the following questions:

1. What is the rain?

2. When the water in the ocean is warm?
3. What happen when the cloud meet cold water?
4. What is the circulation of rain?
5. When the water steam and goes up?

MINGGU 3 DAN 4

8
 ANALYTICAL EXPOSITION TEXT

A. Definition
 Analytical Exposition
Analytical Exposition is a text that elaborates the writer‘s idea about
the phenomenon surrounding.

 Hortatory Expositon
Hortatory Exposition Text is a kind of English text that belongs to the
argumentative text . Hortatory Exposition is a type of English text which
represents the author’s attempt to influence the reader to do something or act
in a particular way. In Hortatory Exposition Text, the authors give some
opinions about certain things to reinforce the main idea of the text.

B. Purpose
 Analytical Exposition
Its social function is to persuade the reader that the idea is important
matter, and to analyze the topic that the thesis/opinion is correct by developing
an argument to support it.

 Hortatory Exposition
Hortatory exposition is used to persuade the reader or listener that
something should or should not be the case or be done.

C. Language Features
1. Analytical Exposition
 Using internal conjunction (e.g. firstly, secondly, next, finally, etc)
 Using contrastive conjunction (e.g. but, nevertheless, etc)
 Using simple present tense (e.g. Bruno is handsome, etc)
 Focusing on general human and non-human participant (e.g. car, pollution,
leaded petrol car, etc)
 Using modal (e.g. must, can, will, may, etc)

2. Hortatory Exposition
 Using action verbs (e.g. read, run, buy, etc)
 Using modal (e.g. may, must, should, etc)
 Using adverb (e.g. certainly, surely, etc)
 Using temporal connectives/transition (e.g. firstly, secondly, etc)
 Using evaluative words (e.g. important, valuable, trustworthy, etc)
 Using simple present tense

D. Generic Structure
 Analytical Exposition
1. Thesis: Introducing the topic and indicating the writer’s point of view.
2. Argument : Explaining the argument to support the writer’s position. The
number of arguments may vary, but each argument must be supported by
evidence and explanation.

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 3. Reiteration: Restating the writer’s point of view / to strengthen the thesis.
We can use the following phrase to make conclusion in reiteration.

 Hortatory Exposition
1. Thesis : Statement or announcement of issue concern
2. Arguments : Reasons for concern that will lead to recommendation
3. Recommendation : Statement of what should or should not happen or be
done based on the given arguments

E. Model Text
 Analytical Exposition
Cars Should Be Banned in the City

Thesis:

Cars should be banned in the city. As we all know, cars create pollution, and cause a lot of
road deaths and other accidents.
Argument 1:
Firstly, cars, as we all know, contribute to most of the pollution in the world. Cars emit a
deadly gas that causes illnesses such as bronchitis, lung cancer, and ‘triggers’ off asthma.
Some of these illnesses are so bad that people can die from them.
Argument 2:
Secondly, the city is very busy. Pedestrians wander everywhere and cars commonly hit
pedestrians in the city, which causes them to die. Cars today are our roads biggest killers.
Argument 3:
Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at night, or
concentrate on your homework, and especially talk to someone.
Reiteration:
In conclusion, cars should be banned from the city for the reasons listed.
Language feature analysis:
1. Red text = internal conjunction
2. Blue text = present tense
3. Yellow highlight = general human and non-human participant
4. Purple highlight = modal

READ FOR FURTHER MATERIALS

Analytical Exposition Text

a. Social Function

Analytical exposition and hortatory are arguments which present a

thesis or opinion with supporting evidence. An analytical exposition

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presents the argument in such a way that it sounds like the writer is an
authority on the subject and so it does not use first person pronoun
(e.g. I, we or us), or extravagant language or cliches; whilst a
hortatory or persuasive exposition presents the argument in a much
more flowery and flamboyant manner, like the personal opinion of the
writer. Examples of analytical expositions are found in the discussion
of a scientific experiment report or reports of business projects. The
social function of an an analytical exposition text is to reveal readers
that something is the important case.

b. Generic Structure

The generic structure of an nalytical exposition text consists of thesis,

arguments, and reiteration/conclusion.

Text Is Smoking Good for Us?

Elements
Thesis Before smoking, it is better to look at the fact. About 50
thousands people die every year in Britain as direct result of
smoking. This is seven times as many as those die in road
accidents. Nearly a quarter of smokers die because of diseases
caused by smoking.
Arguments Ninety percent of lung cancers are caused by smoking. If ones
smoke five cigarettes a day, they are six times more likely to die
of lung cancer than a non smoker. If people smoke twenty
cigarettes a day, the risk is nineteen greater. Ninety five percent
of people who suffer of bronchitis are people who are smoking.
Smokers are two and half times more likely to die of heart
disease than non smokers.
Reiteration Additionally, children of smoker are more likely to develop
bronchitis and pneumonia. In one hour in smoky room, non
smoker breathes as much as substance causing cancer as if he
had smoked fifteen cigarettes.
Smoking is really good for tobacco companies because they do
make much money from smoking habit. Smoking however is not
good for every body else.

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 c. Language Features

The language of Analytical exposition includes the following:

1. Modals
2. Action verbs
3. Thinking verbs
4. Adverbs
5. Adjective
6. Technical terms
7. General and abstract noun
8. Connectives/transition

Definition
Exposition is a text that elaborates the writer‘s idea about the phenomenon
surrounding. Its social function is to persuade the reader that the idea is important matter.

Function
To reveal the readers that something is the important case.

Generic Structure

1. Thesis: Introducing the topic and indicating the writer’s position

2. Arguments: Explaining the arguments to support the writer’s position

3. Reiteration: Restating the writer’s position

Language Features of Analytical Exposition

 Using relational process

 Using internal conjunction
 Using causal conjunction
 Using Simple Present Tense

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d. Examples of Analytical Exposition text

(1) Is Smoking Good for Us?

Before smoking, it is better to look at the fact. About 50 thousands

people die every year in Britain as direct result of smoking. This is
seven times as many as die in road accidents. Nearly a quarter of
smokers die because of diseases caused by smoking.
Ninety percent of lung cancers are caused by smoking. If ones smoke
five cigarettes a day, they are six times more likely to die of lung
cancer than a non smoker. If they smoke twenty cigarettes a day, the
risk is nineteen greater. Ninety five percent of people who suffer of
bronchitis are people who are smoking. Smokers are two and half
times more likely to die of heart disease than non smokers.
Additionally, children of smoker are more likely to develop
bronchitis and pneumonia. In one hour in smoky room, non smoker
breathes as much as substance causing cancer as if he had smoked
fifteen cigarettes.
Smoking is really good for tobacco companies because they do make
much money from smoking habit. Smoking however is not good for
every body else. (source: www.englishdirection.com)

(2) Is It Important to Choose an Accredited School?

Most of teenagers need to go to school and there are a lot of schools

over there. Nowadays, schools grow to offer plenty of choice; private
and state ones. However it is a hard choice since there are many
factors which need to be considered before making the selection.
Some will be influenced by friends; because some friend got to certain
school than we go to there too. Some prefer to choose certain school
because of the closer distance. In fact, the primary decisive matter for
selecting school is whether the school has been accredited or not. Why
is important to choose an accredited school?
Well, accredited schools have an edge over the unaccredited schools.
This label of Accredited School has an impact in employment
opportunities. As result, if there are two or more students with similar
qualifications, the student who comes from the accredited school will
have an edge over the other candidate. Student from an accredited
school has more open door than student with an accredited one. Many
students select certain school depending more on short term factors
like friend influence and short distance from home. It is not bad since
commuting actually needs much cost. Choosing school which is closer
to home will save time, energy and money. However if that school is
not accredited, the time and money spent along studying seems to be

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waste in the long term because it could become a limiting factor in
gaining future opportunities.
Accredited school is not the only factor which will drive student’s
success. Personality and characterization are very important too.
However a student with good personality who comes from an
accredited school is better than the others.

e. Exercise

 Writing

Find the generic structures of the text below and put them in the
table?

Controlling Children Using Computer

Computer and internet are useful as well as powerful. Information

about health and safe usage of computer and Internet, especially for
children, should be owned by each family. Computer connected to
internet is powerful way to socialize with others. It can be good but
also bad effect. Recently we hear a lot of children get the advantage of
social networking sites but we often see the news about the
disadvantage of it for children. Healthy and safety of computer and
Internet usage should continue to be campaigned.
The role of parent in assisting and directing children in using
computer is very necessary. Installation of software monitor such as
key logger which has function to watch and note all activities relating
to keyboard usage is helpful but not enough to protect children from
potential harms. Children tend to hide what they have done in front of
the computer to their parent. They see that all of they have done are
their privacy and no one may know.
We can not prevent children from using computer because it is
multifunctional. However, many parents worry about what their kids
do in front of the computer; whether they are doing homework or even
just playing games. Or spending all time to surf internet which is the
materials do not fit with his age. There is a tendency, especially
teenagers, want to become acquainted with many strangers out side.
The lack parental supervision of children's activities is likely to pose a
potential danger to them. So parental monitor against the use of
computers needs to be done from time to time. (Source:
www.englishdirection.com).

Text Controlling Children Using Computer

Elements

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Thesis .....................................................................................
.
Argument ......................................................................................
s ........................
Reiteratio ......................................................................................
n ........................
Conclusion ......................................................................................
........................

 Vocabulary

a). Fill in the blanks with words in the categories, and continue
with different words for the rest.

No Noun Verb Adjective Adverb

.
1. personality ................... ................... ...................
2. ................... characteriz ................... ...................
e
3. ................... ................... different ...................
4. ................... ................... ................... supportively
5. ................... prevent ................... ...................
6. analysis ................... ................... ...................
7. ................... ................... personal ...................
8. ................... ................... ................... actually
9. ................... ................... ................... ...................
10. ................... ................... ................... ...................
11. ................... ................... ................... ...................
12. ................... ................... ................... ...................

b). Identify the words which show the materials process in the
text “Is Smoking Good for Us?”, and which show the

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 circumstances in the text “Is It Important to Choose an
Accredited School?” above.

 Grammar

1. Write down the paraphrases of the underlined

sentences/clauses in the following text, by changing/
avoiding the use of the participants “I/ We”.

2. Change the underlined sentences/ clauses into any

types of phrases, if possible.

The Power of Music in our Life

Do you agree that music is important in our life? (1) Yes I do, music
has certain role completing our day to day activities. Here are some
reasons why music is heard everywhere and anywhere.
(2) Music is a way to express feelings. When we fall in love, the kind
of music we’d listen to would be all about love. When we’re sad, we
would go for music that is melancholic in nature and immerse
ourselves in the sadness. (3) When we’re happy, we’d choose songs
with happy tunes too.
(4) Song can help to memorize the last experiences. A favorite song
is a powerful documentary. People with Alzheimer which are
impaired the brain would remember details about songs they were
familiar with. For example, an elderly woman who couldn’t even
remember her husband’s name would remember the details of her
favorite song; (5) when it was played, the song made her feel things
about that made it especially memorable for her.
(6) Further, music can unite people for a cause and changes the world.
A song with good lyric and striking deep chord can stimulate the
universal feeling of all people. (7) We can see it in the case of the
famous and legendary Michael Jacson's Heal the World. It can arouse
humanism of a lot people in this world. (8) So what would the world be
like without music? It would be lonely.

The paraphrases of sentence/clause are the following:

1. ...............................................................................................
2. ..............................................................................................
3. ..............................................................................................
4. ..............................................................................................
5. ..............................................................................................
6. ..............................................................................................
7. ..............................................................................................
8. .............................................................................................

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 Opportunity in the Global Financial Crisis

US. financial crisis and its contagion to Europe and the rest of the world could also
create new opportunity for Indonesia in term of foreign direc investment and the
development of basic infrastructure.

As the US. financial crisis has now spread to Europe, the oil-rich countries such as
Saudi Arabia, Kuwait and Arab Emirate which have accumulated hundreds of billion of
Dollars in their foreign reserve, are now reviewing their holding or investment vehicle. They
are looking for more diversified investment outside the US and Europe.

Because of unfavorable political developments in Thailand and Malaysia over the

past few months, Indonesia which has largely Muslim population could become one of these
oil-rich countries' favorite place for foreign direct investment. That wil be true if the
conditions, legal and market infrastructure are conducive for Islamic financial instruments.

The government had improved the legal framework with the recent actment of laws
on sharia banking and bonds. The long term nature of Islamic bonds could make them the
most suitable investment instrument for Indonesia, as these bonds grant an investor a share
in an asset along with the cash flows and risks commensurate with such ownership.

The financial crisis that has gripped the globe and weakening economic growth in the
rest of the world will serve to the government to accelerate the investment reform
measures in order to grab the hidden opportunity in the global crisis. (simplified from the
jakartapos.com on Oct 9)

Questions
1. What is the text about?
2. Why could indonesia become one of the rich oil-rich country?
3. Where has the financial crisis spread?
4. Who had improved the legal framework?
5. When was this information simplified?
6. Find the synonym of the difficult words!
7. Make your own sentences from the difficult words!

MINGGU 5 DAN 6
HORTATORY EXPOSITION

17
 The Benefit of Writing
Thesis:
Writing a short story in an online forum can be a beneficial activity for people who have a lot
of free time. It can help you to expand your knowledge, to get a new friend and also to make
a profitable investment. The following reasons will show you some benefit of this activity.
Argument 1:
Firstly, in order to keep the quality of your writings, you need to read a lot of resources.
During the process, you will find so many new information that you may not know before
and you will also strengthen your memory of your existing knowledge. Therefore, we can say
that the more writings we produce the more knowledge we receive.
Argument 2:
Secondly, if you post your writings on an online forum for writers, another member of the
forum will be able to read your story. If they think that your story is interesting and they like
it, they will be able to leave comment on it. In addition, you can also follow the account of
other writer if you like their story. This feature will allow you to get to know each other
better and become friend.
Argument 3:
The last, the story that you post in an online forum will have a visitor counter on it. The total
of visitors on your story will show how popular your story is. If your story is popular, you
will have a chance to make money out of it, because nowadays there are so many book
publishers who are looking for popular stories from online forum. They are willing to print
your story into a novel and help you to sell it through their retailer network and share the
profit with you.
Recommendation:
Based on my explanation above, I strongly recommend you to try this activity if you have a
lot of free time at home because it will make you smarter and richer.
Language feature analysis:
1. Green text = simple present tense
2. Red text = temporal connectives/transition
3. Purple highlight = modal
4. Yellow highlight = adverb
5. Blue highlight = action verb

F. Exercise and Learning Activity

Text 1
Direction: Read the following text with good pronunciation and then answer the
question that follows!
Is Smoking Good for Us?
Before we are going to smoke, it is better to look at the fact. About 50 thousands
people die every year in Britain as direct result of smoking. This is seven times as many
as die in road accidents. Nearly a quarter of smokers die because of diseases caused by
smoking.
Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes
a day, we are six times more likely to die of lung cancer than a non smoker. If we smoke
twenty cigarettes a day, the risk is nineteen greater. Ninety five percent of people who
suffer of bronchitis are people who are smoking. Smokers are two and half times more
likely to die of heart disease than non smokers.
Additionally, children of smoker are more likely to develop bronchitis and
pneumonia. In one hour in smoky room, non smoker breathes as much as substance
causing cancer as if he had smoked fifteen cigarettes.

18
 Smoking is really good for tobacco companies because they do make much money from
smoking habit. Smoking however is not good for every body else.
Question:
1. Find the words that you do not understand the meaning and find the synonym
and after you know the meaning put them into vocabulary building matrix!
2. Find 3 sentences that you think hard to understand and write in your exercise
book and do not forget to translate it!
3. Tell the story by yourself!

Text 2
Direction: Read the following text with good pronunciation and then answer the
question that follows
Never Try Smoking
A lot of people, especially teenagers, who do not smoke, always want to try smoking.
They know it is bad for them and all, but it is just something they want to try. So they ask one
of their smoker friends for a cigarette. Admittedly, they firstly can not light it on their own so
they ask his friend to do it. Then they inhale that cigarette and smoke occasionally.
Apparently that makes them the born smokers. Now they do smoke fairly regularly.
They can not avoid smoking and they enjoy too. They have smoker friends. Everyday they
bring a pack in their pocket. For them, a pack of cigarette is as important as a wallet for their
money.
Suddenly, for certain reason, they realize the fact that tobacco is the cause of a long
list of nasty diseases. It is not only heart disease, stroke, and chronic lung disease but also
bladder, lung, and pancreatic cancer. Even it was reported that around 400,000 Americans
died each year. It was one every 80 seconds from tobacco-related illnesses.
Then they decide it is stupid to harm selves. They want to quit smoking.
Unfortunately, they find that quitting smoking is so difficult. “Why can’t I stop smoking? I
really want to stop it”. It is hard to quit because nicotine is powerfully addictive. Cigarette is
one of the most efficient drug-delivery devices ever devised. As result, when people try to
quit smoking, they often experience classic nicotine withdrawal symptoms such as anxiety,
irritability, headache, depression, and restlessness.
Well, still want to try smoke? Think the facts before trying! If you are not smoker,
you should never and never try to smoke.
Question:
1. Find the words that you do not understand the meaning and find the synonym
and after you know the meaning put them into vocabulary building matrix!
2. Find 3 sentences that you think hard to understand and write in your exercise
book and do not forget to translate it!
3. Tell the story by yourself!

Penjelasan Materi

Berikut ini adalah penjelasan sejumlah pendapat tentang Hortatory Exposition Text.
Silahkan Anda perhatikan pendapat-pendapat tersebut seperti dijelaskan di bawah ini.

19
 A. Hortatory Exposition

Definition of Hortatory Exposition

Hortatory exposition is a text which represents the attempt of the writer to have the
addressee do something or act in certain way. The social function of hortatory exposition text
is driving the readers to act like the writer thought as stated in the text. Then the purpose of
this hortatory is influencing and persuading the readers by presenting the supporting
arguments. In many social activities, hortatory is applied for writing recommended thought,
sales letter, advertising, speech campaign, and news advertorial.

Generic Structure of Hortatory Exposition

1. Thesis
2. Arguments
3. Recommendation

Language Feature of Hortatory Exposition

1. Focusing on the writer
2. Using abstract noun; policy, advantage, etc
3. Using action verb
4. Using thinking verb
5. Using modal adverb; certainly, surely, etc
6. Using temporal connective; firstly, secondly, etc
7. Using evaluative words; important, valuable, trustworthy, etc
8. Using passive voice
9. Using simple present tense

Example :

Where should be after High School?

The National examination result will be publicly announced in next

short time. Euphoria will flood for those who get success. In the other hand,
it will be sorry to hear that there are some of them do not succeed in their
Thesis national final examination. For those who succeed soon will think to
decide; where will they be after graduating high school? Actually it will be
easy to decide for those has been arranged and thought earlier but for those
have not planed yet, it will be quite confusing.

Continuing study or looking for work is the primary choice among

them. When they think about continuing study, they will think hard about
Argument the time and cost. How long the higher study will last? And how high is
ation about the cost. In the same way, when they think about straightly seeking
job, what skill and competence they have got is a big matter of questioning.
So, doing both choices in the same time is an alternative.

Continuing study as well as seeking job is possibly done but it will be

hard for them. Conventionally studying in the university needs much time
to spend especially in the first year. It is true because they have to do and
Argument
ation 20
 adapt a lot of things in their new higher school. it will be very hard to
looking for job. Therefore it should come to their mind of continuing
studying at higher school from their own home. As result, the available time
will be more flexible for them. Then it will be very possible to seek job and
get the appropriate one. This type of studying is publicly known as distance
learning.
As the alternative method of studying, besides the conventional
studying which students and the lecturer have to meet in the fixed time and
Recomme place regularly, distance learning provides possibility to grow better.
ndation Possibly working and studying surely will create high quality graduate.
Distance learning should appear as a considerable choice for them.

B. Hortatory Explanation
A Hortatory exposition is a type of spoken or written text that is intended to explain the listeners or
readers that something should or should not happen or be done. To strengthen the explanation, the
speaker or writer needs some arguments as the fundamental reasons of the given idea.
 Generic Structure of Hortatory Exposition

1. Thesis : Statement or announcement of issue concern

2. Arguments : Reasons for concern that will lead to recommendation
3. Recommendation : Statement of what should or should not happen or be done based on
the given arguments
 Purpose : to persuade the readers or listeners that something should or should not be the
case.
 Language Features:
•The use of emotive words (e.g. worried, alarmed etc)
•The use of words that qualify statements (e.g. usual, probably etc)
•The use of words that link arguments (e.g. firstly, However, therefore etc)
•The use of compound and complex sentence
•The use of modals and adverbs (e.g. may, must, should, etc)
•The use of subjective opinions using pronouns I and we

C. Hortatory Exposition Text

Definition of Hortatory Exposition

Hortatory exposition is a text which represent the attempt of the writer to have the addressee
do something or act in certain ways.

Generic Structure of Hortatory Exposition

1. Thesis
2. Arguments
3. Recommendation

Language Feature of Hortatory Exposition

1. Focusing on the writer
2. Using abstract noun; policy, advantage, etc
3. Using action verb
4. Using thinking verb
5. Using modal adverb; certainly, surely, etc
6. Using temporal connective; firstly, secondly, etc
21
7. Using evaluative words; important, valuable, trustworthy, etc
8. Using passive voice
9. Using simple present tense

Example :
Corruption
Do you know what the meaning of corruption is? What is the relation between money and
corruption? Well, corruption is common everywhere in the world, even in the United States.
It’s just a matter of intensity. However, it is quite shocking when one reliable survey claims
Jakarta as the most corrupt place in Indonesia.
The survey has made me sad, actually, because I stay and earn a living here in the capital. As
most people know, Tanjung Priok port smuggling is not a new thing at all. Entrepreneurs who
want to minimize their tax payments tend to do such a thing more often. They even bribe the
officials.
Well, I think the measures taken so far to overcome the problem by punishing the corruptors
is still not far enough. We have to prevent the younger generations from getting a bad
mentality caused by corruption.
I believe we should start at the earliest stages in school and I think everyone should be
involved in the effort to eradicate corruption. We must not make any distinction.
Difficult words:
 Smuggling = penyelundupan
 Bribe = menyuap
 Effort = upaya
 Eradicate = pemberantasan
 distinction = perbedaan
Make a new sentence by using the difficult word!

Question:
Check the follwing statement whether its true (T) or false (F) !
Statement T F
1. There is no relation between money and
corruption.
2. Corruptionis common everywhere in the
world, even in the United States.
3. It is common that the capital city of
Indonesia has claimed as the most corrupt
place in its country.
4. There were no smuggling in Tanjung
Periok port.
5. It will prevent the corruption by punishing
all the corruptor.

D. Hortatory Exposition

Hortatory Exposition : Hortatory exposition is the text that explain a theory / problems
comprehensively in purpose to push the reader to do or not to do something.

22
The Social Function : to persuade the reader or listener that something should or should not
be done.
Generic Structure :
 Thesis : General statement / opening about the topic we will talk about.
 Arguments : Contain more explanations of the thesis statement in detail.
 Recomendation : Suggestion from the writer to the reader about to do or not to do
things.
Example of Hortatory Exposition :

Air Pollution in Cities

Air pollution is a serious problem for our existence in the world. It is very dangerous
for human’s health. It makes our cities uncomfortable. Air pollution is one the cause of global
waming. So, it can be a big problem for all people in the world and the next generation. It can
damage the nature.
This matter is caused by people who don’t know about the danger of air pollution. We
need public awareness to fight air pollution and keep our air clean. Another problem is
caused by car, motorcycle, and some public transportations. They emit deadly gases. When
they go to somewhere, they spread air pollution. Besides, the factory can cause air pollution.
Many factories create air pollution.
It is not going to be easy to solve this problem. We, as young generation, should
make change so that our city become cool city. Besides, all people should be told about the
danger of air pollution.
Lists of Difficul Words :
 Emit = Mengeluarkan
Lists of Questions :
 What is the topic of the passage above?
 State 2 reason in saying air pollution as a serious problem for our existence!
 According to the text, what is the main source of the air pollution?
 What is the effect of this air pollution?
 What is the writer's message for us, the young generation?

MINGGU 7 DAN 8
DISCUSSION TEXT

23
 Discussion text is a type of the text that presents (at least) two point of views about an
issue.

Generic Structure:
1. Stated issue: what issue is going to discuss. This must derive problematic discussion
from different points of view.
2. Supporting arguments: after stating the issue, it is necessary to present the
argument to support that one point is agreeing.
3. Against arguments: beside the supporting argument, discussion text needs the
arguments which disagree to the stated issue.
4. Recommendation: finally in the end of the discussion, it is important to re-think to
formulate certain recommendation for the discussed issue.
Significant Lexicogrammatical Feature:
1. Focus on generic human and generic no-human participants
2. Use of:
a. Material processes, e.g. has produced, have developed, to feed
b. Relational Processes, e.g. is, could have, cause are
c. Material processes, e.g. feel.
3. Use of simple present tense
4. Use of modal, e.g. must, should, would, may, etc
5. Use of additive, contrastive and casual connection, e.g. similary, however,
furthermore, on the other hand, etc.

Example of Discussion Text:

Giving Children Homework; Pro and Con

There are a lot of discussions as to whether children should be given homework or
not. Is it enough for children having time to study at school or needing additional time in
home for study after school time? (STATED)
Some people claim that children do enough work in school already. They also argue
that children have their hobbies which they want to do after school, such as sport or music.
A further point they make is that a lot of homework are pointless and does not help the
children learn at all. (SUPPORTING ARGUMENTS)
However, there are also strong arguments against this point of view. Parents and
teachers argue that it is important to find out whether children can work on their own
without the support from the teacher. They say that the evening is a good time for children
to sit down and think about what they have learned in school. (AGAINST ARGUMENTS)
Furthermore they claim that the school day is too short to get anything done. It
makes sense to send home tasks like independent reading or further writing task that
doesn’t need teacher support. (AGAINST ARGUMENTS)
I think, on balance, that some homework is good idea but that should only given at
the weekend when children have more time. (RECOMMENDATION)

24
DISSCUSSION TEXT
Bringing Mobile Phone To School
[Issue]
Students are not allowed to bring mobile phone to school. The reasons why they shouldn't bring
mobile phone are: avoiding losing mobile phone and disturbing the lesson time.

[Argument against]
This policy causes parents to react. Some of them disagrees. They think students need to bring
mobile phone in order to be easy checked and controlled. Some parents say that they may call their
children every break time to check whether they are in the school or not. Other parents state that
they don't want their children to come home late. By bringing mobile phone they are able to call
their children after school off.

[Argument against]
Students also have some objections. They need mobile phone to tell their family to pick them up
after school. Beside that, they need mobile phone to access the internet to search some information
they need during the lesson.

[Argument for]
But, some other parents think differently. The parents agrees if the school prohibits students to
bring mobile phone. They say that bringing mobile phone to school is useless. They are afraid their
students are busy with their mobile phone. They are only calling, sending text, chatting and receiving
inappropriate file during the school time. They are also worried if the mobile phone is missing.

[Recommendation]
By hearing to those arguments, the school decide some policies. The policies state that students
may bring mobile phone but they should leave their mobile phone in the teachers' room. They may
take their mobile phone after school time.

Questions:

1. What is this text about?

2. Why did some parents allow their children to bring phone to school?
3. What is the objection that the students have to bring phone?
4. What is the writer suggest about using phone in the school?
5. What is the best solution for that issue that reccommed from the writer?

Social function : A text that has social function to present (at least) two point of view about
an issue. Discussion text conveys different ideas or arguments about
something. The ideas or arguments may support or against the issue.

Generic structure : 1. Issue : contains of statement and preview about

something.

2. Argument : contains of statement of differing points of view.

25
 3. Recommendation : used to concerning the arguments for and against.

Language features : 1. Using simple present

2. Using modalities (must, should, would, may, etc)

3. Using additive, contrastive, dan casual connection, such as similiary,

however, furthemore, on the other hand, etc.

FURTHER TEXT

The Ban on Smoking in Public Places.

Smoking ban in public places has been a hot issue these last months not only in Malta but
also in various countries who are discussing the effects a ban would have. There have been several
debates on smoking ban. Even though the harmful effects of smoking, both active and passive, are
well known and undeniable smoking is far from being in decline; it is spreading among young people
in particular quickly.

Most controversial debate is going on public smoking ban. The reason is simple, smoking ban
affects directly all people rapidly and we can see its effects in a short-term period. There have been a
lot of arguments brought up both in favour and against a public smoking ban. Some of the
arguments in favour are the following. Smoking ban is one of the controversial ways for reducing
smoking and recognizing non-smokers’ right to health protection. The health risks of smoking are
clear. Passive smoking does carry risks. Many leading medical and scientific organizations recognize
second hand smoke as a cause of a range of life-threatening conditions. The health situation could
be drastically improved if one of the risk factors - tobacco - was eliminated. People have a right to
protect themselves from smoke inhalation. People shouldn’t have to inhale the ill-effects of other
people’s smoking. The creation of smoke-free public places also improves air quality.

Those opposing a smoking ban say that freedom of choice would be affected by such
legislation. Some people against a ban say that smoking bans damage business. A smoking ban could
lead to a significant fall in earnings from bars, restaurants and casinos. Another argument is that the
smoker has a basic human right to smoke in public places, and the ban is a limitation for smokers’
rights. Businesses, smokers, publicans, tobacco industries, stars, and some of the non-smokers
oppose public smoking ban. Smokers light a cigarette because they need to smoke, not because they
want it, because nicotine is physically addictive. Therefore, some smokers think that the public
smoking ban is oppressiveness. They see the ban as a treatment to smokers as second-class citizens.
Smokers agree that the smoking ban benefits the world, but cannot support the ban, because effects
of nicotine obstruct them.

Public smoking ban needs to be measured and understood better. Smokers should not be
made to look like outcasts, but smokers should respect non-smokers when sharing places. I agree
that completely smoke-free places are the ideal, and some businesses have taken the decision to go

26
completely smoke-free. However, everyone agrees that, it is a matter of rights - the right of smokers
to smoke versus non-smokers to protect from passive smoking and to breathe clean air.

Text Purpose
A discussion text is a written that provides information, ideas, opinions, about a thing.
Generic Structure
 Issue
 Arguments
a. Supporting Points
b. Contrasting Points
 Conclusion / Recommendation

Language Feature
 Simple present tense
 Generic participants – people; scintificts; smokers
 Logical connectives; therefore, however
 Moving from the general to the specific
 Emotive language.
Questions:
1) What is the text talking about?
2) What is the main idea of the last paragraph?
3) What is the generic structure of discussion?
4) What is the different about discussion and explanation?
5) What is discussion text?

READ FOR FURTHER UNDERSRANDIN

DISCUSSION

Discussion text is a type of the text that present (at least) two point of view about an issue.

Generic Structure:

5. Stated issue: what issue is going to discuss. This must drive problematic discussion
from different points of view.
6. Supporting arguments: after stating the issue, it is necessary to present the argument
to support that one point is agreeing.
7. Against arguments: beside the supporting argument, discussion text needs the
arguments which disagree to the stated issue.

27
 8. Recommendation: finally in the end of the discussion, it is important to re-think to
formulate certain recommendation for the discussed issue.

Significant Lexico Grammatical Feature:

6. Focus on generic human and generic no-human participants

7. Use of:

d. Material processes, e.g. has produced, have developed, to feed

e. Relational Processes, e.g. is, could have, cause are
f. Material processes, e.g. feel.

8. Use of simple present tense

9. Use of modal, e.g. must, should, would, may, etc
10. Use of additive, contrastive and casual connection, e.g. similary, however,
furthermore, on the other hand, etc.

Example of Discussion Text:

Giving Children Homework; Pro and Con

There are a lot of discussions as to whether children should be given homework or not. Is it
enough for children having time to study at school or needing additional time in home for
study after school time? (STATED)

Some people claim that children do enough work in school already. They also argue that
children have their hobbies which they want to do after school, such as sport or music. A
further point they make is that a lot of homework are pointless and does not help the children
learn at all. (SUPPORTING ARGUMENTS)

However, there are also strong arguments against this point of view. Parents and teachers
argue that it is important to find out whether children can work on their own without the
support from the teacher. They say that the evening is a good time for children to sit down
and think about what they have learned in school. (AGAINST ARGUMENTS)

Furthermore they claim that the school day is too short to get anything done. It makes sense
to send home tasks like independent reading or further writing task that doesn’t need teacher
support. (AGAINST ARGUMENTS)

I think, on balance, that some homework is good idea but that should only given at the
weekend when children have more time. (RECOMMENDATION)

Questions:

1. What is the text about?

28
 2. Why people don’t agree giving children homework?
3. Why people agree giving children homework?
4. Based on the text why homework is important?
5. What is the writer’s recommendation?

Explanation of the text:

a. The bold printed is simple present tense, modal, additive, contrastive and casual
connection
b. There is no difficult word.

MINGGU 10
REVIEW TEXT

29
a. Tujuan Komunikatif Teks (Communicative Purpose)
Melakukan kritik terhadap peristiwa atau karya seni untuk pembaca atau
pendengar, khalayak ramai, misalnya film, pertunjukan, dan buku.

b. Struktur Teks (Text Structure)

 Pengenalan
 Evaluasi 1
 Evaluasi 2
 Tafsiran
 Evaluasi 3
 Evaluasi 4, dan sebagainya.Jika ada
 Rangkuman
c. Ciri kebahasaan :
 Terfokus pada partisipan tertentu
Menggunakan:

 Adjective, menunjukan sikap, seperti bad,good;

 Klausa panjang dan kompleks;
 Metafor.
d. Contoh dan Struktur Teks Review

Harry Pooter and the Order of the Phoenix

Pengenalan/ I absoluttely love the Harry Potter series,and all of the
Orientasi books will always hold a special place in my heart.

I have to say that off all of the books,however, this was not
my favorite.

When the series began it was as much of a “feel good”

Evaluasi 1 experience as a huge mug of hot cocoa. The stories were
bright, fast-paced, intriguing, and ultimately satisfying.

Order of the Phoenix is a different kind of book. In some

Evaluasi 2 instances this works… you feel a whole new level of
intensity truly moved by the last page. Other time the book
just has slightly a reary, depressing feel. The galloping
pace of the other books has slowed to a trot here, and parts
of it do seem long, as if we’re reading all about Harry “just
hanging out” instead of having his usual adventures.
Reading in detail about Herry cleaning up an old house, for
example-housekeeping is still housekeeping, magical or
Tafsiran not, and I’m not very interest in doing it or reading about
other people doing it.

A few other changes in this book-the “real” would come

much more in to ply rather than the fantasy universe of the
previous book, and Harry has apparently been taken of his

30
 meds. I know that he had a lot to be grumpy in this book,
especially with being a teenager and all, but the sudden
change in his character seemed too drastic. He goes from
being a warm-heart, considerated person to someone who
will bite his best friend’s heads of over nothing. It just
seemed like it didn’t fit his character, like he turned into a
walking clich of the “angry teen” overnight.

Rangkuman

Review Text

a. Social Function

The social function of Review text is to make a critique or evaluate an

art work or event for a public audience, such book, cosmetics product,
car, cell phone, notebook, etc.

b. Generic Structure

The generic structure of Review text involves orientation, evaluation,

interpretative recount, evaluation, and evaluative summation.

Text Business Loan Program

Elements
Orientation Many of us want to build new business or manage the old
one to make big development. Business plan has been
analyzed. The property and equipment have been listed.
Evaluation However this good plan and preparation will not run well
without enough cash in hands. What we have to do when

31
 we have to face such condition? Will we give up and
sleep leaving that good plan and preparation? We should
not. When there is a will there is a way. The answer is
finding Business Loans program which offer the best
service.
Interpretative Easy process is one of the characteristics. Of course we do
Recount not want to apply the loan in complicated process. Some
programs offer the easy service in processing but some
time they do not give funding quickly. In the other hand
we do need the cash for running our business.
Evaluation The best program of Business Loan will provide easy
process in application, fund quickly as we urgently need
the cash and provide the excellent service with fully
customer support.
Evaluative So if you have found such program, apply soon to increase
Summation your own business profit.

c. Language feature
1. Focus on specific participants, i.e. the characters being
involved in the text.
2. Using adjectives, i.e. indicated by suffixes, such as: -ish, -
ive, -ful, -ous, -al, etc.
3. Using long and complex clauses, i.e. mind the types of
sentence.
4. Using metaphor, i.e. comparing two things using different
characteristics.

d. Example of a Review Text

2012 Film Review

2012 is Roland Emmerich's film which uses the Mayan calendar and
other end-ofdays prophecies for their doomsday scenario. It imagines
the world coming to an end in 2012.
2012 film brings off a series of wonders. The movie hits its peak
early on. It starts when Cusack drives a limo through the streets of Los
Angeles as freeways and skyscrapers crumble all around him from the
shock of a 10.5 earthquake. The preposterous flying sequence is
equally thrilling. The climax occurs aboard the giant ark, when an
equipment malfunction almost threatens the entire mission.
Unfortunately, the crucial sequence is not filmed or edited with the
requisite clarity. In 2012 film, Emmerich leaves us befuddled as to
exactly what is happening to whom. However, Emmerich' 2012
deserves credit for offbeat casting. Cusack supplies his trademark

32
hangdog charm. McCarthy has perhaps his best role ever as Peet's
cocky. Danny Glover lends dignity to the role of the tormented
president. Chiwetel Ejiofor, as the chief scientist, brings a moving
sense of anguish to a stock role. Platt has fun playing the villain of the
piece, and Woody Harrelson also chews the scenery as a bug-eyed
radio prophet trying to warn his listeners about Armageddon.
All in one, 2012's cinematography, production design and visual
effects are awards-worthy. Music also propels the movie. It presents
American Idol runner-up, Adam Lambert, who provides a rousing
anthem over the end credits.
(Simplified from: www.hollywoodreporter.com/hr/film-reviews/2012-film-review-1004041300.story)

e. Exercise

 Writing

What are the generic structures of the text entitled “2012

Film Review” above?
 Vocabulary

1. Identify the words of material process in the text

entitled “2012 Film
Review” above.
2. Fill in the blanks in the text below with the available
words in the list. The initial letters will be helpful.

Zeni Optical: a site for eyeglasses

Eyeglasses will b.... more and more important. It is not only because
for p..... our eyes from the hot l..... but also for holding the trend.
There are a lot of online sites which provides p...... of eyeglasses but
“Zenni Optical was on FOX news!” is just the perfect one.
If we visit the site, we will easily catch v.... information about
eyeglasses. The site is quite simple but very informative. It is real,
easy and not c..... design. With quick loading this site will bring us
q...... in to what we want.
There is information about Variable Dimension Frames From Zenni.
Titanium, aluminum and rimless f.... are available. The eyeglasses are
designed for different users. E..... for children, woman and man are
available choice. Again, what makes it different is this site gives the
Great Eyeglasses For Less cost. The product can be s.... in cheap price
because it has cut the marketing link. It straightly goes to the end
u.... .

The List of Words:

33
 products, various, frame, users, protecting, become, light,
eyeglasses, sold, quickly, complicated

 Grammar

a) What are the types of the following sentences?

1. 2012 is Roland Emmerich's film which uses the Mayan

calendar and other end-of-days prophecies for their doomsday
scenario.
2. It imagines the world coming to an end in 2012.
3. 2012 film brings off a series of wonders.
4. The movie hits its peak early on.
5. It starts when Cusack drives a Limo through the streets of
Los Angeles as freeways and skyscrapers crumble all around
him from the shock of a 10.5 earthquake.
6. The preposterous flying sequence is equally thrilling.
7. The climax occurs aboard the giant ark, when an equipment
malfunction almost threatens the entire mission.
8. The site is quite simple but very informative.
9. The product can be sold in cheap price because it has cut
the marketing link.
10. It straightly goes to the end users.

b) Build different sentences by using the various forms of

words below.

1. Imagination; imagine; imaginative

2. Science, scientist, scientific, scientifically
3. Equal, equally, equality
4. Inform, informative, information, informatively
5. Red, redden, reddish

FURTHER READING

34
 Review Text

A. Definition of Review Text

Review text is an evaluation of a publication, such as a movie, video game, musical
composition, book; a piece of hardware like a car, home appliance, or computer; or an event
or performance, such as a live music concert, a play, musical theatre or dance show.

B. Purpose of Review Text

Review text is used to critic the events or art works for the reader or listener, such as
movies, shows, book, and others.

C. Generic Structure of Review Text

 Orientation: Background information of the text.
 Evaluations: Concluding statement: judgement, opinion, or recommendation. It can
consist or more than one.
 Interpretative Recount: Summary of an art works including character and plot.
 Evaluative Summation: The last opinion consisting the appraisal or the punch line of
the art works being criticized

D. Language Features of Review Text

– Focus on specific participants
– Using adjectives
– Using long and complex clauses
– Using metaphor style Review Text simple

Example of Review Text:

Justin Bieber – Baby
“BABY” represents more of the same from Justin Bieber. It’s a squeaky-clean song that finds
the singer once again pouring his heart out to a girl he likes. Though his crush breaks his
heart in the end. “If it ain’t broke, don’t fix it” seems to be Justin Bieber’s motto, since most
of his songs — including “Baby” — sound very similar. Here, Bieber falls back on the heavy
synth-presence and formulaic pop beats that characterize his entire last album. Though his
vocals and I-want-to-be-sweet-to-you approach are still somewhat endearing, the pattern is
starting to wear thin. The most interesting part of the song is the Ludacris verse.

35
Did you know Justin says “Baby” exactly 55 times in the song. The lyrics aren’t the most
clever we’ve ever heard, we’ve heard worse, but it just repeats “Bay-be, bay-be, bay-be ohh”
Not the best hit in my standers, but some like it, and thats perfectly fine.

MINGGU 11 DAN 12
MAPPING
36
MAPPING TO SHOW RELATIONSHIPS

Mapping is a way of drawing a diagram to describe how of a topic and its related ideas are
connected. Mapping is a visual means of learning by writing; it organizes and consolidates
information. There are some kinds of mapping, namely conceptual map, process diagram,
part and function diagram and time lines.

CONCEPTUAL MAP

A conceptual map is a diagram that presents ideas spatially rather than in list form. It is a
"picture" of how ideas are related. Use the following steps in costructing a conceptual map.

1. Identify the topic and write it in the center of the page.

2. Identify ideas, aspects, parts, and definitions that are related to the topic.
Draw each one on a line radiating from the topic.
3. As you discover details that further explain an idea already recorded,
draw new lines branching from the idea that the details explain.

A conceptual map is shown below. This map shows only the major topics. Maps can be
much more detailed and include more information than the one shown, depending on the
purpose
for drawing it.

Reading and
Evaluating
Electronic Sources
Improving and Active Reading and
Adjusting Thinking Strategies
Your Reading Rate

Organizing Vocabulary Building

Ideas
A Handbook
for
Reading and
Thinking in
Critical Reading College
Thesis, Main ldeas
Supporting Details,
and Transitions

Making Inferences
Organizational
Patterns

NOW PRACTICE.

37
DRAWING A CONCEPTUAL MAP

Read the following paragraph about social institutions. Complete the conceptual map that
presents the ideas contained in this paragraph.

Society cannot survive without social institutions. A social institution is a set of

widely
shared beliefs, norms and procedures necessary for meeting the basic needs of society.
The most important institutions are family, education, religion, economy, and politics.
They have stood the test of time, serving society well. The family institution leads countless
people to produce and raise children to ensure that they can eventually take over from the
older generation the task of keeping society going. The educational institution teaches the
young to become effective contributors to the welfare-such as the order, stability, or
prosperity-of society. The religious institution fulfills spiritual needs, making earthly lives
seem more meaningful and therefore more bearable or satisfying. The economic institution
provides food, clothing, shelter, employment, banking, and other goods and services that we
need to live. The political institution makes and enforces laws to prevent criminals and other
similar forces from destabilizing society.

4 INTI 6

In the technologies and the natural sciences, as well as in many other courses
processes are an important part of the course content. A diagram that visually
describes the steps, variables, or parts of a process will make learning easier .For
example, the diagram below visually describes the steps in the search process
for using library sources.

38
 encyclop Biliog books periodicals Specialized
edia raphy sources

Overview Identify Basic Detail info Specific

topic outstanding information or current info
sources info

NOW PRACTICE..DRAWING A PROCESS DIAGRAM

The following paragroph describes how a bill becomes a law.

Read the paragraph and then complete the process diagram that illustrates this procedure.

Federal criminal laws must originate in the House of Representatives or Senate. A senator or
representative introduces a proposal (known as a bill) to create a new law or modify an
existing law. The merits of the bill are debated in or Senate and a vote is taken. If the bill
receives a majority vote, it is passed on to the other house of Congress where it is again
debated and put to a vote are made, if any changes are made, the amended bill must be
returned to the house of Congress where it originated and voted on again. This process
continues until the House and Senate agree on a single version of the bill. The bill is then
forwarded to the president who can sign the bill into law, veto it or take no action, in which
case the bill dies automatically when Congress adjourns. If the president vetoes a bill,
Congresscsn pass the law over the president's veto by a two-thirds vote of both houses.
Whether approved by the president and the Congress or by the Congress alone, a bill
becomes a law when it is published in the U.S. Criminal Codes.

The Making of Federal Criminal Laws

Senator/Representative lntroduces (1)

debated in House or Senate

(2) is taken

majority
Changes made

passed by both House and (3)

goes to (4)

39
 (5) ……the bill Vetoes the bill No action

Returns to Congress

(6) pass by (7) …………

No law

And it becomes a published in

(8)

DRAWING A PROCESS DIAGRAM 2

The following paragraph describes the sequential effects of taking Psychedelic drug LSD.
Read the paragraph and then draw a process diagram that describes the response sequence.
Compare your diagram with those of several other students,
Psychedelics are. . . a group of drugs that produce hallucinations and various other
phenomena that very closely mimic certain mental disorders. These drugs include lysergic
acid diethylamide (LSD), mescaline, peyote, psilocybin, and commercial preparations such as
Serryl and Ditran. Of these, LSD is probably the best known, although its use has apparently
diminshed since its heyday in the late 1960s. LSD is synthesized from lysergic acid produced
by a fungus (ergot) that is parasitic on cereal grains such as rye. It usually produces responses
in a particular sequence. The initial reactions may include weakness, dizziness and nausea.
These symptoms are followed by a distortion of time and space. The senses may become
intensified and strangely intertwined-that is, sounds can be "seen" and colors "heard." Finally,
there may be changes in mood, a feeling of separation of the self from the framework of time
and space, and changes in the perception of the self. The sensations experienced under the
influence of psychedelics are unlike anything encountered within the normal range of
experiences. The descriptions of users therefore can only be puzzling to nonusers. Some users
experience bad trips or "bummers," which have been known to produce long-term effects.
Bad trips can be terrifying experiences and can occur in experienced users for no apparent
reason.

Time Lines

When you are studyıng a topic in which the sequence or order of events is a central focus, a
time
Line is a helpful way to organize the information. Time lines are especially useful in history
courses. To map a sequence of events draw a single line and mark it off in year intervals, just
as a ruler is marked of in inches. Then write events next to the correct year. For example,
the follower time line displays major events during the presidency of Franklin D. Roosevelt.
The time line shows the sequence of events and helps you to visualize them clearly.
Franklin D Roosevelt's Presidency

40
1932 FD.R. elected president

1933 Emergency Banking Relief Act

Prohibition repealed

1934 Securities and Exchange

Commission authorized

1935 Work Progress Administration

hires unemployed
Wagner Act Collective bargaining
Social Security Act passed

1936 F.D.R. reelected

1937 Auto workers' strike

F.D.R. loses court-packing battle
Recession begins

1938 Minimum wage set, 40¢

hr.

DRAWING A TIME LINE

The following passage reviews the chronology of events in public school desegration. Read
the selection and then draw a time line that will help you to visualize these historical events.

Desegregating the Schools

The nation's schools soon became the primary target of civil-rights advocates. The NAACP
concentrated first on universities, successfully waging an intensive legal battle to win
admission for qualified blacks to graduate and professional schools. Led by Thurgood
Marshall, NAACP lawyers then took on the broader issue of segregation the country's public
schools. Challenging the 1896 Supreme Court decision (Plessv v, Ferquson) which upheld the
constitutionality of separate but equal public facilities, Marshall arqued that even
substantially equal but separate schools did profound. Psychological damage to black
children and thus violated the Fourteenth Amendment.
A unanimous Supreme Court agreed in its 1954 decision in the case of Brown v
Board of Education of Topeka. Chief Justice Earl Warren, recently appointed by President
Eisenhower, wrote the landmark opinion which flatly declared that "separate educational

41
facilities are inherently unequal. To divide grade-school children "solely because of their
race, Warren argued, "generates a feeling of inferiority as to their status in the community
that may affect their hearts and minds in a way unlikely ever to be undone." Despite this
sweeping language, Warren
That it would difficult to change the historic pattern of segregation quikly. Accordingly, in
1955 the court ruled that implementation should proceed “with all deliberate speed" and left
the details to the lower federal courts.
The process of desegregating the schools proved to be agonizingly slow. Officials in
the border state quickly complied with the Court's ruling, but states deep in the
South responded with a policy of massive resistance. Local White Council
organized to fight for retention of racial separation; 101 ngressmen and ser
clear abuse of judicial power" School boards, encouraged by this show of defiance,
found a variety of ways to evade the Court's ruling. The most successful was the passage of
pupils placement laws.
Southern leaders mistook Ike's silence for tacit support of segregation. In 1957
Governor Orville Faubus of Arkansas called out the national guard to prevent the inte
gration of Litle Rock's Central High School on grounds of a threat to public order..
Despite the snail's pace of school desegregation, the Brown decision led to other
advances. In 1957, the Eisenhower administration proposed the first general civil
rights legislation since Reconstruction. Strong southern resistance and compromise
by both the administration and Senate Democratic leader Lyndon B. Johnson of
Texas weakened the bill considerably. The final act, however, did create a permanent
Commission for Civil Rights, one of Truman's original goals. It also provided for federal
efforts aimed at "securing and protecting the right to vote." A second civil-right act in 1960
slightly strengthened the voting-rights section.

Part and Function Diagrams

In courses that deal with the use and description or classification objects, labeled drawings
are an important learning tool. In a human anatomy and physiology course, for example, the
easiest way to learn the part and function of the brain is to draw it. To study it, you would
sketch the brain and test your recall of each part and its function.

PRACTICE . . DRAWING A PART AND FUNCTION DIAGRAM

The following paragraph describes the layers of the earth.

then draw a diagram that will help you to visualize how the earth
earth is structure.

Outer Layers of the Earth

The Earth's crust and the uppermost part of the mantle are known as lithosphere.
This is a fairly rigid zone that extends about 100 km below the Earth’s surface.
The crust extends some 60 km or so under continents, but only about 10 below the ocean
floor. The continental crust has a lower density than the oceanic crust. It is primarily a light
granitic rock rich in the silicates of aluminum, iron, and magnesium. In a simplified view, the
continental crust can be thought of as layered: On top of a layer of igneous rock (molten rock
that has hardened, such as granite) lies a thin layer of sedimentary rocks (rocks formed by
sediment and fragments that water deposited, such as limestone and sandstone); there is also
a soil layer deposited during past ages in the parts of continents that have had no recent
volcanic activity or mountain building.

42
 Sandwiched between the lithosphere and the lower mantle is the partially molten
material known as the asthenosphere, about 150 km thick. It consists primarily of iron and
magnesium silicates that readily deform and flow under pressure.

LITHOSPHERE

irections:
FURTHER READING

Mapping is simply showing information in a visual way. Read the story below.
Then write short sentences or phrases to complete the story elements map.
Mapping is a great way to organize and remember
informatio Plus, it is not only useful, it’s fun!
Story Elements Map

The day began like most others did here on the prairie in the summer of 1847. It was hot and dusty.
My throat was as dry as a bone and our horses were looking ragged. After bumping along for hours in
the afternoon sun, someone in a wagon up ahead said they spotted a creek. A drink and a splash in the
water sure sounded refreshing at this point. The caravan slowed and came to a stop. We all got
buckets out to fill at the stream and bring back to the horses.

Just as we were making our way toward the sound of gurgling water, the horses started to buck and
whinny. I looked at Dad and saw fear in his eyes. Something was spooking the horses. If we strained
our ears we could make out the sound of hoofs coming closer. I took a deep breath and squeezed my
eyes tight. No one moved. The sound got louder and louder until I knew they were right upon us.
Then suddenly it stopped. Afraid to look, but having to know, I opened my eyes. There they were—
several men on horses—waving at us! It seems someone from their caravan had seen ours stop, and
sent scouts over to see if we were OK.

Dan

43
Dan is an eighth-grade boy. He lives in Atlanta, Georgia. He likes reading and sports,
especially baseball. He has an older brother and a younger sister. Dan says his best trait is
honesty. He says his biggest problem is saving money. When he grows up he hopes to be a
sports agent.

Don
Don lives in Seattle, Washington, where he is in the eighth grade. His favorite subject in
school is math, but he also enjoys playing soccer. He has a younger brother and no sisters.
Don says his best trait is reliability. He says his biggest problem is being tall. When he grows
up

Using Semantic Maps

to Develop Word Meaning

As students progress in school, subject matter becomes more complex. Correspondingly, word
meaning becomes more complex. It becomes more and more difficult to provide direct experiences
with new words because, instead of learning words by directly experiencing them, it is much more
typical for new concepts to be learned through vicarious experiences. That is, we read about the new
words
and talk about the new words, but we do not directly experience them. Second, vocabulary learning
becomes more complex as kids progress through the grades because words are organized into
categories
and subcategories. While organizing ideas and concepts according to categories is “natural” in the
sense that good verbal learners all do it, learning to categorize can be complex and difficult for some
students.
Semantic mapping is one way to explain how to categorize word meanings. As in Example 1, it
remains essential to identify key attributes distinguishing one word from another. But semantic maps
provide
the additional benefit of helping students visualize how word meanings can be categorized. The
following is an example of how this might be done.

EXAMPLES OF HOW TO EXPLAIN

44
How the words are alike and how they are different, and then I try to decide if something is an
example of one of the words. I can map the picture in my mind like this. I think to myself that
sandstone, shale, and limestone are all rocks. So they are alike in that way, and I can show it this way:
Rocks Sandstone Shale Limestone “But Ms. Frizzle said in the book that they are also alike because they
are all ‘sedimentary’ rocks. So, I can show that like this: Rocks Sedimentary Sandstone Shale Limestone

“So, I can say that these three rocks are alike because they are all sedimentary rocks. My map of the
words helps me with that. Now I have to think about how these three rocks are different. One
way they are different is that they are different colors. Sandstone is tan, shale is gray, and limestone is
white. So, I can add to my map like this:

Sedimentary
Sandstone Shale Limestone
Tan Gray White
Rocks

“But I learned from the book that these three rocks are also different because of what they are made
of. Sandstone is made of Using Semantic Maps sand pressed together, shale is made of mud pressed
together, and limestone is made of shells pressed together. So now I can add those to my map.

Sedimentary
Sandstone Shale Limestone
Tan Gray White
Sand Mud Shells
Rocks

“So now I can tell which rock is which. They are all sedimentary, but sandstone must be tan and is
made of sand all pressed together; shale would be rock that is gray and is made of mud all pressed
together; and limestone would be rock that is white and is made of shells all pressed together.
“By looking for how the words are alike and how they are different, and then using that information to
decide which is which, I am able to use the words correctly when I am talking and writing about rocks
or trying to tell one rock from another.”

MINGGU 13 DAN 14
45
 PARAPHRASING

1) Definition
A paraphrase is a restatement of a paragraph or passage’s ideas in your own words.
The author’s meaning is retained, but your wording, not the the author’s, is used. We was
paraphrasing frequently in everyday speech. For example, when you relay a message from
one person to another you convey the meaning but do not use the person’s exact wording. A
paraphrase can be used to make a passage’s or paragraph’s meaning clearer and often more
concise. Praphrasing is also an effective learning and review strategy inseveral situations.
First, paraphrasing is useful for portions of a text for which exact, detailed
comprehension ins required. For example, you might paraphrase the steps in solving a match
problem, the process by which a blood transfusion is administered, or the levels of
jurisdiction of the Supreme Court. Below is a paraphrase of a paragraph from “How
Commercial Jingles Work.”

Paragraph
There is some debate about this historical
tidbit, though. Some point to a 1905 song
called “In My Merry Oldsmobile,” by gus
Edwards and Vincent Bryan, as the
world’s first jingle. But the song itself
predates commercial radio—Oldsmobile
appropriated it for radio in the late 1920s.
so, we could probably more accurately
call it the world’s first pop song licensed
for advertising.
Paraphrase
Some dispute that jingles began with the
wheaties commercial. Some people think the
first jingle was a song titled “In My Merry
Oldsmobile,”, written in 1905 by Gus
Edwards and Vincent Bryan. However, the
song was published before the first radio
commercial. Oldsmobile decided to use the
song in their commercials in the late 1920s.
Actually then, the song was the first to be
licensed and used in advertising.

Paraphrasing is also a useful way to be certain you understand difficult or complicated

marterial. If you can express the author’s ideas in your own words, you can be certain you
understand it, and find yourself at a loss for words—except for those of the author—you will
know your understanding is incomplete.
Paraphrasing is also a useful strategy when working with material that is stylistically
complex, poorly written, or overly formal, awkward, or biased. Use the following suggestions
to paraphrase effectively.

2) The Strategies to Paraphrase

a. Read slowly and carefully.

b. Read the marerial through entirely before writing anything.
c. As you read, pay attention to exact meanings and relationship among ideas.
d. Paraphrase sentence by sentence.
e. Read each senence and express the key idea in your own words. Reread the
original sentence; then lok away and write your own sentence. Then reread the
original and add anything you missed.
f. Don’t try to paraphrase word by word. Instead, work with ideas.

46
 g. For words or phrases you are unsure of or that are not words you feel
conforable using, check a dictionary to locate a more familiar meaning.
h. You may combine several original sentences into a more concise paraphrase.

Try to do this!
Read each paragraph below and then paraphrase them.

Paraphrase 1:
The use of silence can be an effective form of communication, but its messages and
implications differ cross culturally. In Siberian households, the lowest status person is
the in-marrying daughter, and she tends to speak very litle. However, silence does not
always indicate powerlessness. In American courts. Comparison of speaking
frequency between the judge, jury, and lawyers shows that lawyers, who have the
least power, speak most, while the silent jury holds the most power.

Paraphrase 2.
Today, the dominat family form in the United States is the child-free family, where a
couple resides together and there are no children present in the household. With the
aging of the baby boomer cohort, this family type is expected to increase steadily over
time. If current trends continue, nearly three out of four U.S households will be
childless in another decade or so.

The purpose of this activity is to have students practice rewriting text in their own
words in order to increase comprehension. Often students take notes directly from the
textbook exactly as it is written, without trying to paraphrase or summarize. When doing
research, students need to be able to use this skill to take notes to support their focus. In this
activity, students will practice with short pieces of text to improve their notetaking skills as
well as come to understand the term paraphrasing.

How to Use the Activity

Because some students may not be familiar with this writing skill, teach a mini-lesson
on paraphrasing, explaining the purpose of the skill and modeling with content material from
a textbook, article, or newspaper. As guided practice, have students use the activity
worksheet with one assigned piece of text and work in pairs. Have students display their
rewordings for the class to determine which passage rewrite best communicates the same
ideas in the same number of words. Have students pass around the paraphrases in groups
(without names) and rank the order of the paraphrases from 1 to 10, with 1 being the best.
For a second piece of text, have students draw passages on slips of paper from a box or hat
and work in pairs to paraphrase the chosen text. Preparation would involve duplicating and
cutting up important text passages for students to discuss. Ask students to share their
paraphrases aloud while classmates take notes on the key concepts and evaluate the rewritten
text.

Paraphrasing for Comprehension

Paraphrasing is commonly thought of as copying information from a text source and
changing a few words. That process rarely results in retention of learning because the
copying act can be done almost automatically and without much conscious thought. If the
purpose of paraphrasing is to give students opportunities to get a deeper understanding of the

47
text, to make connections to what they already know, and to enhance remembering, then a
much more systematic process must be followed.Effective paraphrasing incorporates reading,
writing, listening, and speaking, thereby activating the brain’s frontal lobe and leading to a
fuller comprehension of the course material. It can be used in all content areas and with
students in the upper elementary grades and beyond, and it can help students learn from many
different types of texts, including fiction and nonfiction.The process encourages active
student participation; provides for men-tal, oral, and written rehearsal of newly learned
material; and enhances comprehension and retention. At the same time, it develops reading,
com-munication, and creative skills (Fisk & Hurst, 2003). See the box on this page for the
guidelines and steps for using paraphrasing successfully in the classroom.
Paraphrasing for Comprehension

Guidelines:

This strategy is appropriate for upper elementary grades and beyond. It can be used
in all content areas and with all types of texts, including fiction and nonfiction. It is effective
because it uses all modes of communication: reading, writing, listening, and speaking. The
process encourages active student participation; provides for mental, oral, and written
rehearsal of newly learned material; and enhances comprehension and retention. At the same
time, it develops reading, communication, and creative skills.A good paraphrase must convey
the original meaning of the author but in the student’s own words and phrasing. The voice of
the author also should be maintained. If the original work is humorous, satirical, sarcastic, or
melancholy, the paraphrase should be also. Students should therefore identify the author’s
meaning and voice before they start writing.The teacher should explain the purpose and
benefits of paraphrasing. Students already do some paraphrasing when they take notes in
class, write a book report, or give a speech. Outside examples can include telling someone
about a trip taken, or a news reporter summarizing an interview.

Steps:
This general scheme has four steps. Modify the steps as appropriate for the age level
of the students and the nature of the material being read.
1. First reading and discussion. Read aloud the text to be paraphrased while students
follow along in their own texts. Have the students suggest possible definitions for any
unfamiliar words. After clarifying the vocabulary, ask the students to identify the main idea
and the author’s tone.
2. Second reading and note taking. Students read the text on their own and take
detailed notes when they finish a paragraph. The notes should capture the main idea and
supporting details, but should be in the students’ own words. Students may want to use a
thesaurus to help them with difficult or technical words.
3. Written paraphrase. When finished with the note taking, the students put the
original text away so it will not to influence the next step. Using only their notes, the students
write their paraphrased version that communicates the main ideas with the same voice of the
original text.
4. Sharing paraphrases. When the paraphrases are completed, the students form pairs
and compare the similarities and differences between their respective paraphrases. They are
also asked to decide how the author’s voice is communicated in their versions.

48
Paraphrasing and Reading

While you may think of paraphrasing as something you do only when you write papers,
paraphrasing, or translating the author's ideas into your own words, is actually an essential
reading skill. After all, when we really want to understand something, we paraphrase it.

Think about it. Even if you are just reading instructions for how to construct a simple, three-
shelf bookcase, you are likely to paraphrase. The directions might say "Place board 1 at a
right angle to board 2," and you say to yourself, "This board goes on the corner of this one."
What you've done is automatically paraphrase, or re-word, the directions to make sure you
understand them. That, in a nutshell, is the whole point of paraphrasing.

Why Reading and Paraphrasing go Hand in Hand

Paraphrasing while reading isn't just essential to concrete tasks like putting book shelves
together. It's critical for every kind of reading you do. Paraphrasing acts as a
comprehension check. If you can paraphrase what you've read, you have understood the
material. And make no mistake, if you don't paraphrase, it's easy to deceive yourself on that
score. When the author's words are right in front of your eyes, you can convince yourself
you've understand their meaning. But if you take those words away and can't recap what they
say in words of your own, guess what, you haven't really understood the author's message.

And that's not something you want to find out right before a test. You need to know that
while you are reading, so you can

1. re-read the passage more slowly

2. mark it for a later re-reading or
3. ask someone for help understanding the author’s words.

Equally important, paraphrasing gives your brain a chance to store what you have
learned from your reading in long-term memory. While you are looking for word
substitutes that allow you to paraphrase, your brain is re-processing what you have just read.

It's the double processing of new information that makes paraphrasing such a useful learning
strategy with three important benefits:

1. It forces you to re-think and, therefore, better understand the material.

2. It tells you when you have not fully understood what you have read.
3. It acts as a memory booster, giving your brain the time to store new information in
long-term memory.

Accurate and Inaccurate Paraphrases

An accurate paraphrase has to change the words, but it can't alter the meaning. Look at the
examples of paraphrasing that follow and note how the first one distorts the original meaning
while the second stays true to the original.

Original: When we are in our twenties, we are confronted with the task of learning how to
behave in a world of new responsibilities and demands. This task is very different from the

49
goal of our thirties, when many of us have to take responsibility not just for ourselves but also
for other people. [Source: Santos. Life Changes, p42]

Paraphrase a: As we age, we have to learn how to function as adults, which means taking
responsibility for other people who cannot help themselves and who need our assistance.

Paraphrase b: Once we reach our twenties, we have to learn how to take responsibility for
ourselves, but in our thirties, our responsibilities extend to other people as well.

Paraphrase a is incorrect because it makes the opening phrase more general than it is in the
original. The original text focuses on what happens in our twenties and thirties. It excludes
other times in our life.

Paraphrase a also distorts the original both in terms of content and relationships. The original
text talks about first taking responsibility for ourselves, then for other people. Paraphrase a
focuses only on the second task of growing up and taking responsibility for others. The
original text, however, describes a two-step process, where we first take responsibility for
ourselves and then for others.

Paraphrasing Tip: When you want to paraphrase, think about the relationships between the
words before you look for word substitutes. Understanding the relationships can make
finding replacements easier.

WRITING TO LEARN: PARAPHRASING

Directions: Write the assigned text on the lines below. Then restate the same ideas in the
same length and with the same meaning, in your own words. Share your writing with your
partner and choose the “best wording” to use in revising so that the meaning is closest to the
original.

Paraphrase the directions here: _______________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Sample text 1
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Your paraphrase
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Para phrase revised with part ner: __________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Sample Text 2
______________________________________________________________________

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______________________________________________________________________
______________________________________________________________________
Your paraphrase
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Paraphrase revised with part ner: __________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
214 From Reading and Writing to Learn: Strategies across the Curriculum by Katherine
Kuta. Westport, CT:
Teacher Ideas Press. Copyright © 2008.

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 MINGGU 15 DSN 16

SUMMARIZING

1) Definition
A summary is the process by which you compress and restate the author’s central
theme and main ideas using your own words. A summary is objective and meant to convey
the gist of the author’s message. This is not an evaluation, explanation, or response to what
the author said. Being able to summarize effectively develops after you have successfully
navigated the other stages of the reading process including identifying central theme and
main ideas and making inferences. As a result, when you are able to write and identifying
appropriate summaries, you are well on your way to having mastered the reader’s process to
reading effectively.
Writing a summary is an important addition to your arsenal of reading strategies.
Summary writing is especially important in the college classroom, as you will be required to
read and understand numerous texts for writing and research projects. To compose effective
summaries, these questions are important:
 What is the central theme?
 What are the stated and implied main ideas?
 What details are necessary to include?
 What is the author’s purpose?
Write as many versions as it takes to find the summary that most effectively captures the
author’s message. Keep in mind these tips:
 Summaries are brief.
 Restate the author’s ideas, not your response to those ideas.
 Use your own words.
 Avoid unnecessary details.
Summarizing is to write a statement of the main idea in our own words; then compare
it with one in the book. Be sure to remember that the main idea is to cover both the topic
sentence and the important and relevant supporting information.
Points to Note about Summarizing
1. A summary, like an outline, is a reduction of a large quantity of information to the
most important points. The preceeding summary includes the most important points –
the definition of rationalization and an example that makes the definition clear – but
the other material is omitted.
2. Summarizing is helpful because it requires that you thoroughly understand the
material you are reading.
3. The lenght of a summary depends on your purpose in summarizing. The shortest
possible summary is a title. If your purpose requires more information than that, a
one-sentence summary might be enough. Longer passages and different purposes
might require longer summaries.
2) Examples of Summarizing

1. Age is not the only factor in aggressive driving. James’ research also shows that being
a road hog has a lot to do with gender and what kind of car a person drives. James
says, in general, men are more aggressive drivers tan women. And as far as cars go, if
the highways were oceans then sports cars, trucks, and sports utility vehicles would be
the sharks, whereas economy cars, family cars, and vans would be the angel fish.
There are no hard-line explanations as to why different cars are driven more or less
52
 aggressively, but James thinks most likely there are multiple factors at play. It might
have to do with the idea that more aggressive people are drawn to certain cars, and it
could also mean that certain vehicle make drivers feel more aggressive. After all, it is
easier to feel like the king of the road when one is cruising around in a Ford Explorer
rather than a Dodge Neon.
What is the best summary of this passage?
a) In general, women tend to be safer drivers than men, who are often considered
aggressive drivers.
b) People who drive certain vehicles are more aggressive drivers, especially if they
drive a sports car or an SUV.
c) Aggressive drivers, for the most part, do not drive economy cars, family cars, and
vans.

2. Tens of thousands of 18-year-olds will graduate this year and be handed meaningless
diplomas. These diplomas will not look any different from those awarded their luckier
classmates. Their validity will be questioned only when their employers discover that
these graduates are semiliterate. Eventually a fortunate few will find their way into
education repair shops-adult literacy programs, such as the one where I teach basic
grammar and writing. There, high school graduates and high school dropouts pursuing
graduate-equivalency certificates will learn the skills they should have learned in
school. They will also discover they have been cheated by our educational system.
What is the best summary of this passage?
a) High schools are graduating many students who have not done.
b) Some high school dropouts are going to get their diplomas or equivalency certificates.
c) Employers are discovering that high schools are not teaching students what they need
to know.
d) Students are graduating from high school with a diploma but lack the basic skills are
meant to teach.

3. Depending on weather conditions, we may or may not worry about drought in any
particular year, but regardless of temporary weather conditions, our nation is using
water much faster than the supply is being replenished. One-fourth of the water used
in America comes from a system of aquifers underground areas of porous soils in
which water has accumulated through the ages. In some cases, such aquifers are
covered by hardpan or rock, through which water penetrates only slowly, even during
years of abundant rain. Consequently, although our “bank account” of water is very
large, it is being overdrawn. In 1950, the nation pumped 21 trillion gallons for
underground; now it pumps more than twice that much each year. In fact, each day,
21 billion more gallons are pumped out than enter the underground aquifers. One
water planner notes that the rate of depletion in the Midwest differs from place to
place but adds, “Some people project that eventually there will be parts of Nebraska
with their water supplies so depleted that farming may never return.”

Which sentence best summarizes the selection?

a) Weather conditions may lead to temporary droughts.
b) We are using up our water supply faster than it is being replenished.
c) Eventually in may no longer be possible to farm in Nebraska.

For making good summary, be sure you understand the material and have identified
the writer’s major points. Use the following guidelines to make good summary:

53
 2. As a first step, highlight or write brief motes on the material.
3. Write one sentence that states the writer’s overall concern or most important
idea. To do this, ask yourself what one topic the material is about. Then aks
what point the writer is trying to make about that topic. This sentence will be
the topic sentence of your summary.
4. Be sure to paraphrase, using your own words rather than those of the author.
5. Review the major supporting information that the author gibes to explain the
major idea.
6. The amount of detail you include, if any, depends on your purpose for writing
the summary. For example, if you are writinga summary of a television
documentary for a research paper, it might be more detailed than if you were
writing it to jog your memory for a class discussion.
7. Normally, present ideas in the summary in the same order in which they
appared in the original material.
8. If the writer presents a clear opinion or expresses an attitude toward the
subject matter, include it in your summary.
9. If the summary is for your own use only and is not to be submitted as an
assignment, do not worry about sente4nce structure.

Name: ____________________________________________________________________

Directions: As a post-reading or -writing strategy to increase your understanding, complete

the chart, summarize each section of the reading material. Condensing the main ideas and
major details will help you remember what you read. Remember that the shorter the
summary, the more concise you need to be.
If there are 5 paragraphs in a section of the reading, then there should be at least 5 main ideas
supporting the main topic.

Section Title: (look for boldface words if applicable)

_________________________________
Paragraph 1: Key idea and important details: ______________________________________
__________________________________________________________________________
__________________________________________________________________________
Paragraph 2: Key idea and important details: ______________________________________
__________________________________________________________________________
__________________________________________________________________________
Paragraph 3: Key idea and important details: ______________________________________
__________________________________________________________________________
__________________________________________________________________________
Paragraph 4: Key idea and important details: ______________________________________
__________________________________________________________________________
__________________________________________________________________________
Paragraph 5: Key idea and important details: ______________________________________
__________________________________________________________________________
__________________________________________________________________________

54
Summary of Section: Using the key words and details from the lines above, write a
summary of the section in complete sentences. Boldface or highlight the key words and
phrases.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

SUMMARIZING

Summarizing is a useful tool for note taking when reading for information. It is as
easy as 1, 2, 3. First, scan the passage for key words. Second, identify the main topic or
subject. Finally, read the whole passage and jot down a few short sentences that restate the
key ideas.
Want to get to the point of what you read?
If you have ever walked along a rocky shoreline or a pier, you
probably noticed a crusty looking coating on the rocks or wood of the
pilings. That “crust” is actually a congregation of animals called
barnacles. A barnacle is a small shellfish that, when it reaches adulthood,
permanently attaches itself to some surface. The only thing that moves
for the rest of its life are its feathery tentacles, which it uses to draw in
food. Once attached, barnacles are practically impossible to remove.
They have been a nuisance to seamen since there have been ships. A
crust of barnacles can slow a ship down and affect its steering and
machinery.

A. Use the paragraph to practice the three steps to summarizing.

Apply these steps to a passage in one of your textbooks or an informational article in an
encyclopedia or other resource. First write out the steps as outlined above. Then fill in the
answers for your selection.

B.
STEP 1: While scanning the paragraph, what key words did you spot?
________________________
___________________________________________________________________________
____________
STEP 2: What is the main topic or subject?
________________________________________________
STEP 3: Restate the key ideas in two or three short sentences. (TIP: Reread each sentence.
Evaluate if it gives key information or is a detail not essential to learn and remember about
the topic.)

This writing exercise is designed to give students explicit practice in learning how to
read a paragraph, think about the text, and recap its meaning in a short summary. The goal is
to help students realize that each paragraph has at least one main idea and support for it.
When asked to write a summary paragraph, they will practice using a beginning, middle, and
end. It should also become evident that it is more difficult to write a shorter summary,

55
because it requires a more concise focus on the important points, and the lesser details need
to be condensed or eliminated.
This activity can be used with textbooks, research material, or any type of nonfiction.
Summary writing for fiction is equally important, but it requires summarization of the whole
rather than each paragraph. Finally, students are asked to think about the strategy and write
about their own learning.

How to Use the Activity

Depending on the skill level of the students, this strategy may have to be modeled
several times for the whole group. If the text being read has more than five paragraphs, then
additional paper or content notebooks will be needed. By checking at least five summary
notes for the first five paragraphs, the teacher can judge whether the students understand the
task and the material.
If introducing summary writing for the first time, explain to students what it is and
why they are learning about it. In a class discussion, students can brainstorm the kinds of
careers and jobs that would require this important writing skill. Also note that in doing
research, the reader must be able to summarize the text for support for the focus and must
give credit to the author of the resource for his or her ideas.
For this activity, prepare a mini-lesson about the difference between main ideas and
details. Sometimes the main idea is unstated, and all the details add up to the key idea of the
text. Textbooks are structured differently in different disciplines. Students need to understand
the format and structure of the text that they are reading. Very often publishers use boldface
headings, italicized keywords, indented paragraphs, space between paragraphs, bulleted lists
of chapter ideas, sidebars, and other format features, which students sometimes overlook.
Since students have a tendency to write too much or too little, tell them they must use all of
(and only) the space allotted on the handout. Remind them that summary writing may require
multiple revisions to reach a desired result.
To model summary writing on the board, computer, or overhead, start with the topic
or section heading and ask the 5 Ws as an aid in reading for a purpose: Who or what is it
about? What is being said?
When? Where? Why? plus How?
Define new terms and provide examples using them. If a process is described, the sequence
must include the steps in order. In social studies, there are names, places, dates, and abstract
ideas to note. In science, there are technical terms, processes, and math involved. Students
need to read in each content area as a specialist in that field would read the material. Each
content area has its own demands.
After the modeling, students should work in pairs on the same text so that they can
discuss the ideas for guided practice. Assign small chunks of reading to be done within a
reasonable time, so that students
will have greater success with the process. The handwritten summaries may be revised and
typed. Also, the activity sheet may be used to record notes to review for a quiz or test. A class
discussion based on the summaries would allow students to hear the information again and
evaluate their own work.

SUMMARIZING LANJUTAN

SUMMARIZING TO CONDENSE IDEAS

56
 Like outlining, summarizing is an excellent way to learn from your reading and to
increase recall. A summary is a brief statement that reviews the key points of what you have
read. It condenses an author's ideas or arguments into sentences written in your own words. A
summary contains only the gist of the text,with limited explanation, background information,
or supporting detail.
Writing a summary 1s a step beyond recording the author's ideas, a summary must
pull together the writer's ideas by condensing and grouping them. Before writing a summary,
be sure you understand the material and have identified the writer's major points. Then use
the following suggestions:

1. As a first step, highlight or write brief notes on the material.

2. Write one sentence that states the writer's overall concern or most important idea. To do
this, ask yourself what one topic the material is about. Then ask what point the writer is
trying to make about that topic. This sentence will be the topic sentence of your summary.
3. Be sure to paraphrase, using your own words rather than those of the author
4. Review the major supporting information that the author gives to explain the major idea.
5. The amount of detail you include, if any, depends on your purpose for writ ing the
summary. For example, if you are writinga summary of a television documentary for a
research paper, it might be more detailed than if you were writing it to jog your memory for a
class discussion.
6. Normally, present ideas in the summary in the same order in which they appeared in the
original material.
7. If the writer presents a clear opinion or expresses an attitude toward the subject matter,
include it in your summary.
8. It the summary is for your own use only and is not to be submitted as an assignment, do
not worry about sentence structure. Some students preter
to write summaries using words and phrases rather than complete sentences.

57