Text Type. mugys.com
How to Teach
Text Types
===============================================
At the end of this course,
the students generally are expected to be able to write texts based on the
genres of writing.
At the end of this course, the
students specifically are expected to:
·
To
know the basic theory of the genres of texts: recount, report, analytical
exposition, news item, anecdote, narration, procedure, description, hortatory
exposition, explanation, discussion, review, and commentary.
·
To
be able to analyze the social function, schematic structure, and significant
grammatical patterns of texts.
·
To
be able to write texts based on the genres.
Building
knowledge of the field:
CLASS « TEACHER STUDENTS
« STUDENTS
·
Cultural
context
·
Shared
experience
·
Control
relevant vocabulary
·
Grammatical
patterns
·
Use
of visual—photographs, filmstrips, video—to build context.
·
Do
activities such as cooking, going for a vacation, interviewing an informant,
listening to guest speakers, etc.
·
Reconstruct
and discuss activities done when back in the classroom.
·
Design
activities in order to share, discuss, and argue about aspects of the topic.
·
Set
language lesson focused on vocabulary or grammatical patterns.
·
Study
a broad range of written texts related to the topic, such as school brochures,
notes, newsletter, labels, leaflets, and enrolment forms.
·
Develop
reading strategies appropriate to the texts, including predicting, skimming,
scanning, or identifying the logo.
Modeling of Text:
CLASS « TEACHER
·
Cultural
context
·
Social
function
·
Schematic
structure
·
Linguistic
features
·
Study
the model text shown by the teacher or read it yourself or collectively in the
references.
·
Develop
an understanding of the social function and purpose of the text:
Ø Why are such texts
written?
Ø By whom are they written
and read?
Ø What is the context in
which they will be used?
·
Analyze
the schematic structure of the text (distinguishing and labeling stages within
the schematic structure of the genre).
·
Analyze
the grammatical pattern or language features of the text (use of tense,
technical language, specific or generic participants).
Joint
Construction of Text:
STUDENTS « STUDENTS TEACHER « CLASS
·
Schematic
structure
·
Linguistic
features
·
Knowledge
of field
·
Revise
and discuss the purpose, context, and structure of genre/text.
·
Explore
further field building activities where necessary.
·
Negotiate
the beginning, middle and end construction of text between teacher and students,
and between students, draw on shared knowledge about the genre.
·
Re-draft
and edit the text, draw on shared knowledge about the genre together in groups
(between teacher and students, and between students).
Independent
Construction Text:
STUDENTS « STUDENTS TEACHER
« STUDENTS
·
Schematic
structure
·
Linguistic
features
·
Knowledge
of field
·
Build
and develop knowledge of the field through activities such as reading,
information gathering, and note taking.
·
Write
your own text with appropriate schematic structure and grammatical patterns.
·
Consult
with other students or with teacher regarding the appropriateness of the text.
·
Re-drafting
and editing where necessary.
·
Discuss
any difficulties with students or teachers in writing texts.
·
Focus
on language lessons (spelling, punctuation, layout of text, handwriting). (Hammond, 1992)
Text Types Analysis
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Text
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Recount
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1
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A.
Study the schematic structure of the following text.
Schematic
Structure
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B.
Study the linguistic features of the following text.
Language
Features
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Text
|
Spoof
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2
|
- Text Analysis
(Schematic Structure)
Study the schematic structure
analysis of the spoof text below.
Do You
Speak English?
 |
I had an amusing experience
last year.
After I had
left a small village in the south of France, I drove on to the next town. On
the way, a young man waved to me. I stopped and he asked me for a lift. As soon
as he had got into the car, I said good morning to him in French and he replied
in the same language. Apart from a few words, I do not know any French at all.
Neither of us spoke during the journey.
I had nearly
reached the town, when the young man suddenly said, very slowly, ‘Do you speak
English?’ As I soon learned, he was English himself!
(Source: Practice and
Progress, 1979)
- Text Analysis
(Linguistic Features)
Study the linguistic features
analysis of the spoof text below.
Do You Speak English?
I had an amusing experience last
year.
After I had left a
small village in the south of France, I drove
on to the next town. On the way, a young man waved to me. I stopped and he
asked me for a lift. As soon as he had got into the car, I said good
morning to him in French and he replied in the same language. Apart from
a few words, I do not know any French at all. Neither of us spoke
during the journey.
I had nearly reached the town, when the young man
suddenly said, very slowly, ‘Do you speak English?’ As I soon learned,
he was English himself!
(Source:
Practice and Progress, 1979)
|
Text
|
Analytical
Exposition
|
|
3
|
A.
Study the schematic structure of the text.
It is a well-known fact
that it is a dilemma for many people to make a will, without the added problems
of deciding who should draw up this document.
This task is made simple
with the availability of service from the Public Trust Officer.
Firstly the Office has a
large efficient staff which includes barristers, solicitors, accountants,
valuers, and qualified property inspector. Knowledge of the legal aspect is
very well covered.
Also the charges need
consideration. Here at this Office there are no charges for making or the
holding of a will.
Furthermore, the Public
Trustee is guaranteed by the State of Queensland and has special powers to
solve problems or simplify procedures which, in the long term, save expense.
Therefore, it can be clearly seen
that there is only one sound choice in making your will – the Public Trustee –
as it is permanent, efficient, and secure. You should consider this!
B. Study the linguistic features of
the text.
 |
It is a well-known fact
that it is a dilemma for many people to make a will, without the
added problems of deciding who should draw up this document.
This task is
made simple with the availability of service from the Public Trust Officer.
Firstly the
Office has a large efficient staff which includes barristers,
solicitors, accountants, valuers, and qualified property inspector.
Knowledge of the legal aspect is very well covered.
Also the
charges need consideration. Here at this Office there are no charges for
making or the holding of a will.
Furthermore, the Public
Trustee is guaranteed by the State of Queensland and has special powers to
solve problems or simplify procedures which, in the long term, save expense.
Therefore,
it can be clearly seen that there is only one sound choice in making
your will – the Public Trustee – as it is permanent, efficient, and secure. You
should consider this!
|
Text
|
News Item
|
|
4
|
A.
Study
the schematic structure of the text.
Russian
Nuclear Catastrophe 
Moscow—A Russian journalist has
uncovered evidence of another Soviet nuclear catastrophe, which killed 10
sailors and contaminated an entire town.
Yelena Vazrshavskya is the first
journalist to speak to people who witnessed the explosion of a nuclear
submarine at the naval base of Shkotovo-22 near Vladivostock.
The
accident, which occurred 13 months before the Chernobyl disaster, spread
radioactive fall-out over the base and nearby town, but was covered up by
officials of the then Soviet Union. Residents were told the explosion in the
reactor of the Victor-class submarine during a refit had been a ‘thermal’ and
not a nuclear explosion. And those involved in the clean-up operation to remove
more than 600 tons of contaminated materials were sworn to secrecy.
A board
of investigators was later to describe it as the worst accident in the history
of the Soviet Navy.
Taken from Making Sense of
Functional Grammar, 1995.
B.
Study
the linguistic features of the text.
Moscow—A
Russian journalist has uncovered evidence of another Soviet nuclear
catastrophe, which killed 10 sailors and contaminated an entire
town.
Taken from Making Sense of Functional
Grammar, 1995.
|
Text
|
Narrative
|
|
5
|
- Study the schematic
structure of the text.
Cinderella
Once upon a time
there was a young girl named Cinderella who lived with her stepmother and two
stepsisters.
Cinderella’s
stepmother and stepsisters were conceited and bad tempered. They treated
Cinderella very badly. Her stepmother made Cinderella do the hardest work in
the house, such as scrubbing the floor and cleaning the pots and pans. She gave
Cinderella an old ragged dress to wear. The two stepsisters, on the other hand,
did no work about the house, and their mother gave them many handsome dresses
to wear.
One
day the two stepsisters received an invitation to a ball that the king’s son
was going to give at the palace. They were excited about this and spent so much
time choosing the dresses they would wear. At last the day of the ball came,
and away went the sisters to it. Cinderella could not help crying after they
had left.
“Why are
you crying, Cinderella? A voice asked. She looked up and saw her fairy
godmother standing beside her. “Because I want so much to go to the ball,” said
Cinderella. “Well,” said her godmother, “you’ve been such a cheerful,
uncomplaining, hardworking girl that I am going to see that you do go to the
ball”.
Magically,
the fairy godmother changed a pumpkin into a fine coach and mice into a
coachman and two footmen. Her godmother tapped Cinderella’s ragged dress with
her wand, and it became a beautiful ball gown. Then she gave her a pair of
pretty glass slippers. “Now, Cinderella,“ she said, “you must leave before
midnight.” Then, away she drove in her beautiful coach.
Cinderella
was having a wonderfully good time. She danced again and again with the king’s
son. Suddenly, the clock began to strike twelve. She ran towards the door as
quickly as she could. In her hurry, one of her glass slippers came off and was
left behind.
A
few days later the king’s son proclaimed he would marry the girl whose foot
fitted the glass slipper. The king’s page came to Cinderella’s house. Her
stepsisters tried on the slipper but it was too small for them no matter how
hard they squeezed their toes into it. The king’s page let Cinderella try on the
slipper. She stuck out her foot, and the page slipped the slipper on. It fitted perfectly.
Finally,
she was driven to the palace. The king’s son was overjoyed to see her again.
They were married and lived happily ever after.
B.
Study
the following text and its language features.
Cinderella
Once
upon a time there was a young girl named Cinderella who lived with her
stepmother and two stepsisters.
Cinderella’s
stepmother and stepsisters were conceited and bad tempered. They treated
Cinderella very badly. Her stepmother made Cinderella do the hardest work in
the house, such as scrubbing the floor and cleaning the pots and pans. She gave
Cinderella an old ragged dress to wear. The two stepsisters, on the other hand,
did no work about the house, and their mother gave them many handsome dresses
to wear.
One
day
the two stepsisters received an invitation to a ball that the
king’s son was going to give at the palace. They were excited
about this and spent so much time choosing the dresses they would wear. At last
the day of the ball came, and away went the sisters to it. Cinderella could not
help crying after they had left.
“Why
are you crying, Cinderella? A voice asked. She looked up and saw her
fairy godmother standing beside her. “Because I want so much to go to the
ball,” said Cinderella. “Well,” said her godmother, “you’ve been such a
cheerful, uncomplaining, hardworking girl that I am going to see that
you do go to the ball”.
Magically,
the fairy godmother changed a pumpkin into a fine coach and mice into a
coachman and two footmen. Her godmother tapped Cinderella’s ragged dress
with her wand, and it became a beautiful ball gown. Then she gave her a
pair of pretty glass slippers. “Now, Cinderella,“ she said, “you must
leave before midnight.” Then, away she drove in her beautiful coach.
Cinderella
was having a wonderfully good time. She danced again and again with the
king’s son. Suddenly, the clock began to strike twelve. She ran towards the
door as quickly as she could. In her hurry, one of her glass slippers came off
and was left behind.
A
few days later the king’s son proclaimed he would marry the girl whose
foot fitted the glass slipper. The king’s page came to Cinderella’s
house. Her stepsisters tried on the slipper but it was too small for them no
matter how hard they squeezed their toes into it. The king’s page let
Cinderella try on the slipper. She stuck out her foot, and the page slipped the
slipper on. It fitted perfectly.
Finally, she was
driven to the palace. The king’s son was overjoyed to see her again.
They were married and lived happily ever after.
|
Text
|
Procedure
|
|
6
|
- Study the schematic
structure of the text.
|
Taken from International Cooking
Recipes
- Study the following
text and its language features.
|
Text
|
Descriptive
|
|
7
|
A.
Study
the schematic structure of the text.
Borobudur
Temple
 |
Borobudur is a great
Buddhist temple.
The temple is located in
Magelang on the island of Java in Indonesia. Built in the 9th century under the
Sailendra dynasty of Java, it was abandoned in the 11th century and partially
excavated by archaeologists in the early 20th century.
Influenced by the Gupta
architecture of India, the temple is constructed on a hill 46 m (150 ft) high
and consists of eight steplike stone terraces, one on top of the other.
The first five terraces are square and surrounded by walls adorned with
Buddhist sculpture in bas-relief; the upper three are circular, each with a
circle of bell-shaped stupas (Buddhist shrines). The entire edifice is crowned
by a large stupa at the center of the top circle. The way to the summit extends
through some 4.8 km (some 3 mi) of passages and stairways. The design of
Borobudur, a temple-mountain symbolizing the structure of the universe,
influenced temples built at Angkor, Cambodia. Borobudur was rededicated as an
Indonesian national monument in 1983 following extensive reclamation, aided by
the United Nations.
(Microsoft ® Encarta ®
Reference Library 2005)
B.
Study
the linguistic features of the text.
Borobudur
Temple
Borobudur is a great Buddhist temple.
The temple is located
in Magelang on the island of Java in Indonesia. Built in the 9th century under
the Sailendra dynasty of Java, it was abandoned in the 11th century and
partially excavated by archaeologists in the early 20th century.
Influenced by the Gupta
architecture of India, the temple is constructed on a hill 46 m (150 ft)
high and consists of eight steplike stone terraces, one on top of
the other. The first five terraces are square and surrounded by
walls adorned with Buddhist sculpture in bas-relief; the upper three are
circular, each with a circle of bell-shaped stupas (Buddhist shrines). The
entire edifice is crowned by a large stupa at the center of the top
circle. The way to the summit extends through some 4.8 km (some 3 mi) of
passages and stairways. The design of Borobudur, a temple-mountain symbolizing
the structure of the universe, influenced temples built at Angkor, Cambodia.
Borobudur was rededicated as an Indonesian national monument in 1983
following extensive reclamation, aided by the United Nations.
(Microsoft ® Encarta ®
Reference Library 2005)
|
Text
|
Hortatory Exposition
|
|
8
|
A.
Study
the schematic structure of the text.
OPEN LETTER TO THE
PRIME MINISTER
The Hon RJ Hawke, MP
Prime Minister
Parliament House
CANBERRA ACT 2600
Dear Prime Minister,
Into the Mouth of Babes
We are
writing to you because we are concerned about the way food is being advertised
to children.
What we
eat now affects our health in years to come. Bad dietary habits start while we
are very young. For this reason, your government supports health education that
encourages a balanced healthy diet. Australians are encouraged to get the bulk
of their nutrients from fresh fruits, vegetables, and wholegrain cereals, a
lesser amount from foods high in fat, salt and sugar.
TV
advertising to children presents a completely different message. Nearly 80% of
food advertising pushes fatty snacks or sweets – the very foods that should be
eaten least. To make matter worse, these ads take up much of the advertising
time. This must be stopped.
TV
advertising is powerful and influential. Parents, however strong-willed, find
it hard to resist pressures created by this advertising. Children are least
able to understand the tricks of the advertising industry.
For the
hours when children are the main audience, TV advertising of foods must be made
to reinforce, not undermine, the message about a balanced diet. We appeal to
you, as Prime Minister, to take the lead in calling together the advertisers,
TV networks, consumers and public health bodies to decide how this is to be
done.
Yours sincerely,
Signed
by Barbara Biggins and other prominent signatories.
B.
Study
the following text and its language features.
|
OPEN
LETTER TO THE PRIME MINISTER
The
Hon RJ Hawke, MP
Prime
Minister
Parliament
House
CANBERRA
ACT 2600
Dear
Prime Minister
Into the
Mouth of Babes
We
are writing to you because we are concerned about the way food is being
advertised to children.
What
we eat now affects our health in years to come. Bad dietary habits start
while we are very young. For this reason, your government supports health
education that encourages a balanced healthy diet. Australians are
encouraged to get the bulk of their nutrients from fresh fruits, vegetables,
and wholegrain cereals, a lesser amount from foods high in fat, salt and sugar.
TV
advertising to children presents a completely different message.
Nearly 80% of food advertising pushes fatty snacks or sweets – the very foods
that should be eaten least. To make matter worse, these ads take up much of the
advertising time. This must be stopped.
TV advertising is powerful and
influential. Parents, however strong-willed, find it hard to resist pressures
created by this advertising. Children are least able to understand the tricks
of the advertising industry.
For
the hours when children are the main audience, TV advertising of foods
must be made to reinforce, not undermine, the message about a balanced diet. We
appeal to you, as Prime Minister, to take the lead in calling
together the advertisers, TV networks, consumers and public health bodies to
decide how this is to be done.
Yours
sincerely,
Signed by
Barbara Biggins and other prominent signatories.
|
Text
|
Explanation
|
|
9
|
A.
Study
the following schematic structure of the text.
- Study the following
text and its language features.
 |
|
Text
|
Discussion
|
|
10
|
A.
Study
the schematic structure of the following text.
There was
a lot of discussion about whether boxing should be banned.
B.
Study
the linguistic features of the text.
Boxing|
Text
|
Review
|
|
11
|
A.
Study
the schematic structure of the text.
B.
Study
the following text and its language features.
|
References
|
|
Boardman,
C.A. and Frydenberg, J. 2002. Writing to Communicate: Paragraph and Essay.
New York: Longman.
Derewianka,
B. 1995. Exploring How Texts Work. Australia: Primary English Teaching
Association.
Gerot,
L. and Wignell, P. 195. Making Sense of Functional Grammar. NSW:
Antipodean Educational Enterprises.
Hammond,
J., et al. 1992. English for Social Puposes. Sydney: national Centre for
English Language Teaching and Research.
Hannessy,
M. 1998. The Random House: Practice for Writers. New York: American Book
Company.
Harmer,
J. 2004. How to Teach Writing. England: Longman.
Hartono,
R. 2004. Genre-Based Writing. English Department of Semarang State
University. Unpublished.
………………
2004. Belajar Kreatif Bahasa Inggris. Bekas: Pustaka Gemilang.
Macken,
M. 1991. Book 1: An Introduction to Genre-Based Writing. Australia:
Common Ground for Literary & Education Research Network.
Martin,
C. et al. 1985. Exploring American English: Writing Skills for Classroom and
Career. New York: Macmillan Publishing Company.
Oshima,
A. and Hogue, A. 1988. Introduction to Academic Writing. USA: Addison-Wesley
Publishing Company, Inc.
Reid,
J.M. 2000. The Process of Composition. Third Edision. New York: Longman.
Segal,
M.K. and Pavlik C. 2003. Interaction 1 & 2: Writing. International
Edition. 4th Edition. New York: McGraw-Hill Companies.
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