CRITICAL BOOK REPORT

RECEPTIVE WRITTEN LANGUAGE SKILL

ARRANGED BY:

Filza Irawan Hasibuan (2211121006)

Niwana Adegan (2213121022)

Kezia Aurellia (2213121023)

CLASS ; ENGLISH EDUCATION 21 C

LECTURER : Yuni Khairina, S. Pd., M. Hum.

MEDAN STATE UNIVERSITY

FACULTY OF LANGUAGE AND ART

2021/2022
 PREFACE

Thank to Allah who has given His bless and grace to us so that we have
successfully finishing this Critical Book Review task to completed the Student
Development Course assignment of Productive Written Language Skills. The English
paper entitled Paragraph - Writing from Sentence to Paragraph. This Paper contains
information about structure of paragraph and how to make a good sentence to
paragraph.

The completion of this task is inseparable from the help of various parties.
Therefore, on this occasion the author would you like to thank the lectures who have
given this assignment. The author hopes the writing of this Critical Book Review can
provide benefits and insights for the readers.

In writing this paper the author realizes this paper certainly not free
deficiencies and shallowness. Therefore, the author needed criticism, suggestion, and
constructive comment that are always expected to be positive feedback for future
improvement.

Medan, 15th September 2021

Author

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 TABLE OF CONTENT
PREFACE.......................................................................................................................................................i
CHAPTER I....................................................................................................................................................1
PRELIMINARY...............................................................................................................................................1
1.1 Introduction.................................................................................................................................1
1.2 Identity of the Book.....................................................................................................................2
CHAPTER II...................................................................................................................................................3
DISCUSSION.................................................................................................................................................3
2.1 Summary of the book........................................................................................................................3
2.2 Strengths of the book........................................................................................................................6
2.3 Weaknesses of the
book………………………………………………………………………………………………………………. 6

2.4 The implication of the

book…………………………………………………………………………………………………………. 7

CHAPTER III..................................................................................................................................................8
CLOSING......................................................................................................................................................8
5.1. CONCLUSION...............................................................................................................................8
5.2. SUGGESTION................................................................................................................................8
Reference.........................................................................................................................................9

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 CHAPTER I

PRELIMINARY

1.1 Introduction

Background of the paper.

Front Cover Back Cover

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1.2 Identity of the book

Book Title : Practice Makes Perfect - Advanced English Reading and

Comprehension

Publisher : McGraw-Hill Education

Author : Diane Engelhardt

Edition :I

Publication Year : 2013/07

Publication City : US

Pages : 255

No ISBN : 978-0-07-179887-7

a)

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 CHAPTER II

BOOK SUMMARY

2.1 Summary of the book

(Lesson 1)

In this unit which is from pages 5-12, we were trained to be able to recognize and
write complete sentence, to learn how to begin and end a sentence, to learn the
common feature of a paragraph, to identify the topic of a paragraph, and to identify
strong and weak paragraph.

(Lesson 2)

In this unit which is from pages 13-19, we were trained to be able to identify
topics and main ideas, to identify strong and weak topic sentences, to practice writing
topic sentences, to combine sentences using “and” and “but”, and to learn how to use
commas in sentence with “and” and “but”.

(Lesson 3)

This part tells us about adding details and learning about edit lists after
brainstorming. Editing list is about you go back and see the ideas that we can use.
Usually, we can mark or highlight the good idea and cross out the one that we don’t
wanna use.

(Lesson 4)

In this lesson, we learn about word maps and capital letters. Word maps is another
kind of brainstorming. We also learn about combination sentences with containing
adjectives and for language focus, it’ll focus on capital lettes so you will know which
words or what kind of letter will using capital.

(Lesson 5)

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 In this part, we’ll learn about freewriting. Freewriting is a kind of brainstorming
where you write everything you can think of, quickly and without stopping. Freewiting
helps to improve your writing fluency, and gives you ideas for your writing. We also
learn about giving opinion. When you writing, you can use the phrases to make your
opinions. But don’t use it too much or too often, because that’s make your writing
sound weak.

(Lesson 6)

In your topic sentences and supporting sentences, you can give an opinion. To
support your opinion, you could give examples, which can either be facts or
experiences you’ve had. That’s what we’ll learn in this lesson.

(Lesson 7)

What we’ll learn in this lesson is sentences built using cause and effect show a
direct relationship between two events. Keep in mind that the cause is usually written
before the effect. But in some sentences, the writer may list the effect first. No matter
how the writer ordered their sentence, the effect can’t happen before the cause. The
cause always triggers the effect.

(Lesson 8)

Explanations detail and logically describe the stages in a process, such as the
water cycle, or how a steam engine works. Other examples could be how a law is
made, or why we blink when we sneeze. We’ll know about this in lesson 8.

(Lesson 9)

In this chapter author tell us about strange stories such as UFO sighting and the author allow us
to answer some question, in the next pages author tell us how to make a good paragraph based on
using time expression; one way to order events is to use after, before, or when. When after,
before, or when begin a sentence, use comma after the event.
(Lesson 10)

We will focus on writing using however/ whereas. However and whereas can be
used to connect two differences or opposite ideas. You can join two sentences with

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whereas. Use whereas at the beginning of the of a sentence or in the middle, after
comma. Use however at the beginning of a sentences.

(Lesson 11)

In this chapter we’ll learn that computer technology has affected the field of
medicine as it has every aspect of our lives. computer networking infrastructure will
allow housebound and bedridden patients to receive medical care without having to go
out the door. We focused to reading strategies : paraphrasing ; traditional devices.
There are three main uses of transitional devices such as cause and effect, contrast and
adding information.

(Lesson 12 The Enneagram :Understanding our personalities)

In this lesson, we discuss about nine of personalities type. The

Perfectionist/Reformer, The Giver/Helper, The Performer/Achiever, The
Romantic/Individualist, The Observer/Investigator, The Loyal Skeptic/Loyalist, The
Epicure/Enthusiast, The Boss/Challenger, and The Mediator/Peacemaker. We use
reading strategies in this part with summarizing: eliminating relative clauses and
appositives. Writing a summary of a reading text is one of the most useful skills you
can develop. Having practiced paraphrasing passages from the reading texts and
organizing key information, you should be able to restate the most important
information in your own words.

(Lesson 13

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 2.2 STRENGTHS OF THE BOOK

The strength contained in this book can be seen from many aspects :

1. In this book, the author make some words bold in purpose that the reader will take a
note with new vocabularies especially in advanced level.
2. This book also uses a lot of exposure or understanding from many kind of material
texts so this increasingly support the book for being more interested.
3. This book includes worksheets so the reader can practice their ability to understand
the materials.
4. Additional materials that can be useful for reader to increase their knowledge and skill
based on good grammar.
5. And the last, the writer add answer key for readers in purpose that the reader can learn
individually and this is extra point from this book.

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2.3 WEAKNESSES OF THE BOOK
The weakness of this book is that it has so many examples of questions that are ambiguous
or unclear, this reading book can make readers confused about what they should do at this stage
of working on the example. It would be better if the author gave an example of a question along
with the following clarity, either at the bottom as an answer key or as a discussion of the example
question and made the visualization more beautiful by giving the impression of understanding the
theory so that readers can easily understand what the author is saying. through the reading.
Because without any example questions, readers will understand if the author makes more in-
depth clarity on the theory presented than having to have so many ambiguous examples of
questions.

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2.3 IMPLICATION OF THE BOOK FOR PRODUCTIVE WRITTEN
LANGUAGE SKILL

The book Paragraph writing helps student to learn recognize good paragraph and develop
their own paragraphs writing skills. This book help student analyze model paragraphs,
organize their sentences to paragraphs, review paragraphs, and revise paragraphs so that they
become even stronger. This process approach to writing will not only develop your students’
paragraphs writing skills, but will also encourage them to become independent and creative
writers. Writing a good paragraphs also teach correct punctuation for academic writing and
useful grammatical functions for writing. The units also shows students how to review their
own and their classmates’ writing in order to make revisions. This book give us opportunity
how important the reader is to the writers, and how to express clearly and directly what you
mean in communicate.

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 CHAPTER III

CLOSING
5.1. CONCLUSION
From the explanation above, the conclusion of this book is that we learn about
sentences and paragraphs. how we make sentences and paragraphs well, and we can
determine the main idea of the paragraph, identify what are the strengths and weaknesses
of the paragraph. This book also learns about how to combine conjunctions and and but,
as well as the use of and and but. We think this book is very detailed about the use of
capital letters, how we can start writing well and also learn a lot about the various uses of
conjunctions. This book also learns about the use of commas after cause and effect
sentences, which we may have always misplaced commas. This book also explains about
freewriting, which we often do without realizing it, and from this freewriting we can
improve our writing skills. This book also discusses narrative text such as how to make
narrative text. This book is very good for us as beginners in the field of writing because
this book discusses in great detail about the part of sentence, punctuation and grammar
for writers. So this book so detail to explain us about sentence, paragraph and the other
parts of writing.

5.2. SUGGESTION
When this paper has many flaws, please criticism and constructive advice,
because with that and that advice, it will motivate us to be better at making a continuous
paper.

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 REFERENCE

Zemach, Dorothy E. 2005 Paragraph Writing From Sentence to Paragraph Vol. 2

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