Reading 1

(Basic Reading
Skills)

Maizarah, M.Pd
i
I Basic
Reading Skills

i
 PREFACE

Reading is one of four skills in English; is regarded as an important skill in

English. Reading is a way to look for much information, reading is the ability
to process the text, understand its meaning and correlate to what the reader is
already known about the text. Many texts are written in English language, so
the learners from low level until high level are demanded to have skill in
reading English. The aim of reading for the reader is varied; to get the
information, to entertain, or to be as a hobby. For many Indonesian learners
to get the information from an English text is not an easy task, English is still
foreign language in Indonesia. Still many learners have low reading skill, it is
caused by several problems, the learners have not mastered about the main
reading strategies and they did not understand the primary elements in
reading comprehension.
This modul is designed for the first learners in high level of education in
learning reading. It contains two important strategies of reading skill; 1)
skimming, and 2) scanning. Furthermore, this textbook will be focus on the
five components of reading comprehension; 1) topic and main idea, 2) factual
information, 3) vocabulary, 4) reference, and 5) inference, moreover this text
book will give different types of texts for effective reading, the learners need
to know the kinds of texts that they will be read. These are important because
as the basic of reading skills, the learners will not be a master of reading skill
before they learn the basic in dept. Good learners are the learners who want
to learn something step by step to get the highet achievement, because the
process is a key of success.
Hopefully, this modul will be usefull for the learners.

Maizarah, M.Pd

The Writer
i
 TABLE OF CONTENT

Preface ..................................................................................... i
Table of Content ...................................................................... ii

I. Two Important Reading Strategies ...................................... 1

Two Important Reading Strategies Section ........................ 2
Focus on Skimming and Scanning ..................................... 3
Exercise: Skimming and Scanning ..................................... 5

II. Five Components of Reading Comprehension Section....... 13

Topic and Main Idea ........................................................... 15
Factual Information ............................................................ 18
Vocabulary .......................................................................... 21
Reference ............................................................................ 24
Inference ............................................................................. 23

III. Using Fifteen Types of Texts for Effective Reading ......... 27

Using Fifteen Types of Texts for Effective Reading Section
.............................................................................................. 28
Descriptive Text .................................................................. 30
Procedure Text .................................................................... 32
Recount Text ....................................................................... 34
Report Text ......................................................................... 37
Narrative Text ..................................................................... 39
Spoof Text ........................................................................... 43
News Item Text ................................................................... 45
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 Argumentative Text ............................................................ 46
Review Text ......................................................................... 49
Explanation Text ................................................................. 51
Discussion Text ................................................................... 53
Anecdote Text ..................................................................... 56
Exposition ........................................................................... 58
Hortatory Exposition ......................................................... 60
Analytical Exposition ......................................................... 63
References ................................................................................ 63

iii
 Two

I Important
Reading
Strategies

1
Two Important Reading Strategies Section

This section provides explanation and practice to the learners in the

following areas:
1. Skimming
It refers to look for general meaning of the text; topic or main idea.
2. Scanning
It refers to look for the specific information.

Skimmming and scanning are two strategies in a faster reading. Both of

them are basic strategies for the first learner of reading English skill. To
master the two of them the leaners need to practice repeatedly. In this
section, it provides a brief explanation about scanning and skimming. Some
texts in exercise are given for the learners to suffice their practice to use
skimming and scanning.

2
Focus on Skimming and Scanning

Skimming is an important strategy for the learners to get the information

quickly related to general meaning of the text, i.e. topic and main idea.
While skimming you must remember that you do not need to read the entire
sentence, you need to read the first sentence in each paragraph, because
usually topic sentence is presented in the first sentence of paragraph. Topic
sentence contains the main idea; is the information that wants to tell more in
the paragraph. Then, you need to read detail the last sentence of the
paragraph, because mostly the conclusion is written in the last paragraph.

Skimming strategy helps you to understand the text without read the whole
senctence which is presented in the text, like you read a newspaper, you
only read the piece of information that is the most important, but you still
understand what is about.

Scanning as same as important like skimming, but it is used to find quickly

specific information from the text. Specific information involves what the
information you are looking for. While scanning you look only for a
specific piece of information without read everything. Your eyes need to
catch fastly the key word of the information that you want to find out, it is
important that keeping the concept of keyword while scanning in order to
minimize the time

Scanning strategy helps you to find specific information; is the information

that you are looking for without spent much time, like you want to find the
word reading in a dictionary, surely you do not start to find in letter “A”,
but you start to find the letter “R”, and go along the word with spell re-, not

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ra-, ri, ro. This is the simple example of scanning, find the specific
information fastly.

4
Exercise: Skimming and Scanning

Passage 1: A New Drug for Heart Attacks

Doctors may now be able to stop many heart attacks. An important

new study reports that doctors have a new drug. This drug is called TPA. It
may be better than any other heart drug.
Many doctors now use a drug called streptokinase. But this drug
sometimes causes problems for patients. It can even cause bleeding in the
brain. Some doctors do not use streptokinase.
Streptokinase can save about 1/3 of the people with heart attacks. But
TPA will save about 2/3. This means many people. About 1.5 million
Americans have heart attacks every year. One reason TPA can help more
people is because of time. This new drug is easier and faster to use. It will
give doctors more time in hospitals. Then they can study the problem well.
People with heart problems can also keep some TPA at home. When a heart
attack starts, they can take some TPA right away. Then they will have time
to get to the hospital. This is important because about 860,000 people in the
United States die before they get to the hospital.
There is another reason why TPA is good news for people with heart
attacks. According to the study, it is much safer. It does not cause other
problems like streptokinase. TPA works only on the heart. It does not have
an effect on the blood or cause bleeding, like streptokinase.
Doctors plan to do more studies about TPA. They need to test this new drug
on many more people with heart attacks. But in a few years, many doctors
and hospitals will probably start using this exciting new drug.

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1. The new drug is ___.
a. the same as streptokinase
b. better than streptokinase
c. called streptokinase
d. bad for people with heart attacks
2. The study says that TPA ___.
a. is safer and faster than the old drug
b. is very dangerous
c. is slower and harder to use than the old drug
d. causes many problems
3. This new drug may mean ___ will die from heart attacks.
a. more people
b. the same number of people
c. fewer people
d. no one

Passage 2.

In marine habitats, a number of small creatures are involved in a

“cleaning symbiosis.” At least six species of small shrimp, frequently
brightly colored, crawl over fish, picking off parasites and cleaning injured
areas. This is not an accidental occurrence, because fish are observed to
congregate around these shrimp and stay motionless while being inspected.
Several species of small fish (wrasses) are also cleaners, nearly all of them
having appropriate adaptations such as long snouts, tweezer-like teeth, and
bright coloration. Conspicuous coloration probably communicates that these
animals are not prey.

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4. This passage is mainly about a ___.
a. process of marine life
b. place in the sea
c. species of marine life
d. mystery of marine life
5. The habitat described is ___.
a. an aquarium c. the ocean
b. an island d. a laboratory
6. The “cleaning symbiosis” described in the passage is ___.
a. Unimportant c. Predatory
b. Harmful d. beneficial

Passage 3

The Woodstock Music and Art Fair—better known to its

participants and to history simply as “Woodstock”—should have been
a colossal failure. Just a month prior to its August 15, 1969 opening,
the council of Wallkill, New York, informed the fair’s organizers that
it was withdrawing its permission to hold the festival.

Amazingly, the organizers found a new site, a large field in

Woodstock, New York, owned by a local dairy farmer. Word spread to
the public of the fair’s new location. The event drew a larger audience
than the organizers had expected. On the first day of the fair, crowd
estimates of 30,000 kept rising; traffic jams blocked most roads
leading to the area. Some musicians could not reach the site to appear
at their scheduled times. In addition, fences that were supposed to
facilitate ticket collection never materialized, so the organizers
abandoned all attempts at taking tickets.

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 But that was not all: as the large crowd gathered, so did summer
storm clouds. It started raining on opening night and continued for
much of the three-day event. To deal with the crowd, which reached an
estimated 500,000 by the third day, helicopters flew in food, doctors,
and medical supplies.

Despite all of its problems, the festival featured some of the

greatest musicians of the 1960s, including Janis Joplin; Joan Baez;
Crosby, Stills, Nash, and Young; Sly and the Family Stone; Creedence
Clearwater Revival; and Jimi Hendrix. Today many people think of
Woodstock not only as a milestone for rock music but as the defining
moment for an entire generation.

7. The main idea of this passage is best expressed in which sentence?

a. Most Americans think of Woodstock as a bunch of kids
dancing to music in the mud.
b. The organizers underestimated how many people the festival
would attract.
c. Despite poor planning, Woodstock was a success and a high
point for a generation of Americans.
d. The organizers succeeded in their goal of creating a historically
significant event.
8. What was the final crowd estimate?
a. 20,000 c. 50,000
b. 30,000 d. 500,000

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9. Which of the following was NOT a problem faced by the event’s
organizers?
a. blocked access to the site
b. attracting musical talent
c. bad weather
d. finding a location for the festival
10. The phrase defining moment in paragraph 4 could best be replaced
by which word or phrase?
a. Symbol c. Anecdote
b. Belief d. fun time
11. Where in the passage does the author describe the weather conditions
during the event?
a. at the end of paragraph 2
b. at the beginning of paragraph 3
c. at the end of paragraph 3
d. at the beginning of paragraph 4
12. The word facilitate in paragraph 2 is closest in meaning to
a. make easier.
b. make more difficult.
c. build a facility.
d. increase.
13. What does the author mean by the statement the Woodstock Music and
Art Fair should have been a colossal failure?
a. Woodstock should not have happened.

9
 b. Woodstock was a financial failure because the organizers did not
collect tickets.
c. When you mix dairy farmers with young rock fans, you are asking
for trouble.
d. The large crowd and other problems could easily have resulted in a
crisis.
14. The passage suggests that
a. a free concert would never happen today.
b. area residents thought the rock fans were weird.
c. the impact of the event exceeded expectations.
d. music brings people together in a way other art forms cannot.

Passage 4

The largest of the world’s 17 penguin species, emperor penguins stand

nearly four feet and weigh up to 90 pounds. These sea birds never set foot
on dry land. (1) An estimated 200,000 breeding pairs live in about 40
penguin colonies scattered along the coasts of Antarctica. (2) Their
waterproofed feathers, flipper-like wings, and streamlined bodies make
them excellent swimmers and divers. On ice they can travel distances up to
50 miles by “tobogganing”—gliding on their stomachs while pushing with
their wings and feet. (3) Emperor penguins breed during the Antarctic
winter in some of the world’s most severe weather conditions (temperatures
of –80 F and winds up to 112 miles per hour). Breeding during the winter
allows chicks to mature in midsummer when food is plentiful. After the
female lays a single egg, the male holds it in a fold of skin near his feet for a
two-month incubation period. During this time he huddles with other males
to keep warm. (4) The male moves very little and does not eat, usually
losing up to a third of his body weight. Meanwhile the females go to sea and
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dive for fish so that when they return they can feed and care for the newly
hatched chicks. After the male restores his body weight, both parents take
turns caring for their young.

The world’s emperor penguin population declined in the last 50 years

due to a period of warming ocean temperatures. Warm water shrinks ice
cover and reduces the population of krill—a small crustacean that is the
emperor penguin’s staple food. Today the emperor penguin population has
stabilized, but warming trends could again threaten this magnificent sea
bird.

15. What is the author’s main purpose in this passage?

a. to describe the recent plight of the emperor penguin
b. to show the differences between penguin species
c. to describe the characteristics and breeding practice of the emperor
penguin
d. to describe the eating habits of the emperor penguin
16. Which of the following is NOT true of the emperor penguin?
a. They can travel 50 miles by gliding.
b. They breed during Antarctic summer.
c. The male incubates the egg.
d. They can withstand severe weather.
17. The word stabilized in paragraph 3 is closest in meaning to
a. held steady.
b. increased.
c. slowed.
d. fluctuated.
18. The passage suggests that
a. the female emperor penguin should take better care of her young.
b. no animal can survive in subzero temperatures.
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 c. scientists have never been close enough to observe the emperor
penguin.
d. changes in the global environment can threaten the emperor penguin.
19. What makes up the staple diet of the emperor penguin?
a. Cuttlefish c. Seaweed
b. Krill d. fried clams
20. Why do male emperor penguins form a huddle?
a. to protect the eggs from sea lions
b. to share their food supply
c. to maintain body heat in harsh temperatures
d. to share parenting advice

12
 Five

II Components
of Reading
Comprehension

13
Five Components of Reading Comprehension Section

This section provides explanation and practice to the learners in the

following areas:
1. Main Idea and Topic Question
Topic is the main theme that the writer is going to explain and discuss
while main idea is the most important point that the writer wants to
deliver or tell.
2. Factual Information
Factual information is the information explicitly stated in the text.
3. Vocabulary
Vocabulary is group of words that you are trying to learn. In a text,
vocabulary questions are about synonym, antonym and its definition.
4. Reference
Reference refers to the words that have relation to other part of
sentence; it may word, phrase or sentence.
5. Inferences
Inference is a logical conclusion based on the information in the
passage.

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Topic and Main Idea

As the explanation before explained that topic is is the main theme that the
writer is going to explain and discuss while main idea is the most important
point that the writer wants to deliver or tell.

In reading comprehension the question about topic and main idea is often
existed. You need good technique to aswer the question about it. To find the
topic you must remember that you don’t need to read the entire sentence,
you only need to read the heading or title of the text if there is, then analyze
the first sentence in paragraph. If the text consists of more than one
paragraph, you must read the first sentence in each paragraph, and then read
the last sentence of the paragraph if you cannot find the topic in the first
sentence of paragraph. Sometimes the writer tells the main theme in the last
sentence of paragragh, but in the first sentence is dominated.

Further more, to find the main idea you also must read the first sentence of
paragraph and/or the last paragraph, and then find the keyword; the word is
frequently used by the writer.

For example:
Komodo dragon is the largest lizard. It lives in the scrub and woodland
of a few Indonesian islands. Komodo dragon is the world’s heaviest
lizard, weighing 150 pounds or more. The largest Komodo ever
measured was more than 10 feet (3 meters) long and weighed 366
pounds (166 kg) but the average size of komodo in the wild is about 8
feet (2.5 meters) long and 200 pounds (91 kg).

15
Question: What is the topic of this passage?
a. Komodo dragon
b. The largest lizard
c. The heaviest lizard
d. The largest komodo

If we see the first sentence of the text, the reader spontaneously will say
that the text is telling about the Komodo dragon. So the topic is Komodo
dragon, that is the anwer is (a) Komodo dragon.

Question: What is the main idea of this passage?

a. Komodo dragon is wild animal
b. The largest lizard in the world is komodo dragon
c. Komodo dragon is the world’s heaviest lizard
d. Komodo dragon lives in Indonesian island

To find the main idea after we read the first sentence, we must analyze
the keyword of the text. The author gives some explanations that
Komodo dragon is the largest lizard; Komodo dragon is the world’s
heaviest lizard, the largers komodo ever measured was more than 10 feet
long and weighed 366 pounds. So the main idea of this text is the
largerst lizard in the world is Komodo dragon.

Another example:

Sledding is no longer just a winter sport. In fact, it’s even becoming a

popular sport in deserts. Desert sledders just head for a sand dune. They
slide on plastic saucers, pieces of wood or just on their own two feet. No
matter which kind of sled is used, a great part of the fun is tipping over
into the sand. And deserts aren’t the only places where there are sand
dunes. Many beaches have them, too. So, if there’s a dune near you, why

16
 not try sand sledding? One of the best things about it is that you won’t
get cold.

Question: What is being discussed in this passage?

If we ask ourselves “what is being discussed”, we can say that it’s

sledding. So the topic of the passage is sledding. We only need read the
first sentence of the passage, it tells clearly that the main theme or
general idea of this passage is sleeding.

Question: What is the author trying to tell in this passage?

If we ask ourselves “What is the author trying to tell” the answer would
be that sledding can also be done on sand. The author gives several
examples of places with sand, like deserts and beaches, adding more
detail to the general idea of sledding. So, the main idea of the text is
sledding can be done on sand.

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Factual Information

In reading comprehension many questions are about factual information.

This question requires the reader to analyze the specific details, most of the
answer of this question can be found in the text.

To answer this question you need to scan the information that you are
looking for, use your hand to help you in finding the keyword of the
information. You only need to understand the meaning of the sentence
which has relation with the question and you need to syncronize the answer
with the information of the text, where is correct and incorrect, then you
will find the answer.

For example:

Whales are sea-living mammals. They therefore breathe air but cannot
survive or land. Some species are very large indeed and the blue whale,
which can exceed 30 meter length, is the largest animal which lives on
earth. Superficially, the whale looks rather like a fish, but there are
important difference in its external structure; its tail consists of a pair of
broad, flat horizontal paddles (the tail of a fish is vertical) and it has a
single nostril on top of its breadth, broad head. The skin is smooth and
shiny and beneath it lies a layer of flat (blubber). This is up to 30 meter
in thickness and serves to conserve heat and body fluids.

Question: The length of a whale is……..

a. is generally more than 30 meter

b. may be more than 30 meter
c. is less than 30 meter
d. ranges from 30 meter to more than 30 meter

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 To answer this question, your eyes catch the information about length of
whales, the information about length you can find in line 3, a sentence is
written that which can exceed 30 meter length, you need to understand
this sentence and correlate with the answer, so the best answer is (b) may
be more than 30 meter, the best replace of can exceed is maybe more.

Another example:

An elephant is the largest and strongest animals. It is a strange looking

animal with its thick legs, huge sides and backs, large hanging ears, a
small tall, little eyes, long white tusks and above all it has a long noise,
the trunk.

The trunk is the elephant’s peculiar feature, and it has various uses. The
elephant draws up water by its trunk and can squirt it all over its body
like a shower bath. It can also lift leaves and puts them into its mouth. In
fact the trunk serves the elephant as a long am and hand. An elephant
looks very clumsy and heavy and yet it can move very quickly.

The elephant is a very intelligent animal. Its intelligence combined with

its great strength makes it a very useful servant to man and it can be
trained to serve in various ways such as carry heavy loads, hunt for tigers
and even fight.

Question: It is stated in the text that the elephant uses the trunk to do the
following, EXCEPT ……..

a. to eat
b. to push
c. to drink
d. to carry things

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To answer this question, your eyes need to find the information related to
the answer, you need to synchronize the anwer with the information of
the text, scan the information and find the keyword, the keyword of this
question is the use of trunk, the information about it is described in the
second paragraph, there is statement that the elephant draws up water by
its trunk and can squirt it all over its body like a shower bath. It can also
lift leaves and puts them into its mouth, by this statement we will know
the correct answer is (b) to push, because there is no explanation about
the use of trunk is to push.

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Vocabulary

Vocabulary questions in reading comprehension are about closest meaning

or synonym, antonym and its definition. To find the answer about this
question you must read the sentence that the word is included or connect to
the sentence is written before and or after the word, and then you try to
guess the meaning of the word. In guessing the meaning of word you need
to evaluate the word first, if the word has negative meaning and the question
is about synonym, so you need to cross the answer that has positive
meaning, and vice versa.

For example:

Jakarta is a capital city of Indonesia. Jakarta is located on the northwest

Java. The most popular food in Jakarta are Kerak Telor, Ketoprak, and
Soto Betawi. There are so many cultural in Jakarta. There are many old
buildings there.

But now, Jakarta has influenced by Globalization. Globalization gives

many Impacts. Negative impact and positive impact. There are many
positive impact. But, because the positive impact, there are many
negative impact too.

An example of positive impact is, there are a lot of tourist that goes
vacation to Jakarta. and then, the tourist will see Indonesian culturals, old
buildings, and many gives. But, from that positive impact, the negative
impact is rivers in Indonesian especially Jakarta, the rivers are polluted
by waste. And if Jakarta is rainy, there are always flood.

Question: The antonym of polluted is …… (paragraph 3)

a. Contaminated
b. Vile
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 c. Soiled
d. Clean

To answer this question, your eyes need to find the word polluted first,
and then read the sentence; the rivers are polluted by waste, then you
need to understand the sentence is written before; the negative impact is
rivers in Indonesian especially Jakarta, after analyze the both sentences,
you can guess that the word that you want to find has negative meaning,
because the question is antonym of polluted, so the answer is must be has
positive meaning, so the correct answer is (d) clean.

Another example:

Jasmine is a native flower to some tropical areas in South Asia, Africa

and Australia. In India, some varieties of Jasmine are used for religious
purposes.

The flower can grow up to 3 meters high and 2 meters wide. It releases
its fragrance mostly after the sun sets especially nearing the full moon.
Therefore, it is often associated with soothing night- time moods.

The planting of Jasmine is started by putting some cuttings in 3 inch

posts within 4 weeks. After the roots grow, they are put into 6 inch pots.
The soil in the pots should be kept moist but possible for the water to go
through it for optimum growth.

There are some important advantages of Jasmine. In medication, this

flower is often used for soothing headaches, stimulating brain, and
restoring balance. Its extract is also widely used in the making of
perfume.

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Question: ” … it is often associated with …”, The word “associated” in is
closest in meaning to ….

a. Attached
b. Connected
c. Compared
d. Propagated

To answer this question, your eyes need to find the word associated, and
then read the sentence; therefore, it is often associated with soothing
night-time moods, then you need to understand the sentence is written
before; it releases its fragrance mostly after the sun sets especially
nearing the full moon, after analyze the two of sentences, you can guess
that the closest meaning of associated is (b) connected.

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Reference

Reference is the words that have relation to other part of sentence; it may
word, phrase and sentence. In reading comprehension, the question about
reference is often occured. To answer this type question the reader need to
read and understand the sentence that contains the replaced word, identify
the word, it is singular or plural, for example it refers to singular noun, they
refers to plural noun, etc. Then, read one or more sentences before the
sentence which contains the word that you are looking for, you also need to
read the sentence after the word to get more understanding. Then, analyze
the word that has strong relation to the word you are looking for.

For example:

Modern technology has dramatically changed the way we view the

world. With air travel, satellite communication and computers, it seems a
much smaller place these days.

Question: What does ‘it’ refer to?

a. Modern technology
b. Smaller place
c. The world
d. Air travel

To answer this question you need to read the sentence before or after the
word, then you analyze it. In this context, the pronoun ‘it’ refers back to
‘the world’ in the previous sentence, that is the answer is (c) the world,
statement seems a much smaller place these days clearly explain that it is
the world.

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Inference

Inference is a logical conclusion based on the information in the passage.

This type question requires you to make a logical conclusion related to the
information of the text. In finding the answer for this type question you
need to understand the choice of answer first then you must check what is
the information is correct or incorrect according to the text; find the
keyword then read the sentence, also previous and or the next sentence.

For example:

The Hawaiian language is a melodious language in which all words are

derived from an alphabet of only twelve letters, the five vowels a, e, i, o,
u, and the seven consonants h, k, l, m, n, p, w. Each syllable in the
language ends in a vowel, and two consonants never appear together, so
vowels have a much higher frequency in the Hawaiian language than
they do in English.

This musical-sounding language can be heard regularly by visitors to the

islands. Most Hawaiians speak English, but it is quite common to hear
English that is liberally spiced with words and expressions from the
traditional language of the culture. A visitor may be greeted with the
expression aloha and may be referred to as a malihini because he is a
newcomer to the island. This visitor may attend an outside luau where
everyone eats too much and may be invited afterwards to dance the hula.

25
Question: It is implied in the passage that a luau is
a. a dance
b. a feast
c. a concert
d. a language

This questions ask what is implied in the passage about a luau. To

answer this question, you should refer to the part of the passage where it
mentions a luau where everyone eats too much. From this, you can draw
the conclusion that a luau is a feast, which is a very large meal. So, the
option (b) a feast is the best answer to this question.

26
 Using Fifteen

III Types of Texts

for Effective
Reading

27
Using Fifteen Types of Texts for Effective Reading

This section provides explanation and practice about fiveteen types of text
for effective reading in the following areas:
1. Descriptive Text
Descriptive Text is a text to describe a particular person, place,
animal, things, etc.
2. Procedure Text
Procedure Text is a text that tells an instruction in doing something.
3. Recount Text
Recount Text is a written text that gives the reader about past event,
past experience.
4. Report Text
Report Text is a text which presents real information about
something; it is a result from observation or an analysis.
5. Narrative Text
Narrative Text is an imaginative story which has a series of
interconnected chronology.
6. Spoof Text
Spoof Text is a text that contains humorous story.
7. News Item Text
News Item Text is a text which informs the reader about the events
of the day.
8. Argumentative Text
Argumentative Text is a text that gives the argument about
something to convince the reader, usually it gives the view both
sides; pros or cons, agree or disagree, positive or negative, useful or
useless, etc

28
9. Review Text
Review Text is a text that is written to review or rate a creation like a
book, a film, and others.
10. Explanation Text
Explanation Text is a text that consists of detailed description about
something.
11. Discussion Text
Discussion Text is a text which informs the reader about problematic
discourse. The problem will be discussed from different views.
12. Anecdote Text
Anecdote Text is a text which retells funny and unusual incidents in
fact or imagination.
13. Exposition
Exposition is a type of text relating to the analysis, interpretation and
evaluation of things that happen around us.
14. Hortarory Exposition
Hortarory Exposition is a text which represents the attempt of the
writer to have the addressee do something or act in certain way.
15. Analytical Exposition
Analytical Exposition is a text that elaborates the writer’s idea about
the phenomenon surrounding; resuscitate the reader that the
phenomenon is important matter.

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Descriptive Text

Description is used in all forms of writing to create a vivid impression of a

person, place, object or event e.g. to describe a special place and explain
why it is special, to describe the most important person in your life, or to
describe the animal’s habitat in your report. In other words, description text
is to describe a particular person, place, or thing.

Descriptive writing is usually used to help a writer develop an aspect of

their work, e.g. to create a particular mood, atmosphere or describe a place
so that the reader can create vivid pictures of characters, places, objects, and
more.

Language feature of description:

1. To engage a reader’s attention;
2. To create characters;
3. Using simple present tense;
4. Focus on specific participants;
5. Using attributive and identifying processes;
6. Frequent use of epithets (adjective or adjective phrase) and classifier
in nominal groups;
7. Linking verbs;
8. To set a mood or create an atmosphere;
9. To bring writing to life;
10. Aims to show rather than tell the reader what something/someone is
like;
11. Relies on precisely chosen vocabulary with carefully chosen
adjectives and adverbs;

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 12. Is focused and concentrates only on the aspects that add something to
the main purpose of the description;
13. Sensory description - what is heard, seen, smelt, felt, tasted. Precise
use of adjectives, similes, metaphors to create images/pictures in the
mind e.g. “Their noses were met with the acrid smell of rotting
flesh”;
14. Strong development of the experience that ‘puts the reader there’
focuses on key details, powerful verbs and precise nouns.

Generic structure of description:

1. Identification, identifies phenomenon to be described;
2. Description, describes parts, qualities, characteristic.

Example of description:

Natural Bridge National

Natural Bridge National Park is a luscious tropical rainforest. It is

located 110 kilometers south of Brisbane, and is reached by following the
Pacific Highway to Nerang, and then by travelling through the Numinbah
Valley. This scenic roadway lies in the shadow of the Lamington National
Park. The phenomenon of the rock formed in to a natural ‘arch’ and the
cave through which a waterfall cascades is a short one kilometer walk
below a dense rainforest canopy from the main picnic area. Swimming is
permitted in the rock pools. The picnic areas offer toilets, barbecues, shelter
sheds, water and fireplaces, overnight camping is not permitted.

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Procedure Text

Procedure is a text that shows a process in order. Its social function is to

describe how something is completely done through a sequence of series.
Procedure is same meaning with instruction.

Generic structure of procedure:

1. Goal, showing the purpose;
2. Material, telling the needed materials;
3. Step one to end or methods, describing the steps to achieve the
purpose.

Language feature of procedure:

1. Using temporal conjunction;
2. Focuses on generalized people rather than individuals, e.g. first you
take, rather than first I take, etc;
3. The reader is often referred to in a general way, i.e. pronouns you or
one;
4. Using simple present tense;
5. Detail information on how;
6. Using action verb, e.g. don’t cut, mix, crack, etc;
7. Detail factual description;
8. Using technical language;
9. Using adverb to tell how the action should be done, i.e. for five
minutes, etc;
10. Begin with verbs and are stated as commands;
11. Using time words or numbers;Using imperative sentence.

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There are different procedural texts for different purposes:
1. Texts that explain how something works or how to use instruction or
operation manuals (e.g. how to use the video, how to operate the
computer, the tape recorder, the photocopier, etc);
2. Texts that instruct how to do a particular activity e.g. recipes, rules for
games, science experiments, road safety rules;
3. Texts that deal with human behavior (e.g. how to live happily, how to
succeed, etc).

Example of procedure:

Planting Chillies

Planting is a nice activity in our spare time. The following is guided

information on how to plant a chilli-plant easily. Here are the steps. Firstly,
dry a handful seeding under the sunlight. Secondly, put the seeding on the
soil. It should be in open area. Next, wait it. There will come out the sprout
after that let it be bigger.
Finally, put it in another big pot. It will soon grow bigger and bigger
and yield us some fresh chillies soon.

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Recount Text

Recount is a text which retells events or experiences in the past. Its social
function is either to inform the purpose, to entertain or to retell the events to
audience. There is no complication among the participants and that
differentiates from narrative.
Recount is a piece of text that retells past events, usually in the order in
which they happened. The purpose of a recount is to give the audience a
description of what occurred and when it happened.

Types of recount:
1. Personal recount, these usually retell an event that the writer was
personally involved in;
2. Factual recount, recording an incident, e.g. a science experiment,
police report;
3. Imaginative recount, writing an imaginary role and giving details of
events, e.g. “A day in the life of a pirate”, and “How I invented”.

Generic structure of recount:

1. Orientation, introducing the participants, place and time;
2. Events, describing series of event that happened in the past;
3. Reorientation, it is optional. Stating personal comment of the writer to
the story.

Language feature of recount:

1. Introducing personal participant, e.g. I, my group, etc;
2. Using chronological connection, e.g. then, first, etc;
3. Using linking verb, e.g. was, were, saw, heard, etc;
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4. Using action verb, e.g. look, go, change, etc;
5. The recount has a title, which usually summarizes the text;
6. Specific participants, e.g. Mum, The Crab, etc;
7. The basic recount consists of three parts, the setting or orientation -
background information answering who, when, where, why. Events
are identified and described in chronological order. Concluding
comments express a personal opinion regarding the events described;
8. Details are selected to help the reader reconstruct the activity or
incident (factual recount);
9. The ending may describe the outcome of the activity (e.g. “In a
science activity” (factual recount));
10. Details of time, place and incident need to be clearly stated (e.g.
“At 11.15 pm, between Reid Rd and Havelock St., a man drove at 140
kilometers toward the shopping centre” (factual recount));
11. Descriptive details may also be required to provide information
(e.g. “He was a skinny boy with a blue shirt” or “Red sneakers and
long tied back hair” (factual recount));
12. Includes personal thoughts/reactions (imaginative recount);
13. Using material processes, e.g. was walking, etc;
14. Focusing on temporal sequences;
15. Describes events;
16. Using adverb;
17. Passive voice may be used;
18. Using simple past tense.

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Example of recount:

Tour in Bali

There were so many places to see in Bali that my friend decided to

join the tours to see as much as possible. My friend stayed in Kuta on
arrival. He spent the first three days swimming and surfing on Kuta beach.
He visited some tour agents and selected two tours. The first one was to
Singaraja, the second was to Ubud.
On the day of the tour, he was ready. My friend and his group drove
on through mountains. Singaraja is a city of about 90 thousands people. It is
a busy but quiet town. The streets are lined with trees and there are many
Old Dutch houses. Then they returned very late in the evening to Kuta. The
second tour to Ubud was a very different tour. It was not to see the scenery
but to see the art and the craft of the island. The first stop was at Batubulan,
a center of stone sculpture. There my friend watched young boys were
carving away at big blocks of stone. The next stop was Celuk, a center for
silversmiths and goldensmiths. After that he stopped a little while for lunch
at Sukawati and on to mass. Mass is a tourist center. My friend ten-day-stay
ended very quickly beside his two tours, all his day was spent on the beach.
He went sailing or surfboarding every day. He was quiet satisfied.

36
Report Text

Report is a text which presents information about something, as it is. It is as

a result of systematic observation and analysis. Informative reports are
written about living things like plants and animals and non-living things like
cars or oceans. An information report is used when we talk and write about,
e.g. Bikes. When writing a description we only talk/write about one specific
thing, e.g. My Bike.

Generic structure of report:

1. General classification, stating classification of general aspect of thing,
such as animal, public place, plant, etc, which will be discussed in
general;
2. Description, describing the thing which will be discussed in detail,
part per part, customs or deed for living creature and usage for
materials, habit/behavior or ‘uses’ if no natural.

Language feature of report:

1. Introducing group or general aspect (generic participant);
2. Using conditional logical connection, e.g. when, so, etc;
3. Using simple present tense;
4. No temporal sequence;
5. Nouns and noun phrases are used rather than personal pronouns. The
use of personal pronouns is limited;
6. Some reports use technical or scientific terms;
7. Linking verbs are used, e.g. is, are, has, have, belong to, to give
coherence;
8. Uses some action verbs, e.g. climb, eat, etc;
9. Technical vocabulary;

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 10. Usually accompanied by photographs, diagrams, maps, etc.

Example of report:

Many people call platypus duckbill because this animal has a bill like
duckbill. Platypus is a native Tasmania and southern and eastern Australia.
Platypus has a flat tail and webbed feet. Its body length is 30 to 45 cm and
covered with a thick and woolly layer of fur. Its bill is detecting prey and
stirring up mud. Platypus’ eyes and head are small. It has no ears but has
ability to sense sound and light.
Platypus lives in streams, rivers, and lakes. Female platypus usually
digs burrows in the streams or river banks. The burrows are blocked with
soil to protect it from intruders and flooding. In the other hand, male
platypus does not need any burrow to stay.

38
Narrative Text

Narrative is a text focusing specific participants. Its social function is to tell

stories or past events and entertain the readers. Narrative deals with
problematic events which lead to a crisis or turning point of some kind,
which in turn finds a resolution.
The basic purpose of narrative is to entertain, to gain and hold a readers’
interest. However narratives can also be written to teach or inform, to
change attitudes/social opinions e.g. “Soap Operas” and “Television
Dramas” that are used to raise topical issues. Narratives sequence
people/characters in time and place but differ from recounts in that through
the sequencing, the stories set up one or more problems, which must
eventually find a way to be resolved.

Generic structure of narrative:

1. Orientation, introducing the participants and informing the time and
the place;
2. Evaluation, it is optional, used to a stepping back to evaluate the
plight;
3. Complication or problem, describing the rising crises which the
participants have to do with;
4. Resolution, showing the way of participant to solve the crises, better
or worse;
5. Reorientation, it is optional.

Language feature of narrative:

1. Using processes verbs;
2. Using linking verbs and linking words of time;
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 3. Using temporal conjunction and temporal circumstances;
4. Using material processes, behavioural and verbal processes;
5. Using relational processes and mental processes;
6. Using mental verbs and action verbs;
7. Focus on specific and usually individualized participants;
8. Some dialogue may included, using present or future;
9. Connectives, linking words to do with time;
10. Specific nouns, strong nouns have more specific meanings, e.g. ‘oak’
as opposed to tree;
11. Use of the senses, where appropriate, the senses can be used to
describe and develop the experiences, setting and character, e.g. what
does it smell like, what can be heard, what can be seen-details, what
does it taste like, what does it feel like;
12. Using simple past tense.

Imagery of narrative:
1. Simile, a direct comparison, using likes or as or as though, e.g. “The
Sea looked as rumpled as a blue quilted dressing gown” or “The wind
wrapped me up like a cloak”;
2. Metaphor, an indirect or hidden comparison, e.g. “She has a heart of
stone” or “He is a stubborn mule” or “The man barked out the
instructions”;
3. Onomatopoeia, a suggestion of sound through words, e.g. crackle,
splat, ooze, squish, boom, e.g. “The tires whir on the road” or “The
pitter-patter of soft rain” or “The mud oozed and squished through my
toes”;
4. Personification, giving nonliving things (inanimate) living
characteristics, e.g. “The steel beam clenched its muscles” or “Clouds

40
 limped across the sky” or “The pebbles on the path were grey with
grief”;
5. Rhetorical questions, often the author asks the audience questions,
knowing of course there will be no direct answer. This is a way of
involving the reader in the story at the outset, e.g. “Have you ever
built a tree hut?”

Types of narrative:
1. There are many types of narrative. They can be imaginary, factual or a
combination of both;
2. They may include fairy stories, mysteries, science fiction, romances,
horror stories, adventure stories, fables, myths and legends, historical
narratives, ballads, slice of life, personal experience.

To help students plan for writing of narratives, model, focusing on:

1. Plot, e.g. what is going to happen;
2. Setting, e.g. where will the story take place, when will the story take
place;
3. Characterization, e.g. who are the main characters, what do they look
like;
4. Structure, e.g. how will the story begin, what will be the problem,
how is the problem going to be resolved;
5. Theme, e.g. what is the theme/message the writer is attempting to
communicate, etc.

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Example of narrative:

The Legend of Toba Lake

Once upon time, there was a handsome man. His name was Batara
Guru Sahala. He liked fishing. One day, he caught a fish. He was surprised
to find out that the fish could talk. The fish begged him to set it free. Batara
Guru could not bear it. He made the fish free. As soon as it was free, the
fish changed into a very beautiful woman. She attracted Batara Guru so
much. He felt in love with that fishwoman.
The woman wanted to marry with him and said that Batara Guru had
to keep the secret which she had been a fish. Batara Guru agreed and
promised that he would never tell anybody about it. They were married
happily. They had two daughters. One day Batara Guru got very angry with
his daughter. He could not control his mad. He shouted angrily and got the
word of fish to his daughters. The daughters were crying. They found their
mother and talked her about it.
The mother was very annoyed. Batara Guru broke his promise. The
mother was shouting angrily. Then the earth began to shake. Volcanoes
started to erupt. The earth formed a very big hole. People believed that the
big hole became a lake. Then this lake is known as Toba Lake.

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Spoof Text

Spoof is a text which tells factual story, happened in the past time with
unpredictable and funny ending. Its social function is to entertain and share
the story.

Generic structure of spoof:

1. Orientation, sets the scene;
2. Events, writer tell what happened;
3. Twist, provide the ‘punch line’.

Language feature of spoof:

1. Focusing on people, animals or certain things;
2. Using action verb (material processes), e.g. ate, ran, saw, etc;
3. Using adverb of time and place;
4. Told in chronological order;
5. Use of past tense.

Example of spoof:

Mrs. Andrews and Her Clever Losing Cat

Mrs. Andrews had a young cat and it was the cat’s first winter. One
evening, the cat was outside when it began to snow heavily. Mrs. Andrews
looked for it everywhere and shouted its name. But she didn’t find it. So,
she telephoned the police and said, “I have lost a small black cat. Has
anybody found one?” “No, ma’am,” said the policeman at the other end.
“But, cats are very strong animals. They sometimes live for days in the
snow and when it melts or somebody finds them, they are quite alright.”

43
 Mrs. Andrews felt happier when she heard that. “I think you are right,
officer,” she said. “And besides, our cat is very clever. She almost talks.”
The policeman was getting rather tired. “Well, then,” he said. “Why don’t
you put your telephone down? Perhaps she is trying to telephone you now.”

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News Item Text

News item is a text which informs readers about events of the day. The
events are considered newsworthy or important.

Generic structure of news item:

1. Main event (newsworthy events);
2. Elaboration (background events, participant, time, place);
3. Resource of information.

Language feature of news item:

1. Focusing on circumstances;
2. Using material process;
3. Using projecting verbal processes in sources stages;
4. Short, telegraphic information about story captured in headline.

Example of news item:

Indonesian Maid Beheaded

An Indonesian housemaid has been executed in Saudi Arabia after

being convicted of killing her employer, the Saudi Interior Minister said.
The woman was beheaded in the Southern Asir province in what was the
second execution in the country.
The maid was earlier found of suffocating her female boss and
stealing her jewellery. Rape, murder and other serious crimes can carry the
death penalty in the conservative desert kingdom. Last year, Saudi Arabia,
which follows a strict interpretation of Syria, Islamic law executed more
than 130 people.

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Argumentative Text

To support ideas presented in sequence to justify a particular stand or

viewpoint that a writer is taking. The writer’s purpose is to take a position
on some issue and justify it.
An argument usually consists of the following:
1. A statement of position at the beginning;
2. A logical sequence;
3. The argument is put forward in a series of points with back up
evidence;
4. A good argument shows cause and effect. This is the connection
between an action and what leads to it, e.g. “The fish died as a result
of pollution in the water” or “Violence in movies contributes to
violence in society”;
5. A summing up or restating of position at the end.

Types of arguments:
1. To plead a case - letters to the school principal/local council with
regard to current issues;
2. To promote/sell goods and services - advertisement writing to
promote the school concert/sports;
3. To put forward an argument - school uniforms should not be
compulsory.

Language feature of arguments:

1. The argument is written in the timeless present tense. This might
change to the past if historical background to the issue was being
46
 given. If predictions are being made the tense might change to the
future;
2. The writer uses repetition of words, phrases and concepts deliberately,
for effect;
3. Verbs are used when expressing opinions, e.g. “I think ... are the
best!” or “We believe students should not be stopped from eating junk
food”;
4. Strong effective adjectives are used;
5. Thought provoking questions are used. These may be asked as
rhetorical questions. Rhetorical questions: a question asked only for
effect, not for information (e.g. “Would you give your pre-scholar
matches to play with?”);
6. Use of passive verbs to help structure the text;
7. Written in the timeless present tense;
8. Use of pronouns (I, we, and us) is used to manipulate the reader to
agree with the position argued (e.g. “We all know that smoking
causes cancer so we do not smoke”);
9. Use of emotive language i.e. words that will appeal to the reader's
feelings, e.g. concern, unreasonable, should, etc;
10. Use of passive voice i.e. verbs in which the subject is acted upon and
not doing the action. This helps structure the text (e.g. “We would
like to suggest that an enquiry be held into the running of the steel
mills” or “Water is being polluted”);
11. Conjunctions that can exemplify and show results - they are usually
used in concluding statements to finalize arguments.

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Example of argumentative:

Should Students Take Part Time Jobs?

Working and going to school is challenging, it can be a rewarding

experience if you use some foresight. However, you’d better think a
hundred times before you decide to take a part time job. There are a lot of
things that should be factored in on the decision to take a part time job.
On the negative side, working and still maintaining a good grade at
school is not an easy task. Having less time for schoolwork becomes the
main negative effect. Consequently, many students who work part time fail
to perform at their best both on schoolwork and on examinations. Moreover,
a part- time job can really interfere with the students’ free time. It also cuts
into their studies and/or social life.
On the positive side of things, a part time job helps students to support
day to day living expenses. Working can be a valuable part of a student’s
life, if taken on responsibly. Students can derive a great deal from working,
considerably more than just money. In most cases, they can acquire a nice
dose of discipline and a whole new set of skills and experiences. Another
benefit of part- time work is the opportunity to expand the resume. Ideally,
a student should try to find a job that is related in some way to his/her
selected fi eld of study. But even not, a student can still gain some work
experience and develop skills.
Working takes a lot of time and energy, so students need to make sure
to be able to handle both employment and their current commitments.
Finally, if you are considering working parttime, talk to your school
counsellor to discuss this move. Simply explain your goals to someone else
can help you make decisions and figure out your priorities.

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Review Text

Review is a piece of a text that shows the critique to some events or art for
readers. Sample of review are film and book, etc.

Generic structure of review:

1. Orientation (or identification);
2. Evaluation 1;
3. Interpretative recount;
4. Evaluation 2 (if any);
5. Evaluative summation.

Language feature of review:

1. Focus on participant;
2. Using adjective, e.g. bad, good, etc;
3. Long clausal and complex;
4. Metaphor.

Example of review:

Harry Potter: The Order of the Phoenix

I absolutely love the Harry Potter series, and all of the books will
always hold a special place in my heart. I have to say that of all of the
books. However, this was not my favorite. When the series began it was as
much of a feel good experience as a huge mug of hot cocoa. The stories
were bright, fastpaced, intriguing, and ultimately satisfying.

49
 The Order of The Phoenix is different kind of book. In some instances
this works. You feel a whole new level of intensity and excitement by the
time you get to the end. I was truly move by the
last page. Other times the book just 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 Harry cleaning up an old house, for example, housekeeping is still
housekeeping, magical or not, and I’m not very interested in doing it or
reading about other people doing it.
A few order changes in this book, the ‘real’ world comes much more
into play rather that the fantasy universe of the previous book. And Harry
has apparently been taken off this 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-hearted, considerate person to someone who will bite his best friend’s
heads off over nothing. It just seemed like it did not fit with his character,
like he turned in to a walking cliché often ‘angry teen’ overnight.
The real story seemed to happen in the last 1/3 of the book. And this
part I loved. I actually liked the ending (and yes, I cried!) as sad as it was. It
packed a punch and it made me care about the story even more. Still a really
good book, with some editing it would have been great.

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Explanation Text

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.

There are two basic types of explanation which focus on:

1. “How” (e.g. how does a pump work, how does a computer work, how
are mountains formed, how does a spider spin a web);
2. “Why” (e.g. why do some things float or sink, why is the ozone layer
getting thinner, why does iron go rusty, why do living things need
food).

Generic structure of explanation:

1. General statement, stating the phenomenon issues which are to be
explained;
2. Sequenced explanation, stating a series of steps which explain the
phenomena;
3. Closing.

Language feature of explanation:

1. Featuring generic participant, e.g. sun, rain, etc;
2. Using chronological connection, e.g. to begin with, next, etc;
3. Using action verbs, e.g. go, do, help, etc;
4. Using passive voice, e.g. are changed, is sealed, etc;
5. Using non human participant, e.g. the sea, the jungle, etc;

51
 6. Use of nouns tends to be general rather than specific, e.g. cars, boats,
spiders, schools, etc;
7. Using conjunction, e.g. and, so, then, after this so, etc;
8. Using simple present tense.

Example of explanation:

How Day and Night Happen?

The sun seems to rise in the morning, crosses the sky during the day
and sets at night. However the sun does not actually move around the earth.
Earth’s turning on its axis makes it look as if the sun is moves. The earth
makes a complete turn on its axis for 24 hours. It is called as rotation. It
causes day and night. The earth also moves around the sun. It takes 365
days or a year. This process is called revolution. The revolution process
causes the changes of the season.

52
Disscussion Text

Discussion is a text which presents a problematic discourse. This problem

will be discussed from different viewpoints. Discussion is commonly found
in philosophical, historic, and social text. Discussion used to support ideas
presented in sequence to justify a particular stand or viewpoint that a writer
is taking.

A discussion usually consists of the following:

1. A statement of position at the beginning;
2. A logical sequence;
3. The argument is put forward in a series of points with back up
evidence;
4. A good argument shows cause and effect. This is the connection
between an action and what leads to it, e.g. “The fish died as a result
of pollution in the water” or “Violence in movies contributes to
violence in society”;
5. A summing up or restating of position at the end. Generic structure of
discussion:
6. Statement of issue, stating the issue which is to discussed;
7. List of supporting points, presenting the point in supporting the
presented issue;
8. List of contrastive point, presenting other points which disagree to the
supporting point;
9. Recommendation, stating the writer’s recommendation of the
discourse.

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Language feature of discussion:
1. Introducing category or generic participant;
2. Generic terms relevant to the subject i.e. degradation, conservation,
etc;
3. Use of comparison and contrast words i.e. also, as, like, similar to,
although, differs from, however, etc;
4. Use of linking words i.e. on the other hand, although, in contrast to,
this is supported by, in spite of, however, etc;
5. Language indicating judgment and values i.e. very funny, depressing,
etc;
6. Using present tense;
7. The writer uses repetition of words, phrases and concepts deliberately,
for effect;
8. Use of passive voice i.e. verbs in which the subject is acted upon and
not doing the action. This helps structure the text (e.g. “We would like
to suggest that an enquiry be held into the running of the steel mills”
and “Water is being polluted”);
9. Conjunctions that can exemplify and show results - they are usually
used in concluding statements to finalize arguments;
10. Verbs are used when expressing opinions (e.g. “I think ... are the
best!” and “We believe students should not be stopped from eating
junk food!”);
11. Using thinking verb, e.g. feel, hope, believe, etc;
12. Using additive, contrastive, and causal connection, e.g. similarly, on
the hand, however, etc;
13. Using modalities, e.g. must, should, could, may, etc;
14. Using adverbial of manner, e.g. deliberately, hopefully, etc.

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Example of discussion:

Hunting Fox

Foxhunting is a subject that provokes very strong feelings. Many

people believe that it is cruel to hunt a fox with dogs and totally agree with
its ban. Many farmer and even conservationists, however, have always
argued that the fox is a pest which attacks livestock and must be controlled.

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Anecdote Text

Anecdote is a text which retells funny and unusual incidents in fact or

imagination. Its purpose is to entertain the readers.

Generic structure of anecdote:

1. Abstract;
2. Orientation;
3. Crisis;
4. Incident;
5. Coda.

Language feature of anecdote:

1. Using exclamation words, e.g. it’s awful!, it’s wonderful!, etc;
2. Using imperative, e.g. listen to this, etc;
3. Using rhetoric question, e.g. do you know what?, etc;
4. Using action verb, e.g. go, write, etc;
5. Using conjunction of time, e.g. then, afterward, etc;
6. Using simple past tense.

Example of anecdote:

There was a black family in Scotland years ago. They were Clark
family with nine children. They had a dream to go to America. The family
worked and saved. They were making plan to travel with their children to
America. It had taken several years but finally they had saved enough
money. They had gotten passport. They had booked seats for the whole
family member in a new liner to America.

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 The entire family was full of anticipation and excitement with their
new life in America. However few days before their departure, the youngest
son was bitten by a dog. The doctor sewed up the boy. Because of the
possibility of getting rabies, there were being quarantined for long days.
They were in quarantine when the departure time came. The family dreams
were dashed. They could not make the trip to America as they had planned.
The father was full of disappointed and anger. He stomped the dock to
watch the ship leaved without him and his family. He shed tears of
disappointment. He cursed both his son and God for the misfortune. Five
days latter, the tragic news spread throughout Scotland. The ship, the
mighty Titanic, had shank. It took hundreds of passenger and crew with it.
Titanic which had been called the unsinkable ship had sunk. It was
unbelievable but it was.
The Clark family should have been on that ship, but because of the
bitten son by a dog, they were left behind. When the father heard the news,
he hugged the son and thanked him for saving the family. He thanked God
for saving their lives. It was a blessing behind a tragedy.

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Exposition

Purpose An exposition attempts to persuade the reader to believe something

by presenting one side of the argument.

The three parts of an exposition are:

1. An introductory statement presents the writer’s point of view and
previews the arguments to be presented;
2. A series of arguments that aim to persuade the reader – new paragraph
for each new argument. A topic sentence introduces the new
argument;
3. A conclusion sums up arguments and reinforces writer’s point of
view. Examples: Ads, editorials, legal defense.

Generic structure of exposition:

1. Introductory statement;
2. Argument 1;
3. Argument 2 (if any);
4. Argument 3 (if any);
5. Recommendation/reinforcement.

Language feature of exposition:

1. Emotive words that show feelings and attitudes;
2. Words that link cause and effect i.e. otherwise, firstly, secondly,
finally, etc;
3. You can use second person words like commands;
4. Generalizations (broad statements to support ideas);

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 5. Using arguments drawn from research, and statements of others to
support the point;
6. Cause and effect words i.e. because, causes, stems from,
consequently, leads to, etc;
7. Linking words i.e. in addition, also, moreover, as well, etc;
8. Powerful descriptive words (i.e. sensational!).

Example of exposition:
Our School’s Cleanliness Degree
To improve comfort and cleanliness at the school, there should be an
increasing number of dust bins. When we look at classroom, school
corridors and schoolyard, there papers, mineral water cops, straws, and
napkin everywhere. The condition of unseemliness really hinders learning
and teaching environment. They can be filled out with water coming from
the rain. This can be placed for mosquito to spread out.
Anyway, I notice that most of the students have responsibilities for
their school environment. They put their litter on the proper place but some
of them are not diligent enough to find the dust bins. The numbers of the
dust bins in the school are not enough. More dust bins should be put beside
each step, outside of the classrooms and some along of the corridors.
Probably one dust bin should be in every ten meters. So when students want
to throw away their litters, they can find the dust bins easily.
When school is equipped with sufficient dust bins, students do not
have problem of discomfort any more. So, provide more dust bins and
school will be very clean and become a very nice place to study.

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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.

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, e.g. policy, advantage, etc;
3. Using action verb, e.g. we must act, etc;
4. Using technical verb, e.g. species of animal, etc;
5. Using thinking verb, e.g. I believe, etc;
6. Using modal adverb, e.g. certainly, surely, etc;
7. Using modal verb, e.g. we must preserve, etc;
8. Using temporal connective, e.g. firstly, secondly, etc;
9. Using evaluative words, e.g. important, valuable, trustworthy, etc;
10. Using relating verb, e.g. should be, must be, etc;
11. Using passive voice;
12. Using simple present tense.

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Example of hortatory:

Where Should Be After School?

The National examination result will be publicly enounced 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
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 planned 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
the time and cost. How long the higher study will last? And how high is
about the cost. In the same way, when they think about straight 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 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
place regularly, distance learning provides possibility to grow better.

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Possibly working and studying surely will create high quality graduate.
Distance learning should appear as a considerable choice for them.

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Analytical Exposition

Analytical 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.

Generic structure of analytical exposition:

1. Thesis, introducing the topic and indicating the writer’s position;
2. Argument 1, explaining the argument to support the writer’s position;
3. Argument 2, explaining the other arguments support the writer’s
position more;
4. Reiteration, restating the writer’s position.

Language feature of analytical exposition:

1. Using relational process;
2. Using internal conjunction;
3. Using causal conjunction;
4. Using general nouns, e.g. car, pollution, etc;
5. Using abstract nouns, e.g. policy, etc;
6. Using technical verbs, e.g. species of animals, etc;
7. Using relating verbs, e.g. that is important, etc;
8. Using actions verbs, e.g. we must do, etc;
9. Using thinking verbs, e.g. some people believe, etc;
10. Using modal verbs, e.g. we must preserve, etc;
11. Using modal adverbs, e.g. certainly, surely, etc;
12. Using connectives, e.g. firstly, secondly, etc;
13. Using evaluative language, e.g. important, valuable, etc;
14. Using passive voice, e.g. are changed, etc;
15. Using simple present tense.
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Example of analytical exposition:

Laptop as Student’s Friend

Conventionally, students need book, pen, eraser, drawing book, ruler

and such other stuff. Additionally, in this multimedia era, students need
more to reach their progressive development. Students need mobile
keyboards to record every presented subject easily. Of course it will need
more cost but it will deserve for its function.
First, modern schools tend to apply fast transferring knowledge
because the school needs to catch the target of curriculum. Every subject
will tend to be given in demonstrative method. Consequently students need
extra media cover the subject. Since there is a laptop on every student’s
desk, this method will help student to get better understanding. Secondly,
finding an appropriate laptop is not difficult as it was. Recently there is an
online shop which provides comprehensive information. The best is that the
shop has service of online shopping. The students just need to brows that
online shop, decide which computer or laptop they need, and then complete
the transaction. After that the laptop will be delivered to the students’
houses. That is really easy and save time and money.
From all of that, having mobile computer is absolutely useful for
students who want to catch the best result for their study. Buying laptop
online is advisable because it will cut the price. This online way is
recommended since online shop also provides several laptop types. Students
just need to decide which type they really need.

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 References

Louis, Rubena St., 2010, Focus on Reading, Venezuela: Departemento de

Idiomas.
Wahidi, Rachmat. 2009. Genre of the text. Property of Umbrella
Corporation.
http: // www. eureka. Or .id / 2017 / 06 / menulis-argumentative-text
pengertian.html

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