Hortatory Exposition

Another kind of text that will be learned in first grade of Senior High School.

Enjoy learning ^_^

A. Pengertian Hortatory Exposition Text
Seperti halnya Analytical Exposition, Hortatory Exposition adalah jenis teks bahasa Inggris yang tergolong ke dalam kelas Argumentation. Hortatory Exposition adalah sebuah jenis teks bahasa Inggris yang mana menghadirkan usaha penulis memengaruhi pembaca untuk melakukan sesuatu atau bertindak dalam hal tertentu. Dalam Hortatory Exposition, penulis mencantumkan beberapa pendapat mengenai hal tertentu untuk memperkuat ide pokok  dari teks tersebut.

Berbeda dengan Analytical Exposition, Hortatory Exposition menghadirkan Recommendation sebagai paragraf penutup dari sebuah Hortatory Exposition Text. Dalam Recommendation ini, penulis berusaha mengajak dan membujuk pembaca untuk melakukan sesuatu. Hal ini jauh berbeda dengan Analytical Exposition yang mana menempatkan Reiteration atau penulisan kembali ide pokok sebuah teks sebagai penutup tanpa adanya ajakan atau bujuakan kepada pembaca.

B. Tujuan Hortatory Exposition Text
Berbeda dengan Analytical Exposition Text yang tujuannya memaparkan dan memengaruhi pembaca bahwa kejadian yang di ceritakan itu penting, pada Hortatory Expostion Text tujuan umumnya adalah memaparkan dan memengaruhi pembaca bahwa seharusnya demikian dan seharusnya tidak demikian.
C. Struktur Kebahasaan Hortatory Exposition  Text

Ada tiga bagian dari struktur atau pola kalimat dalam Hortatory Exposition Text, yaitu:
1. Thesis
Thesis berisi tentang pengenalan ide pokok penulis tentang suatu gejala atau kejadian yang akan diangkat atau dibahas.

2. Arguments
Arguments berisi tentang pendapat-pendapat yang mendukung ide pokok penulis. Semakin banyak pendapat yang penulis tuliskan, semakin menarik sebuah Hortatory Exposition Text itu, karena pembaca cenderung percaya terhadap suatu peristiwa jika terdapat banyak pendapat yang mendukung di dalamnya.

3. Recommendation
Recommendation berisi tentang rekomendasi atau ajakan penulis terhadap pembaca.


D. Ciri Kebahasaan Hortatory Exposition Text
Di bawah ini adalah ciri kebahasaan yang terdapat pada Hortatory Exposition Text, yaitu:

• Menggunakan simple present tense
• Menggunakan temporal conectives; firstly, secondly, thirdly, etc.
• Menggunakan evaluative words; importanly, valuablly, trustworthly, etc.

E. Contoh Hortatory Exposition Text
Di bawah ini, saya sertakan contoh HortatoryEexposition Text sebagai berikut:::

Corruption

Thesis
Do you know what the meaning of corruption is? What is the relation between money and corruption? Well, corruption is common everywhere in the world, even in the United States. It’s just a matter of intensity. However, it is quite shocking when one reliable survey claims Jakarta as the most corrupt place in Indonesia.

Argument 1 
The survey has made me sad, actually, because I stay and earn a living here in the capital. As most people know, Tanjung Priok port smuggling is not a new thing at all. Entrepreneurs who want to minimize their tax payments tend to do such a thing more often. They even bribe the officials.

Argument 2  
Well, I think the measures taken so far to overcome the problem by punishing the corruptors is still not far enough. We have to prevent the younger generations from getting a bad mentality caused by corruption.

Recommendation 
I believe we should start at the earliest stages in school and I think everyone should be involved in the effort to eradicate corruption. We must not make any distinction.

taken from : Here

How to improve your writing skill

After you read about how to improve children's writing skill in the previous post,
now, it's time for you to learn ho to improve your own writing skill. enjoy learning. ^_^


1. Read
Most people are quite busy these days, which makes finding time for activities like reading seem quite impossible. But without reading often, you’ll never truly understand what effective and correct writing looks like. While you don’t need to read countless novels and massive encyclopedias, it helps to make a habit of reading short stories, news articles and other forms of written copy. This will ultimately help familiarize you with the different writing styles that exist.
2. Write Often
You will never truly improve your writing skills without making an effort at it. Much like with sports, you need to keep active with your writing and establish healthy habits from the start. It’s better to practice for 15 minutes a day rather than for two hours three times a week. Even if you can only dedicate a few minutes each day, it will become more of a habit and easier to dedicate time gradually.
3. Learn Grammar & Style
You will never find a piece of writing that is so mind-bogglingly good that readers are willing to overlook bad grammar. It is enough of a reading impediment that bad grammar can disrupt the reader’s ability to follow an author’s train of thought. People trying to build up their writing skills tend to get quite lazy when learning grammar because it’s a lot of work and is more academic than creative. But once you learn the rules, it’ll be easier to retain that information and apply it in future writing.
4. Love Peer Reviews
Most individuals struggle in this regard because writing is a very personal thing. You’ve put your soul into writing out a document and it directly reflects your intelligence and passions. But when someone edits your document and starts pointing out flaws, it can feel like you’re being personally attacked. Don’t let this be the case. Take the comments and edits of others and integrate them into your own writing style. There is always something more you can learn about writing, as well as different ways you can fine-tune your writing style.
5. Read It Aloud
A good practice when writing is to simply read your document out aloud. This helps greatly if you’re planning on using it for an oral presentation, but it can be helpful in other areas as well. Hearing your words rather than just looking at them can change your opinion of your writing and expose potential flaws such as pretentious terms, boring dialog and run-on sentences.

 taken from : this source



Yuli Chandra

How to Improve Your Child's Creative Writing Skills

1. Read to and with your child. Reading and writing go hand-in-hand; good writers are well read, not just in grammar and usage, but in various subjects also, and well versed in various writing styles. Your child's teacher and local librarian can help you select books that are appropriate to your child's age and interests.

• In addition to reading to your child, have your child read to you, and, if you have more than 1 child, have the older children read to the younger ones.

2. Play games with words. Word games include not just commercially available board or card games, but brainstorming games as well. Following are examples of both commercial and brainstorming games you can play with your child, some of which you can follow with actual writing projects:

• Word games such as Scrabble, Unspeakable Words, Bananagrams, or Boggle are great vocabulary building games. With Unspeakable Words, which requires players to keep a list of already used words, you can use that word list as a list of story prompts.
• Games such as You've Been Sentenced provide opportunities for sentence building. In addition to playing the regular game, you can have your child take a group of game tiles and try to come up with the most ridiculous sentence he or she can think of.
• Games such as Scattergories, Mad-Libs, and Magnetic Poetry provide excellent opportunities for brainstorming, helping your child get into the habit of thinking of story ideas or words to use.
• For young children, you can bake biscuits or cookies in the shape of letters or words and then have them "eat their words" when they recognize them.
• Write instructions on slips of paper, then attach one to a ball or Frisbee (or stuff it in an old sock to play indoors). One player throws the ball to another, who then has to perform the action on the paper before attaching a slip of his or her own and throwing it to the next player.
• Inspired by Remy Charlip's book "Fortunately," in which "fortunately" good things happened to a young boy followed by "unfortunately" bad things, you can make a list of "fortunatelies" about something your child has always wanted to it. For each "fortunately," have the child write down the corresponding "unfortunately": "Fortunately, I came into a large inheritance when my rich uncle died."/"Unfortunately, I had to spend most of it fixing up the large house he also left me." (Comedian Archie Campbell did a similar routine of "Hey, that's good"/"No, that's bad.")

3. Provide your children with a place and materials for creative writing. Just as children should have a quiet place to study and do their other homework, the same is true for their writing assignments. Ideally, this would be a desk in the child's room, away from the television. A child's writing area should include the following materials:

• A notebook or journal.
• Pens, pencils, and erasers.
• Stationery (writing paper and envelopes). As the child gets older and gets access to the family computer, he or she will want to write on the computer. Encourage this but also encourage the use of the stationery to provide a personal touch to thank you notes and other such correspondence.
• An age-appropriate dictionary. Special purpose dictionaries such as a rhyming dictionary aren't warranted unless and until the child shows a definite interest in rhyming poetry or whatever form of writing can be assisted with a special purpose dictionary.
• Consider a thesaurus. A thesaurus isn't necessary until your child starts working with synonyms to add color to his or her writing, at which point it can be a big help. Thesauruses are organized either by categories (Roget's Thesaurus) or in dictionary fashion, which some users find more convenient. Use whichever style is used in the child's classroom.

4. Encourage daily writing. The best way to improve writing skills, no matter the writer's age, is through regular practice. If you're homeschooling your child, you'll want to include regular formal writing lessons, but you can also suggest your child write about his or her day at school or about a trip to the store after coming home. You can also provide writing prompts in the form of pictures clipped from various sources or picture books without words.

5. Get your child to think about a writing project before doing any actual writing. Most writing begins by planning the story, article, or poem before actual putting pen to paper or fingers to keyboard. You can use any of the following approaches to encourage your child to think about the structure and content of a writing project:

• Ask your child questions about the project. For story writing, questions can revolve around the story's setting (e.g., "When does the story take place?"), main conflict ("What is the most important event?"), and action/resolution ("How does Johnny get Green Lantern's power ring back to him?") For a report, appropriate questions can revolve around the journalist's "who, what, where, when, why, and how." If your child expresses difficulty in deciding what to write about, ask questions about things he or she has done in the past and particularly enjoyed, someone he or she particularly admires, or something else centered on the child.
• Play stenographer. Write down your child's thoughts and read them back. You can do this with very young children to help them learn to connect spoken and written words or with older children to help them focus on their assignment.

6. Write along with them. While it's okay to help with the actual writing if asked, "write along with them" actually means doing the writing assignment yourself alongside your child. Doing the assignment yourself and showing the results to your child shows him or her that you value creative writing skills.

7. Review your child's work. Look over your child's writing and gently suggest places where he or she can make the work better (e.g., "You might want to check the spelling of these 3 words.") Overall, though, you should be looking for writing skills your child has displayed proficiently and point them out; "Your description of 'Post 11 stood in the distance beckoning us to go on' told me how much you would have enjoyed going further on the nature hike."

taken from :http://www.wikihow.com/Improve-Your-Child%27s-Creative-Writing-Skills

More explanation about Descriptive Text

Inilah penjelasan dan contoh descriptive text untuk sobat yang sedang dan masih menempuh perjalanan panjang belajar bahasa Inggris. Tidak usah ragu untuk membaca tulisan descriptive text di bawah ini, semakin sering kita membaca semakin bisa kita memahaminya. Dan alangkah baiknya jika tidak saja paham, tapi juga bisa menulis descriptive text sendiri.

Berikut adalah daftar materi tentang descriptive text yang bisa sobat pelajari
Pengertian Descriptive Text

Dalam artian luas, Description, seperti dijelaskan oleh Kane (2000: 352), diartikan seperti pada kalimat di bawah ini :

Description is about sensory experience—how something looks, sounds, tastes. Mostly it is about visual experience, but description also deals with other kinds of perception.

Jadi, jika disimpulkan dari penjelasan Kane di atas, tulisan deskriptif bermakna teks yang menjelaskan tentang pengalaman yang berhubungan dengan pancaindera, seperti apa bentuknya, suaranya, rasanya. Kebanyakan teks deskriptif memang tentang pengalaman visual, tapi nyatanya pengalaman selain dari indera penglihatanpun bisa digunakan dalam descriptive text.

Namun secara khusus, descriptive text adalah, "...... is a text which says what a person or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing." [teks yang menjelaskan gambaran seseorang atau benda. Tujuannya adalah mengambarkan atau mengungkapkan orang, tempat atau benda tertentu]
Jadi, bisa dikatakan bahwa descriptive text ini adalah teks yang menjelaskan tentang seperti apakah orang atau suatu benda dideskripsikan, baik bentuknya, sifat-sifatnya, jumlahnya dan lain-lain. Tujuan (purpose) dari descriptive text pun jelas, yaitu untuk menjelaskan, MENGGAMBARKAN atau mengungkapkan seseorang atau suatu benda.

Generic Structure dalam Descriptive Text

Ketika menulis descriptive text, ada beberapa susunan umum / generic structure (sebenarnya tidak wajib) agar tulisan kita dianggap benar. Susunan tersebut adalah :

1. Identification : berisi tentang identifikasi hal / seorang yang akan dideskripsikan.
2. Description : berisi tentang penjelasan / penggambaran tentang hal / seseorang dengan menyebutkan beberapa sifatnya.

Ketika kita menulis descriptive text, hal yang wajib kita ketahui adalah cara kita menyampaikan deskripsi tulisan kita tersebut. Oleh karena itu pemahaman tentang adjective (kata sifat bahasa Inggris) wajib kita kuasai.

Selain adjective, beberapa struktur bahasa Inggris yang berfungsi sebagai adjective pun harus kita pahami agar penulisan descriptive text kita terlihat tidak kaku.

Contoh Descriptive Text

Mother

My mother is a beautiful person. She is not tall but not short, and she has curly hair and brown. Her eyes color are like honey and her color skin color light brown, and she has a beautiful smile. Her weight likes 120 lbs.

She is a very kind person. She is very lovely, friendly, patient, and she loves to help people. I love my mom, because she is a good example to me. She loves being in the Church, and she loves sing and dance too.
She is a very good child, wife and mother. She always takes care of her family. She likes her house to be clean and organized. She a very organized person, and all things in the house are in the right place. She doesn't like messes.
She always has a smile on her face. She is so sweet and lovely. I like when I am going to sleep or went I wake up or when I am going to go to some places, she always give me a kiss, and when the family have a problem she always be with us to helps us and to give us all her love.

 

taken from : http://www.englishindo.com/2012/07/descriptive-text.html 

Summarizing, Paraphrasing, and Quoting

When and how to summarize

When you summarize, you provide your readers with a condensed version of an author's key points. A summary can be as short as a few sentences or much longer, depending on the complexity of the text and the level of detail you wish to provide to your readers. You will need to summarize a source in your paper when you are going to refer to that source and you want your readers to understand the source's argument, main ideas, or plot (if the source is a novel or play) before you lay out your own argument about it, analysis of it, or response to it.
Before you summarize a source in your paper, you should decide what your reader needs to know about that source in order to understand your argument. For example, if you are making an argument about a novel, you should avoid filling pages of your paper with details from the book that will distract or confuse your reader. Instead, you should add details sparingly, going only into the depth that is necessary for your reader to understand and appreciate your argument. Similarly, if you are writing a paper about a non-fiction article, you will need to highlight the most relevant parts of the argument for your reader, but you should not include all of the background information and examples. When you have to decide how much summary to put in a paper, it's a good idea to consult your instructor about whether you are supposed to assume your reader's knowledge of the sources.

Example

Stanley Milgram (1974) reports that ordinarily compassionate people will be cruel to each other if they are commanded to be by an authority figure. In his experiment, a group of participants were asked to administer electric shocks to people who made errors on a simple test. In spite of signs that those receiving shock were experiencing great physical pain, 25 of 40 subjects continued to administer electric shocks. These results held up for each group of people tested, no matter the demographic. The transcripts of conversations from the experiment reveal that although many of the participants felt increasingly uncomfortable, they continued to obey the experimenter, often showing great deference for the experimenter. Milgram suggests that when people feel responsible for carrying out the wishes of an authority figure, they do not feel responsible for the actual actions they are performing. He concludes that the increasing division of labor in society encourages people to focus on a small task and eschew responsibility for anything they do not directly control.

Summary :

This summary of Stanley Milgram's 1974 essay, "The Perils of Obedience," provides a brief overview of Milgram's 12-page essay, along with an APA style parenthetical citation. You would write this type of summary if you were discussing Milgram's experiment in a paper in which you were not supposed to assume your reader's knowledge of the sources. Depending on your assignment, your summary might be even shorter.

When you include a summary of a paper in your essay, you must cite the source. If you were using APA style in your paper, you would include a parenthetical citation in the summary, and you would also include a full citation in your reference list at the end of your paper. For this essay by Stanley Milgram, your citation in your references list would include the following information.

Milgram, S. (1974). The perils of obedience. In L.G. Kirszner & S.R. Mandell (Eds.) The Blair reader (pp.725-737). Upper Saddle River, NJ: Prentice Hall.

When and how to paraphrase

When you paraphrase from a source, you restate the source's ideas in your own words. Whereas a summary provides your readers with a condensed overview of a source (or part of a source), a paraphrase of a source offers your readers the same level of detail provided in the original source. Therefore, while a summary will be shorter than the original source material, a paraphrase will generally be about the same length as the original source material.
When you use any part of a source in your paper—as background information, as evidence, as counterargument to which you plan to respond, or in any other form—you will always need to decide whether to quote directly from the source or to paraphrase it. Unless you have a good reason to quote directly from the source, you should paraphrase the source. Any time you paraphrase an author's words and ideas in your paper, you should make it clear to your reader why you are presenting this particular material from a source at this point in your paper. You should also make sure you have represented the author accurately, that you have used your own words consistently, and that you have cited the source.

Example

Source material

The problem of obedience is not wholly psychological. The form and shape of society and the way it is developing have much to do with it. There was a time, perhaps, when people were able to give a fully human response to any situation because they were fully absorbed in it as human beings. But as soon as there was a division of labor things changed.

--Stanley Milgram, "The Perils of Obedience"

Paraphrase

Milgram (1974) claims that people's willingness to obey authority figures cannot be explained by psychological factors alone. In an earlier era, people may have had the ability to invest in social situations to a greater extent. However, as society has become increasingly structured by a division of labor, people have become more alienated from situations over which they do not have control (p.737).

When and how much to quote

The basic rule of thumb in all disciplines is that you should only quote directly from a text when it's important for your reader to see the actual language used by the author of the source. While paraphrase and summary are effective ways to introduce your reader to someone's ideas, quoting directly from a text allows you to introduce your reader to the way those ideas are expressed by showing such details as language, syntax, and cadence.
So, for example, it may be important for a reader to see a passage of text quoted directly from Tim O'Brien's The Things They Carried if you plan to analyze the language of that passage in order to support your thesis about the book. On the other hand, if you're writing a paper in which you're making a claim about the reading habits of American elementary school students or reviewing the current research on Wilson's disease, you should paraphrase text from your sources. In these cases, the information you're providing is more important than the exact words used to make this claim. Whether you quote from your source or paraphrase it, be sure to provide a citation for your source, using the correct format

You should use quotations in the following situations:

• When you plan to discuss the actual language of a text.
• When you are discussing an author's position or theory and you plan to discuss the wording of a core assertion or kernel of the argument in your paper.
• When you risk losing the essence of the author's ideas in the translation from her words to your own.
• When you want to appeal to the authority of the author and using his or her words will emphasize that authority.

Once you have decided to quote part of a text, you'll need to decide whether you are going to quote a long passage (a block quotation) or a short passage (a sentence or two within the text of your essay). Unless you are planning to do something substantive with a long quotation—to analyze the language in detail or otherwise break it down—you should not use block quotations in your essay. While long quotations will stretch your page limit, they don't add anything to your argument unless you also spend time discussing them in a way that illuminates a point you're making. Unless you are giving your readers something they need to appreciate your argument, you should use quotations sparingly.
When you quote from a source, you should make sure to use the correct citation style.

taken from : http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page350378


enjoy learning ^_^


Yuli Chandra
 

Note Taking

Now, let's learn about note taking. Here I share to you about note taking taken from http://www2.open.ac.uk/students/skillsforstudy/notetaking-techniques.php

Notetaking techniques

Taking notes is an important part of an active study strategy. This section looks at note taking techniques so you can decide which are best for you. By developing your techniques you can make sure that the time you spend on taking notes is really worthwhile.

Covered in this section

• How to take notes
• Choosing between notetaking techniques
• Organising your notes

• 35 mins to complete this section
• Video (2)
• Audio (2)

Taking notes can help you to

• improve your understanding by making you convert difficult ideas into your own words
• prepare for writing fuller, better connected arguments in your essays
• be more focused and time-efficient in your exam revision period
• assess your own progress as you study.

If you just read passively while you study you risk 'glazing over' - your eyes seem to skate over the text without registering what it says. In contrast, material you have thought about and made notes on is much easier to remember.
There is no right or wrong way of taking notes. However, try to keep your notes brief and succinct. There is no benefit gained from trying to write everything down - your notes should reflect the main themes and the areas you have identified as important.

Many people find it effective to take notes in two stages. First you write down the main points, and then later you go back to summarise, condense and organise your notes so they are in a useful form for writing assignments or revising for exams. Revisiting your notes helps you pull together the ideas you have recorded, so you can make cross-links with earlier study. It aids your memory too.

Try to find a technique that suits you. Have a look at the techniques in this section and choose a new style of taking notes to see whether it can help you.


Enjoy Learning  ^_^

Yuli Chandra

Punctuation

what is punctuation ?
do you ever hear about it ?

here I will share to you a short explanation about punctuation taken from http://en.wikipedia.org/wiki/Punctuation


Punctuation is "the use of spacing, conventional signs, and certain typographical devices as aids to the understanding and correct reading, both silently and aloud, of handwritten and printed texts."^[1] Another description is: "The practice, action, or system of inserting points or other small marks into texts, in order to aid interpretation; division of text into sentences, clauses, etc., by means of such marks."^[2]
In written English, punctuation is vital to disambiguate the meaning of sentences. For example: "woman, without her man, is nothing" (emphasizing the importance of men), and "woman: without her, man is nothing" (emphasizing the importance of women) have very different meanings; as do "eats shoots and leaves" (which means the subject consumes plant growths) and "eats, shoots and leaves" (which means the subject eats first, then fires a weapon, and then leaves the scene).^[3] The sharp differences in meaning are produced by the simple differences in punctuation within the example pairs, especially the latter.
The rules of punctuation vary with language, location, register and time and are constantly evolving. Certain aspects of punctuation are stylistic and are thus the author's (or editor's) choice. Tachygraphic language forms, such as those used in online chat and text messages, may have wildly different rules. For English usage, see the articles on specific punctuation marks.


 Enjoy learning  ^_^



Yuli Chandra

Exemple of Narrative text

Taken from http://nyubinto-shared.blogspot.com/2014/02/pengertian-narrative-beserta-contoh-dan.html

The Monkeys and The Cap Seller 

Once, a cap seller was passing through a jungle. He was very tired and needed to rest. Then, he stopped and spread a cloth under a tree. He placed his bag full of caps near him and lay down with his cap on his head. The cap seller had a sound sleep for one hour. When he got up, the first thing he did was to look into his bag. He was startled when he found all his caps were not there.

             When he looked up the sky, he was very surprised to see monkeys sitting on the branches of a tree, each of the monkeys is wearing a cap of on its head. They had evidently done it to imitate himHe decided to get his caps back by making a humble request to the monkeys. In return, the monkeys only made faces of him. When he begun to make gesture, the monkeys also imitated him.


At last he found a clever idea. " Monkeys are a great imitator," he thought. So he took off his own cap and threw it down on the ground. And as he had expected, all the monkeys took off the caps and threw the caps down on the ground. Quickly, he stood up and collected the caps, put them back into his bag and went away.

The Generic Structure of above Narrative Story Is :

• Orientation: The cap seller as the participant (main character), once time as time setting, and in the jungle as place setting. We note from discussion that the elements of orientation is shortly answering who, when and where of the story.
• Complication: The cap seller wants the monkeys to bring back his caps but the monkeys do not return them. Of course this makes the cap seller face a problem. Complication in a narrative text is not always in single problem. That is we know a major conflict and minor conflict.
• Resolution: The cap seller gets the monkey to bring back the cap by acting of throwing his own cap. The monkeys imitate what he has done so the problem is is solved. This story has happy ending as the cap seller has his caps returned.

Tenses

When you learn to write in English, you have to be careful with your tenses. Here, I will share to you tenses that you can used during write in English taken from http://javasun3.wordpress.com/2010/03/03/rumus-16-tenses-bahasa-inggris/ . You can download file here : Enjoy Learning ^-^. Yuli Chandra

Kinds of Text

There are many kinds of text in writing. Here, I will share to you 13 kinds of texts include purpose, Generic Structure, and Dominant Language taken from http://bahanajar.wordpress.com/textspeech/jenis-jenis-text-ing/. Enjoy Learning..! (/^_^)/


1. NARRATIVE
Purpose: To amuse/entertain the readers and to tell a story
Generic Structure:
1. Orientation
2. Complication
3. Resolution
4. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Chronologically arranged

2. RECOUNT
Purpose: to retell something that happened in the past and to tell a series of past event
Generic Structure:
1. Orientation
2. Event(s)
3. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adjectives
Narrative and recount in some ways are similar. Both are telling something in the past so narrative and recount usually apply PAST TENSE; whether Simple Past Tense, Simple Past Continuous Tense, or Past Perfect Tense. The ways narrative and recount told are in chronological order using time or place. Commonly narrative text is found in story book; myth, fable, folklore, etc while recount text is found in biography.
The thing that makes narrative and recount different is the structure in which they are constructed. Narrative uses conflicts among the participants whether natural conflict, social conflict or psychological conflict. In some ways narrative text combines all these conflicts. In the contrary, we do not find these conflicts inside recount text. Recount applies series of event as the basic structure

3. DESCRIPTIVE
Purpose: to describe a particular person, place or thing in detail.
Dominant Generic Structure:
1. Identification
2. Description
Language Features:
1. Using Simple Present Tense
2. Using action verb
3. Using adverb
4. Using special technical terms

4. REPORT
Purpose: to presents information about something, as it is.
Generic Structure
1. General classification
2. Description
Dominant Language Feature
1. Introducing group or general aspect
2. Using conditional logical connection
3. Using Simple Present Tense

5. EXPLANATION
Purpose: To explain the processes involved in the formation or working of natural or socio-cultural phenomena.
Generic Structure:
1. General statement
2. Explanation
3. Closing
Dominant Language Features:
1. Using Simple Present Tense
2. Using action verbs
3. Using passive voice
4. Using noun phrase
5. Using adverbial phrase
6. Using technical terms
7. Using general and abstract noun
8. Using conjunction of time and cause-effect.

6. ANALYTICAL EXPOSITION
Purpose: To reveal the readers that something is the important case
Generic Structure:
1. Thesis
2. Arguments
3. Reiteration/Conclusion
Dominant Language Features:
1. Using modals
2. Using action verbs
3. Using thinking verbs
4. Using adverbs
5. Using adjective
6. Using technical terms
7. Using general and abstract noun
8. Using connectives/transition

7. HORTATORY EXPOSITION
Purpose: to persuade the readers that something should or should not be the case or be done
Generic Structure:
1. Thesis
2. Arguments
3. Recommendation
Dominant Language features:
1. Using Simple Present Tense
2. Using modals
3. Using action verbs
4. Using thinking verbs
5. Using adverbs
6. Using adjective
7. Using technical terms
8. Using general and abstract noun
9. Using connectives/transition
Then what is the basic difference between analytical and hortatory exposition. In simple word. Analytical is the answer of “How is/will” while hortatory is the answer of “How should”. Analytical exposition will be best to describe “How will student do for his examination? The point is the important thing to do. But for the question” How should student do for his exam?” will be good to be answered with hortatory. It is to convince that the thing should be done

8. PROCEDURE
Purpose: to help readers how to do or make something completely
Generic Structure:
1. Goal/Aim
2. Materials/Equipments
3. Steps/Methods
Dominant Language Features:
1. Using Simple Present Tense
2. Using Imperatives sentence
3. Using adverb
4. Using technical terms

9. DISCUSSION
Purpose: to present information and opinions about issues in more one side of an issue (‘For/Pros’ and ‘Against/Cons’)
Generic Structure:
1. Issue
2. Arguments for and against
3. Conclusion
Dominant Language Features:
1. Using Simple Present Tense
2. Use of relating verb/to be
3. Using thinking verb
4. Using general and abstract noun
5. Using conjunction/transition
6. Using modality
7. Using adverb of manner

10. REVIEW
Purpose: to critique or evaluate an art work or event for a public audience
dominant Generic Structure:
1. Orientation
2. Evaluation
3. Interpretative Recount
4. Evaluation
5. Evaluative Summation
Dominant Language features:
1. Focus on specific participants
2. Using adjectives
3. Using long and complex clauses
4. Using metaphor

11. ANECDOTE
Purpose: to share with others an account of an unusual or amusing incident
Generic Structure:
1. Abstract
2. Orientation
3. Crisis
4. Reaction
5. Coda.
Dominant Language Features:
1. Using exclamations, rhetorical question or intensifiers
2. Using material process
3. Using temporal conjunctions

12. SPOOF
Purpose: to tell an event with a humorous twist and entertain the readers
Generic Structure:
1. Orientation
2. Event(s)
3. Twist
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adverb
4. Chronologically arranged

13. NEWS ITEM
Purpose: to inform readers about events of the day which are considered newsworthy or important
Dominant Generic Structure:
1. Newsworthy event(s)
2. Background event(s)
3. Sources
Dominant Language Features:
1. Short, telegraphic information about story captured in headline
2. Using action verbs
3. Using saying verbs
4. Using adverbs : time, place and manner.



Yuli Chandra

About me and this blog..

Finally I have my own blog for my IT assignment !! Yey.....!!! (/^_^)/

Lemme tell ya about myself and this blog first. I'm Intan (That's my nickname. My complete name is too long (-_-)> ) 21 y.o. . An ordinary Indonesian girl who love make up, shopping and hearing jokes ( really, this is not important, right? ("-_-)> ). I will share about writing materials in this blog so I hope by the posts that I will share to you later you can improve your writing  skill better than before. Besides, may be I will write some my daily life stories too. I hope you don't get bored and leave my blog when you read it (">,<)/. By the way, I'm still learn writing in English so my be you will find some grammatical errors in my post (sorry for my bad grammar mastery ("-_-)> ).
That's all from me, see you in the next post ! \(^_^)/


XOXO (/^,^)/

Yuli Chandra