This clause does not have MOOD; the clause has only a finite but no subject. Actually the placing of an adjunct at the beginning of a clause followed by a
relational process is acceptable as long as it is not a written language; moreover the text is used as a model. This kind of problem is found in the three analyzed
reading texts. The word there is missing. The explanation about this problem is exactly the same as the one of the clauses in reading text numbers 71 on page 133.
4.2.7 Analytical Exposition and Hortatory Exposition
Reading text number five which is suggested by the writer to be included in Analytical Exposition is problematic; the writer does not know that Analytical
Exposition is different from Hortatory Exposition. The function of the former is to persuade the reader listener that something is the case, and the latter’s function is
to persuade that something should be the case. It implies that the persuasion of the analytical exposition cannot be excluded from the fact, and not the one influenced
by the writer’s intent. It is also the reason that the analytical exposition ends with reiteration and the hortatory exposition with recommendation.
In the case of this problematic analytical exposition, the problem is in the realization of the first clause and the last clause. The analyses of them are shown
below. A
Cars should be banned in the city. MOOD Res
S F Pred Adj` Th Rh
Goal Mat
P Cir
5
The finite should involves the writer’s intent to persuade the readers to accept his advice in the banning of the cars in the city. Therefore the clause should have
been changed into the one that reflects the facts going to be discussed, and no involvements of the writer’s advice or suggestion. It can be, for example, Cars
bring about problem in the city. In Analytical Exposition, the argument must be given based on the facts,
however the reiteration is not so. Here, again the writer persuades the readers to accept his proposal of the banning of the cars in the city. It is written In
conclusion, cars should be banned from the city because of the reasons listed.
The finite should indicates that the writer proposes the banning of the cars in the city. Therefore, the text does not persuade the readers that something is the case,
but something should be the case. The case in this text is that cars bring problem in the city, and not cars should be banned in the city. The quotation below
supports the analysis. Hortatory Exposition differs from Analytical Exposition in that the
latter argues that X is the case. Hortatory Exposition argues that X ought or ought not to be or should or should not be the case. The
latter type of Exposition exhorts someone to take or desist in some action, Gerot and Wignel, 1994:210.
The analysis of the last clause can be seen below.
‘In conclusion, cars should be banned from the city because of the reasons listed’.
MOOD Res
S F
Pred Adj
Ad Th1 Th2
Rh Goal Mat P
Cir p Cir cause
5
The last part of the text should have been reiteration; that is the restating of the statement that refers to the writer’s position as stated in the first clause. Since the
first clause is inappropriate, the last clause is also inappropriate. One of the possible improvements is by changing that with this proposed closing: In
conclusion , cars really cause problem in the city. If the first and the last problematic clauses are not changed, the text will be included as Hortatory
Exposition instead of Analytical Exposition. 4.2.8 Procedure
The two procedural texts in the analyzed textbooks are found to be good model texts. Both the RD and clause analyses are presented below. Their
rhetorical developments consist of all the required elements of procedure; the goal, list of materials
needed, and the steps. The RD and clause analyses of one of them are presented below.
RD Analysis Element Function
Realization
Goal Stating the
aim, that is how to plant
bean seeds. How to Plant Bean Seeds
List of things
needed Listing
things needed to
plant bean seeds
What you need: Pot
Soil Water
Bean seeds Labels or paddle pop sticks Waterproof pen
Steps Instructing activities to
1.Fill the pot with soil. 2.Level the soil off neatly with your hands.
be carried out to plant
bean seeds 3.Make three holes with your finger in the middle of the soil.
4.Place one bean seed in each hole. 5.Cover the bean seed with soil.
6.Water the plant. 7.Write your name, date and ‘Green Beans’ n the paddle pop stick.
33
Clause Analysis A
Fill the pot with soil. Res
F C
Adj Th Rh
Mat P Goal Cir. M
B Level the soil off neatly with your hands.
Res F
C Adj
Th Rh Mat
Goal P Cir. M
C Make three holes with your finger in the middle of the soil.
Res F C Adj
Th Rh Mat P
Goal Cir m
Cir p D
Place one bean seed in each hole. Res
F
C Adj
Th Rh Mat P
Goal Cir p
E Cover the bean seed with soil.
Res F C
Adj Th Rh
Mat P Goal
Cir m F
Water the plant.
Res F C
Th Rh Mat P
Goal G
Write your name, date and ‘Green Beans’ on the paddle pop stick. Res
F C
Adj Th Rh
Mat P Goal
Cir p Referring to the above analysis, the aim is clearly stated in the goal element, the
things needed are listed in a good sequence, so as to coincide with the step’s sequence.
The steps themselves are realized with material processes in bold at the beginning of the clauses telling what physical actions should be conducted when
someone wants to plant bean seeds. All clauses in the steps have no subjects, indicating that they are imperative. This is done to make the steps easily
understood. Having all those attributes, this procedural text achieves its social purpose, to describe how something is accomplished through sequence of steps,
and therefore can be used as a model text.
4.2.9 Narration
