3 Recommendation
Statement of what should not happen or be done based on the given arguments before.
2.2.3.3 Significant Lexicogrammatical Features
According to Gerrot and Wignell 1995: 210, the significant features of hortatory
exposition are as follows:
1. A hortatory Exposition text focuses on generic human and non human
participants, except for speaker or writer referring to self.
2. It uses mental processes. It is used to state what the writer or speaker
thinks or feels about something. For example: realize, feel, etc.
3. It often needs material processes. It is used to state what happens, for
example: has, polluted, etc.
4.
It usually uses Simple Present Tense and Present Perfect Tense.
5. Enumeration is sometimes necessary to show the list of given
arguments: Firstly, secondly, finally, in the end, etc.
2.2.4 The Task of the Teaching Writing
When teaching writing, teachers have a number of tasks to help the students to become better writer. They help the students where they may be reluctant to
express themselves or have difficulty finding ways and means of expressing themselves to their satisfaction. Here are the tasks which the teachers have to
perform before, during, and after students writing are the following: The first task of the teaching writing is demonstrating. Students need to be
aware of writing conventions and genre constraints in specific types of writing, teachers have to be able to draw these features to their attention. The important
issue is that they are made aware of these the things are drawn to their attention. Then, the second task of the teaching writing is motivating. Students often
find themselves “lost for words”, especially in creative writing tasks. This is
where the teacher can help, provoking the students into having ideas, enthusing
them with the value of the task, and persuading them what fun it can be. The third task of the teaching writing is supporting. Students need a lot of
help and reassurance once they get going, both with ideas and with the means to carry them out. Teachers need to be extremely supportive when students are
writing in class, always available except during exam writing of course, and
prepared to help students overcome difficulties.
The next task of the teaching writing is responding. When responding, the teacher reacts to the content and construction of a piece supportively and often
makes suggestions for its improvement. In responding, the teacher will not be grading to the work or judging it as a finished product. However, telling the
student how well it is going so far. The last task of the teaching writing is evaluating. When evaluate the
students‟ writing, the teacher can indicate where they wrote well and where they made mistakes and may award grades.
2.2.5 Cooperative Learning
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