A. Study the following text and its schematic structure. - Media 5 _GBW.pdf

  Session Explanation

11 A. Study the follow ing text and its schematic structure.

  Schematic Structure How a Spider’s Web Forms A spider web looks delicate but it is very

  General strong. I t can hold 4000 times a spider’s

  Statement w eight. But how does it form First the spider spins a thread of silk. The thread gets blown over to a branch by the w ind. Then she makes another tw o

  Explanation: threads and makes a Y shape. Next she

  Show s the makes more threads and they look like processes spokes off a wheel. Then the spider goes in a spiral, out and back in, sits in the middle and w aits for food.

  Closing This is how a web is formed. w ww .tki.org.nz/ r/ assessment/ exemp lars/ eng

B. Study the follow ing text and its linguistic features. How a Spider’s Web Forms Generalized non-human

  A spider w eb looks delicate but it participant is very strong. I t can hold 4000 times a spider’s weight. But how

  Present Tense does it form?

  Action verb First the spider spins a thread of

  Conjunctive silk. The thread gets blown over to relation a branch by the wind. Then she

  Action verb makes another tw o threads and

  Conjunctive makes a Y shape. Next she makes relation more threads and they look like

  Conjunctive relation spokes off a wheel. Then the spider goes in a spiral, out and

  Simple Present/ Action back in, sits in the middle and

  Verb waits for food. Passive voice This is how a web is formed. w ww.tki.org.nz/ r/ assessment/ ex emplars/ eng Session Discussion

12 A. Study the follow ing text and its schematic structure.

  Schematic

Boxing

  Structure

By Kerry Williams

  There was a lot of discussion about whether I ssue boxing should be banned.

  The people who agree with this idea, such as Sarah, claim that if they do carry on boxing they should wear something to protect their heads. They

  Argument also argue that people who do boxing could have against brain damage and get seriously hurt. A further point they make is that most of the people that have died did have families.

  However, there are also strong arguments against this point of view. Another group of people believe that boxing should not be banned. They say

  Argument that why they invent it if it is a dangerous sport. for They say that boxing is a good sport, people enjoy it. A furthermore reason is if they ban boxing it will ruin people’s careers.

  After looking at the different points of view and the evidence for them I think boxing should be

  Conclusion

  banned because five hundred people have died in boxing since 1884.

  http: / / ww w.readingonline.or/ articles/ writing/ discus s1.htm

B. Study the follow ing text and its linguistic features. Linguistic Features

  

Boxing

Generic

  

By Kerry Williams

human

  There was a lot of discussion about whether participant boxing should be banned.

  The people who agree with this idea, such as Generic non-human

  Sarah, claim that if they do carry on boxing they participant should wear something to protect their heads. They also argue that people who do boxing could have modality brain damage and get seriously hurt. A further point they make is that most of the people that

  Being verb have died did have families.

  However, there are also strong arguments Conjunctive against this point of view. Another group of people relation believe that boxing should not be banned. They say that why they invent it if it is a dangerous sport.

  Mental verb They say that boxing is a good sport, people enjoy it. A furthermore reason is if they ban boxing it will ruin people’s careers.

  Saying verb After looking at the different points of view and the evidence for them I think boxing should be

  Conjunctive banned because five hundred people have died in relation boxing since 1884. modality Mental verb

  http: / / ww w.readingonline.or/ articles/ writing/ discus s1.htm Session

  Review

13 A. Study the follow ing text and its schematic structure.

  Harry Potter and the Chamber of Secrets

  By J.K. Row ling

  Orientation:  I ntroduces Review ed by Emily Kremer the w ork

  The book takes place in modern times, in England. The elements. main character is Harry Potter. Harry Potter is a w izard. He goes to a school for w itches and w izards, called Hogwart s. I t is Harry’s second year at Hogw arts and he and his tw o best friends, Hermione Granger and Ron Weasley are having a great time learning magic. There is a new professor, Gilderoy

  I nterpretati

  Lockhart w ho all the w itches are crazy about! Professor

  ve Recount:

  Lockhart keeps nagging Harry, because the professor thinks

   Sets plot

  that Harry tries to get attention to be famous! While all the

  of the

  w itches at school love the new professor, all of the w izards

  story:

  1. Opening

  think he is a big joke!

  2. Climax

  After a month of school at Hogw arts, st range att acks begin to happen. First, the caret aker’s cat, Mrs. Norris, has been found, not dead, but petrified! Not only w as Filch’s cat att acked, but some of the Muggle- born students at Hogwart s have been found petrified, also. Naturally, all of the students are frightened at this, but they become even more scared w hen the

  Resolution: The w riter

  next victim to be found petrified is the Gryffindor ghost, Nearly

  draw s a

  Headless Nick!

  questioning

  What kind of monster is pow erful enough to kill someone

  of the st ory

  w ho is already dead? Who will be the next victim of the monst er ending. at Hogw art s? Will the victims ever be revived? To find out you must read Harry Potter and the Chamber of Secret s! I have to say that the story w as bright, fast- paced, intriguing, and

  Evaluative ultimat ely satisfying. Summation:

  I like this book because it kept me wanting to read next

   Show s

t he w rit er page, and the next, and so on. The book is definitely a page-

‘s opinions

  turner! I recommend this book to nine years old and over.

  or criticism.

  Taken from http:/ / nome.nosd.schoolaccess.net

B. Study the follow ing text and its linguistic features. Harry Potter and the Chamber of Secrets By J.K. Row ling

  Specific

  Review ed by Emily Kremer

  participant The book takes place in modern times, in England. The main charact er is Harry Pott er. Harry Potter is a w izard. He goes to a school for witches Circumstance of and wizards, called Hogw arts. place I t is Harry’s second year at Hogw arts and he and his tw o best friends, Hermione Granger and Ron Weasley are having a great time learning Present Tense magic. There is a new professor, Gilderoy Lockhart w ho all the w itches are crazy about! Professor Lockhart keeps nagging Harry, because the Specific professor thinks that Harry tries to get at tention to participant be famous! While all the w itches at school love the new professor, all of the w izards think he is a big joke! Circumstance of After a month of school at Hogw arts, strange time at tacks begin to happen. First, the caret aker’s cat, Mrs. Norris, has been found, not dead, but petrified! Not only w as Filch’s cat att acked, but Circumstance of some of the Muggle- born students at Hogw art s manner have been found petrified, also. Naturally, all of the students are frightened at this, but they become even more scared w hen the next victim to be found Nominal groups petrified is the Gryffindor ghost, Nearly Headless Nick! What kind of monster is pow erful enough to Action verb kill someone w ho is already dead? Who will be the next victim of the monster at Hogw art s? Will the victims ever be revived? To find out you must read Words to Harry Potter and the Chamber of Secrets! I have to indicate w rit er’s say that the story w as bright, fast- paced, at titude intriguing, and ultimat ely satisfying. I like this book because it kept me wanting to read next page, and the next, and so on. The book Circumstance of is definitely a page- turner! I recommend this book manner to nine years old and over.

  Taken from http:/ / nome.nosd.schoolaccess.net

  

References

Boardman, C.A. and Frydenberg, J. 2002. Writing to Communicate: Paragraph and Essay. New York: Longman. Derewianka, B. 1995. Exploring How Texts Work. Australia: Primary English Teaching Association.

Gerot, L. and Wignell, P. 195. Making Sense of Functional Grammar. NSW:

Antipodean Educational Enterprises. Hammond, J., et al. 1992. English for Social Puposes. Sydney: national Centre for English Language Teaching and Research. Hannessy, M. 1998. The Random House: Practice for Writers. New York: American Book Company. Harmer, J. 2004. How to Teach Writing. England: Longman.

Hartono, R. 2004. Genre-Based Writing. English Department of Semarang

State University. Unpublished. ……………… 2004. Belajar Kreatif Bahasa I nggris. Bekas: Pustaka Gemilang. Macken, M. 1991. Book 1: An I ntroduction to Genre-Based Writing.

  

Australia: Common Ground for Literary & Education Research

Network. Martin, C. et al. 1985. Exploring American English: Writing Skills for Classroom and Career. New York: Macmillan Publishing Company. Oshima, A. and Hogue, A. 1988. I ntroduction to Academic Writing. USA: Addison-Wesley Publishing Company, I nc. Reid, J.M. 2000. The Process of Composition. Third Edision. New York: Longman. Segal, M.K. and Pavlik C. 2003. I nteraction 1 & 2: Writing. I nternational Edition. 4 th Edition. New York: McGraw-Hill Companies.