Genre | Karya Tulis Ilmiah Genre
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Genre
The Nature of Genre
The term genre refers to particular text types with their communicative purposes, schematic structures and certain linguistics
characteristic. Every genre has a number of characteristics that distinguish it one from another.[1] Three of them characterize all
genre types in English text. However, every genre has different purpose, schematic structure and certain linguistics characteristic.
Genre of the text is partly determined by the culture in which the text it used. Derewianka (cited in Rahayu) states that ?Different
cultures achieve particular purpose in the text through language in different ways?.[2] It means that the text differs not only in term
of their purpose but also in the particular situation in which they are being used. The examples of English writing genres are recount,
descriptive, discussion, procedure and narrative.
To differentiate one genre from the other, the students can analyze them through the purpose, schematic structure and certain
linguistic characteristic. In short, each English writing genre could be characterized from its purpose as summarized as follows.[3]
Recount genre aims to tell the readers what happened in the past through sequence of event (Orientation-Events-Evaluation).
Meanwhile, the aim of descriptive text is to describe a particular things or person (Identification-Description). The purpose of
Discussion is to present information and opinions about some issue or events from several point of view
(Title-Issue-Argument-Elaboration-Argument-Elaboration-Conclusion) the aim of Procedure is to tell how to do something
(Goal-Step in sequence) Narrative tries to amuse the readers (Orientation-Complication-Resolution) while analytical exposition text
is to persuade the readers with writer's opinion by showing a fact (Thesis-arguments-Reiteration). .
In studying a particular genre, the students examine similar features of that genre in terms of prototypical settings, characters,
storylines, and themes, as well as shared literary techniques. Through examination, comparing and contrasting the features and
components of English writing genres, the students could eliminate their confusion about the differences between two similar
genres, such as between narrative and recount. One advantage of using a genre is that the students learn a larger literacy practice of
making generalizations about similarities between different texts based on certain genre features.[4] The students need to have the
opportunity to produce some writing text based on their study of genre text. They can produce their own story in some genre text
forms. For example, they can produce some genre text after reading a book and listening teachers' explanation. In studying genres,
the students may then focus on techniques being employed to produce such texts. Then, in writing texts, they draw on their genre
knowledge in providing feedback to each other's texts.
Writing processes always deal with texts as the products. Feez, (2002: 4) states that creating texts requires making choices about the
words that are used and how it can be put together. She also states that there are various kinds of texts called text type. According to
Feez (2002: 85-86), the families of text type are:
1). Exchanges
a). Simple exchanges is relating to information and goods and services.
b). Complex or problematic exchanges
c). Casual conversation
2). Forms
a). Simple formatted texts
b). Complex formatted texts
3). Procedures
a). Instruction
b). Procedures
c). Protocols
4). Information Texts
a). Descriptions
b). Explanations
c). Reports
d). Directives
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5). Story Texts
a). Narratives
b). Recounts
6). Persuasive Texts
a). Opinion texts
b). Exposition
c). Discussion
Persuasive Text
Persuasion is an attempt to change attitudes, beliefs, or actions audience to achieve a goal. Persuasion can also be interpreted as an
act of someone (communicator) to persuade and influence others (audience) in certain ways so that people are willing to do
something as expected by people who do persuasion. In an organization, persuasive messages intended to sell the idea / ideas to
others, suggested that more efficient operational procedures, collect a support for specific activities, and to ask for funds to finance a
particular project.
And a kind of persuasive text is exposition. Exposition itself is a piece of the text that presents one of side an issue. The purpose of
the exposition is to persuade the reader or listener by presenting one side of an argument that is the case or the case against.
The characteristic of Exposition such as; there is a thesis or introduction the topic and indicating the writers' position. Second,
argument or explaining the arguments to support the writers' position and the last reiteration or restarting the writers' position.
Factors that CanAffectStudents' Writing Ability
Many factors affect the ability to write. According to Sharif, et al (2006: 13) categorized two factors of external factors and internal
factors. Factor such external support facilities are not yet available, in the form of limited means to write. Internal factors cover
psychological factors and technical factors. Psychological factors include factors habit or experience owned. The more accustomed
to writing the ability and quality of writing will the better. Other factors that were classified as psychological factors are a factor
needs.
Technique factors include mastery of the concept and application of techniques writing. Concepts related theories owned limited
writing someone helped influence. The second factor of the application of the concept of technical factors. Writing skills a lot to do
with the ability to read it someone who wants to have better writing skills are required to have the ability to read.
[1] Patricia A.Richard and Marguriete Ann Snow, Academic Success for English Language Learners,
(New York: Pearson Education,Inc, 2005), p. 277
[2] Indah Muji Rahayu, The use of documentary portofolio assessment to measure the students' growth
and accomlisment narrative writing, op.cit., p. 14
[3] Patricia A.Richard and Marguriete Ann Snow, Academic Success for English Language Learners,
op.cit., p. 282
[4] http://web.mit.edu/writing/Writing_Process/writingprocess.html accessed on May 29th 2015
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Genre
The Nature of Genre
The term genre refers to particular text types with their communicative purposes, schematic structures and certain linguistics
characteristic. Every genre has a number of characteristics that distinguish it one from another.[1] Three of them characterize all
genre types in English text. However, every genre has different purpose, schematic structure and certain linguistics characteristic.
Genre of the text is partly determined by the culture in which the text it used. Derewianka (cited in Rahayu) states that ?Different
cultures achieve particular purpose in the text through language in different ways?.[2] It means that the text differs not only in term
of their purpose but also in the particular situation in which they are being used. The examples of English writing genres are recount,
descriptive, discussion, procedure and narrative.
To differentiate one genre from the other, the students can analyze them through the purpose, schematic structure and certain
linguistic characteristic. In short, each English writing genre could be characterized from its purpose as summarized as follows.[3]
Recount genre aims to tell the readers what happened in the past through sequence of event (Orientation-Events-Evaluation).
Meanwhile, the aim of descriptive text is to describe a particular things or person (Identification-Description). The purpose of
Discussion is to present information and opinions about some issue or events from several point of view
(Title-Issue-Argument-Elaboration-Argument-Elaboration-Conclusion) the aim of Procedure is to tell how to do something
(Goal-Step in sequence) Narrative tries to amuse the readers (Orientation-Complication-Resolution) while analytical exposition text
is to persuade the readers with writer's opinion by showing a fact (Thesis-arguments-Reiteration). .
In studying a particular genre, the students examine similar features of that genre in terms of prototypical settings, characters,
storylines, and themes, as well as shared literary techniques. Through examination, comparing and contrasting the features and
components of English writing genres, the students could eliminate their confusion about the differences between two similar
genres, such as between narrative and recount. One advantage of using a genre is that the students learn a larger literacy practice of
making generalizations about similarities between different texts based on certain genre features.[4] The students need to have the
opportunity to produce some writing text based on their study of genre text. They can produce their own story in some genre text
forms. For example, they can produce some genre text after reading a book and listening teachers' explanation. In studying genres,
the students may then focus on techniques being employed to produce such texts. Then, in writing texts, they draw on their genre
knowledge in providing feedback to each other's texts.
Writing processes always deal with texts as the products. Feez, (2002: 4) states that creating texts requires making choices about the
words that are used and how it can be put together. She also states that there are various kinds of texts called text type. According to
Feez (2002: 85-86), the families of text type are:
1). Exchanges
a). Simple exchanges is relating to information and goods and services.
b). Complex or problematic exchanges
c). Casual conversation
2). Forms
a). Simple formatted texts
b). Complex formatted texts
3). Procedures
a). Instruction
b). Procedures
c). Protocols
4). Information Texts
a). Descriptions
b). Explanations
c). Reports
d). Directives
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This page was exported from - Karya Tulis Ilmiah
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5). Story Texts
a). Narratives
b). Recounts
6). Persuasive Texts
a). Opinion texts
b). Exposition
c). Discussion
Persuasive Text
Persuasion is an attempt to change attitudes, beliefs, or actions audience to achieve a goal. Persuasion can also be interpreted as an
act of someone (communicator) to persuade and influence others (audience) in certain ways so that people are willing to do
something as expected by people who do persuasion. In an organization, persuasive messages intended to sell the idea / ideas to
others, suggested that more efficient operational procedures, collect a support for specific activities, and to ask for funds to finance a
particular project.
And a kind of persuasive text is exposition. Exposition itself is a piece of the text that presents one of side an issue. The purpose of
the exposition is to persuade the reader or listener by presenting one side of an argument that is the case or the case against.
The characteristic of Exposition such as; there is a thesis or introduction the topic and indicating the writers' position. Second,
argument or explaining the arguments to support the writers' position and the last reiteration or restarting the writers' position.
Factors that CanAffectStudents' Writing Ability
Many factors affect the ability to write. According to Sharif, et al (2006: 13) categorized two factors of external factors and internal
factors. Factor such external support facilities are not yet available, in the form of limited means to write. Internal factors cover
psychological factors and technical factors. Psychological factors include factors habit or experience owned. The more accustomed
to writing the ability and quality of writing will the better. Other factors that were classified as psychological factors are a factor
needs.
Technique factors include mastery of the concept and application of techniques writing. Concepts related theories owned limited
writing someone helped influence. The second factor of the application of the concept of technical factors. Writing skills a lot to do
with the ability to read it someone who wants to have better writing skills are required to have the ability to read.
[1] Patricia A.Richard and Marguriete Ann Snow, Academic Success for English Language Learners,
(New York: Pearson Education,Inc, 2005), p. 277
[2] Indah Muji Rahayu, The use of documentary portofolio assessment to measure the students' growth
and accomlisment narrative writing, op.cit., p. 14
[3] Patricia A.Richard and Marguriete Ann Snow, Academic Success for English Language Learners,
op.cit., p. 282
[4] http://web.mit.edu/writing/Writing_Process/writingprocess.html accessed on May 29th 2015
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