WRITING II MODULE FOR STUDENT

WRITING II:

Module for Student

By:

Drs. Suparlan, M.Ed SKS: 2 (dua) Semester: Genap

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS TAMA JAGAKARSA

Jalan Letjen TB Simatupang Nomor 152

Tanjung Barat, Jakarta Selatan 12530

Telepon: (021) 7890965, 7829919, 78831838, 7890634

Foreword

Like a country, we are fully aware that the University of Tama,

Jagakarsa, South Jakarta, is a developing university. Therefore, there are many things that must be done for this university. One of them is to improve the ability of lecturers to be able to produce scientific writing was published in various media, or even published in the form of

modules or scientific books.

Efforts of Drs. Suparlan, M. Ed to write and publish modules for his course of writing II should be appreciated. As a lecturer who works for the Faculty of Teacher Training and Education, the students who come from many teachers and prospective teachers who are teaching in school, we are agree that the existence of such module is a must. Why? Firstly, the modules will be come sources of learning needed by the students. While carrying out the task of teaching, students can learn to read independently with this module. Moreover, this module can also be expected to be the media campaign for prospective students who will follow the lecture at this university. The more students enter this university, the more famous of the name of the university. Thus, this university is expected to change their label, from developing university become a beloved university.

We do hope that this module of writing II will be very useful for students. Amen.

Jakarta, Janyary 5, 2009 Rector,

Prof. Drs. Tama Sembiring, SH, MM.

Content

Foreword...i

Content...ii

Module 1 Introduction...1

Induction...1

Questionnaire...1

Discussion...3

Reflection...3

Module 2 Learning Activities...4

Induction...4

Learning Unit...4

Reflection...4

Module 3 Forms of Writing...5

Induction...5

Forms of Writing...5

Reflection...6

Module 4 Narrative Writing...7

Induction...7

Biographical Narrative...7

Fictional Narrative...7

Personal Narrative...8

Reflection...9

Module 5 Students Practice Narrative Writing...10

Induction...10

Example...10

Students write a narrative writing...11

Reflection...11

Module 6 Expository Writing...12

Induction...12

Comparison-contrast essays...12

How-to essays...12

Informative essays...13

Reflection...14

Module 7 Students Practice Expository Writing...15

Induction...15

Example...15

Students write a narrative writing...16

Reflection...17

Module 8 Middle-Semester Examination...18

Module 9 Persuasive Writing...19

Induction...19

Opinion essay...19

Problem-solution essay...19

Reflection...21

Module 10 Students practice Persuasive Writing...22

Induction...22

Example...22

Students write persuasive writing...23

Reflection...24

Module 11 Response to literature...25

Induction...25

Character Sketch...25

Plot Summary...25

Theme analysis...26

Module 12 Students practice response to literature...27

Induction...27

Example...27

Students write a response to a literature they have already read...28

Although it is not as bad as a monsoon...31

Reflection...32

Module 13 Research Report Writing...33

Induction...33

Stages of research report writing...33

Reflection...33

Module 14 Students practice research writing...34

Induction...34

Example...34

Students write a research paper...36

Reflection...37

Module 15 Preparation of Final-semester Examination...38

Induction...38

Taking a final-semester examination...38

Module 16 Final-semester Examination...39

Module 1 Introduction

Induction

In the previous semester, in module “Writing I”, the students have already studied the main principles of writing, namely (1) create topic sentence in paragraph, (2) write various paragraph, and the last (3) study five stages of basic writing. The three competencies should be already covered by the students, before continuing on the course in module of Writing II. It means that the three competencies are the prerequisites of this module of writing II.

In this module Writing II, the students have to master and understand the various forms of writing or composition. To understand all various kinds of writing, the students must go through 16 (sixteen) meeting face-to-face in the learning process and one independent assignment given at the end of the semester.

This module is an introduction. This is about academic information that will be understood by students who want to earn a course of Writing II. This module is divided into several sub-activities, which can be described in the following table 1.

Table 1: Sub-activities in Module 1 No

. Sub-activities Time (minute)

1 Initial explanation 5

2 Students fill out a questionnaire 20

3 Comment from lecturer on student answers

from the questionnaire 15

4 Discussion 15

5 Closure 5

Total 60

Competences and Learning Objectives

By completion of these exercises of writing, the students will be able to:

1. understand the main aims of this subject matter;

2. understand the success requirements in this semester;

3. knows about what have to do in attaining the success of writing II course;

Questionnaire

This questionnaire is designed to know how big the studying spirit of student toward the course of writing II. The students then fill out the questions bellow according to their own opinions.

Table 1.1: Questionnaire

No Questions Answers

1 Full name

2 Place and date of birth 3 Semester Position

4 NIM

5 What “mark” do you want to achieve in this semester?

A/B/C/D/E 5 What is your reason?

6 Do you have ever involved in writing activities?

Yes, I have No, I don’t have 7 What activities?

8 Did you like writing when you were in a high school?

Yes, I like very much Yes, but not too much No, I don’t like

9 Your reasons?

10 Do you have any

preparations to take a course of writing II?

Yes, I have No, I don’t have 11 If yes, what kinds of

12 Do you have ever read

books? Yes, I haveNo, I don’t have 13 If yes, what is the title of

the book(s)?

14 What kind of book? 15 How many books have

you read in the last three month?

Discussion

Lecturer asks the students with some questions below:

1. How many students want to get “A” for this course of writing II? 2. How many student don’t want to get “A”?

3. Is your “A” suitable with your own effort?

4. Does student have any problem in order get “A”?

5. Do you believe that there is a killer lecturer in this university, and the lecturer is lecturer of writing II?

Students answer the questions, and discuss the answers from the students.

Reflection

Writing is an interesting and fun activity. As teachers, we must have the ability to write to convey ideas, thoughts, and opinions about many things and subject matter to our students. Therefore, let us learn to write, and then love to write, for the sake of the improvement of our nation and our country.

Module 2 Learning Activities

Induction

Along this semester students will actively study 16 learning unit. All of the learning unit must be mastered by student in the teaching and learning process under controlled by lecturer. Practice must be focused rather than theory.

Learning Unit

Sixteen learning unit in a table bellow: Table 2.1: Learning Unit

Module Learning Unit

I Introduction

II Learning activities in this semester III Types of writing

IV Narrative writing

V Students write narrative writing VI Expository writing

VII Students write expository writing VIII MSE (Mid-semester Examination) IX Persuasive writing

X Students write persuasive writing XI Response to literature

XII Students write literature XIII Research writing

XIV Students write research writing XV Preparation to FSE

XVI FSE (Final Semester Examination)

Lecturer explains this module briefly. Then, the lecturer gives module of writing II to the students. Be sure, that students understand what they have to follow and to do with the modules.

Reflection

List of activities (learning unit) is tentative activities. The focus of activities is practices rather than theory. At the end of this semester, the students have to write and collect any kinds of poems, at least in 5 (five) poems or 5 (five) short story in English, and must be submitted to lecturer based on a certain limit time agreed by lecturer and students.

Module 3

Forms of Writing

Induction

Lecturer and student can try to browse many writing materials in the internet. There is an excellent writing materials in http://greatsource.com. Student can open the materials and try to study and practice writing individually or with their classmate.

Forms of Writing

“Teaching writing can be tricky. Students sometimes have trouble getting started, can't organize their ideas, or pay too much (or too little) attention to conventions to create an interesting piece of writing. Here are some resources and lessons that will help you to guide student writers through the process of writing in a variety of forms (http://www.greatsource.com).

Forms of writing can be classified in a table bellow:

Forms of Writing Lessons

Narrative Writing

Biographical Narrative Fictional Narrative Personal Narrative

Expository Writing

Compare-contrast Essay How-to Essay

Informative Essay

Persuasive Writing

Opinion Essay

Problem-solution Essay Pro-con Essay

Response to Literature

Character Sketch Plot Summary Theme Analysis

Research Writing Research Report

Reflection

The students can simply click every lesson to practice how to write based on forms of writing.

Module 4 Narrative Writing

Induction

In this module, we are going to write three examples of narrative writing: (1) biographical narrative writing, (2) fictional narrative writing, and (3) personal narrative writing.

Biographical Narrative

A biographical narrative shares an important experience from someone else's life. This section includes step-by-step directions to help guide students as they create a biographical narrative.

This sample biographical narrative will help students understand the form.

You can print out these pages to share them with your students or direct them to the Biographical Narrative section on the student site.

1. Prewriting

Select an important experience from another person's life. Gather and organize details about it.

2. Writing

Capture your reader's attention, relate events in the order they occurred, and show why the experience was important to the person.

3. Revising

Improve your work by making sure each step is clear and the process is complete.

4. Editing

Check for style and accuracy, and prepare a final copy.

Fictional Narrative

A fictional narrative tells a made-up story. This section includes step-by-step directions to help guide your students as they create a fictional narrative.

You can print out these pages to share them with your students or direct them to the Fictional Narrative section on the student site.

1. Prewriting

Brainstorm, choose your characters, and map out your story.

2. Writing

Write your narrative.

3. Revising

Improve your work by making sure the narrative is clear and interesting.

4. Editing

Check for style and grammatical correctness, and prepare a final copy.

Personal Narrative

A personal narrative shares an important experience from the writer's life. This section includes step-by-step directions to help guide students as they create a biographical narrative.

You can print out these pages to share them with your students or direct them to the Personal Narrative section on the student site.

1. Prewriting

Select an important experience you had. Gather and organize details about it.

2. Writing

Improve your work by making sure the events are clear and well-ordered, and the voice is interesting.

3. Revising

Improve your work by making sure each step is clear and the process is complete.

4. Editing

Check for style and accuracy, and prepare a final copy.

Reflection

Do we have ever written our biographical narrative writing? Now is your time to try. Please try to write our biographical narrative writing, or biographical narrative one of your family.

Module 5 Students Practice Narrative Writing

Induction

Lecturer gives some examples of narrative writing to the students. Students read individually for about ten minutes. After this activity, the students discuss the examples in order to understand the examples. Lecturer asks to the student about (1) what is the title of the writing, (2) what kinds (forms) of writing, (3) how many paragraph in the text of writing, (4) find out the topic sentence in every paragraph, etc.

Example

Henry’s Big Break

My great-grandfather, Henry A. Benson, is the most famous person in our family. He rose from delivering newspapers in his small hometown of Cross Plains, Texas,

to becoming the editor in chief of one of the biggest papers in the state. He tells many stories about his days as a reporter, but his favorite one takes place on a late spring afternoon in 1941. That’s the day Great-granddad got his big break. Inside the offices of the Center State Chronicle, 15-year-old Henry took a deep breath. The warm air of the print room filled his lungs, and the smell of hot ink lingered in his nose. He stuffed his hands into the pockets of his worn-out jeans so the paper’s editor, Mr. Walsh, wouldn’t see how nervous he felt.

“Mr. Walsh,” Henry said, “I’ve delivered your paper for three years now. I’ve never missed one day. If you make me a reporter, I won’t let you down.” “Henry,” Mr. Walsh replied, “there’s a big difference between being a delivery boy and being a reporter. Maybe after you’ve finished school.” Trying not to let his disappointment show, Henry left the newspaper office. What was he going to do? The paper route just didn’t earn him enough money to help his mom. He got his battered bicycle and pedaled across town toward home. Near an old bridge, Henry saw skid marks on the pavement. Tire tracks showed where a car had recently left the road. Henry spotted a sedan lying at the bottom of the ravine. Henry flagged down a passing car to fetch an ambulance. Then he scrambled down the ravine. The car’s right front tire was shredded, which must have been why the car ran off the road. The driver lay slumped over the steering wheel. He was a middle-aged man wearing a rumpled brown suit. A dark bruise marked the driver’s forehead.

“Are you all right?” Henry asked the man. “ . . . Can’t move my right arm,” the driver mumbled. Henry opened the car door and took a look. He tried not to let the man see how scared he felt. “It looks broken,” Henry said. “I’ll do what I can to help until the ambulance gets here.” Henry tried to talk to the injured man to keep him awake, but the man passed out anyway. Henry understood the seriousness of the situation and stayed with the man until an ambulance came. Only when the man was safely on his way to the hospital did it occur to Henry that the accident was newsworthy. Maybe this was the story that could make him a real reporter!

He raced home and typed up an account of the accident. Then he pedaled as fast as he could back to the Chronicle offices. Editor Walsh ran the story and began to realize that Henry had the right stuff to become a reporter. In the years that followed, my great-grandfather learned to be a great reporter. Later, he became one of the most respected newspaper editors in Texas. No matter how famous he became, though, he always loved to tell about the day he got his big break. His story still inspires me whenever I think about what kind of job I would really love.

Students write a narrative writing

Form of writing

Title

Classmates who gives respond

Reflection

This is the end of our narrative writing practice. Enjoy of your practice. Please practice and practice, and we will success al last.

Module 6 Expository Writing

Induction

In this module, we are going to write there examples of expository writing: (1) comparison-contrast essays, (2) how-to-essays, and (3) informative essays. It is very important if every student can write one individual writing product for each example.

Comparison-contrast essays

Comparison-contrast essays show the similarities and differences between two subjects. This section includes step-by-step directions to help guide your students as they create a comparison-contrast essay. This sample comparison-contrast essay will help students understand the form.

You can print out these pages to share them with your students or direct them to the Comparison-contrast Essay section on the student site.

1. Prewriting

Choose two subjects to compare. Gather and organize the similarities and differences.

2. Writing

Introduce your topic, outline important similarities and differences, and thoughtfully sum up your comparison-contrast.

3. Revising

Improve your writing by making sure it is clear and logical from start to finish.

4. Editing

How-to essays

How-to essays tell the reader how to do something. This section includes step-by-step directions to help guide your students as they create a how-to essay.

You can print out these pages to share them with your students or direct them to the How-to Essay section on the student site.

1. Prewriting

Choose a process to explain and gather and organize details step by step.

2. Writing

Tell what process you will explain, and write the steps in order.

3. Revising

Improve your work by making sure each step is clear and the process is complete.

4. Editing

Check for style and accuracy and prepare a final copy.

Informative essays

An informative essay provides information in a logical order. This section includes step-by-step directions to help guide students as they create an informative essay.

You can print out these pages to share them with the students or direct them to the Informative Essay section on the student site.

An informative essay provides information in a logical order.

1. Prewriting

Select a topic and gather and organize details.

State your thesis and support it with details.

3. Revising

Improve your work by adding, rearranging, and removing details.

4. Editing

Check for style and accuracy and prepare a final copy.

Reflection

Maybe the students can’t follow step-by-step directions for every example, but they have to follow the steps. It must be very important to understand that all steps will guide us how to practice our writing.

Module 7 Students Practice Expository Writing

Induction

Lecturer gives some examples of narrative writing to the students. Students readindividually for about ten minutes. After this activity, the students discuss the examples in order to understand the examples. Lecturer asks to the student about (1) what is the title of the writing, (2) what kinds (forms) of writing, (3) how many paragraph in the text of writing, (4) find out the topic sentence in every paragraph, etc.

Example

Women in the Wild

In the first half of the twentieth century, most people thought that great apes were ferocious beasts like King Kong. By the middle of the century, though, a young Englishwoman named Jane Goodall and a young American named Dian Fossey began to change people’s minds. By going to live with great apes, Goodall and Fossey taught the world about these gentle giants. Goodall and Fossey began their careers by following their childhood dreams of working with animals in Africa. In her late twenties, Goodall finally saved up enough money to travel to Cape Town, South Africa, where she met the famous paleontologist Louis Leakey. He hired her as his secretary and by 1960 convinced her to study chimpanzees in the wild. Leakey funded Goodall’s expedition to Tanzania, and she took her mother with her. In a speech that Goodall gave in 2002, she said, “I had a wonderful, supportive mother. She encouraged me to follow my ridiculous dream to go to Africa and live with animals (“Jane”). In 1963, Fossey first met Leakey, but she had a harder time impressing him. After paying 14 shillings to look around his dig site, she slipped down a rock slope, landed on his fossil find, sprained her ankle, and because of the pain, threw up on the specimen (“Dian”). Still, by 1966, Leakey had funded an expedition for Fossey to study mountain gorillas in the Congo and Rwanda.

Over the next two decades, Goodall and Fossey became world-renowned primatologists, or ape researchers. Since neither woman was a trained scientist, they shared a unique approach to their research. Instead of numbering the apes like test subjects, the women named them and developed close relationships with them. Goodall discovered that chimpanzees live in extended tribal groups and have individual personalities, emotions, and awareness. Perhaps her most startling discovery, though, was that chimpanzees make tools,

stripping leaves off twigs and using the twigs to “fish” termites from their mounds (Shadow). For her part, Fossey learned that gorillas live in small family groups and show compassion

even to non-gorillas. Once, when Fossey crouched alone and depressed in the woods, a gorilla named Digit put his arm around her and comforted her (Gorillas). Over the years, both women discovered that great-ape populations are dwindling because of poaching and habitat loss. At Leakey’s suggestion, Goodall and Fossey each went to Cambridge to earn PhD’s, which helped them fight for the survival of great apes.

Later in their careers, the two women worked hard to save the great apes. Goodall wrote papers and books, traveled and lectured, and created foundations to save chimpanzees and other animals. As a result, the United Nations named her a “Messenger of Peace,” and she was the only non-Tanzanian to receive the Medal of Tanzania (“Biography”). Fossey also did these things, but when the gorilla populations she studied were attacked, she declared a public war on poachers. She put a bounty on any poachers and organized patrols to protect gorillas. In 1985, her war ended when she was murdered in her cabin, most likely by a poacher (“Dian”).

Though Goodall and Fossey were born ten thousand miles apart, each woman followed her dream of going to Africa. They worked with Louis Leakey, wrote and

lectured, and set up foundations to save the creatures they loved. Most of all, these two conservationists shared a message that Fossey expressed in her final journal entry: “When you realize the value of all life, you dwell less on what is past and concentrate on the preservation of the future” (“Dian”).

Students write a narrative writing

Form of writing

Title

Classmates who gives respond

Reflection

This is the end our activities of narrative writing practice. This is one of many forms of writing. Please practice and practice, again and again, the students will study and master many of the forms of writing.

Module 8 Middle-Semester Examination

1. Name five forms of writing and explain that every form of writing is always in relation with others!

2. Please write your own biography at least in five paragraphs! 3. Please write informative-essay on the celebration of Happy New

Year in your country!

4. There are many problems faced in our life. There is no problem without solving. Please write problem-solution essay at least in three paragraphs!

Module 9 Persuasive Writing

Induction

We are entering the second-half of this semester. In this module, we are going to practice with three example of persuasive writing: (1) opinion essay, (2) problem-solution essay, and (3) pro-con essay.

Opinion essay

An opinion essay gives the writer's opinion, a view or belief that can't be proven as a fact. This section includes step-by-step directions to help guide your students as they create an opinion essay.

This sample opinion essay will help students understand the form. You can print out these pages to share them with your students or direct them to the Opinion Essay section on the student site.

1. Prewriting

Select a topic, write an opinion statement, and gather and organize details.

2. Writing

State your opinion, support it with reasons, answer objections, and write a call to action.

3. Revising

Improve your work by checking your problem and solution, your reasons, and the way you connect them.

4. Editing

Check for style and accuracy and prepare a final copy.

Problem-solution essay

A problem-solution essay presents a problem and tries to convince the reader that the writer's solution will work. This section includes

step-by-step directions to help guide your students as they create a problem-solution essay

You can print out these pages to share them with your students or direct them to the Problem-solution Essay section on the student site.

1. Prewriting

Select a problem, gather and organize details, think of a solution, and write an opinion statement.

2. Writing

State your opinion, give reasons the problem is serious, give reasons the solution will work, and write a call to action.

3. Revising

Improve your work by checking your opinion and your reasons and the way you connect them.

4. Editing

Check for style and accuracy and prepare a final copy.

Pro-con essay

A pro-con essay evaluates what is good and bad about an idea or a situation. This section includes step-by-step directions to help guide your students as they create a pro-con essay

You can print out these pages to share them with your students or direct them to the Pro-con Essay section on the student site.

1. Prewriting

Select an idea or a situation, gather and organize details about the pros and cons, and write an opinion statement.

2. Writing

State your topic, present the pros and cons, and sum them up thoughtfully.

3. Revising

Improve your work by checking your pros and cons and the way you connect them.

4. Editing

Check for style and accuracy and prepare a final copy.

Reflection

In daily life, we have to deal with the many in our societal life. Perhaps we will also have many problems that we have to solve together. In fact, we also need to give advice to other people in a way that's fine, for example, with a good persuasion. This module has certainly explained the most of them.

Module 10 Students practice Persuasive Writing

Induction

Lecturer gives some examples of persuasive writing to the students. Students read individually for about ten minutes. After this activity, the students discuss the examples in order to understand the examples. Lecturer asks to the student about (1) what is the title of the writing, (2) what kinds (forms) of writing, (3) how many paragraph in the text of writing, (4) find out the topic sentence in every paragraph, etc.

Example

Open a Teen Center Downtown

Ninth graders get stuck in the middle. We’re not kids, but we’re still too young to drive. After school, juniors and seniors drive places to meet friends and have fun. We’re stuck finding places within walking distance from the high school, or places we can get to on public transportation. Last week, Mayor Steve Ricchio recommended to the common council that it should “seriously consider an afterschool program for students at Pine Ridge High.” He’s right! It’s time for a teen center downtown where kids can go after school.

First of all, a downtown teen center would be most convenient. About a third of Pine Ridge students head downtown after school because it’s so close to the high school. A teen center downtown would be easy for us to get to. It would also be near the public library, so if we wanted to study with our friends at the teen center,

we could get study materials from the library first. Best of all, all city buses stop downtown at the Transit Center, so we would have a way to get home without calling our folks to come and get us. A downtown teen center would help the relationship between all teens and downtown store owners. Many times, it’s cold or rainy outside, so kids hang out in the stores. Store owners don’t like this. They either don’t let us in at all, or we can only come in two at a time. A teen center would get kids out of the stores and into a place that’s better for meeting with friends. That would make both the store owners and us happy.

The most important reason for a downtown teen center is to have a definite place to go after school. Right now, kids hang out on street corners, in coffee shops, and at the park. There isn’t much to do in those places, so it’s easy to get board. A teen center would provide a

safe place where we could listen to music, dance, play games, and have fun with our friends.

The adults in our town believe that teens are troublemakers. In a recent letter to the local newspaper, one adult wrote, “If we provide a place for teens to congregate downtown, there will be nothing but trouble. Downtown will become a dangerous place, and more people will go to the suburbs to shop.” This person couldn’t be more wrong! A few kids cause trouble, but most kids just want a safe place to study with friends, learn new things, and just have fun.

A downtown teen center is a great idea! It would be easy for us to get to, and it’s near places we need to go, like the library. It would get us out of stores and create a place where we can get together and have fun. Best of all, it would help the people of our town see that we are good, law-abiding citizens.

Students write persuasive writing

Form of writing

Title

Classmates who gives respond

Reflection

You have already practice for your persuasive writing. I hope the students enjoy for this activities.

Module 11 Response to literature

Induction

A character sketch focuses on describing an important character. This section includes step-by-step directions to help guide your students as they create a character sketch.

Character Sketch

You can print out these pages to share them with your students or direct them to the Character Sketch section on the student site.

1. Prewriting

Select a character and gather and organize details about the person.

2. Writing

Name the title and author, introduce the character, describe the character fully, and sum up your description.

3. Revising

Improve your character sketch by making sure your description is clear and complete.

4. Editing

Check for style and accuracy and prepare a final copy.

Plot Summary

A plot summary simply tells what happens in a story. This section includes step-by-step directions to help guide your students as they create a plot summary.

You can print out these pages to share them with your students or direct them to the Plot Summary section on the student site.

Select a piece of literature and gather and organize details about the plot

2. Writing

Name the title and author, summarize the events of the story, and wrap up your summary in a thoughtful way.

3. Revising

Improve your plot summary by making sure you have included the most important events in the correct order.

4. Editing

Check for style and accuracy and prepare a final copy.

Theme analysis

A theme analysis focuses on the message the author is sharing about life. This section includes step-by-step directions to help guide your students as they create a theme analysis.

This sample theme analysis will help students understand the form. You can print out these pages to share them with your students or direct them to the Theme Analysis section on the student site.

1. Prewriting

Select a topic and gather and organize details.

2. Writing

Name the title and author, provide the focus, support it with details, and end your essay in a thoughtful way.

3. Revising

Improve your work by making sure your analysis is complete and clear.

4. Editing

Module 12 Students practice response to literature

Induction

Lecturer gives some examples of response to literature. Students read individually for about ten minutes. After this activity, the students discuss the examples in order to understand the examples and then try to write response to literature.

Example

Fausto’s Guilt

In Gary Soto’s short story, “The No-Guitar Blues,” the main character, a teenage boy named Fausto, takes advantage of some rich folks. As a result, his consumed by guilt. The story shows that deep down, people want to do the right thing.

The story begins with Fausto wanting to play guitar in his own band. He wonders how he can get a guitar. Soto uses idioms to illustrate that Fausto’s family does not have a lot of money. For example, Fausto worries that if he asks for a guitar, his parents will say, “Money doesn’t grow on trees,” or “What do you think we are, bankers?” (56).

When he does ask for a guitar, his mother replies, “Honey, a guitar costs a lot of money . . . but we’ll see” (57). But Fausto is determined. He hops on a bike and rides north, away from his home near the vacant lot on Olive Street. In the nicer section of Fresno, he goes door-to-door searching for work, hoping to be paid enough to buy a guitar. The author says that Fausto only earns a “grimy, dirt-caked quarter” (58) and one juicy orange. Little does Fausto know that this orange will lead him straight into a lie.

As Fausto sits eating the orange, a sad-eyed dog comes along. Fausto begins feeding it orange slices. Fausto has an idea: “At that moment, a light came on inside Fausto’s head” (59). He notices that the dog looks healthy and well fed. He spots a collar and tag, and he realizes that “Roger” probably belongs to rich people. The address is only six blocks away. This is when Fausto decides to tell a lie. He will say that he found Roger near the freeway, and maybe the owners will give him a reward big enough to buy a guitar. Fausto feels guilty at the thought of lying. The guilt steadily builds. It increases as he stands on the porch knocking on the door. It gets worse as the man and woman

Beginning

The beginning names the story and author and focuses on the theme (underlined).

Middle

Each middle paragraph explains a different stage in the development of the theme.

260

Respond to the reading. Answer the following questions about the sample response essay. Ideas (1) How does the main character change by the end of the story? (2) Which detail in the analysis clearly reveals this theme? Organization (3) How is the middle part of the response essay organized? Voice & Word Choice (4) Does the writer sound knowledgeable about the story? Explain.

of the house are nice and offer him turnovers to eat. The guilt is unbearable when the woman stuffs a $20 bill into Fausto’s shirt pocket, a reward for rescuing Roger. Because of his guilt, Fausto tries to give the money back, but the couple insists that he take it. The man says, “You have to. You deserve it, believe me” (60). Fausto takes it. He starts up the street “like a zombie,” saying under his breath, “Oh man, I shouldn’t have lied” (60).

Now, Fausto has a choice to make; he can use the money for a guitar and continue to feel guilty, or he can find a way to get rid of his guilt. He thinks about going to confession, but confession hours are over. Instead, he goes to mass at Saint Theresa’s Church. Fausto kneels, prays, and says some Hail Marys, but the guilt stays with him.

He cannot stop thinking about lying to the folks who were so nice to him. Finally, when the wicker basket comes his way, Fausto drops the $20 bill inside. Almost immediately, he feels better. The guilt leaves him, and he concentrates on forgetting about the guitar.

Fausto has changed. He realizes now that it is wrong to go selfishly after something he wants, not caring about how it might affect others. As he thinks about the kindness of the man and woman and the guilt he felt, Fausto understands that it feels good to do the right thing. In the end, he gets his guitar. His mother gives him an old bass guitarron (an oversized guitar used in Mexican bands) that belonged to his grandfather. It is one of the happiest days of Fausto’s life.

Students write a response to a literature they have already read

Based on the example above, the students write a response to a literature they have already read.

Form of writing Title

Classmates who gives respond

Poetry

This is a poem that has been cited from the internet. Students need to know what poem is. Students should also try to write their own poem. Don’t ever write one poem for a life. This is a good opportunity to try to write poetry.

What is poetry?

Poetry is formed by sounds and syllables of language combined in distinctive and sometimes rhythmic ways. It can rhyme or have no rhyme to it at all, have structure or none at all. Poetry with assonance has rhyming vowel sounds, but no rhyming consonance sounds. A consonance is a useful sound device. They are vowels that seem similar, but are not. For example: "spelling" and "spilling," "grain" and "green," "dance" and "dunce" are vowels that seem, but aren't similar. The word called onomatopoeia means using words whose sound suggests their sense. The phrase such as "the buzzing of busy bees" is alliterative, but also tells you the sounds made by bees. Music has sound, but it also has rhythm. Lines of poetry also have rhythms in addition to the sound effects created by the words. The rhythms of poetry are heard when the lines are read aloud. The basic components of many poems are syllable, foot, line, and stanza. The rhythm in a line is measured in meters.

Poetry can be put to many uses--from telling long stories to presenting some small piece of writing by the author. The uses of poetry have led to the development of different types of literature. Among them are the narratives, dramatic, and lyric forms of poetry.

Narrative poetry tells a story. Best known among narrative works are the Greek epics. The Bible's Book of Job is also a narrative.

Dramatic poetry is nearly as old as the narrative form. In the English language, Shakespeare is considered the most outstanding of dramatists. Later poets as John Dryden, Percy Bysshe Shelley, and Robert Browning wrote verse plays. In the 20th century Christopher Fry, T.S. Eliot, and W.H. Auden produced verse dramas.

Lyric poems were originally meant to be set to music accompanied by an instrument called the lyre. Lyric poems are the most common type in English. They are shorter than narrative and dramatic works. They express the poet's thoughts or feelings on one subject. The sonnet is one of the best forms of lyric poetry, in which Shakespeare was an expert. Other great lyric writers were Petrarch, John Milton, and Edmund Spenser.

A Winter Chill

A winter chill is coming soon

Although it is not as bad as a monsoon. I sit at the window and look outside As I see the animals start to hide. The wind is blowing everywhere, Through the window and in my hair. A winter chill is coming soon

Although it is not as bad as a monsoon

This is another poem called a story poem. This poem is about The Story of Apple Tree, sent by Dody via internet.

The Story of Apple Tree

A long time ago, there was a huge apple tree.

A little boy loved to come and play around it everyday.

He climbed to the treetop, ate the apples, took a nap under the shadow He loved the tree and the tree loved to play with him.

Time went by...the little boy had grown up,

And he no longer played around the tree every day.

One day, the boy came back to the tree and he looked sad. "Come and play with me,” the tree asked the boy.

"I am no longer a kid, I do not play around trees any more" The boy replied.

"I want toys. I need money to buy them." "Sorry, but I do not have money

But you can pick all my apples and sell them. So, you will have money.

"The boy was so excited.

He grabbed all the apples on the tree and left happily. The boy never came back after he picked the apples. The tree was sad.

One day, the boy who now turned into a man returned

And the tree was excited "Come and play with me" the tree said. "I do not have time to play. I have to work for my family.

We need a house Can you help me? "Sorry”,

But I do not have any house. But you can chop off my branches To build your house

"So the man cut all the branches of the tree and left happily.

The tree was glad to see him happy but the man never came back since then.

The tree was again lonely and sad One hot summer day,

The man returned and the tree was delighted. "Come and play with me!" the tree said.

"I am getting old. I want to go sailing to relax myself. “Can you give me a boat?" said the man”.

"Use my trunk to build your boat. You can sail far away and be happy.

"So the man cut the tree trunk to make a boat.

He went sailing and never showed up for a long time. Finally, the man returned after many years.

“Sorry my boy, but I do not have anything for you anymore. No more apples for you

"The tree said”.

"No problem, I do not have any teeth to bite "The man replied.

"No more trunk for you to climb on" "I am too old for that now" the man said. "I really cannot give you anything

The only thing left is my dying root,” The tree said with tears.

"I do not need much now, just a place to rest. I am tired after all these years" the man replied.

"Good! Old tree roots are the best place to lean on and rest, Come, come sit down with me and rest.

"The man sat down and the tree was glad and smiled with tears This is you and the tree is your parent. !!!!!

Reflection

You have already practice for your response to literature. I hope that the students enjoy for this activities.

Module 13 Research Report Writing

Induction

A research report presents information from many different sources and indicates where the information comes from. This section includes step-by-step directions to help guide the students as they create a research report.

This sample research report will help students understand the form. You can print out these pages to share them with students or direct them to the Research Report section on the student site.

Stages of research report writing

1. Prewriting

Select a topic that fits the assignment, research the topic, and organize the information you gather.

2. Writing

Introduce the topic clearly, provide information in a logical order, cite sources, and reflect on what the information means.

3. Revising

Improve your work by making sure you have included the most important information in the best order.

4. Editing

Check your facts for accuracy, check your writing for correctness, and make sure you have used the correct formats for citations and bibliographies.

Reflection

At the end of your study in this university, you have to write a thesis. This kind of writing is one of some requirements to finish your study. So, you have prepare by trying to read and write as many as research paper from your library.

Module 14 Students practice research writing

Induction

Lecturer gives some examples of response to literature. Students read individually for about ten minutes. After this activity, the students discuss the examples in order to understand the examples and then try to write response to literature.

Example

Gabriella Neuhoff Mr. Delnoce

English 9 May 2006

A Penny for Your Paper

Have you ever seen newsboys in a movie shouting “Extra! Extra! Read all about it!”? Have you ever wondered why newspapers include an entertainment section and an opinion page? Would you like to know who the first Washington news correspondent was? You can find answers to these questions by studying the start of the “penny press” in the 1830s. The creation of the penny press paved the way for the modern daily newspaper.

Before the Penny Press

Colonial newspapers in America were different from those today. For one thing, they could not be published without the approval of the government. In 1690, the publisher of the first newspaper in the colonies found this out the hard way. The government arrested him and destroyed all copies of his paper because he didn’t get proper approval. In another case, John Peter Zenger published articles in the New York Weekly Journal that criticized the governor. Authorities arrested Zenger and tried him for libel (Public). Freedom of the press became the focus of his famous trial in 1735. He was eventually set free.

The early newspapers were different from ours in many other ways, too. Colonial papers were usually “4-page weeklies containing local ads, . . . local hearsay, and large, unedited chunks of . . . news from the London press” (Public). Even after the American Revolution, newspapers lacked interesting and timely news. Commercial papers “were filled with advertisements, ship schedules, . . . product prices, money conversion tables, and stale news,” and political papers “contained

staid [stuffy] political discourses in addition to yesterday’s or last week’s or last month’s news” (Thompson 2). These newspapers were expensive and read mostly by wealthy citizens.

Because of increased literacy in the early 1800s, more people began to read newspapers. Common people paid special attention to the more interesting sections, especially the coverage of the police court (Thompson 2). This was also a time of great change for the nation. The country elected Andrew Jackson, the first unaristocratic president. More immigrants were entering the country, and cities were growing rapidly (Younes 14). The stage was set for the penny press, a new type of newspaper that would appeal to the masses.

The Rise of the Sun

In 1833, Benjamin Day, the owner of a printing company in New York, started the Sun, the first successful penny paper. Walking to work each day, he passed Chatham Street, where street vendors sold items for a penny (Thompson 8). Day thought he could make a penny newspaper to sell on the street. On September 3, 1833, he sold the first edition of the Sun. It was only a single sheet of paper, folded in the middle. On the front page, Day printed advertisements copied from other papers. The other three pages contained a mix of ads and news from other papers, two humorous tall tales, and the police report copied from the Courier & Enquirer

(10–11). His paper was an instant success. Soon Day had enough new ads to make the paper profitable even with its penny price.

Day quickly realized that he needed help. While he managed the business, someone would have to attend the courts each day and write the police report. A man named George Wisner became Day’s court reporter and partner (Thompson 13). Day and Wisner didn’t always agree, and the paper reflected their different opinions (15–17). This debate of ideas set the Sun apart from the older, more conservative political newspapers. Day also needed help selling the paper. He decided to use a system known as the “London plan.” Under this plan, he offered newspapers at a reduced rate to people who then sold their copies and pocketed the profit. The first person to join him was a 10-year-old boy. Before long, “newsboys” were selling the papers all over

New York (Thompson 12–13), and the Sun became the most popular paper in the city.

The Trumpeting of the Herald

In 1835, James Gordon Bennett started another successful penny paper in New York called the Herald. Bennett had lived in many places, from Canada to South Carolina, and had gained valuable experience as a writer and an editor. Historians say that he was America’s first Washington news correspondent, for the New York Enquirer. These experiences helped prepare Bennett to start his own paper (Douglas 27–29). Bennett started out alone, in a dark cellar room, using a plank and two boxes as a desk. However, before long, the Herald would outsell the Sun. In fact, at its best, the Herald sold more copies worldwide than even the most respected European papers (Younes 16). Bennett knew how to get the attention of readers. They liked the Herald because Bennett wrote opinion pieces that were “saucy, impertinent [disrespectful], and funny” (Thompson 34). Bennett also filled his paper with sensational news stories that made the Sun seem tame by comparison, and he placed these stories on the front page to gain more attention. Many historians give Bennett the credit for the first “crisis news reporting,” based on his eyewitness news about New York City’s Great Fire of 1835 and his writing about the Jewett murder trial (Douglas 30). The Herald also quickly became the best source of Wall Street news (Thompson 59). Along with these stories, Bennett included entertainment news. All of these things helped make the Herald a great success.

The Conscience of the Tribune

In 1841, Horace Greeley started another penny newspaper in New York. It was called the Tribune. Like the Sun and the Herald, the Tribune relied on advertising for its main income, and it included sensational stories to attract readers. However, Greeley believed that a newspaper should do more than just make money. He thought it should keep people informed about important events and educate them about important ideas.

The Tribune gave readers crime stories and stories about local events, but it “downplayed sensational stories by placing them on inside pages” (Thompson 97). This paper also included poetry and literature by respected authors. Under Greeley’s direction, the Tribune showed “a social conscience in its news columns and reformminded editorials” (98).

Students write a research paper

Form of writing Title

Classmates who gives respond

Draft 1/2/3/4

Reflection

You have already practice for your research paper. I do hope that the students enjoy for this activities.

Module 15 Preparation of Final-semester Examination

Induction

At the end of this semester, students have studied the five forms of writing that has been described in this module. It is expected that students enjoy with practice activities in the process of teaching and learning. If students have any suggestions for improvements to this activity, please do not hesitate to tell the suggestions to their lecturer. Lecturer also reminds the students about the importance of information technology as a tool to master writing capacity.

Taking a final-semester examination

Lecturer has to remind the students that item test for final-semester examination will be in essay test. Please practice and practice to improve the student capacity in writing.

Module 16 Final-semester Examination

1. Did you have already read or watched on film a famous novel of Laskar Pelangi wrote by Andrea Hirata? If no, leave it this question! If yes, please explain shortly what the novel told us about?

2. Mass media exposed about 2009 New Year celebration in Indonesia. Please do write a pro-con essay on the celebration, at least in three paragraphs.

3. Do you have any opinion how to improve your study program activities in this university? Please write an opinion essay about that, at least in three paragraphs.

4. Did you have ever followed a poetry reading competition in your school or university campus? What is the title of the poem? Please write the theme of the poem, at least in three paragraphs. 5. If you have a plan to write a research paper at the end of your

university program, what is your title of the paper? Please explain the main content of the paper, at least in three paragraphs.

References

Besser, Pam. 1994. A Basic Handbook of Writing Skills. California: Mayfield Publishing Company.

Gelsthorpe, Tony and West-Burnham (Editor). 2003. Educational leadership and the Community, Srategy for School Improvement Through Community Engagement. London: Pearson Education Limited.

Hairston, Maxine and Ruszkiewicz, John J. 1993. The Scott, Foresman Handbook for Writers. Third Edition. New York: Harper Collins College Publishers.

http://www.greatsource.com.

Warriner, John E, Ludwigm Richad M, Connoly, Francis X. 1977. Advanced Composition: A Book of Models for Writing. New York: Harcourt Brace Jovanovich.

Wishon, George E and Burks, Julia M. 1980. Let’s Write English. New York: American Book Company.

The early newspapers were different from ours in many other ways, too. Colonial papers were usually “4-page weeklies containing local ads, . . . local hearsay, and large, unedited chunks of . . . news from the London press” (Public). Even after the American Revolution, newspapers lacked interesting and timely news. Commercial papers “were filled with advertisements, ship schedules, . . . product prices, money conversion tables, and stale news,” and political papers “contained

staid [stuffy] political discourses in addition to yesterday’s or last week’s or last month’s news” (Thompson 2). These newspapers were expensive and read mostly by wealthy citizens.

Because of increased literacy in the early 1800s, more people began to read newspapers. Common people paid special attention to the more interesting sections, especially the coverage of the police court (Thompson 2). This was also a time of great change for the nation. The country elected Andrew Jackson, the first unaristocratic president. More immigrants were entering the country, and cities were growing rapidly (Younes 14). The stage was set for the penny press, a new type of newspaper that would appeal to the masses.

The Rise of the Sun

In 1833, Benjamin Day, the owner of a printing company in New York, started the Sun, the first successful penny paper. Walking to work each day, he passed Chatham Street, where street vendors sold items for a penny (Thompson 8). Day thought he could make a penny newspaper to sell on the street. On September 3, 1833, he sold the first edition of the Sun. It was only a single sheet of paper, folded in the middle. On the front page, Day printed advertisements copied from other papers. The other three pages contained a mix of ads and news from other papers, two humorous tall tales, and the police report copied from the Courier & Enquirer

(10–11). His paper was an instant success. Soon Day had enough new ads to make the paper profitable even with its penny price.

Day quickly realized that he needed help. While he managed the business, someone would have to attend the courts each day and write the police report. A man named George Wisner became Day’s court reporter and partner (Thompson 13). Day and Wisner didn’t always agree, and the paper reflected their different opinions (15–17). This debate of ideas set the Sun apart from the older, more conservative political newspapers. Day also needed help selling the paper. He decided to use a system known as the “London plan.” Under this plan, he offered newspapers at a reduced rate to people who then sold their copies and pocketed the profit. The first person to join him was a 10-year-old boy. Before long, “newsboys” were selling the papers all over

New York (Thompson 12–13), and the Sun became the most popular paper in the city.

The Trumpeting of the Herald

In 1835, James Gordon Bennett started another successful penny paper in New York called the Herald. Bennett had lived in many places, from Canada to South Carolina, and had gained valuable experience as a writer and an editor. Historians say that he was America’s first Washington news correspondent, for the New York Enquirer. These experiences helped prepare Bennett to start his own paper (Douglas 27–29). Bennett started out alone, in a dark cellar room, using a plank and two boxes as a desk. However, before long, the Herald would outsell the Sun. In fact, at its best, the Herald sold more copies worldwide than even the most respected European papers (Younes 16). Bennett knew how to get the attention of readers. They liked the Herald because Bennett wrote opinion pieces that were “saucy, impertinent [disrespectful], and funny” (Thompson 34). Bennett also filled his paper with sensational news stories that made the Sun seem tame by comparison, and he placed these stories on the front page to gain more attention. Many historians give Bennett the credit for the first “crisis news reporting,” based on his eyewitness news about New York City’s Great Fire of 1835 and his writing about the Jewett murder trial (Douglas 30). The Herald also quickly became the best source of Wall Street news (Thompson 59). Along with these stories, Bennett included entertainment news. All of these things helped make the Herald a great success.

The Conscience of the Tribune

In 1841, Horace Greeley started another penny newspaper in New York. It was called the Tribune. Like the Sun and the Herald, the Tribune relied on advertising for its main income, and it included sensational stories to attract readers. However, Greeley believed that a newspaper should do more than just make money. He thought it should keep people informed about important events and educate them about important ideas.

The Tribune gave readers crime stories and stories about local events, but it “downplayed sensational stories by placing them on inside pages” (Thompson 97). This paper also included poetry and literature by respected authors. Under Greeley’s direction, the Tribune showed “a social conscience in its news columns and reformminded editorials”

Form of writing Title

Classmates who gives respond

Draft 1/2/3/4

Reflection

You have already practice for your research paper. I do hope that the students enjoy for this activities.

Module 15 Preparation of Final-semester Examination

Induction

At the end of this semester, students have studied the five forms of writing that has been described in this module. It is expected that students enjoy with practice activities in the process of teaching and learning. If students have any suggestions for improvements to this activity, please do not hesitate to tell the suggestions to their lecturer. Lecturer also reminds the students about the importance of information technology as a tool to master writing capacity.

Taking a final-semester examination

Lecturer has to remind the students that item test for final-semester examination will be in essay test. Please practice and practice to improve the student capacity in writing.

Module 16 Final-semester Examination

1. Did you have already read or watched on film a famous novel of Laskar Pelangi wrote by Andrea Hirata? If no, leave it this question! If yes, please explain shortly what the novel told us about?

2. Mass media exposed about 2009 New Year celebration in Indonesia. Please do write a pro-con essay on the celebration, at least in three paragraphs.

3. Do you have any opinion how to improve your study program activities in this university? Please write an opinion essay about that, at least in three paragraphs.

4. Did you have ever followed a poetry reading competition in your school or university campus? What is the title of the poem? Please write the theme of the poem, at least in three paragraphs. 5. If you have a plan to write a research paper at the end of your

university program, what is your title of the paper? Please explain the main content of the paper, at least in three paragraphs.

References

Besser, Pam. 1994. A Basic Handbook of Writing Skills. California: Mayfield Publishing Company.

Gelsthorpe, Tony and West-Burnham (Editor). 2003. Educational leadership and the Community, Srategy for School Improvement Through Community Engagement. London: Pearson Education Limited.

Hairston, Maxine and Ruszkiewicz, John J. 1993. The Scott, Foresman Handbook for Writers. Third Edition. New York: Harper Collins College Publishers.

http://www.greatsource.com.

Warriner, John E, Ludwigm Richad M, Connoly, Francis X. 1977. Advanced Composition: A Book of Models for Writing. New York: Harcourt Brace Jovanovich.

Wishon, George E and Burks, Julia M. 1980. Let’s Write English. New York: American Book Company.