Steps to Learn

Genrefor Senior High School Students

Created by Lena RozachEnglish Teacher of Islamic Senior High School

Bontang

GENRE GENRE (JENIS TEKS)(JENIS TEKS)

SPOOF REVIEW

DISCUSSION

RECOUNT

ANECDOTE

NARRATIVE

PROCEDURE

REPORT

DESCRIPTION

A. EXPOSITION

NEWS ITEM

H. EXPOSITION

EXPLANATION

Genre for SMA, roz’06

SPOOF

A. SOCIAL FUNCTION To retell events which sound serious at the beginning but have a funny thing at the end.

B. GENERIC STRUCTURE Orientation : provides the setting and introduces participants. Evens : tell what happened, in what sequence. Twist : change of atmosphere from serious to funny condition.

C. SIGNIFICANT LEXICOGRAMMATICAL FEATURES Focus on specific participants Use of material process Circumstances of time and place Use of Past Tense

Material Process :: a.a. Material Processes Material Processes are verbs that show activities are verbs that show activities which can be seen, such as write, eat, walk, etc.which can be seen, such as write, eat, walk, etc.b.b. Material ProcessesMaterial Processes consist of consist of DOINGDOING and and HAPPENINGHAPPENING..c.c. DOING DOING :: create, make, build, develop, create, make, build, develop,

send, send, throw, strew, pour, dissolve, etc.throw, strew, pour, dissolve, etc.d.d. HAPPENING HAPPENING :: move, fall, rise, come, go, soften, move, fall, rise, come, go, soften, harden, melt, etc.harden, melt, etc.

► Adverb of time is a word or phrases indicating is a word or phrases indicating when the event happened. e.g. when the event happened. e.g. last week, last last week, last month, last year, last holiday, after lunch, on the month, last year, last holiday, after lunch, on the first day.first day.

► Temporal sequence is a word or phrase indicating Temporal sequence is a word or phrase indicating order of event, e.g. order of event, e.g. next, after that, before that, next, after that, before that, then, the next day, etcthen, the next day, etc..

► Adverb of place is a word or phrase indicating Adverb of place is a word or phrase indicating where the event happened, e.g.where the event happened, e.g. in the shed, in the in the shed, in the yard, etc.yard, etc.

• Specific participant is a word indicating a specific agent not general, e.g. he, she, the man, the woman, the girl, etc.

Simple Past TenseThe second form of verbs, e.g. walked,

went, did, said, sang, had, etc.

An Example of Spoof

Penguin

EXAMPLE OF AEXAMPLE OF A SPOOF PenguinOnce a man was walking in a park when he a man was walking in a park when he

came across a penguin. He took him to a policeman a penguin. He took him to a policeman and said, I have just found this penguin. What should and said, I have just found this penguin. What should I do? The policeman I do? The policeman replied, take him to the zoo. , take him to the zoo. The next day the policeman saw the same man in the the policeman saw the same man in the same park and the man was still carrying the penguin same park and the man was still carrying the penguin with him. The policeman was rather surprised and with him. The policeman was rather surprised and walked up to the man and asked, “Why are you still walked up to the man and asked, “Why are you still carrying that penguin about?” Didn’t you take it to the carrying that penguin about?” Didn’t you take it to the zoo?” “I certainly did, “ replied the man. ‘and it was a zoo?” “I certainly did, “ replied the man. ‘and it was a great idea because he really enjoyed it, so today I’m great idea because he really enjoyed it, so today I’m taking him to the movies!taking him to the movies!

ANALYSES OF A SPOOFANALYSES OF A SPOOF

OrientationOnce a man was walking a man was walking in a park when when he came across a penguin. across a penguin.

Event 1He took him to a policeman and said, him to a policeman and said, I have just found this have just found this penguin. What should I do? The policeman penguin. What should I do? The policeman replied, take him to the , take him to the zoo.zoo.

Event 2Event 2The next day the policeman the policeman saw the same man in the same park the same man in the same park and the man was still carrying the penguin with him. The and the man was still carrying the penguin with him. The policeman was rather surprised and policeman was rather surprised and walked up to the man and up to the man and asked, “Why are you still carrying that penguin about?” Didn’t asked, “Why are you still carrying that penguin about?” Didn’t you take it to the zoo?” “I certainly you take it to the zoo?” “I certainly did, “ replied the man., “ replied the man.

Twist‘‘and it was a great idea because he really and it was a great idea because he really enjoyed it, so today I’m it, so today I’m taking him to the movies!taking him to the movies!

EXERCISE ON A SPOOFEXERCISE ON A SPOOF““We don’t subscribe newspaper” We don’t subscribe newspaper”

Jack was a university student. He studied history. At the end of his Jack was a university student. He studied history. At the end of his first year, he failed in his examinations and he was told to leave the first year, he failed in his examinations and he was told to leave the university.university.The next day Jack’s father went to see the professor. He urged the The next day Jack’s father went to see the professor. He urged the professor to let Jack continue his studies the following year. “He’s professor to let Jack continue his studies the following year. “He’s a good boy,” said Jack’ father, “and if you let him pass this time, a good boy,” said Jack’ father, “and if you let him pass this time, I’m sure he’ll improve a lot next year and pass the examination at I’m sure he’ll improve a lot next year and pass the examination at the end of year well”.the end of year well”.““No, No! That’s quite impossible!,” replied the professor, “Do you No, No! That’s quite impossible!,” replied the professor, “Do you know, last month I asked him when Napoleon died, and he could know, last month I asked him when Napoleon died, and he could not answer it”.not answer it”.““Please, Sir, give him another chance,” said Jack’s father, “You Please, Sir, give him another chance,” said Jack’s father, “You see, we don’t subscribe any newspaper in our house, so none of us see, we don’t subscribe any newspaper in our house, so none of us even know that Napoleon was ill”. even know that Napoleon was ill”.

Questions:Questions:

Part 1Part 1

Mention Mention the orientationthe orientation, , the eventsthe events and and the twistthe twist of the text. of the text.

Questions:Questions:Part 2Part 2

A.A. 1. Why did Jack have to leave the university?1. Why did Jack have to leave the university? 2. What did his father try to do?2. What did his father try to do? 3. What example did the professor give to show how bad a 3. What example did the professor give to show how bad a

student Jack was?student Jack was? 4. Which part is funny? Why is it funny?4. Which part is funny? Why is it funny?B.B. Find words in the story that mean similar to the following Find words in the story that mean similar to the following words.words. 1. Answered1. Answered 2. Get better2. Get better 3. opportunity3. opportunity 4. persuade4. persuade

RECOUNTRECOUNTA. Social FunctionA. Social Function To retell events for the purpose of informing or entertainingTo retell events for the purpose of informing or entertainingB. Generic Structure of the textB. Generic Structure of the text

OrientationOrientation :: provide the setting and introduces provide the setting and introduces participants.participants.

EventsEvents :: tell what happened, in what sequence.tell what happened, in what sequence.ReorientationReorientation :: optional – closure of events.optional – closure of events.

C. Lexicogrammatical FeaturesC. Lexicogrammatical FeaturesFocus onFocus on specific participantsUse ofUse of material processCircumstances ofCircumstances of time and placeFocus onFocus on temporal sequencesUse ofUse of Past Tense

Material Process :: a.a. Material ProcessesMaterial Processes are verbs that show activities are verbs that show activities

which can be seen, such as write, eat, walk, etc.which can be seen, such as write, eat, walk, etc.b.b. Material ProcessesMaterial Processes consist of consist of DOINGDOING and and HAPPENINGHAPPENING..c.c. DOING DOING : create, make, build, develop, send, : create, make, build, develop, send, throw, strew, pour, dissolve, etc.throw, strew, pour, dissolve, etc.d.d. HAPPENING HAPPENING : : move, fall, rise, come, go, soften, move, fall, rise, come, go, soften, harden, melt, etc.harden, melt, etc.

Adverb of time is a word or phrases is a word or phrases indicating when the event indicating when the event happened. e.g. happened. e.g. last week, last last week, last month, last year, last holiday, after month, last year, last holiday, after lunch, on the first day.lunch, on the first day.

Adverb of place is a word or phrase is a word or phrase indicating where the event indicating where the event happened, e.g.happened, e.g. in the shed, in the in the shed, in the yard, etc.yard, etc.

Specific participant is a word is a word indicating a indicating a specific agentspecific agent not not general, e.g. general, e.g. he, she, the man, the he, she, the man, the woman, the girlwoman, the girl, etc., etc.

• Simple Past Tense• The second form of verbs, e.g.

walked, went, did, said, sang, had, etc.

Temporal sequence is a word or is a word or phrase indicating order of event, phrase indicating order of event, e.g. next, after that, before that, e.g. next, after that, before that, then, the next day, etc.then, the next day, etc.

An Example of a RecountAn Example of a Recount

Australian Shearing shedAustralian Shearing shed

The Shearing ShedThe Shearing Shed

Shearing Shed at Lake MungoShearing Shed at Lake Mungo

Example of a RecountExample of a Recount A visit to a sheep property

Last holidays I visited a sheep property. I helped in the shearing sheds and in the yards. On the first day the Merino wethers were crutched. I helped by sweeping up after the rouse about picked up the wool pieces. Shearers started early (at 7.30 am). After lunch, we started shearing the lambs. There were more than 400 so we didn't finish until the next day. Once again I was sweeping and picking up dags. I was tired by the end of the day in the shed but our work wasn't finished. We all had to help to get the wethers and lambs back into the paddocks. As well, we had to get a mob of ewes and their lambs into the yards for shearing the next day. Then it was time for tea (that's what my nanna calls dinner). This was a very long day but I enjoyed it a lot.

VocabulariesVocabularies

Property : things owned or possessionsProperty : things owned or possessions Shearing : cut the wool off with shearsShearing : cut the wool off with shears Shed : home for sheepShed : home for sheep Wether : castrated ram (sheep)Wether : castrated ram (sheep) Crutched : supports used under the armsCrutched : supports used under the arms Lambs : young sheepLambs : young sheep Dags : wool piecesDags : wool pieces Paddocks :small grass fieldPaddocks :small grass field Mob : disorderly crowd or massesMob : disorderly crowd or masses Ewes : female sheepEwes : female sheep Nanna : a woman who takes care of the childrenNanna : a woman who takes care of the children

Analyses of a RecountAnalyses of a Recount

title title A visit to a sheep property A visit to a sheep property

orientationorientation Last holiday I visited a sheep property. I I visited a sheep property. I helped in the shearing shed and in the yard..

sequence of sequence of events events

On the first day the Merino wethers were crutched. I the Merino wethers were crutched. I helped by sweeping up after the rouseabout helped by sweeping up after the rouseabout picked up the wool pieces. Shearers start early (at the wool pieces. Shearers start early (at 7.30 am). 7.30 am).

After lunch, we , we started shearing the lambs. There shearing the lambs. There were more than 400 so we didn't finish until the next were more than 400 so we didn't finish until the next day. Once again I was sweeping and picking up dags. day. Once again I was sweeping and picking up dags.

I was tired I was tired by the end of the day in the shed but our in the shed but our work wasn't finished. We all had to help to get the work wasn't finished. We all had to help to get the wethers and lambs back into the paddocks. As well, wethers and lambs back into the paddocks. As well, we had to get a mob of ewes and their lambs into the we had to get a mob of ewes and their lambs into the yards for shearing the next day. Then it was time for yards for shearing the next day. Then it was time for tea (that's what my nanna calls dinner). tea (that's what my nanna calls dinner).

reorientation reorientation This was a very long day but I enjoyed it a lot. This was a very long day but I enjoyed it a lot.

Exercise on a recountExercise on a recount

Writing a recountWriting a recount

When writing a recount you should:When writing a recount you should:Focus on Focus on individual peopleindividual people e.g. use the words e.g. use the words II

or or wewe..Use words which indicate Use words which indicate whenwhen ( (after lunchafter lunch) )

and and wherewhere the event took place ( the event took place (in the shedin the shed).).Write in the Write in the past tensepast tense ( (had, visitedhad, visited).).Use Use action verbs ((helped, crutchedhelped, crutched).).

Know anKnow an actionaction verb verb when you see onewhen you see one. .

DanceDance! ! SingSing! ! PaintPaint! ! GiggleGiggle! ! ChewChew!! What are these words What are these words doing? They are expressing action, something that a doing? They are expressing action, something that a person, animal, force of nature, or thing can person, animal, force of nature, or thing can dodo. As a result, . As a result, words like these are calledwords like these are called action verbsaction verbs. . Look at the Look at the examples below:examples below:

ClydeClyde sneezessneezes with the force of a tornado. with the force of a tornado. SneezingSneezing is something that Clyde can is something that Clyde can dodo..

Because of the spoiled mayonnaiseBecause of the spoiled mayonnaise, , RickyRicky vomitedvomited potato potato salad all day. salad all day.

VomitingVomiting is something that Ricky can is something that Ricky can dodo--although he might not --although he might not enjoy it. enjoy it.

Sylvia alwaysSylvia always winkswinks at cute guys driving hot cars. at cute guys driving hot cars. WinkingWinking is something that Sylvia can is something that Sylvia can dodo. .

The telephoneThe telephone rangrang with shrill annoying cries. with shrill annoying cries. RingingRinging is something that the telephone can is something that the telephone can dodo. .

ThunderThunder boomedboomed in the distance, sending my poor dog in the distance, sending my poor dog scrambling under the bed. scrambling under the bed.

BoomingBooming is something that thunder can is something that thunder can dodo. .

ANECDOTEANECDOTESocial Function :Social Function :

To To share with othersshare with others an account of an unusual or amusing incident. an account of an unusual or amusing incident.

Structure of the Text :Structure of the Text : AbstractAbstract: signals the retelling of an unusual incident.: signals the retelling of an unusual incident. OrientationOrientation: see the scene.: see the scene. CrisisCrisis: provide details of the unusual incidents.: provide details of the unusual incidents. ReactionReaction: reaction to crisis.: reaction to crisis. CodaCoda: optional reflection or evaluation of the incident.: optional reflection or evaluation of the incident.

Lexicogrammatical Feature :Lexicogrammatical Feature : Use of Use of exclamation, , rhetorical questions and and intensifiers to point up the to point up the

significance of the events.significance of the events. Use of Use of Material Processes to retell what happened.to retell what happened. Use of Use of Temporal Conjunctions

Exclamation

An exclamation is a word, phrase, or sentence spoken with great emotion or intensity.

An exclamation is normally punctuated with an exclamation point at the end.

A sentence ending in an exclamation mark is either an actual exclamation ("Wow!", "Boo!"), a command ("Stop!"), or is intended to be astonishing in some way ("They were the footprints of a gigantic hound!").

Rhetorical Questions Rhetorical QuestionRhetorical Question is a question asked solely to produce an effect or to make an is a question asked solely to produce an effect or to make an

assertion and not to elicit a reply. assertion and not to elicit a reply. Examples of Rhetorical Question :Examples of Rhetorical Question :

Why is a carrot more orange than an orange?Why is a carrot more orange than an orange? “ “What is so rare as a day in June?”What is so rare as a day in June?” Why are there 5 syllables in the word "monosyllabic"? Why are there 5 syllables in the word "monosyllabic"? Why do scientists call it research when looking for something new? Why do scientists call it research when looking for something new? When I erase a word with a pencil, where does it go? When I erase a word with a pencil, where does it go? Why is it, when a door is open it's ajar, but when a jar is open, it's not a door? Why is it, when a door is open it's ajar, but when a jar is open, it's not a door? Why do we put suits in a garment bag and put garments in a suitcase? Why do we put suits in a garment bag and put garments in a suitcase? If con is the opposite of pro, does that mean that congress is the opposite of If con is the opposite of pro, does that mean that congress is the opposite of

progress? progress?

Intensifiers

► Intensity Indicator. Modifies the meaning of the preceding Intensity Indicator. Modifies the meaning of the preceding word to indicate that it is particularly intense. Highest part of word to indicate that it is particularly intense. Highest part of a seven point scale. a seven point scale.

► A A modifier that has that has little meaning except to to intensify the the meaning it it modifies"'up' in '"'up' in 'finished up' is an intensifier"; "'honestly' in 'I up' is an intensifier"; "'honestly' in 'I honestly don't know' is an intensifier“ know' is an intensifier“

► Other examples of intensifiers are Other examples of intensifiers are reallyreally, , veryvery, , quitequite, etc. , etc.

Material Process : a.a. Material Processes Material Processes are verbs that show activities are verbs that show activities

which can be seen, such as write, eat, walk, etc.which can be seen, such as write, eat, walk, etc.

b.b. Material ProcessesMaterial Processes consist of consist of DOINGDOING and and HAPPENINGHAPPENING..

c.c. DOING DOING :: create, make, build, develop, send, create, make, build, develop, send,

throw, strew, pour, dissolve, etc.throw, strew, pour, dissolve, etc.

d.d. HAPPENING HAPPENING :: move, fall, rise, come, go, soften, move, fall, rise, come, go, soften,

harden, melt, etc.harden, melt, etc.

►Temporal sequence is a word or is a word or phrase indicating order of event, phrase indicating order of event, e.g. next, after that, before that, e.g. next, after that, before that, then, the next day, etc.then, the next day, etc.

An Example of AnecdoteAn Example of Anecdote

Example of AnecdoteExample of AnecdoteQuick DecisionsQuick Decisions

A game A game warden noticed how a particular noticed how a particular fellow named Sam consistently caught more fish named Sam consistently caught more fish than anyone else, than anyone else, whereas the other guys would only catch three or four a day. Sam would the other guys would only catch three or four a day. Sam would come in off the lake with a boat full. come in off the lake with a boat full. Stringer after stringer was always packed with freshly was always packed with freshly caught caught trout. The warden, . The warden, curious, asked Sam his secret. The successful fisherman invited , asked Sam his secret. The successful fisherman invited the game warden to the game warden to accompany him and observe. So the next morning the two met at the him and observe. So the next morning the two met at the dock and took off in Sam's boat. When they got to the middle of the lake, Sam stopped the and took off in Sam's boat. When they got to the middle of the lake, Sam stopped the boat, and the warden sat back to see how it was doneboat, and the warden sat back to see how it was done. .

Sam's Sam's approach was simple. He took out a stick of dynamite, was simple. He took out a stick of dynamite, lit it, and threw it in the air. The it, and threw it in the air. The explosion rocked the lake with such a force that dead fish immediately began to surface. rocked the lake with such a force that dead fish immediately began to surface. Sam took out a net and started Sam took out a net and started scooping them up. them up.

Well you can imagine the reaction of the game warden. When he Well you can imagine the reaction of the game warden. When he recovered from the shock from the shock of it all, he began of it all, he began yelling at Sam. "You can't do this! I'll put you in jail, at Sam. "You can't do this! I'll put you in jail, buddy! You will be ! You will be paying every paying every fine there is in the book!" Sam, meanwhile, set his net down and took out there is in the book!" Sam, meanwhile, set his net down and took out another stick of dynamite. He lit it and tossed it in the another stick of dynamite. He lit it and tossed it in the lap of the game warden with these of the game warden with these words, "Are you going to sit there all day complaining, or are you going to fish?" words, "Are you going to sit there all day complaining, or are you going to fish?"

The poor warden was left with a fast decision to make. He was The poor warden was left with a fast decision to make. He was yanked, in one second, from , in one second, from an observer to a participant. A dynamite of a choice had to be made and be made quickly! an observer to a participant. A dynamite of a choice had to be made and be made quickly! Life is like that. Few days go by without our coming face to face with an uninvited, Life is like that. Few days go by without our coming face to face with an uninvited, unanticipated, yet unavoidable decision. Like a unanticipated, yet unavoidable decision. Like a crashing snow snow bank, these decisions , these decisions tumble upon us without warning. Quick. Immediate. Sudden. No upon us without warning. Quick. Immediate. Sudden. No council, no study, no advice. , no study, no advice. Pow!!

VocabulariesVocabularies► Warden = someone whose job is to take care of wild animal in a game reserve Warden = someone whose job is to take care of wild animal in a game reserve ► Fellow = a man who works with usFellow = a man who works with us► Whereas = while (sebaliknya)Whereas = while (sebaliknya)► Stringer after stringer = a number of things coming one after another Stringer after stringer = a number of things coming one after another ► Trout = common river fishTrout = common river fish► Curious = want to know or learnCurious = want to know or learn► Accompany = to go somewhere with someoneAccompany = to go somewhere with someone► Dock = portDock = port► Approach = method of doing somethingApproach = method of doing something► Lit = the second form of the verb lightLit = the second form of the verb light► Explosion = the action of something explodingExplosion = the action of something exploding► Scooping = taking up something with scoop ( round deep spoon for food, sugar, flour )Scooping = taking up something with scoop ( round deep spoon for food, sugar, flour )► Recovered = become betterRecovered = become better► Yelling = shout or say something very loudlyYelling = shout or say something very loudly► Buddy = a friend ( informal )Buddy = a friend ( informal )► Fine = money that you have to pay as punishmentFine = money that you have to pay as punishment► Lap = make someone else deal with something difficult that it is your responsibility Lap = make someone else deal with something difficult that it is your responsibility ► Yanked = suddenly pull something quickly and with forceYanked = suddenly pull something quickly and with force► Crashing = hittingCrashing = hitting► Bank = land along the side of a riverBank = land along the side of a river► Tumble = fall down quickly and suddenlyTumble = fall down quickly and suddenly► Council = a group of people who give adviceCouncil = a group of people who give advice► Pow = interjection used to represent the sound of a gun firing or an explosionPow = interjection used to represent the sound of a gun firing or an explosion

QuestionsQuestions

PartPart 1 1Title Quick Decision

Abstract

Orientation

Crisis

Incident

Coda

Questions Questions Part 2Part 2

Why did the warden ask Sam the secret?Why did the warden ask Sam the secret? How did the warden know the secret?How did the warden know the secret? When they got to the middle of the lake, what did When they got to the middle of the lake, what did

Sam do?Sam do? What was the effect of the dynamite explosion?What was the effect of the dynamite explosion? How was the warden when he heard the How was the warden when he heard the

explosion?explosion? Did he agree with Sam’s approach?Did he agree with Sam’s approach? How did he show his disagreement?How did he show his disagreement? What happened to the warden at the end?What happened to the warden at the end?

NARRATIVE Social Function :Social Function :

To amuse, entertain and to deal with a actual or vicarious experience To amuse, entertain and to deal with a actual or vicarious experience in different ways.in different ways.

Generic Structure :Generic Structure : OrientationOrientation : sets the scene and introduce the participants : sets the scene and introduce the participants EvaluationEvaluation : a stepping back to evaluate the plight. : a stepping back to evaluate the plight. ComplicationComplication : a crises arises : a crises arises ResolutionResolution : the crises is resolved, for better or for worse. : the crises is resolved, for better or for worse. Re-orientationRe-orientation : optional : optional

Lexicogrammatical Features :Lexicogrammatical Features : Focus on Focus on specificspecific and usually and usually individualized participants Use of Use of Material Processes (Behavioral and verbal processes)(Behavioral and verbal processes) Use of Use of Relational Processes and Mental Processesand Mental Processes Use of Use of Temporal Conjunctions and and Temporal circumstancesTemporal circumstances Use of Use of Past Tense

Specific participant is a word indicating a is a word indicating a specific agentspecific agent not general, e.g. not general, e.g. he, she, he, she, the man, the woman, the girlthe man, the woman, the girl, etc., etc.

Material Process :: a.a. Material ProcessesMaterial Processes are verbs that show activities are verbs that show activities

which can be seen, such as write, eat, walk, etc.which can be seen, such as write, eat, walk, etc.

b.b. Material ProcessesMaterial Processes consist of consist of DOINGDOING and and HAPPENINGHAPPENING..

c.c. DOING DOING :: create, make, build, develop, send, create, make, build, develop, send,

throw, strew, pour, dissolve, etc.throw, strew, pour, dissolve, etc.

d.d. HAPPENING HAPPENING :: move, fall, rise, come, go, soften,move, fall, rise, come, go, soften,

If material processesmaterial processes are those of doing and are those of doing and mental mental processesprocesses those of sensing, the other main those of sensing, the other main category, category, relational processesrelational processes, are those of being; , are those of being; for example for example 'Sarah is wise'Sarah is wise', ', 'Tom is the leader'Tom is the leader'. The '. The central meaning of clauses of this type is that central meaning of clauses of this type is that something is. But every language accommodates, something is. But every language accommodates, in its grammar, a number of distinct ways of being, in its grammar, a number of distinct ways of being, expressed as a different types of relational process expressed as a different types of relational process in the clause.in the clause.- Halliday (1985), a pag.112- Halliday (1985), a pag.112

Relational Process is a predicative verb is a predicative verb which relates the subject and the object, or which relates the subject and the object, or complement of the sentence.complement of the sentence.

Example Relational Process are : Example Relational Process are : isis, , consist ofconsist of, , function asfunction as, , derive fromderive from, , to be to be classified intoclassified into, , to be identifiedto be identified as, etc. as, etc.

Temporal sequence is a word or is a word or phrase indicating order of event, e.g. phrase indicating order of event, e.g. next, after that, before that, then, next, after that, before that, then, the next day, etc.the next day, etc.

Simple Past Tense The second form of verbs, e.g. The second form of verbs, e.g.

walked, went, did, said, sang, had, walked, went, did, said, sang, had, etc.etc.

An Example of NarrativeAn Example of Narrative

Example of a Example of a Narrative Snow WhiteSnow White

Once upon time there lived a little girl named Snow White. She Once upon time there lived a little girl named Snow White. She lived with her aunt and uncle because her parents were dead. One day lived with her aunt and uncle because her parents were dead. One day she heard her uncle and aunt talking about leaving Snow White in the she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have because they both wanted to go to America and they didn’t have enough money to take Snow White. Snow White did not want her enough money to take Snow White. Snow White did not want her uncle and aunt to do this so she decided it would be best if she ran uncle and aunt to do this so she decided it would be best if she ran away. The next morning she ran away from home when her aunt and away. The next morning she ran away from home when her aunt and uncle were having breakfast. She ran away into the woods. She was uncle were having breakfast. She ran away into the woods. She was very tired and hungry. Then she saw this little very tired and hungry. Then she saw this little cottage. She knocked . She knocked but no one answered so she went inside and fell asleep. but no one answered so she went inside and fell asleep. Meanwhile, , the seven dwarfs were coming home from work. They went inside. the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. There they found Snow White sleeping. Then Snow White woke up. She saw the She saw the dwarfs. The dwarfs said, what is your name? Snow White . The dwarfs said, what is your name? Snow White said, ‘My name is Snow White’. said, ‘My name is Snow White’. Doc said, “if you wish, you may live said, “if you wish, you may live here with us”. Snow White told the dwarfs the whole story and Snow here with us”. Snow White told the dwarfs the whole story and Snow White and the 7 dwarfs live happily ever after.White and the 7 dwarfs live happily ever after.

Vocabularies

CastleCastle = a very large strong building as a = a very large strong building as a safe placesafe place

CottageCottage = a small house in the country = a small house in the country MeanwhileMeanwhile = while something else is = while something else is

happeninghappening DwarfsDwarfs = an imaginary creature that looks = an imaginary creature that looks

like a small manlike a small man Doc Doc = = spokenspoken a doctor a doctor

An Analysis of An Analysis of Snow White

TitleTitle Snow WhiteSnow White

OrientationOrientation Once upon time there lived a little girl named Snow White. She lived with her Once upon time there lived a little girl named Snow White. She lived with her aunt and uncle because her parents were dead.aunt and uncle because her parents were dead.

Major ComplicationMajor Complication One day she heard her uncle and aunt talking about leaving Snow White in the One day she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough because they both wanted to go to America and they didn’t have enough money to take Snow White.money to take Snow White.

Resolution 1Resolution 1 Snow White did not want her uncle and aunt to do this, so she decided it would Snow White did not want her uncle and aunt to do this, so she decided it would be best if she ran away. The next morning she ran away from home when her be best if she ran away. The next morning she ran away from home when her aunt and uncle were having breakfast. She ran away into the woods.aunt and uncle were having breakfast. She ran away into the woods.

Complication 2Complication 2 She was very tired and hungry.She was very tired and hungry.

Resolution 2Resolution 2 Then she saw this little Then she saw this little cottage. She knocked but no one answered so she . She knocked but no one answered so she went inside and fell asleep.went inside and fell asleep.

Complication 3Complication 3 Meanwhile, the seven dwarfs were coming home from work. They went inside. , the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw There they found Snow White sleeping. Then Snow White woke up. She saw the the dwarfs. The dwarfs said, what is your name? Snow White said, ‘My name is . The dwarfs said, what is your name? Snow White said, ‘My name is Snow White’.Snow White’.

Resolution 3Resolution 3 Doc said, “if you wish, you may live here with us”. Snow White told the dwarfs said, “if you wish, you may live here with us”. Snow White told the dwarfs the whole story and Snow White and the 7 dwarfs live happily ever after.the whole story and Snow White and the 7 dwarfs live happily ever after.

Exercise on Exercise on Narrative

Why do Hawks hunt chicks?Why do Hawks hunt chicks?

Once upon a time, a Once upon a time, a hawk fell in love with a fell in love with a hen. The hawk flew . The hawk flew down from the sky and asked the hen, “Will you marry me?”down from the sky and asked the hen, “Will you marry me?”

The hen loved the brave, strong hawk and wished to marry him. The hen loved the brave, strong hawk and wished to marry him. But she said, ”I cannot fly as high as you can. If you give me time, But she said, ”I cannot fly as high as you can. If you give me time, I may learn to fly as high as you. Then we can fly together.”I may learn to fly as high as you. Then we can fly together.”

The hawk agreed. Before he went away, he gave the hen a ring. The hawk agreed. Before he went away, he gave the hen a ring. “This is to show that you have promised to marry me, ”said the “This is to show that you have promised to marry me, ”said the hawk. hawk.

It so happened that the hen had already promised to marry a It so happened that the hen had already promised to marry a rooster. So, when the rooster saw the ring, he became very angry. . So, when the rooster saw the ring, he became very angry. “Throw that ring away at once!” shouted the rooster. The hen was “Throw that ring away at once!” shouted the rooster. The hen was so frightened at the rooster’s anger that she threw away the ring so frightened at the rooster’s anger that she threw away the ring immediately. immediately.

When the hawk came a few months later, the hen told him the When the hawk came a few months later, the hen told him the truth. The hawk was so truth. The hawk was so furious that he that he cursed the hen, “Why the hen, “Why didn’t you tell me earlier?” Now, you’ll always be scratching the didn’t you tell me earlier?” Now, you’ll always be scratching the earth, and I always be flying above to catch your children, “said earth, and I always be flying above to catch your children, “said the hawk. the hawk.

Vocabulary

furious = extremely angryfurious = extremely angry curse = to swearcurse = to swear

A hawk

A rooster

A hen

Questions Part 1Part 1

1. What is the purpose of the text?1. What is the purpose of the text?2. Does the story begin with:2. Does the story begin with: a. Who was involved?a. Who was involved? b. What happened?b. What happened? c. Where and when it happened?c. Where and when it happened?3. On paragraph 2 and 4, did the hen face any problems to marry the 3. On paragraph 2 and 4, did the hen face any problems to marry the

hawk?hawk?4. How did she solve the problems?4. How did she solve the problems?5. In which paragraphs can you find the hen’s solution?5. In which paragraphs can you find the hen’s solution?6. Does the story end in happy or sad ending?6. Does the story end in happy or sad ending?7. Does the story happened in the past or present?7. Does the story happened in the past or present?8. The words used to tell the past event are: ……… and ……… 8. The words used to tell the past event are: ……… and ……… 9. The words used to tell the order of events are: ……….9. The words used to tell the order of events are: ……….10. Write several action verbs that you can find in the text. 10. Write several action verbs that you can find in the text.

Questions Part 2Part 2

• Read the story carefully to find out its text structure. Then discuss with a partner to label the parts of narrative structure.

What are they doing?What are they doing?

PROCEDUREPROCEDURE Social FunctionSocial Function

• To To describe how somethingdescribe how something is accomplished through a is accomplished through a sequence of actions or stepssequence of actions or steps..

Generic StructureGeneric Structure• GoalGoal• MaterialMaterial (not required for all procedural texts). (not required for all procedural texts).• Steps 1 – n (1.e., goal followed by a series of steps oriented to Steps 1 – n (1.e., goal followed by a series of steps oriented to

achieving the goal).achieving the goal).

Lexicogrammatical FeaturesLexicogrammatical Features• Focus on Focus on generalized human agents..• Use of Use of simple present tense, often , often ImperativeImperative..• Use mainly of Use mainly of temporal conjunctions (or numbering to indicate (or numbering to indicate

sequence).sequence).• Use mainly of Use mainly of Material Processes..

Generalized human agent is a word is a word or a phrase indicating a or a phrase indicating a general general agentagent not specific, e.g. not specific, e.g. a man, a a man, a woman, a doctor, a policemanwoman, a doctor, a policeman, etc., etc.

Simple Present Tense is the first form is the first form of verb e.g. of verb e.g. goes, plays, singsgoes, plays, sings for the for the third person singular (third person singular (sheshe, , he, ithe, it) and ) and study, work, writestudy, work, write for the first, the for the first, the second, and the plural third person (second, and the plural third person (I, I, you, we, theyyou, we, they).).

ImperativeImperative is the first form of verb or is the first form of verb or infinitive used infinitive used in front of a sentencein front of a sentence..

Temporal conjunction is a word or phrase indicating time to connect two sentences, e.g. when, while, at the time, etc.

Numbering is used to indicate sequence, e.g. one or first, two or second, etc.

Material Process : a. Material Processes are verbs that show activities which can be seen, such as write, eat, walk, etc.b. Material Processes consist of DOING and HAPPENING.c. DOING : create, make, build, develop, send, throw, strew, pour, dissolve, etc.d. HAPPENING : move, fall, rise, come, go, soften, harden, melt, etc.

Example of ProcedureExample of ProcedureThe Hole GameThe Hole Game

► Materials Materials neededneeded : : A hole in ground and a line (distance) to A hole in ground and a line (distance) to start from.start from.

► Two players : oTwo players : one marble per personne marble per person

► Method (step 1- n)Method (step 1- n)

► First you must dub (click marbles together). Then you must First you must dub (click marbles together). Then you must check that the marbles are in good condition and are nearly check that the marbles are in good condition and are nearly worth the same value. Next you must dig a hole in the ground worth the same value. Next you must dig a hole in the ground and draw a line a fair distance away from the hole. The first and draw a line a fair distance away from the hole. The first player carefully throws his or her marble toward the hole. player carefully throws his or her marble toward the hole. Then the second player tries to throw his or her marble closer Then the second player tries to throw his or her marble closer to the hole than his or her opponent. The player whose marble to the hole than his or her opponent. The player whose marble is closest to the hole tries to flick his or her opponent’s marble is closest to the hole tries to flick his or her opponent’s marble into the hole. The person flicking the last marble into the hole into the hole. The person flicking the last marble into the hole wins and gets to keep both marbles.wins and gets to keep both marbles.

Analysis of a ProcedureAnalysis of a Procedure

TitleTitle The hole gameThe hole game

GoalGoal flicking the marble into the holeflicking the marble into the hole

MaterialsMaterials A hole in ground and a line A hole in ground and a line (distance) to start from.(distance) to start from.

Steps Steps 1. Click the marble1. Click the marble

2. Check the marble2. Check the marble

3. Dig a hole and draw a line3. Dig a hole and draw a line

4. Throw the marble4. Throw the marble

5. Flick the opponent’s marble 5. Flick the opponent’s marble

Exercise on a ProcedureExercise on a ProcedureGerminating petunia seedsGerminating petunia seeds

► Follow these instructions to germinate petunia seeds.Follow these instructions to germinate petunia seeds.► You will need:You will need:

• a packet of petunia seeds • a packet of petunia seeds • a seed tray or small pots • a seed tray or small pots • loamy friable soil or potting mix• loamy friable soil or potting mix• water• water• fertilizer.• fertilizer.

► Fill seed tray with soil.Fill seed tray with soil.► Incorporate fertilizer into soil.Incorporate fertilizer into soil.► Scatter seeds on the surface of the soil.Scatter seeds on the surface of the soil.► Cover seeds with a 3 mm layer of soil. Press firmly.Cover seeds with a 3 mm layer of soil. Press firmly.► Spray water to moisten the seed bed.Spray water to moisten the seed bed.► Place seed tray in warm, sunny position (at least 25 deg. C).Place seed tray in warm, sunny position (at least 25 deg. C).► Keep soil moist by watering gently while seeds are Keep soil moist by watering gently while seeds are

germinating. Seeds will germinate in approximately 10 - 14 germinating. Seeds will germinate in approximately 10 - 14 days.days.

QuestionsQuestionsPart 1Part 1

►Work with your partner to find Work with your partner to find the the structure of the text.structure of the text.

TitleTitle

GoalGoal

MateMaterialsrials

StepSteps s

Example of ProcedureExample of Procedure

REPORTREPORT

Social Function of the textSocial Function of the text To To describe the way things aredescribe the way things are, with reference to a range of , with reference to a range of

natural, man made and social phenomena in our environment.natural, man made and social phenomena in our environment.

The Structure of the textThe Structure of the text General classificationGeneral classification: tells. what the phenomenon under discussion : tells. what the phenomenon under discussion

is.is. DescriptionDescription: tells what the phenomenon under discussion is like in : tells what the phenomenon under discussion is like in

terms of (1) terms of (1) partsparts, (2) , (2) qualitiesqualities, (3) , (3) habitshabits or or behaviorsbehaviors, if living; , if living; usesuses, if non natural., if non natural.

Lexicogrammatical FeaturesLexicogrammatical Features Focus on Focus on Generic humanGeneric human and and generic non human Participantsgeneric non human Participants.. Use of:Use of:

Material Processes, e.g. has produced, have developed, to feed., e.g. has produced, have developed, to feed. Relational Processes, e.g. is, could have cause, are., e.g. is, could have cause, are. Mental Processes, e.g. feel., e.g. feel.

Use of Use of ComparativeComparative: : Contrastive and and Consequential Conjunction.. ReasoningReasoning expressed as verbs and nouns (abstraction). expressed as verbs and nouns (abstraction).

Material Process :: a.a. Material ProcessesMaterial Processes are verbs that show activities are verbs that show activities

which can be seen, such as write, eat, walk, etc.which can be seen, such as write, eat, walk, etc.

b.b. Material ProcessesMaterial Processes consist of consist of DOINGDOING and and HAPPENINGHAPPENING..

c.c. DOING DOING :: create, make, build, develop, send, create, make, build, develop, send,

throw, strew, pour, dissolve, etc.throw, strew, pour, dissolve, etc.

d.d. HAPPENING HAPPENING :: move, fall, rise, come, go, soften,move, fall, rise, come, go, soften,

If material processesmaterial processes are those of doing are those of doing and and mental processesmental processes those of sensing, those of sensing, the other main category, the other main category, relational relational processesprocesses, are those of being; for example , are those of being; for example 'Sarah is wise'Sarah is wise', ', 'Tom is the leader'Tom is the leader'. The '. The central meaning of clauses of this type is central meaning of clauses of this type is that something is. But every language that something is. But every language accomodates, in its grammar, a number of accomodates, in its grammar, a number of distinct ways of being, expressed as a distinct ways of being, expressed as a different types of relational process in the different types of relational process in the clause.clause.- Halliday (1985), a pag.112- Halliday (1985), a pag.112

Contrastive is a word showing is a word showing contrast, comparison or different contrast, comparison or different from the other, e.g. from the other, e.g.

Consequential conjunctionConsequential conjunction is a word is a word or phrase showing as a result of or phrase showing as a result of doing something, e.g. therefore, as a doing something, e.g. therefore, as a result, etc. result, etc.

Example of a ReportExample of a Report

Image of whaleImage of whale

Example of a ReportExample of a Report

WhalesWhalesWhales are sea – living mammals. They therefore Whales are sea – living mammals. They therefore

breathe air but cannot air but cannot survive on land. Some species are very on land. Some species are very large large indeed and the blue whale, which can and the blue whale, which can exceed 30 m in 30 m in length, is the largest animal to have lived on earth. length, is the largest animal to have lived on earth. Superficially, the whale looks rather like a fish, but there are , the whale looks rather like a fish, but there are important differences in its important differences in its external structure: its tail consists structure: its tail consists of a pair of broad, of a pair of broad, flat, horizontal , horizontal paddles (the tail of a fish is (the tail of a fish is vertical) and it has a single vertical) and it has a single nostril on top of its large, broad on top of its large, broad head. The skin is smooth and shinny and beneath it lies a head. The skin is smooth and shinny and beneath it lies a layer of fat (of fat (blubber). This is up to 30 cm in the kitchen and ). This is up to 30 cm in the kitchen and serve to converse that heat and body serve to converse that heat and body fluids..

VocabulariesVocabularies Breathe = take air into the lungs and send out againBreathe = take air into the lungs and send out again Survive = continue to live or existSurvive = continue to live or exist Indeed = really; to intensifyIndeed = really; to intensify Exceed = be greater than; go beyond what is allowed Exceed = be greater than; go beyond what is allowed Superficially = Superficially = advadv on the surface on the surface External = outside; situated on the outsideExternal = outside; situated on the outside Flat = smooth and level; evenFlat = smooth and level; even Paddles = short oar with a broad blade at one or both endsPaddles = short oar with a broad blade at one or both ends Nostril = either of the two external openings in the noseNostril = either of the two external openings in the nose Layer = thickness of material Layer = thickness of material Blubber = fat of whalesBlubber = fat of whales Fluids = liquid substanceFluids = liquid substance

Analysis of a ReportAnalysis of a Report

TitleTitle WhalesWhales

General General ClassificationClassification

Whales are sea –living mammals.Whales are sea –living mammals.

QualitiesQualities

PartsParts

Behavior or Behavior or UseUse

They They therefore breathe air but cannot survive air but cannot survive on land. on land. Some species are very large indeed indeed and and the blue whale, which can exceed 30 m in length, is the largest animal to have lived on earth. Superficially, the whale to have lived on earth. Superficially, the whale looks rather like a fish, but there are important looks rather like a fish, but there are important differences in its external structure: differences in its external structure: its tail consists of a pair of broad, flat, horizontal paddles (the tail of a fish is vertical) and it has a single (the tail of a fish is vertical) and it has a single nostril on top of its large, broad head. The skin nostril on top of its large, broad head. The skin is smooth and shinny and beneath it lies a layer is smooth and shinny and beneath it lies a layer of fat (blubber). This is up to 30 cm in the of fat (blubber). This is up to 30 cm in the kitchen and serve to converse that heat and kitchen and serve to converse that heat and body fluids.body fluids.

Exercise on a Report TextExercise on a Report TextPart 1Part 1

Camp Splash

Camp Kiss Camp handshake

Dolphin Camp

Dolphin CampDolphin Camp

Dolphin Camp is a seven-day program that Dolphin Camp is a seven-day program that introduces children to the amazing world of introduces children to the amazing world of dolphins. Students meet DRC‘ s dolphins. Students meet DRC‘ s resident dolphin dolphin population, learning to respect each dolphin as an population, learning to respect each dolphin as an individual through observation of their unique individual through observation of their unique behavioral and physical characteristics. The course behavioral and physical characteristics. The course includes a unique includes a unique blend of classroom discussions, of classroom discussions, observation time, and hands-on activities and observation time, and hands-on activities and proves that learning can be fun!  Games and activities are that learning can be fun!  Games and activities are also scheduled every evening at our comfortable also scheduled every evening at our comfortable dormitory, , conducted by the DRC Dolphin Camp by the DRC Dolphin Camp chaperone. Class sizes average twelve to fourteen . Class sizes average twelve to fourteen students to ensure individualized instruction. students to ensure individualized instruction. Dolphin Camp learning activities differ each year to Dolphin Camp learning activities differ each year to ensure a new experience for returning students. a new experience for returning students. Dolphin Camp courses available for the 2006 season Dolphin Camp courses available for the 2006 season are Team Tanner (For campers age 10-11), Delphi’sare Team Tanner (For campers age 10-11), Delphi’s Discoverers (For campers age 12-14).Discoverers (For campers age 12-14).

Vocabularies

Resident = someone who lives in a house or hotel

Blend = a mixture of different people Proves = show that something is true by

providing facts Dormitory = a large room in a boarding school Conducted = carried out Chaperone = parent or teacher Ensure = make it sure that something will happen

Analysis of Dolphin CampQuestions Part 1

Title

General Classification

Qualities

Parts

Behavior or use

Questions Part 2

1. Mention the material processes and the relational processes used in the text above.

2. Mention parts, qualities or uses used in the text above.

3. Does the writer use the mental processes? If any, mention the mental processes used in the text.

Analysis of Dolphin CampAnalysis of Dolphin Camp

TitleTitle Dolphin CampDolphin Camp

General General ClassificationClassification

Dolphin Camp is a seven-day program that introduces Dolphin Camp is a seven-day program that introduces children to the amazing world of dolphins.children to the amazing world of dolphins.

QualitiesQualities

PartsParts

UseUse

Students meet DRC's resident dolphin population, Students meet DRC's resident dolphin population, learning to respect each dolphin as an individual through learning to respect each dolphin as an individual through observation of their unique behavioral and physical observation of their unique behavioral and physical characteristics. The course includes a unique blend of characteristics. The course includes a unique blend of classroom discussions, observation time, and hands-on classroom discussions, observation time, and hands-on activities and proves that learning can be fun!  Games activities and proves that learning can be fun!  Games and activities are also scheduled every evening at our and activities are also scheduled every evening at our comfortable dormitory, conducted by the DRC Dolphin comfortable dormitory, conducted by the DRC Dolphin Camp chaperone. Class sizes average twelve to fourteen Camp chaperone. Class sizes average twelve to fourteen students to ensure individualized instruction. Dolphin students to ensure individualized instruction. Dolphin Camp learning activities differ each year to ensure a Camp learning activities differ each year to ensure a new experience for returning students. Dolphin Camp new experience for returning students. Dolphin Camp courses available for the 2006 season are Team Tanner courses available for the 2006 season are Team Tanner (For campers age 10-11), Delphi’s(For campers age 10-11), Delphi’s Discoverers (For Discoverers (For campers age 12-14),campers age 12-14),

Exercise on a ReportExercise on a Report

Harvesting machinesHarvesting machines

Headers harvest crops such as wheat, Headers harvest crops such as wheat, barley and and oats. . These machines are also known as combine harvesters. These machines are also known as combine harvesters. Headers combine the three operations needed to harvest a Headers combine the three operations needed to harvest a crop -- crop -- reaping, , threshing and and winnowing..

The comb on the front of the header cuts the heads off the The comb on the front of the header cuts the heads off the stalks (reaping). The (reaping). The auger pulls the heads into the pulls the heads into the machine. The stalks left standing in the machine. The stalks left standing in the paddock are called are called stubble. .

Threshing involves separating the grains from the head. Threshing involves separating the grains from the head. The drum rotates, beating the heads. The drum rotates, beating the heads. Straw and and chaff (bits (bits of stalk) are fed out the back of the header. Straw is spread of stalk) are fed out the back of the header. Straw is spread over the ground. Stock can over the ground. Stock can graze on this and the standing on this and the standing stubble left after harvest. stubble left after harvest.

There are a number of screens in the header. Grain passes There are a number of screens in the header. Grain passes over these and fans blow the over these and fans blow the husks away. This is called away. This is called winnowing. The clean grain is stored in the box. When this winnowing. The clean grain is stored in the box. When this is full the grain is augured out into a is full the grain is augured out into a chaser bin or truck.bin or truck.

VocabulariesVocabularies

Barley = plant producing grain for food or alcoholBarley = plant producing grain for food or alcohol Oats = grain eaten by people or animalsOats = grain eaten by people or animals Reaping = cut and gather a crop of grainReaping = cut and gather a crop of grain Threshing = separate the grain from the rest of cornThreshing = separate the grain from the rest of corn Winnowing = blow the chaff (outer part) away from grainWinnowing = blow the chaff (outer part) away from grain Stalks = a long narrow part of a plant that supports leaves, Stalks = a long narrow part of a plant that supports leaves,

etc. etc. Auger = a tool for making a hole in wood or in the groundAuger = a tool for making a hole in wood or in the ground Paddock = a small field near a house or stablePaddock = a small field near a house or stable Stubble = short stiff hairs that grow on a man’s faceStubble = short stiff hairs that grow on a man’s face Straw = the dried stems of wheat used for animals to sleep on Straw = the dried stems of wheat used for animals to sleep on

Chaff = outer seed coverChaff = outer seed cover Bits = a littleBits = a little Graze = eat grassGraze = eat grass Husks = outer seed coverHusks = outer seed cover Chaser = a stronger alcoholic drinkChaser = a stronger alcoholic drink

QuestionsQuestionsPart 1Part 1

TitleTitle

General General statementstatement

Series of Series of descriptiondescription

Questions Part 2

1. What is the machine called?2. What is the other name of the machine?3. How many activities can be done by the

machine and what are they?4. In what operation is ‘the head is cut off”?5. What is the function of the screen in header?

DESCRIPTIONDESCRIPTION

Social FunctionSocial Function ToTo describe describe a particular person, place or thinga particular person, place or thing..

The Structure of the TextThe Structure of the Text IdentificationIdentification: : Identifies phenomenonIdentifies phenomenon to be to be

describedescribe.. DescriptionDescription: : describedescribe partsparts, , qualitiesqualities, ,

characteristicscharacteristics.. Lexicogrammatical FeaturesLexicogrammatical Features

Focus onFocus on specific participantsspecific participants.. Use ofUse of AttributiveAttributive andand Identifying ProcessesIdentifying Processes.. Frequent Use ofFrequent Use of EpithetsEpithets andand Classifiers in nominal Classifiers in nominal

groupsgroups.. Use ofUse of simple present tensesimple present tense..

Specific participant is a word is a word indicating a indicating a specific agentspecific agent not not general, e.g. general, e.g. he, she, the man, the he, she, the man, the woman, the girlwoman, the girl, etc., etc.

An attributive adjective comes before a noun and not after a copula verb, like BE, SEEM, etc.

A predicative adjective comes after a copula verb (linking verb) and not before a noun.

Technical termsTechnical terms

An epithet (Greek - επιθετον and Latin - epitheton; literally meaning 'imposed') is a descriptive word or phrase

Some epithets are known by the Latin term epitheton necessarium because they are required to distinguish the bearers, e.g. as an alternative to ordinals after a prince's name—say Richard the Lionheart, or Charles the Fat alongside Charles the Bald. Still the same epithet can be used repeatedly, in different spheres of life and/or joined to different names, say Alexander the Great as well as Suleiman the Great.

An Example of DescriptionAn Example of DescriptionLondonLondon

London, the capital city of England, has been one of the major cities London, the capital city of England, has been one of the major cities in Europe for centuries. Because of its long history, it has many old in Europe for centuries. Because of its long history, it has many old buildings.buildings.

The historical center of London is now a relatively small area still The historical center of London is now a relatively small area still known as the City, which known as the City, which covers only about 2,6 sq km (about 1 sq mi). The only about 2,6 sq km (about 1 sq mi). The city is capitalized, to city is capitalized, to distinguish it from the larger metropolis. This is where it from the larger metropolis. This is where London began as a Roman colonial town around AD 50, at the point where London began as a Roman colonial town around AD 50, at the point where the Roman built the first bridge in London. Today this area is one of the the Roman built the first bridge in London. Today this area is one of the world’s leading financial centers. Most of the financial activities are world’s leading financial centers. Most of the financial activities are crowded along Threadneedle Street, near the crowded along Threadneedle Street, near the intersection known as Bank, known as Bank, which include the which include the huge bank of England complex, the Royal Exchange, bank of England complex, the Royal Exchange, and the Stock Exchange. The permanent residential population of the city and the Stock Exchange. The permanent residential population of the city is now less than 6000, but about 350, 000 is now less than 6000, but about 350, 000 commute here daily to work. here daily to work. The only large residential portion of the city is the Barbican Center, a The only large residential portion of the city is the Barbican Center, a concrete complex of towers, parking garages, and complex of towers, parking garages, and pedestrian walkways walkways located on the northern edge of the city. The Barbican was built to replace located on the northern edge of the city. The Barbican was built to replace older building destroyed in World War II (1939 – 1945), when the Germans older building destroyed in World War II (1939 – 1945), when the Germans heavily bombed London.heavily bombed London.

VocabulariesVocabularies

Covers = includeCovers = include Distinguish = able to understand, recognize the Distinguish = able to understand, recognize the

differencedifference Intersection = a place where roads cross each otherIntersection = a place where roads cross each other Huge = extremely largeHuge = extremely large Commute = regularly travel a long distance to get to Commute = regularly travel a long distance to get to

work work Concrete = clearly based on facts rather than beliefsConcrete = clearly based on facts rather than beliefs Pedestrian = someone who is walkingPedestrian = someone who is walking

Natural Bridge Natural ParkNatural Bridge Natural Park

Exercise on a DescriptionExercise on a Description

Natural Bridge Natural Park

Natural Bridge Natural Park is a luscious tropical rain forest. It is located 110 kilometers south of Brisbane and is reached by following the Pacific Highway to Nerang and then by traveling through the Numinbah Valley. This scenic roadway lies in the shadow of the Lamington National Park. The phenomenon of the rock formed into a natural ‘arch’ and the cave through which a waterfall cascades is a short 1 kilometer walk below a dense rainforest canopy from the main picnic area. Swimming is permitted in the rock pools. Night-visitors to the cave will discover the unique feature of the glow worms. Picnic areas offer toilets, barbecues, shelter shed, water and fire places; however, overnight camping is not permitted.

VocabulariesVocabularies

Luscious = extremely good, interesting Scenic = surrounded by views of beautiful countryside Arch = something with a curved top Cave = a large natural hole in the side of a cliff or hill

or under the ground Waterfall = water that falls straight down over a cliff or big rock Cascades = something that hangs down in large

quantities Dense = a lot of mass Glow worms = an insect which gives out light from its

body

Analysis of Natural Bridge Natural ParkAnalysis of Natural Bridge Natural Park

Title

General statement

Series of description

EXPLANATION

Social FunctionSocial FunctionTo To explain the processesexplain the processes involved in the formation or workings involved in the formation or workings

of natural or sociocultural phenomena of natural or sociocultural phenomena Generic StructureGeneric Structure

AA general statementgeneral statement to position the reader. to position the reader.AA sequenced explanation sequenced explanation of why or how something occurs. of why or how something occurs.

Lexicogrammatical FeaturesLexicogrammatical FeaturesFocus on Focus on Generic, non human participants, non human participants..Use mainly of Use mainly of Material and Relational ProcessesMaterial and Relational Processes..Use mainly of Use mainly of TemporalTemporal and and Causal CircumstancesCausal Circumstances and and

ConjunctionsConjunctions..Some use of Some use of Passive VoicePassive Voice to get theme right. to get theme right.

• use of use of non-human participants (the sea, the (the sea, the mountains, the computers, the engine) mountains, the computers, the engine)

• use of action verbs (falls, rises, changes) use of action verbs (falls, rises, changes) • uses time relationships (first, then, uses time relationships (first, then,

following, finally)following, finally)• use of cause/effect relationships (then, as a use of cause/effect relationships (then, as a

consequence, so, if) consequence, so, if) • conjunctions (when, then, first, after this conjunctions (when, then, first, after this

so) so) • some passives (is saturated, are changed) some passives (is saturated, are changed) • Explanations involve the stating of reasons Explanations involve the stating of reasons

for an activity or process. for an activity or process.

Example of ExplanationExample of Explanation

TsunamiTsunami

Tsunamis occur when a major fault under the ocean floor Tsunamis occur when a major fault under the ocean floor suddenly slips. The displaced rock pushes water above it like a suddenly slips. The displaced rock pushes water above it like a giant paddle, producing powerful water waves at the ocean giant paddle, producing powerful water waves at the ocean surface. The ocean waves spread out from the vicinity of the surface. The ocean waves spread out from the vicinity of the earthquake source and move across the ocean until they earthquake source and move across the ocean until they reach the coastline, where their height increases as they reach the coastline, where their height increases as they reach the continental shelf, the part of the earth’s crust that reach the continental shelf, the part of the earth’s crust that slopes, or rises, from the ocean floor up to the land.slopes, or rises, from the ocean floor up to the land.

Tsunamis wash ashore with often disastrous effects such Tsunamis wash ashore with often disastrous effects such as severe flooding, loss of lives due to drowning, and damage as severe flooding, loss of lives due to drowning, and damage to property.to property.

A tsunami is a very large sea wave that is generated by A tsunami is a very large sea wave that is generated by disturbance along the ocean floor. This disturbance can be an disturbance along the ocean floor. This disturbance can be an earthquake, a landslide, or a volcanic eruption. A tsunami is earthquake, a landslide, or a volcanic eruption. A tsunami is undetectable far out in the ocean, but once it reaches shallow undetectable far out in the ocean, but once it reaches shallow water, this fast-traveling were grows very large. water, this fast-traveling were grows very large.

Analysis ofAnalysis of TsunamiTsunami

Genre for SMA, roz’06

Title Tsunami

General Statement

Tsunamis occur when a major fault under the ocean floor suddenly slips.

SequenceExplanation

The displaced rock pushes water above it like a giant paddle, producing powerful water waves at the ocean surface. The ocean waves spread out from the vicinity of the earthquake source and move across the ocean until they reach the coastline, where their height increases as they reach the continental shelf, the part of the earth’s crust that slopes, or rises, from the ocean floor up to the land. Tsunamis wash ashore with often disastrous effects such as severe flooding, loss of lives due to drowning, and damage to property.

Closing A tsunami is a very large sea wave that is generated by disturbance along the ocean floor. This disturbance can be an earthquake, a landslide, or a volcanic eruption. A tsunami is undetectable far out in the ocean, but once it reaches shallow water, this fast-traveling were grows very large.

QuestionsQuestions Which of these is the purpose of the text?Which of these is the purpose of the text?

a. To describe the way things are.a. To describe the way things are.b. To explain the natural phenomenonb. To explain the natural phenomenon

How many action verbs are there used in the text? How many action verbs are there used in the text? What are they?What are they?

Are the any abstract words in the text? What are Are the any abstract words in the text? What are they?they?

How many sentences are there written in the How many sentences are there written in the passive form? Write them.passive form? Write them.

Are there any conjunctions used in the text? Mention Are there any conjunctions used in the text? Mention them.them.

Is the text mostly written in present tense?Is the text mostly written in present tense? Is there any adverbial phrase?Is there any adverbial phrase? Do you find many noun phrases used in the text?Do you find many noun phrases used in the text?

Exercise on ExplanationExercise on Explanation

A brief Summary of Speech ProductionA brief Summary of Speech Production

Speech production is made possible by the specialized Speech production is made possible by the specialized movements of our vocal organs that generate speech sounds movements of our vocal organs that generate speech sounds waves. Like all sound production, speech production requires waves. Like all sound production, speech production requires a source of energy. The source of energy for speech a source of energy. The source of energy for speech production is the steady stream of air that comes from the production is the steady stream of air that comes from the lungs as we exhale. When we breathe normally, the air stream lungs as we exhale. When we breathe normally, the air stream is inaudible. To become audible, the air stream must vibrate is inaudible. To become audible, the air stream must vibrate rapidly. The vocal cords cause the air stream to vibrate. As we rapidly. The vocal cords cause the air stream to vibrate. As we talk, the vocal cords open and close rapidly, chopping up the talk, the vocal cords open and close rapidly, chopping up the steady air stream into a series of puffs. These puffs are heard steady air stream into a series of puffs. These puffs are heard as a buzz. But this buzz is still not speech. To produce speech as a buzz. But this buzz is still not speech. To produce speech sounds, the vocal tract must change shape. During speech we sounds, the vocal tract must change shape. During speech we continually alter the shape of the vocal tract by moving the continually alter the shape of the vocal tract by moving the tongue and lips, etc. These movements change the acoustic tongue and lips, etc. These movements change the acoustic properties of the vocal tract, which in turn produce the properties of the vocal tract, which in turn produce the different sounds of speech.different sounds of speech.

Analysis of ExplanationAnalysis of Explanation

TitleTitle

General General StatementStatement

Sequence Sequence ExplanationExplanation

ClosingClosing

ANALYTICAL EXPOSITIONANALYTICAL EXPOSITION

Social FunctionSocial Function To To persuade the reader or listenerpersuade the reader or listener that something should that something should

or should not be the case.or should not be the case. Generic StructureGeneric Structure

ThesisThesis Position: Introduces topic and indicates writer’s position.Position: Introduces topic and indicates writer’s position. Preview: Outlines the main arguments to be presented.Preview: Outlines the main arguments to be presented.

ArgumentsArguments Point: restates main arguments outlined in Preview.Point: restates main arguments outlined in Preview. Elaboration: develops and supports each point/ argument.Elaboration: develops and supports each point/ argument.

ReiterationReiteration: restates writer’s position.: restates writer’s position. Lexicogrammatical FeatureLexicogrammatical Feature

Focus on Focus on Generic humanGeneric human andand non- human participantsnon- human participants.. Use of Use of simple present tensesimple present tense.. Use of Use of Relational ProcessesRelational Processes.. Use of Use of Internal ConjunctionInternal Conjunction to state argument. to state argument. ReasoningReasoning through through Causal ConjunctionCausal Conjunction or Nominalization or Nominalization

Generic Human participant is a word participant is a word or a phrase indicating or a phrase indicating a generala general agentagent not specific, e.g. not specific, e.g. a man, a a man, a woman,woman, a doctora doctor, etc. , etc.

Generic non-Human agent Generic non-Human agent isis likelike one one way, a method, way, a method, etc.etc.

Simple Present Tense is the first form of is the first form of verb e.g. verb e.g. goes, plays, singsgoes, plays, sings for the for the singular third person (singular third person (sheshe, , hehe) and ) and study, work, writestudy, work, write for the first, the for the first, the second, and the plural third person (second, and the plural third person (I, I, you, we, theyyou, we, they).).

ImperativeImperative is the first form of verb or is the first form of verb or infinitive used infinitive used in front of a sentencein front of a sentence..

Relational Process is a predicative is a predicative verb which relates the subject and verb which relates the subject and the object, or complement of the the object, or complement of the sentence.sentence.

Example of Relational Process are : Example of Relational Process are : isis, , consist ofconsist of, , function asfunction as, , derive derive fromfrom, , to be classified intoto be classified into, , to be to be identifiedidentified as, etc. as, etc.

EXAMPLE OF A. EXPOSITIONEXAMPLE OF A. EXPOSITIONIntegrated pest managementIntegrated pest management

There is no There is no one best way to deal with pest agriculture. to deal with pest agriculture. Pesticides are commonly used, but this may cause many , but this may cause many problems. Combining different management operations is the problems. Combining different management operations is the most effective way to control pest. Firstly, the chemical in most effective way to control pest. Firstly, the chemical in pesticides may build up as residues in the environment. This pesticides may build up as residues in the environment. This reduces the quality of farm produce. As well, pest can the quality of farm produce. As well, pest can gradually become resistant to pesticides. This means that gradually become resistant to pesticides. This means that newer and sometimes stronger one have to be developed. newer and sometimes stronger one have to be developed. Some pesticides affect non target animals such as fish and Some pesticides affect non target animals such as fish and bees. This affects the natural balance. Also aiming to bees. This affects the natural balance. Also aiming to completely wipe out agricultural pests may be very expensive. completely wipe out agricultural pests may be very expensive. Sometimes pest damage costs less than the method of Sometimes pest damage costs less than the method of control. Lastly, understanding the ecology of the area helps a control. Lastly, understanding the ecology of the area helps a lot in pest control. Natural enemies can be used to control a lot in pest control. Natural enemies can be used to control a pest. Pesticides should be chosen that don’t affect the natural pest. Pesticides should be chosen that don’t affect the natural enemies. Therefore, integrated pest management is a safe enemies. Therefore, integrated pest management is a safe and more affective option in agriculture. and more affective option in agriculture.

Analysis of Integrated Pest ManagementAnalysis of Integrated Pest ManagementTitleTitle Integrated pest managementIntegrated pest management

thesis thesis PositionPosition

previewpreview There is no one best way to deal with pest agriculture.There is no one best way to deal with pest agriculture. Pesticides Pesticides are commonly used, but this may cause many problems. Combining are commonly used, but this may cause many problems. Combining different management operations is the most effective way to different management operations is the most effective way to control pest. control pest.

ArgumentArgument

1 1 assertionassertion

elaboration elaboration Firstly, the chemical in pesticides may build up as residues in the Firstly, the chemical in pesticides may build up as residues in the environment.environment. This reduces the quality of farm produce. This reduces the quality of farm produce.

ArgumentArgument

2 2 assertionassertion

elaboration elaboration As well, pest can gradually become resistant to pesticides.As well, pest can gradually become resistant to pesticides. This This means that newer and sometimes stronger one have to be means that newer and sometimes stronger one have to be developed. developed.

ArgumentArgument

3 3 assertionassertionelaboration elaboration

Some pesticides affect non target animals such as fish and bees.Some pesticides affect non target animals such as fish and bees. This affects the natural balance.This affects the natural balance.

ArgumentArgument

4 4 assertionassertion

elaboration elaboration Also aiming to completely wipe out agricultural pests may be very Also aiming to completely wipe out agricultural pests may be very expensive.expensive. Sometimes pest damage costs less than the method of Sometimes pest damage costs less than the method of control. control.

ArgumentArgument

5 5 assertionassertion

elaboration elaboration Lastly, understanding the ecology of the area helps a lot in pest Lastly, understanding the ecology of the area helps a lot in pest control.control. Natural enemies can be used to control a pest. Pesticides Natural enemies can be used to control a pest. Pesticides should be chosen that don’t affect the natural enemies. should be chosen that don’t affect the natural enemies.

reiteration reiteration Therefore, integrated pest management is a safe and more Therefore, integrated pest management is a safe and more affective option in agriculture. affective option in agriculture.

EXERCISE ON A. EXPOSITIONEXERCISE ON A. EXPOSITION

In Australia there are three levels of government, the In Australia there are three levels of government, the federal government, state governments and local federal government, state governments and local governments. All of these levels of government are governments. All of these levels of government are necessary. This is so for a number of reasons. First, the necessary. This is so for a number of reasons. First, the federal government is necessary for the big things. They federal government is necessary for the big things. They keep the economy in order and look after things like defense. keep the economy in order and look after things like defense. Similarly, the state governments look after the middle sized Similarly, the state governments look after the middle sized things. For example they look after law and order, preventing things. For example they look after law and order, preventing things like vandalism in schools. Finally, local governments things like vandalism in schools. Finally, local governments look after the small things. Thus, for reasons above we can look after the small things. Thus, for reasons above we can conclude that the three levels of government are necessary.conclude that the three levels of government are necessary.

QUESTIONSQUESTIONSPart 1Part 1

Mention the generic structure of the Mention the generic structure of the text by finding the title, the thesis, text by finding the title, the thesis, the arguments (the point and the the arguments (the point and the elaboration), and the reiteration of elaboration), and the reiteration of the text.the text.

QUESTIONSQUESTIONSPart 2Part 2

HORTATORY EXPOSITIONHORTATORY EXPOSITION Social FunctionSocial Function

To To persuade the reader or listenerpersuade the reader or listener that something should that something should or should not be the case. or should not be the case.

Generic StructureGeneric Structure ThesisThesis: announcement of issue concern.: announcement of issue concern. ArgumentsArguments: reason for concern, leading to : reason for concern, leading to

recommendation.recommendation. RecommendationRecommendation: statement of what ought or ought not to : statement of what ought or ought not to

happen happen Lexicogrammatical FeatureLexicogrammatical Feature

Focus on Focus on Generic human and non- human participants, , except for speaker or writer referring to self.except for speaker or writer referring to self.

Use of:Use of: Mental Processes: to state what writer thinks or feels about : to state what writer thinks or feels about

issue, e.g. realize, feel, appreciate.issue, e.g. realize, feel, appreciate. Material ProcessesMaterial Processes: to state what happens, e.g., is polluting, : to state what happens, e.g., is polluting,

drive, travel, spend, should be treated.drive, travel, spend, should be treated. Relational ProcessesRelational Processes: to state what is should be, e.g., doesn’t : to state what is should be, e.g., doesn’t

seem to have been, is.seem to have been, is. Use of Use of simple present tense..

• Generic Human participant is a word or a phrase indicating a general agent not specific, e.g. a man, a woman, a doctor, etc.

• Generic non-Human agent is like one way, a method, etc.

If material processesmaterial processes are those of doing are those of doing and and mental processesmental processes those of sensing, those of sensing, the other main category, the other main category, relational relational processesprocesses, are those of being; for , are those of being; for example example 'Sarah is wise'Sarah is wise', ', 'Tom is the 'Tom is the leaderleader'. The central meaning of clauses of '. The central meaning of clauses of this type is that something is. But every this type is that something is. But every language accommodates, in its grammar, language accommodates, in its grammar, a number of distinct ways of being, a number of distinct ways of being, expressed as a different types of expressed as a different types of relational process in the clause.relational process in the clause.- Halliday (1985), a pag.112- Halliday (1985), a pag.112

Simple Present TenseSimple Present Tense is the first form is the first form of verb e.g. of verb e.g. goes, plays, singsgoes, plays, sings for the for the singular third person (singular third person (sheshe, , hehe) and ) and study, work, writestudy, work, write for the first, the for the first, the second, and the plural third person (second, and the plural third person (I, I, you, we, theyyou, we, they).).

EXERCISE ON H. EXPOSITIONCountry Concern

In all the discussion over the removal of lead from petrol (and the atmosphere) there doesn’t seem to have been any mention of the difference between driving in the city and the country. While I realize my leaded petrol car is polluting the air wherever I drive, I feel that when you travel through the country, where you only see another car every five to ten minutes, the problem is not as severe as when traffic is concentrated on city road. Those who want to penalize older, leaded petrol vehicles and their owners don’t seem to appreciate that, in the country, there is no public transport to fall back upon and one’s own vehicle is the only way to get about. I feel that country people, who often have to travel huge distances to the nearest town and who already spend a great deal of money on petrol, should be treated differently to the people who live in the city.

Analysis of H. ExpositionAnalysis of H. ExpositionTitleTitle Country ConcernCountry Concern

ThesisThesis In all the discussion over the removal of lead from petrol In all the discussion over the removal of lead from petrol (and the atmosphere) there doesn’t seem to have been (and the atmosphere) there doesn’t seem to have been any mention of the difference between driving in the city any mention of the difference between driving in the city and the country.and the country.

Argument Argument 11

While I realize my leaded petrol car is polluting the air While I realize my leaded petrol car is polluting the air wherever I drive, I feel that when you travel through the wherever I drive, I feel that when you travel through the country, where you only see another car every five to country, where you only see another car every five to ten minutes, the problem is not as severe as when traffic ten minutes, the problem is not as severe as when traffic is concentrated on city road.is concentrated on city road.

Argument Argument 22

Those who want to penalize older, leaded petrol vehicles Those who want to penalize older, leaded petrol vehicles and their owners don’t seem to appreciate that, in the and their owners don’t seem to appreciate that, in the country, there is no public transport to fall back upon country, there is no public transport to fall back upon and one’s own vehicle is the only way to get about.and one’s own vehicle is the only way to get about.

RecommenRecommendationdation

I feel that country people, who often have to travel huge I feel that country people, who often have to travel huge distances to the nearest town and who already spend a distances to the nearest town and who already spend a great deal of money on petrol, should be treated great deal of money on petrol, should be treated differently to the people who live in the city.differently to the people who live in the city.

NEWS ITEMNEWS ITEM Social FunctionSocial Function

To To inform readers, listeners or viewersinform readers, listeners or viewers about events of the about events of the day which are considered newsworthy or important. day which are considered newsworthy or important.

Generic StructureGeneric Structure Newsworthy EventNewsworthy Event (s) (s) : recounts the event in summary : recounts the event in summary

form.form. Background EventsBackground Events: elaborate what happened, to whom, in : elaborate what happened, to whom, in

what circumstance.what circumstance. SourcesSources: comments by participant in, witnesses to and : comments by participant in, witnesses to and

authorities expert on the event. authorities expert on the event. Lexicogrammatical FeatureLexicogrammatical Feature

Short, telegraphic information about story captured in Short, telegraphic information about story captured in headlineheadline..

Use of Use of Material ProcessesMaterial Processes to retell the event (in the text to retell the event (in the text below, many of the material processes are nominalized).below, many of the material processes are nominalized).

Use of Use of Projecting Verbal ProcessesProjecting Verbal Processes in sources stage. in sources stage. Focus on Focus on CircumstancesCircumstances (e.g. mostly within Qualifiers).(e.g. mostly within Qualifiers).

Example of News ItemExample of News ItemTown ContaminatedTown Contaminated

Moscow – A Russian journalist has uncovered evidence of another Moscow – A Russian journalist has uncovered evidence of another Soviet nuclear catastrophe, which killed 10- sailors and contaminated an Soviet nuclear catastrophe, which killed 10- sailors and contaminated an entire town. Yelena Vazrshavskya is the first journalist to speak to entire town. Yelena Vazrshavskya is the first journalist to speak to people who witnessed the explosion of a nuclear submarine at the naval people who witnessed the explosion of a nuclear submarine at the naval base of shkotovo – 22 near Vladivostok. The accident, which occurred base of shkotovo – 22 near Vladivostok. The accident, which occurred 13 months before the Chernobyl disaster, spread radioactive fall-out 13 months before the Chernobyl disaster, spread radioactive fall-out over the base and nearby town, but was covered up by officials of the over the base and nearby town, but was covered up by officials of the then Soviet Union. Residents were told the explosion in the reactor of then Soviet Union. Residents were told the explosion in the reactor of the Victor-class submarine during a refit had been a ‘thermal’ and not a the Victor-class submarine during a refit had been a ‘thermal’ and not a nuclear explosion. And those involved in the clean up operation to nuclear explosion. And those involved in the clean up operation to remove more than 600 tones of contaminated material were sworn to remove more than 600 tones of contaminated material were sworn to secrecy. A board of investigators was later to describe it as the worst secrecy. A board of investigators was later to describe it as the worst accident in the history of the Soviet Navy.accident in the history of the Soviet Navy.

Analysis of News ItemAnalysis of News Item

TitleTitle Town ContaminatedTown Contaminated

Newsworthy Event

Moscow – A Russian journalist has uncovered evidence of Moscow – A Russian journalist has uncovered evidence of another Soviet nuclear catastrophe, which killed 10- sailors another Soviet nuclear catastrophe, which killed 10- sailors and contaminated an entire town.and contaminated an entire town.

Background Events

Yelena Vazrshavskya is the first journalist to speak to Yelena Vazrshavskya is the first journalist to speak to people who witnessed the explosion of a nuclear submarine people who witnessed the explosion of a nuclear submarine at the naval base of shkotovo – 22 near Vladivostok. The at the naval base of shkotovo – 22 near Vladivostok. The accident, which occurred 13 months before the Chernobyl accident, which occurred 13 months before the Chernobyl disaster, spread radioactive fall-out over the base and disaster, spread radioactive fall-out over the base and nearby town, but was covered up by officials of the then nearby town, but was covered up by officials of the then Soviet Union. Residents were told the explosion in the Soviet Union. Residents were told the explosion in the reactor of the Victor-class submarine during a refit had reactor of the Victor-class submarine during a refit had been a ‘thermal’ and not a nuclear explosion. And those been a ‘thermal’ and not a nuclear explosion. And those involved in the clean up operation to remove more than involved in the clean up operation to remove more than 600 tones of contaminated material were sworn to secrecy. 600 tones of contaminated material were sworn to secrecy.

Sources A board of investigators was later to describe it as the A board of investigators was later to describe it as the worst accident in the history of the Soviet Navy. worst accident in the history of the Soviet Navy.

DISCUSSIONDISCUSSION Social FunctionSocial Function

To To present (at least) two pointspresent (at least) two points of viewof view about an issue. about an issue. Generic StructureGeneric Structure

IssueIssue:: StatementStatement PreviewPreview

ArgumentsArguments forfor and and againstagainst or Statement of differing points of view:or Statement of differing points of view: PointPoint ElaborationElaboration

ConclusionConclusion or or RecommendationRecommendation Lexicogrammatical FeatureLexicogrammatical Feature

Focus on Focus on Generic human and generic non human ParticipantsGeneric human and generic non human Participants.. Use of:Use of:

Material ProcessesMaterial Processes, e.g. has produced, have developed, to feed., e.g. has produced, have developed, to feed. Relational ProcessesRelational Processes, e.g. is, could have cause, are., e.g. is, could have cause, are. Mental ProcessesMental Processes, e.g. feel., e.g. feel.

Use of Use of ComparativeComparative: : ContrastiveContrastive and and Consequential ConjunctionConsequential Conjunction.. ReasoningReasoning expressed as verbs and nouns (abstraction). expressed as verbs and nouns (abstraction).

Example of DiscussionExample of DiscussionGene SplicingGene Splicing

Genetic research has produced exciting and frightening Genetic research has produced exciting and frightening possibilities. Scientists are now are able to create new forms of life possibilities. Scientists are now are able to create new forms of life in the laboratory due to the development of gene-splicing. On the in the laboratory due to the development of gene-splicing. On the one hand, the ability to create life in the laboratory could greatly one hand, the ability to create life in the laboratory could greatly benefit mankind. For example, because it is very expensive to benefit mankind. For example, because it is very expensive to obtain insulin from natural sources, scientists have developed a obtain insulin from natural sources, scientists have developed a method to manufacture it inexpensively in the laboratory. Another method to manufacture it inexpensively in the laboratory. Another beneficial application of gene splicing is in an agriculture. beneficial application of gene splicing is in an agriculture. Scientists foresee the day when new plants will be developed Scientists foresee the day when new plants will be developed using nitrogen from the air instead of from fertilizer. Therefore using nitrogen from the air instead of from fertilizer. Therefore food production could be increased. In addition, entirely new food production could be increased. In addition, entirely new plants could be developed to feed the world’s hungry people. Not plants could be developed to feed the world’s hungry people. Not everyone existed is about gene splicing, however. Some people everyone existed is about gene splicing, however. Some people feel that it could have terrible consequences. A laboratory feel that it could have terrible consequences. A laboratory accident, for example, might cause an epidemic of an unknown accident, for example, might cause an epidemic of an unknown disease that could out humanity. As a result of this controversy, disease that could out humanity. As a result of this controversy, the government has made rules to control genetic experiments. the government has made rules to control genetic experiments. While some members of the scientific community feel that these While some members of the scientific community feel that these rules are too strict, many other people feel that they are still not rules are too strict, many other people feel that they are still not strict enough.strict enough.

Analysis of DiscussionAnalysis of DiscussionTitle Gene SplicingGene Splicing

issueGenetic research has produced exciting and frightening possibilities. Genetic research has produced exciting and frightening possibilities. Scientists are now are able to create new forms of life in the laboratory Scientists are now are able to create new forms of life in the laboratory due to the development of gene-splicing.due to the development of gene-splicing.

Argument for

point On the one hand, the ability to create life in the laboratory could greatly On the one hand, the ability to create life in the laboratory could greatly benefit mankind.benefit mankind.

elaboration

For example, because it is very expensive to obtain insulin from natural For example, because it is very expensive to obtain insulin from natural sources, scientists have developed a method to manufacture it sources, scientists have developed a method to manufacture it inexpensively in the laboratory. inexpensively in the laboratory.

point Another beneficial application of gene splicing is in an agriculture.Another beneficial application of gene splicing is in an agriculture.

elaboration

Scientists foresee the day when new plants will be developed using Scientists foresee the day when new plants will be developed using nitrogen from the air instead of from fertilizer. Therefore food production nitrogen from the air instead of from fertilizer. Therefore food production could be increased. In addition, entirely new plants could be developed could be increased. In addition, entirely new plants could be developed to feed the world’s hungry people.to feed the world’s hungry people.

Argument

against

point Not everyone existed is about gene splicing, however. Some people feel Not everyone existed is about gene splicing, however. Some people feel that it could have terrible consequences.that it could have terrible consequences.

elaboration

A laboratory accident, for example, might cause an epidemic of an A laboratory accident, for example, might cause an epidemic of an unknown disease that could out humanity.unknown disease that could out humanity.

Conclusion

As a result of this controversy, the government has made rules to As a result of this controversy, the government has made rules to control genetic experiments. While some members of the scientific control genetic experiments. While some members of the scientific community feel that these rules are too strict, many other people feel community feel that these rules are too strict, many other people feel that they are still not strict enough.that they are still not strict enough.

REVIEWREVIEW Social FunctionSocial Function

To To critique an art work, event for a public audiencecritique an art work, event for a public audience . Such works of art . Such works of art include movies, TV shows, books, plays, operas, recordings, exhibitions, include movies, TV shows, books, plays, operas, recordings, exhibitions, concerts and ballets. concerts and ballets.

Generic StructureGeneric Structure OrientationOrientation: places the work in its general and particular context, often by : places the work in its general and particular context, often by

comparing it with others of its kind or through analogue with a non-art comparing it with others of its kind or through analogue with a non-art object or event.object or event.

Interpretative RecountInterpretative Recount: summaries the plot and/ or provides an account : summaries the plot and/ or provides an account of how the reviewed rendition of the work came into being; is optional, but of how the reviewed rendition of the work came into being; is optional, but if present, often recursive.if present, often recursive.

EvaluationEvaluation: provides an evaluation of the work and/ or production; is : provides an evaluation of the work and/ or production; is usually recursive.usually recursive.

Evaluation SummationEvaluation Summation: provides a kind of punchline which sums up the : provides a kind of punchline which sums up the reviewer’s opinion of the art event as a whole; is optional.reviewer’s opinion of the art event as a whole; is optional.

Lexicogrammatical FeatureLexicogrammatical Feature Focus on Focus on particular participantsparticular participants.. Direct expression of options through use of Direct expression of options through use of Attitudinal EpithetsAttitudinal Epithets in in

nominal groups; Qualitative Attributes and Affective nominal groups; Qualitative Attributes and Affective Mental ProcessesMental Processes.. Use of elaborating and extending Use of elaborating and extending clauseclause and group and group complexescomplexes to package to package

the information.the information. Use of Use of metaphorical languagemetaphorical language (e.g. The wit was there, dexterously ping (e.g. The wit was there, dexterously ping

ponged to and fro …). ponged to and fro …).

Example of ReviewExample of Review

Private Lives SparklePrivate Lives Sparkle

Since the first production of ‘Private Lives’ in 1930, with the theatre’s Since the first production of ‘Private Lives’ in 1930, with the theatre’s two leading sophisticates Noel Coward and Gertrude Lawrence in the two leading sophisticates Noel Coward and Gertrude Lawrence in the leads, the play has tended to be seen as a vehicle for stars. QUT leads, the play has tended to be seen as a vehicle for stars. QUT academy of the Arts’ production boasted no ‘stars’, but certainly academy of the Arts’ production boasted no ‘stars’, but certainly fielded potential stars in a fielded potential stars in a sparklingsparkling performance that brought out performance that brought out just how fine a piece of just how fine a piece of craftsmanshipcraftsmanship Coward’s play is. More than 60 Coward’s play is. More than 60 years later, what new could be reduced from so familiar of theme? years later, what new could be reduced from so familiar of theme? Director Rod Wissler’s highly perceptive approach went beyond the Director Rod Wissler’s highly perceptive approach went beyond the glittery surface of Witty banter to the darker implication beneath. glittery surface of Witty banter to the darker implication beneath. With the shifting of attitudes to social values, it became clear that With the shifting of attitudes to social values, it became clear that Victor and Sibyl were potentially the more Victor and Sibyl were potentially the more admirableadmirable of the couples, of the couples, with standards better adjusted than the volatile and with standards better adjusted than the volatile and self-indulgentself-indulgent Elyot and Amanda. The wit was there, dexter Elyot and Amanda. The wit was there, dexter ouslyously ping-ponged to ping-ponged to and fro by a and fro by a vibrantvibrant Amanda (Catherine Jones) and a suave Elyot Amanda (Catherine Jones) and a suave Elyot (Daniel Kealy). July Eckersley’s sibyl was a (Daniel Kealy). July Eckersley’s sibyl was a delightful creationdelightful creation, and , and Philip Cameron-Smith’s more Philip Cameron-Smith’s more seriousserious playing was just playing was just rightright for Victor. for Victor. Judie Levesconte was a Judie Levesconte was a superbsuperb French maid. James Maclean’s set French maid. James Maclean’s set captured the Thirties atmosphere with captured the Thirties atmosphere with many subtlemany subtle touches. All touches. All involved deserve involved deserve the highestthe highest praise. praise.

Analysis of ReviewAnalysis of ReviewTitleTitle Private Lives SparklePrivate Lives Sparkle

OrientationOrientation Since the first production of ‘Private Lives’ in 1930, with the theatre’s two leading Since the first production of ‘Private Lives’ in 1930, with the theatre’s two leading sophisticates Noel Coward and Gertrude Lawrence in the leads, the play has sophisticates Noel Coward and Gertrude Lawrence in the leads, the play has tended to be seen as a vehicle for stars.tended to be seen as a vehicle for stars.

EvaluationEvaluation QUT academy of the Arts’ production boasted no ‘stars’, but certainly fielded QUT academy of the Arts’ production boasted no ‘stars’, but certainly fielded potential stars in a potential stars in a sparklingsparkling performance that brought out just how fine a piece of performance that brought out just how fine a piece of craftsmanshipcraftsmanship Coward’s play is. Coward’s play is.

EvaluationEvaluation More than 60 years later, what new could be reduced from so More than 60 years later, what new could be reduced from so

familiar of theme? Director Rod Wissler’s highly perceptivefamiliar of theme? Director Rod Wissler’s highly perceptive

approach went beyond the glittery surface of Witty banter to theapproach went beyond the glittery surface of Witty banter to the

darker implication beneath.darker implication beneath.

Interpretative Interpretative RecountRecount

With the shifting of attitudes to social values, it became clear that Victor and Sibyl With the shifting of attitudes to social values, it became clear that Victor and Sibyl were potentially the more were potentially the more admirableadmirable of the couples, with standards better of the couples, with standards better adjusted than the volatile and adjusted than the volatile and self-indulgentself-indulgent Elyot and Amanda. Elyot and Amanda.

EvaluationEvaluation The wit was there, dexter The wit was there, dexter ouslyously ping-ponged to and fro by a ping-ponged to and fro by a vibrantvibrant Amanda Amanda (Catherine Jones) and a suave Elyot (Daniel Kealy).(Catherine Jones) and a suave Elyot (Daniel Kealy).

EvaluationEvaluation July Eckersley’s sibyl was a July Eckersley’s sibyl was a delightful creationdelightful creation, and Philip Cameron-Smith’s more , and Philip Cameron-Smith’s more seriousserious playing was just playing was just rightright for Victor. Judie Levesconte was a for Victor. Judie Levesconte was a superbsuperb French French maid. James Maclean’s set captured the Thirties atmosphere with maid. James Maclean’s set captured the Thirties atmosphere with many subtlemany subtle touches.touches.

Evaluative Evaluative SummationSummation

All involved deserve All involved deserve the highestthe highest praise. praise.