Kuliah Sesi 2

How to Teach
Text Types
===============================================
General Instructional Objectives:

At the end of this course, the students generally are expected to be able to write
texts based on the genres of writing.
Specific Instructional Objectives:
At the end of this course, the students specifically are expected to:
 To know the basic theory of the genres of texts: recount, report, analytical
exposition, news item, anecdote, narration, procedure, description, hortatory
exposition, explanation, discussion, review, and commentary.
 To be able to analyze the social function, schematic structure, and significant
grammatical patterns of texts.
 To be able to write texts based on the genres.
The Four Stages in the Teaching-Learning Cycle:
Building knowledge of the field:

Step
Step 11
CLASS  TEACHER STUDENTS  STUDENTS
 Cultural context
 Shared experience
 Control relevant vocabulary
 Grammatical patterns
Tasks and Activities:

 Use of visual—photographs, filmstrips, video—to build context.
 Do activities such as cooking, going for a vacation, interviewing an informant,
listening to guest speakers, etc.
 Reconstruct and discuss activities done when back in the classroom.
 Design activities in order to share, discuss, and argue about aspects of the
topic.
 Set language lesson focused on vocabulary or grammatical patterns.
 Study a broad range of written texts related to the topic, such as school
brochures, notes, newsletter, labels, leaflets, and enrolment forms.
English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 1

 Develop reading strategies appropriate to the texts, including predicting,
skimming, scanning, or identifying the logo.
Modeling of Text:
Step
Step 22
CLASS  TEACHER
 Cultural context
 Social function
 Schematic structure
 Linguistic features

 Study the model text shown by the teacher or read it yourself or collectively
in the references.
 Develop an understanding of the social function and purpose of the text:
 Why are such texts written?
 By whom are they written and read?
 What is the context in which they will be used?
 Analyze the schematic structure of the text (distinguishing and labeling

stages within the schematic structure of the genre).
 Analyze the grammatical pattern or language features of the text (use of
tense, technical language, specific or generic participants).
Joint Construction of Text:

Step
Step 33
STUDENTS  STUDENTS TEACHER  CLASS
 Knowledge of field

 Revise and discuss the purpose, context, and structure of
genre/text.
 Explore further field building activities where necessary.
 Negotiate the beginning, middle and end construction of text
between teacher and students, and between students, draw on shared
knowledge about the genre.
 Re-draft and edit the text, draw on shared knowledge about
the genre together in groups (between teacher and students, and between
students).

Independent Construction Text:
Step
Step 44
STUDENTS  STUDENTS TEACHER  STUDENTS
 Knowledge of field

 Build and develop knowledge of the field through activities such as reading,
information gathering, and note taking.
 Write your own text with appropriate schematic structure and grammatical
patterns.
 Consult with other students or with teacher regarding the appropriateness
of the text.
 Re-drafting and editing where necessary.
 Discuss any difficulties with students or teachers in writing texts.
 Focus on language lessons (spelling, punctuation, layout of text,
handwriting). (Hammond, 1992)

Text Types Analysis
===============================================
Text
1 Recount
A. Study the schematic structure of the following text.
Schematic
Structure
17/8/2005
Dear Dewi,
On Saturday I went to Mount

Bromo. I stayed at Nisa and
Orientation Achmad’s house at Cemara Lawang,
Probolinggo. It has a big garden
with lots of colourful flowers and a
fishpond.
On Sunday Nisa and I saw Gunung

Event Batok and went on the scenic ride
on horseback. It was scary. Then we
went to get a closer look at the
mountain. We took pictures of the
beautiful sceneries there.
Event On Monday we went to the Zoo at

Wonokromo. We saw cockatoos
having a shower. In the afternoon I
Reorientation went home.
It was fun.
Love,
Dini

B. Study the linguistic features of the following text.
Language
Features
17/8/2005
Who
Dear Dewi,
When?
Where? On Saturday I went to Mount Bromo.

I stayed at Nisa and Achmad’s house
What? at Cemara Lawang, Probolinggo. It
has a big garden with lots of
Specific colourful flowers and a fishpond.
Participant
Past Tense On Sunday Nisa and I saw Gunung
Batok and went on the scenic ride
on horseback. It was scary. Then we
Linking Word to Do went to get a closer look at the
with Time
mountain. We took pictures of the
beautiful sceneries there.
Action Verb/Past
Tense On Monday we went to the Zoo at
Wonokromo. We saw cockatoos
AV/Past Tense having a shower. In the afternoon I
went home.
Past Tense
It was fun.
Past Tense
Love,
Dini

Text
2 Spoof
A. Text Analysis (Schematic Structure)
Study the schematic structure analysis of the spoof text below.
Do You Speak English?

Orientation
Orientation I had an amusing experience last year.
After I had left a small village in the south of France, I

drove on to the next town. On the way, a young man
waved to me. I stopped and he asked me for a lift. As
Event
Event soon as he had got into the car, I said good morning
to him in French and he replied in the same
language. Apart from a few words, I do not know any
French at all. Neither of us spoke during the journey.
I had nearly reached the town, when the young man

Twist
Twist suddenly said, very slowly, ‘Do you speak English?’
As I soon learned, he was English himself!
(Source: Practice and Progress, 1979)

B. Text Analysis (Linguistic Features)
Study the linguistic features analysis of the spoof text below.
Past Tense Do You Speak English?

Temporal
Circum-
I had an amusing experience last year. stance
After I had left a small village in the Action

Individual
verb
Participant south of France, I drove on to the next
town. On the way, a young man waved
Action
Spatial to me. I stopped and he asked me for a verb
Circum- lift. As soon as he had got into the car, I
stance said good morning to him in French and
he replied in the same language. Apart Past Tense
Past Tense
from a few words, I do not know any
French at all. Neither of us spoke during Human
participant
Past Tense the journey. s
Past Tense I had nearly reached the town, when Action

verb
the young man suddenly said, very
Spatial
Past Tense
Circum-
English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. stance 7
slowly, ‘Do you speak English?’ As I
soon learned, he was English himself!
(Source: Practice and Progress, 1979)
Text
Analytical
3 Exposition
A. Study the schematic structure of the text.
The Public Trustee is a Sound Investment
Thesis:
Thesis:
Position It is a well-known fact that it is a dilemma for many people
Position
to make a will, without the added problems of deciding
who should draw up this document.
This task is made simple with the availability of service

from the Public Trust Officer.
Firstly the Office has a large efficient staff which includes

barristers, solicitors, accountants, valuers, and qualified
Arguments property inspector. Knowledge of the legal aspect is very
Arguments
well covered.
Also the charges need consideration. Here at this Office

there are no charges for making or the holding of a will.
Reiteration/
Reiteration/
Summing Up
Summing Up
Furthermore, the Public Trustee is guaranteed by the State
of Queensland and has special powers to solve problems
or simplify procedures which, in the long term, save
expense.
Therefore, it can be clearly seen that there is only one

sound choice in making your will – the Public Trustee – as
it is permanent, efficient, and secure. You should consider
this!
B. Study the linguistic features of the text.
Words that
Words that
indicate writer’s
indicate writer’s
attitude
attitude
It is a well-known fact that it is a dilemma for
many people to make a will, without the
added problems of deciding who should draw Verbs of
Verbs of
up this document. thinking and
thinking and
feeling
feeling
This task is made simple with the
availability of service from the Public Trust
Officer. Verbs of
Verbs of
Firstly the Office has a large efficient staff having and
having and
being
which includes barristers, solicitors, being
accountants, valuers, and qualified property
inspector. Knowledge of the legal aspect is
very well covered. Verbs of
Verbs of
Also the charges need consideration. Here having and
having and
at this Office there are no charges for making being
being
or the holding of a will. Verbs of
Verbs of
thinking and
thinking and
feeling
feeling
Modalities
Modalities
Furthermore, the Public Trustee is guaranteed
by the State of Queensland and has special
powers to solve problems or simplify
procedures which, in the long term, save
expense.
Therefore, it can be clearly seen that there
is only one sound choice in making your will –
the Public Trustee – as it is permanent,
efficient, and secure. You should consider
this!
Text
News Item
4
Russian Nuclear Catastrophe

Headline Moscow—A Russian journalist has
uncovered evidence of another Soviet nuclear
Newsworth catastrophe, which killed 10 sailors and
y Event contaminated an entire town.
Yelena Vazrshavskya is the first journalist
to speak to people who witnessed the
explosion of a nuclear submarine at the naval
base of Shkotovo-22 near Vladivostock.
The accident, which occurred 13 months
before the Chernobyl disaster, spread
radioactive fall-out over the base and nearby
Background town, but was covered up by officials of the
Events 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 nuclear explosion. And those
involved in the clean-up operation to remove

more than 600 tons of contaminated materials
were sworn to secrecy.
A board of investigators was later to
Sources describe it as the worst accident in the history
of the Soviet Navy.
Taken from Making Sense of Functional Grammar, 1995.
Action verb Moscow—A Russian journalist has

uncovered evidence of another Soviet nuclear
catastrophe, which killed 10 sailors and
Action verb contaminated an entire town.
Yelena Vazrshavskya is the first journalist
to speak to people who witnessed the
Action verb
explosion of a nuclear submarine at the naval
base of Shkotovo-22 near Vladivostock.
Circumstance of The accident, which occurred 13 months
place
before the Chernobyl disaster, spread
radioactive fall-out over the base and nearby
Circumstance of town, but was covered up by officials of the
time then Soviet Union. Residents were told the
explosion in the reactor of the Victor-class
submarine during a refit had been a ‘thermal’
Saying verb and not a nuclear explosion. And those
involved in the clean-up operation to remove

more than 600 tons of contaminated materials
were sworn to secrecy.
A board of investigators was later to
describe it as the worst accident in the history
of the Soviet Navy.
Taken from Making Sense of Functional

Grammar, 1995.
Text
Narrative
5
Cinderella
Once upon a
time there was a
Orientation young girl named
Orientation
Cinderella who lived
with her stepmother
and two stepsisters.
Cinderella’s
stepmother and
stepsisters were
conceited and bad
tempered. They
Major treated Cinderella
Major
Complication very badly. Her stepmother made Cinderella do the
Complication
hardest work in the house, such as scrubbing the
floor and cleaning the pots and pans. She gave
Cinderella an old ragged dress to wear. The two
stepsisters, on the other hand, did no work about
the house, and their mother gave them many
handsome dresses to wear.

Complication
Complication
One day the two stepsisters received an
invitation to a ball that the king’s son was going to
give at the palace. They were excited about this and
spent so much time choosing the dresses they would
wear. At last the day of the ball came, and away
went the sisters to it. Cinderella could not help
crying after they had left.
“Why are you crying, Cinderella? A voice

asked. She looked up and saw her fairy godmother
standing beside her. “Because I want so much to go
to the ball,” said Cinderella. “Well,” said her
godmother, “you’ve been such a cheerful,
uncomplaining, hardworking girl that I am going to
see that you do go to the ball”.
Magically, the fairy godmother changed a
Resolution
Resolution pumpkin into a fine coach and mice into a coachman
and two footmen. Her godmother tapped
Cinderella’s ragged dress with her wand, and it
became a beautiful ball gown. Then she gave her a
pair of pretty glass slippers. “Now, Cinderella,“ she
said, “you must leave before midnight.” Then, away
she drove in her beautiful coach.
Cinderella was having a wonderfully good
time. She danced again and again with the king’s
son. Suddenly, the clock began to strike twelve. She
ran towards the door as quickly as she could. In her
hurry, one of her glass slippers came off and was
left behind.
A few days later the king’s son proclaimed he
Major would marry the girl whose foot fitted the glass
Major
Complication/
Complication/ slipper. The king’s page came to Cinderella’s house.
Crisis
Crisis Her stepsisters tried on the slipper but it was too
small for them no matter how hard they squeezed
their toes into it. The king’s page let Cinderella try
on the slipper. She stuck out her foot, and the page
slipped the slipper on. It fitted perfectly.
Major
Major
Resolution
Resolution

Finally, she was driven to the palace. The
king’s son was overjoyed to see her again. They
were married and lived happily ever after.
B. Study the following text and its language features.
Specific Cinderella
Participant Once upon a time there was a young girl named Cinderella
who lived with her stepmother and two stepsisters.
Past Tense Cinderella’s stepmother and stepsisters were conceited
and bad tempered. They treated Cinderella very badly. Her
stepmother made Cinderella do the hardest work in the house,
Action Verb such as scrubbing the floor and cleaning the pots and pans. She
gave Cinderella an old ragged dress to wear. The two stepsisters,
Circumstances
on the other hand, did no work about the house, and their
of time
mother gave them many handsome dresses to wear.
Circumstances One day the two stepsisters received an invitation to a ball
of place that the king’s son was going to give at the palace. They were
excited about this and spent so much time choosing the dresses
Conjunction they would wear. At last the day of the ball came, and away went
the sisters to it. Cinderella could not help crying after they had
Saying verb left.
“Why are you crying, Cinderella? A voice asked. She
Linking verb looked up and saw her fairy godmother standing beside her.
“Because I want so much to go to the ball,” said Cinderella.
“Well,” said her godmother, “you’ve been such a cheerful,
Action Verb
uncomplaining, hardworking girl that I am going to see that you
do go to the ball”.
Magically, the fairy godmother changed a pumpkin into a
Connector
fine coach and mice into a coachman and two footmen. Her
godmother tapped Cinderella’s ragged dress with her wand, and it
Saying verb became a beautiful ball gown. Then she gave her a pair of pretty
glass slippers. “Now, Cinderella,“ she said, “you must leave before
Past tense midnight.” Then, away she drove in her beautiful coach.
Cinderella was having a wonderfully good time. She
danced again and again with the king’s son. Suddenly, the clock
Saying verb began to strike twelve. She ran towards the door as quickly as
she could. In her hurry, one of her glass slippers came off and
was left behind.
Past tense

Connector
Mental verb
A few days later the king’s son proclaimed he would marry
the girl whose foot fitted the glass slipper. The king’s page came
to Cinderella’s house. Her stepsisters tried on the slipper but it
was too small for them no matter how hard they squeezed their
toes into it. The king’s page let Cinderella try on the slipper. She
stuck out her foot, and the page slipped the slipper on. It fitted
perfectly.
Finally, she was driven to the palace. The king’s son was
overjoyed to see her again. They were married and lived happily
ever after.
Text
Procedure
6
Schematic
Schematic
Structure
Structure
Here is the recipe you need to make

Mushroom Soup.
Goal : Mushroom Soup

Materials : 12 ounces mushrooms
4 eggs yolks
½ teaspoon grated nutmeg
2 tablespoons chopped parsley
1½ teaspoons salt
6 tablespoons cream
¼ teaspoon pepper
Step
Step 11 2 pints chicken stock
Procedure
Step :
Step 22
1. Prepare mushrooms and place in frying pan with
Step
Step 33 melted butter.
2. Cover and cook for 10 minutes. Add stock.
Step
Step 44
3. Season with salt, pepper and nutmeg.
Step
Step 55 4. Bring to boil and then simmer for 30 minutes.
Step
Step 66
English Text
Step
Step 77 Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 15
Step
Step 88
5. Sieve and blend until smooth, with remaining
ingredients.
6. Return to pan and heat. Remove pan from stove and
cool.
7. Add beaten egg yolks and cream, stirring gently. Do
not boil.
8. Garnish with chopped parsley and serve.
Taken from International Cooking Recipes
Goal: Playing the Hole Game

Materials needed:
 One marble per person
 A hole in ground
 A line (distance) to start from
Temporal
Connective 1. First you must dub (click marbles together)
2. Then check that the marbles are in good condition
Numbering of
and are nearly worth the same value.
point
Imperative 3. Next you must dig a hole in the ground and draw a
line a fair distance away from the hole.
Action verb
4. The first player carefully throws his or her marble
Generalized towards the hole.
human agent
(often implicit) 5. Then the second player tries to throw his or her
marble closer to the hole than his or her opponent.
Temporal
Connective
English Text verb

Action Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 16
Action verb
6. The player whose marble is closest to the hole tries
to flick his or her marble into the hole. If successful,
this player tries to flick his or her opponent’s marble
into the hole. The person flicking the last marble into
the hole wins and gets to keep both marbles.
Taken from
Making Sense of Functional Grammar
Text
Descriptive
7
Borobudur Temple
Identification
Identification Borobudur is a great Buddhist temple.
The temple is located in Magelang on the island of

Java in Indonesia. Built in the 9th century under the
Sailendra dynasty of Java, it was abandoned in the
11th century and partially excavated by
archaeologists in the early 20th century.
Influenced by the Gupta architecture of India, the

temple is constructed on a hill 46 m (150 ft) high and
consists of eight steplike stone terraces, one on top
of the other. The first five terraces are square and
Description surrounded by walls adorned with Buddhist sculpture
Description
in bas-relief; the upper three are circular, each with a
circle of bell-shaped stupas (Buddhist shrines). The
entire edifice is crowned by a large stupa at the
center of the top circle. The way to the summit
extends through some 4.8 km (some 3 mi) of
passages and stairways. The design of Borobudur, a
temple-mountain symbolizing the structure of the

universe, influenced temples built at Angkor,
Cambodia. Borobudur was rededicated as an
Indonesian national monument in 1983 following
extensive reclamation, aided by the United Nations.
(Microsoft ® Encarta ® Reference Library 2005)
Borobudur Temple
Specific Borobudur is a great Buddhist temple.

participant
The temple is located in Magelang on the island of
Java in Indonesia. Built in the 9th century under the
Simple Present
Tense Sailendra dynasty of Java, it was abandoned in the
11th century and partially excavated by
archaeologists in the early 20th century.
Being verb
Influenced by the Gupta architecture of India, the
temple is constructed on a hill 46 m (150 ft) high and
Simple Present consists of eight steplike stone terraces, one on top
Tense of the other. The first five terraces are square and
surrounded by walls adorned with Buddhist sculpture
in bas-relief; the upper three are circular, each with a
Being verb
circle of bell-shaped stupas (Buddhist shrines). The
entire edifice is crowned by a large stupa at the
center of the top circle. The way to the summit
Noun phrase extends through some 4.8 km (some 3 mi) of
Noun
English phrase
Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 18
Adjective
passages and stairways. The design of Borobudur, a
temple-mountain symbolizing the structure of the
universe, influenced temples built at Angkor,
Cambodia. Borobudur was rededicated as an
Indonesian national monument in 1983 following
extensive reclamation, aided by the United Nations.
(Microsoft ® Encarta ® Reference Library 2005)
Text
Hortatory
8 Exposition
OPEN LETTER TO THE PRIME MINISTER
The Hon RJ Hawke, MP

Prime Minister
Parliament House
CANBERRA ACT 2600
Dear Prime Minister,
Thesis Into the Mouth of Babes

Thesis
We are writing to you because we are concerned about the way
food is being advertised to children.
What we eat now affects our health in years to come. Bad dietary
Argument habits start while we are very young. For this reason, your government
Argument supports health education that encourages a balanced healthy diet.
1
1 Australians are encouraged to get the bulk of their nutrients from fresh
fruits, vegetables, and wholegrain cereals, a lesser amount from foods
high in fat, salt and sugar.
Argument
Argument TV advertising to children presents a completely different message.
2 Nearly 80% of food advertising pushes fatty snacks or sweets – the
2
very foods that should be eaten least. To make matter worse, these
ads take up much of the advertising time. This must be stopped.
Argument
Argument
3
3

Recom-
Recom-
mendation
mendation
TV advertising is powerful and influential. Parents, however strong-
willed, find it hard to resist pressures created by this advertising.
Children are least able to understand the tricks of the advertising
industry.
For the hours when children are the main audience, TV advertising
of foods must be made to reinforce, not undermine, the message
about a balanced diet. We appeal to you, as Prime Minister, to take the
lead in calling together the advertisers, TV networks, consumers and
public health bodies to decide how this is to be done.
Yours sincerely,
Signed by Barbara Biggins and other prominent signatories.
OPEN LETTER TO THE PRIME MINISTER
The Hon RJ Hawke, MP

Prime Minister
Parliament House
CANBERRA ACT 2600
Causal
Dear Prime Minister Connective
Into the Mouth of Babes Action verb
We are writing to you because we are concerned about the

way food is being advertised to children. Generic
participant
What we eat now affects our health in years to come. Bad
dietary habits start while we are very young. For this reason,
your government supports health education that encourages a Generic
balanced healthy diet. Australians are encouraged to get the participant
bulk of their nutrients from fresh fruits, vegetables, and
wholegrain cereals, a lesser amount from foods high in fat,
salt and sugar. Simple
Present
TV advertising to children presents a completely different Tense
message. Nearly 80% of food advertising pushes fatty snacks
or sweets – the very foods that should be eaten least. To
make matter worse, these ads take up much of the advertising Strong
time. This must be stopped. modality
TV advertising is powerful and influential. Parents, however Being verb

strong-willed, find it hard to resist pressures created by this
Simple
Present
English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. Tense 20
Specific
participant
advertising. Children are least able to understand the tricks of
the advertising industry.
For the hours when children are the main audience, TV

advertising of foods must be made to reinforce, not
undermine, the message about a balanced diet. We appeal to
you, as Prime Minister, to take the lead in calling together the
advertisers, TV networks, consumers and public health bodies
to decide how this is to be done.
Yours sincerely,
Signed by Barbara Biggins and other prominent

signatories.
Text
How
HowaaSpider’s
Spider’sWebWebForms
Explanation
9
Forms
AAspider
spider web looks delicate butititisisvery
web looks delicate but very
General
General strong. It can hold 4000 times a spider’s
Statement
Statement strong. It can hold 4000 times a spider’s
weight.
weight.But
Buthow
howdoes
doesititform
form
A. Study the following schematic
First structure aofthread
the text.
Firstthe
thespider
spiderspins
spins a threadofofsilk.
silk.The
The
thread
threadgets
getsblown
blownover
overtotoaabranch
branchby bythe
the
wind. Then she makes
wind. Then she makes another twoanother two
Explanation:
Explanation: threads
threads andand makes
makes aa YY shape.
shape. Next
Next she
she
Shows the
Shows the makes more threads and they
makes more threads and they look like look like
processes
processes spokes
spokesoff offaawheel.
wheel.Then
Thenthe
thespider
spidergoes
goes
inin aa spiral,
spiral, out and back in, sits in the
out and back in, sits in the
middle and waits for food.
middle and waits for food.
Closing This
Closing Thisisishow
howaaweb
webisisformed.
formed.
www.tki.org.nz/r/assessment/exemp
www.tki.org.nz/r/assessment/exemp
lars/eng/
lars/eng/

How
HowaaSpider’s
Spider’sWeb
WebForms
Forms Generalized
non-human
AA spider
spider web
web looks
looks delicate
delicatebut
but itit participant
isis very
very strong.
strong. ItIt can
can hold
hold 4000
4000
Present Tense
B. times
Study a
the spider’s
followingweight.
text But
and
times a spider’s weight. But howits how
language features.
does
doesititform?
form? Action verb
First
First the
the spider
spider spins
spins aa thread
thread ofof Conjunctive
silk. relation
silk.The
Thethread
threadgets
getsblown
blownover
overtoto
aa branch
branch by
by the
the wind.
wind. Then
Then she
she Action verb
makes
makes another
another two
two threads
threads and
and Conjunctive
makes
makesaaYYshape.
shape.Next
Nextshe
shemakes
makes
relation
more
more threads
threads and
and they
they look
look like
like Conjunctive
relation
spokes
spokes off
off aa wheel.
wheel. Then
Then the
the
spider
spider goes
goes inin aa spiral,
spiral, out
out and
and Conjunctive
relation
back
back in,
in, sits
sits inin the
the middle
middle and
and
waits
waitsfor
forfood.
food. Passive voice
This
Thisisishow
howaaweb
webisisformed.
formed.
www.tki.org.nz/r/assessment/ex
www.tki.org.nz/r/assessment/ex
emplars/eng/
emplars/eng/

Text
Discussion
10
A. Study the schematic structure of the following text.
Issue
Issue
Boxing
By Kerry Williams
Argument
Argument
against
against
There was a lot of discussion about whether
boxing should be banned.
The people who agree with this idea, such as
Sarah, claim that if they do carry on boxing they
should wear something to protect their heads. They
also argue that people who do boxing could have
Argument brain damage and get seriously hurt. A further point
Argument
for
for they make is that most of the people that have died
did have families.

Conclusion
Conclusion
However, there are also strong arguments
against this point of view. Another group of people
believe that boxing should not be banned. They say
that why they invent it if it is a dangerous sport. They
say that boxing is a good sport, people enjoy it. A
furthermore reason is if they ban boxing it will ruin
people’s careers.
After looking at the different points of view and
the evidence for them I think boxing should be
banned because five hundred people have died in
boxing since 1884.
http://www.readingonline.or/articles/writing/discuss1.
htm
Generic
human
participant
Generic Boxing
non-human
participant By Kerry Williams
modality There was a lot of discussion about whether
boxing should be banned.
Being verb The people who agree with this idea, such as
Sarah, claim that if they do carry on boxing they
Conjunctive should wear something to protect their heads. They
relation also argue that people who do boxing could have
brain damage and get seriously hurt. A further point
Mental verb they make is that most of the people that have died
did have families.
However, there are also strong arguments
Saying verb against this point of view. Another group of people
believe that boxing should not be banned. They say
Conjunctive that why they invent it if it is a dangerous sport.
relation
modality
Mental verb
They say that boxing is a good sport, people enjoy
it. A furthermore reason is if they ban boxing it will
ruin people’s careers.
After looking at the different points of view
and the evidence for them I think boxing should be
banned because five hundred people have died in
boxing since 1884.
http://www.readingonline.or/articles/writing/discuss1.htm
Text
11 Review
Orientation:
Orientation:
Harry
HarryPotter
Potterand
and the
theChamber
Chamberof
ofSecrets
Secrets
Introduces
Introduces By J.K. Rowling
the work By J.K. Rowling
the work
elements. Reviewed by Emily Kremer
elements. Reviewed by Emily Kremer
The book takes place in modern times, in England. The main character is Harry Potter.
The book takes place in modern times, in England. The main character is Harry Potter.
Harry Potter is a wizard. He goes to a school for witches and wizards, called Hogwarts.
Harry Potter is a wizard. He goes to a school for witches and wizards, called Hogwarts.
It is Harry’s second year at Hogwarts and he and his two best friends, Hermione Granger
It is Harry’s second year at Hogwarts and he and his two best friends, Hermione Granger
and Ron Weasley are having a great time learning magic. There is a new professor, Gilderoy
and Ron Weasley are having a great time learning magic. There is a new professor, Gilderoy
Lockhart who all the witches are crazy about! Professor Lockhart keeps nagging Harry,
Lockhart who all the witches are crazy about! Professor Lockhart keeps nagging Harry,
Interpretati
vebecause
Recount: the
Interpretati professor thinks that Harry tries to get attention to be famous! While all the
because
ve Recount: the professor thinks that Harry tries to get attention to be famous! While all the
witches
Sets plot of at school love the new professor, all of the wizards think he is a big joke!
witches
Sets
the plot of at school love the new professor, all of the wizards think he is a big joke!
story:
After a month of school at Hogwarts, strange attacks begin to happen. First, the
the story:
Opening After a month of school at Hogwarts, strange attacks begin to happen. First, the
caretaker’s
Opening cat, Mrs. Norris, has been found, not dead, but petrified! Not only was Filch’s cat
caretaker’s cat, Mrs. Norris, has been found, not dead, but petrified! Not only was Filch’s cat
Climax
attacked,
Climax but some of the Muggle-born students at Hogwarts have been found petrified, also.
attacked, but some of the Muggle-born students at Hogwarts have been found petrified, also.
Naturally, all of the students are frightened at this, but they become even more scared when
Naturally, all of the students are frightened at this, but they become even more scared when
the next victim to be found petrified is the Gryffindor ghost, Nearly Headless Nick!
the next victim to be found petrified is the Gryffindor ghost, Nearly Headless Nick!
What kind of monster is powerful enough to kill someone who is already dead? Who will
What kind of monster is powerful enough to kill someone who is already dead? Who will
be the next victim of the monster at Hogwarts? Will the victims ever be revived? To find out
be the next victim of the monster at Hogwarts? Will the victims ever be revived? To find out
you must read Harry Potter and the Chamber of Secrets! I have to say that the story was
you must read Harry Potter and the Chamber of Secrets! I have to say that the story was
Resolution:
bright, fast-paced, intriguing, and ultimately satisfying.
Resolution:
The bright,
writer fast-paced, intriguing, and ultimately satisfying.
draws a I likethis
The I like
writer book because it kept me wanting to read next page, and the next, and so on.
this book because it kept me wanting to read next page, and the next, and so on.
draws
The a
book
questioning is definitely a page-turner! I recommend this book to nine years old and over.
The book is definitely a page-turner! I recommend this book to nine years old and over.
ofquestioning
the story
of the story
ending.
ending. Taken from http://nome.nosd.schoolaccess.net
Taken from http://nome.nosd.schoolaccess.net
Evaluative
Evaluative
Summation:
Summation:
Shows
Shows
the writer
‘sthe writer
opinions
or‘s opinions
English
or
criticism.
Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 25
criticism.
Specific
participant
Circumstance of
place Harry
HarryPotter
Potterand
andthe
theChamber
Chamberof
ofSecrets
Secrets
By
ByJ.K.
J.K.Rowling
Rowling
Reviewed
Present Tense ReviewedbybyEmily
EmilyKremer
Kremer
The book takes place in modern times, in England. The main character is Harry Potter. Harry Pot
The book takes place in modern times, in England. The main character is Harry Potter. Harry Po
wizard. He goes to a school for witches and wizards, called Hogwarts.
wizard. He goes to a school for witches and wizards, called Hogwarts.
It is Harry’s second year at Hogwarts and he and his two best friends, Hermione Granger and Ron W
Specific
It is Harry’s second year at Hogwarts and he and his two best friends, Hermione Granger and Ron
are having a great time learning magic. There is a new professor, Gilderoy Lockhart who all the witc
participant
are having a great time learning magic. There is a new professor, Gilderoy Lockhart who all the wit
crazy about! Professor Lockhart keeps nagging Harry, because the professor thinks that Harry tries
crazy about! Professor Lockhart keeps nagging Harry, because the professor thinks that Harry trie
attention to be famous! While all the witches at school love the new professor, all of the wizards think he
attention to be famous! While all the witches at school love the new professor, all of the wizards think h
joke! Nominal groups
joke!
After a month of school at Hogwarts, strange attacks begin to happen. First, the caretaker’s ca
After a month of school at Hogwarts, strange attacks begin to happen. First, the caretaker’s
Norris, has been found, not dead, but petrified! Not only was Filch’s cat attacked, but some of the Mugg
Norris, has been found, not dead, but petrified! Not only was Filch’s cat attacked, but some of the Mug
students at Hogwarts
Circumstance of have been found petrified, also. Naturally, all of the students are frightened at t
students at Hogwarts have been found petrified, also. Naturally, all of the students are frightened at
they become timeeven more scaredwhen
even more scared the next victim to be found petrified is the Gryffindor ghost,
they become when the next victim to be found petrified is the Gryffindor ghos
Headless Nick!
Headless Nick!
What kind of monster is powerful enough to kill someone who is already dead? Who will be the nex
What kind of monster is powerful enough to kill someone who is already dead? Who will be the ne
of the monster at Hogwarts? Will the victims ever be revived? To find out you must read Harry Potter
of the monster at Hogwarts? Will the victims ever be revived? To find out you must read Harry Potter
Chamber of Secrets!ofI have to say that the story was bright, fast-paced, intriguing, and ultimately satisfyi
Circumstance
Chambermanner
of Secrets! I have to say that the story was bright, fast-paced, intriguing, and ultimately satisfy
I like this book because it kept me wanting to read next page, and the next, and so on. The
I like this book because it kept me wanting to read next page, and the next, and so on. The
definitely a page-turner! I recommend this book to nine years old and over.
definitely a page-turner! I recommend this book to nine years old and over.
Action verb
Words to
indicate writer’s
attitude
Circumstance of
manner
References
Boardman, C.A. and Frydenberg, J. 2002. Writing to Communicate: Paragraph and
Essay. New York: Longman.
Derewianka, B. 1995. Exploring How Texts Work. Australia: Primary English
Teaching Association.
Gerot, L. and Wignell, P. 195. Making Sense of Functional Grammar. NSW:
Antipodean Educational Enterprises.
Hammond, J., et al. 1992. English for Social Puposes. Sydney: national Centre for
English Language Teaching and Research.
Hannessy, M. 1998. The Random House: Practice for Writers. New York: American
Book Company.
Harmer, J. 2004. How to Teach Writing. England: Longman.
Hartono, R. 2004. Genre-Based Writing. English Department of Semarang State
University. Unpublished.
……………… 2004. Belajar Kreatif Bahasa Inggris. Bekas: Pustaka Gemilang.
Macken, M. 1991. Book 1: An Introduction to Genre-Based Writing. Australia:
Common Ground for Literary & Education Research Network.
Martin, C. et al. 1985. Exploring American English: Writing Skills for Classroom
and Career. New York: Macmillan Publishing Company.
Oshima, A. and Hogue, A. 1988. Introduction to Academic Writing. USA: Addison-
Wesley Publishing Company, Inc.

Reid, J.M. 2000. The Process of Composition. Third Edision. New York: Longman.
Segal, M.K. and Pavlik C. 2003. Interaction 1 & 2: Writing. International Edition.
4th Edition. New York: McGraw-Hill Companies.

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How to Teach

General Instructional Objectives:

Specific Instructional Objectives:

The Four Stages in the Teaching-Learning Cycle:

Building knowledge of the field:

Tasks and Activities:

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 1

Tasks and Activities:

 Analyze the schematic structure of the text (distinguishing and labeling

Joint Construction of Text:

Tasks and Activities:

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 2

Tasks and Activities:

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 3

On Saturday I went to Mount

On Sunday Nisa and I saw Gunung

Event On Monday we went to the Zoo at

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 4

Where? On Saturday I went to Mount Bromo.

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 5

Do You Speak English?

After I had left a small village in the south of France, I

I had nearly reached the town, when the young man

(Source: Practice and Progress, 1979)

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 6

Past Tense Do You Speak English?

After I had left a small village in the Action

Past Tense I had nearly reached the town, when Action

(Source: Practice and Progress, 1979)

The Public Trustee is a Sound Investment

This task is made simple with the availability of service

Firstly the Office has a large efficient staff which includes

Also the charges need consideration. Here at this Office

Therefore, it can be clearly seen that there is only one

B. Study the linguistic features of the text.

Russian Nuclear Catastrophe

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 10

Taken from Making Sense of Functional Grammar, 1995.

B. Study the linguistic features of the text.

Action verb Moscow—A Russian journalist has

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 11

Taken from Making Sense of Functional

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 12

“Why are you crying, Cinderella? A voice

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 13

B. Study the following text and its language features.

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 14

Here is the recipe you need to make

Goal : Mushroom Soup

Taken from International Cooking Recipes

B. Study the following text and its language features.

Goal: Playing the Hole Game

English Text verb

The temple is located in Magelang on the island of

Influenced by the Gupta architecture of India, the

English Text Types: Theory and Practice/Rudi Hartono, S.S., M.Pd. 17

(Microsoft ® Encarta ® Reference Library 2005)

B. Study the linguistic features of the text.

Specific Borobudur is a great Buddhist temple.

(Microsoft ® Encarta ® Reference Library 2005)

OPEN LETTER TO THE PRIME MINISTER

The Hon RJ Hawke, MP

Dear Prime Minister,