Task M1 LA3 Task 1-5 Bahasa Inggris Assignment Version 2
Tugas M1 LA3 Task 1-5
TASK 1
In
this activity, you will have to read two analytical exposition texts. Make
necessary notes of their key features. It may facilitate you in doing the other
tasks. Enjoy it.
The key features of Text 1 and Text
2. Learning from television
Definition:
Analytical
Exposition is a text that elaborates the writer’s idea about the phenomenon
surrounding.
Social Function:
1.
To persuade the readers that idea is
important matter.
2.
To persuade the readers or listeners
that there is something that, certainly, needs to get attention
3.
To analyze a topic and to persuade the
reader that this opinion is correct and supported by arguments
Generic Structures:
1.
Thesis (Introduction): Introducing the
topic and indicating the writer’s position / point of view.
Ø Text
1 and 2: First paragraph
2.
Arguments (Body): Explaining the
arguments to support the writer’s position. The number of arguments may vary,
but each argument must be supported by evidence and explanation (elaboration)
Ø Text
1: Paragraph 2 – 4
Ø Text
2: Paragraph 2 - 5
3.
Reiteration (Conclusion): Restating the
writer’s position / point of view to strengthen the thesis.
Ø Text
1: Thus, for the reasons above we
can conclude that the three levels of government are necessary.
Ø Text
2: To conclude, many teachers in
UK are recently becoming aware to benefit the potential of television programs
to support the teaching processes.
Significant Lexicogrammatical features:
1.
Using internal conjunction: Elaborating
and itemizing steps in an argument (First,
Firstly, second, secondly, next, similarly, moreover, thus, finally)
2.
Using evaluative language: necessary, important, significant, valuable
3.
Using general and abstract noun: television, government
4.
Using simple present tense
5.
Focusing on generic human and
non-human participants, e.g.: car,
pollution, leaded petrol car
TASK 2
Answer the questions below to check your comprehension
about the social function, text structures, and the lexico-grammatical features
of analytical exposition texts.
Questions:
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Answers:
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1.
Where can you probably find the first text to read?
2.
Where can you probably find the second text to read?
3.
Who might be interested in reading the first text?
4.
In text 2, which sentence is stating the writer’s position to introduce
his ideas?
5.
How does the writer of text 2 arrange his ideas in the text?
6.
Does the writer of text 1
use ‘the present tenses’ to write his ideas in the text?
7.
Can you identify the internal conjunction and causal conjuntion in both
texts? Write them in your answers.
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1.
We probably find the first text
in a newspaper articles, journals, magazines, academic lectures, and research
report.
2.
We probably find the second text
in a research report, academic lectures, journals, magazines, newspaper
articles
3.
Some probably target readers of
the text are:
Ø
students in the politics subject
Ø
academic community
Ø
educated people
4.
The sentence is: “Therefore, the interest in television as an educational medium has
increased for several reasons.”
5.
First, the writer presents the
topic/phenomenon and his / her point of view to persuade the readers or
listeners that there is something that, certainly, needs to get attention.
Then, give the argument(s) refers to the topic with its evidences and
elaboration. Lastly, restate his / her
position / point of view to strengthen the thesis.
6.
Yes, He / She does.
7.
Yes, I can
Ø
Internal Conjunction:
Text 1 : first,
similarly, finally
Text 2 : first, second,
moreover, finally
Ø
Causal Conjunction:
Text 1 :
so, thus
Text 2 : as, therefore, thus
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TASK 3
Read the two texts above once again and compare them with
the other two texts below to identify their differences and similarities. Write
your answer in the box provided below.
Similarities
|
Differences
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Ø All
of the four texts present the topic or phenomenon to persuade the readers
that idea is important matter, that there is something that, certainly, needs
to get attention
Ø All
of the four texts have thesis statements and give the argument(s) related to
the topic or phenomenon
Ø Lexico
- grammatical features:
· Focus on generic human
and non-human participants
· Use of simple present
tense
· Use of relational
processes
· Use of internal
conjunction to stage argument (first,
second, third, the last,)
· Reasoning through
causal conjunction or nominalisation.
|
Ø Generic
structure: Text 1-2 (thesis,
argument(s), and reiteration), Text 3-4 (thesis, argument(s) and recommendation)
Ø Text
1-2: presenting the phenomenon and giving the reiteration to strengthen the
argument(s), while text 3-4 presenting a phenomenon and giving persuasive
argument(s) and leading to recommendation that the readers should or should
not do
Ø Lexico
– grammatical features”
Ø Mental
Processes: to state what writer thinks or feels about issue e.g. feel
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TASK 4
Before constructing exposition texts, please open the
related links below and watch the videos of various activities related to the
topic we are currently talking. Make necessary notes.
Video 1: How to write an Analytical
Essay – What is it?
Ø The
levels in analyzing the analytical essay
1.
How and Why?
2.
Pick it into pieces to explain and
interpret
3.
discuss central ideas/themes
4.
pieces: techniques
5.
effect on audience
Ø Why
we an analysis: to know how the author creates meaning
Ø An
essay is a formal and structured piece of writing that present a point of view
(thesis) with evidences to support the arguments
Ø The
Essay Structure:
1. Introduction
(thesis) : tell what (topic/phenomenon) you are going to tell to the readers
2. Body
paragraph (arguments): analyze and organize the argument(s) into paragraphs
3. Conclusion:
conclude or tell the readers what you have told them
Video 2: How to write an analytical
essay: planning
Ø Planning
is the most important stage in making an analytical essay, failing in planning
will led into disorganized, messy and poorly written work so we should make
sure that we need a lot time to think it deeply.
Ø Steps
in planning an essay
v Step
1. Read the question – ability in interpreting questions
· What
is it asking?
· What
is it really asking?
v Step
2. Identify the key words
· Words
that tell you what to discuss in the essay, Do this by writing it out in the
middle of a landscape piece of paper – using the keywords to explore the ideas
v Step
3. Identify the direction words
·
words that tell you what a sort of
answer to give
eg.
discuss, to what extent, show how, how, do you agree, compare, contrasts, etc
v Step
4. Brainstorm
· Look
at those content words and expand on them
· some
Methods of brainstorm: mind map, lotus diagram, padlet/popplet, dot
points/list, talk to a friend and verso
v Step
5. Organize ideas
· What
ideas are dominating your pages?
· Think
about how you might organize these ideas into paragraphs
TASK 5
Use your own words to develop the
two supporting ideas available in the text below
·
College
students are adults, not elementary school children
As adults, college
students are able to determine which one is important / better for them. They
will study by themselves if it is considered important. They have clear vision
about what will they achieve in the future. They know how to manage their
duties and responsibilities.
·
Students
often have other obligations such as jobs and family
Some of college students have other
obligations in their life, not just a student who only do the assignments, but
more, they probably have side jobs to earn money for living, college fee or for
their families. Beside, having economic function, some of them, also have
responsibility in taking care little or old members in their family.
TASK
6
Choose one
prohibition sign below which attracts you to generate your ideas to write an
analytical exposition text. Be sure to apply the knowledge you have learnt.
Do Not Litter
Throwing away any litter is a common thing we do. We
simply throw garbage on the side of the road, but not far from, there is a trash can. Garbage on the sidewalk is more
than garbage in a trash can. Due to the disposal of any garbage, of course, lead
to losses that can not be considered trivial. The followings
are some serious impacts of littering:
1.
Destructive
the
scenery
To be sure, spoil the view. Throw away any garbage,
meaning letting the garbage pile up anywhere. Imagine if it was in the yard of your house. Your clean,
beautiful, and artsy home will be spoiled by litters. That's the result of littering with little impact.
2.
Bring
a bad smell
The bacteria will decipher the waste. If organic waste can
be decomposed, but if the inorganic waste can not. As a result of the process,
bring a bad smell. of course we will be really disturbed by the unpleasant smell of garbage.
3. Bring
in floods
Disposing
of garbage, making the drainage is blocked. As a result, there will a puddle of
water. Maybe it is not a big problem, but when the heavy rain come, the
drainage channels which are covered by full of garbage will make the water
begin to overflow to the surface and a flood will happen. A great flood will
bring disaster that result in many victims and losses.
6. Bring
various kinds of diseases
The
garbage is one of a source of many diseases which can lead to a serious illness
and sometimes bringing to death because of many bacteria produced.
Due
to the littering of garbage gives some dangerous impacts, it should be thrown into the trash
that next can be transported by
garbage collectors to be brought to the Final Disposal Place. Waste in the landfill will be
processed, or destroyed, reshaped into useful materials. That is, there is
nothing to waste from the waste.
REFLECTIVE SUMMARY
To
summarize the discussion, please watch two videos that you can open in the links
below. In the second video, there is one of incorrect pronunciation. The
presenter pronounces the word “argument” incorrectly. Please check the correct
pronunciation is. Use your pronouncing dictionary to check it or open
Ø In
video 1. How to pronounce argument
The speaker pronounce
correctly: argument /’argyement/
Ø Video
2. There is no sounds, just text available
Ø In
video 3. Bahasa Inggris-Analytical Exposition KD 3.5
The speaker pronounces incorrectly:
argument/’arjumen/
ASSIGNMENT M1 LA.3
Read
the text below carefully for your comprehension. Then analyze it to identify
the thesis statement, the arguments, and the reiteration
Table of Identification
Text : Our Complex Relationship
With Technology
Julian Stood
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|
Thesis statement
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Ø Topic: Our
Complex Relationship With Technology
Ø Writer’s position:
Our relationship with devices is complex: love or hate, or need and want. In the Social Age, it’s technology that brings us
together, that provides access to communities and facilitates the discussions
we have within them. It enables the formation of wide collections of loose
social ties and the maintenance of increased numbers of strong and deep ones,
whilst also providing access to knowledge
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Arguments
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Ø There
are few aspects of life that technology doesn’t touch, but it’s easy to let
the horse lead the cart.
Ø It’s
all about balance and agility. It should be our natural behaviours that are
being enhanced by the technology, not the technology forcing us to adapt our
behaviours.
Ø We
are in a time of change: change to how organisations and individuals engage
with each other, changes in our relationship with technology, changes to how
we engage within communities to learn to co-create meaning.
Ø Social
technology should give us access to our communities whilst we are on the move
anytime, anywhere.
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Reiteration
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Social
Technology has to be effortlessly social, or it’s not social at all.
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