monolog texts

STAGING/GIVING MOVES TO GENRE (Rhetorical Development)

• EACH GENRE HAS ITS FUNCTION / SOCIAL PURPOSE

• EACH GENRE HAS ITS TEXT/GENERIC STRUCTURE

• EACH GENRE USES DIFFERENT LANGUAGE FEATURES / LEXICOGRAMMAR POINTS

1. NARRATIVE

IT IS USED TO ENTERTAIN, that is to gain and hold the reader’s interest in a

story.

TO TEACH and TO INFORM writer’s reflections on experience

IT CAN BE IMAGINARY or FACTUAL (fairy tales, mysteries, fables, romances,

adventures stories, myths and legends), or it can be complicated event that

leads to a crises that finally find a solution

Generic structure: N A R A T I V E

ORIENTATION

- introduces participants/character (who)

- sets the scene (when & where)

COMPLICATION

- Development of a Crises: a crisis arises, something happened

unexpectedly

RESOLUTION

- Solution of the crisis: for better or for worse

RE-ORIENTATION

- closing to the narrative (optional)

- coda: changes of characters, lesson taken from the story

LANGUAGE FEATURES OF NARRATIVE

• Certain nouns are as pronoun of person, animal, certain thing in a story. E.g..

Stepsister, house work.

• Adjectives that form noun phrases, for example : long black air, two red apples,

etc.

• Time connectives and conjunction to arrange the events, for example: then,

before that, soon, etc.

• Adverb and adverbial phrase to point the place of event, for example: here, in

the mountain, happily ever after.

• Action verbs are past tense: stayed, climbed, etc.

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• Saying verbs that refer to what the human participants said, told, promised; and

thinking verbs indicating thought, perception or feeling of the characters in a

story, for example: felt, thought, understood

• Dialog often included and the tenses change according to the circumstances

Example and Generic Structure

Orientation

Once upon the time the live a little girl named snow White.

Complication; Development of the crises

One day she heard her uncle and aunt talking About leaving Snow White in the

castle because They both wanted to go to American and they Didn’t have enough

money to take Snow White.

Resolution of the crises

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 into the woods


Then she saw this little cottage. She knocked but no one answered so she went

inside and fell asleep

Resolution of the crises

Mean while, she seven dwarfs were coming home from work They went inside.

There they found Snow White sleeping. Then Snow White woke up She saw the

dwarfs said, “What is your name? Snow White said, “My name is Snow White” And,

one of the dwarfs, said, “If you wish, You my live here with us. Snow White said,

“Oh could I? Thank you.” Then Snow White told the dwarfs the hole story and snow

white and the 7 dwarfs lived happily ever after.

2. R E C O U N T

IT IS USED TO TELL PAST EXPERIENCE (what we or someone did, what took

place) that is aimed at informing and entertaining

TYPES:

o Personal recount ( retelling of an activity that the speaker/writer has

been personally involved) e.g. oral anecdote, diary entry, biography

o Factual recount (recording the particulars of an incident e.g. police

report, news report)

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o Imaginative recount (taking on an imaginary role and giving details of

events) e.g. a day in the life of ………

Generic Structure: R E C O U N T

ORIENTATION

provides information about the setting (when & where) and introduces

participants/character (who)

EVENTS

tell what happened, in temporal sequence (personal comment/expression of

evaluation)

RE-ORIENTATION (optional)

closure of events (e.g. comments or conclusion)

LANGUAGE FEATURES OF RECOUNT

• Noun and pronoun as substitution of person, animal, involved thing, E.g.: David,

the Monkey, We, etc.

• Specific participants (Mr./Mrs ……, our dog, the thief)

• Simple past tense

• Action verbs/material processes (went, slept, ran, caught, arrived, bought,

looked at)

E.g. He went to the zoo; She was happy.

• Temporal sequence (on Friday, one day, at the beginning, in the end, first, then,

next, before, later, finally, etc)


Orientation

On Friday we went to the blue montains. We stayed at David and delta’s house.

It has a big garden with lots of colorful flowers and a tennis court.


On Sunday we saw the Three Sisters and went on the scenic railway. It was

scary. Then, Mummy and went shopping with Della. We went to some antique

shops and I tried on some old hats.

Closing

On Sunday we went on the scenic Skyway and it rocked. We saw cockatoos

having a shower. In the afternoon we went home.

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3. NEWS ITEM

It is used to report to the readers, listeners or viewers about events of the day which

are considered newsworthy or important.

Generic Structure: NEWS ITEM

NEWSWORTHY EVENT(S)

recounts of the event in summary form

BACKGROUND EVENTS

elaborate what happened, to whom, in what situation/circumstances

SOURCES

original comments by participants, witnesses to and authorities expert on the

event,etc.

Language Features of News Item

• Short, telegraphic information about story captured in headline

• Use of material processes/action verbs to retell the story or event

• Use of projecting verbal processes in “Source” stage (e.g. the police said…; the

witness thought …)

• Using adverb like: badly injured, the most beautiful bride in the world.

• Focus on circumstances (e.g. last night, just this morning, at that time, etc)


Town Contaminated

NEWSWORTHY EVENT

Moscow: A Russian journalist has uncovered evidence of another Soviet nuclear

catastrophe, which killed 10 sailors and contaminated an entire town

Background/elaboration

Velena Vazrshavskya is the first journalist to speak to people who witnessed the

explotion of a nuclear submarine at the nava bas of shkotovo – 22 near

Vladivostock.

The accident, which occurred 13 months before the Chaernobyl disaster, spread

radioactive fall – out over the base and nearby town, but was covered up by

officials of the 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

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in the clean up operation to remove more than 600 tones of contaminated material

were sworn to secrecy.

SOURCE OF INFORMATION

A board of investigators was later to describe it as the worst accident in the

history of the Soviet Navy.

4. DESCRIPTION

Is used to describe a particular thing/object, place, or person.

For example: My cat, My bike, My favorite room in the house, The Wildest Amazon

River, My favorite actor.

Generic Structure of DESCRIPTION

IDENTIFICATION

(Pengenalan subject)

: identifies phenomenon to be described

DESCRIPTION

: describes parts (Ciri-ciri subject, physical appearance), qualities, general

attitude, characteristics

LANGUAGE FEATURES

• Use certain noun: teacher, house, my cat.

• Use of simple present tense

• Use of attributive and epithets (e.g. adjectives)

• Detail noun phrase to give information about subject, for example: it was a large

open rowboat, a sweet young lady, etc.

• Vary of adjectives to describe, number, classify for example: two strong legs,

sharp white fang, etc.

• Relating verb to give information about subject such as: my mom is really cool, it

has very thick fur, etc.

• Thinking verb and feeling verbs to express writer’s view about subject, such as:

Police believe that suspect is armed, I think it is a clever animal, etc.

• Action verbs, like: Our new puppy bites our shoes, etc.

• Adverbial to give additional information about behaviour, for example: fast.

• Figurative language, for example simile, metaphor; John is white as chalk.

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SUBJECT

Macquarie University is one of the largest Universities in Australia. This year, in

2004, it celebrates its 40th anniversary.

DESCRIPTION

The university is located at the north Ryde Greenbelt, Sydney, where the New

South Wales’s government sets aside 135 hectares for the institution. In 1964,

Macquarie area was a surrounding have evolved beyond recognition. The North

Ryde District has grown in a district of intensive occupation anchored by a vibrant

and growing university. Blessed with a fortune location and room to breathe,

Macquire can be proud of that careful planning that retains and enrich the

university’s most attractive natural features. A pleasing balance between buildings

and plating is evident across the campus. This emphasis on the importance of

landscape has created images of Macquire as a place that members of the

University are most likely to pleasurably recollect. One of the highlights of the

landscape is the Mars Creek Zone. It emprises landscaped creek sides and valley

floor, a grass amphitheatre, and artificial lake … surrounded by rocks and pebbles,

native plants and eucalypts. Today, a railway station is under construction. In three

years 1 time, Macquirie will be the only university in Australia with a railway station

on site. Macquirie is pulsed to be the most readily accessible in Sydney region by

rail and motorway, yet retaining its beautiful site.

5. R E P O R T

Is used to document, organize and store factual information on a topic

Is used to classify and describe the phenomena of our world

To talk about a whole class of things, e.g. Bikes, plants, animals, phones

Examples: news reports, science reports, weather reports

To inform something as it is

It is the product of systematic or analyses observation

Something described can be: natural phenomena, environment, made up-things,

social phenomena. Descriptive part can be: general conclusion, such as Whale is

mammal because it gives birth.

To make this report students need to observe, compare the whale with aother

animals whose characteristics are the same.

For example:

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- A simple house (by describing this house characteristics, it can be called a

simple house)

- A hospital

- School canteen

generic structure: R E P O R T

GENERAL CLASSIFICATION

: tells what the phenomenon under discussion is

DESCRIPTION

: describes the phenomenon in terms of parts, qualities, habits or behaviors

LANGUAGE FEATURES OF REPORT

• Generalized participants: a whole class of things (volcanoes, newspapers, the

royal family)

• Action verbs/material processes

• Simple present tense. It states general thing, like: Komodo dragon usually weight

more than 160 kg.

• Language for defining, classifying, comparing, contrasting (are called, belong to,

can be classified as, are similar to, are more powerful than)

• May contain technical vocabulary e.g. water contains oxygen and hydrogen

• Is written in a formal and objective style


GENERAL CLASSIFICATION/STATEMENT OF THE REPORTED OBJECT:

The white pelican is one of the most successful fish eating birds. The success is

largely due to its command hunting behavior. A group, perhaps two dozen birds, will

gather in curved are some distance offshore. The birds then begin to move forward

towards the shore, beating the water furiously with their wings, driving the fish before

them.

DESCRIPTION

When the water is shallow enough for the birds to reach the fish, the formation

breaks up as its meal. As the bird lifts its head, the water drains from its bill leaving the

fish which are then swallowed.

Pelicans are among the oldest group of birds, Foss is of this genus have been

found dating back 40 million years.

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6. E X P L A N A T I O N

To explain the processes involved in the formation or workings of natural or

socio cultural phenomena

To give reasons why things are they are

Examples: texts in science or social studies

Generic structure: EXPLANATION

A GENERAL STATEMENT

to position the reader

A SEQUENCED EXPLANATION OF WHY OR HOW SOMETHING OCCURS/

HAPPENS

Language Features of Explanation

• Focus on generic, non-human participants

(e.g. clouds, rains, the air, moisture, gas, petrol, oil, urbanization, flood, tornado)

• Use of simple present tense, passive voice is used sometimes to get theme right.

• Use mainly of Material and Relational Process

• Use of temporal circumstances and conjunctions (e.g. before, first, then, in the

end, finally)

• Use of causal conjunctions (e.g. if, when, until, so, as, why)


Bread

A GENERAL STATEMENT

Almost everyone eats bread daily, especially for breakfast. Bread making is not a

complicated task. You must have an oven, water, sugar, salt, flour, and yeast. The

basic ingredient is flour comes from wheat. There are two kinds of flour, which is

the soft, and the hard one.

A SEQUENCED EXPLANATION OF WHY OR HOW SOMETHING OCCURS/HAPPENS

Hard flour, made by winter wheat, is better choice for making bread. Bread

using hard flour produces better texture and taste, Luke warm water is added to

the flour to make dough.

Yeast is a microscopic organism. The size may not be impressive but it is capable

of producing carbon dioxide. It is also easy to use. Powered yeast needs only be

dissolved in water to be used instantly. Yeast works best in the presence of sugar

and warmth.

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Besides, encouraging yeast to grow quickly in the dough, sugar is added to give

flour to the bread. Salt is added for same purpose, to make the bread taste nice.

However, it has the reverse effect on yeast, unlike sugar. The next ingredient is oil;

com oil, peanut oil or butter. It is essential for making the bread tender. After

mixing with all these ingredients, the flour is hand beaten before sent to the oven

7. DISCUSSION

It is to present (at least) two points of view about an issue

Generic structure of Discussion

ISSUE

- Statement

- Preview

ARGUMENTS FOR AGAINST OR STATEMENT OF DIFFERING POINTS OF VIEW

*Pro-Point

- Main Point (gagasan pokok 1)

- Elaboration (uraian)

*Kontra-Point

- Main Point (gagasan pokok 2)

- Elaboration (uraian 2)

CONCLUSION OR RECOMMENDATION

Language Features of Discussion

• Focus on generic human and generic non-human Participants

• General noun stating category such as: uniforms, alcohol, etc.

• Relating verbs giving information about discussed issue, e.g.: smoking is harmful.

• Thinking verbs (mental process) expressing writer’s idea, e.g.: feel, believe, hope,

etc.

• Use of Material process, e.g.: has produced, have developed, to feed, etc.

• Use of Relational Process, e.g.: is, are, cause, etc.

• Modalities, like: perhaps, must, should, should have been, could be, could have

• Use of Comparative: Contrastive and Consequential conjunctions to relate

argument, e.g.: similarly, on the other hand, however, etc

• Adverb of Manner: hopefully, deliberately

• Detailed noun group, like: the dumping of unwanted kittens, etc.

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Homework

ISSUE

- STATEMENT/PREVIEW

I have been wondering if homework is necessary.

ARGUMENT

- SUPPORTED POINT

I think we should have homework because it helps us to learn and revise or

work. Homework helps people who aren’t very smart to remember what they have

learned. Homework is really good because it helps with our education.

- STATEMENT OF DIFFERENT POINT OF VIEW/CONTRADICTED IDEA:

But, my times, doing homework is not a great idea. I think we shouldn’t have

homework because I like to go out after school to a restaurant or the movies.

Sometimes homework is boring and not important. I think homework is bad

because I like to play and discuss things with my family.

8. Analytical Exposition

To persuade the reader or listener that there is something that, certainly, needs

to get attention

To analyze a topic and to persuade the reader that this opinion is correct and

supported by arguments

Examples: argumentative essay, exploratory essay

Generic structure of Analytical Exposition

THESIS

- Position: introduces topic and indicates writer’s position.

- Preview: give outlines of the arguments to be presented.

ARGUMENTS

- Point: restates main arguments

- Elaboration: elaborate or develop and support each point/the argument with

evidence, facts, etc.

REITERATION

restates writer’s position

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Language Features of Analytical Exposition

• Focus on generic human and non-human participants, e.g.: car, pollution, leaded

petrol car

• Use abstract noun, e.g.: policy, government

• Use of relational processes, e.g.: It is important

• Modal verbs, e.g.: we must preserve

• Modal adverbs, e.g.: certainly we.

• Connective or Use of internal conjunction to state argument, e.g.: first, secondly,

then, finally)

• Evaluative language, e.g.: important, valuable, trustworthy, etc.

• Giving reasons through causal conjunction

• (e.g. so, thus, therefore, hence)

• Use of present tense

• Passive sentence

•


CAR SHOULD BE BANNED IN THE CITY

THESES

Car should be banned in the city. As we all know, cars create pollution, and

cause a lot of road and other accidents.

ARGUMENT

Firstly, cars, as well as we all k now, contribute to most of the pollution in the

world. Car emit a deadly gas that cause illnesses such as bronchitis; lung cancer,

and triggers’ off asthma. Some of these illnesses are so bad that people candled

from them.

Secondly, the city is very busy. Pedestrians wander everywhere and cars

commonly hit pedestrians in the city, which causes them to die. Cars today are our

roads biggest killers.

Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at

night, or concentrate on your homework, and especially talk to someone.

REITERATION

In conclusion, cars should be banned from the city for the reasons listed.

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9. HORTATORY EXPOSITION

To persuade the reader or listener that something should or should not be the

case

The reader or listener is persuaded to agree with the writer’s or speaker’s point

of view/thesis

Examples: letters to the editor, newspaper editorials, political speeches

Generic Structure of Hortatory Exposition

THESIS

- announcement of issue concern

ARGUMENTS

- reasons why there is concern leading to recommendation

RECOMMENDATION

- statement of what ought or ought not to happen

Language Features of Hortatory Exposition

• Focus on generic human and non-human participants (issues, ideas, opinions)

• Use of mental processes to state what writer thinks or feels (e.g. realize, feel,

appreciate, think, believe, recognize, know)

• Use of material processes/action verbs to state what happens

• Use of relational processes (e.g. to be, to have)

• Use of simple present tense and modals

• Example and Generic Structure

•


Country Concern

THESIS

In all 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 in the country.

ARGUMENTS

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 roads.

ARGUMENTS

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Those who want to penalize elder, leaded petrol vehicles and their owners don’t

seem to appreciate that in the country there in public transport to fall back upon

and one’s vehicle is the only was to get about.

RECOMMENDATION

I feel that country people, who often have to travel huge distance to the nearest

town and who already spend a great deal of money on petrol, should be treated to

the people who live in the city

10. ANECDOTE

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

Deals with something unexpected or out of the ordinary

It is the unexpected events which makes the story worth telling

Almost exclusively used for oral genre

Generic structure: ANECDOTE

ABSTRACT

signals the retelling of an unusual incident

ORIENTATION

sets the scene (when & where)

CRISIS

provides details of the unusual incident

REACTION

reaction to crisis

CODA (optional)

reflection on or evaluation of the incident

Language Features of Anecdote

• Use of material processes/action verbs to tell what happened

• Use of exclamations (e.g. ‘guess what?!’ ; ‘I couldn’t believe it!’)

• Use of intensifiers (e.g. ‘really?!’; ‘very amazing’)

• Use of temporal conjunctions (e.g. and, then)

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ABSTRACT

Al Brown was very good at fixing things around the house when they

broke. One day he went to another city to do some works there, and his wife

was alone in the house. While Mr. Brown was away, one of the faucets on the

bathtub broke. Mrs. Brown didn’t know much about fixing broken faucets, so

she telephoned a plumber.

ORIENTATION

The plumber came to the house that afternoon and fixed the faucet in a

few minutes. When he finished, he gave Mrs. Brown his bill for the work.

CRISIS

She looked at it for several seconds and then said, “Your prices are very

high, aren’t they? Do you know, the doctor costs less than this when he comes

to the house?”

REACTION

“Yes, I know,” answered the plumber. “I know that very well, because I

was a doctor until I was lucky enough to find this job a few months ago.”

11. P R O C E D U R E

Is used to inform and to direct someone on how to do or make something, or

how to achieve a goal

A very important genre in a society because it enables people to get things done

Is commonly used in the oral and written mode

Examples: recipes, games rules, appliance manuals, directions to reach a

destination, instructions to do something

generic structure: P R O C E D U R E

GOAL

purpose of doing something

MATERIALS

things needed to realize goal

STEPS

things to do to realize goal

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LANGUAGE FEATURES OF PROCEDURE

• Generalized participants (things/objects)

• The reader or the person following the instructions is referred to in a general

way (ONE/YOU) or is not mentioned (Pour the boiling water into a bowl)

• Temporal sequence/adverbial of time (first, at the beginning, then, next, finally)

• Simple present tense (i.e. imperatives)

• Action verbs/material processes (go, hold, take, spread)


Goal

How to make a cheese Omelet

Materials

- Ingredients:

1 egg, 50 gr cheese, ¼ cup milk, 3 tablespoon cooking oil, a pinch of salt and

pepper.

- Utensils

Frying pan, fork, spatula, cheese grater, bowl, plate.

Steps

1. Crack an egg into a bowl

2. whisk the egg with a fork until it is smooth

3. add milk and whisk well

4. grate the cheese into the bowl and stir

5. heat the oil in the frying pan

6. pour the mixture into the frying pan

7. turn the omelet with the spatula when it browns

8. cook both sides

9. place on a plate; season with salt and pepper

10. eat while warm.

12. S P O O F

it is used to tell an odd or funny event based on the real life which is aimed at

entertaining. it is usually ended by an unexpected event (twist).

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Generic Structure: S P O O F

ORIENTATION (Pengenalan)

provides information about the setting (when & where) and introduces

participants/character (who)

EVENTS (Rekaman Peristiwa, kejadian atau kegiatan yang biasanya disajikan dengan

urutan kronoligis))

Tell what happened, in temporal sequence (personal comment/expression of

evaluation)

TWIST (Unexpected Ending or Funny)

LANGUAGE FEATURES OF SPOOF

• Focus on person, animal, certain thing.

• Use of action verbs, e.g.: run, eat, etc.

• Using adverbs of time and place

• Use of Simple Past Tense

• Told in chronological order

• Action verbs/material processes (went, slept, ran, caught, arrived, bought,

looked at)

E.g. He went to the zoo; She was happy.

• Temporal sequence (on Friday, one day, at the beginning, in the end, first, then,

next, before, later, finally, etc)


Penguin in the Park

ORIENTATION

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

EVENT/ACTIVITY 1

He took him to a policeman and said, “I have just found this penguin. What

should I do?” The policeman replied, “Take him to the zoo.”

EVENT/ACTIVITY 2

The next day the policeman saw the same man in the same park and the man

was still carrying the penguin with him. The policeman was rather surprised and

walked up to the man and asked, ”Why are you still carrying that penguin about ?

Didn’t you take it to the zoo ?”

“I certainly did, “ replied the man.

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TWIST

“and it was a great idea because he really enjoyed it, so today I’m taking him to

the movies !”

13. R E V I E W

To critique an art work, event for a public audience. Examples: work of arts include:

movies, TV shows, books, plays, operas, recordings, exhibitions, concerts and ballets

Generic Structure: R E V I E W

ORIENTATION

Place the work in its general and particular context, often by comparing it with

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

INTERPRETIVE RECOUNT

Summarizes the plot and/or provides an account of how the reviewed rendition

of the work came into being; is optional, but if present, often recursive.

EVALUATION (IT CAN BE MORE THAN ONE EVALUATION)

Provides an evaluation of the work and/or its performance or production; is

usually recursive

EVALUATIVE SUMMATION (SUMMARY)

Provide a kind of punch line which sums up the reviewer’s opinion of the art

event as a whole; is optional.

LANGUAGE FEATURES OF REVIEW

• Focus on Particular Participants (Participant tertentu)

• Direct expression of options through use of Attitudinal Epithets in nominal

groups; qualitative Attributes and Affective Mental Processes

• Use Adjectives showing attitude, e.g.: good, bad, etc.

• Use of long and complex clauses

• Use of metaphorical language (e.g., the wit was there, dexterously pingponged

to and fro …)

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Harry Potter Order the Phoenix

ORIENTATION

I absolutely love the Harry Potter series, and all of the books will always hold a

special place in my heart.

EVALUATION 1

I have to say that of all of the books, however, this was not my favorite

EVALUATION 2

When the series began it was as much of a “feel good” experience as a huge

mug of hot cocoa. The stories were bright, fast-faced, intriguing, and ultimately

satisfying.

INTERPRETATIVE RECOUNT (TAFSIRAN)

Order of the Phoenix is different kind of book. In some instances this works …

you feel a whole new; level of intensity and excitement by the time you get to the

end. I was truly move by the last page. Other time the book just has a slightly

dreary, depressing feel.

The galloping pace of the other books has slowed to a trot here, and parts of it

do seem long, as if were reading all about Harry “just hanging out” instead of

having his usual adventures. Reading in detail about Harry cleaning up an old

house, for example-house keeping is still housekeeping, magical or no, and I’m not

very interested in doing it or reading about other people doing it.

SUMMARY

A few other changes in this book-the “real” world comes much more in to play

rather than fantasy universe of the previous books, and Harry is apparently been

taken off his meds. I know that he has a lot of to be grumpy in this book, especially

with being a teenager and all, but the sudden change in his character seemed too

drastic. He goes from being a warm-hearted, considerate person to someone who

will bite his best friend’s heads off over nothing. It just seemed like it didn’t fit with

his character, like he turned into a walking cliché of the “angry teen” overnight.

The “real” story seemed to happen in the last 1/3 of the book, and this part I

loved. I actually liked the ending (and yes, I cried) as sad as it was. I packed a punch

and it made me care about the story even more. Still a really good book, with some

editing it would have been great.

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