Genre-based ELT1

by

Riyadi Santosa
Faculty of Letters, Sbelas Maret University

CONCEPT OF LANGUAGE
Cultural
Norms and
Values

Context of Culture

Social Process
(Genre)
Context of situation (Field,
tenor, and mode)
Register: Language as text
- Text Structure
- Texture:
Cohesion, appraisal, CR
Lexico-grammar
Phonology / Graphology

Field: What happens, where, when, and how

Tenor: Who are involved in the happening, their role relationship, and statuses
Mode: Media where the happenings occurs, and Channel (language styles: spoke or
written styles).

GENRE AS SOCIAL PROCESS

1. Genre is defined as a staged, goal-oriented social process. This means that
genre has a social goal. And this goal is achieved through stagings.
2. So, genre is not a language. From synoptic point of view, it is a prototype of a
social process, which embodies a social goal and particular stagings to
achieve the goal. From dynamic point of view, its prototype (including the goal
and stagings) changes immanently as norms and values change through
times. Therefore genres will also develop.
In the Javaneses old time, Marriage Genre was staged in four: Nontoni (a
visit to future bride and her parents), Nakoke (a marriage proposal),

Paper presented in one-day Natinal Seminar on Genre-based ELT, in Faculty of Letters, Sebelas Maret
University, Surakarta, Octber 5th, 2009.

Nglamar (Engagement), manten (Wedding). In present time, these stagings

change.
3. Genre can be classified in to 2 types: story and factual. This classification is
based on the fact that the social processes we have in our reality can be
derived from stories and facts.
4. Story genre is further subdivided, based on the stories are staged, into 4
types: recount, anecdote, exemplum, and narrative.
Types of Genres
Recount
Anecdote
Exemplum
Narrative

Stagings
record of events
Crisis
reactions
Incident
interpretation
complication
evaluation
resolution

See appendix 1
5. Factual genres are further classified in to 8 types: description, report, recount,
procedure, explanation, exposition, discussion, and exploration. This
classification is based on their social goals and the stagings (structured or not
structured).

social
goal
activities
unstructure
d activities
structured
activities

(-)
generalization

description

(+ )
generalizat
ion
:document
report

recount

procedure

resolve /
explain

debate

exposition

discussion

explanatio
n

exploration

See the appendix 2

6. Description and Report
Types of genres
Characteristics
Social Function
GSP / Stagings

Language Features

Description

Report

describing the way a

thing is (unique)
- general description
- description of parts
and functions/use,
behavior, habitat

describing the way

things are (generic)
- general
classification
- description of parts
and functions/use,
behavior, habitat
- generic
participants
- present simple
- spatial cohesion
- classifying, and
describing facts
- verb of being,
doing, behaving

unique participant
present simple
spatial cohesion
describing facts
and opinions
verb of being,
doing, behaving
Subjects are

oriented to theme
Lexis (words in
use): descriptive
and attitudinal

Subjects are
oriented to theme
Lexis (words in
use): descriptive

7. Procedure and Explanation

Types of genres
Procedure
Characteristics
Social Function

GSP / Stagings

describing how
something is
accomplished

Goal
step1 to n

Explanation
-

Language Features

generalized
human agents
(You)
simple present
tense
some sentences
are imperative
mainly temporal
conjunctions
mainly verb of
doing
descriptive lexis

explaining the
process of how
something
happens or how
something works
general statement
to position reader
sequenced
explanation of why
/ how something
occurs
generic nonhuman participants
(more process
than agents)
simple present
tense
temporal and
logical
conjunctions
mainly verb of
doing
some passives are
used to maintain
the theme right
descriptive lexis

8. Exposition and discussions

Types of genres
Exposition
Characteristics
Social Function

GSP / Stagings

Discussions

putting forward a
point of view, or
arguments

Thesis (opinion)
argument (1 n)
one-sided

presenting
information and
arguments of both
sides of a topical
issue
Issue
arguments for and
against or different

Language Features

Reiteration or
restatement
generic and nonhuman participants
present simple
few temporal but
mainly logical
relation
descriptive lexis
occur in more
analytical
exposition
attitudinal can be
found in hortatory

pints of views
recommendation:
summary and
conclusion.
generic and nonhuman participants
present simple
few temporal but
mainly logical
relation

Register
1. Register is a semantic concept of a language use in a certain context of
situation and culture. Therefore, register is influenced by the simultaneous
aspects of context of situation: field, tenor, and mode. The aspects produce
the configuration of meaning, which underlies the use of a particular text
structure and texture, including cohesion, lexico-grammar, phonology or
graphology. Therefore, in this sense, register is similar to style.
2. Talking about style, in this tradition, there are two types of language styles,
spoken and written. The two styles cannot be separated quite clearly, but they
represent a continuum of between spoken and written.

spoken style

between spoken and written

written style

3. The characteristics of spoken and written styles can be summarized as

follows:
Spoken
Written
1. use of summoning of second
1. no summoning of second
persons: you, John, dear etc.
persons
2. imperative
2. no imperative
3. grammatical intricacies: more
3. grammatical intricacies: more
complex sentences; simplex
simplex with more complex
groups
groups
4. More use of external
4. More use of internal
conjunctions
conjunctions
5. congruent lexis
5. Incongruent lexis: abstraction
6. repetition
and technicalities
7. ellipsis
6. less repetition, ellipsis, and
8. minor clause
minor clause.

The following examples are ordered from spoken to written, caused by

grammatical intricacy.

Spoken
a. Last night it rained heavily in Solo; Solo flooded in the morning. (Cl.
Compl)
b. Last night it rained heavily in Solo, and then Solo flooded in the
morning. (Cl. Compl)
c. After it had rained heavily last night, Solo flooded in the morning. (Cl.
Compl)
d. Last night it had rained heavily in Solo, before Solo flooded in the
morning. (Cl. Compl)
e. After having rained heavily last night, Solo flooded in the morning. (Cl.
Compl)
f. Last night it rained heavily in Solo, so (that) Solo flooded in the
morning. (Cl. Compl)
g. Solo flooded in the morning because it rained heavily last night. (Cl.
Compl)
h. Solo flooded in the morning since it rained heavily last night. (Cl.
Compl)
i. Solo flooded in the morning because of the heavy rain last night.
(Simplex with adverbial group)
j. Solo flooded in the morning due to the heavy rain last night. (Simplex
with adverbial group)
k. The heavy rain last night caused Solo to flood. (Simplex with extra
causer)
l. The heavy rain last night made Solo flood. (Simplex with extra causer)
m. The flood in Solo is due to the heavy rain last night. (simplex with
carrier atrribute)
n. The cause of flood in Solo is that it rained heavily in Solo last night.
(simplex with value token)
o. The reason of flood in Solo is the heavy rain last night. (simplex with
value token)
p. One of the major factors of flood in Solo is the heavy rain last night.
(simplex with value token)

Written
4. The idea of spoken and written styles implies that the style affects on the
types of target readers.

METHODOLOGICAL IMPLICATION
This idea of language implies a learner-centered teaching learning methodology
as follows:
1. Building knowledge of the field
Students need to be contextualized or framed in the happening to be
introduced to them. This involves the idea, situation, vocabularies that will be
used in the teaching-learning process.
2. Modeling of text

Students need to be guided to deconstruct a model of a text of similar

happening to become smaller organism. The deconstruction involves the
social goal and stagings, which embody ideasional, interpersonal meanings;
including language features: text structures, cohesion system, lexicogrammar,
and phonology/graphology as the expressions of the meaning and the social
goal.
3. Joint Construction of text
Students are guided to reconstruct the text from the smallest to biggest
organism; including the language features from the lowest to the highest level
of language in guided to freer and grouped types of exercises.
4. Independent Construction of Text
Students are given opportunities to develop new texts of the same genre in
guided to freer and more independent and individual types of exercises.

References:
Gerot, L. & Peter Wignel (1995) Making Sense of Functional Grammar, Gerd Stabler.
Halliday, MAK & R. Hasa (1985), Language, Text, and Context, Deakin UNiv. Press.
Martin, J.R. (1992) English Text: System and Structure, John Benjamin Publisher.
Martin, JR, (1997) Waves of Abstraction: Organizing Exposition in Miller, Tom,

Functional Approaches to Written Text: Classroom Applications., Washington:

English Language Program
MEDSP (1989) A Brief Introduction to Genre: Factual Writing: A Genre-based Approach.
Sydney.
Riyadi Santosa, (2003) Semiotika Sosial: Pandangan terhadap Bahasa, Pustaka

APPENDIX 1
STORY GENRES
1. RECOUNT
Orientation
Just another one of those days. The neighbors a couple of houses down had a party
Last night; they came and warned us and it wasnt too bad really. Woke Jane up a couple
of times.
Record
Anyhow we got up the next day and packed up the car to take Jane back but we opened
the gate there was a car blocking half of our driveway not surprising given the sound of
things the night before. What a bugger. I checked with the neighbors, but they didnt
know whose car it was so I phoned the cop. When they came they said they couldnt do
anything except give it a ticket. Completely useless. In any case we manage to fill in
between the road and curb with rubble and just sneaked the car through bit of a pain, but
no too bad. Finally we got Jane back to her mothers and came home to do some work.
Reorientation
Bloody car is still there too.

2. ANECDOTE
Abstract
I had an embarrassing moment this morning
Orientation
The neighbors a couple of houses down had a party last night; they came and warned us
and it wasnt too bad really. Woke Jane up a couple of times.
Crisis
Then this morning there was a car parked across our driveway. I figured it must have been
someone from the party so went down to knock on their door. I knocked and knocked but
no-one came. I figured they were hung-over and sleeping in so I kept on banging really
loudly door, window, everything within reach. Finally this guy crawled out of bed and
opened the window. I explained the problem but it turned out it wasnt his party. The
house was divided into flats and it was the people out the back
Reaction
He wasnt too pleased, especially after having been kept up half the night by his
neighbors!
Coda
I still dont know whose car it was.

3. EXEMPLUM
Abstract
I had a crazy experience this morning
Orientation
The neighbors a couple of houses down had a party last night; they came and warned us
and it wasnt too bad really. Woke Jane up a couple of times.
Incident
Then this morning there was a car parked across our driveway. I figured it must have been
someone from the party so went down to knock on their door; but it wasnt anyone they
knew. I tried a few other houses and then phoned the cop, thinking theyd come by and
tow it away. Anyhow, they came quickly enough but when they got there they said all they
could so was give a ticket; they couldnt tow it away because it wasnt in a tow-way zone.
Interpretation
That seemed just crazy to me; I mean someone can park in your driveway and block your
car in for days and theres nothing you can do about it. You just have to wait until they
come back and drive away. If you open their car to move it youre breaking in! Crazy.
Coda
Bloody car is still there too.

4. NARRATIVE
Abstract
We had a bit of a struggle getting Jane back this morning.
Orientation
The neighbors a couple of houses down had a party last night; they came and warned us
and it wasnt too bad really.
Complication
Then this morning there was a car parked across our driveway. I figured it must have been
someone from the party and went down to knock on their door; but it wasnt anyone they
knew. Then I tried to phone the cops, who came quickly enough but when they got there
they said all they could do was give him a ticket; they wouldnt tow it away and couldnt
legally break into his car to move itand neither apparently could I.
Evaluation
I thought Bugger. This is ridiculous. Our car could be parked in here for bloody days
waiting for the guy to come back for it.
Resolution
Anyhow, then we got the idea of going down the sidewalk a little and driving over the
curb. The plumber had been doing some work so we collected bricks and pipes and filled
in between the road and the curb and then we got some planks from out back to put over
the top. I drove out a carefully as I could there was just room to sneak past. And we
managed to get over the curb without damaging the car or getting a flat tire on the rubble
wed put.
Coda
All we needed with all the work we have to do.
(adapted from Martin, 1992, p.p.566-568 )

APPENDIX 2
9

FACTUAL GENRES
1. DESCRIPTION

Welcome to Sydney
GENERAL
DESCRIPTION

DESCRIPTION
OF PARTS

Sydney is Australias oldest, largest, and liveliest state

capital with a population of over 3,000,000. It is a colourful
modern, modern city but it has also a natural beauty with green
parkland and perhaps the worlds most beautiful deep-water
harbour.
As well as being famous for its modern buildings and
roads, there are many places of historical interest in Sydney.
For example, Mrs. Macquaries Chair, the area called the
Rocks dating back to the early nineteenth century, and the
attractive terrace houses of Paddington, are all close to the
harbour and the city centre.
Sydney has many attractions which tourists can enjoy
surf beaches, a zoo, Koala Bear Park, and an Opera House
which is situated at the waters edge. Some say that this is one
of the most beautiful examples of modern architecture in the
world. For further entertainment there is a wide variety of
restaurants, theaters, nightclubs, sports, and social clubs.
There is also a very efficient network of
communications within the city, including an underground
railway, buses and taxis.
Sydney has a very pleasant, temperate climate. The
average temperature in summer is 21.7C, and in winter
12.6C.
There are few places in the world where a visitor can
find such a rich variety of natural and historical beauty,
entertainment and culture. Ask any Sydneysider about his city
and hell say theres no place like it.
(Taken from Abbs and Freebain, 1985)

2. RECOUNT
10

13/53 Alice St.,

Lakemba
29/10/87
Dear Grandpa and Grandma,
Yesterday at my school we had International Day.
We had performance, foods stalls, displays, raffle
ticket draw and some of us were dressed in costumes.

ORIENTATION

We started our day off with performance but the one I liked
best was the one from fourth grade. It was about games.
The performance I was in was called Labamba.
Straight after our performances we had our lunch. There were
food stalls. They came from Australia, Asian, Arabic
and Greece.
Everyone had a job. These people were from sixth grade.
I did my job after I had lunch. My job was to sell International
Day Books.

EVENTS

We had displays in the hall.

These displays were good but I didnt get to see them.
The displays came from a lot of countries.
There was also Trash & Treasure stall were they
sell toys. The school got these things by asking the
children to bring them in.
after lunch we had a raffle ticket draw. I didnt win
anything but a lot of people did
although I didnt win anything, International Day
was still fun.

REORIENTATION
(Adapted from MEDSP, 1989)

Love from Huy.

3. REPORT GENRE
11

Sea-Lions

GENERAL
CLASSIFICATION

Sea-Lions are sea-mammals and are warm-blooded. They

breathe air with their lungs. The scientific name for the family
they belong to is Neophoca Cinerea (Nee-o-fo-ka Sin-er-ee-a).

TECHNICAL
CLASSIFICATION

Australian sea-lions are about250 cms long. Adult males (called

bulls) grow to about 3 metres and are the largest Australian
mammal (they no longer breed in Australia). The female
sea-lions are always smaller than the bulls in length and weight.
Australian sea-lions have a body shaped for slipping smoothly
through the water and a thick layer of fat underneath their skin.
They have large nostrils, long, sharp teeth and two pairs of short
legs with the five-toed feet flattened like paddles or fins.
When Australian sea-lion pups are born they feed on their
mothers milk. Sea-lions have to come on dry land when they
mate and have babies. Bull sea-lions are big and dark and they
mate with lots of females. If a baby pup goes near bull, the bull
will kill it. When the pup is trying to look for its mother, no other
sea-lion will feed it. If it cant find its mother, it will starve.

DESCRIPTION

Australian sea-lions are found along the South-Western shores

of west Australia and most of the South Australian coastline
and off-shores island. Sea-lions eat fish and squid.
(Adapted from MEDSP, 1989)
Shaneen Kingi Yr.5
Tempe P.S
Shaneens report was written independently for a unit of work
on Australian mammals.

12

4. PROCEDURE
To Make Stained Glass Figures
1.

First you take a piece of cardboard and one

piece of chalk.

2.

Then you draw something on the cardboard.

3.

Next you cut it out where you want light to go

through.

GOAL

STEPS
4.

Then use a texta to trace around the thing you

drew.

5.

Stick different colored cellophane paper over

the areas that have a hole.

6.

When you have finished this, stick it on the

window.

(Adapted from MEDSP, 1989)

5. EXPLANATION GENRE
13

Explain How Desert Remain Dry.

There are three possible reasons why dessert remains dry.
These are high mountain barriers, cold ocean currents
and high pressure systems.

General
Statement to
position reader

Mountain Barriers:
When warm air passes over the ocean it picks up moisture
in the form of water vapour. As this moist air travels over
the land, it rises to pass over mountain ranges. When it
begins to rise, the air cools and this causes the water vapour
to condense into droplets which fall as rain. When the air
reaches the other side of mountain barrier, it has lost
all its moisture and so the other side of the mountain
remains dry.

Sequenced
Explanation

Cold Ocean Currents:

Air passing over cold ocean currents is cooled and therefore
is unable to pick up and hold much moisture. When this
cold air pass reaches the warm dessert, any moisture in the
air is evaporated and so does not fall as rain and so the dessert
remains dry.

Sequenced
Explanation

High Pressure Systems:

In a high pressure systems, the air is dry and is moving
Downwards. As this system moves over the land it draws
In moisture from the land surface. Consequently the
moisture does not fall as rain and so the dessert remains dry.

Sequenced
Explanation

(Adapted from MEDSP, 1989)

6. EXPOSITION
14

I think the Canterbury Council should

construct more Activity Centres in most
local areas.
Firstly, children can keep busy as well as
have fun in the holidays. Secondly, they
learn a lot about how to do certain things.
Finally, it might stop children vandalizing
properties that dont belong to them
because they can go to the Activity
Centres.
During the school holidays, many
children who dont have much on their
minds can attend their local Activity
Centre. It will keep them busy and they
can also learn to do lots of things.
Another reason is children can encourage
others to attend the local Activity Centre.
This way children will not get so bored
because they can have lots of fun.
Moreover, it could stop children from
vandalizing others properties because
they have better things to do like going to
the Activity Centre and having fun and
enjoying themselves
These are the main reasons why I think
we should have more Activity Centres.
They will be very educational and very
good experience for lots of children

Position
THESIS
Preview

Point
ARGUMENT 1
Elaboration
Point
ARGUMENT 2
Elaboration
Point
ARGUMENT 3
Elaboration

REITERATION
(Adapted from MEDSP, 1989)

By Nha Vyen Chau

6C Lakemba

7. DISCUSSION

15

STATEMENT
OF ISSUE
ISSUE
PREVIEW

POINT FOR
ARGUMENT
FOR

ELABORATION
POINT FOR
ELABORATION

ARGUMENT
AGAINST

POINTS
AGAINST

SUMMARY
RECOMMENDATION
CONCLUSION

There are many reasons for both sides of

the question, Should we have printed
advertisements? Many people have strong
views and feel that ads are nothing more
than useless junk mail, while other people
feel they are an important source of
information
Here are some reasons why we should have
advertisement in newspaper and magazines.
One reason is ads give us information about
what is available. Looking at ads we can
find out what is on sale and what is new in
the market. This is an easy way of
shopping. Another reason is that
advertisements promote business. When
shop owners compete against each other the
buyer saves money, more people come to
their shops and they sell more goods
On the other hand, some people argue ads
should not be put in newspapers and
magazines for these various reasons. Firstly,
ads cost the shopkeepers a lot of money to
print onto paper. Also some people dont
like finding junk mail in their letter boxes.
People mat also find the ads not very
interesting. Ads also influence people to
buy items they dont need and cant really
afford. Ads use up a lot of space and a lot of
effort has to be made to make the ads eyecatching. Ads also take up a lot of room in
the papers and I dont think I find some of
them interesting.
In summary, although ads provide people
with information, they cost a lot of money
to print. Therefore I think we should not
have printed advertisements.
(Adapted from MEDSP, 1989)

APPENDIX 3

16

EXAMPLE OF WRITING MATERIALS

CHAPTER 4: RECOUNT
A. Modeling
Activity 1
Think of your answer to the following questions!
1.
2.
3.
4.
5.
6.
7.

How many times do you have picnics a year?

Where do you usually go for a picnic?
Where was the last picnic you went?
When did you go there?
How did you go there?
What did you do there?
Did you enjoy it?

Activity 2
In pairs, tell your partner about your picnic!

Activity 3
Read the following passage! Pay attention to the way how the writer recounts his picnic to
Tawangmangu .

Going to Tawangmangu

10

15

On Sunday last week, my family and I went to a tourist

resort, called, Tawangmangu.
It was beautiful Sunday morning. My father, mother,
brother, and I went there by our family wagon. We brought some
food, fruits, and drinks for our lunch there. We departed from
our house at 10.00 oclock. My father drove the car in a medium
speed so that we could enjoy the sceneries along the road all the
way to Tawangmangu. An hour later, the car began to hike
bending and steep roads. We were a bit tensed and quiet to let
my father concentrate on the roads. Half an hour after that, we
came to a market, the busiest market in town. We hiked more or
less a kilometer again, and came to Balekambang Park. We
parked our car just in front of the park at 11.00 oclock.
We left everything in the car, except our sun glasses and
hats. We rode on horsebacks to Grojogan Sewu water fall. After
having paid the tickets, we walked down the steep and bending
paths. We had enjoyed feeding the playing monkeys with
peanuts before we finally came to the site. We went down to the
17

20

25

30

river. While enjoying the flying cool fresh water vapor, we were
walking in the river until we arrived at just under the fall. There
were a lot of people there. They were all happy, although they
were all wet.
Being satisfied with the fall we went back to the park. We
were very tired. After having paid the tickets we went in the
park, bringing all the food, fruits, and drinks we had, including a
large plastic mat to sit. My brother was carrying the food and the
drink, while I was bringing the mat on my shoulder. After having
found a shady place, we unfolded the mat and started enjoying
the meal and drink.
At 15.00 oclock we went home. We were tired and sleepy
all the way home, but we were satisfied with our picnic.

Activity 4
Answer the following questions to understand the way the writer retell his account of his
picnic to Tawangmangu!
1.
2.
3.
4.
5.

How many paragraphs are there in the passage?

What does each paragraph tell about?
How would you name the first paragraph?
How would you name paragraph 2, 3, and 4?
How would you name the last paragraph?

Paragraph

Content

Staging

1
2
3
4
5
6. What tense is used in the passage?
7. What type of conjunction is mostly used in the passage?
8. What type of verb is mostly used in the passage (doing, being, saying, or
behaving)?
9. What does the site in line 18 refer to?
10. What does the mat in line 27 refer to?

Activity 5
18

Referring back to the questions 2-5 in Activity 4, the passage can be cut into three stages
as follows:

Going to Tawangmangu
On Sunday last week, my family and I went to a tourist
Orientation
resort, called, Tawangmangu.
It was beautiful Sunday morning. My father, mother, brother, Sequence of
and I went there by our family wagon. We brought some food,
Events 1
fruits, and drinks for our lunch there. We departed from our house
at 10.00 oclock. My father drove the car in a medium speed so
that we could enjoy the sceneries along the road all the way to
Tawangmangu. An hour later, the car began to hike bending and
steep roads. We were a bit tensed and quiet to let my father
concentrate on the roads. Half an hour after that, we came to a
market, the busiest market in town. We hiked more or less a
kilometer again, and came to Balekambang Park. We parked our
car just in front of the park at 11.00 oclock.
We left everything in the car, except our sun glasses and hats. Sequence of
We rode on horsebacks to Grojogan Sewu water fall. After
Events 2
having paid the tickets, we walked down the steep and bending
paths. We had enjoyed feeding the playing monkeys with peanuts
before we finally came to the site. We went down to the river.
While enjoying the flying cool fresh water vapor, we were
walking in the river until we arrived at just under the fall. There
were a lot of people there. They were all happy, although they
were all wet.
Being satisfied with the fall, we went back to the park. We Sequence of
were very tired. After having paid the tickets we went in the park,
Events 3
bringing all the food, fruits, and drinks we had, including a large
plastic mat to sit. My brother was carrying the food and the drink,
while I was bringing the mat on my shoulder. After having found
a shady place, we unfolded the mat and started enjoying the meal
and drink.
At 15.00 oclock we went home. We were tired and sleepy all Reorientation
the way home, but we were satisfied with our picnic.

Discussing them with your partner, answer the following questions?

1. What does Orientation function for the rest of the passage?
2. What aspects does it contain?
3. What do the sequences of events 1, 2 and 3 play a role for the passage?
4. How important is the Reorientation for the passage?
5. What does the whole passage function for?
6. Write your own Orientation of your own recounts! One is given for the example.
Last year, my family and I visited my grandma in a beautiful, calm, small

19

village, called, Karang Anom.

2
3
4
5

Activity 6
Pay attention to the following sentences from the passage!
It was beautiful Sunday morning. My father, mother, brother,
and I went there by our family wagon. We brought some food,
fruits, and drinks for our lunch there. We departed from our house
at 10.00 oclock.
In general a single happening in the past is expressed by verb of past simple tense. To
highlight the use of this verb, complete the following passage about Rip van Winkle with
the right verbs of past simple tense!

Rip van Winkle (spend) a lot of time in the inn because he (be), in fact, a very lazy
man. He (be) happy to do just enough work to get by. Instead of working on his farm,
he (go fishing) or hunting, or (sit) in the village inn talking to his friends. His
family (be) very poor and his wife (use to get) at him. What kind of farmer are
you , she (say). Why dont you get down to some work, you lazy man!
After argument with his wife, he always (go) off hunting with his dog, Wolf. One day,
after another argument, he (go) further than usual in the woods and (come) to a
beautiful valley, high in the mountains. Suddenly, he (hear) a strange voice calling his
name. An old man, dressed in old fashioned clothes, (try to carry) a barrel and (ask)
Rip to help him. Rip (agree). They (take) the barrel to a cave, where there (be)
more people, dressed in the same strange clothes. After that, the old man (give) him a
drink from the barrel. He immediately (fall) into a deep sleep.

(Adapted from Harris, et. al., 2000, p. 26)

Activity 7
20

Pay attention to the following sentences from the passage!

1. After having paid the tickets, we walked down the steep and
bending paths
2. We had enjoyed feeding the playing monkeys with peanuts
before we finally came to the site.
3. While enjoying the flying cool fresh water vapor, we were
walking in the river until we arrived at just under the fall
4. My brother was carrying the food and the drink, while I was
bringing the mat on my shoulder
Happenings in the past can be combined through time conjunctions such as: before, after,
as soon as, while, when, until, etc. If two happenings in a row in the past are combined
with conjunctions: after, before, as soon as, soon after, the preceding event uses past
perfect tense (had + V-ed2) and the following event uses past simple tense (V-ed1).
However, in the case of two happenings in the past co-occurring in the same time, using
conjunction such as while, or when, one enduring event uses past continuous (was/were +
V-ing), the other uses past simple tense (V-ed1), or both use simple past or past
continuous tense, depending on the happenings.
Discuss with your partner, and write a combination of 2 sentences or more in the past!
One is done for you.
1

We had locked the door before we left the house.

2
3
4
5
6
7
8

Activity 8
21

Pay attention to the following sentences from the passage!

1.
2.
3.

They were all happy, although they were all wet.

Being satisfied with the fall, we went back to the park.
We were tired and sleepy all the way home, but we
were satisfied with our picnic.

If the two happenings are combine with logical conjunctions, such as: but, and, although,
because, etc, they all use simple present tense verbs. Write five other complex sentences
with logical conjunctions!
1
2
3
4
5

Activity 9
Complete the following text with complete conjunctions: while, after,
suddenly, immediately, later, as soon as, before, in the end and correct verbs.
One day, (1) _____ Rip (2) _____ (have) breakfast, he (3)_____ tell his
grandchild a story. Once upon a time, there lived a poor man called Stan. He
decided to kill a dragon to get its treasure.
(4) _____he (5) _____ (get) to kill a dragons cave, he (6)_____ (say) I am
stronger than you.
Can you do this?, (7) _____ (say) the dragon, and it (8) _____ (throw) a
stone over a mountain.
(9) _____, Stan (10 )_____ (reply): Ill have to wait until tomorrow the
moon is in the way.
(11) _____, the dragon (12)_____ (be) afraid.
(12) _____, the dragon (14) _____ (go) to the mens bed and (15) _____
(smash) a stone hard on his head. But it (16) _____ (be) very dark and the
dragon (17) _____ (not know) that.
22

(18) _____, Stan (19)_____ (hide) under the bed! The dragon (20) _____
(be) very happy and (21) _____ (laugh) a lot. But (22) _____, Stan (23)
_____ (come) in. Ive got a headache, he (24) _____ (say). The dragon
couldnt believe it and (25) _____ (give) Stan all the treasure. (26) _____,
Stan and his family (27) _____ (live) happily ever after.
(Adapted from Harris, et. al., 2000, p. 27)

Activity 10
Pay attention to the following underlined noun phrases from sentences in the passage!
1.
2.
3.
4.
5.
6.
7.

It was beautiful Sunday morning. My father, mother,

brother, and I went there by our family wagon
My father drove the car in a medium speed so that we
could enjoy the sceneries along the road all the way to
Tawangmangu.
We left everything in the car, except our sun glasses and
hats.
We rode on horsebacks to Grojogan Sewu water fall.
After having paid the tickets, we walked down the steep
and bending paths.
While enjoying the flying cool fresh water vapor, we were
walking in the river until we arrived at just under the fall.
After having paid the tickets we went in the park, bringing
all the food, fruits, and drinks we had, including a large
plastic mat to sit.

These noun phrases can be analyzed in the following way.

Pre-Modifier

Post Modifier
Thing

Deictic

Numeri
c

Ephitet

Classifier

beautiful

Sunday

morning

family

wagon

our
a

medium

speed

the

sceneries

our

sun
water

the

Qualifier

steep and

along the road

glasses
and hats
fall
paths

23

bending
flying
cool fresh
large

water

vapor

plastic

mat

to sit

Notes:
Deictic: Articles, Possessive Adjective
Numeric: Ordinal and Cardinal Number
Ephitet: Describing things by their shape, size, color, and physical or
psychological condition (Adjective, Present Participle, Past Participle).
Classifier: Classifying things in terms of their kinds or types (Noun, Adjective,
and Gerund).
Qualifier: Additional information (Adjective Clause, Infitive Phrase, Present
Participle Phrase, Past Participle Phrase, Adjective Phrase,
Prepositional Phrase, and Ordinal or Cardinal Number
Write your own noun phrases in the table below. Make sure that you put your words in the
right column / classification!
Pre-Modifier

Post Modifier
Thing

Deictic

Numeri
c

Ephitet

Classifier

Qualifier

Activity 11

24

Referring back to Activity 5, writing an orientation, choose one topic you like best!
Continue writing the body (temporal sequence of events) of your previous orientation!
You may also write the re-orientation.!

Activity 12
Read the following recounts, and identify the text structure of each text!

Remote Control Racing Car

On the weekend of the 3rd of March, I went to
the Ryde BMX track with Robert and Chris
McDonald. When we got there it was very crowded
in the car park and we wondered where everyone
was because there werent many people on the
BMX track.
So we parked the car and then we saw a lot of
people surrounding a little track with speeding cars
going around it. There were also about five people
controlling the cars from a high platform. The cars
were about 30 cms long and 15 cms wide with big
tread on the tyres and a flap on the front so that
they wouldnt tip over.
Then after the races they were awarding trophies
to the winners. When were just going, a boy was
controlling a car around the track and it was going
very fast. Some one else had three wheeler
25

motorbike, but it didnt go as fast. Then we had to

go, so we packed up the car and then we left.
(MEDSP, 1989. p. 6)

13/53 Alice St,

Lakemba,
29/10/87,
Dear Grandpa and Grandma,
Yesterday at my school we had International Day.
We had performances, food stalls, displays, raffle
ticket draw and some of us were dressed in
costumes.
We Started our day off with performances but the
one I liked best was the one from fourth grade. It
was about games. The performance I was in was
called Labamba.
Straight after our performances we had our lunch.
There were food stalls. They came from Australia,
Asian, Arabic and Greece.
Everyone had a job. These people were from sixth
grade. I did my job after I had lunch. My job was to
sell International Day Books.
We had displays in the hall. The se displays were
good but I didnt get to see them. The displays
came from a lot of countries.
There was also a Trash & Treasure stall where they
sell toys. The school got these things by asking the
children to bring them in.
After lunch we had a raffle ticket draw. I didnt win
anything but a lot of people did.
Although I didnt win anything, International Day
was still fun.
(MEDSP, 1989. p. 5)

Activity 13
26

Based on the previous discussion on the text structure, in groups of 2 or 3, find 2 or 3

passages of recounts in authentic materials such as magazines, newspapers, internets, etc.

B. Working out the Genre in Group

Activity 1
In group of 2 or 3, go for a picnic to a tourist resort or a visit to a family member or
friend. Take notes everything you do.

Activity 2
You will discuss your notes in group. Things you discuss in your group involve:
1. Title of your recount.
2. How you begin/orientate your recount in the opening.
3. How you sequence the detailed events in the body: what time markers you will
use, what conjunctions you will use, what sentence variation you will apply.
4. Other cohesion system.
5. How you re-orientate your recount.

Activity 3
In group, write a recount of your picnic or visit in a piece of paper! If you have finished,
then exchange your recount with your friends. Check your friends with a check list in
activity 2, and make a comment on it. If you have finished and then return it to your
friend, discuss the comment, you may re-write your recount. Finally you submit your
recount to your teacher!

C. Working out the Genre individually

Activity 1
Supervised by the teacher, review and discuss mistakes, or inappropriateness of their
recounts, which have already been checked and marked.

Activity 2
Individually, go to places such as: museum, library, city, or mall or visit a family member,
friend, or places. Take notes everything you do. You will write a recount of your visit in
three days! Your individual recount will be marked and returned to you in the following
meeting!
References:
Harris, M., Mower, D. & Sikorsynka, A. (2000) Opportunities: Intermediate: Students
Book , Longman.
MESDSP (1989), A Brief Introduction to Genre.
APPENDIX 4

27

ORGANIZING EXPOSITION
A text was originally written by year 10 of geography class in a secondary school in
Sydney. The text is a typical migrant students writing.
1. Original Spoken English version; writing as you speak.
I think Governments are necessary because if there isnt any there would be no law people
would be killing themselves. They help keep our economic system in order for certain
things.
If there wasnt no Federal Government there wouldnt have been no one to fix up any
problems that would have occurred in the community. Same with the State Government if
the SG didnt exist there would have been no one to look after the school, vandalism
fighting would have occurred everyday. The local Government would be very important
to look after the rubbish because everyone would have diseases.

2. Written English version; revising grammar, punctuation and usage

I think Governments are necessary because if there werent any there wouldnt be any law,
people would be killing themselves. They help keep our economic system in order for
certain things.
If there wasnt any Federal Government, there wouldnt be anyone to fix up any problems
that occur in the community. It is the same with the State Government - if the State
Government didnt exist there wouldnt be anyone to look after the school; vandalism and
fighting would occur everyday. The local Government is very important to look after the
rubbish, because otherwise everyone would have diseases.

3. Written English version with theme analysis

I
because if there werent any (Government)
They (Government)
If there wasnt any Federal Government
It (Situation)
if the State Government didnt exist
The local Government
because otherwise everyone
Of 8 themes, 5 are oriented in Governments

28

4. Re-organized version; highlighting themes.

Governments are necessary at different levels for a number of reasons.
They make laws, without which people would be killing themselves,
and help keep our economic system in order.
The federal Government fixes up problems that occur in the community.
The State Government looks after schools, preventing vandalism and fighting.
The Local Government is important to look rubbish;
otherwise everyone would have diseases.
Governments at several administrative levels are necessary.
5. Re-organized version; highlighting conjunctions.
Governments are necessary at different levels for a number of reasons.
They make laws, without which people would be killing themselves, and help keep our
economic system in order.
To begin with, the federal Government fixes up problems that occur in the community.
Similarly, the State Government looks after schools, preventing vandalism and fighting.
Finally, the Local Government is important to look rubbish; otherwise everyone would
have diseases.
As a result of these factors, Governments at several administrative levels are necessary.
6. Tell them what you are going to say, say it, tell them what you have said (Thesis,
Arguments (one-sided), and Restatement of Thesis in Exposition)
I think Governments are necessary at different levels for a number of reasons.
These have to do with the special responsibilities of Governments at different
administrative levels Federal, State and Local.
To begin with, the federal Government fixes up problems that occur in the
community.
Similarly, the State Government looks after schools, preventing vandalism and
fighting.
Finally, the Local Government is important to look rubbish; otherwise everyone would
have diseases.
As a result of their concern with general difficulties, schooling and waste disposal,
Governments at several levels of administrative organization are necessary.

7. Adding layers of Prediction with Elaboration

29

I think Governments are necessary at different levels for a number of reasons.

These have to do with the special responsibilities of Governments at different
administrative levels Federal, State and Local.
To begin with, the federal Government is concerned with general difficulties faced by the
community. It organized arm forces to defend the country in case it is attacked and to help
keep things peaceful in various parts of the world. It tries to improve the economy,
helping business run effectively and provide more jobs for people. And it collects taxes
which are spent on Medicare, universities and airports.
Similarly, the State Government looks is responsible for schooling.[elaboration]
This prevents vandalism and fighting.[elaboration]
Finally, the Local Government has to look after waste disposal.[elaboration]
otherwise everyone would have diseases.[elaboration]
As a result of their concern with general difficulties, schooling and waste disposal,
Governments at several levels of administrative organization are necessary.
Martin, JR, Waves of Abstraction: Organizing Exposition in Miller, Tom, Functional
Approaches to Written Text: Classroom Applications., Washington: English Language
Program, 1997.

30