Lyric Starlight by MUSE

Far away
This ship is taking me far away
Far away from the memories
Of the people who care if I live or die
Starlight
I will be chasing the starlight
Until the end of my life
I don’t know if it’s worth it anymore
Reff:
Hold you in my arms
I just wanted to hold
You in my arms
My life
You electrify my life
Let’s conspire to ignite
All the souls that would die just to feel alive
But I’ll never let you go
If you promised not to fade away
Never fade away
Our hopes and expectations
Black holes and revelations
Our hopes and expectations
Black holes and revelations
Hold you in my arms
I just wanted to hold
You in my arms
Far away
This ship is taking me far away
Far away from the memories
Of the people who care if I live or die
And I’ll never let you go
If you promise not to fade away
Never fade away
Our hopes and expectations
Black holes and revelations
Our hopes and expectations
Black holes and revelations
Hold you in my arms
I just wanted to hold
You in my arms
I just wanted to hold

L. DISCUSSION

L. DISCUSSION

Purpose:

To present information and opinions about issues in more one side of an issue (‘For/Pros’ and ‘Against/Cons’)

Generic structure of Discussion:

    1. Issue

        - Statement
        - Preview

    2.  Arguments for against or statement of differing points of view

        * Pro-Point

           - Main Point (gagasan pokok 1)
           - Elaboration (uraian)
           - Main Point (gagasan pokok 2)
           - Elaboration (uraian 2)

       * Contra-Point

          - Main Point
          - Elaboration

    3. 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.

SAMPLE OF DISCUSSION TEXT:

1. Homework

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.

K. EXPLANATION

K. EXPLANATION

Purpose:

• To explain the processes involved in the formation or working of natural or socio-cultural phenomena.

• To give reasons why things are they are

           Examples: texts in science or social studies

Generic Structure:
1. General statement
2. Explanation
3. Closing

Language Features:

• 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)

SAMPLE OF EXPLANATION TEXT:

1. A brief Summary of Speech Production

A brief Summary of Speech Production

General Statement to Position the Reader

Speech production is made possible by the specialised movements of our vocal organs that generate speech sounds waves.

Explanation

Like all sound production, speech production reguires a source of energy. The source of energy for speech production is the steady stream of air that comes from the lungs as we exhale. When we breathe normally, the air stream is inaudible. To become audible, the air stream must vibrate rapidly. The vocal cords cause the

air stream to vibrate.

Explanation

As we talk, the vocal cords open and close rapidly, chopping up the steady air stream into a series of puffs. These puffs are heard as a buzz. But this buzz is still not speech.

Closing

To produce speech sounds, the vocal tract must change shape. During speech we continually alter the shape of the vocal track by moving the tongue and lips,etc. These movements change the acoustic properties of the vocal tract, which in turn produce the different sounds of speech.

J. NEWS ITEM

J. NEWS ITEM

Purpose:

News item  is used to report to the readers, listeners or viewers about events of the day which are considered newsworthy or important.

Generic Structure:

• 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 Feature:

• 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) 

 

SAMPLE OF NEWS ITEM:

1. Newsworthy

JAKARTA: The Supreme Court has upheld the 2006 graft conviction of Dicky Iskandar Di Nata, the former president director of PT Brocolin International. Dicky was found guilty by the South Jakarta Distric Court of misusing Rp 1.9 trillion in funds from Bank BNI, which he claimed was a “grant from an Israeli investor”. The court sentenced him to 20 years in prison

“We have rejected Dicky’s appeal. Therefore, he must serve his 20- years prison and pay a fine 0f Rp 500 million ( US $ 55,000),” presiding justice Artidjo Alkostar was quoted by Detic.com news portal as saying Thursday- JP

Generic Structure

Newsworthy:

JAKARTA: The Supreme Court has upheld the 2006 graft conviction of Dicky Iskandar Di Nata, the former president director of PT Brocolin International.

Background :

Dicky was found guilty by the South Jakarta Distric Court of misusing Rp 1.9 trillion in funds from Bank BNI, which he claimed was a “grant from an Israeli investor”. The court sentenced him to 20 years in prison

Sources:

“We have rejected Dicky’s appeal. Therefore, he must serve his 20- years prison and pay a fine 0f  Rp 500 million ( US $ 55,000),” presiding justice Artidjo Alkostar was quoted by Detic.com news portal as saying Thursday- JP.

I. REVIEW

I. REVIEW

Purpose:

• 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:

• 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)

          provides a kind of punch line which sums up the reviewer’s opinion of the art event as a whole; is optional.

Language features:

• 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 …)

SAMPLE OF REVIEW TEXT:

1. Harry Potter Order the Phoenix

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.

H. A HORTATORY EXPOSITION

H. A HORTATORY EXPOSITION 

• Hortatry exposition is a type of spoken or written text that is intended to explain the listeners or readers that something should or should not happen or be done. 
• To strengthen the explanation, the speaker or writer needs some arguments as the fundamental reasons of the given idea. In other words, this kind of text can be called as argumentation. 
• Hortatory exposition text can be found in scientific books, journals, magazines, newspaper articles, academic speech or lectures, research report etc. 
• Hortatory expositions are popular among science, academic community and educated people. 

The generic structure of Hortatory exposition usually has three components:

(1) Thesis, 

(2) Arguments and 

(3) Recommendation.

A.Generic Structure of Hortatory Exposition

1. Thesis : Statement or announcement of issue concern
2. Arguments : Reasons for concern that will lead to recommendation
3. Recommendation : Statement of what should or should not happen or be done based on the given arguments

B.Generic Features of Hortatory Exposition

1. A Hortatory exposition focuses on generic human and non human participants, except for speaker or writer referring to self.
2. It uses mental processes. It is used to state what the writer or speaker thinks or feels about something. For example: realize, feel etc.
3. It often needs material processes. It is used to state what happens, e.g. ….has polluted… etc.
4. It usually uses Simple Present Tense and Present Perfect Tense.
5. Enumeration is sometimes necessary to show the list of given arguments: Firstly, secondly …, Finally, etc.

SAMPLE OF HORTATORY EXPOSITION TEXT:

1. Country Concern

Country Concern

Thesis

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

Argument

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.

Argument

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

Recommendation

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

G. ANALYTICAL EXPOSITION

G. 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

A. Generic Structure of Analytical Exposition

1. Thesis : Introduces the topic and shows speaker or writer’s position; Outlines of the arguments are presented.
2. Arguments : It consists about Point and Elaboration Point, states the main argument Elaboration, develops and supports each point of argument
3. Conclusion : Reiteration (restatement), restates speaker or writer’s position

B. Generic Features

• 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

SAMPLE OF ANALYTICAL EXPOSITION:

1.Levels of Australian Government 

Levels of Australian Government 

Thesis:

In Australia, there are three levels of government, namely the federal governments, state governments and local governments. All of these levels of governments are necessary.This is so for a number of reasons.

Argument 1:

First, the federal government is necessary for the big things. It keeps the economy in order and look after things like defense.

Argument 2:

Similarity, the state government look after the middle sized things. For example, they look after law and order, preventing things like vandalism in schools.

Argument 3:

Finally, local government look after the small things. They look after things like collecting rubbish, otherwise everyone would have diseases.

Conclusion (Reiteration):

Thus, for the reasons above, we can conclude that the three levels of government are necessary.

F.DESRIPTION / DESCRIPTIVE

F.DESRIPTION / DESCRIPTIVE

Purpose:

• 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:

1. Identification

• identifies phenomenon to be described

2. 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 behavior, for example: fast.

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

SAMPLE OF DESCRIPTIVE TEXT:

1. Macquarie University
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 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 breath, 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 ;andscape 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 polsed to be the most readily accessible in Sydney region by rail and motorway, yet retaining its beautiful.site.

E. PROCEDURE

E. PROCEDURE       

       steps in doing something

Purpose:
            To.help.readers.to.do.or.something.completely

Generic.Structure:
1.Goal/Aim
2.Materials/Equipments
3.Steps/Methods

Dominant.Language.Features:
1.Using.Simple.Tense
2.Using.Imperatives.sentence
3.Using.adverb.
4.Using.technical.

The.Framework.for.a.Procedure

A.procedure.consists.of . . .

1) The goal of the activity. This is where you tell your reader what he/she is going to achieve.

• Make biscuits;
• play a computer game;
• change a tyre;
• do an experiment.

2) Any materials needed These could be: for the procedure. • ingredients for the biscuits;

• how to install the computer game;
• tools to change the tyre;
• equipment for the experiment.

3) Steps to achieve the goal

• This is the main part of the procedure.
• It is where you tell your reader what to do.
• No important step should be left out.
• You should write the steps clearly and briefly.
• The reader should have confidence in your instructions. (in/struc/tions)

4)Conclusion
     You may wish to include a conclusion. That is what can be expected from the procedure.It.include the result of the experiment, a tyre safely changed, pleasure from a.game.or.wellcooked biscuits of a particular flavour, appearance, and texture.

SAMPLE OF POCEDURE:

1.How.to.Plant.a.Flower

1. Aim/Goal

• How to Plant a Flower. 

2. Materials and Tools: 

• A pail, a flower pot, a water dipper or water hose and a pair of gloves, soil and manure.

3.  Steps:

• Take a pail of soil from the backyard. Mix the soil and the manure.
• Put the mixture in the flower pot. - Plant tha flower in the flower pot.
• Take some water using the water dipper. Sprinkle the plant
• Put a little soil around the plant

D. SPOOF

D. SPOOF

Purpose:

It is used to tell an odd and funny event based on the real life. Spoof is aimed at entertaining the readers and It is usually ended by an unexpected event (TWIST).

Generic Structure:

• ORIENTATION (Pengenalan): provides information about the setting (when and 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:

• 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)
• EXAMPLE OF SPOOF:
  1. Penguin in the Park
  ORIENTATION: Once a man was walking in a park when he came across a   penguin.
  
  EVENT: 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: 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.
  TWIST: “and it was a great idea because he really enjoyed it, so today I’m taking him to the movies !”

C. NARRATIVE/NARRATION

C. NARRATIVE/NARRATION

-    Narration            : Legend,fiction

Genre :Narrative

Function     :  to amuse, entertain and to deal with actual or vicarious

                    experience in different ways.

Purpose:

• It is used to amuse/entertain the readers that is to gain and hold the reader’s interest in a story.
• It is used to teach and inform the writer's reflections on experience
• It can be imaginary or factual (fairy tales, mysteries, fables, romances, adventure stories, mythhs and legends), or it can also be a complicated event that leads to a crises that finally find a solution

Generic.Structure.of.Narrative.Text:
       Orientation:

• introduces participants/character (who)
• sets the scene (when & where)

Evaluation

§          a stepping back to evaluate the plight.

       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:

• 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.
• 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

There   are   many   types   of    narrative. They   can   be   imaginary  , factual

or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience.

EXAMPLE OF NARRATIVE TEXT:

1. The Lion and The Mouse

The.Lion.The.Mouse

Orientation:

Once when a lion was asleep, a little mouse began running up and down upon him..This.soon.awakened.the.lion.

Conflict:

The Lion was angry. Then he then placed his huge paw upon the little mouse and opened his big jaws to swallow him. "Pardon, Oh King," Cried the little mouse, "Forgive me this time and I promise that I will never do it again. Someday if you need help, I will probably help you, King."

Resolution:

The lion was so tickled at the idea of the mouse that the mouse may be able to help him one day.  Then, the lion lifted up his pay and let mouse go.

Conflict:

Some time after, the lion was caught in a trap and the hunters. They would carry the lion a live to the king. The Lion was tied into a tree while the hunters looked for a wagon to carry the lion on.

Resolution:

Just then, the little mouse happened to pass by and see the sad plight in which the lion was. He went up to the lion and soon bit away the ropes that bound the king of the breasts.

"I.have.kept.my.promise,.king!"said.the.mouse.
"Thank you very much." said the king.