Senin, 26 November 2012

Asking Opinion and Giving Opinion

Asking Opinion is  to ask other people's opinions on an issue.
Giving Opinion is to express an opinion on a matter or issue.     

A.   Asking for Opinion
 
        Formal :
  • ·         Have you got any comments on …..
  • ·         Do you have any idea?
  • ·         Do you have any opinion on ……
  • ·         Would you give me your opinion on……….?
  • ·         What is your reaction to ….
  • ·         What is your opinion about……….?
  • ·         What are you feeling about………….? 
  •           What are your views on……….
  •  ·         Please give me your frank opinion ?
      
    Informal
  • ·         What do you think of…….?
  • ·         What do you think about………?
  • ·         What is your opinion?
  • ·         Why do they behave like that?
  • ·         Do you think it’s going?
  • ·         How do you like?
  • ·         How was the trip?
  • ·         How do you think of Rina’s idea 
     
    B.  Giving Opinion
     
     Informal
  • ·         I think I like it.
  • ·         I don’t think I care for it.
  • ·         I think it’s good/nice/terrific……..
  • ·         I think that awful/not nice/terrible…………
  • ·         I don’t think much of it.
  • ·         I think that……..

Report Text

    A.  Definition
Report is a text which presents information about something, as it is. It is as a result of systematic observation and analysis. 
   B.  Purpose Of SocialIt’s social purpose is presenting information about something. They generally describe an entire class of things, whether natural, the planets, rocks, plants, countries of region, culture, transportation, and so on. 

    C.
  Social Function
Inform the readers about range of natural, and social phenomena in our environment

    D.  Generic Structure
·         General classification ; tells what the phenomenon under discussion is.
·         Description tells what the phenomenon under discussion is like in terms of 
1. parts ,
2.qualities 
 3. habits or behaviors, if living ; uses , if non-natural.

    E.  Language Features of Report
o    Use of general nouns, example : hunting bird, rather than particular nouns, example : our dog;
o    Use of relating verbs to describe features, example : Molecules are tiny particles;
o   Some use of action verbs when describing behaviour, example : Emus cannot fly;
o   Use of timeless present tense to indicate usualness, example : Tropicalcyclones always begin over the sea;
o   Use of technical terms, example : Isobars are lines drawn on a weather map;
o   Use of paragraphs with topic sentences to organise bundles of information; repeated naming of the topic as the beginning focus of the clause. 

          F. General Classification
         Tell us what the phenomenon discussion is
          G. Description
         Tell us what the phenomenon under discussion is like in terms of: parts (and their funtions), qualities, habits or behavior
   
         H. Grammatical Features
  •    Use of general nouns, e.g. Laser light
  •    Use of relating verbs to describe features, e.g. Laser light is a special kind of light ,
  •    Mostly use of present tenses, e.g. Laser light s just one pure color,
  •    Use of technical terms, e.g. Beam, active medium
      I.        Language Features of Report 
·          Use of general nouns, example : hunting bird, rather than particular nouns, example : our dog;
·           Use of relating verbs to describe features, example : Molecules are tiny particles;
·         Some use of action verbs when describing behaviour, example : Emus cannot fly;
·       Use of timeless present tense to indicate usualness, example : Tropical cyclones always begin over the sea;
·         Use of technical terms, example : Isobars are lines drawn on a weather map;
·         Use of paragraphs with topic sentences to organise bundles of information; repeated naming of the topic as the beginning focus of the clause.


Example of Report Text
 
Birds

 Birds are interesting flying animals. They are vertebrates and warm blooded animals. They belong to aves class and they can be found all over the world.

 Birds breath with their air pocket. Beside as respiration organ, air pocket also can enlarge or reduce their weight when flying or swimming.


 There are many kinds of birds. Earth bird has special characteristic. They have different morphology acording to their food and their habitat. Some of them eat seeds, pollen, fish or meat. There are some species that live in land and the others live in water. Land birds live on their nest.


 Female birds have specific tasks. they lay eggs and feed their baby, Beside that they look for foods for their baby.

Adjective Clause

An adjective clause is a dependent clause that modifies a noun.  It is possible to combine the following two sentences to form one sentence containing an adjective clause:              
·         The children are going to visit the museum.
    They are on the bus.
·         The children who are on the bus are going to visit the museum.
                  | adjective clause |
In the sentence above, there are two other ways to write the sentence correctly using the second sentence as the adjective clause. 
·         The children that are on the bus are going to visit the museum.
·         The children       on the bus       are going to visit the museum.
Some other sentences can be combined into a sentence using adjective clauses in a variety of ways, and they are all correct.  Note the variety of ways in which the following two sentences can be combined.
 The church is old.
·         My grandparents were married there.
·         The church where my grandparents were married is old.
·         The church in which my grandparents were married is old.
·         The church which my grandparents were married in is old.
·         The church that my grandparents were married in is old.
·         The church my grandparents were married in is old
In the sentences above, the adjective clauses are underlined.  All answers are correct.  Note the use of the word "in" and how and where it is used.
An adjective clause with a subject pronoun - such as which, that or who - can also be shortened into a phrase.
You can shorten an adjective clause in two ways:
Omit the subject pronoun and verb.
Omit the subject pronoun and change the verb to the form ending in "ing."
Here are some examples of how to create an adjective phrase:
·         Adjective Clause: The books, which are lost, are not really necessary.
·         Adjective Phrase: The books lost are not really necessary.
·         Adjective Clause: The girl who is running is my best friend.
·         Adjective Phrase: The girl running is my best friend.
·         Adjective Clause: His share of the money, which consists of $100,000, was given to him on Monday.
·         Adjective Phrase: His share of the money, consisting of $100,000, was given to him on Monday.
  Adjective Clause: Something that smells bad may be rotten.
·         Adjective Phrase: Something smelling bad may be rotten.
Remember, the goal of an adjective clause is to add more information to a noun or a pronoun. You can add the information by including a few more words or by changing the adjective clause to a phrase.

Expressing Pain,Relief,and Pleasure



* Expressing Pain

when we get sick, we must feel pain on part of our body. When we get an accident, and we get injured because of it, we must feel pain. 


some expression of pain :
- its very painful. I can’t stand it.
- the pain hurts me very much.
- that’s hurts!-Oh, my headache!
- my back pains me.
- I’m not feeling well.
- I have a bad cough.
- I feel terrible.
- I’m really sick.
- I can no longer stand.
We can also add it with some interjection, such as : Oh!, Ouch! and Aw!





* Expressing Relief When we have problem and we can solve it, we will feel relief. In other situation, when we feel worried about something that we will face it, we will also feel relief. a relief is lessening or ending of pain and worry.

 

For example :
- What a relief!
- That’s a relief!
- I’m very relieved to hear that (it)
- I’m glad everything’s running well.
- I’m glad it’s done.
- thank God for that.
- Thank goodness.
- thank heaveness.
- Oh, good!
- Oh, marvelous!, etc.



* Ekspressing Pleasure (happiness)People express their happiness when they get good news or special thing.
 

For example :
- I’m delighted.
- It’s very delighted.
- I’m pleased.
- I’m happy (for)…
- I’m glad.
- Great!
- It’s wonderful.
- How marvelous!
- fantastic!
- It’s a great pleasure!, etc.





The example of the dialogue :
A collision with b..
A : Oh my God. It hurts me so much. Be careful boy! Ahhh.., I’m getting head aches..
B : I’m so sorry, Sir. I’m in a hurry. I don’t accidentally. Are you Ok Sir??
A : I thought, I would die because of you. But, Doesn’t matter. Other times you have to be careful.
B : Yes, Sir..I’m sorry..Are you Mr. A??
A : How do you know me?? Have we met before??
B : No, we haven’t. I just ever saw you in a hotel when you were having a meeting, there. Nice to meet you Sir.
A : owh,I see.. Nice to meet you,too. What’s your name??
B : My name’s B. Where will you go?
A : I’ll go to the bus stop and go to the hospital. and u??
B : I’ll collect my task to my lecture. What for you go there, sir??
A : My wife is childbearing our first baby, I’m so worry about it.
B : don’t worry, sir, All will be fine. I’m sure.
(A’s cellphone is ringing.)
A : really?? Thank you very much, I can’t say how pleased I’m..
B : what’s the news sir??
A : my wife has childbeared, I have a son. That’s fantastic!!! Thanks God for that.
B : Really?? It’s a great pleasure. Thanks goodness. Congratulation.
A : ya, thank you so much. I’m glad everything’s running well. Aha! That’s the bus, i’m sorry, I must go now. I hope, you’ll graduate with the best score.
B : yes sir, Thanks. Be careful, and see you.
A : see you.

Granting Request

Granting request is expression to give somebody permission to do something
 
 Examples request
  • ·         may i borrow your biology notes now?
  • ·         Excuse me. may i go to the toilet, ma'am?
  • ·         can i use your pen for a minute, please?
  • ·         do you mind if i ask you to drive me to the bookstore?

    Examples Granting Request

  • ·         Sure here you are.
  • ·         yes, you may. 
  • ·         certaintly. it's almost finished anyway. 
  • ·         sure. just be careful
  • ·         Of course, you can.
  • ·         not at all. we're going the same way.

Gerunds

GERUND is the “continuous form of a verb”.

Definition:
A traditional grammatical term for a verbal that ends in -ing and functions as a noun. Adjective: gerundial.
A gerund (also known as an -ing form) with its objects, complements, and modifiers is called a gerund phrase or simply a noun phraseA gerund is that form of the verb which ends in –ing and has the force of a noun and a verb.

Read these examples of gerunds:
Since Francisco was five years old, swimming has been his passion.
Swimming = subject of the verb has been.
Francisco's first love is swimming.
Swimming = subject complement of the verb is.
Francisco enjoys swimming more than spending time with his girlfriend Diana.
Swimming = direct object of the verb enjoys.
Francisco gives swimming all of his energy and time.
Swimming = indirect object of the verb gives.
When Francisco wore dive fins to class, everyone knew that he was devoted to swimming.
Swimming = object of the preposition to.


1. A gerund is used as the subject of a verb.Examples: • Smoking is prohibited here.
Reading improves your knowledge.
• Running behind a running-car is dangerous.
• Walking alone is what he likes the most.
• Buying vegetables in that market is a difficult affair.
• Following others is not advisable.
You can easily see that the subjects in all these sentences are in gerund forms.


2. A gerund is used as an object of a verb.Examples:• Begin reading the book.
• I like going for a walk.
• They prefer buying online rather offline.


3. Object of a preposition.Examples:• My neighbor is good at breeding dogs.
• I am fond of eating sweets.
• Before entering the room, please remove your foot-wear.

Giving Advice

Giving  Advice is  to give (someone) a recommendation about what should be done .
EXPRESSIONS OF ASKING FOR  ADVICE
•What should…………………………….. ?
•What do you think should………… ?
•What do you advise?
•Could you give me some advice for ….?
•What you would advice?
•What would you do if……….?
•Do you think I should …..?
EXPRESSIONS OF GIVING ADVICE 
•You should/ought to……….
•I think you should/ought to………
•You ought to………………
•I advise you to
•If I were you, I would……..
•I would recommend that you ……
•You’d better tell …………..
•You must to……………….


DIALOGUE OF EXPRESSING ADVICE

Bea              : Good morning, Putri
Putri             : Good morning, Bea. (Looks confused)
Bea              : How are you, Putri
Putri             : I’m confused now.
Bea              :  Why?
Putri          :  My boyriend forbade me to follow the singing competition. If you were me, what would you tell him?
Bea             :   I would say that the competition is very important to you, and instead, the prize of the competition would you give to him
Putri         :   That’s a good idea. I will do it. Thank you very much,Bea. Now I want to go to canteen. See you.
Ratna           :    You’re welcome. See you too.
 

Warning

Warning is cautionary advice about something imminent (especially imminent danger or other unpleasantness)
 
Example Warning:




Analytical Exposition

Definition of Analytical Exposition
Exposition is a text that elaborates the writer‘s idea about the phenomenon surrounding. Its social function is to persuade the reader that the idea is important matter.
Generic Structure of Analytical Exposition
1. Thesis (introduction): Introducing the topic and indicating the writer’s position
2. Arguments (body): Explaining the arguments to support the writer’s position
3. Reiteration (conclusion): Restating the writer’s position
Language Features of Analytical Exposition
Using relational process - Relationships between and among leaders, workers,                                                             followers, partners, co-workers, etc.  People knowing and caring about people.

Using External conjunctions –enhancing by linking to real world events                                                                  (Holocaust, the Final Solution, death trains)

Using internal conjunction –   elaborating and itemising steps in an argument                                                          (firstly… secondly .. next… finally)
Using causal conjunction –     the cause of an event…. Because

Using Contrastive conjunction – but… nevertheless

Using Simple Present Tense    (Bruno is a quiet boy)
                                               
– NOT PAST TENSE (Bruno was a quiet boy)


Example ONE
Basic Essay


The Dangerous of Using Drugs

       Everybody must pay attention of drugs. Drugs are very dangerous for us. Why it is very dangerous for us? Because its can caused harm to our body. 

        In terms of health, many organs in our body can be harm because using drug. In general, the impact of using drug are can unconscious, make us hallucinate, can harm our nerve, and cause addictive effect. Beside that, using drugs can make the users depressed, liver disease, schizophrenia, blockage of blood vessels, dehydration, optic nerve damage, brain damage, and finally it can cause DEATH! 
    
        When viewed in terms of Islamic law, drugs are forbidden. Because it is cause badness, self harm, debilitate. And Islam proscribes all that can cause badness, self harm because it is included zhalim. Also if we using drugs, it means we already do the forbidden things in Islam, it means we sin. So, in terms of Islamic law, using drugs also dangerous. 

        Furthermore, if the users of drugs are teenagers, it can endanger their future, and endanger their homeland, their country. From the data, 32 percent of drugs users in Indonesia are teenagers, so, if many teenagers –in this case Indonesia- use drugs, it can be endanger this country, harm youth generation, whereas youths are nation expectation. If the youth using drugs, our nation can be destroy! 

           So, from now on we must pay attention of drugs, because it’s very dangerous, both in terms of health, religion (Islam), nationality and state.


Example TWO
2. Thorough Essay

  Extract: The Boy in the Striped Pyjamas
..The representations constructed by the author influence the reader to accept certain ways of thinking and seeing through the eyes of a child. In the book, ‘The Boy in the Striped Pyjamas’, the author John Boyne has constructed diverse multiple representations of youth in society during the holocaust. John’s construction of the characters Bruno, Gretal and Shmuel show the different cultural assumptions, attitudes, values, beliefs and innocence, which underpin youth and their peers. John Boyne challenges aspects of youth discourses through the characters and relationship of Bruno and Shmuel. The reader is therefore positioned to become aware of the conflict between the different cultures and the youth discovering individual identities and the pressures to conform to societal expectations. In the text, Bruno, the main character, was constructed by John as initially being oblivious and naïve to the Final Solution. Throughout the novel Bruno is emerging into a young boy and trying to discover his role in society and the horror of the world surrounding him. As a part of his personal growth and discovering what is beyond his own life, he becomes involved with a Jewish …..

How to write an Analytical Exposition
The purpose of an analytical essay is to propose and support an argument. By analyzing the material on which the essay is based, the essay writer should develop a position regarding the accuracy of the original information. The introduction is one of the most important parts of an analytical essay. This is because it is in the introduction that the reader will receive his first impression of the essayist's position
 Regardless of what the essay is about, most analytical or expository essays conform to a specific structure; they all have an introduction, a main body and a conclusion.
Before Writing
Step 1
Select your topics to provide evidence for your thesis. Try to pick something manageable, that will fit within the space specifications of your essay.
Step 2
Organize your ideas. You can do this in several different ways. For instance, some people will simply make a list of their ideas and select the ones they want. Other people who think more visually might make a tree of their ideas, beginning with the central topic and drawing "branches" to represent other ideas working from the central topic. Some people might engage in free-writing, simply putting their ideas on paper with no worries for structure, simply to see where their ideas go.
Step 3
Write a thesis statement. This is the single most important section of your essay. The thesis statement is essentially a sentence that explains what your central argument or idea is. You will use this idea to develop everything else in your essay. While thesis statements are usually only one sentence long, they can be longer if necessary, but the more direct your thesis, the better.

Step 4
With your thesis statement in mind, pick three or four ideas from your previous work in Step 2 that you feel support this statement.
Step 5
Write a topic sentence for each one of these ideas. These will be the topic sentences for each paragraph of your essay's main body.
Step 6
Plot the body of your essay. This is where the introduction--main body--conclusion structure comes into play. Take each of the topic sentences you wrote for the main body, and decide the order in which you wish to present them

Writing
Step 1
Write your introduction. The introduction must include your thesis statement as well as a summary of your topic sentences for each paragraph in the main body. You also want to capture the reader's interest, making certain that he or she will read your essay all the way through.
Tips
·         Understand the source material thoroughly. Every analytical essay is essentially a commentary on someone else's work. This means that an effective analytical essay writer is someone who is able to read and understand the source material exceptionally well.
·         Grab the reader's attention. By including a quotation or controversial statement in the first few lines of the introduction you generate interest in your essay. This increases the likelihood that your essay will leave an impression and actually influence the reader's opinion.
·         Summarize the source material. This summarization is sometimes referred to as an abstract and should be included in the introduction. The summary should inform the reader of the title and author of the source document as well as provide a brief overview of the source document's main points. By including this abstract in the introduction, the reader will have a better idea of the context in which your argument arose.
·         Finish with a thesis statement. A thesis statement is a concise sentence that outlines precisely what the main argument of your essay is. The thesis statement is going to be the main idea or position that the remainder of your essay is going to support. It is important that this position be an opinion rather than a fact, since it must be something that can be argued both for and against.
Step 2
Write a paragraph for each of the topic sentences. Expand upon how this topic sentence supports your thesis, and provide any information you wish in support.
Step 3
Write a concluding paragraph for your essay. The conclusion must restate the thesis, restate each of your arguments in support of the thesis, and generally bring the essay to an effective close. Make sure to word all of these differently than you did at the beginning and in the body. Also, make sure to never introduce any new material in the conclusion.

Intro and Conclusion hints
Construct the Introduction using the key facts. For instance, if your subject is "Chocolate," your introduction can be "Chocolate is a sugary concoction made out of the cocoa bean." Write out all of the facts in the same manner.
The "thesis" is very important, it is the last sentence in the Introduction, which will tell the readers what the essay will be about.
Build the thesis statement using three reasons to back up and support it. Your thesis should look something like this: "Chocolate is over-rated because it is too rich, too fattening, and not tasty."
The conclusion paragraph is much like a conclusion sentence; it ends your exposition by summing up the points you made earlier.
Restate the importance of the topic you covered. For example, "Chocolate is enjoyed by many people the world over." Then restate the reasons you like or dislike chocolate. Then, in your final sentence, you will want to write a sentence that looks toward the future, such as, "In the future, I wish to never see chocolate again," or something to that effect.

Noun Clauses



Definition:


A dependent clause that functions as a noun (that is, as a subject,object, or complement) within a sentence. Also known as a nominal clause.
Two common types of noun clause in English are that-clauses andwh-clauses:
  • that-clause: I believe that everything happens for a reason.

  • wh-clause: How do I know what I think, until I seewhat I say?
Noun clause used as an object

He said 
something.

S V O


He said 
that he was sick.


Noun clause used as a subject

Something
 is your business.

S V


Whatever you do
 is your business.

Someone
 is still in the cafeteria.

S V


Whoever ate my lunch
 is still in the cafeteria.





What
 did he say?








What
 is your business?





Who
 is in the cafeteria?
The subordinator may take the "subject" or "object" position in a noun clause.


Note the usage of the following:
Henry loves Mary. (S V O)
Mary loves Jim. (S V O)
The person who(m) Lee loves is a secret.
The person who loves Tim is a secret.
Who(m) Henry loves is a secret.
Who loves Tim is a secret.

Mary is the "object" of the sentence.
Mary is the "subject" of the sentence.
Relative clause (subordinator in obj. position)
Relative clause (subordinator in subj. position)
Noun clause (subordinator in obj. position)
Noun clause (subordinator in subj. position)
Subordinators which are used in noun clauses:
(Some of these words are also used in Grammar: Relative Clauses and Grammar: Wh - Questions.)
that
what
who
whoever
whatever
whether

which
where
when
how
why
if

how much
how many
how long
how far
how often
whose
Remember to preserve word order in noun clauses:
I don't know who he is.
Whoever she is is not important.
Whatever is in the box is a mystery.
Can you tell me what he is doing?
She doesn't undestand why he is leaving.
I wonder how much that costs.
Do you know how long it will take?