EXPOSITION TEXT
I. INTRODUCTION
As an English teacher we must understand and mastery about “GENRE”, because genre is the material that we will discuss in school. Based on the dictionary “GENRE” is a style of expressing yourself in writing. “GENRE” is usually we know with another name, “KIND OF TEXT”.
Understand kind of text proposes to be read as it is and strongly recommended for further discussion to gain better understanding on especially various kinds of English text school. There are many kind of text. There are narrative, descriptive, procedure, report, news item, explanation, exposition, etc. And Studying kinds of text in high school covers three area ; the samples of kinds of text, the generic structure, and the dominant language characteristic.
To do our assignment, we would like to discuss about exposition. An exposition is a piece of text that present one side of issue. An exposition argues for or against a certain point of view based on certain topic. An exposition is well-structured argument or persuasion. The point of view must be supported by facts and relevant information on that topic. An exposition needs to : clearly state the point of view, use research to support that view, address other points of view, and defend that point of view from others.
There are a lot of material that we must know about exposition. And we would like to discuss further about the exposition on the part of discussion.
II. DISCUSSION
As we know before exposition is a piece of text that present one side of issue. An exposition should have a title or heading. This will introduce the topic of the text and may even shows the writer’s point of view on the topic.
The first paragraph is the introduction. This is where the writer states the topic that is adressed in the text. The introduction is important because this is where the writer establises the point of view of the exposition.
The following body paragraphs are use to make different points, called claims, about the topic. Each paragraph addresses one part of the exposition topic. Each paragraph will make a point, give the reason for that point and then provide avidence for that point.
The conclusion is used to re-state the writer’s point of view on a certain topic. This is where the writer sums up the ideas discussed in the text. A conclusion can also address and respond to another point of view on the topic.
There are two kinds of exposition : analytical exposition and hortatory exposition. Analytical exposition is one classified type of hortatory exposition in the text genre. Both analytical exposition and hortatory exposition present argument for supporting the issued thesis. What makes them different from one to each other is the last stage of the text, which the analytical exposition will end with reiteration. on the other hand, hortatory exposition will close with recommendation. Analytical exposition will try to influence the reader by presenting some arguments to prove that the writer’s idea is important. Furthermore, hortatory exposition will try to persuade the reader how should or should not do concerning the writer’s idea. For more clearly our group will discuss further about the two exposition.
1. Analytical exposition
analytical exposition is a text that elaborates the writers idea about the phenomenon surrounding. Its social function is to persuade the reader that the idea is important matter. This kind of the text can be called as argumentative.
v generic structure :
1. Thesis
Thesis is introducing the topic and indicating the writer’s position or it is the main topic of discourse in analytical exposition.
2. Arguments
Arguments is explaining the arguments to support the writer position, the arguments are the heart of an analytical exposition. And explaining the other arguments support the writers position more. Arguments are some points of pro and con about statement. They also called as arguments for and argument against. Both of the groups elaborate the issue.
3. Reiteration
Reiteration is restating the writer’s position or it is the writer’s thesis which is re-stated in another word. The purpose is to streng than the thesis.
v language feature :
1. Using relational process: is to state what is or should be e.g. is, are, am, could, have, cause, etc.
2. Using connecting words.
Connecting word show the relationship between one word, phrase or sentence and the next. They are very useful for linking your ideas in an argument.
Cronological ( word about the order of things)
Chronology is the arrangement of events by time. In literature, most authors write their story as a sequence of events—when you use this method, arranging events in the order in which they occurred in time, it’s called putting them in “chronological order.” Here is an example:
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Cause/effect (words about things which make others thing happen)
 |
Addition (word that add more information)
 |
Opposition (words that flag up a conflict/problem
3. Using simple present tense.
To tell about the present event.
S+V1+O S+Be+O |
Pola :
S : subject, e.g. I, you, they, we, he, she, it.
V1 : Verb invinitive, e.g. go, see, tell, drink, etc
Be : is, am, are.
Example : - She is beautiful.
- He go to the hospital.
- They are students oa senior high school.
v Example 1
Is smoking good for us?
Before we are going to smoke, it is better to look as the fact. About 50 thousands people die every year in Britian as direct result of smoking. This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking.
Ninety persent of lung cancers are caused by smoking. If we smoke five cigarettes a day. We are six times more likely to die of lung cancer than a non smokers. If we smoke twenty cigarettes a day the risk is nineteen graeter. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smoker are two and half times more likely to die of heart disease than non smokers.
Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as much as subtance causing cancer as if he has smoked fifteen cigarettes.
Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for every body else.
Source : Detik-Detik Ujian Nasional Bahasa Inggris
v Analysis of example 1
Æ generic structure :
1. Thesis :
Before we are going to smoke, it is better to look as the fact. About 50 thousands people die every year in Britian as direct result of smoking. This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking.
F this text is as a thesis, because this text tells us about the introducing of
the topic or this is the main topic of the discourse or as an issue.
2. Argument :
Ÿ Argument 1,
Ninety persent of lung cancers are caused by smoking. If we smoke five cigarettes a day. We are six times more likely to die of lung cancer than a non smokers. If we smoke twenty cigarettes a day the risk is nineteen graeter. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smoker are two and half times more likely to die of heart disease than non smokers.
Ÿ argument 2,
Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as much as subtance causing cancer as if he has smoked fifteen cigarettes.
F this text is as arguments, because the text is explaining about the argument to support the writer’s position.
3. Reiteration :
Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for every body else.
F this text is as reiteration, because the text tell us about restating the writer’s position.
Æ language feature
1. Using relational process : is, are, caused, etc.
2. Using connecting words : before, additionally, however, etc.
3. Using simple present tense : - it is better to look at the fact.
- Smokers are two and half times more likely to die of heart disease than non smokers
- Smoking is really good for tobacco companies.
v generic structure
1. Thesis
Thesis is announcement of issue of concern.
2. Arguments
Arguments are reasons for concern, leading to the recommendation.
3. Recommendation
Recommendation is a statement of what ought or ought not to happened.
v language feature
1. Using mental process
Mental process is to state what writer thinks or feels about issue. Example, realize, feel, appreciate.
2. Using Material process
Material process is to state what happened. Example, drive, travel, spend, should be treated.
3. Using relational process
Relational process is to state what is or should be. Example, doesn’t seem to have been.
4. Using simple present tense
To tell about the present event.
S+V1+O S+Be+O |
Pola :
S : subject, e.g. I, you, they, we, he, she, it.
V1 : Verb invinitive, e.g. go, see, tell, drink, etc
Be : is, am, are.
Example : - She is beautiful.
- He go to the hospital.
- They are students oa senior high school.
v Example 1
FAST FOOD? BE CAREFUL WHAT YOU EAT!
Although many of us find fast food convenient when we are in a rush, it is a bad idea to eat it too much or too often.
Recently, McDonald’s in Canada has had two dollars deal : a big Mac and small fries. This is a very big temptation, and even my son (who doesn’t normally eat at McDonald’s) bought this meal last week. But what did he eat when he ate a Big Mac and fries? First, in the hamburger he got 570 calories, with almost half of them (280 calories) coming from fat. Ten grams of this fat is saturated, the most dangerous kids, the kids which is harmful to our heart. The Canadian Food Guide recommends that we ”choose lower-Fat foods more often.” Now, remember that my son also gets a small fries! Unfortunately, there are another 210 calories in the fries, with 10 more grams of fat (1.5 grams of it saturated). I’m sure he bought a drink as well, which adds another 150 calories (small size). Now, imagine he eats this dinner more than once a week! A two dollar meal contains a lot of fat.
So, although it is very convenient (and cheap) to buy fast food, it is quite alarming to see just how much fat we are eating-I think I’ll go and eat an apple, instead!
source : internet
v analysis of example 1
Ægeneric structure
1. Thesis
Although many of us find fast food convenient when we are in a rush, it is a bad idea to eat it too much or too often.
F this sentence is thesis. Because the sentence tells us about the issue of concern
2. Arguments
Recently, McDonald’s in Canada has had two dollars deal : a big Mac and small fries. This is a very big temptation, and even my son (who doesn’t normally eat at McDonald’s) bought this meal last week. But what did he eat when he ate a Big Mac and fries? First, in the hamburger he got 570 calories, with almost half of them (280 calories) coming from fat. Ten grams of this fat is saturated, the most dangerous kids, the kids which is harmful to our heart. The Canadian Food Guide recommends that we ”choose lower-Fat foods more often.” Now, remember that my son also gets a small fries! Unfortunately, there are another 210 calories in the fries, with 10 more grams of fat (1.5 grams of it saturated). I’m sure he bought a drink as well, which adds another 150 calories (small size). Now, imagine he eats this dinner more than once a week! A two dollar meal contains a lot of fat.
F this text is arguments. Because the text tells us about the writer’s reasons for concern, leading to the recommendation.
3. Recommendation
So, although it is very convenient (and cheap) to buy fast food, it is quite alarming to see just how much fat we are eating-I think I’ll go and eat an apple, instead!
F the sentence is the recommendation. Because the sentence tells us about the writer’s statement, that we must be careful what we eat and the writer suggest us to go from the fast food and eat an apple.
Æ language feature :
1. Using mental process : think, imagine.
2. Using material process : eat, buy.
3. Using relational process : I think I’ll go and eat an apple, instead!
4. Using simple present tense : - this is a very big temptation.
-he eats this dinner more than once a week
Example 2
CARS SHOULD BE BANNED IN THE CITY
Cars should be banned in the city. As we all know, cars create pollution, and cause a lot of road deaths and other accidents.
Firstly, cars, as we all know contribute to most of the pollution in the world. Cars emit deadly gas that causes illnesses such as bronchitis, lung cancer and ‘triggers’ of asthma. Some of these illnesses are so bad that people can die from them.
Secondly, the city is very busy. Pedestrians wander everywhere and cars commonly hit pedestrians in the city, which cause them to die Cars today are our roads biggest killers.
Thirdly, cars are noisy. If you live in the city, you may find it hard to sleep at night, or concentrate on your homework, and especially talk to someone.
In conclusion, cars should be banned in the city for the reasons listed.
v analysis of example 2
Æ generic structure
1. Thesis
Cars should be banned in the city. As we all know, cars create pollution, and cause a lot of road deaths and other accidents.
F we write this text as a thesis because we’ll announce about issue that must be concern.
2. Arguments :
Ÿ argument 1
Firstly, cars, as we all know contribute to most of the pollution in the world. Cars emit deadly gas that causes illnesses such as bronchitis, lung cancer and ‘triggers’ of asthma. Some of these illnesses are so bad that people can die from them.
Ÿargument 2
Secondly, the city is very busy. Pedestrians wander everywhere and cars commonly hit pedestrians in the city, which cause them to die Cars today are our roads biggest killers.
Ÿargument 3
Thirdly, cars are noisy. If you live in the city, you may find it hard to sleep at night, or concentrate on your homework, and especially talk to someone.
F we called that sentences with arguments. Because in the sentences we write about our reasons why we say cars should be banned.
3. Recommendation
In conclusion, cars should be banned in the city for the reasons listed.
F our group write this sentences to state that the cars should be banned in the city. So, we call the sentence with recommendation.
Æ language feature
1. Using mental process : as we all know.
2. Using material process : create, live.
3. Using relational process : cars should be banned in the city.
4. Using simple present tense : - cars create pollution.
-the city is very busy.
v Analysis of hortatory exposition based on the example.
our group has analize that between the two examples and some point about hortatory exposition, we can conclude that there is similarity and differences between them. The similarity is true that generic structure of the hortatory exposition are thesis, argument, and recommendation. The language feature are using mental process ,material process, and relational process. But based on the materiel that we have find in many books and other sources, hortatory exposition using simple present tense. In fact based on we have study and read many example we find that the tenses is not only using simple present tense but also other tenses that have present meaning. Such as, simple present tense, present continuous tense, present perfect tense, and present perfect continuous tense.
III. CONCLUSION
From discussion above, we can conclude that exposition is a piece of text that present one side of issue. An exposition argues for or against a certain point of view based on certain topic. There are two kinds of exposition, analytical exposition (argumentative) and hortatory exposition (persuasion).
1. Analytical exposition
analytical exposition is a text that elaborates the writers idea about the phenomenon surrounding. Its social function is to persuade the readers that the idea is important matter.
Ægeneric structure :
- Thesis : introducing the topic and indicating the writer’s
Position.
- Argument :explaining the arguments to support the writer
Position.
- Reiteration : restating the writer’s position
ÆLanguage feature :
- Using relational process.
- Using connecting words.
- Using present tenses.
2. Hortatory exposition
Hortatory exposition is a written English text in which the writer persuades people that something should/should not be the case. The function of the hortatory exposition is to persuade the reader that something should or should not be the case.
Ægeneric structure
- Thesis : announcement of issue of concern.
- Arguments : reasons for concern, leading to the recommendation.
- Recommendation : statement of what ought or ought not to happened.
Æ language feature
- Using mental process
- Using Material process
- Using relational process
- Using present tenses
IV. TEACHING SUGGESTIONS
Since writing is considered a difficult skill to master, the teaching of writing is often postponed until higher levels. However, experts believe that teacher’s guidance on the HOW of writing and sufficient opportunities for students to practice writing will emerge in its simplest form as early form as the basic levels. The following suggestion can be use to teach how to write an argumentative text.
Skills focus : Writing Objective : to write an argumentative text Grammar : Transitional signals to show contrast. Vocabulary : suffer, disease, lung, habit. |
1. MOTIVATING STRATEGIES
Motivate the student, lead to the topic, by brainstorming student ideas.
In brainstorming the student ideas, we can use: watching movie, video clip, showing picture, or even listening to a dialog.
Activity 1:
(Show picture) discuss about the picture and ask few questions about it (the question should be graded, from the easiest to most difficult)
Example: 1. what do you see in the picture? (A girl smoking)
2. Is it good or bad? (bad)
3. Discuss with your group, make a sentence, and state your reason
Activity 2:
Aim: Teach some vocabulary that is related to the sample text.
Activity: ask the students to match the words with the meaning.
Example:
Words (coulomb a) | Meaning (coulomb b) |
suffer | have a medical condition |
Activity 3:
Ask the students to fill in the blanks with the correct words: (habit, heart disease)
- Smoking can cause ………..
- People that have a …… of smoking tend to have lung disease.
3. SKILLS PRACTICE (1)
Activity 1:
Base on the given text, ask the students to identify : the general statement, argument for, argument against and the conclusion.
Activity 2
Ask the students to list down the differences between people who smoke and non smokers
Activity 2:
Ask the students to make sentences base on the list above.
Activity 3:
In pair, ask the students to answer the questions and develop the answer into an outline
Topic : “Is smoking good for us?”
Question :
1. What do you think of the above statement?
2. What is your positive reason?
3. What is your negative reason?
4. What is your conclusion?
Presentation 2
Explain the use of transitional signals to show contrast, by giving lots of example.
Example :
- Although I feel that smoking can be harmful, I don’t think it should be banned completely.
- Smoking is a bad habit for teens, however they ignore it.
Skills Practice 2
Activity1
Practice using transitional signals by, asking the students to complete the sentence using: although, however, yet.
Example : 1. I washed my hands….……. they still looked dirty
4. SUMMING UP
Activity
Review the lesson by asking student what they have learn so far.
5. ASSESSMENT
Activity :
Ask the students to choose their own topics or they can use the outline that they made in skill practice 1, activity 3, write an outline and develop it into an argumentative text. Use transitional signals to show contrast.
6. EXPANSION
Activity :
Ask the students to exchange their argumentative text with their friend. Edit their friends’ work. Use the following pointers to help you.
Editing Checklist
1. Organization
- Is the thesis sentence a complete sentence.
2. Grammar
- Are the sentence complete.
- Did your friend use correct conjunctions, transitional signals.
3. Forms
Is the paragraph indented
Did your friend use commas correctly.
Did your friend spell each word correctly.
- Etc
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