Presentation of Academic Writing

1. Presentation of Academic Writing NDARU ANUGERAH Post Graduate Program of English Department UNINDRA PGRI – Jakarta NPM – 20107479056

2. Introduction of Presentation:

3. *genre: a category of artistic, musical, or literary composition characterized by a particular style, form, or content* *http://www.merriam-webster.com/dictionary/genre

4. TEXT TYPES (genre) Report Narrative Hortatory Exposition Recount Spoof Descriptive Anecdote Procedure Review Analytical Exposition News Item Discussion *EXPLANATION

5. EXPLANATION TEXT is kind of text which is more complex than instructions. It is usually used to explain processes or sequences of activity. One of the main things that makes it different from instruction is the focus on CAUSE and EFFECT. It is one thing to describe what you see when you watch a scientific process or experiment, but another thing to make and to speculate about how one thing has led to another.

6. There are two types of explanation: • Why do things happen? • How do things work?

7. Why did we go to war in 1939? Why does the moon seem to change shape? Why do we pay tax? Why was there an earthquake in Haiti? Why do we count in the way we do? Why are there 60 seconds in 1 minute? Why do things happen?

8. How does a plane fly? How does a car engine work? How does a pigeon find its way home? How do you fly a hot air balloon? How is honey made? How do they print bank notes? How do things work?

9. *Social Function to explain the process involved in the formation and working of natural or socio-cultural phenomena Explanation Text

10. GENERIC STRUCTURES A general statement to position the reader It describes or identifies the phenomenon A sequence of explanations of why or how something occurs They tell how or why the feature or process changes. Words should show Cause and Effect or Time Closing /Concluding Statement (Optional) It sums up the explanation and talks about its application; may also give examples

11. General Lay Out: INTRODUCTION (general statement about the topic) EXPLANATION (series of explanatory statements) Statements are written in sequential order to explain HOW something works what it is used for how the parts work together what each part does how to use it how and why it starts WHY something happens what happens next, why what happens after that, why what happens finally, why CONCLUSION (summary or comment) A summary or recommendation A general comment about use or history

12. Explanations Texts can be found in: Text-books guides and manuals History books

13. Significant Lexicogrammatical Features (LANGUAGE FEATURES)* Focus on non-human participants Use mainly of material and relational processes Use mainly of temporal and causal circumstances and conjunctions Some use passive voice to get it right Use technical words and noun phrases Use action verbs and impersonal style Use the present tense, except for events in history Use paragraphs to give different reasons in process

14. Body of Presentation:

15. Recycling Glass Bottles

16. Recycling Glass Bottles New glass bottles are made mainly of silica sand. The sand is melted in a furnace, at a very high temperature. Recycled glass bottles are made in a very similar way, but cost less and use up fewer natural resources INTRODUCTION (general statement)

17. What happens to the old glass bottles? The process begins when people take their used bottles and jars to a bottle bank. Next, the bottles and jars are taken by lorry to the recycling plant. At the plant, bottle tops and lids are removed. After that, the glass is crushed into small pieces. Where does the crushed glass go? The crushed glass is then sent by lorry to a bottle factory. Here, it is mixed with a small amount of silica sand. It is then melted in a furnace, at a lower temperature than new glass. How are the new recycled bottles made? Finally, the hot liquid glass is drawn out of the furnace and fed into machinery that makes it into bottles. BODY (sequence of explanation)

18. Recycled glass is as pure and as strong as new glass. Glass can be recycled many times without losing its quality. *sources: http://www.primaryresources.co.uk CONCLUSION

19. another sample: let’s analyze this one ….

20. How Kites Fly? A kite is an object made from a light material stretched over a frame. When a kite is tilted into the wind it will lift off the ground and fly. *material process *non human participant *temporal and causal circumstances INTRODUCTION

21. A kite uses wind to make it fly because it is heavier than air. Wind travelling over the surface of the kite is split into two streams of air. One stream of air goes over the kite while the second stream of air goes under the kite. The upper stream creates an area of low pressure above the kite. The lower stream hits it at a shallow angle and creates an area of high pressure. The high pressure area has a pushing effect while the low pressure area has a pulling effect. The combination of push and pull creates enough force to lift it into the air. *passive voice *action verb • different paragraph to state reasons in process *impersonal style *technical words *noun phrase *present tense BODY

22. * conjunction Kites have been around for thousands of years and are used for military or scientific purposes and for leisure. • parallel structure * passive voice * complex sentence CONCLUSION

23. Conclusion of Presentation:

24. Explanation text is usually used to explain processes or sequences of activity. One of the main things that make it different from instruction is the focus on CAUSE and EFFECT. It is part of descriptive text, with generic structures: general statement, sequence of explanation and conclusion. Its function is to explain the process involved in the formation and working of natural or socio-cultural phenomena. This text has several dominant language features, such as: simple present tense, passive voice, cause-effect conjunctions, etc. as have been revealed previously. By teaching this text, hopefully leads the students to understand various kinds of texts presented and written in English as applicable passages which are found in students’ daily lives.

25. Introduction is supposed • Make it interesting • Question • Complex sentence • Make it informative • Write about something you know about

26. Body of Paragraph is supposed • New paragraph for each point • Conjunction linking (and, but, or so...) • Conjunction binding (due to, because, ...) • Temporal conjunction (after, when, ...) • Make it logic • Give explanations that are concise, full, logical and appropriate

27. Conclusion is supposed • Make a summary/recommendation • Give example/application then, how to teach it attractively?

28. Teaching Suggestions: Joint Construction (pedagogical approaches) While engaging pupils with a wide range of visual and active learning resources encourage them to give explanations for their ideas. Teachers can give model of the construction of a variety flowcharts, concepts, maps, etc. Teaching pupils to identify features, according to the models shown. Discuss the use and the form of paragraphs to the pupils. Use writing frames to highlight effects and causes Supply pupils with appropriate vocabulary

29. why do people yawn? I wonder ….. what makes it happen? how it happens? … then convert them in the passage!

30. *visual and active learning resources What is this animal called? What is the connection of it with honey? How could it produce honey? Why does it suck nectar from flower? How do Bees Make Honey?

31. *FLOWCHART and form of paragraph

32. *identify features, according to the models shown can you figure it out, what’s the connection among them?

33. *CAUSE - EFFECT Sucking the flower’s nectar, bees produce honey in return. Honey is produced by bees after sucking the flower’s nectar.

34. abdomen *Vocabulary Supply (especially technical terms) obtain pollen nectar HIVE colony STING honeycomb

35. my project at school: perhaps it could inspire you… TO DO MORE

36. e-teaching:Will the internet help the rainforest survive? Will you be surfing the internet today? If you are going to log on today, please take about one minute to click a couple of times to help protect the rainforest. Your clicks will not cost you anything, but they are going to help save the rainforest that provides many benefits to us human and to other animals. general statement This is how it works. Nowadays, there are many ‘Click to Donate’ sites on the internet. No doubt, more will be set up because it is a great idea. The way ‘Click to Donate’ sites work is simple. To explain, we will look at how The Rainforest Site works. sequence of explanations You go to the website by typing in the URL http://www.therainforestsite.com. The homepage will appear. If you save this as one of your Favorites, you will never need to type the URL again. Then, you click a button that says ‘Donate Land – Free’. When you click that button, another screen is going to appear. On that screen you will see boxes with the logos of companies that contribute money to buy land in the rainforest. If you click on one of the logos, you will go to the website of that company. However, this is completely voluntary. The money will be donated whether or not you click on the companies’ logos. You can only click once a day. If you click more often, your other clicks will not be counted. The funds raised from your clicks go to an organization called The Nature Conservancy. This organization buys land in rainforests and works to protect that land. We use internet a lot and try to click on The Rainforest Site every day. Will you join us, please? conclusion

37. We can ask our students to go online by clicking: http://www.geocities.com/Heartland/Flats/5353/charity This website lists other ‘Click to Donate’ sites, including those that collect money for tree planting http://www.pcworld.com/news/article.asp?aid=16547 This article from the PC magazine PC World says that ‘Click to Donate’ sites can be a good idea but people should do some investigation before using a website. They should not just assume that their clicks will go to a good cause.

38. CHECKLIST: EXPLANATION

39. *BIBLIOGRAPHY Ferdianti, Dina. Intensive Learning English. Jakarta: PT Setia Purna Inves. 2005 Garnett, Sue. Exploring Writing Workbook. Singapore: Learners Publishing Ltd., 2002 Jacobs, George. Grammar in Use Workbook. Singapore: Seng Lee Press Ltd., 2001 Nimmo, Robert. Reach For the Stars. Singapore: Pearson Education Ltd., 2003 Ruetten, Mary K. Developing Composition Skills 2nd edition. Singapore: Learners Publishing Ltd., 2004 Smalley, Regina L. Focus on Writing. Singapore: Learners Publishing Ltd., 2002

40. … the ending of my presentation