PROCEDURE
•Social function Procedure: To help us do a task or make something. They can be a set of instructions or directions.
•Text organization:
1.Goals ( the final purpose of doing the instruction)
2.Materials ( ingredients, utensils, equipment to do the instructions)
3.Steps ( a set of instruction to achieve the final purpose)
•Language features :
1.Use of imperative ( Cut…….., Don’t mix……..)
2.Use of action verbs (turn, put)
3.Use of connectives(first, then, finally)
EXAMPLE;
How to make a Cheese Omelet
Ingredients:
1 egg, 50 g cheese, 1 cup milk, 3 tablespoons cooking oil, a pinch of salt and pepper.
Utensils:
Frying pan, fork, spatula, cheese-grater, bowl, and plate.
Method:
Crack the egg into a bowl
Whisk the egg with a fork until it’s smooth
Add milk and whisk well
Grate the cheese into the bowl and stir
Heat the oil in frying pan
Turn the omelet with spatula and cook both sides
Place on a plate, season with salt and pepper
RECOUNT
•Social function recount: To tell the readers what happened in the past through a sequence of events.
•Generic Structure of Recount:
1.Orientation ( who were involved, when and where was it happened)
2.Events ( tell what happened in a chronological order)
3.Re-orientation ( optional – closure of events)
•Language features Recount:
1.Use of pronouns and nouns ( David, he, she)
2.Use of action verbs in past (went, studied)
3.Use of past tense ( We went for a trip to the zoo)
4.Use of adverbial phrases
5.Use of adjectives
EXAMPLE;
On Friday, we went to the Blue Mountain. We stayed at David and Della’s house. It has a big garden with lots of colorful flowers and tennis court.
On Saturday, we saw the Three Sisters and we went on the scenic railway. It was scary. Then, Mom and I went shopping with Della. We went to some antique shops and I tried on some old hats. On Sunday, we went on the scenic Skyway and it rocked. We saw cockatoos having shower.
In the afternoon, we went home.
NARRATIVE
•Social function narrative: To amuse or entertain the readers with actual or imaginary experience in different ways.
•Narrative always deals with some problems which lead to the climax and then turn into a solution to the problem.
•Generic Structure Narrative:
1.Orientation ( who was involved, when and where was it happened)
2.Complication ( a problem arises and followed by other problems)
3.Resolution ( provide solution to the problem)
•Language features Narrative:
1.Use of noun phrases ( a beautiful princess, a huge temple)
2.Use of adverbial phrases of time and place ( in the garden, two days ago)
3.Use of simple past tense ( He walked away from the village)
4.Use of action verbs ( walked, slept)
5.Use of adjectives phrases ( long black hair)
EXAMPLE;
THE MONKEY AND CROCODILE
One day a monkey wanted to cross a river. He saw a crocodile in the river, so he asked the crocodile to take him across the other side. The crocodile told the monkey to jump on its back. Then the crocodile swam down the river.
Now, the crocodile was very hungry, so when it was in the middle of the river, it stopped and said to the monkey, ”Monkey, my father is very sick. He must eat the heart of the monkey. Then he will be strong again.”
The monkey thought for a while. Then he told the crocodile to swim back to the river bank.
“What’s for?” asked the crocodile.
“Because I didn’t bring my heart with me,” said the monkey. “I left it under the tree, near some coconuts.”
So, the crocodile turned around and swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back and climbed up to the top of a tree.
“Where is your heart?” asked the crocodile.
“You are foolish,” the monkey said to the crocodile. “Now I am free and you have nothing.”
The monkey told the crocodile not to try to fool him again. The crocodile swam away, hungry.
DESCRIPTION
•Social Function descriptive: To describe a particular person, place or thing.
•Generic Structure descriptive:
1.Identification (identify phenomenon to be described)
2.Description (describe parts, qualities, characteristics)
•Language features descriptive:
1.Focus on specific participants
2.Use of attributive and identifying processes
3.Frequent use classifiers in nominal groups.
4.Use of the Simple Present Tense
EXAMPLE;
LYME REGIS
Lyme Regis is a beautiful old seaside town, with a lively little harbour, beaches, and lovely walks, either by the sea or in the country nearby. For children there is the Marine Aquarium and Dinosaur land, and in summer you can escape from the crowds and relax in the Jane Austen Gardens with beautiful views over the sea. There are many interesting old streets with cafes and restaurants. The best restaurant is the Pilot Boat down by the beach, which has very good food and excellent wine.
NEWS ITEM
•Social function news item: To inform readers or listeners about events of the day which are considered newsworthy or important.
•Generic structure news item:
1.News worthy event ( tells the event in a summary form)
2.Background events ( elaborate what happened, tell what caused the incident)
3.Sources ( comments by participants, witnesses, authorities and experts involved in the event)
•Language features news item:
1.Information on the use of head lines.
2.Use of action verbs( hit, attack)
3.Use of saying verbs( said, added, claimed)
4.Use of passive sentences ( Aceh was hit by Tsunami in 2004)
5.Use of adverbs in passive sentences (The victims were badly injured)
EXAMPLE;
100 million rupiah
March 10, 2009
An Indonesian businessman plans to throw 100 million rupiah (US$10,600) out of an airplane over the capital this Sunday as a publicity stunt to promote his new book.
“I want to create a rain of money in Jakarta,” author and motivator speaker Tung Desem Waringin said, “It’s a little bit crazy, but it’s marketing.”
Police spokesman Col I Ketut Untung said authorities may not allow the plan to go forward because it could draw huge crowds and cause chaos.
Ten of millions of Indonesians live on less than US$1 a day and food and aid giveaways always draw large numbers.
The 42-year-old Tung said instead of opting for regular advertising for his book, he came up with an idea that “will make people happy.
REPORT
•Social function report: To describe the way things are (for example: a man -made thing, animals, plants). The things must be a representative of their class.
•Text organization report:
1.General classification (introduces the topic of the report/tells what phenomenon under discussion is.)
2.Description (tell the details of topic such as physical appearance, parts, qualities, habits/behaviour).
•Language features report:
1.Use of general nouns ( Whales, Kangaroo, Computer)
2.Use of present tense(Komodo dragons usually weigh more than 160 kg)
3.Use of behavioural verbs (Snakes often sunbathe in the sun)
4.Use of technical terms ( Water contains oxygen and hydrogen)
5.Use of relating verbs (is, are, has)
EXAMPLE;
GOLD
Gold is a precious metal. Gold is used as ornaments or as money.Gold is found in many places, but in a small supply. It is often found on the surface of the earth. Since gold is a heavy substance, it is sometimes found loose on the bottom of rivers. The gold is found together with sand and rocks, and must be separated from them. It is simple to search for this type of gold.
It is not usually necessary to drill for gold, but when a layer of gold is located deep below the surface of the earth, it is possible to drill a hole into the ground. Engineers have developed modern process for removing gold from rocks.
Since gold is not very hard, it is sometimes melted and added to other substances for making rings, coins, and art objects. It will be priced forever because it is beautiful, rare, and useful.
ANALYTICAL EXPOSITION
•Social function analytical exposition: To persuade the readers or the listeners that something in the case, to analyze or to explain.
•Generic Structure analytical exposition:
1.Thesis (usually includes a preview argument. It introduces topics and indicates the writer’s position)
2.Arguments (consists of a point and elaboration sequence. The number of points may vary, but each must be supported by discussion and evidence)
3.Reiteration (restates the position more forcefully in the light of the arguments presented)
•Language features analytical exposition:
1.Emotive words such as : alarmed, worried.
2.Words that qualify statements such as: usual probably
3.Words that link arguments such as: firstly, however, on the other hand, therefore.
4.Usually present tense
5.Compound and complex sentences
EXAMPLE;
Smoking in restaurant
Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants.
SPOOF
•Social function spoof: To tell an event with a humorous twist.
•Generic structure spoof text:
1.Orientation (who were involved, when and where was happened)
2.Events ( tell what happened in a chronological order)
3.Twist (provide the funniest part of the story)
•Language features spoof:
1.Use of connectives (first, then, finally)
2.Use of adverbial phrases of time and place (in the garden, two days ago)
3.Use of simple past tense (he walked away from the village)
EXAMPLE;
MARY
One day I asked Mary to do an exercise on the blackboard. When she got the front of the room, everybody began laughing. Mary would usually take any opportunity to get a laugh, so I was always on guard. This time, though, I really couldn’t see what was so funny. Then I noticed her stockings. She was wearing one red stocking and one blue one.
“What unusual stockings,” I remarked casually to Mary, hoping to stop the laughter by getting in on the joke.
“I’m so glad you like them,” Mary said seriously, “I have another pair at home just like them.”
I saw that this delighted the class even more. I’ve decided not to call on Mary again for some time.
HORTATORY EXPOSITION
•Social function hortatory exposition: To persuade the readers or the listeners that something should or should not be the case.
•Generic structure hortatory exposition:
1.Thesis ( stating an issue of concern)
2.Arguments ( giving reasons for concern, leading recommendation)
3.Recommendation (stating what ought or ought not to happen)
•Language features hortatory exposition:
1.Emotive words: alarmed, worried
2.Words that qualify statements: usual probably
3.Words that link arguments: firstly, however, on the other hand, therefore
4.Usually present tense
5.Compound and complex sentences
6.Modal auxiliary: can, may, should, must
EXAMPLE;
SPACE TRAVE
Space travel should be stopped for many reasons. Firstly, it is totally unsafe as proven by the Colombia Space Shuttle disaster. Thousand people have been killed in accidents. Secondly, it costs billions and billions dollars everyday just to put fuel into rockets. Professor Smith from the Spend Money on People Space Association agrees that space travel is a waste of time and money. Further, space travel is altering the world’s weather pattern as evidenced by the record of high temperatures this summer in Cobar. Everyone knows that if God wanted us to fly in space we should have been born with space suits. Stop space before it destroys the earth.
EXPLANATION
•Social function explanation: To explain the process involved in the formation or working of natural or socio cultural phenomena
•Generic structure explanation:
1.A general statement to position the reader
2.A sequenced explanation of why or how something occurs
3.Closing
•Language features explanation:
1.Focus on generic, non-human participants.
2.Use mainly of general and abstract nouns, action verbs, simple present tense, passive voice, conjunction of time and cause, noun phrases, complex sentences, and technical language.
EXAMPLE;
GREEN HOUSE
When fossil fuels, or other fuels, such as wood or peat, which contain carbon are burned, carbon dioxide is released into the atmosphere. Vehicles also give out, and so add, carbon dioxide to the atmosphere.
The Earth’s atmosphere allows most of the Sun’s rays to pass through it to heat the Earth’s surface. The Earth reflects much of the heat energy back into the atmosphere, but much of this reflected radiation cannot escape because gases such as carbon dioxide absorb it. They grow warm and send heat radiation back to Earth. This is the greenhouse effect. Many scientists think that the greenhouse effect may change the climate, over the next 100 years or so. One consequence of soalled “global warming” resulting from the greenhouse effect could be melting of the polar ice – caps. This in turn, could lead to a rise in sea level which could flood large areas of highly populated coastal land.
If carbon dioxide proves to be as harmful as thought. In order to reduce carbon dioxide levels we need to reduce the amounts of carbon-rich fuels burned.
DISCUSSION
•Social function discussion: To present information and opinions about more than one side of an issue (“for” points “against” points)
•Generic structure discussion:
1.Opening statement presenting the issue
2.Arguments or evidence for different points of view ( pros and cons)
3.Concluding recommendation
•Language features discussion:
1.Use of general nouns: alcohol, abortion, smoking, etc.
2.Use of relating verbs: is, are, etc.
3.Use of thinking verbs: think, feel, hope believe, etc.
4.Use of additive connectives: addition, furthermore, besides, etc.
5.Use of contrastive connectives: although, even, if, nevertheless, etc.
6.Use of causal connectives: because, because of, etc.
7.Use of modal auxiliary: must, should, etc.
8.Use of adverbial manner: hopefully.
EXAMPLE
The school’s new rule
Two students were discussing the school’s new rule that all the students must wear a cap and a tie. One of them showed her annoyance. She said that wearing a cap and a tie was only suitable for a flag ceremony. So, she was against the rule. Contrary to the girl’s opinion, the other student was glad with it. He said that he didn’t mind with the new rule because wearing a cap and a tie will make the students look great and like real educated persons. The first student gave the reasons that they would feel uncomfortable and hot. Moreover, the classrooms were not air conditioned. The second said it wasn’t a big problem. He was sure that the students would wear them proudly. They would surely be used to it any way.
REVIEW
•Social function review: To critique an art work or event for a public audience
•Generic structure review:
1.Orientation ( background information on the text)
2.Evaluation ( concluding statement : judgment, opinion, or recommendation. It can consist of more than one.
3.Interpretative Recount ( summary of an art works including characters and plot).
4.Evaluative summation: the last opinion consisting the appraisal or the punch line of the art works being criticized.
•Language features review:
1.Focus on specific participants
2.Use of adjectives
3.Use of long and complex clauses
4.Use of metaphor
5.Reviews are used to summarize, analyze and respond to art works. They may include: movie, TV shows, books, plays, concerts, etc.
EXAMPLE:
The Last Emperor
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