Mastering Genre for High School Students

1. Steps to Learn Genre for Senior High School Students Created by Lena Rozach English Teacher of Islamic Senior High School Bontang

2. SPOOF REVIEW RECOUNT DISCUSSION GENRE (JENIS TEKS) ANECDOTE NEWS ITEM NARRATIVE H. EXPOSITION PROCEDURE A. EXPOSITION REPORT DESCRIPTION EXPLANATION Genre for SMA, roz’06

3. SPOOF A. SOCIAL FUNCTION To retell events which sound serious at the beginning but have a funny thing at the end. B. GENERIC STRUCTURE • Orientation : provides the setting and introduces participants. • Evens : tell what happened, in what sequence. • Twist : change of atmosphere from serious to funny condition. C. SIGNIFICANT LEXICOGRAMMATICAL FEATURES • Focus onspecific participants • Use ofmaterial process • Circumstances oftime and place • Use ofPast Tense Genre for SMA, roz’06

4. Material Process : a. Material Processes are verbs that show activities which can be seen, such as write, eat, walk, etc. b.Material Processes consist of DOING and HAPPENING. c. DOING : create, make, build, develop, send, throw, strew, pour, dissolve, etc. d. HAPPENING : move, fall, rise, come, go, soften, harden, melt, etc. Genre for SMA, roz’06

5. Adverb of time is a word or phrases indicating when the event happened. e.g. last week, last month, last year, last holiday, after lunch, on the first day. • Temporal sequence is a word or phrase indicating order of event, e.g. next, after that, before that, then, the next day, etc. • Adverb of place is a word or phrase indicating where the event happened, e.g. in the shed, in the yard, etc. Genre for SMA, roz’06

6. Specific participant is a word indicating a specific agent not general, e.g. he, she, the man, the woman, the girl, etc. Genre for SMA, roz’06

7. Simple Past Tense • The second form of verbs, e.g. walked, went, did, said, sang, had, etc. Genre for SMA, roz’06

8. An Example of Spoof Genre for SMA, roz’06

9. Penguin Genre for SMA, roz’06

10. EXAMPLE OF ASPOOF Penguin Once a man was walking in a park when he came acrossa penguin. 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. 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. ‘and it was a great idea because he really enjoyed it, so today I’m taking him to the movies! Genre for SMA, roz’06

11. ANALYSES OF A SPOOF Orientation Once a man was walking in a park when hecame across a penguin. Event 1 Hetook 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 2 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! Genre for SMA, roz’06

12. EXERCISE ON A SPOOF “We don’t subscribe newspaper” Jack was a university student. He studied history. At the end of his first year, he failed in his examinations and he was told to leave the university. The next day Jack’s father went to see the professor. He urged the professor to let Jack continue his studies the following year. “He’s a good boy,” said Jack’ father, “and if you let him pass this time, I’m sure he’ll improve a lot next year and pass the examination at the end of year well”. “No, No! That’s quite impossible!,” replied the professor, “Do you know, last month I asked him when Napoleon died, and he could not answer it”. “Please, Sir, give him another chance,” said Jack’s father, “You see, we don’t subscribe any newspaper in our house, so none of us even know that Napoleon was ill”. Genre for SMA, roz’06

13. Questions: Part 1 Mention the orientation, the events and the twist of the text. Genre for SMA, roz’06

14. Questions: Part 2 A.1. Why did Jack have to leave the university? 2. What did his father try to do? 3. What example did the professor give to show how bad a student Jack was? 4. Which part is funny? Why is it funny? B.Find words in the story that mean similar to the following words. 1. Answered 2. Get better 3. opportunity 4. persuade Genre for SMA, roz’06

15. RECOUNT A. Social Function To retell events for the purpose of informing or entertaining B. Generic Structure of the text • Orientation :provide the setting and introduces participants. • Events :tell what happened, in what sequence. • Reorientation :optional – closure of events. C. Lexicogrammatical Features • Focus onspecific participants • Use ofmaterial process • Circumstances oftime and place • Focus ontemporal sequences • Use ofPast Tense Genre for SMA, roz’06

16. Material Process : a.Material Processes are verbs that show activities which can be seen, such as write, eat, walk, etc. b.Material Processes consist of DOING and HAPPENING. c. DOING : create, make, build, develop, send, throw, strew, pour, dissolve, etc. d. HAPPENING : move, fall, rise, come, go, soften, harden, melt, etc. Genre for SMA, roz’06

17. Adverb of time is a word or phrases indicating when the event happened. e.g. last week, last month, last year, last holiday, after lunch, on the first day. Adverb of place is a word or phrase indicating where the event happened, e.g. in the shed, in the yard, etc. Genre for SMA, roz’06

18. Specific participant is a word indicating a specific agent not general, e.g. he, she, the man, the woman, the girl, etc. Genre for SMA, roz’06

19. Simple Past Tense • The second form of verbs, e.g. walked, went, did, said, sang, had, etc. Genre for SMA, roz’06

20. Temporal sequenceis a word or phrase indicating order of event, e.g. next, after that, before that, then, the next day, etc. Genre for SMA, roz’06

21. An Example of a Recount Genre for SMA, roz’06

22. Australian Shearing shed Genre for SMA, roz’06

23. The Shearing ShedShearing Shed at Lake Mungo Genre for SMA, roz’06

24. Example of a Recount A visit to a sheep property Last holidaysI visiteda sheep property. I helpedin the shearingsheds and in the yards. On the first daythe Merino wethers were crutched. I helped by sweeping up after the rouse about picked up the wool pieces. Shearers started early (at 7.30 am). After lunch, we started shearing the lambs. There were more than 400 so we didn't finish until the next day. Once again I was sweeping and picking up dags. I was tired by the end of the day in the shed but our work wasn't finished. We all had to help to get the wethers and lambs back into the paddocks. As well, we had to get a mob of ewes and their lambs into the yards for shearing the next day. Then it was time for tea (that's what my nanna calls dinner). This was a very long day but I enjoyed it a lot. Genre for SMA, roz’06

25. Vocabularies • Property : things owned or possessions • Shearing : cut the wool off with shears • Shed : home for sheep • Wether : castrated ram (sheep) • Crutched : supports used under the arms • Lambs : young sheep • Dags : wool pieces • Paddocks :small grass field • Mob : disorderly crowd or masses • Ewes : female sheep • Nanna : a woman who takes care of the children Genre for SMA, roz’06

26. Analyses of a Recount Genre for SMA, roz’06

27. Exercise on a recount Writing a recount When writing a recount you should: • Focus on individual people e.g. use the words I or we. • Use words which indicate when (after lunch) and where the event took place (in the shed). • Write in the past tense (had, visited). • Use action verbs(helped, crutched). Genre for SMA, roz’06

28. Know anaction verbwhen you see one. • Dance! Sing! Paint! Giggle! Chew!What are these words doing? They are expressing action, something that a person, animal, force of nature, or thing can do. As a result, words like these are calledaction verbs. Look at the examples below: • Clydesneezes with the force of a tornado. • Sneezing is something that Clyde can do. • Because of the spoiled mayonnaise, Rickyvomitedpotato salad all day. • Vomiting is something that Ricky can do--although he might not enjoy it. • Sylvia alwayswinksat cute guys driving hot cars. • Winking is something that Sylvia can do. • The telephonerangwith shrill annoying cries. • Ringing is something that the telephone can do. • Thunderboomedin the distance, sending my poor dog scrambling under the bed. • Booming is something that thunder can do. Genre for SMA, roz’06

29. ANECDOTE Social Function : • To share with others an account of an unusual or amusing incident. Structure of the Text : • Abstract: signals the retelling of an unusual incident. • Orientation: see the scene. • Crisis: provide details of the unusual incidents. • Reaction: reaction to crisis. • Coda: optional reflection or evaluation of the incident. Lexicogrammatical Feature : • Use of exclamation, rhetorical questions and intensifiers to point up the significance of the events. • Use of Material Processesto retell what happened. • Use of Temporal Conjunctions Genre for SMA, roz’06

30. Exclamation • An exclamation is a word, phrase, or sentence spoken with great emotionor intensity. • An exclamation is normally punctuated with an exclamation point at the end. • A sentence ending in an exclamation mark is either an actualexclamation ("Wow!", "Boo!"), a command ("Stop!"), or is intended to be astonishing in some way ("They were the footprints of a gigantic hound!"). Genre for SMA, roz’06

31. Rhetorical Questions • Rhetorical Question is a question asked solely to produce an effect or to make an assertion and not to elicit a reply. • Examples of Rhetorical Question : • Why is a carrot more orange than an orange? • “What is so rare as a day in June?” • Why are there 5 syllables in the word "monosyllabic"? • Why do scientists call it research when looking for something new? • When I erase a word with a pencil, where does it go? • Why is it, when a door is open it's ajar, but when a jar is open, it's not a door? • Why do we put suits in a garment bag and put garments in a suitcase? • If con is the opposite of pro, does that mean that congress is the opposite of progress? Genre for SMA, roz’06

32. Intensifiers • Intensity Indicator. Modifies the meaning of the preceding word to indicate that it is particularly intense. Highest part of a seven point scale. • A modifier that has littlemeaningexcept to intensify the meaning it modifies"'up' in 'finished up' is an intensifier"; "'honestly' in 'I honestlydon't know' is an intensifier“ • Other examples of intensifiers are really, very, quite, etc. Genre for SMA, roz’06

33. Material Process : a. Material Processes are verbs that show activities which can be seen, such as write, eat, walk, etc. b.Material Processes consist of DOING and HAPPENING. c. DOING : create, make, build, develop, send, throw, strew, pour, dissolve, etc. d. HAPPENING : move, fall, rise, come, go, soften, harden, melt, etc. Genre for SMA, roz’06

34. Temporal sequenceis a word or phrase indicating order of event, e.g. next, after that, before that, then, the next day, etc. Genre for SMA, roz’06

35. An Example of Anecdote Genre for SMA, roz’06

36. Example of Anecdote Quick Decisions • A game warden noticed how a particular fellow named Sam consistently caught more fish than anyone else, whereas the other guys would only catch three or four a day. Sam would come in off the lake with a boat full. Stringer after stringerwas always packed with freshly caught trout. The warden, curious, asked Sam his secret. The successful fisherman invited the game warden to accompany him and observe. So the next morning the two met at the dock and took off in Sam's boat. When they got to the middle of the lake, Sam stopped the boat, and the warden sat back to see how it was done. • Sam's approach was simple. He took out a stick of dynamite, lit it, and threw it in the air. The explosion rocked the lake with such a force that dead fish immediately began to surface. Sam took out a net and started scooping them up. • Well you can imagine the reaction of the game warden. When he recoveredfrom the shock of it all, he began yelling at Sam. "You can't do this! I'll put you in jail, buddy! You will be paying every fine there is in the book!" Sam, meanwhile, set his net down and took out another stick of dynamite. He lit it and tossed it in the lap of the game warden with these words, "Are you going to sit there all day complaining, or are you going to fish?" • The poor warden was left with a fast decision to make. He was yanked, in one second, from an observer to a participant. A dynamite of a choice had to be made and be made quickly! Life is like that. Few days go by without our coming face to face with an uninvited, unanticipated, yet unavoidable decision. Like a crashing snow bank, these decisions tumble upon us without warning. Quick. Immediate. Sudden. No council, no study, no advice. Pow! Genre for SMA, roz’06

37. Vocabularies • Warden = someone whose job is to take care of wild animal in a game reserve • Fellow = a man who works with us • Whereas = while (sebaliknya) • Stringer after stringer = a number of things coming one after another • Trout = common river fish • Curious = want to know or learn • Accompany = to go somewhere with someone • Dock = port • Approach = method of doing something • Lit = the second form of the verb light • Explosion = the action of something exploding • Scooping = taking up something with scoop ( round deep spoon for food, sugar, flour ) • Recovered = become better • Yelling = shout or say something very loudly • Buddy = a friend ( informal ) • Fine = money that you have to pay as punishment • Lap = make someone else deal with something difficult that it is your responsibility • Yanked = suddenly pull something quickly and with force • Crashing = hitting • Bank = land along the side of a river • Tumble = fall down quickly and suddenly • Council = a group of people who give advice • Pow = interjection used to represent the sound of a gun firing or an explosion Genre for SMA, roz’06

38. QuestionsPart 1 Genre for SMA, roz’06

39. Questions Part 2 • Why did the warden ask Sam the secret? • How did the warden know the secret? • When they got to the middle of the lake, what did Sam do? • What was the effect of the dynamite explosion? • How was the warden when he heard the explosion? • Did he agree with Sam’s approach? • How did he show his disagreement? • What happened to the warden at the end? Genre for SMA, roz’06

40. NARRATIVE • Social Function : • To amuse, entertain and to deal with a actual or vicarious experience in different ways. • Generic Structure : • Orientation : sets the scene and introduce the participants • Evaluation : a stepping back to evaluate the plight. • Complication : a crises arises • Resolution : the crises is resolved, for better or for worse. • Re-orientation : optional • Lexicogrammatical Features : • Focus on specific and usually individualized participants • Use of Material Processes(Behavioral and verbal processes) • Use of Relational Processes and Mental Processes • Use of Temporal Conjunctionsand Temporal circumstances • Use of Past Tense Genre for SMA, roz’06

41. Specific participant is a word indicating a specific agent not general, e.g. he, she, the man, the woman, the girl, etc. Genre for SMA, roz’06

42. Material Process : a.Material Processes are verbs that show activities which can be seen, such as write, eat, walk, etc. b.Material Processes consist of DOING and HAPPENING. c. DOING : create, make, build, develop, send, throw, strew, pour, dissolve, etc. d. HAPPENING : move, fall, rise, come, go, soften, Genre for SMA, roz’06

43. Ifmaterial processes are those of doing and mental processes those of sensing, the other main category, relational processes, are those of being; for example 'Sarah is wise', 'Tom is the leader'. The central meaning of clauses of this type is that something is. But every language accommodates, in its grammar, a number of distinct ways of being, expressed as a different types of relational process in the clause.- Halliday (1985), a pag.112 Genre for SMA, roz’06

44. Relational Process is a predicative verb which relates the subject and the object, or complement of the sentence. • Example Relational Process are : is, consist of, function as, derive from, to be classified into, to be identified as, etc. Genre for SMA, roz’06

45. Temporal sequenceis a word or phrase indicating order of event, e.g. next, after that, before that, then, the next day, etc. Genre for SMA, roz’06

46. Simple Past Tense • The second form of verbs, e.g. walked, went, did, said, sang, had, etc. Genre for SMA, roz’06

47. An Example of Narrative Genre for SMA, roz’06

48. Genre for SMA, roz’06

49. Example of a Narrative Snow White Once upon time there lived a little girl named Snow White. She lived with her aunt and uncle because her parents were dead. One day she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White. Snow White did not want her uncle and aunt to do this so she decided it would be best if she ran away. The next morning she ran away from home when her aunt and uncle were having breakfast. She ran away into the woods. She was very tired and hungry. Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep. Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, what is your name? Snow White said, ‘My name is Snow White’. Doc said, “if you wish, you may live here with us”. Snow White told the dwarfs the whole story and Snow White and the 7 dwarfs live happily ever after. Genre for SMA, roz’06

50. Vocabularies • Castle = a very large strong building as a safe place • Cottage = a small house in the country • Meanwhile = while something else is happening • Dwarfs = an imaginary creature that looks like a small man • Doc = spoken a doctor Genre for SMA, roz’06