CHAPTER 4 PART 1 EXPOSITION TEXT
ﾟ+*:;;:* *:;;:*+ﾟEposition Textﾟ+*:;;:* *:;;:*+
Hai everyone, welcome bact to my blog. So today we gonna talk about exposition text, lets ger into it
After this learning activity, you are expected to be able to:
1. Identify the social function of some written analytical exposition texts by giving and asking for information related to actual issues, according to the context of their use.
2. Identify the text structure of some written analytical exposition texts by giving and asking for information related to actual issues, according to the context of their use.
Have you ever read a sentence or article that contains opinions? For example, the following sentence: “Do you agree that music is important in our life? Yes I do, music has certain role completing our day to day activities.” In English, this sentence is usually found in analytical exposition texts. Well, to know what it means and how to use it, let's just discuss it below.
What is analytical exposition?
The definition or definition of analytical exposition text is actually very easy to understand. Linguistically, "analytical" means, "examining or liking to examine things very carefully" (Cambridge).
While the meaning of exposition is "a comprehensive description" or a broad explanation. Thus, the notion of analytical exposition can be understood as a text that tries to provide a comprehensive explanation of a problem by carefully presenting supporting opinions. The main objective of this analytical exposition text is, “to attempt to persuade the reader to believe something by presenting one side of the argument.”
This text is included in argumentative text because it shows an opinion (argument) against something. Its social function is to convince the reader that the topic presented is an important topic to discuss.
Is it clear? Now we will discuss what parts make up analytical exposition text. Here is the text structure:
1. Thesis
In this part of the thesis, the writer must tell the reader about the main topic he is going to write about. The thesis can usually be found in the first paragraph of the text. In this section, readers can also see why the author gives an opinion on the topic.
2. Arguments
In the next paragraph, we can find the arguments section. The author will write an opinion to support the main topic that has been presented previously. Usually in analytical exposition there are more than two arguments. The more arguments presented, the more readers will believe that the topic discussed is an important topic or requires attention.
3. Reiteration/Conclusion
This section is always located at the end of the text and becomes the closing paragraph of the article. Reiteration contains reaffirmation of the author's position and opinion on the main topic.
Now lets get into my exercise
Learning from Television
Traditionally, educators have perceived television as not particularly beneficial to
literacy development. Concerns were fueled by findings suggesting that with the
introduction of television people spend less time reading books and reading scores
decline. As our society is striving to make adjustments to the decline in literacy skills,
new ways of learning and teaching are being explored, educators are becoming
interested in exploring the educational potential of television. Therefore, the interest
in television as an educational medium has increased for several reasons.
First, existing educational television programs that were developed to enhance the
literacy development of both children and adults have been quite successful in
achieving their intended outcomes. This has been reported in several researches
dealing with such things such as television supported distance learning programs from
the Open University in Great Britain.
Second, because television is a very accessible medium, it has the potential to reach
learners that have not been able to participate in traditional adult literacy programs.
Television is accessible both in terms of its technology and in terms of its content. By
1985, 99% of all US households had a least one television set. Moreover, viewers are
intimately familiar with the content of television and tend to associate it with
pleasurable experience because of its power to entertain Finally, the development of new visual technologies makes it possible to provide users
with more control and interactivity and thus to adapt televised instruction to the needs
of a variety of learners and learning styles.
To conclude, many teachers in UK are recently becoming aware to benefit the potential
of television programs to support the teaching processes.
Practice 2 :
Write some words you do not understand. Write them on the following table then
consult the dictionary.
1. create : Mencipta
2. Conclude: termasuk
3. Variety: variasi
4.interaktivity: berinteraksi
5.achieving : mendapatkan
Text 1
Learning English through music and songs can be very enjoyable. You can mix pleasure
with learning when you listen to a song and exploit the song as a means to your English
progress. Some underlying reason can be drawn to support the idea why we use songs
in language learning.
Firstly, “the song stuck in my head” Phenomenon (the echoing in our minds of the last
song we heard after leaving a restaurant, shopping malls, etc) can be both enjoyable
and sometimes unnerving. This phenomenon also seems to reinforce the idea that
songs work on our short-and-long term memory.
Secondly, songs in general also use simple conversational language, with a lot of
repetition, which is just what many learners look for sample text. The fact that they are
effective makes them many times more motivating than other text. Although usually
simple, some songs can be quite complex syntactically, lexically and poetically, and can
be analyzed in the same way as any other literary sample.
Furthermore, song can be appropriated by listener for their own purpose. Most pop
songs and probably many other types don’t have precise people, place or time
reference.
In addition, songs are relaxing. They provide variety and fun, and encourage harmony
within oneself and within one group. Little wonder they are important tools in
sustaining culture, religion, patriotism and yeas, even revolution.
Last but not least, there are many learning activities we can do with songs such as
studying grammar, practicing selective listening comprehension, translating songs,
learning vocabulary, spelling and culture.
From the elaboration above, it can be concluded that learning through music and songs,
learning English can be enjoyable and fun.
1. The type of the text above is ….
a. analytical exposition✅
b. hortatory exposition
c. narrative
d. discussion
e. explanation
2. What is the communicative purpose of the text?
a. To tell the reader about the songs
b. To entertain the reader with the songs
c. To show the reader the use of songs
d. To explain above the songs
e. To persuade the reader to use songs in learning language✅
3. The generic structures of the text are ….
a. Thesis – arguments – recommendation
b. General statement – sequential explanation
c. Newsworthy events – background events – sources
d. Thesis – arguments – reiteration✅
e. General statement – arguments
4. What is the text about ….
a. learning songs✅
b. very enjoyable music
c. the phenomenon
d. music listeners
e. using songs in language learning
5. Based on the text, there are …… reason for using songs in learning language
a. 6
b. 4✅
c. 5
d. 3
e. 2
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