WRITING 3

Writing 3, for the Fourth Semester Students of Academic Year 2012/2013

CHAPTER ONE

WRITING

1.1 What Is Writing?

Writing is psychology activity of the language user to put information in the

written text. A type of writing is an article published in a scientific journal

(Hefernan and Lincoln, 1986) and text book (Hiliday and Martin, 1993). Such a

writing is commonly about a certain topic in which the writer at first collect the

data, then elaborate the topic based on a certain idea in order to answer a question,

or to prove a statement, or describe an object, or expose a new truth of a certain

fact of an object, or convince the readers to believe or disbelieve a statement and

persuades those readers to take a certain course of action related to the believe or

disbelieve (Hefernan and Lincoln, 1986)

In addition to that, the type of writing is written by a college or university

student in answering an essay test item in mid or final semester test, or a formal

essay to report a library research assignment in a university, or a thesis written by a

student for the completion of an under graduate or master program, or dissertation

written by a doctor candidate in the completion of the program are considered as

the academic writing (Turabian, 1976). So writing is piece of a written text about a

topic in a writer in a context.


1.2 What Is Good Writing?

You know it when you see it. It isnt that hard to tell whether a piece of

writing is good or bad. You just have to read it. But things get more challenging if

you have to explain why it's good. Even harder than that is analyzing the good

things a writer is doing so you can learn to use his or her techniques in your own

work. And teaching others how to use them is the hardest of all but that, of course,

is exactly what we need to be able to do.

Having simple phrases to describe the good things writers do makes learning

about those things easier. Good writing has:

1. Idea that is interesting and important. Ideas are the heart of the piece

what the writer is writing about and the information he or she chooses to

write about it.

2. Organization that is logical and effective. Organization refers to the order of

ideas and the way the writer moves from one idea to the next.

3. Voice that is individual and appropriate. Voice is how the writing feels to

someone when they read it. Is it formal or casual? Is it friendly and inviting

or reserved and standoffish? Voice is the expression of the writer's

personality through words.


4. Word Choice that is specific and memorable. Good writing uses just the

right words to say just the right things.

5. Sentence Fluency that is smooth and expressive. Fluent sentences are easy to

understand and fun to read with expression.

6. Conventions those are correct and communicative. Conventions are the

ways we all agree to use punctuation, spelling, grammar, and other things

that make writing consistent and easy to read.

1.3 Steps to Write a Writing

First step. If you are writing about a topic you are not too familiar with

(especially if you are doing niche marketing), youll want to research your material

first.

Perform a Google search for your topic. If you find Wikipedia showing up,

open it in a new tab. Same for article directories or news sites. Find 3 5 different

articles about the topic youre about to write to give yourself a quick education

about the subject.

Second step. Pick 3 5 points from the tabs you opened up. These are going

to be what youre going to write about. Write them down.


Third step. Open your favorite Word processor. For example, you use

Microsoft Office.

There is 1 thing you should avoid doing at all cost: staring at the blank page!

Dont do it youll get lost in it! Instead, start firing away as soon as you see the

blinking thing. Just write something!

A good start would be to introduce what you are going to write about. Talk

about what the subject matter is, and why they should read the following article.

Fourth Step. Next, introduce your first point in a new paragraph. Write the

facts about it. Back it up with examples or statistical figures if you want. Repeat

that for your other points in a new paragraph (each) as well, depending on what

your target word count is.

Fifth Step. Finish off your article with a conclusion. Tell them what theyll

be able to do now that they are more knowledgeable about the topic and remind

them that they just read good info.

Sixth Step. Proof-read your article. If you are using Microsoft Word, its

built-in spell-checker is good enough to remove most mistakes.


Seventh Step. Use your article! Either make it public by posting it on article

directories, or post it on your blog. Use it as one of your newsletters. Include it as a

bonus article in your product. The options are limitless really!

While according to Rosidi (2009: 16), there are two steps that can be done

by a writer, the first is clustering. In this step, writer writes all of ideas in his or her

mind on the paper without seeing the truth. Writer just writes the key words and

links them in a topic. It can be done in short time.

The second is fast writing. In this step, writer just rewrites those words in

clustering. It is the authority of writer. The writer can star from any word that he or

she likes. In doing this, writer can writer in rough draft. The point is the idea is, go

forward.

After that, writer can share with his or her friends about the writing. Any

comments from friends can be accommodated, if necessary. The writer revises his

or her writing. And the last can be done is, publishing.

If your writing is published, it means you success. Many people can read

your writing. They will be educated, informed through your writing. You will be

proud on your writing.


CHAPTER TWO

PARAGRAPH

2.1 What Is Paragraph?

Paragraph is a piece of a written text containing several sentences in a

context. According to Leggett (1998) a paragraph is a piece of writing consisting

of several sentences about a main topic and a central idea. According to Oshima

and Hogue (1981) a paragraph is a miniature of an essay. It means that it is a

smaller text than an essay, but both of them resemble to each other in their formal

features. Further they similarly state that a paragraph as a piece of text containing

several sentences and the miniature of an essay as a bigger text functions as the

unit of that essay and the length of that paragraph is relative, but this definition

implicitly indicates to a moderate or reasonable number of sentence that depend on

the necessity of the data to elaborate the main topic and the controlling idea in the

number of sentences. So, a paragraph is a piece of writing possessing several

sentences about a certain main topic and a certain controlling idea.

While according to Saragih (2005) paragraph consists of a topic sentence,

some supporting sentence and concluding sentences. Further, it is argued that the

topic sentence states the main idea of the paragraph, which divides into two parts:

the main topic and the controlling idea. The supporting sentence elaborates the

topic sentence by specifying it with reference to examples, illustration, statistic and


quotation. The concluding sentence infers or deduces an idea by paraphrase,

summary and implication.

2.2 Units of Paragraph

The units of a paragraph are the sentences that can be divided into three

parts (Oshima and Hogue, 1981). The first is the introductory. It is called the topic

sentence. The function is to introduce one main topic and one controlling idea.

The second part is body. It contains several sentences. They function to

elaborate, or prove, or disprove, or define the topic sentence and they are called as

the supporting sentences. Each supporting sentence can have one or some sub-

supporting sentence(s). Each of them directly related to its supporting, but

indirectly related to the topic sentence. It functions to complete paragraph.

The last part of a paragraph is the ending. It also called concluding sentence.

It functions to complete paragraph. This sentence is formulated by restating the

topic sentence with the synonyms, or some related words. Another way to write the

concluding sentence is by summarizing the main points discussed in the body of

paragraph. So from the view point of reading as a process of thinking, a paragraph

is considered as a cohesive and coherent part of an essay focusing on a single

specific main topic and the controlling idea that can function as the beginning, or a

part of the middle, or ending of an essay (Turabian, 1976)


2.3 Paragraph Generic Structure

In genre theory of the paragraph deals with the culture in which the

paragraph is written as a text to convey a message from the writer to the readers.

According to Gerot and Wignel (1994: 190-216) the generic structure of a text

contains three components. First is stage. It is about social function of the text. It

deals with the interaction of the writer and the readers of the text. Concretely, it

can be defined that it is the specific purpose of the writer put into the text.

The second is the goal-indirect. Its about the generic (schematic) structure

of the paragraph. It accounts the question through what stages does it achieve the

goal? It means how the paragraph is structured in order the purpose of the writer

can reach the reader effectively. In other words, it is the way the units namely the

topic sentence, the supporting sentence, and the concluding sentence of the

paragraph are arranged. This also includes what information to put into each of the

unit of the paragraph. And the last is the purpose.


CHAPTER THREE

TEXTS FUNCTION, GENERIC STRUCTURE, AND LANGUAGE FEATURE

3.1 Narrative Text

Social function: 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:

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:

Use of noun phrases (a beautiful princess, a huge temple)

Use of adverbial phrases of time and place (in the garden, two days ago)

Use of simple past tense ( He walked away from the village)

Use of action verbs (walked, slept)

Use of adjectives phrases (long black hair)

Example


The Man and the Snake

One day, a young man had a problem. He wanted to cross the

river, but he didnt have a boat, and he didnt know how to swim

either. He looked at the river. He couldnt walk across. The river was

too deep.

A snake saw the man and said, Good day, sir. You look sad.

Whats the problem?

The man didnt want to answer at first. He wanted to run away

because he knew some snakes are dangerous.

Dont worry, said the snake. I wont hurt you. Maybe I can

help you.

Help me? said the man. How can a snake help a man?

Tell me what is wrong, said the snake.

The man said quickly, I need to cross the river but I cant

swim and I dont have a boat.

I can help, said the snake. Hold on to me and I will swim

and take you across the river.

Hold on to you? You are going to bite me! said the man and

he started to walk away.

Stop! Im not going to hurt you. Dont worry.

Orientation

Complication


Finally the man agreed. The man held on to the snake and they

both went into the water. In the middle of the river, the snake turned

around and bit the man.

The man cried, Why did you bite me? I believed you.

The snake said, Why did you believe me? Im a snake. A

snake has to be a snake.

Resolution


3.2. Recount Text

Social function: To retell the readers what happened in the past through a sequence

of events.

Generic Structure:

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:

Use of pronouns and nouns ( David, he, she)

Use of action verbs in past (went, studied)

Use of past tense

Focus on temporal sequence (at the beginning, in the end, finally, etc)

Example

My First Day at School

My mother accompanied me to school on the first day. Other

parents accompanied their children as well. We all waited in front

of the school office.

Soon a teacher came and led us to some classrooms. There we

were put into four separate classes. This was when some children

began to cry as the parents were not allowed into the classrooms. I

Orientation

Events


did not cry because I had been to kindergarten before. Actually my

mother went home soon after for she knew I would be all right.

It was an enjoyable time for me as I got to know my new

classmates. The teacher was very busy writing down our particulars

so we had plenty of time to ourselves.

Meantime some children continued to sob while their parents

looked in anxiously through the windows.

Soon recess came. Some of us headed for the tuck-shop while

the rest headed for their parents. I bought a drink with the money

my mother gave me. Getting to know my new friends had made me

thirsty.

After recess we went back to out classroom and my new

friends and I managed to coax two boys to stop crying. In fact, soon

we were laughing and playing together. Once in a while the teacher

had to tell us to keep quiet as we were making too much noise.

Still some parents looked in anxiously through the windows.

Finally the bell rang for us to go home. Some of us were very

relieved to be reunited with our parents. I too was glad to see my

mother waiting for me at the school gate. I had made many friends.

It had been a wonderful first day at school.

Reorientation


3.4 Description Text

Social Function: To describe a particular person, place or thing.

Generic Structure:

1. Identification (identify phenomenon to be described)

2. Description (describe parts, qualities, characteristics)

Language features:

Focus on specific participants

Use of attributive and identifying processes

Frequent use classifiers in nominal groups.

Use of the Simple Present Tense

Example

My Classmates

We are a noisy lot that is what our teachers say about us. This is

largely due to Ah Keong. He is the noisiest of us all. His voice is like

that of a bull frog but volumes louder. It seems that he cannot talk

softly. Actually he does not talk, he shouts. Perhaps his living with his

family of ten children has something to do with it.

In this noisy bunch lives a boy who hardly ever opens his mouth.

This is Padma, the boy who sits next to me. He is such a gentle and

soft creature that one would think that he is a sissy. This is not so. No

one dares call him one for he is a member of the school's Karate Club.

Then there is Doris, our class monitor. She sits right in front of

the teacher's table. She is such a model student that all the teachers

love her. We all love her for she does not boss us around. She has

Identification

Description


given up doing that long ago. All she does is to make sure that the

teachers have sufficient chalk and that the classroom is clean.

Right at the back of the class sits our class sleepy-head. Mat

seems to need more sleep than others. He catches cat-naps in between

lessons. The astounding thing is that he can fall asleep almost

instantly. The moment the teacher leaves after a lesson, Mat's snores

start up and we know he is at it again. Remarkably he wakes up when

the next teacher arrives.

Every class has a clown. Our class has Jack, otherwise known as

"Jacko The Clown". He is always up to some prank or other, putting

tails on the boys' pants, frogs in the girls' desks and powdered chalk

on the teacher's chair. So when we hear a girl scream or see men-

teachers strolling around with chalk on the seat of their pants, we

know that Jacko has struck again.

The other classmates too have their own unique personalities.

Each contributes his or her part to our class. All in all we are a group

of young children who perhaps are a bit noisy at times, but on the

whole are well-behaved and pleasant to be with.


3.5 Procedure Text

Social function: To help us do a task or make something. They can be a set of

instructions or directions.

Generic structure:

1. Goals (the final purpose of doing the instruction)

2. Steps (a set of instruction to achieve the final purpose)

Language features:

General participants (things/objects)

Use of simple present tense

Use of action verbs (turn, put)

Use of connectives (first, then, finally)

Example

How to Plant Roses

Mr. Ghani is one of the successful flower farmers in his village,

Harum Sari. It is a small village in northern part of Malang, East Java. He

plants so many beautiful flowers of different shapes and colors such as

jasmine, rose, tulip, sunflower, and many other kinds of orchids. His park

makes it as one of the largest park in Malang. It is also a place off

conducting research and experiment on agriculture especially flowers. Here

is one of simple lesson given by Mr. Ghandi for flower lovers on how to

plant roses easily.

Firstly, peel off a little part of an old branch of the rose plant.

Secondly, cover the peeled part with soil. Then wrap it with plastic paper.

After that water it regularly. Let it be for about four weeks. When there

Goal

Steps


comes out roots and a sprout in the wrapped part, cut it off the cover part.

Finally, plant it in the ground soon and it will grow bigger and bigger. A

nice rose will decorate your park or front yard of your house.


Additional Guide for a Writer

1. Tabel, bagan, atau gambar disertai judul dan bernomor (arab) ditulis di atasnya.

Catatan atau sumber tentang tabel, bagan, atau gambar dapat disertakan ditulis

di bawahnya.

2. Artikel pengolahan hasil penelitian disajikan dengan sistematika sebagai

berikut: (1) judul, (2) nama dan identitas peneliti (nama lembaga dan tempat),

(3) abstrak (dalam bahasa Indonesia dan Inggris), (4) kata kunci 3 hingga 7 kata,

(5) penda-huluan (tanpa subjudul) yang berisi: latar belakang, masalah, tujuan

dan manfaat, (6) metode penelitian, (7) hasil penelitian dan bahasan, (7)

simpulan dan saran, Rujukan, (8) daftar indeks.

3. Artikel yang bukan pengolahan hasil penelitian disajikan dengan sistematika se-

bagai berikut: (1) judul, (2) nama, nama lembaga, dan tempat penulis, (3)

abstrak (dalam bahasa Indonesia dan bahasa Inggris), (4) kata kunci 3 hingga 7

kata, (5) pendahuluan (tanpa subjudul) yang berisi: latar belakang, tujuan dan

manfaat, (6) bagian ini dan selanjutnya disajikan konsep-konsep teori (apabila

perlu disertai contoh-contoh penerapannya, (7) penutup, rujukan, (8) daftar

indeks.


4. Rujukan kepustakaan ditulis dengan sistem nama akhir diikuti kurung pembuka,

tahun, titik dua tanpa direnggangkan dengan spasi 1 ditulis nomor halaman, lalu

diakhiri kurung penutup, misalnya:

Kartomihardjo (199:4) mengemukakan ...

Perujukan lain dapat dilakukan dengan menuliskan sumber yang terujuk setelah

kutikan. misalnya: Temuan ini mendukung hasil hasil penelitian

psikolingu-istik (Clark, James, dan Hobart 1977:6771; Burt, 1978:68; dan

Halim, 1992:23).

Rujukan hendaknya diupayakan terbitan sepuluh tahun terakhir, dan merupakan

pustaka primer.

9. Daftar pustaka disusun secara alpabetis dan khronologis.

Buku: Nama akhir, initial pengarang,. tahun. Judul buku (dicetak miring).

Tem-pat terbit: nama penerbit.

Ellis, Rod. 1990. Instructed Second Language Acquisition. Cambridge, Mas-

sachusetts: Basil Blackweel Ltd.

Karangan dalam buku (bunga rampai): Nama akhir, inisial pengarang.tahun.

Judul karangan (ditulis dalam tanda petik).Dalam: Nama Editor (Ed.) Judul

Buku, halaman. Tempat terbit: Nama penerbit.


Brockway, Diane. 1981. Semantic constraints on Relevance. Dalam:

Herman Parret, Mari-na Sbisa, dan JefVerskuren. Possibilities and

Limita-Jtions of Pragmatics, hlm. 5758. Amsterdam: John Benyamins

B.V.

Karangan dalam jurnal: Nama akhir, inisial pengarang. Tahun. Judul

Artikel (diapit tanda petik ganda). Dalam: Nama Jurnal, Nomor, Bulan, dan

tahun, Halaman. Tempat terbit: Nama pnenerbit.

Kweldju, Siusana. 1992. Peranan Belahan Otak Sebelah Kanan terhadap

Ke-mampuan Berbahasa. Dalam: Bahasa dan Seni, Tahun XX: hlm.

2533. Malang: IKIP

Karangan dalam pertemuan: Nama akhir, initial pengarang. Tahun. Judul

Makalah (ditulis diapit tanda petik ganda). Makalah dibacakan dalam perte-

muan, Nama Lembaga penyelenggara, tempat dan tanggal penyelenggaraan-

nya

Lumintaintang, Yayah B. 1991. Pemasyarakatan Bahasa Indonesia yang

Baik dan Benar. Makalah dibacakan dalam Seminar Nasional Bahasa

dan Sastra Indonesia, PBS IKIP Yogyakarta, 21 22 Oktober.

Karangan ditulis dan diterbitkan oleh lembaga: Nama lembaga penanggung

jawab langsung. Tahun. Judul Karangan. Nama Kota: Nama lembaga

tertinggi yang bertanggung jawab atas penerbitan ini.


Pusat Pembinaan dan Pengembangan Bahasa. 1998. Pedoman Penulisan

Laporan Pe-nelitian. Jakarta: Departemen Pendidikan dan Kebudayaan

10. Penulisan kutipan mengikuti tata cara berikut.

Kutipan terdiri dari 3 baris atau kurang dari tiga baris ditulis langsung diapit

tanda petik ganda.

Kutipan bentuk potongan kalimat dimulai atau diakhiri dengan 3 (tiga)

titik ( ... )

... tuturan ini tidak santun dan tidak sesuai dengan konsep dengan kaidah

maksim kebijakan (Porat, 1999:23).

Kutipan terdiri lebih dari 3 baris ditulis dalam format, 1 cm dan 7 cm masuk

ke dalam dari margin kanan dan kiri.

In this context Murray (1984:6) says:

Writing also varies with our thinking style. Some of us think out

loud, and others work quietly. Some are long distance learners,

writing steadily and evenly day after day. Others of us are

sprinters, and spend a lot of time sitting around between sudden

spurts of writing. Others use a logic that is less apparent, moving

from A, B to C. Others use a logic that less apparent, leaping to C

and working back to B then A. Or going to D, then B, E, F, C, G,

A.

11. Pengetikan tanda baca serta penulisan kata dan huruf mengikuti pedoman

umum Ejaan Bahasa Indonesia yang Disempurnakan (Moeliono, 1998).

Titik (.). titik koma (;), tanda seru (!), tanda tanya (?), dan tanda prosen (%)

diketik rapat dengan huruf yang mendahuluinya.


Tidak Baku Baku

Sampel dipilih secara acak . Sampel dipilih secara

acak.

Data dianalisis dengan teknik

korelasi,

Data dipilih dengan teknik

korelasi,

ANOVA, dengan regrasi

ganda.

ANOVA, dan regrasi

ganda.

... dengan teori; kemudian

dibanding-kan...

... dengan teori; kemudian

dibanding-kan...

... sebagai berikut : ... sebagai berikut:

Signifikankah korelasi itu ? Signifikankah korelasi itu?

Tanda petik (...) dan tanda kurung ( ) diketik rapat dengan huruf dari kata

atau frasa yang diapit.

Tidak Baku Baku

Pendapat-pendapat itu dapat

dipadukan

Pendapat-pendapat itu dapat

dipadukan

Istilah itu tidak baku (

standar )

Istilah itu tidak baku

(standar)

Tanda hubung (-), tanda pisah ( ), dan garis miring (/) diketik rapat dengan

huruf yang mendahului dan mengikutinya.

Tidak Baku Baku

sub kategori sub-kategori

Permusyawaratan / Permusyawaratan/perwakilan


perwakilan

Tanda sama dengan (=), lebih besar (>), lebih kecil (0,01 p > 0,01

p


REFERENCES

Hingmane, G. 2011. Easy Texts: Texts Collection for Senior High School. Moru: Unpublished

Handout

Hefernan, J; Lincoln, 1986. Writing: A College Handbook. New York: W. W. Norton &

Company

Hiliday and Martin, 1993. Writing Science: Literary and Discursive Power. London: The Palmer

Press

Leggett, G. 1998. Practice Hall: Handbook for Writers. Tenth Edition. New Jersey: Practice Hall

Martin, J.R. Rose, D. 2006. Genre Relations: Mapping Culture. London: Equinox

Oshima, A; Hogue, A. 198. Writing Academic English: A Writing and Sentence Structure

Workbook for International Students. London: Addision-Wesley Publishing Company

Rosidi, I. 2009. Menulis.Siapa Takut?: Panduan bagi Penulis Pemula. Yogyakarta: Kanisius

Saragih, A. 2005. Academic English. Medan: Fakultas Pascasarjana UNIMED

Siahaan, S. 2008. Issues in Linguistics: Teaching Writing. Yogyakarta: Graha Ilmu

Turabian, K. 1976. Students Guide: For Writing College Paper. Chicago: The University of

Chicago Press

Tans, F. 1999. The Genre Approach: Academic Writing. Kupang: Unpublished

http://www.ttms.org/writing_quality/writing_quality.htm

http://winsonyeung.com/internet-marketing/7-steps-to-article-writing-for-beginners

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