I. Understanding Types of Text
Text can be classified into several types. The term of 'type' is sometime stated as 'genre'. These
types of text are;
|
1.
Analytical Exposition
2.
Anecdote
3.
Descriptive
4.
Narrative
5.
Procedure
6.
News Items
7.
Discussion
|
8.
Explanation
9.
Hortatory
Exposition
10.
Report
11.
Spoof
12.
Recount
13.
Review
|
How to Teach Text
Types
===============================================
At the end of this course,
the students generally are expected to be able to write texts based on the
genres of writing.
At the end of this course, the
students specifically are expected to:
- To know the basic theory of the genres of texts: recount, report, analytical exposition, news item, anecdote, narration, procedure, description, hortatory exposition, explanation, discussion, review, and commentary.
- To be able to analyze the social function, schematic structure, and significant grammatical patterns of texts.
- To be able to write texts based on the genres.
CLASS « TEACHER STUDENTS
« STUDENTS
·
Cultural
context
·
Shared
experience
·
Control
relevant vocabulary
·
Grammatical
patterns
·
Use
of visual—photographs, filmstrips, video—to build context.
·
Do
activities such as cooking, going for a vacation, interviewing an informant,
listening to guest speakers, etc.
·
Reconstruct
and discuss activities done when back in the classroom.
·
Design
activities in order to share, discuss, and argue about aspects of the topic.
·
Set
language lesson focused on vocabulary or grammatical patterns.
·
Study
a broad range of written texts related to the topic, such as school brochures,
notes, newsletter, labels, leaflets, and enrolment forms.
·
Develop
reading strategies appropriate to the texts, including predicting, skimming,
scanning, or identifying the logo.
Modeling of Text:
CLASS « TEACHER
- Cultural context
- Social function
- Schematic structure
- Linguistic features
·
Study
the model text shown by the teacher or read it yourself or collectively in the
references.
·
Develop
an understanding of the social function and purpose of the text:
Ø Why are such texts
written?
Ø By whom are they written
and read?
Ø What is the context in
which they will be used?
·
Analyze
the schematic structure of the text (distinguishing and labeling stages within
the schematic structure of the genre).
·
Analyze
the grammatical pattern or language features of the text (use of tense,
technical language, specific or generic participants).
Joint
Construction of Text:
STUDENTS « STUDENTS TEACHER « CLASS
·
Schematic
structure
·
Linguistic
features
·
Knowledge
of field
·
Revise
and discuss the purpose, context, and structure of genre/text.
·
Explore
further field building activities where necessary.
·
Negotiate
the beginning, middle and end construction of text between teacher and students,
and between students, draw on shared knowledge about the genre.
·
Re-draft
and edit the text, draw on shared knowledge about the genre together in groups
(between teacher and students, and between students).
Independent
Construction Text:
STUDENTS « STUDENTS TEACHER
« STUDENTS
·
Schematic
structure
·
Linguistic
features
·
Knowledge
of field
·
Build
and develop knowledge of the field through activities such as reading,
information gathering, and note taking.
·
Write
your own text with appropriate schematic structure and grammatical patterns.
·
Consult
with other students or with teacher regarding the appropriateness of the text.
·
Re-drafting
and editing where necessary.
·
Discuss
any difficulties with students or teachers in writing texts.
·
Focus
on language lessons (spelling, punctuation, layout of text, handwriting). (Hammond, 1992)
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