PAPER OF READING
(SUBMITTED FOR READING III SUBJECT AS A FINAL
ASSIGMENT)
BY III C
1. BAYANI AMRI PUTRI 12 050 117
2.
UBATI ENDANG SRI WAHYUNI 12
050 113
3.
USWATUL KARIMAH 12
050 129
4.
YESSI HERLIN SEPRILIA 12
050 120
STKIP MUHAMMADIYAH PRINGSEWU
LAMPUNG (STKIP MPL)
2013
ACKNOWLEDGEMENT
Thanks
to Allah the most merciful who gives us guidance to finish this paper. We would
like to express gratitude to all those who help us to finished this paper, both
morally and materially in the form of encouragement, because we believe without
the help and support of them it is very difficult for us to finish it.
In addition, allow
us to gratitude for :
1. Drs. Aris Munandar, M.Pd.I, as lecturer of Reading
III
2. Our
beloved friends who always give us motivation
and make us still spirit and also assisted us in completing this paper.
We
realize that in preparing this paper is far from perfect, for that we look criticism and suggestions
that are built in this paper. We hope this paper usefull for the readers.
Pringsewu,
December, 17th 2013
The Writer
CHAPTER I
INTRODUCTION
A.
The background
Reading is an
important part of learning English. This guide to how to improve your reading
skills will help you improve reading by using skills you use in your own
language. In other words, one of the best tips on improving reading is to think
about how you read in your own language. Start by thinking about how you read
different documents. How do you read the newspaper? How do you read novels? How
do you read train schedules? and so on. Taking time to think about this will
help give you clues on how to read in English - even if you don't understand
every single word.
Ask yourself
this question: Do I read every word in your own language when I am reading a
schedule, summary, or other outlining document?
The answer is
most definitely: No! Reading in English is like reading in your native
language. This means that it is not always necessary to read and understand
each and every word in English. Remember that reading skills in your native
language and English are basically the same.
Here is a quick
overview of the types of reading skills used in every language:
Skimming, Scanning, Previewing, Phrasing Stems And Affixes, Topic, Main
Idea, Reading for Specific Information Reading for Detail, Reference,
Inference, Functional Text And Essay Text.
You can use
these reading skills in a number of ways to improve other areas of English
learning such as pronunciation, grammar and increasing vocabulary.
A.
The Formulation of The Problem
The formulation of
the problem in this paper is to knowing about the reading material from the
concept of skimming, scanning, previewing, phrasing stems and affixes, topic,
main idea, reading for specific information reading for detail, reference,
inference, functional text and essay text.
B.
The Objective of The Problem
The objective of the
problem is to discuss about reading material and example about it.
TABLE OF CONTENT
COVER
ACKNOWLEDGEMENT............................................................................... ii
TABLE
OF CONTENT................................................................................... iii
CHAPTER I INTRODUCTION
A.
The Background...................................................................................
B.
The Formulation of the Problem...........................................................
C.
The Objective of the Problem...............................................................
CHAPTER II
THE FRAME OF THE TEORIES
A.
The Concept of Skimming....................................................................
B.
The Concept of Scanning.....................................................................
C.
The Concept of Previewing..................................................................
D.
The Concept of Phrasing......................................................................
E.
The concept of Steams and
Affixes.....................................................
F.
The Concept of Topic and
Examples...................................................
G.
The Concept of Main Idea and
Examples............................................
H.
The Concept of Reading for
Specific Information and Examples.......
I.
The Concept of Reading for
Detail and Examples..............................
J.
The Concept of Reference and
Examples............................................
K.
The Concept of Inference and
Examples.............................................
L.
The Concept of Functional Texts
and Examples..................................
M.
The Concept of Essay Texts and
Examples.........................................
CHAPTER III CONCLUSSION
REFERENCES
CHAPTER II
DISCUSSION
A. The Concept of skimming
Skimming
is method of rapidly moving the eyes over text with the purpose of getting only
the main idea and a general overview of the content.
a.
Skimming is useful
in three different situations
Pre-Reading
--- skimming is more through than simple previewing and can give a more
accurate picture of the text to be read later.
Reviewing ---skimming is useful for reviewing
text already read
Reading---
skimming is most often used for quickly reading material that, for any number
of reasons, does not need more detailed attention.
b.
Step in
skimming an article
§ Read the title --- it is the shorthest possible
summary of the content
§ Read the introduction or lead in paragraph
§ Read the first paragraph completely
§ If there are subheadings, read each one, looking
for relationship among them
§ Read the first sentence of each remaining
paragraph.
o
The main idea
of most paragraphs appears in the first sentence.
o
If the author’s
pattern is to begin with question or anecdote, you may find the last sentence
more valuable.
§ Dip into the text looking for :
o
Clue words
that answer who, what, when, why, how
o
Proper nouns
o
Unusual
words, especially if capitalized
o
Enumerations
o
Qualifying
adjectives (best, worst, most.etc)
o
Typographical
cues --- italics, boldface, underlining, asterisks.etc.
§ Read the final paragraph completely
c.
Mastering the
art of skimming effectively requires that you uses it as frequently as
possible.
d.
Skimming can
usually be accomplished at about 1000 words per minutes
B.
The Concept of Scanning
Scanning
rapidly covers a great deal of material in order to locate a specific fact or
piece of information.
a.
Scanning is
very useful for finding a specific name, date, statistic, or fact without
reading the entire article.
b.
Steps in
scanning an article :
§ Keep in mind at all times what it is you are searching for. If you hold the image
of the word or idea clearly in mind, it is likely to appear more clearly than
surrounding words
§ Anticipate in what form the information is likely
to appear-numbers, proper nouns, etc.
§ Analyze the organization of the content before
starting to scan.
o
If the
material is familiar or fairly brief, you may be albe to scan the entire
article in a single search.
o
It the
material is lengthy or difficult, a preliminary skimming may be necessary to
determine which part article to scan.
§ Let your eyes run rapidly over several lines if
print at t time.
§ When you find the sentence that has the
information you seek read the entire sentence.
c.
In scanning,
you must be willing to skip over large sections of the text without reading or
understanding them.
d.
Scanning can done at 1500 or more words per
minute
C.
The Concept of Previewing
Previewing is
very useful for reading heavy and long articles. Only read the important words
or general idea in that article. You only have to choose first sentence and
last one or two paragraph, and read it. You can avoid reading the things that
you don’t really want or need to read. The positive side in preview is: it
keeps you spending long time for read the article. And the negative side is: it
doesn’t give you the details.
Read quickly:
1.
Introductory paragraph
2.
Subheads (chapter subheadings)
3.
The first sentence of each
paragraph
4.
Concluding or summary paragraphs
(also abstracts)
5.
Questions at the end of a chapter
(text books)
6.
Separate articles within,
sometimes called sidebars or boxes
7.
Bulleted points
8.
Captions under pictures
9.
Bold print
10. Italicized print
11. Margin pullouts (sometimes called pull quotes or marginal gloss)
12. Footnotes
13. Author’s information
Glance at (seriously glance at):
- Pictures
- Tables
- Graphs
- Charts
Check for unfamiliar vocabulary and clear before thorough
reading
D. The Concept of Phrasing
E. The Concept of Stems and affixes
F. The concept of Topic
A topic
is the one thing the whole paragraph is about. It is the unifying factor, which
every sentence and idea contained in the paragraph relate to. To find the topic
of a paragraph, ask yourself this question: “Which person, event, practice, theory,
or idea is most frequently mentioned or referred to in the paragraph?” Usually,
the topic of a paragraph can be expressed in one word or a phrase consisting of
two or more words. That’s why a topic could also be defined as the word or
phrase that best describes what all of the sentences in the paragraph are
about. To illustrate, let’s use the following paragraph.
Example 1.
Computer
chips have changed our way of life. With computer chips, we can make
very small computers. Space scientists use these small computers in satellites
and space ships. Large companies use these small computers for business. We can
make very small calculators with computer chips. Some calculators are as
small as a credit card, and these calculators are not very expensive. Computer
chips are also used for making digital watches. A normal watch has a spring
and moving hands, but a digital watch has no moving parts. A digital watch show
the time and date with numbers, and some digital watches even have an alarm and
a stopwatch. The computer chip makes all of this possible.
Explanation:
The phrase
“computer chips”, as indicated by the underlining, is the most frequently
mentioned thing in this paragraph. It is the one that best describes what all
of the sentences in the paragraph are about. Thus, this is the topic of the
paragraph.
Most paragraphs
state the topic, but some writers frequently imply the topic. Thus, to identify
the topic, readers have to synthesize, or combine; different words in the
paragraph To be useful, the topic you select or create should be general enough
to include everything discussed in the paragraph. At the same time, it should
be specific enough to exclude what isn’t. To illustrate, read the following
paragraph.
Example 2.
Traffic is
directed by color. Pilot instrument panels, landing strips, road and water
crossings are regulated by many colored light and signs. Factories use color to
distinguish between thoroughfares and work areas. Danger zones are painted in
special colors. Lubrication points and removable parts are accentuated by
color. Pipers for transporting water, steam, oil, chemicals, and compressed
air, are designated by different colors. Electrical wires and resistances are
color-coded.
Explanation:
In this paragraph, the topic is not directly stated. However, by
considering the whole sentence, it is clear that the paragraph discusses about
the uses of color in modern technological instrument. This is the topic of the
paragraph.
Example 3.
Frances Wright
was a brilliant and determined woman who believed that she could have changed
an unjust world. Inspired by her belief, Wright founded, in 1826, an
experimental community called Nashoba. It was to be a place where black men and
women could work together until they were able to purchase their freedom from
slavery. But for all its good intentions, the community was a failure. Plagued
by bad weather and illness, Nashoba produced nothing but debts. By 1830, it was
only a memory, forgotten by everyone but the people who helped start it.
Explanation:
Initially, as you begin reading this paragraph, you might think that
“Nashoba” is the topic. But as you continue reading, you discover that the
paragraph does not focus on the working of the community called Nashoba.
Instead it focuses on the community’s failure. However, the word failure does
not appear until the fourth sentence of the paragraph. In order to express the
precise topic of the paragraph, i.e. “failure of Nashoba“, you have to
construct it by combining words from different sentence.
G. The Concept of main Idea
A main idea is what the author says, thinks, or wants
to communicate about the topic. It is the central or most important thought in
the paragraph. Every other sentence and idea in the paragraph is related to the
main idea. The main idea is usually directly stated by the writer in a sentence
called the topic sentence which is usually but not always placed in the
beginning of the paragraph. The topic sentence tells what the rest of the
paragraph is about.
Since the main idea is what the author says, thinks, or wants to
communicate about the topic, to determine it, you should first decide what the
topic of the paragraph is. Then ask yourself these questions: What is the main
idea—what is the author trying to say about the topic? Which sentence states
the main idea? To illustrate, let’s take the paragraph about “computer chips”
above. The whole sentences in the paragraph explained what the writer thinks
about computer chips. He shows that computer chips are used to make very small
computers, calculators, and digital watches which have changed our way of life.
This idea is stated in the first sentence which runs “Computer chips have
changed our way of life.” This is the main idea of the paragraph.
Occasionally, a writer does not directly state the main idea of a given
paragraph in a topic sentence. Instead, he or she leaves it up to the reader to
infer, or reason out, what the main idea of the paragraph is. This type of
paragraph contains only details or specifics which relate to a given topic and
which substantiate an unstated main idea. To read this type of paragraph, start
as you would for paragraphs with stated main idea. Ask yourself the question
for finding the topic: What is the one thing the author is discussing
throughout the paragraph? Then try to think of a sentence about the topic that
all the details included in the paragraph would support.
Example 1.
Summer is a
wonderful time to spend at West Beach. It is a beach with light- colored, soft
sand. The coastline goes on for a long way and many people enjoy walking along
it. Children like to play in the surf and walk along the rocks that are visible
at low tide. This is a fun beach for people of all ages.
In this paragraph:
·
the topic is West Beach
·
the main idea (what the
writer is saying about the topic) is that summer is a wonderful time at West
Beach
Example 2.
The movie
Apollo 13 was a blockbuster for the summer of 1995. It is an exciting story
about space exploration. In the movie, the astronauts get in trouble while they
are trying to return to Earth. People in the audience are on the edge of their
seats waiting to see what happens. What makes it even more exciting
is that it is a true story.
In
this paragraph:
·
the topic is the movie Apollo
13
·
the
main idea is in the first sentence: Apollo 13 was a blockbuster for
the summer of 1995
While the main idea is usually in the first sentence, the
next most common placement is in the last sentence of a paragraph. The
author gives supporting information first and then makes the point in the last
sentence.
Example
3.
Most
teenagers and young adults do not know what they want to do for the rest of
their lives. It is a big decision. There are a number of things you can do to
narrow the choices. For example you can take an interest test, do some research
on your own about a career, try volunteer work in the field in which you are
interested, or "job-shadow", in which you spend a day with a person
who is working in a field that interests you. These are just a few helpful
ideas as you begin to choose a career.
In this paragraph:
·
the topic is jobs
or career choices
·
the main idea is a few
ideas to help the reader choose a career
Finally, an author might put the main idea in the middle of a
paragraph. The author will spend a few sentences introducing the topic, present
the main idea, then spend the rest of the paragraph supporting it. This can
make the main idea more difficult to find.
See if you can find the topic and main idea in the paragraph
below.
The
United States seems to be in love with the idea of going out to eat. Because of
this, a
real variety of restaurants has come about specializing in
all kinds of foods. McDonald's is the king of a subgroup of restaurants called
fast-food restaurants. Chances are, no matter where you live, there is a
McDonald's restaurant near you. There are even McDonald's in the Soviet Union.
Now McDonald's is trying something new. It is called McDonald's Express and
there is a test site in Peabody, Massachusetts. It is part of a Mobil gas station.
This allows you to fill up with gas and fill up on food at the same time. What
will they think of next?
In this paragraph:
·
the topic is McDonald's
·
the main idea is in
the middle of the paragraph, in the third sentence: McDonald's is the king
of fast food
H.
Reading For
Specific Information
The technique scanning
or looking for specific information is very useful when you know exactly
what you are looking for in a text. Since you have a very specific goal in
mind, when you read, you only read the relevant part(s) and ignore the
irrelevant.
Very much similar to
reading for main points , you could start by making a list of points you would
like to locate in a text. The list will help you find the relevant points in
the text. Now, before you do some practice, read the tips in the following
section. You could use the list as an exercise for scanning. To do this, please
follow the steps below:
- Predict one or two tips that you think are relevant to scanning. You could either write them down or remember them.
- Read and see if the following list contains your prediction.
- Read the tip(s) that you have predicted correctly, and ignore the rest.
- If you have done all of the above steps in 30 seconds, congratulations! You should be quite skillful in scanning and need not read on.
Tips on locating specific information
- Keep in mind what you want to locate in a text.
- Jot down on a piece of paper a few key words that are related to the topic you want to explore in a text. When you read, look for those key words. Slow down when you see them. After some practice, you could perform this 'anticipation-confirmation of anticipation' process mentally instead of actually writing the key words.
- DON'T read every word.
- Make use of headings. If you read a book, use the contents page or the index. If you read an article, make use of the headings and sub-headings to help you locate the information you want.
- Set a time limit for yourself. If you cannot find anything relevant after the set time, the text probably does not provide what you want.
- DON'T use a dictionary unless you are very sure the word in doubt is related to the information you are looking for.
Try to use authentic materials as much as
possible.
- Newspapers
- Magazines
- Lecture notes
- Course readings
- Advertisements
- Newsletters
- Restaurant menus
- Travel guide books
- Telephone directories
- Library catalogues
- Any readings you come across in your daily life
Example :
- Between 1890 and 1900, millions of people from southern and eastern Europe left their home in search of the American dream. The new immigrants had hoped to find a comfortable place where they could settle and live out their lives. But the cities to which they came were not prepared for the new arrivals, and many immigrant families ended up in ugly tenements that were poorly supplied with light, heat and water. They had dreamt of finding work, work that could make them independent, even rich. Instead they found that jobs were scarce. Frequently they had to take jobs for which they were unsuited, and the work left them exhausted and depressed. Many immigrants found that instead of the warm welcome they expected, they were treated as outsiders, with funny customs and even funnier way of speaking.
2.
Human digestion begins when we use
our teeth to cut and grind food. As we chew, saliva moistens and softens food
so it can be easily swallowed. After being swallowed, the food passes into a
tube that connects the mouth and stomach; this tube is called esophagus.
After the food reaches the stomach, muscles in the stomach will mix it together
and combine it with a gastric juice that consists mostly of water and
hydrochloric acid. The gastric juice reduces the food to a liquid that can pass
into the small intestine. The passage takes about eight hours. During this
time, enzymes break down the food even more, preparing it for absorption into
the blood stream.
3.
Liberty
Statue is a colossal statue in Liberty
Island in the Upper New York Bay, U.S., made to commemorate the friendship
of the peoples of the United
States and France.
Standing 305 feet (93 meters) high including its pedestal, it represents a
woman holding a torch in her raised right hand and a tablet bearing the
adoption date of the Declaration of Independence (July 4, 1776) in her left.
The torch, which measures 29 feet (8.8 meters) from the flame tip to the bottom
of the handle, is accessible via a 42-foot (12.8-metre) service ladder inside
the arm (this ascent was open to the public from 1886 to 1916). An elevator
carries visitors to the observation deck in the pedestal, which may also be
reached by stairway, and a spiral staircase leads to an observation platform in
the figure’s crown.
4.
The atmosphere of Earth acts like
any window in serving two very important functions: to let light in and to permit
us to look out and to guard Earth from dangerous or uncomfortable things. A
normal glazed window lets us keep our house warm by keeping out cold air. In
such a way, the Earth’s atmospheric window helps to keep our planet to a
comfortable temperature by holding back radiated heat and protecting us from
dangerous levels of ultraviolet light. Just like a window which prevents rain,
dirt, and unwelcome insects and animals from coming in, scientists have
discovered that space is full of a great many very dangerous things against
which our atmosphere guards us. (Adapted from: Brandon & Brandon, 2011:
289).
5.
Astronauts face many problems in
space caused by weightlessness. One of these problems is floating around the
cabin. To solve this problem, astronauts wear shoes that are coated with a
special adhesive. This adhesive sticks to the floor of the cabin. Serving food
is another problem. It won’t stay put on the table! Experts solved this problem
by putting food and drinks in pouches and tubes. It only needs to be mixed with
water. Weightlessness also causes problems when an astronaut tries to work. The
simple task of turning a wrench or a doorknob can be difficult. Since there is
no gravity to keep him down, when he exerts a force in one direction, the
opposite force may flip him over completely. To solve this problem, he must be
very careful about how much force he uses to do these simple tasks. Here on
earth, life is much simpler, thanks to gravity.
I. The Concept of Reading for Details
Careful reading or reading for detail
is probably the most commonly used reading strategy. This is a slower
reading process that starts at the beginning of a passage and proceeds
to the end. When reading for detail, students should read every
sentence, but they should
not try to know the exact meaning of each word. Even native speakers infer the meaning of unknown words as
they read. Reassure your students that even when reading for information, they
do not need to know every word on the page but should try and guess its meaning
from the context, a valuable skill in and of itself. If students put too much
pressure on themselves when it comes to new vocabulary, the dictionary may become more of a burden than a
blessing. When reading for detail, students should aim to understand
about eighty percent of the information they read. If they need an
answer to a particular question that they may have missed, they can always go
back and scan for it.
Reading may sometimes seem
as easy as a, b, c, but in fact there are strategic ways to make your students’
reading more useful and productive. By teaching skimming and scanning in
addition to reading for detail, you will give your students the strategies they
need to be successful learners.
Example of Reading for
Detail
- The "What's on TV" section of your newspaper.
- A train / airplane schedule
- A conference guide
- The latest marketing strategy book
- A novel you read before going to bed
- Magazine articles that interest you
J. The Concept of Reference
K. The Concept of Inference
An inference is an
idea or conclusion that's drawn from evidence and reasoning. An inference
is an educated guess.
We learn about some things by experiencing
them first-hand, but we gain other knowledge by inference — the process of
inferring things based on what is already known. When you make an inference,
you're reading between the lines or just looking carefully at the facts and
coming to conclusions. You can also make faulty inferences. If you hear a
person's weight is 250 pounds, you might make the inference that they're
overweight.
Example :
1.
Julia works at a pet store
and owns four cats, a lizard, a dog and a rabbit. It can be inferred that Julia
is a pet lover.
2.
John's house smells of soy
sauce and used chopsticks are on the table. It can be inferred that John just
ate Chinese food.
3.
Bob eats salad for lunch
each day and is a PETA member. His co-workers can infer that he is a
vegetarian.
4.
The floor is covered in
shreds of newspaper and Susan's dog has newsprint on his paws. It can be
inferred that Susan's dog ate the newspaper.
5.
Sarah left a Payless Shoes
bag on the floor and is wearing shiny red heels. It can be inferred that Sarah
went shoe shopping.
6.
A woman walks into a store
soaking wet and it is raining. It can be inferred that she does not have an
umbrella.
L. The Concept of Functional
Text
A
functional text is a writing that is used for everyday information, and that
when read, conveys the correct message as to what is being demonstrated on the
script. Some examples of functional texts include recipes, phone books and
manuals.
Look at some examples:
Example 1: Announcement
The Functions: to provide complete and
clear information about certain events or occasion
Some characteristics of announcement:
- Straightforward and ease the readers to get information quickly
- Keep it short, inviting, and to the point.
- Clear and complete
- For a bad news, make a direct and no-nonsense statement.
Example 2: Greeting Card
Greeting Cards functions as an expression
of sympathy and care to others.
The purpose is to congratulate someone’
achievement, express sympathy on someone’s, and motivate someone on gaining
achievement
Some characteristics of greeting card:
- Clarify a clear purpose
- Use an appraisal diction
- Accurate addressee
Example 3: Invitation
Function/Purpose is to o invite someone to
attend an occasion.
The Structure/Parts: The addressee (the
person invited), salutation, the message (the content of the message), and the
Sender
Some characteristics of invitation:
- Having an accurate addressee
- Giving clear time, place, and activity
- Providing sufficient information about the inviter
- Expressing that the writer is looking forward to seeing person
- If there is a dress code, state it in the lower left-hand corner
Example 4: Notice/Guidance
The Functions of notice/guidance:- Prohibition notifies people not to do something. People may find this kind of notice in a public places.
- Caution or warning warns people to be careful in handling something. Ignoring the notice may cause injury or breaking the facilities.
- Guidance gives information to people to do something appropriately.
- The informational notice provides information that could be useful for people.
Example 5: Short Message
Its function is to send an important
message to other people
Some characteristics of a short message
- Clear addressee (someone who receives the message)
- Straight forward
- If it is an instruction state it clearly.
M.
The Concept of Essays Text
An essay is generally a short piece of
writing written from an author's personal point
of view, but the
definition is vague, overlapping with those of an article, a pamphlet and a short story.
Essays can consist of a number of elements, including: literary
criticism, political manifestos, learned arguments, observations of daily life,
recollections, and reflections of the author.
Example 1. Narrative
Narration is telling a story from
a certain viewpoint, and there is usually a reason for the telling. All
narrative essays will have characters, setting, climax, and most importantly, a
plot. The plot is the focus of the story and is usually revealed
chronologically, but there are sometimes flash forwards and flash backs.
In writing a narrative essay, remember to:
- Include sensory and emotional details, so the reader will experience the story, not just read about it
- Have the story support the point you are making, and make reference to that point in the first sentence.
- Write in the first or third person
Cinderella
Once upon a time there was a beautiful girl called
Cinderella. She lived with her stepsister and stepmother. They were very bossy.
She had to do all the housework.
One day an invitation to the ball came to the family. Her
stepsister did not let her go. Cinderella was very sad. The stepsister went to
the ball without her.
Fortunately, the fairy godmother came and helped her to
get to the ball. At the ball, Cinderella danced with the prince. The prince
fell in love with her, and then he married her. They lived happily ever after.
Example 2. Descriptive
Descriptive essays have text which describes traits
and characteristics of people, objects, events, feelings, etc in intricate
detail.
Whatever is being described will be thoroughly
examined. For example, if you were describing roses, you would explain:
- Where they come from
- What they look like
- What colors they are
- How they grow and smell
When you write a descriptive essay, you want to
involve the reader’s senses and emotions. For example, you could say, “I got
sleepy” or describe it like this, "As I was waiting for Santa, my eyelids
began to get heavy, the lights on the tree began to blur with the green
branches, and my head started to drop." The second sentence gives vivid
details to make the reader feel like he is there.
Panda
Pandas are
mammals. They are tame animal and they are kind of raccoon. Originally, pandas
lived in South and East China and parts of Myanmar and Vietnam. Today, pandas
are found in six isolated forest areas in Sichuan, Gansu, and Shaanxi provinces
in China. Pandas live in high mountainous areas, usually from 2,700 to 3,700
meters (8,500 to 11,500 feet) above sea level, that have natural forested areas
with fir, spruce, and bamboo. Many people think that the pandas only eats
stems, leaves and bamboo, but it will also eat berries, fruit, flowers, fungi,
grass and insects. It also eats flowers like crocuses and irises which grow in
its mountain habitat. In the wild it will also catch fish and hunt small birds
and rodents, like bamboo rats. This is not enough to live on, though, so it
mainly eats various species of bamboo. Pandas have claws to protect their
selves from danger.
Example 3. Exposition
Expository essays can compare, explore and discuss problems,
or tell a story. An exposition essay gives information about various topics to
the reader. It:
- Informs
- Describes
- Explains
In writing an exposition, the text needs to:
- Be concise and easy to understand
- Give different views on a subject or report on a situation or event
- Explain something that may be difficult to understand as you write your essay.
Remember that your purpose is to explain.
The Dangerous of Using Drugs
Everybody must pay attention of drugs. Drugs are very dangerous for us.
Why it is very dangerous for us? Because its can caused harm to our body.
In terms of health, many organs in our body can be harm because using
drug. In general, the impact of using drug are can unconscious, make us
hallucinate, can harm our nerve, and cause addictive effect. Beside that, using
drugs can make the users depressed, liver disease, schizophrenia,
blockage of
blood vessels, dehydration, optic nerve damage, brain damage, and finally it
can cause DEATH!
When viewed in terms of Islamic law, drugs are forbidden. Because it is
cause badness, self harm, debilitate. And Islam proscribes all that can cause
badness, self harm because it is included zhalim. Also if we using drugs, it
means we already do the forbidden things in Islam, it means we sin. So, in
terms of Islamic law, using drugs also dangerous.
Furthermore, if the users of drugs are teenagers, it can endanger their
future, and endanger their homeland, their country. From the data, 32 percent
of drugs users in Indonesia are teenagers, so, if many teenagers –in this case
Indonesia- use drugs, it can be endanger this country, harm youth generation,
whereas youths are nation expectation. If the youth using drugs, our nation can
be destroy!
So, from now on we must pay attention of drugs, because it’s very dangerous,
both in terms of health, religion (Islam), nationality and state.
Example 4. Argumentative
In an argumentative essay the
writer is trying to convince the reader by demonstrating the truth or falsity
of a topic. The writer’s position will be backed up with certain kinds of
evidence, like statistics or opinions of experts.
The writer is not just giving an
opinion, but making an argument for or against something and supporting that
argument with data.
To know how to write an essay in
an argumentative way, you have to research and backup what you say in the text.
CHAPTER III
CONCLUSION
REFERENCES
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