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CONTENTS

CHAPTER I

Introduction...................................................................................................................1

CHAPTER II

A. Concept..............................................................................................................2

B. Models of text...................................................................................................10

C. Group models ....................................................................................................12

CHAPTER III

Conclusion.....................................................................................................................14

CHAPTER IV

Teaching Suggestion ...................................................................................................18

REFERENCES ..........................................................................................................19

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CHAPTER I

INTRODUCTION

In his celebratedessay ‘Carving of the Literary Dragon’ writer and philosopher Liu Hsieh (465–522) states: When the mind is at work, speech is uttered. When speech is uttered, writing is produced.The Tao inspires writing and writing illuminates the Tao. What in mind is ideawhen expressed in speech is poetry. Isn’t this what we are doing when dashingoff writing to record reality?Writing originated when drawing of bird trace replaced string knitting.(1983: 13–17)

Writing is a medium of communication that represents language through the

inscription of signs and symbols. In most languages, writing is a complement to speech or

spoken language. (http://en.wikipedia.org/wiki/Writing) It has been with us for several

thousand years, and nowadays is more important than ever. It is included as one of language

skills which has certain complexities. Because communcation through writing must follow

clear rules, unless misunderstandings may come up. In addition, writing has genres that must

be understood.

Toward a variety of social phenomenon rises in the human life, both naturally and

caused by human activities, we are often tempted to give our opinion or idea. If we want to

deliver our ideas or knowledge in form of written text related to the phenomenon, the most

appropriate text to be made is a discussion text. The key words for this text are “what is bad

and good about it? So, what should be done?”

Through this discussion text, as a person who gives an argumentation or idea, we

should do it neutrally, that means we should stand up for nobody, but stand up for the right of

concept itself. Why? In this kind of text, the information poured both sides; (1) Arguments

for (2) Arguments against. Because of that, for delivering the argument effectively, the

understanding about Genre for discussion text is really important so they can deliver their

arguments effectively.

Briefly it can be said that the discussion text is really appropriate for providing

information which contain ideas and general opinion of natural or social phenomenon

happened in the society in two points of views; (1) Arguments for (2) Arguments against and

closed by giving personal opinion of the writer that can be a recommendation.

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CHAPTER II

DISCUSSION

A. Concept

In academic writing, arguing and discussing is often part of a larger piece of writing.

In arguing and discussing, you are expected to present two or more points of view and

discuss the positive and negative aspects of each case. On the basis of your discussion, you

can then choose one point of view and persuade your readers that you are correct. This means

giving your opinions (positive and negative) on the work of others and your own opinions

based on what you have read and learned. You need to evaluate arguments, weigh evidence

and develop a set of standards on which to base your conclusion.

As always in academic writing, all your opinions must be supported - you should

produce your evidence and explain why this evidence supports your point of view. It is

important to distinguish between (see Toulmin, 1958):

your claim (proposition, thesis, point, position) - your point of view, what you

believe;

your reason(s) (explanations)- why you believe what you do;

your evidence (support or grounds) - the facts, data and examples that support your

point of view; and

Your argument (warrant) - how the evidence you have provided leads to the claim you

are making.

A simple example would be:

your claim e.g. John is a good teacher;

your reasons e.g. He gets on well with his students;

your evidence e.g. I have seen him in class.

your argument Good rapport with students is essential for a good teacher.

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a. Presenting an argument

A discussion essay presents and discusses issues surrounding a particular topic--

usually one that is debatable and open to argument. A good discussion essay must include a

thorough discussion of both sides of the topic. It should provide a well-rounded

understanding of the issues before the writer presents his personal opinions and conclusions.

As with most persuasive essay formats, the discussion essay's quality relies primarily on the

writer's ability to provide solid research and evidence to present different views of the topic.

1. Step 1

Choose your discussion essay topic. Make sure the topic is one that you're interested

in personally since it will be easier for you to write. You'll need to discuss both sides

of the issues surrounding the discussion essay topic, so ensure that you have access to

good research that provides pertinent information.

2. Step 2

Outline your discussion essay using paper and a pen. Your goal at this point is to get

your thoughts on the discussion essay topic organized and in writing. You can write

a detailed outline for your discussion essay, using traditional outline format--letters

and numbers to separate key points--or you can simply jot down a list of the main

discussion points you plan to cover in the body of your essay.

3. Step 3

Write your introduction. According to the Open University, your goal in the

introduction of your discussion essay is to introduce the issues relating to the

topic and to provide your reader with important background information. Explain

any important words or terms your reader may not understand that you'll need to use

in the essay. Providing your reader with a simple overview of how your discussion

essay is organized will ensure that she understands your flow of thought throughout

the body of the essay.

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4. Step 4

Write the body of your discussion essay, using any research sources that you have

collected. Typically, you should present each issue individually and impartially,

discussing first one side and then the other side of each argument that relates to your

topic. Progress through your body arguments in order, starting with your weakest

argument or issue and progressing to the strongest. This structure allows your reader

to follow your flow of thought easily without getting distracted.

5. Step 5

Write your discussion essay conclusion. Your goal with your conclusion is to

summarize the overall information from the discussion essay body, leading the

reader to mentally review the pros and cons of the topic argument. Although you

don't technically have to be in favor of one side of the discussion yourself, if you are,

be sure to present your own conclusions in this paragraph rather than earlier in the

essay.

b. The balanced view

In this case you present both sides of an argument, without necessarily committing

yourself to any opinions, which should always be based on evidence, until the final

paragraph.

At its simplest your plan for writing will be as follows:

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5

Introduce the argument to the reader.

e.g. why it is a particularly relevant topic nowadays

or refer directly to some comments that have been voiced on it recently.

Reasons against the argument

State the position, the evidence and the reasons.

Reasons in favor of the argument.

State the position, the evidence and the reasons.

After summarizing the two sides,

state your own point of view,

and explain why you think as you do.

c. The persuasive view

This second type of argumentative writing involves stating your own point of view

immediately, and then trying to convince the reader by reasoned argument that you are right.

The form of the piece of writing will be, in outline, as follows:

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Introduce the topic briefly in general terms,

and then state your own point of view.

Explain what you plan to prove in the essay.

Reasons against the argument.

Dispose briefly of the main objections to your case. Provide evidence and

your reasons.

Reasons for your argument

the arguments to support your own view,

with evidence, reasons and examples.

Conclusion - Do not repeat your opinion again.

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End your essay with something memorable

e.g. a quotation or a direct question.

d. Linguistic Realization (Grammar Patterns)

1. Present tense

Present tense dominates the use in the text due to the fact that discussion is related

to topic of current issues.

Present tense with finite: be

a. is TV good for children?

b. It is get to know about different news or information

b. TV stations serve adult people with different not very judge ‘good’ or ‘bad’

Present tense with finite: do/does

a. They help them relax and programs such as music, talk show, report, news, films, etc.

Present perfect tense

a. TV program have proved to be both positive and negative to child.

Present tense with modality

Present tense with modality: have to, will, may to take express personal opinion

meaning or argument, and personal function or personal expectation.

a. They may also teach them, including children.

b. Therefore, adults have to accompany their children in watching some programs on

TV?

2. Noun phrase as subject and object

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It is taken for granted that the subject of a subject is in the form of a noun phrase, instead

of a noun.

As subject Formation

Some TV program Number + noun + noun

All programs on TV Number + noun + adverb

Many different programs Number + adjective + noun

TV stations Noun + noun

As an object Formation

Adult people Adjective + people

Their children Possessive + noun

3. Gerund as the subject

Teacher should explain that the subject is not only in the form of

a. watching TV has been one of the daily activities for people adults and children

4. Conjunctions to show contradiction

As the discussion exposes argument that support the issue and argument that against the

issue, there must be the use of conjunction “however’ and ‘although’ to bridge between

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argument for and argument against, and the use of ‘therefore’ to state a

recommendation.

a. Some programs, however, are sometimes about the exhibition of violance, sarcasm,

crimes, murder, etc

b. Although they are expected to give lesson or information to people for doing so,

they may also teach them, including children, to do so.

5. Passive verb

Some information or opinion can be expressed in the use of passive verbs. Passive verb

are usually followed by adverbs: purpose, time and place

Examples:

- Are basically designed to entertain and give information

- Is taken for granted

- Are expected to give a lesson or information to people

6. Conjunction

The use of conjunction such as, ‘however” is very common to show the different views

towards the topic being discussed.

7. Modality

The use of modality such as; will, may, must, should, have to, is very common to show the

interpersonal function as the writer need to propose some arguments or opinions.

8. Subject or object in the form of Noun Phrase

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It is very often that subject of a sentence is in the form of noun phrase, and this noun

phrase is complex enough, it has pre modifier and post modifiers. Pre-modifiers are words

before the ‘head’ and post-modifier are words after the’head’

Many children from poor families

Pre modifiers head post modifiers

2. Verbs in the predicator

Traditionally we use the term’ predicate’ to mark the verb that is used after the subject.

Functional grammar uses the term ‘predicator’ to mark the verbs after subject, because it

consists of two parts; finite or modal and the verb itself.

a. The government has granted the right for it to every school management.

- Has granted : has (modal) + granted (verb)

B. Model of the text

a. Example

Should military service be compulsory?

Analysis Paragraph

Background or General Statement

about social issue or social problem is

meant to orient the readers to the field

or topic of hot issue to be discuss;

- Military service is compulsory in

most countries of the world

Military service is compulsory in most

countries of the world. In some European

countries all citizens are required to spend

two years full-time in the army, air force

or navy from the age of eighteen and to

continue to train on a part-time basis

throughout their adult lives to be ready in

case of war. In other countries, notably

Britain and the United States, military

service is not compulsory.

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Plan is meant to state the problem will be discussed:- In this essay I intend to look at some of the arguments for and against

In this essay I intend to look at some of the

arguments for and against compulsory

military service. First I want to look at the

arguments in its favor. .

Argument for is meant to expose some opinions that support of compulsory military service

- all countries need a military force- If a country in unable to attract

enough volunteers to the military service then it cannot operate as effective defense

I think there are three main points in

support of compulsory military service.

Firstly, all countries need a military force.

This force defends the citizens in times of

war and therefore all citizens should make

some contribution. The second point is a

practical one. If a country in unable to

attract enough volunteers to the military

service then it cannot operate as effective

defense. The third and most often

mentioned point is that military service is a

good discipline fur young people - it

teaches them practical and social skills and

encourages them to take responsibility for

themselves and others. A society with

compulsory military service is therefore a

better society.

Argument against is meant to

expose some opinions that are

against or refuse compulsory

military service

young person breaking his or her

career or education in order to

learn how to kill

The main arguments against are to do with

individual freedom. Many people question

the value of a young person breaking his

or her career or education in order to learn

how to kill.

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Discussion & conclusion

contains very brief summery

related to the issue and what is

exposed in the argument

- In my opinion, military service

should not be compulsory, but

some kind of useful social service

should be

In my opinion, military service should not

be compulsory, but some kind of useful

social service should be. That is, all young

people should be required either to do

military service or to work with

disadvantaged groups in the community -

for example, with those in hospitals, old

people's homes, special schools. This

experience would be valuable to the

community and would also build a sense

of responsibility in the individual.

However, whether a person chooses

military or community service, their

commitment should be part-time so that

education and career are not interrupted. I

also think that all young people should be

involved - male and female.

(From Perspectives by Andy Hopkins, Longman, 1989, p. 70)

b. Group Model and analysis

Analysis Pros and Cons of Curriculum 2013

Paragraph 1 contain Stating

issue :

– The implementation of

Curriculum 2013

Curriculum 2013 started to be implemented on the

school academic year 2013/2014. Although it has

been officially used but the latest curriculum is

still raising the pros and cons among educational

practitioners

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Paragraph 2 and 3 contain

Argument for / Supporting

arguments,:

– Curriculum 2013 is aiming to

solidify the lessons

– Curriculum 2013 is a

combination of two kinds of

earlier educational curriculum

in Indonesia

Those who support it state that Curriculum 2013 is

actually aiming to solidify the lessons so it does

not burden the students. As a result, students will

focus on the challenges of the future of the nation.

So also with the teachers, they are not burdened in

the preparation of the Education Unit Level

Curriculum.

Further Curriculum 2013 itself is actually not

something new. Curriculum 2013 is a combination

of two kinds of earlier educational curriculum in

Indonesia; CBSA (active student learning) and

KTSP (education level curriculum). It is very

advantageous as CBSA teaches students to be

critical.

Paragraph 4, 5, and 6 contain

Arguments Against, those

who do not agree with

Curriculum 2013:

– the new curriculum is less

focus

– they still want that English is

given to students from primary

school

– application of Curriculum

2013 also does not have a

strong foundation.

Conversely, those who do not agree with

Curriculum 2013 state the new curriculum is less

focus because it combines the learning subjects. In

primary school it combines science subjects with

Indonesian. According to them combining two

subjects into one material may not be effective as

it does not consider teacher’s competences in most

of schools in different regions in Indonesia.

Some parents also do not agree with Curriculum

2013 as they still want that English is given to

students from primary school. They argue that

mastering foreign language need long time and

process and it is good if started from earlier. They

added that many sources of common knowledge is

written in foreign language, especially English.

The reason for the application of Curriculum 2013

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also does not have a strong foundation. There is

no in-depth study of the causes of the failure of

previous curriculum which makes it to be replaced

with the new one

The last paragraph contain

Conclusion

/Recommendation, which can

be seen in the sentences:

– pros and cons are always

there, etc.

Finally the pros and cons are always there.

Curriculum 2013 has been already implemented.

Will this new curriculum successfully lead

education in Indonesia to move forward? We’re

all going to see it

.

There are no sources in the current document.

CHAPTER III

CONCLUSION

Actually we can make a conclusion by comparing discussion text with other genres, in

this paper we try to compare with procedure text

1. Discussion Text

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Purpose/social function

To present information

about/arguments for

multiple sides of an issue, concluding

with a

recommendation based on the weight

of evidence

Variations within the genres

There can be discussion of findings from

research, investigations and formal inquiries eg

an Inquest, a commissioned report.

Essays or articles in studies and research are

written specifically to argue different

viewpoints on an issue.

Structural features

This type of text generally opens with a statement of the issue and a preview of the

various sides to the argument or perspectives that will be covered.

It then goes on to consider each point in a logical order, presenting evidence and

elaboration/illustrations.

It closes with some summary statements reviewing the viewpoints and a concluding

recommendation as to what final view should be held by the reader.

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Language features

1. Present tense

Present tense dominates the use in the text due to the fact that discussion is related to

topic of current issues.

Present tense with finite: be

Present tense with finite: do/does

Present perfect tense\Present tense with modality

Present tense with modality: have to, will, may to take express personal opinion

meaning Noun phrase as subject and object

2. Gerund as the subject

3. Conjunctions to show contradiction

4. Passive verb

5. Conjunction

The use of conjunction such as, ‘however” is very common to show the different views

towards the topic being discussed.

6. Modality

The use of modality such as; will, may, must, should, have to, is very common to show

the interpersonal function as the writer need to propose some arguments or opinions.

7. Subject or object in the form of Noun Phrase

8. Verbs in the predicator

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2. Procedure Text

Curriculum context The curriculum purpose is generally to reinforce/assess

knowledge of

steps in a sequenced activity (such as baking a cake, repairing a Purpose/social function

To tell how something (a task, an aim,

a product)

is to be accomplished through a

sequence of steps

or actions

Variations within the genres

recipes

procedures in science experiments

instructions

operation manuals

rules in games/sports

Structural features

There are three components to the structure, with the goal often forming the title of the

text.

Goal - what will be achieved by following the steps/process outlined; the desired

outcome/aim.

Materials (if required) - usually listed in the order they are required.

Steps - to tell the reader what to do in order to accomplish the goal; these may be

numbered and should be properly sequenced in a logical order of dependency.

Note that diagrams and/or illustrations may be used to clarify the task/product/steps.

Language features

Commands typically expressed using the imperative mood (Grate the lemon coarsely)

A number of technical words, varying in degree of technicality (Bunsen burner, knead)

Actions carried out on non-human, concrete participants

A range of circumstances in which the actions occur, such as where to place things (in

water, over the lemons), when and for how long (after an hour), and how to carry out

actions ( carefully, with a sharp knife)

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17

From two tables above we can conclude that each genre of text has different structure

Feature, purpose/ social function, and language feature. For each purpose we can see at the

chart below

Genres Purposes

Recount To recount significant events

Narrative To entertain and perhaps instruct

Procedure To instruct how a task is to be

accomplished

Information Report To describe and/or classify our living

and non-living world

Explanation To account for why things are as they

are or how / why something occurs

Argument To put forward a point of view or

justify a position being taken by the author

Discussion To present the case for more than

one point of view about an issue

Review To assess the appeal and value of a

work/performance and make a

recommendation.

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CHAPTER IV

TEACHING SUGGESTION.

There are three practical steps which we must remember and can be done by teachers

to teach writing in the classroom with the genre approach; (1) giving model (2)

discussing the structure and practicing to write,(3) self-construction.

a. Giving models of the texts (modeling)

In this context teachers give some examples of discussion text. Some oral question

related to the content of the text can be given to the students, examples:

What is the topic of the text

What does the writer want to tell us?

Why is TV good for children?

Why is TV also bad for children

Then, what shall parents do to children with their TV?

As an reinforcement, the teacher need to repeat briefly about the rhetorical

structure of discussion text, each content and function of the text element need to

be explained again to them.

b. Discussing the structure and practicing to write

In this context, teachers can ask the students to be more active doing formal text

analysis exploration. Such activities are necessary for:

a. Formulating the communicative purpose. Generally the discussion text is

really effective for explaining an argumentation toward social issue rising in

the society.

b. Defining the genre of the text, in this case the discussion text genre

c. Identifying Rhetorical structure ( General statement about a social issue,

arguments for, arguments against, Recommendation)

d. Studying The grammatical patterns commonly used in the discussion text, for

concluding : (1) types and kinds of sentences, (2) kinds of tense, (3) textual

devices,

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c. Self-text construction.

In this context the teachers can give some assignments to the students

independently do some exercises by making a short of text with the topic decided

before. The topic that can be given to the students, for examples:

o Three cycle vehicle are not allowed to operate

o Smoking in the public places is banned

o Salary is to be increased for all teacher

o Alcoholic drinking is to be legalized

o Motor rider have their lights on in the daylight

o Rice import is to be banned

References

Government of South Australia (2014). Professional Learning Module Genres in Primary

School. Department of education and child development

Hopkins, A. (1989). Perspectives. London: Longman

Toulmin, S. E. (1958). The uses of argument. New York: Cambridge University Press.

http://www.uefap.com/writing/writfram.htm

http://genreoftext.blogspot.com/search/label/discussion

http://www2.warwick.ac.uk/fac/soc/al/learning_english/leap/writing/

http://en.wikipedia.org/wiki/Writing