1. What is TEXT all about?
non-verbal
actions
(waving, pokin
Text is any piece of
g out one‘s
communication that It can include: tongue)
has meaning.
visuals
(pictures or
images),
sounds
2. Non-verbal Action
1 2 3 4 5
Keeping our finger cross (photo 1) is used in
Australia, USA, England and Sweden to mean
that the person is hoping for the good luck. On
the contrary, in Greece and Turkey it means the
breaking of a friendship, in parts of Italy it
means ―O.K.‖, and in Indonesia it has no
meaning at all.
3. Non-verbal Action
1 2 3 4 5
To call a person using this gesture is not rude in
United States, photo 2, holding out our
hand, palm up, moving only our index
finger, but in Cambodia, and Vietnam this
gesture is used to call an animal. In
Indonesia, to call a person with the same
gesture is humiliating.
4. Non-verbal Action
1 2 3 4 5
Gesture no 3 caused a serious
misunderstanding in America. In 1953, when
the Soviet Leader, Nikita Khrushchev, was
visiting the United States he used this gestures
to show friendship. Unfortunately, Americans
understood it to mean the opposite: that the
Soviet Union would defeat the United States.
5. Non-verbal Action
1 2 3 4 5
Photo 4 means great , perfect, acceptable, O.K.
It means zero in Belgium, France and Tunisia.
In Turkey, Brazil, Greece and Malta, it has an
obscene meaning whilst in Tunisia, it is used as
a threat.
6. Non-verbal Action
1 2 3 4 5
Finally, number 5 usually means defeat or no
good or bad news to American.
7. Visual
1 2 3 4
Visual texts no 1, 2, 3 mean ―No Smoking‖, ―For
Female‖, and ―For Male‖. Visual text no 4
means ―For people with a disability‖.
8. Text can be communicated using any medium that
includes any language.
On paper (printed)
By voice (spoken)
On film
Electronically or as
multimedia
11. Composing a good piece of text
requires us to make the right
choices about:
forms
language features
structures
These choices will reflect
our purpose and context.
12. A text may include
more than one mode to
communicate meaning.
Speaking and listening
Writing and reading
Representing and viewing
13. COMPARE THE FOLLOWING TEXTS.
Well, you go up to the, um, park
and turn, let‘s see, right
yes, right, then follow the road all
the way down to the lights, then
you turn left and keep going until
you see, um, a service
station, then you turn left there
and the school is just up the hill.
14. COMPARE THE FOLLOWING TEXTS.
To get to the school, follow this
directions. First, travel north
towards the park. At the
park, turn right. Follow this road
to the lights, then turn left. At the
service station, turn left and
proceed up the hill.
15. Communicative Purposes of Texts
1. Presenting information about a subject
2. Retelling past events.
3. Describing a particular person, place or thing.
4. Giving instruction or providing directions for making
something, doing something or getting somewhere.
5. Telling a story to amuse the readers or the listeners.
Inviting
Giving Information
Expressing ideas
Ordering
Complaining
16. Complete the following table
Fragments of Communicative The position of FoT in the
Texts (FoT) Purposes whole text (beginning, middle,
end) Why is it so?
1.1. To instruct Beginning – I know that
OK, we’ll turn on the someone how when cooking you
oven first to do generally turn on the oven
something to start with so that it‘s at
the right temperature.
1.2 To give End – taken from a text
In conclusion, bikes conclusion employee inductive logical
should only be reasoning – obtaining
ridden on the general laws from
footpath. particular facts or
examples.
17. Complete the following table
Fragments of Communicative The position of FoT in the
Texts (FoT) Purposes whole text (beginning, middle,
end) Why is it so?
1.3 To give an Beginning – the time setting is
A long, long time orientation about usually written at the beginning
ago… the time, when it the story.
happened
1.4 To retell past Middle – when we retell series of
After we visited the events events, we put them in a
night market, we chronologically. chronological order and we retell
went home. those events after telling the
orientation.
1.5 To show a proven End – It is a kind of a conclusion.
This leads to water cause and effect
pollution. relationship
18. Identify the type and the communicative Function of
the following text
I like to eat out and I go to a restaurant for dinner at least twice a
month. I go with my friends or my family. Our favorite restaurant
is an Indian restaurant in Cleveland Street in Surry Hills. It is not
very big but it is always busy. There are only a few tables in the
restaurant and there is a white tablecloth on each table. There is
also a vase with FACTUAL DESCRIPTIONare plants in
A lovely flowers on each table. There
To describe a particular place
the corners. The place is very clean and well lighted so the
customer can have a nice talk while enjoying their meal.
Traditional Indian music can be heard softly from the room
speakers. We usually order hot curries and eat them with rice. Its
Chai tea is a winner! The food is delicious but the price is
affordable. In addition, the service is quick and friendly. We
always have a pleasant evening at this restaurant.
19. Identify the type and the communicative Function of
the following text
The Eiffel Tower is an iron tower built on the Champ de Mars
beside the Seine River in Paris. The tower has become a global icon of
France and is one of the most recognizable structures in the world.
Named after its designer, engineer Gustave Eiffel, the Eiffel
Tower is the tallest structures in Paris tallest building in Paris More
than 200,000,000 people have visited the tower since its construction
A FACTUAL DESCRIPTION (?)
in 1889, including 6,719,200 in 2006, making it the most visited paid
monument To describe a particular place the
in the world. Including the 24 m (79 ft) antenna,
structure is 325 m (1,063 ft) high (since 2000), which is equivalent to
about 81 levels in a conventional building.
When the tower was completed in 1889 it was the world's
tallest tower — a title it retained until 1930 when New York City's
Chrysler Building (319 m — 1,047 ft tall) was completed. The tower is
now the fifth-tallest structure in France and the tallest structure in
Paris, with the second-tallest being the Tour Montparnasse (210 m —
689 ft), although that will soon be surpassed by Tour AXA
(225.11 m — 738.36 ft)
20. Identify the type and the communicative Function of
the following text
The Lion was in a bad mood. That morning his wife, the Lioness, had told him
that his breath smelled. He was worried. Then, the Lion called his three counsellors -
the Sheep, the Wolf and the Fox.
First he called the Sheep. 'Tell me, Sheep,' growled the Lion, 'do you think my
breath smells?' The Sheep thought the Lion wanted to know the truth. So she bowed
low before the Lion and said, 'Your Majesty, your breath smells terrible. In fact, it
smells so bad that it is making me feel quite ill.'
This was not what the Lion had wanted to hear. Roaring angrily, and calling
A NARRATIVE
the Sheep a fool, he pounced on her and bit her head off.
Next he called the Wolf. 'Tell me, Wolf,' growled the Lion sharpening his
To tell a story to amuse the
claws, 'do you think my breath smells?' The Wolf had seen the dead Sheep on the
way, and he had no plans to end up the same way. He bowed low before the Lion and
readers or the listeners
said, 'Your Majesty! How can you ask me that? Your breath smells as sweet as the
flowers in spring, as fresh as the...'
He could not finish what he was going to say. 'Liar!' roared the Lion, and
ripped him to pieces.
At last the Lion called the Fox. The Fox came warily; she had seen the dead
Sheep and the dead Wolf on the way.
'Tell me, Fox,' growled the Lion, sharpening his claws and yawning widely so
that the Fox could see his long sharp teeth, 'do you think my breath smells?'
The Fox coughed and sneezed and blew her nose, and then clearing her throat
noisily, said in a hoarse whisper, 'Your Majesty, forgive me. I have such a nasty cold
that I cannot smell a thing!‘
21. Identify the type and the communicative Function of
the following text
Our bodies are made of flesh and bones. Anytime any part is injured we
feel pain. So we try to avoid injury as much as we can. Usually it takes a painful
lesson to teach us to avoid injury. The following was a particularly painful one.
I, like any young child, love to run around as quickly as I can. It is fun.
However, there is danger of falling down which can result in painful injuries.
One day while playing "catching" with some friends I happened to run
down a hill. I found that running down a hill was easy and I could go very fast. At
A RECOUNT
the spur of the moment I decided to see how fast I could go. So I ran with all my
might.
To retell past events
Alas, I ran too fast for my legs to keep up. One moment I was running, the
next I fell sprawling onto the tarmac road. The shock was horrible as I scraped
along the hard surface of the road.
The pain was intense as I lay on the road writhing. My hands, legs and
face were bleeding from the many parts where my skin had been scraped off.
When my friends came to help me they were horrified to see me in such a bloody
mess.
Anyhow they summoned help and I was taken to the hospital. There they
cleaned and dressed my wounds. All the time I felt as though I was on fire.
I suffered for two weeks thereafter every time they changed the
bandages. It was terrible.
I learned my lesson. It is foolish to run down a hill.
22. Identify the type and the communicative Function of
the following text
A PROCEDURE
To give instructions: provide
directions for making
something, doing something or
getting somewhere
23. Identify the type and the communicative Function of
the following text
A rocket looks like a long tube. Most rockets have fins on the
back end to help them fly straight.
Rockets that carry fireworks can be short, only a few inches
long. They are usually made of cardboard.
Rockets that go into space are huge. They are made mostly of
metal.
A REPORT
Rockets burn fuel.information about a be used as
To present Many different chemicals can subject
rocket fuel. The burning fuel makes hot gases. The gases blow
out of the bottom end of the rocket. The hot gases shooting
downward make the rocket go upward.
People use rockets to carry things through air and space.
Different kinds of rockets carry different things.
24. Language Structures and Text Understanding
Clause is a group of words
which forms agrammatical
unit and which contain a
subject and a finite verb.
A clause forms a sentence
or part of a sentence and
often functiopns as a
noun, adjective, or adverb.
26. Language Structures and Text Understanding
It all happened when I was walking home from school. Two
PARAGRAPH kids from my class decided to pick on me. They started yelling
stupid names like pigface, etc. I didn’t mind this. I also didn’t
mind Kelly punching me in the shoulder. What I did mind was
that Kelly kept me occupied while Matthew (better known as
Roberts) rode my bike around the cul-de-sac of the street.
PARAGRAPH
This was harmless. But, still riding, he kicked off my bag and
TEXT
jumped off the bike leaving it to fall. This made me sore. I gave
in to my temper. When Matthew saw this he took off. So it was
me and David Kelly to battle it out. I chased him around and
around the street. When I finally caught up to him I threw
punches galore.
PARAGRAPH
Most of them missed. Kelly managed to escape and run home.
I think I was the victor, but if I was, I don’t think it was worth it.
27. Language Structures and Text Understanding
It all happened when I was walking home from
SENT SENT SENT SENT SENT
1
school.
Two kids from my class decided to pick on me.
2
PARAGRAPH
They started yelling stupid names like pigface,
3
etc.
I didn‘t mind this.
4
I also didn‘t mind Kelly punching me in the
5
shoulder.
What I did mind was that Kelly kept me occupied while
SENT
Matthew (better known as Roberts) rode my bike around
6
the cul-de-sac of the street.
28. Language Structures and Text Understanding
CLAUSE It all happened
SENT SENT SENT SENT SENT
1 CLAUSE when I was walking home from school
Two kids from my class decided to pick on me
CLAUSE
2
They started yelling stupid names like pigface, etc.
SENTENCE
CLAUSE
3
I didn‘t mind this.
CLAUSE
4
I also didn‘t mind Kelly punching me in the
CLAUSE shoulder.
5
CLAUSE What I did mind (was)
SENT
CLAUSE that Kelly kept me occupied
6
while Matthew (better known as Roberts) rode my
CLAUSE bike around the cul-de-sac of the street.
29. Language Structures and Text Understanding
We may extend a group of words to add more
information.
Naming ‗who‘ or ‗what‘ Naming the Naming ‗where‘
‗action‘
The frog jumped into the pond.
That green spotted tree jumped quickly into the dirty pond.
frog
30. Language Structures and Text Understanding
We may extend a group of words to add more
information.
The lion tells the sheep to enter the cave.
The wicked and tricky lion tells the poor and frightened
sheep to enter the very dangerous cave.
Jack found a bird.
Jack who lived close to the bush found a very weak bird
lying on the damp ground.
31. Language Structures and Text Understanding
Label the group of words in the following sentences
using who, what, the action, and where, when or how.
Gold was discovered in Ballarat in 1815.
what the action where when
When the tower was completed in 1889, it was the world's tallest
tower.
Roaring angrily, and calling the Sheep a fool, he pounced on her and
bit her head off.
Traditional Indian music can be heard softly from the room speakers.
32. Language as representations of experiences
Kinds of Examples Notes
verbs
Action verbs Fasten your belt. The verb shows an
I ran too fast. action involving
More than 200,000,000 people have people or things and
visited the tower. expresses an event.
We will fly to Bandung on Tuesday.
The frog was croaking loudly.
Saying verbs Miko announced his engagement. The verb expresses
The robbery was reported to the what people or
police. things said.
The manual doesn‘t tell me
anything.
33. Language as representations of experiences
Kinds of Examples Notes
verbs
Mental and I love to run around as quickly as I The verb expresses
emotion can. feeling, thought, and
verbs The little turtle felt tired and lonely. understanding.
“I’m safe here,” thought the boy.
I want a cup of tea.
Relating Gloria is the loudest girl in class. Describing,
verbs The tower has an interesting Grouping,
structure. Defining,
The process seems complicated. Showing a
The wall of the eye consists of three relationship between
layers. two things
34. Label the kinds of verbs in following text.
Dear Mum and Dad,
We arrived in Bunaken on Sunday and are staying in a small
hotel next to the marina. It has a great pool and lovely tropical
gardens. Yesterday, we snorkeled near the outer reef. I took
some photos of the fish with my underwater camera. Tropical
fish are amazing. Some are rainbow colored and others have
fluorescent stripes. Then I noticed two reef sharks near the
pontoon and called the diving instructor. She said that they
were harmless, but I still felt scared. I loathe sharks!
Love,
Dinar.
35. Understanding a participant of an event
Clauses with action verbs
The spider caught the tiny green fly.
doer action verb done to
The shed was flattened by strong winds.
done to action verb doer
Clauses with saying verbs
The treasurer promised an end to inflation.
sayer saying verb what is said
The instructions were clearly to the children.
what is said explained receiver
saying verb
36. Understanding a participant of an event
Clauses with sensing verbs
The children heard a strange noise.
senser mental and emotion what is sensed
verb
The thunder and scared the dog.
lightning mental and emotion senser
what is sensed verb
Clauses with relating verbs
Dolphins have a powerful snout.
entity relating verb description
Helen Keller was a famous author and
entity relating verb lecturer.
description
37. Adverbial Clauses give detailed information about time,
place, manner, with whom, etc.
Meaning Example
Place Spoon the mixture into the muffin tray.
•Where?
Time Last weekend, we built a tree house.
•When?
Extent She jogged for eight kilometers.
•How far? We had been driving for three hours.
•How long? I practice the piano every day.
•How often?
Manner We traveled to Cirebon by bus.
•How? Close the door quietly.
•By what means? Cut the cake with a knife.
38. Adverbial Clauses give detailed information about time,
place, manner, with whom, etc.
Meaning Example
The park is closed due to extreme fire
Cause danger.
•Why? Those fish will die as a result of lead
poisoning.
Accompaniment Play this game with three other people.
•With whom? The children went to the movie with their
parents.
Contingency Use the exit in the event of an emergency.
Under what conditions? We had fun, despite the strong winds.
Despite what?
39. Adverbial Clauses give detailed information about time,
place, manner, with whom, etc.
Meaning Example
Role He came as a clown.
•What as?
Angle According to expert, the water level has
•According to whom? fallen.
Matter I’m worried about the storm.
•What about? He questioned the boy about the robbery.
40. Interpersonal negotiation involves
responding to the Mood area. Negotiate
interpersonally means using and manipulating
Subject and Finite which also means using the
correct tense, aspects, agreement etc.
“She goes to Sanata Dharma Uni.”
“Does she?”
41. Logicosemantic negotiation involves
responding to the area outside the Mood. It
means that the response uses the same
Mood, but negotiates whatever it is outside
the Mood or the Residue area.
“She goes to Sanata Dharma Uni.”
“Sanata Dharma Uni? Where about is it?”
