Tugas M1 LA1 Personal Letter

Tugas M1 LA1 Personal Letter LEARNING ACTIVITY 1 TASK 1

Now, you will compare the Social Functions of the four personal letters. Regarding the contexts, the receivers, the pu rposes by answering the following questions. L1 Context

L2

L3

It is a personal and

It is a personal and informal letter It is a personal and informal letter

informal letter for a close

for someone new

for

friend Receiver

A close Friend about her mom’s health

a

A new contact make

a

friend

to

help To introduce the writer identity.

improving the addressee English

TASK 2

In this task, you are going to analyse the letter structure by the senders and receivers. 1. What personal relation do each sender of the letter to the addressees? P rovide evidence from the letters! 2. What is the tone of each letter? Provide evidences from the letters. Based on the letter 1, the sender and the addressee are old friends. It can be seen that Aleena as the sender of the letter said “It has been a very long time since we met or wrote to each other. So, they used to meet each other before. According to Letter 2 and 3 which has the correlation, it can be implied that they, sender and the addressee, have never met each other before. Letter 2 told that the sender sent this letter to his friend’s friend. The sender of this letter wanted to improve his English while the addressee (who is the sender of Letter 3) wants to practice English. One thing to make sure that they have never met each other is that the sender of Letter 2 asks the addressee to introduce himself and the addressee replied it in Letter 3. 2.

The tone of the letter is informal but The letter 1 is more friendly than the other letter. It can be seen from the word choice of the letters. The letters use the word ‘dear’ and ‘hello’ for the opening and the closing clo sing of the letter letter 3, the sender said “Anyway, “Anywa y, I must go and get on with my work! “ it tells us that the style of language is not formal. In Letter 1 also tells us that the sender uses word ‘take care’ and ‘love’.

from

A new friend

skill

1.

letter

someone new

To share the last news To Purpose

replying

TASK 3

Fill in the table by referring to the previous letter in task 1 In this task, you are going to analyze the letter structure by the senders and receivers. Fill in the table by referring to the previous letter in task 1. Letter 1 Date of Writing Sender Greetings form

Letter 2

Letter 3

April 17, 2018

It’s not written

It’s not written

Aleena

Alexa

Ivo

Dear

Hello (Informal/Friendly)

Hello

(Informal/Friendly) Main content

(Informal/Friendly)

The sender shares The sender wants to start The sender replies her bad experience friendship with someone new a letter from a new to an old friend

Personal news

The

friend

sender’s The sender’s friend told him She

introduces

mother is sick and to that the addressee wants to herself it disturbs her days practice English so the sender gives a good response to make

a

friend

with

the

addressee Complementary

Love

Thanks

Best wishes

Fatima

Ivo

Alexa

close/Sign off Receiver TASK 4

Now, report the similarities and differences of the four letters by filling out the table below. Letter 1 Social function Similarities Text structures

Letter 2

Letter 3

To exchange news about the To make a relationship To exchange information sender’s last vocation and her with a new friend

to a new friend.

mother’s condition Date

Salutation

Salutation and name

Salutation and name

Introduction

Introduction

Introduction

Body

Body

Body

Complimentary

close

Closing (to indicate the letter

(short expression;thanks)

Social function Differences Text

going

get on with my work!) Complimentary

Complimentary close (short

(short

expression; love)

wishes)

(name

of

the

simple present tense

expression; best

Signature (name of the writer; Ivo) simple present tense

simple present tense

past experience to exchange information to To inform that the sender To reply the letter from a someone already known

wants to make a friend new friend. with someone new.

There is a date

There is no date, name of There is no date addressee, closure, nor signature

TASK 5

Now, you will learn how to construct a personal letter. To begin with, rearrange the structure of a personal letter here into a good order! 1. Brisbane, June 5th 2018 2. Dearest John and Jane, I hope this letter finds you well .I’m just writing to thank you both for the holiday and for the photos you sent. The photos arrived this morning in the post. They reminded me what a great time I had during my stay with you last month. You really were fantastic hosts, and I couldn’t have asked for better guides to show me around 4. Sorry I didn’t write to you earlier, but I’ve been working flat out since the moment I arrived home. Do you remember I told you I had an assignment to finish? Well, the deadline was two weeks earlier than I thought It was! 5. Anyway, I’m back to normal now and I’ve handed in all of my assignments. In fact, now that I’m free ,why don’t you both come and stay? There’s a spare room here ,so you’re welcome to use it whenever you like. 6. Hope to see you soon, 7. Peter

close

simple past tense to tell the

structures

3.

to

to your mom and dad and

writer; Aleena)

Feature

is

end;anyway I must go and

Signature

matical

letter

is going to end; Give my love loads of love to you too)

Lexico-gram

Closing (to indicate the

TASK 6

In this task, you will learn more about how you exchange Rearrange the multiply email here into a correct order. It can be seen that the correct order of the multiply email is : F – B – D – E – A – C

Tugas M1 LA4 Task 1 - 4 dan Assignment in

PPGDALJAB

Key Features Hortatory Exposition Texts Social Function:

To persuade the readers or listeners that something should or should not be the case.

Generic Structure: 

Thesis

: Announcement or issue of concern



Argument

: Reasons for concern, leading to recommendation



Recommendation

: Statement of what ought or ought not to happen

Significant Lexicogrammatical Features:

Focus on generic human and non-human participants, except for speaker or writer referring to

1.

self. Use of:

2. 

Mental Processes

: to state what writer thinks or feels about issue e.g. realise, feel,

appreciate. 

Material Processes : to state what happens e.g. is polluting, drive, travel, spend, should be treated



Relational Processes



Use of simple present tense.

: to state what is or what should be

TASK 1

In this activity, you will have to read two texts. Make necessary notes of their key features. It may facilitate you in doing the other tasks. Enjoy it.

Text 1 In all the discussion over the removal of lead from petrol there doesn’t seem to have been any

mention of difference between driving in the city and the country.

While I realise my leaded petrol car is polluting the air wherever I drive, I feel that when you travel through the country, where you only see another car every five to ten minutes, the problem is not as severe as when traffic is concentrated on city roads. Those who want to penalise older, leaded petrol vehicle s and their owners don’t seem to appreciate that, in the country, there is no public transport to fall back upon and one’s own vehicle is the

only way to get about. I feel that country people, who often have to travel huge distances to the nearest town and who already spend a great deal of money on petrol, should be treated differently to the people who live in the city. (Source: Gerot, L., & Wignell, P. (1994). Making Sense of Functional Grammar). Generic Structure Analysis 

Thesis

; paragraph 1 (the removal of lead from petrol)



Argument 1

; paragraph 2 (different petrol car crowd in city and country)



Argument 2

; paragraph 3 (punishment to the old car is not followed by an increase in public transportation in the country)



Recommendation

; paragraph 4 (the old car should be treated differently dealing with the region (country/city))

Language Feature Analysis Focusing on the writer

: using the first personal pronoun "I"

Using abstract noun

; discussion

Using action verb

: treat,

Using thinking verb

; think, seem

Using passive voice

; should be treated differently

Using simple present tense

; there doesn't seem…, there is no public transport.., etc

Text 2 The Impact of Tsunami

The Asian 2004 tsunami was probably the worst natural disaster in human memory because of the numbers of people affected. Many studies have been written about its impact on human life, communities and livelihoods. In this context, the fisheries sector has featured prominently as one of the areas most affected by the disaster. This study focuses on the issue whether or not fishery resources were affected by the tsunami, particularly in Indonesia and Sri Lanka, the two most impacted countries. The answer to this question is fundamental to promote necessary efforts to recover fishery livelihoods in the regions. Data from the Aceh Province Fisheries Statistics Yearbooks (1995 –2005 shows there was a general decrease then an increase in the overall number of boats from 1994 to 2004, but part of this was attributable to switching from many small boats to a smaller number of larger boats with inboard engines. Using only data on total number of boats, not the details of their capacity, the catch per boat increases from 4.4 tonnes/boat/year in 1994 to 8.4 tonnes/boat/year in 1998. Between 2002 and 2004 catch per boat decreased while the number of boats increased and production fluctuated. The number of vessels and the catch per vessel are almost mirror images and the best catches over the past decade tended to occur when the total number of boats was below 15 000. Minimal provincial fisheries data are available for the period since the tsunami, but at Lampulo, Banda Aceh, it was possible to obtain some monthly data on catch, catch per boat, trips and number of boats between February 2004 and May 2006. These data show that catch per boat and total catch actually increased in 2005 and 2006 compared with 2004. This is considered to be related to the reduced number of boats and fishing trips after the disaster. The quantity and productivity of marine fish resources in Sri Lanka is driven by the presence of a narrow continental shelf and the lack of significant areas of upwelling. Between 1977 and 1980, acoustic surveys of coastal waters were undertaken4 to estimate a potential yield of about 250_000 tonnes/ year. The yearly data give a good picture of how the fisheries were behaving over longer time frames before the tsunami. The monthly catch data show significant seasonal patterns that tend to repeat over the years and different responses to the tsunami which can be highlighted as follows: Monthly total catches in Batticaloa, Sri Lanka, quickly rebounded after February/March 2005 so that catches were back in the normal range for that time of year. At Ampara catches rebounded but not back to the monthly equivalent levels of 2004. For small pelagic species one district showed an increase in catches after the tsunami, two districts had lower catches a year after the tsunami, while four districts showed no difference in catches and a continuation of long-term trends within a few months of the tsunami. The available evidence shows that overall, impacts of the tsunami on fisheries are more related to ongoing and new tsunami-related “human” factors, rather than the physical or biological effects of the disaster on resources and ecosystems. That is, existing overexploitation trends had already brought many of the fisheries under severe stress before the tsunami. (Adapted from http://www.fao.org/3/aai000e.pdf

Generic Structure Analysis 

Thesis

; paragraph 1

(whether or not fishery resources were affected by the tsunami) 

Arguments

; paragraph 2-6 (catch per boat and total catch actually increased in 2005 and 2006

compared with 2004, catches were back in the normal range for 2005, two districts had lower catches a year after the tsunami, while four districts showed no difference in catches) 

Reiteration

; paragraph 7

Language Feature Analysis Focusing on the non-human participants

: using the data

Using abstract noun

; impact

Using passive voice

; is considered , be related, is driven


; the available evidence shows that overall, Monthly

total

catches in Batticaloa, Sri Lanka

Can you identify the two texts above? Are they, both, hortatory exposition texts? Well, to confirm it you’d

better watch the video available in below

I think the first text is absolutely a hortatory exposition, but I have any difficulties in analyzing the second text, I guess it is analytical text because of the last paragraph. PART 2: IDENTIFYING HORTATORY EXPOSITION TEXTS TASK 2

Now read the text below and identify whether or not its generic structure is similar with that of the two previous texts. Write your notes of identification in a table available below.

Text 3 The Need for a Youth-Centered Tobacco Control Policy

(1) Use of tobacco products is the nation's deadliest addiction. Smoking cigarettes is the leading cause of avoidable death in the United States. More than 400,000 people die prematurely each year from diseases attributable to tobacco use. The toll of deaths attributable to tobacco use is greater than the combined toll of deaths from AIDS, car accidents, alcohol, suicides, homicides, fires, and illegal drugs. (2) Smoking is the main cause of 87% of deaths from lung cancer, 30% of all cancer deaths, 82% of deaths from pulmonary disease, and 21% of deaths from chronic heart disease. Use of smokeless tobacco is a cause of oral cancer. In a study of women who did not smoke but did use snuff chronically, the risk for oral cancers was 50 times greater than for nonusers. (3) According to a recent estimate by the Office of Technology Assessment, each smoker who died in 1990 as a result of his or her smoking, on average, would have lived at least 15 additional years if a non-smoker. For the population at large, this premature mortality translates into 6 million years of potential life lost each year. (4) It is difficult, of course, to calculate a dollar value for the human costs of tobacco-related diseases. The suffering of patients and families resulting from tobacco-related morbidity and mortality is unquantifiable. Lost productivity and health care expenditures can be quantified, but the magnitude of the estimates depends on a variety of theoretical and technical questions, including whether the costs of health care should be offset by the "savings" in social security expenditures and health care costs not incurred because people died prematurely. (5) The Office of Technology Assessment put the social cost of smoking in 1990 at $68 billion. This high-end estimate includes $20.8 billion in direct health costs, $6.9 billion in lost productivity attributable to smoking-related disability, and $40.3 billion in lost productivity attributable to smoking-related premature deaths. Whatever its total magnitude, the social cost of smoking is substantial. Even based on conservative assumptions, expected lifetime medical expenditures of the average smoker exceed those of the average non-smoker by 28% for men and 21% for women. Each year, decisions by more than I million youths to become regular smokers commit the health care system to $8.2 billion in extra medical expenditures over their lifetimes (6) The nation has a compelling interest in reducing the social burden of tobacco use. This can be accomplished by preventing people from starting to use tobacco and by getting users to quit. The premise of this report is that, in the long run, tobacco use can be most efficiently reduced through a youth-centred policy aimed at preventing children and adolescents from initiating tobacco use. Moreover, because the prevalence of tobacco use among youths has remained stubbornly constant for 10 years, and may even be rising, a youth-centred prevention policy must be aggressively implemented if tobacco-related morbidity and mortality are to be significantly reduced (Adapted from https://www.nap.edu/read/4757/chapter/3)

Thesis

No

: Smoking cigarettes is the leading cause of avoidable death in the United States.

Text Resource

1

Identification

Purposes : To present opinion that the removal lead of petrol should not be done because of the using of car in country Generic Structure Analysis Thesis


Argument 1


Argument 2

; paragraph 3 (punishment to the old car is not followed by an increase

in public transportation in the country) Text 1 The removal lead of petrol

Recommendation

; paragraph 4 (the old car should be treated differently dealing with

the region (country/city))



Using abstract noun

; discussion

Using action verb

: treat,

Using thinking verb

; think, seem

Using passive voice




Purpose : to attempt to persuade the reader to believe something by presenting one side of the argument. Text 2: The Impact of Tsunami

Generic Structure Analysis Thesis

; paragraph 1

(whether or not fishery resources were affected by the tsunami) Arguments

; paragraph 2-6 (catch per boat and total catch actually increased in

2005 and 2006 compared with 2004, catches were back in the normal range for 2005, two

districts had lower catches a year after the tsunami, while four districts showed no difference in catches) Reiteration

; paragraph 7

Language Feature Analysis Focusing on the non-human participants Using abstract noun

; impact

Using passive voice

; is considered, be related, is driven

Using simple present tense Monthly total

3

: using the data

; the available evidence shows that overall,


Purpose : To persuade the readers to pay attention for a youth-centred prevention policy must be aggressively implemented. Generic Structure Analysis Thesis

; paragraph 1 (Smoking cigarettes is the leading cause of avoidable

death in the United States)

Text 3: The Need for a Youthcentered Tobacco ControlPolicy

Argument 1

; paragraph 2 (Smoking is the main cause of deadly disease)

Argument 2

; paragraph 3 (each smoker who died in 1990 as a result of his or her

smoking) Argument 3 Recommendation

: paragraph 4 and 5 (many costs are wasted because of cigarettes) ;

paragraph 6 (a

youth-centred

prevention policy

must

aggressively implemented

Language Feature Analysis Focusing the non-human participants : using smoking. Using passive voice Using simple present tense

; must be aggressively implemented ; The nation has a compelling interest ,etc

Conclusion : Based on the identification above, it shows us that the first and third text are hortatory exposition while the second text is an analytical exposition.

be

PART 3: CONSTRUCTING HORTATORY EXPOSITION (TASK 3) TASK3 KB4

Choose only one out of three topics below to write a hortatory exposition text. Be sure to apply the things we have just discussed in this module. List of the topics to choose

1.

Roles of TV for Learning

2.

Embedding soft skills in teaching-learning process

3.

Healthy food and creative thinking

EMBEDDING SOFT SKILLS IN TEACHING-LEARNING PROCESS

The essence of the goal of education is to develop people to have knowledge and skills with independent and responsible personality. To support the purpose of education, people must have hard skills and soft skills. hard skills can be obtained instantly because it is knowledge, while soft skill is a nonknowledge ability. Soft skills should be embedded in the learning process for several reasons. Soft skills cannot be obtained instantaneously by learners, this needs to be inculcated at any time because soft skills are a habit that must be cultivated over time over their innate traits. So the need of soft skill growth of students from an early age and continue until the highest education. In the learning process, growing soft skill of students is very important because soft skill in the form of responsibility, self-discipline, honest, friendly, ethical, creative, hard work and confidence that will bring students to good emotional intelligence (Emotional Intelligence). With good emotional intelligence, it will be able to assist the students in searching for better and more complex knowledge. Soft skills are special abilities, including social interaction, technical and managerial skills. This ability is one of the things that every student must have in entering the workforce. Based on data adopted from the Havard School of Business, the skills and abilities given in the learning bench, 90 percent are

technical skills and the rest are soft skills. In fact, the required thing is to face the workforce is only about 15 percent of the ability of hard skills. From these data, it can draw the common thread that in entering the workplace, soft skill has a more dominant role. Based on the reasons above, soft skill should be invested in the learning process as the initial foundation to create graduates or human beings in accordance with the purpose of education itself.

ASSIGNMENT M1 LA4

Please do the assignment below to rehearse anything you have learnt in this activity and send it to the link provided.

When your mind map is completed, use it to analyse any text of hortatory available in this module!

TEXT 1

Purposes

: To present opinion that the removal lead of petrol should not be done because of the

using of car in country Generic Structure Analysis •

Thesis


•

Argument 1


•

Argument 2

; paragraph 3 (punishment to the old car is not followed by an increase in

public transportation in the country) •

Recommendation

; paragraph 4 (the old car should be treated differently dealing with the

region (country/city))



Using abstract noun

; discussion

Using action verb

: treat,

Using thinking verb

; think, seem

Using passive voice




TEXT 2

Purpose : to attempt to persuade the reader to believe something by presenting one side of the argument. Generic Structure Analysis •

Thesis

; paragraph 1

(whether or not fishery resources were affected by the tsunami) •

Arguments

; paragraph 2-6 (catch per boat and total catch actually increased in 2005 and

2006 compared with 2004, catches were back in the normal range for 2005, two districts had lower catches a year after the tsunami, while four districts showed no difference in catches)

•

Reiteration

; paragraph 7

Language Feature Analysis Focusing on the non-human participants

: using the data

Using abstract noun

; impact

Using passive voice

; is considered, be related, is driven


; the available evidence shows that overall, Monthly total


TEXT 3

Purpose : To persuade the readers to pay attention for a youth-centred prevention policy must be aggressively implemented. Generic Structure Analysis •

Thesis

; paragraph 1 (Smoking cigarettes is the leading cause of avoidable death in

the United States) •

Argument 1

; paragraph 2 (Smoking is the main cause of deadly disease)

•

Argument 2

; paragraph 3 (each smoker who died in 1990 as a result of his or her smoking)

•

Argument 3

: paragraph 4 and 5 (many costs are wasted because of cigarettes)

•

Recommendation

; paragraph 6 (a youth-centred prevention policy must be aggressively

implemented

Language Feature Analysis Focusing the non-human participants : using smoking. Using passive voice Using simple present tense

; must be aggressively implemented ; The nation has a compelling interest ,etc

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Tugas M1 LA1 Personal Letter

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