Task 2 (M5 LA2 )

Task 2: Get The General Pictures of Discussion Texts

In the previous activity you have learned about the characteristics of discussion texts. We can conclude that the text structure of discussions follows this model. In discussion texts, two or more different points of view  or position about an issue are discussed — i.e. they are compared and contrasted. Findings from this activity, or the summary of the discussion, is then used by the writer as the basis of his or her own position or point of view. In other words, the writer uses the others’ points of view as arguments for his or her own position or point of view. In this activity, you will read to identify the general picture of discussion texts to understand how arguments are built and used.

Study the Sample Annotated Text^[1] below and check on the notes that follows.

Notes:

Title	A question summarizing the issue being discussed. Keywords: mobile phones, banned, schools.
Introduction	First paragraph Presents the facts that have given rise to the question in the title.
Argument Against	Paragraph 2Against a ban. 1st sentence presents an argument based on children’s needs. 2nd sentence adds a new argument (safety). 3rd sentence elaborates on this with evidence.
Argument For	Paragraph 3 For a ban. 1st sentence contests the safety argument in Paragraph 2. 2nd sentence adds confirming evidence. 3rd and 4th sentences introduce two new reasons for a ban.
Conclusion	Final paragraph 1st sentence offers compelling reason for a ban, based on the issue of safety. 2nd sentence adds to this clinching argument a summary of Paragraph 3.

Learn more:

[2]

Now, let’s have some practice. Do the same analysis with the following discussion text samples.

Sample 1

Do we still need zoos?

Zoos were originally set up so that people could see and learn about wild animals from distant lands. As more and more people became city-dwellers, never seeing animals in the wild, zoos began to house local creatures too. However, in today’s world, are zoos really necessary?

Since people can now see any sort of wild animal in its natural habitat, simply by tuning into a TV programme or buying a video, some animal rights activists claim that zoos are out of date. They argue that it is cruel to capture animals, transport them long distances, and then keep them caged up simply for the entertainment of human beings. Captive animals often develop ‘zoochosis’ – abnormal behaviour like rocking or swaying – which indicates they are bored and unhappy in their prison-like conditions.

On the other hand, there is a huge difference between watching an animal on screen and seeing it in real life. It could be argued that visiting a zoo is educational, often increasing people’s concern for wildlife and conservation, which is of great importance in today's developing – and often overdeveloped – world. Indeed, sometimes the only way to save an endangered species may be to arrange for it to be breed in captivity. Behind the scenes, zoos also provide scientists with opportunities to research into animal behaviour: modern zoos can therefore be much better planned than old-fashioned ones, providing animals with carefully designed enclosures appropriate to their needs.

It seems then, that there are still arguments for retaining zoos. These should, however, be carefully planned with the animals’ welfare in mind: in the modern world, there is no excuse for keeping animals in cramped or cruel conditions.

Title/Issue	:	Do we still need zoos?
Introduction	:	Zoos were originally set up so that people could see and learn about wild animals from distant lands. As more and more people became city-dwellers, never seeing animals in the wild, zoos began to house local creatures too. However, in today’s world, are zoos really necessary?
Argument Against	:	Since people can now see any sort of wild animal in its natural habitat, simply by tuning into a TV programme or buying a video, some animal rights activists claim that zoos are out of date. They argue that it is cruel to capture animals, transport them long distances, and then keep them caged up simply for the entertainment of human beings. Captive animals often develop ‘zoochosis’ – abnormal behaviour like rocking or swaying – which indicates they are bored and unhappy in their prison-like conditions.
Argument For	:	On the other hand, there is a huge difference between watching an animal on screen and seeing it in real life. It could be argued that visiting a zoo is educational, often increasing people’s concern for wildlife and conservation, which is of great importance in today's developing – and often overdeveloped – world. Indeed, sometimes the only way to save an endangered species may be to arrange for it to be breed in captivity. Behind the scenes, zoos also provide scientists with opportunities to research into animal behaviour: modern zoos can therefore be much better planned than old-fashioned ones, providing animals with carefully designed enclosures appropriate to their needs.
Conclusion	:	It seems then, that there are still arguments for retaining zoos. These should, however, be carefully planned with the animals’ welfare in mind: in the modern world, there is no excuse for keeping animals in cramped or cruel conditions.

Sample 2

Should children always follow their parents’ advice?

Some people say that children should always follow their parents’ advice; others claim that this is not always right. I believe that children should follow their parents’ advice when they are young, but they should become more independent when they are older.

Young children do not know the difference between right and wrong, and a parent is the best person to teach them this. For example, a young child does not know that it is wrong to take things that do not belong to them. Parents can also teach children about dangers, both in the home and outside.

However, when children grow older they should pay less attention to their parents. This is because parents might tell a child which career to choose, and this should be the child’s decision. Parents sometimes want to tell their children how to live, but when they are grown up, they can decide for themselves. If a child doesn’t make their own decisions, he or she might grow up to be less independent and strong.

In conclusion, parents need to give young children advice on morals and safety, but not on how to live when they are older

Title/Issue	:	Should children always follow their parents’ advice?
Introduction	:	Some people say that children should always follow their parents’ advice; others claim that this is not always right. I believe that children should follow their parents’ advice when they are young, but they should become more independent when they are older.
Argument Against	:	Young children do not know the difference between right and wrong, and a parent is the best person to teach them this. For example, a young child does not know that it is wrong to take things that do not belong to them. Parents can also teach children about dangers, both in the home and outside.
Argument For	:	However, when children grow older they should pay less attention to their parents. This is because parents might tell a child which career to choose, and this should be the child’s decision. Parents sometimes want to tell their children how to live, but when they are grown up, they can decide for themselves. If a child doesn’t make their own decisions, he or she might grow up to be less independent and strong.
Conclusion	:	In conclusion, parents need to give young children advice on morals and safety, but not on how to live when they are older

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[1]https://unjac-my.sharepoint.com/:i:/g/personal/srisulastini_unj_ac_id/EWsq3P428QFPtPYjA4S-I5ABoEbwpigyIdcwDCdZvjbEwQ?e=eKusaR

[2]How to Write an Argumentative Essay - Introduction and Conclusion https://www.youtube.com/watch?v=_WknKWFdUs0

Task 1 (M5 LA2 )

Task 1: Understand The Nature of Discussion Texts

Reading as well as writing discussion text are common study assignments to students. What is discussion text? What makes it different from other text types commonly found in your study? How much do you know about the what and how of discussion texts? Let’s check your knowledge.

Following is a list of statements some people say about the characteristics of discussion texts. Do you think they are TRUE, or FALSE?

A       DISCUSSION TEXT QUIZ. Do the quiz. Write a T at the end of each statement when you think the statement is TRUE; or an F when you think it is FALSE. One of them has been done for you.

STATEMENTS	T/F
1      The writer’s purpose is to present his or her expectations related to an issue in question.	F
2      Begins with a statement introducing writer’s opinion on the issue.	F
3      The body of discussion text presents supporting arguments for the writer’s point of view.	F
4      Arguments are supposed to be supported with facts or evidence.	T
5      The text concludes with a summary of the arguments or a recommendation for readers to help them make decisions.	T
6      An impersonal voice is used in the text.	T
7      Passive voice is used to change focus of sentences.	T
8      Quoted and reported speech are seldom found in discussion texts.	F
9      Technical terminologies are used meaningfully.	T
10   Specific phrases, e.g. on the other hand and generally, are used to introduce the other point of view.	T
11   Complex sentences are typically used in discussion texts.	T
12   Connectives are used to show logical relationship between sentences.	T
13   Conditional forms are used to create impersonal arguments for balanced discussions.	T

When you have completed the activity, read Text 1: Discussion Text to check your answers.

Text 1

Discussion Texts^[1]

STRUCTURE AND FEATURES OF DISCUSSION TEXTS

Purpose

A discussion presents differing opinions, viewpoints or perspectives on an issue, enabling the reader to explore different ideas before making an informed decision.The writer normally explores different opinions and ends with a personal opinion or comment.

STRUCTURE OF DISCUSSION TEXTS

There are different stages in a discussion:

¾  an introductory statement of position supplying necessary background information

¾  arguments for and against and supporting evidence

¾  a recommendation or conclusion.

Statement of position

A discussion begins with a brief introduction describing the situation. This introduction has a statement or question and serves the purpose of introducing the reader or listener to the author’s point of view or thesis. Often it is recognized that there are two points of view.

Arguments for and against and supporting evidence

The next few paragraphs elaborate the arguments for and against the issue. This should be based on researching books, the Internet, surveying or interviewing people. The evidence and opinions should support the statements. The number of arguments varies according to the writer’s desire and the content. The arguments can be structured in different way

Example 1

¾  A first argument for the point of view with supporting evidence or additional details elaborating each point.

¾  A second argument for the issue with supporting details.

¾  A first argument against with supporting elaboration.

¾  A second argument against with supporting details.

Example 2

¾  A topic sentence introduces a point, then arguments are written for and against the issue.This should be based on researching, surveying or interviewing people.

¾  A second topic sentence introduces a second point and is followed by arguments for and against.

¾  A third topic sentence introduces a second point and this is followed by arguments for and against.

Each paragraph should be clearly structured with a topic sentence supported by details. The supporting material could be reported speech reflecting comments from specialists who have responded to the issue or supporting evidence. Thinking and action verbs are used to persuasively establish and evaluate each argument, and some technical language will be necessary.

Recommendation or conclusion

The discussion ends by presenting a personal point of view before concluding. The recommendation or conclusion sometimes sums up both sides of the argument if they are fairly balanced, or can recommend one argument over the other if the evidence is overwhelming.

LANGUAGE FEATURES OF DISCUSSION TEXTS

w  Use of present tense.

w   Use of general nouns to make statements, e.g. men, papers.

w  Use of detailed noun groups to reinforce an argument, e.g.The national treasure that is our Daintree forest can be…

w  Use of saying verbs to quote.

w  Use of relating verbs, e.g. is.

w  Use of thinking verbs expressing a personal point of view, e.g. wonder.

w  Use of factual adjectives, e.g. my last holiday.

w  Use of adjectives expressing an opinion, e.g. my horrifying adventure.

w  Use of comparative or contrasting adjectives, e.g. boring, most significant.

w  Use of adverbs of manner, e.g. honestly, rapidly, carefully, thoroughly.

w  Use of connectives to link arguments, e.g. however, in the same way.

w  Use of conjunctions to link clauses.

w  Use of varying degrees of modality for effect, e.g. Perhaps we might see…followed by but we must see…

w  Use of abstract and technical terminology.

w  Use of quoted and reported speech, e.g. Ms. Kim declared…

w  Use of evaluative language, e.g.The threatened landscape will continue to be tragically eroded, if steps are not taken.

w  Phrases to introduce the other point of view, e.g. on the other hand, generally.

w  Words showing the writer’s opinion, e.g. For the above reasons I fervently believe that…

w  Use of clearly structured beginning of sentences that focus attention, e.g. Game parks…,The cleaner environment focus…

w  Use of passive voice to change focus of the sentence, e.g.The environment is threatened…

w  Using complex combination of clauses, e.g. While it is vitally important to have a clean environment, we must think about…

w  Use of word chains, synonyms,antonyms and repetition for effect

Learn more:

Now begin your reading and viewing to check if you have answered all questions in the previous correctly. Check your answers with the answer key.

B        How well do you do with the quiz? Can you now identify the text structure of discussions? Match the headings on the left column with its definition in on the right. Check your answers with the answer key.

1      Purpose 2      Introduction 3      Body 1 4      Body 2 5      Conclusion

a      statement of position b     presents differing opinions, viewpoints or perspectives on an issue. c      arguments against plus supporting evidence d     arguments for plus supporting evidence e      sums up arguments or recommends one side of the argument

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[1]Digital Education Resource Archive (DERA) http://dera.ioe.ac.uk/4825/7/nls_y6t2exunits075202argue.pdf

[2]https://unjac-my.sharepoint.com/:b:/g/personal/srisulastini_unj_ac_id/ETo7cMYdRxJEiS1wB153MT0BWBp2oVJLrQwPFpFroN2asw?e=VmR8cG

[3]https://unjac-my.sharepoint.com/:p:/g/personal/srisulastini_unj_ac_id/Ee7So4XCUFNKsIh7zIGLUFgBIhSdRNLZZhiNaasYgoekbA?e=ir9GNm

Reflective Summary M5 LA1

Definition

Explanations answer the questions on ‘how’ something works or ‘why’ something happens. Its introduction contains a general statement that introduces or identifies the scientific or technical phenomenon. The body of an explanation text consists of a series of sequenced statements about the process explained. An optional concluding statement can tie up the explanation. Labelled diagrams and flow charts can be used to clarify information or to add additional information not included in the explanation.

Social function

explain how and why something works or happens

Text structure

·         Title,

·         General statement introducing or identifying the phenomenon,

·         Series of sequenced statements,

·         Concluding statement,

·         Labelled diagrams and flow charts.

Language Features

·         Vocabulary: general nouns, technical language, noun groups

·         Grammar: action verbs, ‘timeless’ present tense, passives, adverbial phrases, causal & temporal connectives

Task 4 (M5 LA1 )

Text  5

Look at the picture in the text. Describe stages of the process by matching statements A-G with the number 1-7 in the picture. The first stage has been identified for you.

A.      New bottles are sent to market. B.      Used bottles and jars are collected.      C.      Bottles and jars are taken by lorry to the recycling plant. D.      Bottle tops and lids are removed. E.       Crushed glass in melted in a furnace. F.       Glass is crushed into small pieces.   G.     Hot liquid glass is molded into new bottles. The best arrangement for the stages of recycling glass bottles 1st stage B. Used bottles and jars are collected 2nd stage C. Bottles and jars are taken by lorry to the recycling plant 3rd stage D. Bottle tops and lids are removed 4th  stage F. Glass is crushed into small pieces. 5th stage E. Crushed glass in melted in a furnace. 6th stage G. Hot liquid glass is molded into new bottles. 7th stage A. New bottles are sent to market.

Recycling Glass Bottles

New glass bottles are made mainly of silica sand.  The sand is melted in a furnace, at a very high temperature.  Recycled glass bottles are made in a very similar way, but cost less and use up fewer natural resources. The process begins when people take their used bottles and jars to a bottle bank.  Next, the bottles and jars are taken by lorry to the recycling plant.  At the plant, bottle tops and lids are removed.  After that, the glass is crushed into small pieces. The crushed glass is then sent by lorry to a bottle factory.  Here, it is mixed with a small amount of silica sand.  It is then melted in a furnace, at a lower temperature than new glass. Finally, the hot liquid glass is drawn out of the furnace and fed into machinery that makes it into glass bottles. Recycled glass is as pure and as strong as new glass. New glasses are sent to the market. Glass can be recycled many times   without losing its quality.