Asking For and Giving Opinions

               Asking Opinion is  to ask other people's opinions on an issue.

               Giving Opinion is to express an opinion on a matter or issue.      

                       

A.   Asking for Opinion

        Formal :

·         Have you got any comments on …..

·         Do you have any idea?

·         Do you have any opinion on ……

·         Would you give me your opinion on……….?

·         What is your reaction to ….

·         What is your opinion about……….?

·         What are you feeling about………….?

·         What are your views on……….?

·         Please give me your frank opinion ?

       Informal

·         What do you think of…….?

·          What do you think about………?

·          What is your opinion?

·         Why do they behave like that?

·         Do you think it’s going?

·         How do you like?

·         How was the trip?

·         How do you think of Rina’s idea ?

B.  Giving Opinion

      Informal

·           I think I like it.

·           I don’t think I care for it.

·           I think it’s good/nice/terrific……..

·           I think that awful/not nice/terrible…………

·           I don’t think much of it.

·           I think that……..

·           In my opinion, I would rather……….

Report Text

Report Text 

A.  Definition
Report is a text which presents information about something, as it is. It is as a result of systematic observation and analysis. 

B.  Purpose Of SocialIt’s social purpose is presenting information about something. They generally describe an entire class of things, whether natural, the planets, rocks, plants, countries of region, culture, transportation, and so on. 

C.  Social Function
Inform the readers about range of natural, and social phenomena in our environment.


 D.  Generic Structure

•       General classification ; tells what the phenomenon under discussion is.
•       Description tells what the phenomenon under discussion is like in terms of 

              1. parts ,
              2. qualities 
              3. habits or behaviors, if living ; uses , if non-natural. 

E.  Language Features of Report

•              Use of general nouns, example : hunting bird, rather than particular nouns, example : our dog;
•            Use of relating verbs to describe features, example : Molecules are tiny particles;
•            Some use of action verbs when describing behaviour, example : Emus cannot fly;
•            Use of timeless present tense to indicate usualness, example : Tropical cyclones always begin over the sea;
•            Use of technical terms, example : Isobars are lines drawn on a weather map;
•       Use of paragraphs with topic sentences to organise bundles of information; repeated naming of the topic as the beginning focus of the clause.

F. General Classification

  Tell us what the phenomenon discussion is

G. Description
        Tell us what the phenomenon under discussion is like in terms of: parts (and their funtions), qualities, habits or behavior

H. Grammatical Features

•Use of general nouns, e.g. Laser light

•Use of relating verbs to describe features, e.g. Laser light is a special kind of light,

•Mostly use of present tenses, e.g. Laser light s just one pure color,

•Use of technical terms, e.g. Beam, active medium

I. Language Features of Report 

• Use of general nouns, example : hunting bird, rather than particular nouns, example : our dog;
• Use of relating verbs to describe features, example : Molecules are tiny particles;
• Some use of action verbs when describing behaviour, example : Emus cannot fly;
• Use of timeless present tense to indicate usualness, example : Tropical cyclones always begin over the sea;
• Use of technical terms, example : Isobars are lines drawn on a weather map;
• Use of paragraphs with topic sentences to organise bundles of information; repeated naming of the topic as the beginning focus of the clause.

EXAMPLE

 What Is Thunder and Lightning?

         Lightning is a sudden, violent fl ash of electricity between a cloud and the ground, or from cloud to cloud. A lightning flash, or bolt, can be several miles long. It is so hot, with an average temperature of 34,000° Centigrade, that the air around it suddenly expands with a loud blast. This is the thunder we hear.

Lightning occurs in hot, wet storms. Moist air is driven up to a great height. It forms a type of cloud called cumulonimbus. When the cloud rises high enough, the moisture freezes and ice crystals and snowfl akes are formed. These begin to fall, turning to rain on the way down. This rain meets more moist air rising, and it is the friction between them which produces static electricity. When a cloud is fully charged with this electricity, it discharges it as a lightning flash.

Adjective Clauses

An adjective clause is a dependent clause that modifies a noun.  It is possible to combine the following two sentences to form one sentence containing an adjective clause:              

    The children are going to visit the museum.
    They are on the bus.

The children who are on the bus are going to visit the museum.
                  | adjective clause |

In the sentence above, there are two other ways to write the sentence correctly using the second sentence as the adjective clause. 

The children that are on the bus are going to visit the museum.
The children       on the bus       are going to visit the museum.

Some other sentences can be combined into a sentence using adjective clauses in a variety of ways, and they are all correct.  Note the variety of ways in which the following two sentences can be combined.

The church is old.
My grandparents were married there.

The church where my grandparents were married is old.
The church in which my grandparents were married is old.
The church which my grandparents were married in is old.
The church that my grandparents were married in is old.
The church my grandparents were married in is old

In the sentences above, the adjective clauses are underlined.  All answers are correct.  Note the use of the word "in" and how and where it is used.

An adjective clause with a subject pronoun - such as which, that or who - can also be shortened into a phrase.

You can shorten an adjective clause in two ways:

1. Omit the subject pronoun and verb.
2. Omit the subject pronoun and change the verb to the form ending in "ing."

Here are some examples of how to create an adjective phrase:

• Adjective Clause: The books, which are lost, are not really necessary.
• Adjective Phrase: The books lost are not really necessary.

• Adjective Clause: The girl who is running is my best friend.
• Adjective Phrase: The girl running is my best friend.

• Adjective Clause: His share of the money, which consists of $100,000, was given to him on Monday.
• Adjective Phrase: His share of the money, consisting of $100,000, was given to him on Monday.

• Adjective Clause: Something that smells bad may be rotten.
• Adjective Phrase: Something smelling bad may be rotten.

Remember, the goal of an adjective clause is to add more information to a noun or a pronoun. You can add the information by including a few more words or by changing the adjective clause to a phrase.

Granting request

Granting request is expression to give somebody permission to do something

 

examples request

1.  may i borrow your biology notes now?
2.  Excuse me. may i go to the toilet, ma'am?
3. can i use your pen for a minute, please?
4. do you mind if i ask you to drive me to the bookstore? 

Examples Granting Request

1. Sure here you are.
2. yes, you may. 
3. certaintly. it's almost finished anyway. 
4. sure. just be careful
5. Of course, you can.
6. not at all. we're going the same way.

Gerunds

 A gerund is a verbal that ends in -ing and functions as a noun. The term verbal indicates that a gerund, like the other two kinds of verbals, is based on a verb and therefore expresses action or a state of being. However, since a gerund functions as a noun, it occupies some positions in a sentence that a noun ordinarily would, for example: subject, direct object, subject complement, and object of preposition.

Gerund as subject:

• Traveling might satisfy your desire for new experiences. (Traveling is the gerund.)
• The study abroad program might satisfy your desire for new experiences. (The gerund has been removed.)

Gerund as direct object:

• They do not appreciate my singing. (The gerund is singing.)
• They do not appreciate my assistance. (The gerund has been removed)

Gerund as subject complement:

• My cat's favorite activity is sleeping. (The gerund is sleeping.)
• My cat's favorite food is salmon. (The gerund has been removed.)

Gerund as object of preposition:

• The police arrested him for speeding. (The gerund is speeding.)
• The police arrested him for criminal activity. (The gerund has been removed.)

A gerund phrase is a group of words consisting of a gerund and the modifier(s) and/or (pro)noun(s) or noun phrase(s) that function as the direct object(s), indirect object(s), or complement(s) of the action or state expressed in the gerund, such as:

Giving Advice

GIVING ADVICE

   -  Giving  Advice is  to give (someone) a recommendation about what should be done .

EXPRESSIONS OF ASKING FOR  ADVICE
•What should…………………………….. ?
•What do you think should………… ?
•What do you advise?
•Could you give me some advice for ….?
•What you would advice?
•What would you do if……….?
•Do you think I should …..?

EXPRESSIONS OF GIVING ADVICE 

•You should/ought to……….

•I think you should/ought to………

•You ought to………………

•I advise you to

•If I were you, I would……..

•I would recommend that you ……

•You’d better tell …………..

•You must to……………….

DIALOGUE OF EXPRESSING ADVICE

Ratna   : Good morning, Putri

Putri  : Good morning, Ratna. (Looks confused)

Ratna    : How are you, Putri

Putri   : I’m confused now.

Ratna  :  Why?

Putri  :  My girlfriend my girlfriend forbade me to follow the singing competition. If you

               were me, what would you tell her?

Ratna :   I would say that the competition is very important to you, and instead,

              the prize of the competition would you give to her

Putri:   That’s a good idea. I will do it. Thank you very much,Ratna. Now I want

               to go to canteen. See you.

Ratna  :    You’re welcome. See you too.

Warning

-  Warning is admonition notice, or pointing out on  existing or potential danger, specially to one who would otherwise would not be aware of it.

EXPRESSIONS OF WARNING 

•Look out! There is a snake beside you.

•Don’t step on the grass!.

•No smoking!

•No hunting!

•Be Silent

•No camping without permission!

•Do not cut down the trees!

•Keep out of the reach of children!

DIALOGUE EXPRESSING OF WARNING

Dendi         : “Mom, let me go out for a while, please?”

Mother       : “Where are you going to, Den?”

Dendi         :   “I’d like to visit Jophan. He got accident this morning. He is in the hospital now.”

Mother       :   “Ok, be care full“
Dendu        : Thank you mam

Genre: analytical exposition

 

General Function:

To persuade the reader or listener that something is in the case

 

General Structure:

Thesis – Argument Points – Reiteration

-    Thesis                            : Introduces the topic and indicates writer position.

-    Argument point             : The argument and elaboration.

-    Reiteration                    : Restates the writer position.

Significant Grammatical Features:

a.            Use of general nouns, abstract noun, technical verbs, relating verbs, action verbs, thinking verbs, modal verbs, and modal adverbs.

b.            Use of connectives

c.            Evaluative language

d.            Passive voices

 

 

Example:

Circuses Should Not Use Animals

Animals should not be used in circuses. The environment where they perform and their living conditions are usually inappropriate with them.

            Animals used in the circuses do not perform their natural environment. Tigers, for example, which naturally in wilderness and their preys, must perform trick on a narrow stage’s and spend their lifetime in small cage.

            Besides, the living conditions of the animals are poor. They live in such cramped conditions most of their time. They actually need plenty space to roam. They also do not have freedom to live with their own kind.

            Therefore, in the 21^st century, it seems unnecessary and even cruel to confine wild animals and train them to do tricks for the public’s amusement.

Noun Clause

A dependent clause that functions as a noun (that is, as a subject, object, or complement) within a sentence. Also known as a nominal clause.

Two common types of noun clause in English are that-clauses and wh-clauses:

• that-clause: I believe that everything happens for a reason.

• wh-clause: How do I know what I think, until I see what I say? 

Examples and Observations:

• "When Mrs. Frederick C. Little's second son arrived, everybody noticed that he was not much bigger than a mouse."
  (E.B. White, Stuart Little, 1945)



• "A university is what a college becomes when the faculty loses interest in students."
  (John Ciardi, Saturday Review, 1966)



• "I know that there are things that never have been funny, and never will be. And I know that ridicule may be a shield, but it is not a weapon."
  (Dorothy Parker)



• "I believe that there is a subtle magnetism in Nature, which, if we unconsciously yield to it, will direct us aright."
  (Henry David Thoreau)



• "The thought of stars contributed to the power of his feeling. What moved him was a sense of those worlds around us, our knowledge however imperfect of their nature, our sense of their possessing some grain of our past and of our lives to come."
  (John Cheever, Oh What a Paradise It Seems. Random House, 1982)



• "Whoever was the person behind Stonehenge was one dickens of a motivator, I'll tell you that."
  (Bill Bryson, Notes From a Small Island. Doubleday, 1995)



• "How we remember, what we remember, and why we remember form the most personal map of our individuality."
  (Christina Baldwin)



• "This is the story of what a Woman's patience can endure, and of what a Man's resolution can achieve."
  (Wilkie Collins, The Woman in White, 1859)



• "That dogs, low-comedy confederates of small children and ragged bachelors, should have turned into an emblem of having made it to the middle class--like the hibachi, like golf clubs and a second car--seems at the very least incongruous."
  (Edward Hoagland, "Dogs, and the Tug of Life")



• Nominal Clauses as Direct Objects
  "All sentences, then, are clauses, but not all clauses are sentences. In the following sentences, for example, the direct object slot contains a clause rather than a noun phrase. These are examples of nominal clauses (sometimes called 'noun clauses'):
  • I know that the students studied their assignment.
  • I wonder what is making Tracy so unhappy.
  These nominal clauses are examples of dependent clauses--in contrast to independent clauses, those clauses that function as complete sentences."
  (Martha Kolln and Robert Funk, Understanding English Grammar, 5th ed., Allyn and Bacon, 1998)



• Noun-Clause Starters
  "We use various words to start noun clauses. . . .
  
  "These words include the word that, which in its role as a noun clause starter is not a relative pronoun, for it serves no grammatical role in the clause; it just starts the clause. For example: The committee stated that it would follow the agent's policy. Here the noun clause serves the noun role of direct object of the transitive verb stated. But a careful look at the clause reveals that the word that does not serve any role within the clause, other than simply to get it going.
  
  "Other noun clause starters do serve grammatical roles within the clause. For example: We know who caused all the trouble. Here the noun clause starter is the relative pronoun who. Notice that inside the noun clause who serves as the grammatical subject of the verb caused.
  
  "Additional words serve as noun clause starters. A relative adverb can get one going: How he won the election mystified the pundits. So can a relative pronoun acting as an adjective: We know which career she will pursue. In these two sentences, how is an adverb modifying the verb won, and which is a relative-pronoun-adjective modifying the noun career."
  (C. Edward Good, A Grammar Book for You and I--Oops, Me!. Capital Books, 2002)

Transitions: Moreover, Furthemore, In Addition, Therefore, Consequently

Transitions connect the ideas between two sentences.moreover, furthermore and, in addition mean also. Therefore and Consequently mean as a result.
Examples:

1. Rieke is clever and kind. Moreover, she is friendly many people like her.
2. the test was difficult. In addition, the time was also limited. Consequently, many student got bad marks.
3. It is raining hard. Furthermore Ryan's house is a long way from school. Therefore, he will wait until the rain stops.

Public service announcements and posters

A public service announcement is an advertisement that a television or radio station airs for a cause or a charity. They can tout the importance of medical check-ups for children or ask you to donate to the Salvation Army's bellringers
                              

A poter is an informative and decorative way to attract  the attention to the information it contains.It is usually displayed in public place. It is often decorated with designs or illustrations.
Here are some ways  to use posters in a literacy program:

• To advertise events or products
• To display information or instructions
• to teach about some kinds of infomation

Example poster

Expressing satisfaction and dissatisfaction

Satisfaction
definition:
expression of satisfaction is when we feel satisfied with something that has been done by someone else or yourself

Expressing satisfaction
• I’m satisfied with ….
• I’m satisfied at ….
• I’m glad with what you've done

• It’s really satisfying.
• Everything was satisfying.

Dissatisfaction

Definition:

 expression of dissatisfaction is when we are not satisfied with something that has been done by someone else or yourself.

Expressing dissatisfaction

• It isn’t very nice.
• It’s really not good enough.
• I’m dissatisfied by ….
• It’s dissatisfying.
• Oh no.