ATTACHMENT 1

NARRATIVE TEXT TYPE

The Fox and The Crow
Aesop’s Fable
A Fox once saw a Crow fly off with a piece of cheese in its beak and settle on a branch of a tree.
"That's for me, as I am a Fox," said Master Reynard, and he walked up to the foot of the tree.
"Good day, Mistress Crow," he cried. "How well you are looking today: how glossy your feathers; how bright
your eye. I feel sure your voice must surpass that of other birds, just as your figure does; let me hear but one song
from you that I may greet you as the Queen of Birds."
The Crow lifted up her head and began to caw her best, but the moment she opened her mouth the piece of
cheese fell to the ground, only to be snapped up by Master Fox.
"That will do," said he. "That was all I wanted. In exchange for your cheese I will give you a piece of advice for
the future: "Do not trust flatterers."

EXPOSITORY TEXT TYPE

The Olympic Symbol consists of five interlocking rings. The rings represent the five different areas of the world –
Africa, Asia, America (North and South), Australia, and Europe – from which Olympic athletes come to compete in
the games. The rings are colored blue, yellow, black, green, and red. At least one of these colors is found in every
country that has athletes compete at the games.

RECOUNT TEXT TYPE

A Day Visit to Yogyakarta

Last week, I went to Yogyakarta with my family. My father drove the car. My mother sat beside him. My
sister and I sat in the back seats.

We woke up early in the morning. My father prepared the car in the garage while mother was preparing food
for breakfast and some snacks for us. My sister and I packed some clothes. After everything got ready and we had our
breakfast, we left the house at six o'clock.

It was about nine A.M. We arrived at Yogyakarta. First of all we visited our uncle. We stayed there for an
hour. Then we went to Parangtritis beach. We got there at eleven o'clock. There were a lot of tourists because it was
holiday. I saw many foreign visitors too. My parents watched us playing with sand in the beach. We did not swim and
take a bath since the wave was rough. After having lunch, we went on our picnic to the museum and Malioboro
shopping centre.

We drove back to Semarang at 7 o'clock and arrived home at ten. We were tired but happy.

EXPLANATION TEXT TYPE

How Chocolate is Made

Have we wondered how we get chocolate from? Well this time we will enter the amazing world of chocolate so we
can understand exactly we are eating.

Chocolate starts a tree called cacao tree. This tree grows in equatorial regions, especially in place such as South
America, Africa, and Indonesia. The cacao tree produces a fruit about the size of a small pine apple. In side the fruits
are the tree's seeds. They are also known as coco beans.

Next, the beans are fermented for about a week, dried in the sun. After that they are shipped to the chocolate maker.
The chocolate maker starts by roasting the beans to bring out the flavour. Different beans from different places have
different qualities and flavour. So they are often shorted and blended to produce a distinctive mix.

The next process is winnowing. The roasted beans are winnowed to remove the meat nib of the cacao bean from its
shell. Then the nibs are blended. The blended nibs are ground to make it a liquid. The liquid is called chocolate
liquor. It tastes bitter.

All seeds contain some amount of fat and cacao beans are not different. However, cacao beans are half fat, which is
why the ground nibs from liquid. It is pure bitter chocolate.

PERSUASIVE TEXT TYPE

Why Students Should Eat Breakfast Every Day

A lot of people, especially young people, go though the day without having breakfast. Many people believe that
it is not necessary, or they say that they don’t have time for that, and begin their day with no meal. I believe that
everyone should eat breakfast before going to their activities. The purpose of this paper is to show the
importance of breakfast, especially for students.

The first reason why you should eat breakfast before going to school is for your health. When you skip breakfast
and go to school, you are looking for a disease because it’s not healthy to have an empty stomach all day long.
It’s very important to have a meal and not let your stomach work empty. All you are going to get is gastritis and
a lot of problems with your health if you don’t eat breakfast.

Another reason for eating breakfast is because you need food for to do well in your classes. You body and your
brain are not going to function as good as they could because you have no energy and no strength. When you try
to learn something and have nothing in your stomach, you are going to have a lot of trouble succeeding. A lot of
people think that they should not eat because they are going to feel tired, but that’s not true. Breakfast is not a
very big meal, and on the contrary, you’re going to feel tired if you don’t have breakfast because you have spent
the entire previous night without food.

The last reason to have breakfast every day is because you can avoid diseases if you eat some breakfast in the
morning. If you don’t eat, you are going to get sick, and these diseases will have a stronger effect on you
because you’re going to get sick easier than people who have breakfast every day.

You have to realize that breakfast is the most important meal of the day, and you cannot skip it without
consequences for your health, your school and your defense mechanism. It is better to wake up earlier and have
a good breakfast that run to school without eating anything. It is time for you to do something for your health,
and eating breakfast is the better way to start your day.

HOME
ATTACHMENT 2
DIFFERENT TEXT TYPES

A text is a form of spoken, written or visual communication which is to convey meaning to an audience. A text could
be – factual, literary, visual, media and everyday texts. Texts include – novels, poems, newspaper articles, films,
reviews, jokes, cartoons, comic strips, advertisements, emails, scripts, diaries, letters, paintings, posters,
photographs, brochures and autobiographies.

The choice of words in a written text enables the writer to introduce certain attitudes and feelings: for example,
anger, informative, irony, genuine, sympathetic, critical or joyful. These attitudes and feelings form the tone of the
text. It is through the writer’s tone that the emotional message of the text is communicated to the audience.

‘Genre’ is a French word that means kind or type. All literary texts can be categorised into different genres
– fantasy, crime, romance, horror and Sci-Fi.

There are traditionally four different types of discourse, namely argument, narration, description, and
exposition. Discourse is generally understood to encompass almost any type of communication whether written or
oral, and there are some cases in which entire papers or speeches depend on just one style; most of the time, though,
authors, writers, and speakers use two or more methods at once. Different types are usually better suited for
different circumstances, and there are usually some pretty distinguishable features of each. The goals tend to be
different, as well. Most of the time writers and speakers will use the methods they think will be most effective at
getting their points across and reaching their intended audiences.

Writing is done for a number of different purposes and for different audiences. These different forms of
writing are often known as text types at school.

The five text types list four general reasons why authors write. Identifying the text type of a passage helps
the reader set the purpose for reading and alerts the reader to the organization of the piece.

1. Narrative text type - Based on perception in time. Narration is the telling of a story; the succession of
events is given in chronological order.

Purpose
The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can
also be written to teach or inform, to change attitudes / social opinions e.g. soap operas and television dramas that
are used to raise topical issues.
The main goal of narrative writing or speaking is usually to tell a story, often in order to make the audience feel
differently about a certain topic. Narratives might take the form of a play, novel, folk tale, memoir, or myth. Things
usually unfold from a single person or character’s perspective, and tend to be very descriptive. This type of
communication usually appeals to an audience’s humanity, often by drawing on common experiences or emotions
that are easily relatable or by depicting circumstances that pique the imagination.

Narratives sequence people/characters in time and place but differ from recounts in that through the
sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. The common
structure or basic plan of narrative text is known as the "story grammar". Although there are numerous variations
of the story grammar, the typical elements are:
Setting — when and where the story occurs.
Characters — the most important people or characters in the story.
Initiating event — an action or occurrence that establishes a problem and/or goal.
Conflict/goal — the focal point around which the whole story is organized.
Events — one or more attempts by the main character(s) to achieve the goal or solve the problem.
Resolution — the outcome of the attempts to achieve the goal

Types of Narrative
There are many types of narrative. They can be imaginary, factual or a combination of both. They may
include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and
legends, historical narratives, ballads, slice of life, personal experience.

Further more, when there is plan for writing narrative texts, the focus should be on the following characteristics:
Plot: What is going to happen?
Setting: Where will the story take place? When will the story take place?
Characterization: Who are the main characters? What do they look like?
Structure: How will the story begin? What will be the problem? How is the problem going to be resolved?
Theme: What is the theme / message the writer is attempting to communicate?

Exposition

The tool known as “exposition” is designed to inform the audience about a particular topic. There are
several different expository tools writers and speakers can use, including definition, analysis, compare-and-contrast,
problem-and-solution and cause-and-effect. There are many strengths and weaknesses associated with each type
of exposition, and each type has a completely different purpose. For example, giving someone the definition of a
word provides one type of information, whereas comparing and contrasting two differing opinions often paints a
really different picture.

What is a recount?

A recount tells about something that happened in the past. The details in a recount can include what
happened, who was involved, where it took place, when it happened and why it occurred.

A writer or speaker uses a recount to tell us about a story or an event. Recounts are usually given in the
order that the event occurred. Recounts can be:
 factual, such as a news story
 procedural, such as telling someone how you built something
 personal, such as a family holiday or your opinion on a subject.

Examples of a recount

Recounts can be either written or spoken. Examples of recounts include:

 biographies and autobiographies
 newspapers or the television news
 letters and postcards
 textbooks
 conversations with friends

Structure
A well-structured recount includes details of the event or topic and personal opinions.
Written recounts often start with a heading or title. Letters and journal entries do not usually have a title. Oral
recounts might have a title if you are giving a presentation. If you are just talking with friends a title is not usually
needed.

The introductory paragraph, or orientation, of a written recount introduces the topic or event. This
paragraph introduces who, what, where, when, why and possibly how.
The following body paragraphs will recount the sequence of events. This is where the recount is told in chronological
order (the order that the events happened).

The conclusion, or re-orientation, is where the writer or speaker can give personal opinions about the topic
or event. The writer or speaker may also comment on how this event or topic may affect other things in the future.

The purpose or the social function of Recount text is to retell or to inform the reader about what was happened to
the writer with series of events.

The generic structures of Recount Text:

1. Orientation : In orientation, the paragraph usually introduces the participants, who are being involved in
the text.
2. Events : Usually there are many events may be occurred in Recount text, events may be started in
the first paragraph, so it is not always started in the second paragraph. The events usually started with time
signals, such as; first, second, then, finally, etc.
 3. Reorientation : It is the closure of the events. Reorientation is optional, some text may not include this. If
there is, usually in the last paragraph.

The language features of Recount Text

Language features is a characteristic of a text, to make it is easily recognized, what tense is used, and so on.

1. Introducing the participants

2. Using chronological conjunctions, such as; first, second, then, etc.
3. Using action verb, such as; went, arrived, ate, jumped, etc
4. The important one is, using simple present tense.

What is an explanation?

An explanation is used to describe how things work and why things happen. An explanation tries to provide
answers to questions that the reader (or listener) may have on a certain subject. Explanations are used to teach
people new information.

Explanations can:
 describe how things work: ‘how does a DVD player work?'
 describe why things happen: ‘why are there different seasons?'
 show how things are similar or different: ‘how do fresh water and salt water differ? How are they
similar?'
 try to solve a problem or situation: ‘what is the fastest way to clean my room?'.

Examples of explanations
 Explanations seek to answer questions about how things work in nature and in the human world. Some
examples of questions that might be answered in an explanation include:
How does a camera work?

Structure of an explanation
An explanation can be written or spoken. When written, an explanation needs a title or heading. This will
tell the reader what the text is about.

The introductory paragraph introduces the topic with a general statement. This paragraph explains what
is covered in the text.

The body paragraphs will use facts to help answer the question stated in the introduction. The body is also
called the explanation sequence. This is the most important part of an explanation and should be well organised
and easy to understand.

The conclusion ends the explanation. This paragraph is often used to re-state the problem and solution.

Explanations often have visual imagery. This can include photos, drawings, diagrams and charts. Visual imagery often
makes the text easier to understand.

A glossary of terms might also be part of an explanation. Glossaries are usually used for scientific or
technical explanations.

The bibliography is a list of resources, like books, magazines and websites, which were used to help write
the information report.

Preparing your own explanation

Before writing your own explanation it is important to establish the question (or problem) that you want to answer.
It is also important to research your subject to help you better understand it. Make sure you organise your
information so that your explanation is easy to understand.

When writing an explanation it is important to leave out your personal thoughts and opinions. Explanations use facts
to provide an answer to a problem or question. If there are a lot of technical terms it might be a good idea to put
them into a glossary.
Always check your text for correct spelling, grammar and punctuation

What is Persuasive Writing?

Persuasive writing is a type of non-fiction writing used to convince the reader to agree with the author about
an issue. The author will rely heavily on facts to express their opinion, and use them in an argumentative type of
writing style.

When using persuasive writing, the author should never express their personal opinions, but instead should
use facts to convince the reader to agree with them. In some cases the author will present information to the reader
about two sides to an argument. This is done to show the reader that they have thought about both sides, and helps the
writer shut down any counterargument that the reader may have about the issue. This type of writing style is commonly
found in argumentative essays, articles, and scripts for commercials and political campaigns, to name just a few.
ATTACHMENT 3

Rubric for Written Report

Task Description: (Teacher may explain specific assignment in this space.

Exemplary Accomplished Developing Beginning

4 3 2 1
Yes Yes, but No, but No
Criteria
weight

Topic 10% Directly relevant Somewhat relevant Remotely related Totally unrelated

Good Organized; points Some organization; Poorly organized; no

organization; are somewhat points jump around; logical progression;
points are jumpy; sense of beginning and beginning and ending
Organization 10% logically ordered; beginning and ending are unclear are vague
sharp sense of ending
beginning and
end
Supporting Some details are Details are Unable to find
Quality of details specific to non-supporting to somewhat sketchy. specific details
25%
Information subject the subject Do not support
topic
Grammar, No errors Only one or two More than two Numerous errors
Usage, errors errors distract from
25%
Mechanics, understanding
Spelling
Vocabulary is Vocabulary is Vocabulary is Basic vocabulary;
varied; varied; supporting unimaginative; needs descriptive
Interest Level 10% supporting details useful details lack “color” words
details vivid

Typed; clean; Legible writing, Legible writing, Illegible writing; loose

neatly bound in a well-formed some ill-formed pages
report cover; characters; clean letters, print too
Neatness 10%
illustrations and neatly bound in small or too large;
provided a report cover papers stapled
together
Report on time Report one class Report two class Report more than
Timeliness 10% period late periods late one week late
ATTACHMENT 4
RUBRICS FOR SPEECH DELIVERY

Delivery 3 4 5

Infrequent or
Fairly Consistent, evenly
focused on one
consistent; distributed, responds
Eye Contact spot, often
included most to audience
notes /note
listeners feedback
cards
Appropriate facial
Distracting
Some gestures expression;
mannerisms;
Movement/Appearance and movement; purposeful
lifeless or stiff
not distracting gestures/movement;
delivery
good posture;
appropriate dress
Monotone; too
Expressive, varied,
soft or loud; Natural tone
emphatic;
trails off, and pitch, not
Voice appropriate
inappropriate distracting
inflections; adequate
inflection
volume
patterns
Slurred words, Fairly clear
dropped articulation,
Articulation/ Precise articulation;
consonants, normally
pronunciation correct pronunciation
nonstandard correct
pronunciation pronunciation

Dependent on
notes; sounds Few lapses or Conversational,
memorized; interjections, spontaneous,
Fluency frequent seems smooth
interjections; generally well delivery, appropriate
lack of prepared rate
continuity