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text types in three main genree

Text Types in Three Main Genres

Learning text types is presented as the main subject in English lesson for high school students. Most of the time during their time in high school, the students focus their attention to text types with each generic structure and what language used to construct the texts varying to each other. That generic structure and language features which are commonly found different from one text to another is used based on the purpose of each genres.

Text types in the three main genres which must be studied in high school specially designed for graduate competences standard (SKL) are:
NARRATION
This narrative genre includes narrative, recount, and news item. All these text types in narrative genres composed to tell and inform.
DESCRIPTION
The texts which include in descriptive genres are report, descriptive, and explanation. These text genres are written to describe. They tend to use words with describing sense and not telling
ARGUMENTATION
Argumentative genres will cover analytical exposition, hortatory exposition and discussion. These text types explore reason to answer the question "why" and "how".

To enlarge our knowledge, texts are defined into three main genres which slightly different from the above classification referring to the high school graduate competences standard. According to nationalstrategies, the tree main genres which show the text types distinctions are as follow:
1. NARRATIVE which includes adventure, mystery, science fiction, fantasy, historical fiction, contemporary fiction, dilemma stories, dialogue, myths, legends, fairy tales, and fables.
2. NON-FICTION which accommodates discussion texts, explanatory texts, instructional text, persuasion texts, non-chronological reports and recounts.
3. POETRY which refers to free verse, visual poems and structured poems.

The difference between descriptive text and report text

I have a short post discussing the differences between report and descriptive text. However some comments are still intentionally proposed to ask what is report text, what is descriptive text and how they differ from each other. I believe they are good to build the better understanding about the variety of text types which this blog has been concerning since it published it first post years ago. The comments which are given in responses for some example of particular text types really attract me, especially who make note whether some texts given as the example belong to report or descriptive. As stated in the previous posts, both descriptive and report present the caught picture of some thing for other. Both descriptive and report text functionally describe things, what and how they are.
Due to some comments in this blog, I have browsed to find more vivid definition what descriptive and report texts are. Bellow are the sources which hopefully give more understanding of report and descriptive text and what the easy way to differ them:
  1. Information Report is classifying and describing general classes of phenomena. While Factual Description is describing a particular living, non-living or natural phenomenon.
  2. Descriptive reports give information about something; they describe what something is or does. They characteristically use technical terms and present tense, and they build technicality through noun groups. The structure of a descriptive report is General statement followed by Description.
3. It clearly states that If the thing which is mentioned in the text is clear about its name. We can make it sure as Descriptive text. But if the thing which is described in the text just the representative of the whole group of the thing mentioned, we can judge it as Report Text.
So what is the easy way to differ report form descriptive text? Well there is not easiest way to see the difference between report and descriptive text since a text is possibly built from several types of text. Frequently, a text is combined from several genres. However taking a look at the participant of the text is very helpful to define whether the text belongs to report or descriptive. The particularity of the participant is a key to see the difference between report and descriptive.

PRESENT CONTINUOS TENSE

Present Continuous

Quick example:

• He is sleeping.
• I am visiting grandpa in the afternoon.
• You are always coming late for the meetings!

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The Present Continuous is mainly used to express the idea that something is happening at the moment of speaking. Another use of the tense is to talk about what we are planning to do. There are also other uses, listed below.

Use

1. Present actions
2. Temporary actions
3. Longer actions in progress
4. Future (personal) arrangements and plans
5. Irritation over something or somebody in the present

USE 1: Present Actions

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Use the Present Continuous tense to talk about actions happening at the moment of speaking.

Examples:

• He is eating a dinner.
• Mary is talking with her friend.
• They are swimming.

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"I'm taking a shower now".

• Why is this in Present Continuous? Because the Johny is taking shower at this precise moment.

USE 2: Temporary Actions

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This tense is also used for activities continuing for only a limited period of time.

Examples:

• I'm riding a bike to get to work because my car is broken. (It will soon be repaired)
• They are not talking with each other after the last argument. (They will soon make up)

USE 3: Longer Actions in Progress

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We also use the Present Continuous when we are in a middle of doing something time-consuming (i.e. something that takes time to complete). An example of such an activity is writing a book, saving money or studying for an exam.

Examples:

• They are working hard to earn money.
• I am training to become a professional footballer.
• Mike is studying hard to become a doctor.
• Elizabeth is currently writing a children's book titled I am the World.

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"I'm writing an adventure book".

• Why is this in Present Continuous? Click on the buttons located on the Timeline to see the other scenes. You will find out that Alex (the writer) was writing a book a month ago, two months ago and three months ago. Clearly, it's a longer action in progress.

USE 4: Future (Personal) Arrangements and Plans

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Sometimes we use the Present Continuous to show that something will be done in the near future.

Examples:

• I'm meeting Katie in the evening.
• He's flying to Rome in September.
• We're not going anywhere tomorrow.

USE 5: Irritation or Anger

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And the last use of this tense is to express irritation or anger over somebody or something in the present.

Examples:

• She's always complaining about everything!
• Johny is always asking me stupid questions!
• They are always coming late to meetings!

Form

To form a sentence in the Present Continuous, you have to:

• know the proper conjugation of the auxiliary verb "to be".

  Person	Singular	Plural

  Person	Singular	Plural
  First	I am	We are
  Second	You are	You are
  Third	He/she/it is	They are

• add the "ing" suffix to the verb (to form the present participle of the verb)
  
  Examples:
  • try + ing = trying
  • go + ing = going

Contracted forms (more)

• I + am = I'm
• is + not = isn't
• are + not = aren't
• he + is = he's
• she + is = she's
• it + is= it's

Declarative Sentences

Subject	+	Auxiliary verb	+	Verb + ing
e.g. I/a dog etc.		is / are		e.g. work/go/make

Examples		Use
	He is getting married this month	Use 2)
	They are swimming in the sea	Use 1)
	I'm having my first driving lesson this week	Use 2)
	I'm studying to become lawyer one day	Use 1)
	I'm drinking hot coffee now	Use 1)
	She is always asking me stupid questions.	Use 3)

Questions

Auxiliary verb	+	Subject	+	Verb + ing
is / are		e.g. I/a dog etc.		e.g. work/go/make

Examples		Use
	Is she eating my cake now?	Use 1)
	Are they having the party on Friday or Saturday?	Use 2)
	Are you meeting David today?	Use 2)
	Is Mary having breakfast now?	Use 1)

Negative Sentences

Subject	+	Auxiliary verb + not	+	Verb + ing
e.g. I/a dog etc.		is not / are not		e.g. work/go/make

Examples		Use
	He is not joking	Use 1)
	We aren't waiting for my uncle	Use 1)
	He is not going to school tomorrow	Use 2)

News Item Text

Definition of News Item
News item is a text which informs readers about events of the day. The events are considered newsworthy or important.

Generic Structure of News Item
1. Main event
2. Elaboration (background, participant, time, place)
3. Resource of information

Language Feature of News Item
1. Focusing on circumstances
2. Using material process 
What is a news item text? A news item text is a text which is grouped into the text genre of narration. The main function of narration is is telling stories or informing about events in chronological order. The order in the narration can be based of time, place and the events them selves.
Referring to the high school graduate standard, news item text should be completely studied in the first class with narrative and recount text. These three text types explore the way on how a story or event is retold to others.
News item text is written for public information of what is the newsworthy of the day. Basically, a news item text tries to answer the 5Ws and 1H questions; what, who, when, where, why, and how relating to the newsworthy.
Due to the different generic structure of text types, though news item is in one group of narration genres with narrative and recount, understanding the structures on how the news item composed is absolutely important for better understanding on text genres which are different from one type to another. The following example of news item text is taken from the jakarta post which is best in revealing what news item is and how it is structured.

Example of News Item Text

Growing Number of High School Student Smoking
A survey has found about 13 percent of first-time smokers in the country are junior high school students. It also revealed 89 percent of young female employees were smokers.

The survey was conducted in five major cities across the country, including Surakarta in Central Java.

Muhammad Syahril Mansyur, the Surakarta Health Agency’s respiratory illness division, said that the finding of the survey showed an alarming growth rate of Indonesian smokers. "This situation is a cause for concern,” he said. “It appears the country’s younger generation is uneducated about the health risks of smoking.”

The Indonesian anti-tobacco campaign has reportedly been deemed as ineffective as the government refuses to sign the international convention on tobacco control. It said that cigarette producers contributed to a large amount to state revenue and gave jobs to thousands of workers

Three Die after Attending Marriage Ceremony
Three residents were killed, while dozens of others were wounded after a pickup truck they were taking to attend a marriage ceremony overturned in Jingkang village, Banyumas Regency, on Sunday.

The pickup was carrying 30 passengers, mostly women, when it failed to ascend a steep road on its way back from the ceremony.
As a result, the passengers were squeezed. The wounded passengers were later rushed to the Ajibarang regional public hospital.
Local police are investigating the cause of the accident.

After reading above example of news item text, it is clearly that news item text is written to inform the newsworthy. It is socially important to know that there was an accident of pickup which caused three died.

Additionally the generic structure of above news item is as follow:
1. Main event; the main event is the three died in an accident of the pickup after attending marriage ceremony
2. Elaboration; it can be a background, participant, time, and place relating to the accident. It is the detail information for the accident which informs on how the accident happen and who are the victims.
3. Resource; it can be a witness or statement/treatment of the authority. 

Examples :

Growing Number of High School Student Smoking
A survey has found about 13 percent of first-time smokers in the country are junior high school students. It also revealed 89 percent of young female employees were smokers.
The survey was conducted in five major cities across the country, including Surakarta in Central Java.
Muhammad Syahril Mansyur, the Surakarta Health Agency’s respiratory illness division, said that the finding of the survey showed an alarming growth rate of Indonesian smokers. "This situation is a cause for concern,” he said. “It appears the country’s younger generation is uneducated about the health risks of smoking.”
The Indonesian anti-tobacco campaign has reportedly been deemed as ineffective as the government refuses to sign the international convention on tobacco control. It said that cigarette producers contributed to a large amount to state revenue and gave jobs to thousands of workers.

US Support for Democracy Key to Improving Muslim Relations

President Barack Obama's widely publicized speech in Cairo one year ago this June raised hopes that U.S. relations with the Muslim world might soon improve.

But experts say that, in many Muslim-majority countries, widespread concerns persist that better relations can't be achieved without clearer U.S. support for democratization in the Middle East - a region where numerous undemocratic regimes now enjoy solid American backing.
Backing democracy
In his Cairo address, President Obama pledged to support governments that protect the rights of people to speak their minds and have a say in how they are governed, that respect the rule of law and the equal administration of justice, that are transparent and don't steal from the people.

"America respects the right of all peaceful and law-abiding voices to be heard around the world, even if we disagree with them," said Obama. "And we will welcome a

ll elected, peaceful governments - provided they govern with respect for all their people."

The biggest challenge the Obama Administration faces in keeping that promise is finding a way to involve all Islamist movements in the process, according to Reza Aslan, a University of California associate professor of religion. He spoke at a recent conference sponsored by the Center for the Study of Islam and Democracy.
Involving Islamist movements
Aslan said Washington has traditionally supported autocratic regimes in the belief that, without them, anti-west Islamist groups such as the Muslim Brotherhood movement will come to power. But in Aslan's view, a respect for a peoples' right to select their own rulers is more important.

VOA - M. Elshinnawi

"That has to be as part of a larger process of trying to give Muslims in that region not just a voice in the political process, but give them an opportunity to actually decide for themselves who it is that they want to lead them," said Aslan.

Aslan said President Obama must recognize that many of the Islamist groups whose policies and tactics the U.S. opposes are often the most dynamic political groups in the region. And, he notes, political participation has the power to moderate radical tendencies and take away the appeal of extremist ideologies.

Tarik Ramadan, professor of Contemporary Islamic Studies at Oxford University agrees. He said the only criterion for engaging the Islamists should be that they denounce violence as a political weapon and adhere to democratic rules.

"You may agree or not with Islamists trends, as long as they are against violence and are playing the political game, we have to talk to them," said Ramadan. "There is no way to say you are good Muslim because you are supporting me and you are a bad Muslim because you are resisting me."
Case in point: Egypt
Ramadan says the real test for President Obama's support for democracy will be in Egypt. There, Ramadan says, the president has to pressure the Mubarak regime to open the political arena and stop using constitutional amendments to stifle real political competition.

Public opinion surveys and focus groups in the Muslim world show a recurring sense that the United States puts forward liberal ideas of democracy, but then ignores them by supporting undemocratic regimes in the Muslim world.

Steven Kull, director of the Program on International Policy Attitudes, said that creates the sense that the U.S. does not trust Muslims with democracy.

"There is a perception that the U.S. does not really want democracy in the Muslim world because of the fear of what might come out of that and, in particular, that Islamist parties might prevail," said Kull. "So that it is a key choice that the U.S. has to make; is the U.S. going to show more trust towards the Muslim people in terms of the choices that they may make in a democratic process?"

VOA - M. Elshinnawi

Trusting Muslims with democracy

Kull recommends that the Obama Administration change its stance towards nonviolent moderate Islamist parties.

Radwan Masmoudi, president of Center for the Study of Islam and Democracy, agrees with that approach. He says that as President Obama broadens the dialogue to include civil societies and the concerns of the common citizens, he will realize how U.S. policy needs to change. But he stresses that continued U.S. support for democracy in the Muslim world is a key requisite to improving relations.

"There was a little bit of a delay, but I think in the last four or five months, we have seen renewed emphasis being put again on improving relations with the Muslim world and dialogue and on implementing the promises of the Cairo speech," said Masmoudi.

He notes that President Obama spent his first year in office focused on battling the economic crisis and reforming health care. It is unrealistic, he says, to expect him to have delivered on most of his promises, less than a year after his inspirational address to the Muslim world.

VOA News in Regular English

PRESENT PERFECT CONTINUOUS TENSE

Present Perfect Continuous

Quick example:

• I have been working as a teacher for 30 years.
• What have you been doing?

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The Present Perfect Continuous (Progressive) has a long and scary name. But don't worry! Read on to learn how to use it.

Use

1. Actions that started in the past and continue in the present
2. Actions that have recently stopped

USE 1: Continuation in the Present

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We use the Present Perfect Continuous to show that something started in the past and continues in the present.

Examples:

• He has been painting the house for 5 hours. (He's still painting it)
• I have been working as a fireman since 1973. (I still work as a fireman)

USE 2: Past actions recently stopped

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Use this tense also to talk about actions that began in the past and have recently stopped.

Examples:

• I have been waiting for you for half an hour! (I'm not waiting anymore because you have come)
• Look at her eyes! I'm sure she has been crying. (She stopped crying when she saw them)

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: "What have you been doing?". The boy replies: "Nothing, mum".

• Why is this in Present Perfect Continuous? Click on the button labeled "event 1". You can see that the boy is playing a computer game. Now click on the button labeled "event 2". In this scene, someone knocks at the door. It's his mother. In the next scene, she asks him "what have you been doing?". The use of Present Perfect Continuous is correct here because in this last scene Marcus no longer is playing a computer game (he stopped the moment he heard someone knocking at the door). This is exactly use 2 described above.

For and Since...

"Since" and "for" are very common time expressions used with the Present Perfect Continuous.
We use "for" with a period of time, for example:

• I have been living here for 20 years.

When talking about a starting point, we use "since", for example:

• I have been living here since 1960.

Form

To form a sentence in the Present Perfect Continuous, what you need is:

1. The proper conjugation of the auxiliary verb "to have".
2. The auxiliary verb "to be" in the Past Participle form: "been".
3. The Present Participle of your verb (verb + ing)

1. Auxiliary Verb "to have"
We conjugate the auxiliary verb "to have" the same way we would conjugate the normal verb "to have".

Person	Singular	Plural

Person	Singular	Plural
First	I have	We have
Second	You have	You have
Third	He/she/it has	They have

As you can see, the third person singular is irregular.

More examples:

• She has never seen my brother.
• Neither of my brothers has ever driven a truck.

2. Auxiliary verb "to be"
The past participle of the verb "to be" is "been". This is also an auxiliary verb, and you must never forget about it!

• I have working as a teacher for 10 years.

• I have been working as a teacher for 10 years.>

3. The Present Participle
The present participle is of a verb is a verb form that appears with the present tenses. The present participle is formed by adding -ing to the verb.

• talk + ing = talking
• be + ing = being

There are exceptions.

Positive Sentences

Subject	+	Auxiliary verb	+	Auxiliary verb	+	Verb + ing
e.g. I/a dog etc.		has/have		been		e.g. swimming/talking etc.

Examples		Use
	Have you been running?	(Use 2)
	Has Tom been walking the dog?	(Use 2)
	How long have you been learning English?	(Use 1)
	Q: What have you been doing there? A: I've been eating	(Use 1 or Use 2)

Questions

Auxiliary verb	+	Subject	+	Auxiliary verb	+	Verb + ing
has/have		e.g. I/a dog etc.		been		e.g. swimming/talking etc.

Examples		Use
	Have you ever seen this program?	(Use 1)
	Where has she lived for the past 21 years?	(Use 3)
	Have you found the telephone number?	(Use 1,2)
	Have you ever been to France?	(Use 1)
	Has anyone taken my bag?	(Use 1,2)

Negative Sentences

Subject	+	Auxiliary verb	+	Auxiliary verb	+	Verb + ing
e.g. I/a dog etc.		has not/have not		been		e.g. swimming/talking etc.

Examples		Use
	He hasn't taken any drug for two years	(Use 3)
	I haven't met my perfect partner yet	(Use 3)
	They haven't contacted you, have they?	(Use 1)

Past Simple Tense

Quick example:

• I was sleepy.
• He didn't learn any Italian when he was in Italy two year ago.
• I went to the cinema, bought popcorn and watched a movie.

We use the Past Simple to talk about actions that happened at a specific time in the past. The actions can be short or long. There can be a few actions happening one ofter another.

Use

1. Events in the past that are now finished
2. Situation in the past
3. A series of actions in the past

USE 1: Past actions that are now finished

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The first use of the Past Simple to express actions that happened at a specific time in the past. The actions can be short [1] or long [2].

Examples:

• John cut his finger last week. [1]
• I went to college 3 years ago. [2]
• He ate the dinner 1 hour ago. [1]
• I slept well last night. [2]

USE 2: Situation in the past

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Another use of this tense is talk about situations in the past.

Examples:

• If we had gone by taxi, we wouldn't have been late.
• If Mary had studied harder, she would have passed the exam.

USE 3: A series of actions in the past

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The Past Simple can also be used with a few actions in the past happening one after another.

Examples:

• He entered a room, lit a cigarette and smiled at the guests.

Form

Forming a sentence in the Past Simple is easy. To form a declarative sentence, all you need is the subject of the sentence (e.g. I, you, he, a dog) and the past form of your verb (e.g. was, talked, swam). Questions and negative sentences are only a little more difficult, because they require an auxiliary verb.

Declarative Sentences

Subject	+	Verb + ED or an irregular verb form
e.g. I/a dog etc.		e.g. worked/went/made

I saw two colorful fishes in the lake yesterday (Use 1)

Examples		Use
	He entered the room, lit a cigarette and smiled at the guests.	(Use 3)
	Mary tried the soup but it was too hot to eat.	(Use 1)
	I lived in New York for 10 years (I don't live there anymore).	(Use 2)
	They saw us playing football.	(Use 1)
	He married a woman who lived in the same village. (Use 1)	(Use 3)
	I ate the cake yesterday.	(Use 1)
	I have eaten the cake yesterday.

Time Expressions

Common time expressions (time adverbials) in the Past Simple are:

• yesterday
• the other day
• just now
• the day before yesterday

Questions

Auxiliary verb	+	Subject	+	Verb in the present form
did		e.g. I/a dog etc.		e.g. work/go/make

Examples		Use
	How long did he work there?	(Use 1)
	Did the telephone ring?	(Use 1)
	Did you see that?	(Use 1)

Negative Sentences

Subject	+	Auxiliary verb + not	+	Verb in the past form
e.g. I/a dog etc.		didn't		e.g. worked/went/made

Examples		Use
	He didn't learn any Italian when he was in Italy two year ago.	(Use 1)
	I wasn't at my grandma's when you came.	(Use 1)
	He didn't get any good grades when he attended school.	(Use 3)

PRESENT SIMPLE TENSE

Present Simple

Quick example:

• I live in New York.
• We play football every day.
• The meeting starts at 3 p.m.

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The Present Simple is the most basic and common tense in the English language. It is also an interesting tense because it can express both the present and the future.

Use

1. Facts and generalization
2. Habits and routines
3. Permanent situations
4. State verbs (e.g. be, have, think, know)
5. Fixed / official arrangement that we can't change
6. Narrations (e.g. telling a story or a joke)

Note

Apart from the above uses, this tense is also used in:

• Zero Conditional - If it rains, I go play football.
• First Conditional - We won't get our pocket money, if we don't pass this exam.
• In sentences after "when", "before", "till", "after", "as soon as" ("Before you leave, please take the keys").

USE 1: Facts and Generalizations

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The first and most important use of the Present Simple is to talk about things we believe are (or are not) true. It's also used to generalize about somebody or something.

Examples:

• It is a big house.
• He talks a lot.
• Berlin is the capital city of Germany.
• Buenos Aires is a large city.
• The Elephant doesn't fly.
• Dogs don't smoke cigarettes.
• A dog is not large than an elephant
• London is the capital city of France. (Remember: the sentence doesn't have to be true)

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s: "The Earth goes around the Sun".

• Why is this in Present Simple? Because the scientist expresses a fact, something that he believes is true (in this case, he is right: the Earth really goes around the Sun).

USE 2: Habits and Routines

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We also use this tense to indicate that an activity is a habit or a routine.

Examples:

• We leave for work at 7.30 every morning.
• Susan often meets with her friends after school.
• They usually play football on Sunday.
• Mark rarely visits his sick grandmother.

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The Present Simple tense is often used with the frequency adverbs:

Adverbs of frequency

Adverbs of frequency say how often an activity happens. We can use one word or a phrase.
Examples:

• always
• never
• frequently/often
• usually
• seldom/rarely
• nowadays
• every week/year
• sometimes/occasionally
• from time to time

Here are a few examples of how to use them in sentences:

• I always go to church on Sundays.
• I never eat anything after 10 p.m.

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: "I play basketball every Friday"

• Why is this in Present Simple? Because the boy talks about a habit, something that he does regularly.

USE 3: Pernament Situations

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Use the Present Simple to talk about situations in life that last a relatively long time.

Examples:

• I live in Boston
• He works as a fireman.
• Margaret drives a Porsche.
• Jerry doesn't teach maths at high school.

USE 4: State Verbs

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You should use the Present Simple with state verbs.

Examples:

• I like swimming.
• We know this man.
• Margaret drives a Porsche.
• Jerry doesn't teach maths at high school.

USE 5: Fixed / Official arrangements

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Use the Present Simple to talk about events that we can't change (for example, an official meeting or a train departure).

Examples:

• The meeting starts at 4 pm.
• The train leaves at the noon.
• When does the plane take off?
• Jerry doesn't teach maths at highschool.

USE 6: Narrations

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The Present Simple is also used in narrations (e.g. to tell a story or a joke).

Examples:

• A man goes to visit a friend and is amazed to find him playing chess with his dog. He watches the game in astonishment for a while [...]

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Good to know...

Some of the verbs used in the simple form can also appear in the continuous form. This is typically when they have an active meaning or emphasize change.

Examples:

• I'm thinking of moving to San Francisco
• I'm loving your new hairdo!

  Form

Forming a sentence in the Present Simple is easy. To form a declarative sentence, all you need is the subject of the sentence (e.g. I, you, he, a dog) and the verb (e.g. be, talk, swim). Questions and negative sentences are only a little more difficult, because they require an auxiliary verb.

Declarative Sentences

Subject	+	Verb
e.g. I/a dog etc.		e.g. work/go/make

Examples		Use
	A dog is an animal	(Use 1)
	I learn English twice a week	(Use 2)
	I have two eggs	(Use 4)
	The course starts in April	(Use 5)
	I come from Basil	(Use 3)
	I'm having two eggs

Questions

Auxiliary Verb	+	Subject	+	Verb
do or does		e.g. I/a dog etc.		e.g. work/go/make

Questions require the auxiliary verb to do or, in the third person singular, does.

Compare these examples:

• A: Does she like going to the mountains?
• B: Yes, she does.

• A: Does John have a dog?
• B: No, he doesn't.

Keep in mind that when you ask a question, the verb does not conjugate:

• Does she have a dog?
• Does she has a dog?

For the verb to be, we do not use an auxiliary:

• Is he tall?
• Does he be tall?

Negative Sentences

Subject	+	Auxiliary verb+not	+	Verb
e.g. I/a dog etc.		do not (don't) / does not (doesn't)		e.g. work/go/make

Contracted forms

• do + not = don't
• does + not = doesn't

Examples Use They don't live in New York anymore (Use 3) I don't like winter (Use 4) They don't live in New York anymore (Use 3) He doesn't go to the cinema at all (Use 2)