Learning Tasks M1 LA3 Part 1: Getting to
Know with Analytical Exposition Texts
TASK 1
In this activity, you will have to read two
analytical exposition texts. Make necessary notes of the key features. It may
facilitate you in doing the other tasks. Enjoy it.
Text
1
In
Australia there are three levels of government, the federal government, state
governments and local governments. All of these levels of government are
necessary. This is so for a number of reasons.
First,
the federal government is necessary for the big things. They keep the economy
in order and look after things like defence. International affairs are also
important to handle. For example they carry out mutual collaboration with other
nations in the world.
Similarly,
the state governments look after the middle sized things. For example they look
after law and order, preventing things like vadalism in schools. Crimes occurring
in a particular state need quick and instant solution. This will take long time
if they are handled by federal government.
Finally,
local governments look after the small things and daily matters. They look
after things like collecting rubbish, otherwise everyone would have diseases.
Thus,
for the reasons above we can conclude that the three levels of government are
necessary.
(Adapted from (Gerot, L., & Wignell, P. (1994).
Making Sense of Functional Grammar).
Text
2.
Learning from Television
Traditionally,
educators have perceived television as not particularly beneficial to literacy
development. Concerns were fueled by findings suggesting that with the
introduction of television people spend less time reading books and reading
scores decline. As our society is striving to make adjustments to the decline
in literacy skills, new ways of learning and teaching are being explored,
educators are becoming interested in exploring the educational potential of
television. Therefore, the interest in television as an educational medium has
increased for several reasons.
First,
existing educational television programs that were developed to enhance the
literacy development of both children and adults have been quite successful in
achieving their intended outcomes. This has been reported in several researches
dealing with such things such as television supported distance learning
programs from the Open University in Great Britain.
Second,
because television is a very accessible medium, it has the potential to reach
learners that have not been able to participate in traditional adult literacy
programs. Television is accessible both in terms of its technology and in terms
of its content. By 1985, 99% of all US households had a least one television
set. Moreover, viewers are intimately familiar with the content of television
and tend to associate it with pleasurable experience because of its power to
entertain
Finally,
the development of new visual technologies makes it possible to provide users
with more control and interactivity and thus to adapt televised instruction to
the needs of a variety of learners and learning styles.
To
conclude, many teachers in UK are recently becoming aware to benefit the
potential of television programs to support the teaching processes.
Note for task
1:
Both of the
texts have thesis, arguments, and reiteration or conclusion.
Task 2
Answer the questions in the attachment below
to check your comprehension about the social function, text structures, and the
lexico-grammatical features of analytical exposition texts.
Questions
|
Answers
|
1.
Where can you probably find the
first text to read?
|
We can find
the first text in magazine, Newspaper article especially in politic issues
|
2.
Where can you probably find the
second text to read?
|
We can find
second text in magazine about education and in an academic lecture
|
3.
Who might be interested in
reading the first text?
|
Politician,
state officers, and academic people might be interested in reading the first
text.
|
4.
In text 2, which sentence is stating the writer’s position to introduce his
ideas?
|
As our
society is striving to make adjustments to the decline in literacy skills,
new ways of learning and teaching are being explored, educators are becoming
interested in exploring the educational potential of television
|
5.
How does the writer of text 2 arrange his ideas in the text?
|
The writer presents arguments or opinions that support the
thesis of the text.
|
6. Does the writer of text 1 use ‘the present tenses’ to write
his ideas in the text?
|
Yes, he does
|
7. Can you identify the internal
conjunction and causal conjunction in both texts? Write them in your answers.
|
Text 1 : First, Similarly, Finally, otherwise, Thus, Text 2. :First, Second, because, moreover, because of, Finally |
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