Teaching Writing Reount Text Through Email

Teaching Writing Reount Text Through Email
By :
NYAI DAHLIA ATMIYANTI
07211210209
SEMESTER VI.B
FACULTY TEACHER TRAINING AND EDUCATION ENGLISH OF EDUCATION
UNIVERSITY OF IBN KHALDUN BOGOR
2010
INTRODUCTION
Background of the Study
Writing is one of important basic to learn english because in writing skill the teacher can know about her student’s skill, and also of writing many kinds of books in which those are spread in different countries. In Indonesia there are many kinds of foreign books written in English, whether they are medical, Economical, Botanical, or other books, they claim Indonesian students to be able to learn and to use English in schools or in society in order that the books they read can be applied in various fields so that the development of science and technologies in Indonesia can be obtained.
Email, is a computer based method of sending messages from one computer user to another. These messages usually consist of individual pieces of text which you can send to another computer user even if the other user is not logged in (i.e. using the computer) at the time you send your message. The message can then be read at a later time. This procedure is analogous to sending and receiving a letter. Originally, email messages were restricted to simple text, but now many systems can handle more complicated formats, such as graphics and word processed documents.
THEORETICAL OF FOUNDATION
Recount Text
Definition of Recount
Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative
Generic Structure of Recount
1. Orientation: Introducing the participants, place and time
2. Events: Describing series of event that happened in the past
3. Reorientation: It is optional. Stating personal comment of the writer to the story
Language Feature of Recount
• Introducing personal participant; I, my group, etc
• Using chronological connection; then, first, etc
• Using linking verb; was, were, saw, heard, etc
• Using action verb; look, go, change, etc
• Using simple past tense
Email
Definition of email
Email is a computer based method of sending messages from one computer user to another. These messages usually consist of individual pieces of text which you can send to another computer user even if the other user is not logged in (i.e. using the computer) at the time you send your message. The message can then be read at a later time. This procedure is analogous to sending and receiving a letter. Originally, email messages were restricted to simple text, but now many systems can handle more complicated formats, such as graphics and word processed documents.
When mail is received on a computer system, it is usually stored in an electronic mailbox for the recipient to read later. Electronic mailboxes are usually
special files on a computer which can be accessed using various commands. Each user normally has their individual mailbox. It is straightforward to send electronic mail between users of different computer systems which are connected to major networks. Most major academic and research institutions and companies throughout the world can now be reached by electronic mail. In addition, a growing number of individuals can be contacted in this way. In the UK, most academic and research institutions are linked by a network called JANET (or Super JANET). This is effectively part of the Internet, so email can be exchanged with most national and international networks.
RECOUNT TEXT
What is it? -It is a text that tells us about what had happened in series of events in sequence. What is the function? -To tell an event in the past time chronologically What is the generic structure of recount text? -Orientation -Series of events -Reorientation What is Orientation? -In orientation the writer at least introduces the main character(s), the location and the time. To make it easier we can answer the questions: *Who involved in the story? *Where it happened? *When it happened? What are series of events? -In series of events the writer writes the events chronologically. It begins from the first event, followed by the second event to the last event. The sums of events depend on the creativity of the writer. What is reorientation? -In reorientation the writer draw a conclusion or gives comment about the story. Not all recount text closed by reorientation. It is optional.
Example of Recount:
There were so many places to see in Bali that my friend decided to join the tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the first three days swimming and surfing on Kuta beach. He visited some tour agents and selected two tours. The first one was to Singaraja, the second was to Ubud.
On the day of the tour, he was ready. My friend and his group drove on through mountains. Singaraja is a city of about 90 thousands people. It is a busy but quiet town. The streets are lined with trees and there are many old Dutch houses. Then they returned very late in the evening to Kuta.
The second tour to Ubud was a very different tour. It was not to see the scenery but to see the art and the craft of the island. The first stop was at Batubulan, a center of stone sculpture. There my friend watched young boys were carving away at big blocks of stone. The next stop was Celuk, a center for silversmiths and golden smiths. After that he stopped a little while for lunch at Sukawati and on to mass. Mass is a tourist center
My friend ten-day-stay ended very quickly beside his two tours, all his day was spent on the beach. He went sailing or surfboarding every day. He was quiet satisfied.
had to get a mob of ewes and their lambs into the yards for shearing the next day. Then it was time for tea (that’s what my nana calls dinner).
Reorientation: This was a very long day but I enjoyed it a lot.
Our trip to the Blue Mountain
Orientation On Friday we went to the Blue Mountains. We stayed at David and Della’s house. It has a big garden with lots of colorful flowers and a tennis court.
Event 1 On Saturday we saw the Three Sisters and went on the scenic railway. It was scary. Then, Mummy and I went shopping with Della. We went to some antique shops and I tried on some old hats.
Event 2 On Sunday we went on the Scenic Skyway and it rocked. We saw cockatoos having a shower
Reorientation In the afternoon we went home.
What is email?
Electronic mail (also known as email or e-mail) is one of the most commonly used services on the Internet, allowing people to send messages to one or more recipients. Email was invented by Ray Tomlinson in 1972.
Why use email?
The operating principle behind email is relatively simple, which has quickly made it the most popular service used on the Internet. As with a traditional postal service, for your message to reach your recipient, all you need to know is their address. Its two main advantages over "paper mail" are the speed at which the email is sent (practically instantaneous) and the lower cost (included with the cost of an Internet connection).
What's more, email can be used to instantaneously send a message to several people at once.
Email addresses
Email addresses (both for senders and recipients) are two strings separated by the character "@" (the "at sign"):
user@domain
The right-hand part describes the domain name involved, and the left-hand part refers to the user who belongs to that domain. One or more mail servers (MX records in the Domain Name System) correspond to each domain.
An email address can be up to 255 characters long and can include the following characters: Lowercase letters from a to z; Digits The characters ".","_" and "-" (full stop, underscore, and hyphen)
In practice, an email address often looks something like this:
firstname.lastname@prov
ANALYSIS DATA
Recount Text a text written to retell for information or entertainment. A fictional narrative recount may consist of scene-setting, a starting point, a problem, account and a conclusion. The language is descriptive, and there may be dialogue. Characters are defined and often named. A non-fiction recount may begin with a scene-setting introduction.
Recount writing
This is a teaching strategy that can be used to lead into recount writing.
Card Trick for free writing
Give each student three cards.
Card One
Ask students to list all the places and people they saw during the holidays (1 minute brainstorm).
Students then share the list with a friend.
Have students place a circle around one thing they would like to share more about.
Card Two
Ask students to draw or write as many words as they can think of that describe the circled place or person.
Have students share their words with a partner (1-2 minutes).
Card Three
Ask students to use the words from Card Two and write about the place or person circled on Card One for three minutes non-stop.
Have students read their writing to a friend.
(This activity lends itself to a wide range of uses.)
A Recount Plan: Beginning Who Where What When
Series of events
• • • •
Personal comment
Strategies for teaching procedural text writing Read to and with students a range of procedural texts, highlighting the purpose of the text, the sequential nature of the text and the use of verbs as sentence beginnings. The structure of procedural texts can be explored through: *reconstruction activities - cutting up instructions and students reordering
them -, highlighting the sequencing events in this text type. *sequencing activities - giving students a series of pictures outlining a procedure, students write accompanying instructions *modeled writing of a procedure after a class experience Students write their own procedures during guided and independent writing. Teachers provide a stimulus for procedural text writing by using activities such as the following: *Students make popcorn, marshmallow rabbits etc. Following the cooking experience students record the process in the form of a recipe. *Students conduct science experiments and record the steps in the form of a scientific procedure. *Students make something eg. Puppets, masks, present. They can record what they have done in the form of a set of instructions. *Students play games and write instructions.
Teaching email
I remember my first lesson on how to write a letter: how to address an envelope, the rigid explanation of formatting differences between business and personal, the impressive-sounding terms for the parts of a letter (the salutation, the complimentary closing, the postscript). It was in elementary school language arts class. We wrote letters and the teacher marked them up in red pen. Commas missed after “Dear Mr. President and things like that.
They understandably assumed that letter writing would be one of the most common ways that I expressed myself to other people. Little did they suspect that letter writing would be almost entirely supplanted by the writing of emails? In fact, letter writing is still important because it is so infrequent. It is a way to get noticed. Writing a letter, to a company which has pissed me off, to my senator, or to a company I want to hire me, is the epistolary equivalent of breaking out the big guns. Far, far more pedestrian is the humble email to which most of my written communication is consigned.
As regular readers may have guessed, I’m often appalled at how bad some people are at communicating through the medium of email.
This is why I think that email should be an important part of elementary education. And, it should be taught by teachers of language. (Tangent ally, in my day they called this subject “language arts,” which I suspect is a rebranding of the subject “English.” I have no idea what they call it these days.) Email is (or should be) no longer any more mystifying to a 10 year old than the postal service—so we don’t need computer/technology teachers to introduce it. Using language to communicate is what email is all about, and kids will need more guidance on how to write emails than they will on how to send them.
Letter writing and email writing share a similar core, but should really be taught as distinct media. A fundamental reality of email in today’s world is the sheer volume that people receive, unparalleled by letter-writing that proceeded it. Most people will decide in a matter of seconds whether or not an email is worth the time to ever 1) read or 2) resend to. In order to have any hope of getting their message across, students need to know how to write emails that sound out clearly among the constant noise—not an easy task for beginning writers! They need to know the importance of writing good subject lines, how to get to the point quickly in the body of the email, and how to make it clear (and easy for their recipient to respond with) what they want.
They should be taught the (only slightly) technical details of email, just like we did for letters: how to address it, the parts (To:, From:, CC:, BCC:, Subject:, then the familiar salutation, body, closing), how to format not only original emails, but forwards and replies as well, the difference between HTML and Plaintext. They should be introduced to all the fun that can be had with formatting, colors, fonts, pictures, hyperlinks and the tag, have their little hearts broken when it doesn’t display like they intended on their friend’s email client, and then be gradually weaned away from all the bling to find styles that fit the tone and purpose of the email.
If there are any elementary school teachers out there, I’d love to collaborate on writing some lesson plans for this. Get in touch!
Establish an email dialogue between students from different schools who are reading the same book.
When high school teacher Karen Murar and college instructor Elaine Ware, teacher-consultants with the Western Pennsylvania Writing Project, discovered students were scheduled to read the August Wilson play Fences at the same time, they set up email communication between students to allow some "teacher less talk" about the text.
Rather than typical teacher-led discussion, the project fostered independent conversation between students. Formal classroom discussion of the play did not occur until students had completed all email correspondence. Though teachers were not involved in student online dialogues, the conversations evidenced the same reading strategies promoted in teacher-led discussion, including predication, clarification, interpretation, and others.
Ease into writing workshops by presenting yourself as a model.
Glorianne Bradshaw, a teacher-consultant with the Red River Valley Writing Project (North Dakota), decided to make use of experiences from her own life when teaching her first-graders how to write.
For example, on an overhead transparency she shows a sketch of herself stirring cookie batter while on vacation. She writes the phrase 'made cookies' under the sketch. Then she asks students to help her write a sentence about this. She writes the words who, where, and when. Using these words as prompts, she and the students construct the sentence, "I made cookies in the kitchen in the morning."
Next, each student returns to the sketch he or she has made of a summer vacation activity and, with her help, answers the same questions answered for Bradshaw's drawing. Then she asks them, "Tell me more. Do the cookies have chocolate chips? Does the pizza have pepperoni?" These facts lead to other sentences.
Rather than taking away creativity, Bradshaw believes this kind of structure gives students a helpful format for creativity.
CONCLUSION OF RECOUNT TEXT AND EMAIL
What is it? -It is a text that tells us about what had happened in series of events in sequence. What is the function? -To tell an event in the past time chronologically What is the generic structure of recount text? -Orientation -Series of events -Reorientation What is Orientation? -In orientation the writer at least introduces the main character(s), the location and the time. To make it easier we can answer the questions: *Who involved in the story? *Where it happened? *When it happened? What are series of events? -In series of events the writer writes the events chronologically. It begins from the first event, followed by the second event to the last event. The sum of events depends on the creativity of the writer. What is reorientation? -In reorientation the writer draw a conclusion or gives comment about the story. Not all recount text closed by reorientation. It is optional.
Have a nice try in making a recount text
What is email?
Electronic mail (also known as email or e-mail) is one of the most commonly used services on the Internet, allowing people to send messages to one or more recipients. Email was invented by Ray Tomlinson in 1972.
Why use email?
The operating principle behind email is relatively simple, which has quickly made it the most popular service used on the Internet. As with a traditional postal service, for your message to reach your recipient, all you need to know is their address. Its two main advantages over "paper mail" are the speed at which the email is sent (practically instantaneous) and the lower cost (included with the cost of an Internet connection).
What's more, email can be used to instantaneously send a message to several people at once.
While e-mail is now already considered a relatively "low-tech" medium, it can bring effective benefits to the process of learning a foreign language. The most important benefit is its potential to offer learners opportunities for much more valuable communicative interaction in the target language than was ever possible in the traditional foreign language classroom.
REFERENCES
Greef, C. (1995). Summary of school text types in science [Draft]. Disadvantaged Schools Program.
Anderson, M. & Anderson, K. (2005). Text types in English 1. Macmillan: South Yarra.
Anderson, M. & Anderson, K. (2004). Text types in English 2. Macmillan: South Yarra.
Literacy Committee, St Andrew’s Cathedral School
Bauman, J. (2000). Extend class discussion activities via cyberspace. In K. Ryan (Ed.), Recipes for Wired Teachers (pp. 54-55). Tokyo: Japan Association of Language Teaching.
Beauvois, M. H. (2002). E-Talk: Attitudes and Motivation in Computer-Assisted Classroom Discussion. Computers and the Humanities 28, 177-190.
Beauvois, M. H. (2002). Computer-Mediated Communication (CMC): Technology for Improving Speaking and Writing. In Michael D. Bush and Robert M. Terry (Eds.), Technology-Enhanced Language Learning. (pp. 165-184). Lincolnwood, IL: National Textbook Company.