monolog texts
TRANSCRIPT
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STAGING/GIVING MOVES TO GENRE (Rhetorical Development)
• EACH GENRE HAS ITS FUNCTION / SOCIAL PURPOSE
• EACH GENRE HAS ITS TEXT/GENERIC STRUCTURE
• EACH GENRE USES DIFFERENT LANGUAGE FEATURES / LEXICOGRAMMAR POINTS
1. NARRATIVE
IT IS USED TO ENTERTAIN, that is to gain and hold the reader’s interest in a
story.
TO TEACH and TO INFORM writer’s reflections on experience
IT CAN BE IMAGINARY or FACTUAL (fairy tales, mysteries, fables, romances,
adventures stories, myths and legends), or it can be complicated event that
leads to a crises that finally find a solution
Generic structure: N A R A T I V E
ORIENTATION
- introduces participants/character (who)
- sets the scene (when & where)
COMPLICATION
- Development of a Crises: a crisis arises, something happened
unexpectedly
RESOLUTION
- Solution of the crisis: for better or for worse
RE-ORIENTATION
- closing to the narrative (optional)
- coda: changes of characters, lesson taken from the story
LANGUAGE FEATURES OF NARRATIVE
• Certain nouns are as pronoun of person, animal, certain thing in a story. E.g..
Stepsister, house work.
• Adjectives that form noun phrases, for example : long black air, two red apples,
etc.
• Time connectives and conjunction to arrange the events, for example: then,
before that, soon, etc.
• Adverb and adverbial phrase to point the place of event, for example: here, in
the mountain, happily ever after.
• Action verbs are past tense: stayed, climbed, etc.
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• Saying verbs that refer to what the human participants said, told, promised; and
thinking verbs indicating thought, perception or feeling of the characters in a
story, for example: felt, thought, understood
• Dialog often included and the tenses change according to the circumstances
Example and Generic Structure
Orientation
Once upon the time the live a little girl named snow White.
Complication; Development of the crises
One day she heard her uncle and aunt talking About leaving Snow White in the
castle because They both wanted to go to American and they Didn’t have enough
money to take Snow White.
Resolution of the crises
Snow White did not want her uncle and Aunt to do this so she decided it would
be best if she ran away. The next morning she ran away into the woods
Complication; Development of the crises
Then she saw this little cottage. She knocked but no one answered so she went
inside and fell asleep
Resolution of the crises
Mean while, she seven dwarfs were coming home from work They went inside.
There they found Snow White sleeping. Then Snow White woke up She saw the
dwarfs said, “What is your name? Snow White said, “My name is Snow White” And,
one of the dwarfs, said, “If you wish, You my live here with us. Snow White said,
“Oh could I? Thank you.” Then Snow White told the dwarfs the hole story and snow
white and the 7 dwarfs lived happily ever after.
2. R E C O U N T
IT IS USED TO TELL PAST EXPERIENCE (what we or someone did, what took
place) that is aimed at informing and entertaining
TYPES:
o Personal recount ( retelling of an activity that the speaker/writer has
been personally involved) e.g. oral anecdote, diary entry, biography
o Factual recount (recording the particulars of an incident e.g. police
report, news report)
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o Imaginative recount (taking on an imaginary role and giving details of
events) e.g. a day in the life of ………
Generic Structure: R E C O U N T
ORIENTATION
provides information about the setting (when & where) and introduces
participants/character (who)
EVENTS
tell what happened, in temporal sequence (personal comment/expression of
evaluation)
RE-ORIENTATION (optional)
closure of events (e.g. comments or conclusion)
LANGUAGE FEATURES OF RECOUNT
• Noun and pronoun as substitution of person, animal, involved thing, E.g.: David,
the Monkey, We, etc.
• Specific participants (Mr./Mrs ……, our dog, the thief)
• Simple past tense
• Action verbs/material processes (went, slept, ran, caught, arrived, bought,
looked at)
E.g. He went to the zoo; She was happy.
• Temporal sequence (on Friday, one day, at the beginning, in the end, first, then,
next, before, later, finally, etc)
Example and Generic Structure
Orientation
On Friday we went to the blue montains. We stayed at David and delta’s house.
It has a big garden with lots of colorful flowers and a tennis court.
Complication; Development of the crises
On Sunday we saw the Three Sisters and went on the scenic railway. It was
scary. Then, Mummy and went shopping with Della. We went to some antique
shops and I tried on some old hats.
Closing
On Sunday we went on the scenic Skyway and it rocked. We saw cockatoos
having a shower. In the afternoon we went home.
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3. NEWS ITEM
It is used to report to the readers, listeners or viewers about events of the day which
are considered newsworthy or important.
Generic Structure: NEWS ITEM
NEWSWORTHY EVENT(S)
recounts of the event in summary form
BACKGROUND EVENTS
elaborate what happened, to whom, in what situation/circumstances
SOURCES
original comments by participants, witnesses to and authorities expert on the
event,etc.
Language Features of News Item
• Short, telegraphic information about story captured in headline
• Use of material processes/action verbs to retell the story or event
• Use of projecting verbal processes in “Source” stage (e.g. the police said…; the
witness thought …)
• Using adverb like: badly injured, the most beautiful bride in the world.
• Focus on circumstances (e.g. last night, just this morning, at that time, etc)
Example and Generic Structure
Town Contaminated
NEWSWORTHY EVENT
Moscow: A Russian journalist has uncovered evidence of another Soviet nuclear
catastrophe, which killed 10 sailors and contaminated an entire town
Background/elaboration
Velena Vazrshavskya is the first journalist to speak to people who witnessed the
explotion of a nuclear submarine at the nava bas of shkotovo – 22 near
Vladivostock.
The accident, which occurred 13 months before the Chaernobyl disaster, spread
radioactive fall – out over the base and nearby town, but was covered up by
officials of the Soviet Union.
Residents were told the explosion in the reactor of the Victor class submarine
during a refit had been a thermal and not a nuclear explosion. And those involved
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in the clean up operation to remove more than 600 tones of contaminated material
were sworn to secrecy.
SOURCE OF INFORMATION
A board of investigators was later to describe it as the worst accident in the
history of the Soviet Navy.
4. DESCRIPTION
Is used to describe a particular thing/object, place, or person.
For example: My cat, My bike, My favorite room in the house, The Wildest Amazon
River, My favorite actor.
Generic Structure of DESCRIPTION
IDENTIFICATION
(Pengenalan subject)
: identifies phenomenon to be described
DESCRIPTION
: describes parts (Ciri-ciri subject, physical appearance), qualities, general
attitude, characteristics
LANGUAGE FEATURES
• Use certain noun: teacher, house, my cat.
• Use of simple present tense
• Use of attributive and epithets (e.g. adjectives)
• Detail noun phrase to give information about subject, for example: it was a large
open rowboat, a sweet young lady, etc.
• Vary of adjectives to describe, number, classify for example: two strong legs,
sharp white fang, etc.
• Relating verb to give information about subject such as: my mom is really cool, it
has very thick fur, etc.
• Thinking verb and feeling verbs to express writer’s view about subject, such as:
Police believe that suspect is armed, I think it is a clever animal, etc.
• Action verbs, like: Our new puppy bites our shoes, etc.
• Adverbial to give additional information about behaviour, for example: fast.
• Figurative language, for example simile, metaphor; John is white as chalk.
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Example and Generic Structure
SUBJECT
Macquarie University is one of the largest Universities in Australia. This year, in
2004, it celebrates its 40th anniversary.
DESCRIPTION
The university is located at the north Ryde Greenbelt, Sydney, where the New
South Wales’s government sets aside 135 hectares for the institution. In 1964,
Macquarie area was a surrounding have evolved beyond recognition. The North
Ryde District has grown in a district of intensive occupation anchored by a vibrant
and growing university. Blessed with a fortune location and room to breathe,
Macquire can be proud of that careful planning that retains and enrich the
university’s most attractive natural features. A pleasing balance between buildings
and plating is evident across the campus. This emphasis on the importance of
landscape has created images of Macquire as a place that members of the
University are most likely to pleasurably recollect. One of the highlights of the
landscape is the Mars Creek Zone. It emprises landscaped creek sides and valley
floor, a grass amphitheatre, and artificial lake … surrounded by rocks and pebbles,
native plants and eucalypts. Today, a railway station is under construction. In three
years 1 time, Macquirie will be the only university in Australia with a railway station
on site. Macquirie is pulsed to be the most readily accessible in Sydney region by
rail and motorway, yet retaining its beautiful site.
5. R E P O R T
Is used to document, organize and store factual information on a topic
Is used to classify and describe the phenomena of our world
To talk about a whole class of things, e.g. Bikes, plants, animals, phones
Examples: news reports, science reports, weather reports
To inform something as it is
It is the product of systematic or analyses observation
Something described can be: natural phenomena, environment, made up-things,
social phenomena. Descriptive part can be: general conclusion, such as Whale is
mammal because it gives birth.
To make this report students need to observe, compare the whale with aother
animals whose characteristics are the same.
For example:
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- A simple house (by describing this house characteristics, it can be called a
simple house)
- A hospital
- School canteen
generic structure: R E P O R T
GENERAL CLASSIFICATION
: tells what the phenomenon under discussion is
DESCRIPTION
: describes the phenomenon in terms of parts, qualities, habits or behaviors
LANGUAGE FEATURES OF REPORT
• Generalized participants: a whole class of things (volcanoes, newspapers, the
royal family)
• Action verbs/material processes
• Simple present tense. It states general thing, like: Komodo dragon usually weight
more than 160 kg.
• Language for defining, classifying, comparing, contrasting (are called, belong to,
can be classified as, are similar to, are more powerful than)
• May contain technical vocabulary e.g. water contains oxygen and hydrogen
• Is written in a formal and objective style
Example and Generic Structure
GENERAL CLASSIFICATION/STATEMENT OF THE REPORTED OBJECT:
The white pelican is one of the most successful fish eating birds. The success is
largely due to its command hunting behavior. A group, perhaps two dozen birds, will
gather in curved are some distance offshore. The birds then begin to move forward
towards the shore, beating the water furiously with their wings, driving the fish before
them.
DESCRIPTION
When the water is shallow enough for the birds to reach the fish, the formation
breaks up as its meal. As the bird lifts its head, the water drains from its bill leaving the
fish which are then swallowed.
Pelicans are among the oldest group of birds, Foss is of this genus have been
found dating back 40 million years.
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6. E X P L A N A T I O N
To explain the processes involved in the formation or workings of natural or
socio cultural phenomena
To give reasons why things are they are
Examples: texts in science or social studies
Generic structure: EXPLANATION
A GENERAL STATEMENT
to position the reader
A SEQUENCED EXPLANATION OF WHY OR HOW SOMETHING OCCURS/
HAPPENS
Language Features of Explanation
• Focus on generic, non-human participants
(e.g. clouds, rains, the air, moisture, gas, petrol, oil, urbanization, flood, tornado)
• Use of simple present tense, passive voice is used sometimes to get theme right.
• Use mainly of Material and Relational Process
• Use of temporal circumstances and conjunctions (e.g. before, first, then, in the
end, finally)
• Use of causal conjunctions (e.g. if, when, until, so, as, why)
Example and Generic Structure
Bread
A GENERAL STATEMENT
Almost everyone eats bread daily, especially for breakfast. Bread making is not a
complicated task. You must have an oven, water, sugar, salt, flour, and yeast. The
basic ingredient is flour comes from wheat. There are two kinds of flour, which is
the soft, and the hard one.
A SEQUENCED EXPLANATION OF WHY OR HOW SOMETHING OCCURS/HAPPENS
Hard flour, made by winter wheat, is better choice for making bread. Bread
using hard flour produces better texture and taste, Luke warm water is added to
the flour to make dough.
Yeast is a microscopic organism. The size may not be impressive but it is capable
of producing carbon dioxide. It is also easy to use. Powered yeast needs only be
dissolved in water to be used instantly. Yeast works best in the presence of sugar
and warmth.
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Besides, encouraging yeast to grow quickly in the dough, sugar is added to give
flour to the bread. Salt is added for same purpose, to make the bread taste nice.
However, it has the reverse effect on yeast, unlike sugar. The next ingredient is oil;
com oil, peanut oil or butter. It is essential for making the bread tender. After
mixing with all these ingredients, the flour is hand beaten before sent to the oven
7. DISCUSSION
It is to present (at least) two points of view about an issue
Generic structure of Discussion
ISSUE
- Statement
- Preview
ARGUMENTS FOR AGAINST OR STATEMENT OF DIFFERING POINTS OF VIEW
*Pro-Point
- Main Point (gagasan pokok 1)
- Elaboration (uraian)
*Kontra-Point
- Main Point (gagasan pokok 2)
- Elaboration (uraian 2)
CONCLUSION OR RECOMMENDATION
Language Features of Discussion
• Focus on generic human and generic non-human Participants
• General noun stating category such as: uniforms, alcohol, etc.
• Relating verbs giving information about discussed issue, e.g.: smoking is harmful.
• Thinking verbs (mental process) expressing writer’s idea, e.g.: feel, believe, hope,
etc.
• Use of Material process, e.g.: has produced, have developed, to feed, etc.
• Use of Relational Process, e.g.: is, are, cause, etc.
• Modalities, like: perhaps, must, should, should have been, could be, could have
• Use of Comparative: Contrastive and Consequential conjunctions to relate
argument, e.g.: similarly, on the other hand, however, etc
• Adverb of Manner: hopefully, deliberately
• Detailed noun group, like: the dumping of unwanted kittens, etc.
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Example and Generic Structure
Homework
ISSUE
- STATEMENT/PREVIEW
I have been wondering if homework is necessary.
ARGUMENT
- SUPPORTED POINT
I think we should have homework because it helps us to learn and revise or
work. Homework helps people who aren’t very smart to remember what they have
learned. Homework is really good because it helps with our education.
- STATEMENT OF DIFFERENT POINT OF VIEW/CONTRADICTED IDEA:
But, my times, doing homework is not a great idea. I think we shouldn’t have
homework because I like to go out after school to a restaurant or the movies.
Sometimes homework is boring and not important. I think homework is bad
because I like to play and discuss things with my family.
8. Analytical Exposition
To persuade the reader or listener that there is something that, certainly, needs
to get attention
To analyze a topic and to persuade the reader that this opinion is correct and
supported by arguments
Examples: argumentative essay, exploratory essay
Generic structure of Analytical Exposition
THESIS
- Position: introduces topic and indicates writer’s position.
- Preview: give outlines of the arguments to be presented.
ARGUMENTS
- Point: restates main arguments
- Elaboration: elaborate or develop and support each point/the argument with
evidence, facts, etc.
REITERATION
restates writer’s position
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Language Features of Analytical Exposition
• Focus on generic human and non-human participants, e.g.: car, pollution, leaded
petrol car
• Use abstract noun, e.g.: policy, government
• Use of relational processes, e.g.: It is important
• Modal verbs, e.g.: we must preserve
• Modal adverbs, e.g.: certainly we.
• Connective or Use of internal conjunction to state argument, e.g.: first, secondly,
then, finally)
• Evaluative language, e.g.: important, valuable, trustworthy, etc.
• Giving reasons through causal conjunction
• (e.g. so, thus, therefore, hence)
• Use of present tense
• Passive sentence
•
Example and Generic Structure
CAR SHOULD BE BANNED IN THE CITY
THESES
Car should be banned in the city. As we all know, cars create pollution, and
cause a lot of road and other accidents.
ARGUMENT
Firstly, cars, as well as we all k now, contribute to most of the pollution in the
world. Car emit a deadly gas that cause illnesses such as bronchitis; lung cancer,
and triggers’ off asthma. Some of these illnesses are so bad that people candled
from them.
Secondly, the city is very busy. Pedestrians wander everywhere and cars
commonly hit pedestrians in the city, which causes them to die. Cars today are our
roads biggest killers.
Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at
night, or concentrate on your homework, and especially talk to someone.
REITERATION
In conclusion, cars should be banned from the city for the reasons listed.
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9. HORTATORY EXPOSITION
To persuade the reader or listener that something should or should not be the
case
The reader or listener is persuaded to agree with the writer’s or speaker’s point
of view/thesis
Examples: letters to the editor, newspaper editorials, political speeches
Generic Structure of Hortatory Exposition
THESIS
- announcement of issue concern
ARGUMENTS
- reasons why there is concern leading to recommendation
RECOMMENDATION
- statement of what ought or ought not to happen
Language Features of Hortatory Exposition
• Focus on generic human and non-human participants (issues, ideas, opinions)
• Use of mental processes to state what writer thinks or feels (e.g. realize, feel,
appreciate, think, believe, recognize, know)
• Use of material processes/action verbs to state what happens
• Use of relational processes (e.g. to be, to have)
• Use of simple present tense and modals
• Example and Generic Structure
•
Example and Generic Structure
Country Concern
THESIS
In all discussion over the removal of lead from petrol (and the atmosphere)
there doesn’t seem to have been any mention of the difference between driving in
the city and in the country.
ARGUMENTS
While I realize my leaded petrol car is polluting the air wherever I drive, I feel
that when you travel through the country, where you only see another car every
five to ten minutes, the problem is not as severe as when traffic is concentrated on
city roads.
ARGUMENTS
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Those who want to penalize elder, leaded petrol vehicles and their owners don’t
seem to appreciate that in the country there in public transport to fall back upon
and one’s vehicle is the only was to get about.
RECOMMENDATION
I feel that country people, who often have to travel huge distance to the nearest
town and who already spend a great deal of money on petrol, should be treated to
the people who live in the city
10. ANECDOTE
To share with others an account of an unusual or amusing incident
Deals with something unexpected or out of the ordinary
It is the unexpected events which makes the story worth telling
Almost exclusively used for oral genre
Generic structure: ANECDOTE
ABSTRACT
signals the retelling of an unusual incident
ORIENTATION
sets the scene (when & where)
CRISIS
provides details of the unusual incident
REACTION
reaction to crisis
CODA (optional)
reflection on or evaluation of the incident
Language Features of Anecdote
• Use of material processes/action verbs to tell what happened
• Use of exclamations (e.g. ‘guess what?!’ ; ‘I couldn’t believe it!’)
• Use of intensifiers (e.g. ‘really?!’; ‘very amazing’)
• Use of temporal conjunctions (e.g. and, then)
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Example and Generic Structure
ABSTRACT
Al Brown was very good at fixing things around the house when they
broke. One day he went to another city to do some works there, and his wife
was alone in the house. While Mr. Brown was away, one of the faucets on the
bathtub broke. Mrs. Brown didn’t know much about fixing broken faucets, so
she telephoned a plumber.
ORIENTATION
The plumber came to the house that afternoon and fixed the faucet in a
few minutes. When he finished, he gave Mrs. Brown his bill for the work.
CRISIS
She looked at it for several seconds and then said, “Your prices are very
high, aren’t they? Do you know, the doctor costs less than this when he comes
to the house?”
REACTION
“Yes, I know,” answered the plumber. “I know that very well, because I
was a doctor until I was lucky enough to find this job a few months ago.”
11. P R O C E D U R E
Is used to inform and to direct someone on how to do or make something, or
how to achieve a goal
A very important genre in a society because it enables people to get things done
Is commonly used in the oral and written mode
Examples: recipes, games rules, appliance manuals, directions to reach a
destination, instructions to do something
generic structure: P R O C E D U R E
GOAL
purpose of doing something
MATERIALS
things needed to realize goal
STEPS
things to do to realize goal
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LANGUAGE FEATURES OF PROCEDURE
• Generalized participants (things/objects)
• The reader or the person following the instructions is referred to in a general
way (ONE/YOU) or is not mentioned (Pour the boiling water into a bowl)
• Temporal sequence/adverbial of time (first, at the beginning, then, next, finally)
• Simple present tense (i.e. imperatives)
• Action verbs/material processes (go, hold, take, spread)
Example and Generic Structure
Goal
How to make a cheese Omelet
Materials
- Ingredients:
1 egg, 50 gr cheese, ¼ cup milk, 3 tablespoon cooking oil, a pinch of salt and
pepper.
- Utensils
Frying pan, fork, spatula, cheese grater, bowl, plate.
Steps
1. Crack an egg into a bowl
2. whisk the egg with a fork until it is smooth
3. add milk and whisk well
4. grate the cheese into the bowl and stir
5. heat the oil in the frying pan
6. pour the mixture into the frying pan
7. turn the omelet with the spatula when it browns
8. cook both sides
9. place on a plate; season with salt and pepper
10. eat while warm.
12. S P O O F
it is used to tell an odd or funny event based on the real life which is aimed at
entertaining. it is usually ended by an unexpected event (twist).
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Generic Structure: S P O O F
ORIENTATION (Pengenalan)
provides information about the setting (when & where) and introduces
participants/character (who)
EVENTS (Rekaman Peristiwa, kejadian atau kegiatan yang biasanya disajikan dengan
urutan kronoligis))
Tell what happened, in temporal sequence (personal comment/expression of
evaluation)
TWIST (Unexpected Ending or Funny)
LANGUAGE FEATURES OF SPOOF
• Focus on person, animal, certain thing.
• Use of action verbs, e.g.: run, eat, etc.
• Using adverbs of time and place
• Use of Simple Past Tense
• Told in chronological order
• Action verbs/material processes (went, slept, ran, caught, arrived, bought,
looked at)
E.g. He went to the zoo; She was happy.
• Temporal sequence (on Friday, one day, at the beginning, in the end, first, then,
next, before, later, finally, etc)
Example and Generic Structure
Penguin in the Park
ORIENTATION
Once a man was walking in a park when he came across a penguin.
EVENT/ACTIVITY 1
He took him to a policeman and said, “I have just found this penguin. What
should I do?” The policeman replied, “Take him to the zoo.”
EVENT/ACTIVITY 2
The next day the policeman saw the same man in the same park and the man
was still carrying the penguin with him. The policeman was rather surprised and
walked up to the man and asked, ”Why are you still carrying that penguin about ?
Didn’t you take it to the zoo ?”
“I certainly did, “ replied the man.
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TWIST
“and it was a great idea because he really enjoyed it, so today I’m taking him to
the movies !”
13. R E V I E W
To critique an art work, event for a public audience. Examples: work of arts include:
movies, TV shows, books, plays, operas, recordings, exhibitions, concerts and ballets
Generic Structure: R E V I E W
ORIENTATION
Place the work in its general and particular context, often by comparing it with
others of its kind or through analogue with a non-art object or event.
INTERPRETIVE RECOUNT
Summarizes the plot and/or provides an account of how the reviewed rendition
of the work came into being; is optional, but if present, often recursive.
EVALUATION (IT CAN BE MORE THAN ONE EVALUATION)
Provides an evaluation of the work and/or its performance or production; is
usually recursive
EVALUATIVE SUMMATION (SUMMARY)
Provide a kind of punch line which sums up the reviewer’s opinion of the art
event as a whole; is optional.
LANGUAGE FEATURES OF REVIEW
• Focus on Particular Participants (Participant tertentu)
• Direct expression of options through use of Attitudinal Epithets in nominal
groups; qualitative Attributes and Affective Mental Processes
• Use Adjectives showing attitude, e.g.: good, bad, etc.
• Use of long and complex clauses
• Use of metaphorical language (e.g., the wit was there, dexterously pingponged
to and fro …)
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Example and Generic Structure
Harry Potter Order the Phoenix
ORIENTATION
I absolutely love the Harry Potter series, and all of the books will always hold a
special place in my heart.
EVALUATION 1
I have to say that of all of the books, however, this was not my favorite
EVALUATION 2
When the series began it was as much of a “feel good” experience as a huge
mug of hot cocoa. The stories were bright, fast-faced, intriguing, and ultimately
satisfying.
INTERPRETATIVE RECOUNT (TAFSIRAN)
Order of the Phoenix is different kind of book. In some instances this works …
you feel a whole new; level of intensity and excitement by the time you get to the
end. I was truly move by the last page. Other time the book just has a slightly
dreary, depressing feel.
The galloping pace of the other books has slowed to a trot here, and parts of it
do seem long, as if were reading all about Harry “just hanging out” instead of
having his usual adventures. Reading in detail about Harry cleaning up an old
house, for example-house keeping is still housekeeping, magical or no, and I’m not
very interested in doing it or reading about other people doing it.
SUMMARY
A few other changes in this book-the “real” world comes much more in to play
rather than fantasy universe of the previous books, and Harry is apparently been
taken off his meds. I know that he has a lot of to be grumpy in this book, especially
with being a teenager and all, but the sudden change in his character seemed too
drastic. He goes from being a warm-hearted, considerate person to someone who
will bite his best friend’s heads off over nothing. It just seemed like it didn’t fit with
his character, like he turned into a walking cliché of the “angry teen” overnight.
The “real” story seemed to happen in the last 1/3 of the book, and this part I
loved. I actually liked the ending (and yes, I cried) as sad as it was. I packed a punch
and it made me care about the story even more. Still a really good book, with some
editing it would have been great.
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