writing i module for student second edition

8/13/2019 Writing I Module for Student Second Edition

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WRITING I:Module for Student

Second Edition

By:Drs. Suparlan, M.Ed

SKS: 3 (tiga)

Semester: Gasal

FAKULTAS KEGURUAN DAN ILMU PENDIDIKANUNIVERSITAS UTAMA JAGAKARSA

Jalan Letjen TB Simatupang Nomor 152Tanjung Barat, Jakarta Selatan 12530

Telepon: (021) 7890965, 7829919, 78831838, 7890634Fax: (021) 7890966


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Kata Sambutan

Ibarat sebuah negara, kita menyadari sepenuhnya bahwa Universitas Tama Jagakarsatermasuk universitas yang masih sedang berkembang. Oleh karena itu, masih banyak halyang harus dilakukan untuk meningkatkan kualitas universitas ini. Salah satu di antaranyaadalah meningkatkan kemampuan dosen untuk dapat menghasilkan produk ilmiah berupatulisan yang dimuat di berbagai media massa, atau bahkan diterbitkan dalam bentuk modulatau pun buku ilmiah.

Upaya Drs. Suparlan, M.Ed untuk menulis dan menerbitkan modul untuk mata kuliahyang diampunya patut mendapatkan sambutan kita semua. Sebagai dosen yang mengajardi Fakultas Keguruan dan Ilmu Pendidikan, yang mahasiswanya banyak yang berasal dari

para guru dan calon guru yang sedang mengajar di sekolahnya, kami menyadari bahwa penyusunan modul menjadi satu keniscayaan. Mengapa? Karena modul menjadi sumber belajar yang sangat diperlukan. Sambil melaksanakan tugas mengajar, para mahasiswadapat belajar secara mandiri dengan membaca modul ini. Apalagi, selain materi kuliahyang telah dirinci dalam 16 (enam belas) kali pertemuan dalam satu semester, di dalammodul ini juga disertai pula dengan tes yang harus dikerjakan oleh mahasiswa. Tes inidisusun pula untuk setiap kali pertemuan sebagai ter formatif yang harus dijawab olehmahasiswa, dan kemudian didiskusikan dalam pertemuan berikut sebagai appersepsi diawal perkuliahan berikutnya. Selain itu, modul ini diharapkan juga dapat menjadi media

promosi bagi calon mahasiswa yang akan mengikuti kuliah di universitas ini. Semakin banyak warga masyarakat yang akan memasuki universitas ini, semakin besarlah nama

baik universitas ini. Dengan demikian, secara bertahap universitas ini diharapkan akanmengganti label dari universitas yang sedang berkembang menjadi universitas dapat

berdiri sejajar dengan universitas-universitas yang maju di negeri tercinta ini.

Kami berharap rintisan penulisan modul bagi mahasiswa ini segera dapat diikuti oleh paradosen lain di universitas yang kita cintai ini. Amin.

Jakarta, 17 Agustus 2009

Rektor,

Dr. HM. Noor Sembiring, SH, MM.


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Content

Kata Sambutan ...................................................................................................................... 1Content .................................................................................................................................. 2Module 1 Introduction........................................................................................................... 4

Competences and Learning Objectives ............................................................................. 4Learning Activities ............................................................................................................ 5Write a Personal Introduction ........................................................................................... 5Exercise ............................................................................................................................. 7Reflection .......................................................................................................................... 9

Module 2 Topic Sentence.................................................................................................... 10Introduction ..................................................................................................................... 10What is a topic sentence? ................................................................................................ 10Exercise ........................................................................................................................... 10

Module 3 Paragraph: Descriptive and Narrative ................................................................. 12Introduction ..................................................................................................................... 12What is a paragraph and types of paragraph ................................................................... 12Descriptive Paragraph ..................................................................................................... 12

Narrative Paragraph ........................................................................................................ 13Exercise for Descriptive Paragraph ................................................................................. 13Exercise for Narrative Paragraph .................................................................................... 15

Module 4 Paragraph: Definition.......................................................................................... 17Introduction ..................................................................................................................... 17Definition paragraph ....................................................................................................... 17Exercise ........................................................................................................................... 17

Module 5 Paragraph: Comparison and Contrast ................................................................. 19Introduction ..................................................................................................................... 19Comparison and Contrast ................................................................................................ 19Exercise ........................................................................................................................... 20

Module 6: Paragraph: Illustration or Example .................................................................... 21Introduction ..................................................................................................................... 21

Illustration paragraph ...................................................................................................... 21Exercise ........................................................................................................................... 21Module 7 Paragraph: Classification, Cause and Effect ....................................................... 23

Introduction ..................................................................................................................... 23Classification Paragraph.................................................................................................. 23Exercise ........................................................................................................................... 23Cause and Effect Paragraph ............................................................................................ 24Exercise ........................................................................................................................... 25

Modul 8: Middle Semester Examination ............................................................................ 27Module 9 Writing Process ................................................................................................... 32

Introduction ..................................................................................................................... 32

Stages of Writing............................................................................................................. 32Exercise ........................................................................................................................... 33


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Module 10 Preparing ........................................................................................................... 34Introduction ..................................................................................................................... 34Preparation ...................................................................................................................... 34Exercise ........................................................................................................................... 34

Module 11 Planning ............................................................................................................ 36Introduction ..................................................................................................................... 36Planning .......................................................................................................................... 36Exercise ........................................................................................................................... 36

Module 12 Drafting ............................................................................................................. 37Introduction ..................................................................................................................... 37Drafting ........................................................................................................................... 37Exercise ........................................................................................................................... 38

Module 13 Incubating ......................................................................................................... 40Introduction ..................................................................................................................... 40Incubating ........................................................................................................................ 40Exercise ........................................................................................................................... 40

Module 14 Revising, Editing, and Proofreading ................................................................. 41Introduction ..................................................................................................................... 41Revising, editing, and proofreading ................................................................................ 41Exercise ........................................................................................................................... 42

Module 15: Selecting the best writing and send to newspaper or university magazine ..... 43Module 16: Final Semester Examination ............................................................................ 44References ........................................................................................................................... 45


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Module 1 Introduction

Many people say that writing is very difficult, especially when in starting to write.Is that true? I can not start to write. What sentence look like is in the beginning of a

paragraph? What is the next sentence to continue writing? No! It is very difficult instarting to write. Even it is just to write a single piece of paper.

But, some people say that writing is very-very easy. Writing is just like riding bicycle. If we want to write, please just write what we want to write. When we are writing,we may have some problem about sequence. We try to solve the problem. We try to writeagain and again. Off course, we have to study how to write better.

The purpose of this book is to improve writing. John E. Warriner, Richard M.Ludwig, and Francis X Connoly stated that we learn to write better in three ways: (1) bystudying sentence structure, mechanics, and organization; (2) by reading widely; and (3)

by writing and rewriting.

So then, it is very important to state that skill of writing is very important for a newwriter or who want to be a writer. Believe it every one can learn to write better. The firstthing is a will. If there is a will, there is a way. This module is a way in guiding to write.This module provides many exercises about how to write better.

Competences and Learning Objectives

By completion of these exercises of writing, the students will be able to:

1. write a topic sentence,2. write paragraphs,3. generate ideas,4. write a draft,5. revise the draft, and6. write four models of writing: descriptive and narrative, definition, comparison and

contrast, illustration and example, classification.

At the end of this semester, the students have an assignment to write one essay ofthe educational topics, such as:

1. Prenatal Education2. Childhood Education3. Basic Education4. Secondary Education5. Higher Education6. Learning Theory7. Instructional Models

8. Instructional Strategies9. Instructional Methods


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10. Instructional Skills11. School-Based Management12. Compulsory Education13. National Curriculum

14. School-Based Curriculum15. Educational Budget16. Community Participation, etc.

Learning Activities

These semester activities are divided into 16 sections as follow:

Module Learning ActivitiesI Introduction

II Topic sentence.III Paragraph: Descriptive and NarrativeIV Paragraph: DefinitionV Paragraph: Comparison and Contrast.VI Paragraph: Illustration and ExampleVII Paragraph: Classification, Cause and EffectVIII MSE (Mid-semester Examination)IX Writing processX PreparingXI PlanningXII DraftingXIII IncubatingXIV Revising, Editing, and ProofreadingXV Selecting the best writing and send to newspaper or university magazineXVI FSE (Final Semester Examination)

Write a Personal Introduction

In this first meeting the students write a personal introduction (PI). It must besubmitted to the teacher at the end of this session. The PI must be for example about:

Your name How old are you Where and when did you born Where are you live What is your hobby Etc.

This is a good example on personal introduction from someone in New Hampshire.


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This is also a good e xample of personal introduction from an ICT professional:

Hi all,I am Giovanni Giorgi from Italy. I am a 32-years-old Software Architect, working every day with

java stuff and so on (hibernate is a framework I use every day).

In my spare time I am a SmallTalk fan, a python admirer, a ruby lover and a Perl-scared-boy.

After trying Ruby on rails and turbo gears, a friend of mine pointed me to Django *). So I startedtrying it yesterday and... it is a dream! Django is very very well written.

It is more simpler then RubyOnRails and my only problem was compiling SQLite. I like theadmin interface, because building an admin interface is a very annoying thing and withRubyOnRails is the first thing you 'd care about (and then debug)

Django is very focused on giving to the programmer a very small set of files to work with, a veryconcise model description and a dichiarative **) approach even to view manipulators (likedjango.views.generic.list_detail.object_list and so on)

The Django documentation is very compact and easy to read. I am building for free a smallbook-manager, for keeping a record of book-checkouts and so on. When it will be usable I planto publish it on my SF project page (cat.sf.net).

Thank you for building django!Giovanni Giorgihttp://www.objectsroot.com

*) Djangi is a newscreen system; **) An Italian word meaning clear or direct (Note fromM.J.Rice)

Hello,

My name is Benny Pereira. I live and work in New Hampshire. I am very interested to trace back some of my"original roots". Though I was born in Kenya, East Africa, I am of East Indian extract, more specifically a Goan

(father from Goa, on the east coast of Goa); however my mother does originate from the Seychelles (group ofislands on the Indian Ocean).

In pursuring this interests I would like to obtain books on the following subjects:

1. Portuguese in India (Goa), the Portuguese were in India for well 451 years. Many books have been written inPortuguese, I am only interested in the English ones. KEYWORDS: INDIA, PORTUGAL, PORTUGUESE, GOA,GOAN.

2. Seychelles, any books written about these beautiful islands in the Indian Ocean. KEYWORDS, SEYCHELLES,INDIAN OCEAN.

If you are a book business owner, an active collector, or just have a love for books and knowledge, I invite you to

contact me, with a small list of your books in these categories.

Thanks in advance for your help.

Sincerely,Benny PereiraResource: http://www.google.com
http://www.google.com/http://www.objectsroot.com/http://www.objectsroot.com/http://www.google.com/http://www.google.com/http://www.google.com/http://www.google.com/http://www.objectsroot.com/


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This example is PI from a professor at Texas A&M in the USA.

Do you want to have other examples? You can open http://www.google.com , andyou will get many examples when you just click personal introduction. You will havemany kinds and styles of personal introduction from writers of different social-economic-cultural status and backgrounds. You will have many experiences from them. You willunderstand that we live in diversities in just one world. Thus, you can learn and improveyour English from many examples, just like what I did.

Exercise

You have three examples. These examples are enough for you. After you try toread the three examples, please write your own personal introduction in this box here.Please just write one page only. Please put the number of every sentence in your personalintroduction. Please write as many as you can write. You have to know that the number ofyour sentence will be used to determine your score.

Howdy, Im Murphy Smith and Im happy to be a professor at Texas A&M. On the first

class day, I like to tell my students a little about myself. I joined the accounting facultyat A&M in 1984. Prior to that I taught at the University of Louisiana at Monroe ,

Louisiana Tech University (where I earned my doctorate), and Ole Miss . Im aCertified Public Accountant and previously worked at an international publicaccounting firm. Like most faculty, I do three things: teaching, research, and service. I

principally teach systems, international accounting, and auditing. My research interestsinclude information technology, ethics, and international trade. For over 10 years I'veserved as a technology editor at The CPA Journal . I have lots to do but Im never too

busy for my students. The most important things in my life are God, family, and Texas

A&M. Im a Christian and attend Grace Bible Church in College Station. I believethat answers to the deep questions of life can be found in a personal personalrelationship with Jesus Christ. Regarding family, I married my college sweetheart. Shehas a doctorate in marketing. She taught at Ole Miss but has been a stay-home momsince our first child was born. We have three children, two daughters and one

son . Regarding Texas A&M, Im very honored to be an Aggie prof. This is agreat university. I think the accounting field is an excellent college major, offeringmany career paths in public accounting, industry, and government. I look forward to

being your instructor this semester. Please contact me if you have any questions orconcerns.

Resource: http://www.google.com
http://www.google.com/http://www.google.com/http://www.google.com/http://www.ulm.edu/http://www.olemiss.edu/http://www.olemiss.edu/http://www.grace-bible.org/http://www.grace-bible.org/http://www.olemiss.edu/http://www.ulm.edu/http://www.google.com/


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INTRODUCTION

1.2.

3.

4.

5.

6.

7.

8.9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

Name : NIM :


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Reflection

Writing actually is a joyful activity. As a teacher, we must have a capability inwriting skills, to communicate our thinking and opinion to other people, especially ourstudents in school and society. For this, we have to improve our reading and writing habit.Reading and writing are indicators of modern culture in our society.


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Module 2 Topic Sentence

Introduction

Hair ston explained that o ne way to avoid paragraph sprawl and keep a paragraphtight is to use a topic sentence that states your main idea clearly (Hairston: 1993: 159).The topic sentence makes the unified paragraph.

What is a topic sentence?

Topi c sentence is a sentence that states the mai n i dea of a paragraph . A topicsentence usually contains only one main idea. The main idea is supported by manysentences in a paragraph. Hairston stated that The topic sentence doesnt have to be thefirst one in the paragraph, although it often is, particularly in academic writing. Whereverit is located, a topic sentence acts like a magnet around which related sentence cluster(Hairston, 1993: 159 160).

Here is an example by a professional writer; the topic sentence is boldfaced.

School leaders have become increasingly familiar with the concept of having avision as to how the school should be in the future (topic sentence). This has to

be extended into the whole community. Indeed it is difficult to see how a vision foran institution could develop without reference to the wider community (TonyGelsthorpe, Educational Leadership and the Community).

Here is the second example of topic sentence in a paragraph:

The history of American education shows that the relationship betweenparents and educators has often been prickly and problematic as it is likelyto continue to be so in the future (topic sentence). Although parents andeducators share the same goal --- that all children will learn and be successful inschool --- they bring different perspectives to this challenge. And because public

funds support the schools and business hire their graduates, the opinion of peoplewho do not have children in school also matter when decisions are made about public education (Anne Wescott Dodd, How Communities Build StrongerSchools).

Exercise

In this module 2, please try to write a short paragraph consisting of the main ideason education elements, such as:


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Main Idea Topic Sentence (Just a single sentence)

Student Student is an important component in educational system.

Teacher

Parent

Methods ofteaching

Prenatal education

Childhood and careeducation

Basic Education

Principal


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Module 3 Paragraph: Descriptive and Narrative

Introduction

Simply speaking, if we read a book, we find many chapters and subchapters. Inevery chapter and subchapter or heading, we have groups of sentences separated byindentation, called paragraphs. That is why the paragraph is an important part of ourwriting.

What is a paragraph and types of paragraph

A paragraph is a group of sentences that explain one main idea. This main idea isstated in the topic sentence. All the other sentences in the paragraph explain the idea statedin the topic sentence. The length of paragraph depends on how many sentences you needto explain the point you are making (Besser, 1994: 75). According to Besser, there areseven common paragraph patterns: (1) descriptive paragraph, (1) narrative paragraph, (3)definition paragraph, (4) comparison-and-contrast paragraph, (5) cause-and-effect

paragraph, (6) illustration or example paragraph, and (7) classification paragraph. In thismodule, we would like to explain and give example about the descriptive paragraph. Theseven paragraphs can be made a useful abbreviation: DNDC2IC = descriptive, narrative,definition, comparison and contrast, cause and effect, illustration, and classificationparagraph.

The seven types of paragraph will be explained below.

Descriptive Paragraph

A descriptive paragraph allows us to explain a perception about some things, suchas a person, place, or even an idea. Besser (1994: 79) stated that vivid, concrete details,and strong action verbs make a descriptive par agraph effective.

Here is an example of descriptive paragraph from Besser.

Alaskan malamute puppies are quite a sight to behold. Usually several pounds at birth, they resemble balls of fur with four out-of proportion, huge feet. The averagemalamute at six weeks weights about 10 12 pounds --- most of which is in thefeet. Each pup has definite color contrast, usually a combination of black and whiteor grey and white. The most distinctive feature, however, is the black or grey maskon the face surrounded by white on the muzzle and white and pink in the ears,which stand erect. The eyes are almond-shaped and are generally golden brown butvery bright, reflecting the intelligence of the breed. The feature most people noticeimmediately after the face, however, is the size of the feet. Whoever said that adogs malamute is for a pet. At full growth the once-cute fur ball becomes a huge90 120 pounds powerhouse sled puller --- with some even bigger.


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Narrative Paragraph

According to Besser (1994: 80), a narrative paragraph usually presents informationin chronological order. Narrating is telling a story, whenever events need to be related.Chronological order helps keep the events clear and distinct from each other. But sometimes narrative paragraph also presents in flashback order.

A narrative paragraph is not just a description. A narrative paragraph is more thana descriptive paragraph. Expository prose is primarily concerned with the why orhow of things. Description and narrations are used within exposition when needed tomake the explanation clearer or more interesting.

Margaret Mead is perhaps the worlds most famous anthropologist. In 1925, whenit was unthinkable that a twenty-three-year-old woman would make such a distant

field trip, Margaret Mead sailed from the US to Samoa in the South Sea Islands.Her purpose was to study the adolescent girl, specifically to test the extent to whichthe troubles of adolescence depend on the attitudes of a particular culture, and theextent to which they are inherent in the development of all human being. From thisfield trio came the now-classic study Coming of Age in Samoa (1928). Meadreturned to the South Seas on other ethnological expeditions (expeditions set up toanalyze and compare cultures). The article reprinted here explains the process ofhow she set up and carried out fieldwork among the Manus Island people ofMelanesia (Warriner cs: 1994: 181).

Here is an example from Besser.

As a young girl, I remember having several friends who would do almost anythingfor a laugh. For example, when I was about 10 years old, I met Cathy --- crazy-as-a-loon Cathy who could make me laugh as no one else ever could. At lunch timeshe would put her milk straw into her nose and inhale milk from one of those littletwo-cent bottles that we bought. I remember laughing until I cried, or at least untilthe nuns scolded me. They never did scold Cathy, however. As I look back onsituations like this, I often wonder how they kept from scolding her and how theykept from laughing hysterically.

The two examples are enough for you to understand what the narrative paragraphis. The two examples are quoted from two different writers. After comparing the twoexamples, we try to write two paragraphs with a context to our environment of educational

perspectives.

Exercise for Descriptive Paragraph

For your exercise, please imagine a primary school that you are from, and then please express your thoughts in a paragraph below.

Topic Sentence Paragraph

Many children in a villagecan not finish their basic Many children in a village can not finish their basiceducation. The socio-economic conditions of the children


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education are very low. Many parents have no money to pay theeducational fee for school. Every 7 15 years old studentshave to finish the basic education. The basic education isderived from primary and junior secondary school. To

success the program of universal basic education, thegovernment of Indonesia implemented the program ofBOS or supporting the operational cost.

I have a good friend.

I have a beautiful village.

You can also make a paragraph from the main ideas as below:

Main Idea ParagraphPublic primaryschool in myvillage

My primaryschool teacher


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Students in a primary school

Exercise for Narrative Paragraph

For your exercise, please recall your textbooks in primary school you had, and then please express your ideas in a paragraph bellow:

Main Idea Paragraph

My books whenI was in primaryschool.

My schoollibrary

Friends of minein primaryschool.


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Module 4 Paragraph: Definition

Introduction

Besser (1994: 80) stated that a definition paragraph classifies or categories a wordor an idea. It also gives the reader enough information to understand how that word oridea is different from other members of the same classification or category.

Definition paragraph

Usually, a paragraph of definition often works in the introductory part of a paperthat explains of argues. Theyre helpful in setting limits or establishing the meaning of acrucial term. Here is an example of a definition paragraph.

Aerobic exercise is exercise involving steady movement performed at a ratesufficient to reach a target heart rate substantially above the normal pulse and tosustain it at that rate for a prescribed period of time, at least twenty but preferablythirty minutes. For beneficial aerobic effect, an individual needs to maintain atarget heart rate approximately twice his or her normal heart rate. Steady rowing,swimming, bicycling, running, or brisk walking are aerobic activities. Golf, tennis,weightlifting, and other activities in which one rests, frequently, are not. Aerobicexercise benefits the cardiovascular system and helps the body to burn calories.

Exercise

In this session, students have to write a paragraph of definition with the main ideasas follows:

Main Idea ParagraphFormalEducation

Non-formalEducation


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PrenatalEducation

.


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Module 5 Paragraph: Comparison and Contrast

Introduction

For instance, you would like to show similarities and differences between formaleducation and non-formal education. You will compare and contrast between the twosubjects. So, you will write comparison and contrast paragraph.

Comparison and Contrast

A paragraph can be built quite naturally upon a comparison and contrast pattern.

Heres an easy -to-follow paragraph that sets up a comparison in the first sentence, discusseach item in alternating sentences, and concludes with a sentence that again compares bothobjects.

Here is an example:

Two of the earliest and most publicized of these low-priced, Third Worldautomotive imports were the Yugo and the Hyundai. The Yugo looked dated theday it arrived on American shores, not surprisingly, since it was based on a twenty-year-old Fiat design. But the Yugoslavian sedan could claim one feature no othernew car available in America offered: a sticker price under $4,000. The Hyundai

introduced to American was a brand-new car, with a body styled in Europe and anengine based on Japanese technology at old-fashioned prices. Both manufacturersestablished a beachhead in the American market within a year, the Hyundais muchlarger than the Yugos.

Here is again an example of paragraph:

Like Bush, Obama was arguing that religious organizations can and should play a bigger role in serving the poor and meeting other social needs. But while Bushargued that the strength of religious charities lies primarily in shared religiousidentity between workers and recipients, Obama was to tout the benefits of their"bottom-up" approach. "Because they're so close to the people, they're well-placedto offer help," he was to say. (www.yahoo.com )

Here is again from Besser:

The Alaskan malamute differs from the Siberian husky in several ways. Themalamute is larger that the husky by twenty-five to fifty pounds on the average andusually has a smaller space between the ears, which are somewhat longer thanthose of the husky. The malamute has almond-shaped eyes that are generallygolden brown rather than blue. Although both breeds are known as sled dogs, themalamute is a native American dog that was originally bred by the Inuit tribe ofEskimos (Besser, 1994: 81)
http://www.yahoo.com/http://www.yahoo.com/http://www.yahoo.com/http://www.yahoo.com/


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Exercise

In this session, students have to write a paragraph of comparison and contrast themain ideas as follows:

Main Idea ParagraphFormal andInformalEducation

Formal and

Non-formalEducation

..

.


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Module 6: Paragraph: Illustration or Example

Introduction

The writers may show an example as an illustration in their writing. An illustrationor example shows or emphasizes what the writer says, and it also presents an idea (orideas) for support. Notice how the following paragraph uses the example of a camel toillustrate the idea of aloofness.

Illustration paragraph

A paragraph of illustration starts out with a general statement (or question) anddevelops it by furnishing examples that support or elaborate on the statement. Theexample can be useful for us.

Gold is the universal prize in all countries, in all cultures, in all ages. Arepresentative collection of gold artifacts reads like a chronicle of civilizations.Enameled gold rosary, 16th century, English, Gold serpent brooch, Abyssinian,Gold snake bracelet, ancient Roman, Ritual vessels of Achaemenid gold, 6thcentury BC; Persian; Bul ls heads in gold Ceremonial gold knife, Chimu, pre -Inca, Peruvian, 9th century (J. Bronowski, The Ancent of Man).

Here is an example from a main idea about what social capital is (Tony Gelsthorpe,2003: 5).

Social Capital is essentially about networks, trust, engagement, communication,shared values, aspiration and interconnectedness. High social capital produces the

benefits that Putnam describes above. He also points out that social capitalappears to be a compliment, if not a substitute, for Prozac , sleeping pills, antacids

p.289). Social capital appears to be the panacea for the social, psychological and physiological ills of society, and it might even extend to education.

Exercise

In this session, students have to write a paragraph of definition with the main ideasas follows:



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Non-formalEducation

PrenatalEducation

.


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Module 7 Paragraph: Classification, Cause and Effect

Introduction

Usually we have some categories in our essay. For instance, there are two paradigms of school management. So we have to classify to separate information about thetwo paradigms.

Classification Paragraph

A writer develops a classification paragraph by first naming the subject to be

classified, then explaining the system by which he or she is going to carry out theclassification and giving examples to illustrate the various classes. Here is an example that begins with a question.

You did not know that superstition takes four forms? Theologians assure us that itdoes. First is what they call Vain Observances, such as not walking under a ladderand that sort of thing. Yet I saw a deeply learned professor of anthropology whohad spilled some salt throwing a pinch of it o ver his left shoulder. It was to hit theDevil in the Eye. I did not question him further about his belief in the Devil: But Inoticed that he did not smile until I asked him what he was doing (RobertsonDavis, A Few Kind Words for Superstition)

Here is an example again from Besser:

At one time popular music was relatively easy to discuss on term of categories.During the 1940s most music was either big-band music, like that of TommyDorsey, or jazz, from singers like Billie Holliday. The 1950s, however, changedforever how people viewed musical scores. Suddenly, there were the rhythm and

blues of Bo Diddley and the rock and roll of Elvis Presley. Then came the 1960swith the British-invasion music of the Beatles, the protest and folk music of JoanBaez and Bob Dylan, the bubble gum music of the Cowsills, the acid rock of JimiHendrix, and the endless rock and roll that led the way for the heavy-metal soundsof the 1970s and 1980s. Eventually, heavy metal made way for the punk andalternative music that became popular during the early 1980s. Now, when someonementions a singing duo or group, like Shakespeares Sister, most people findcategorizing difficult. Is this a rock duo, an alternative duo, or simple two singerswith a new sound?

Exercise

In this session, students have to write a classification paragraph with the mainideas as follows:


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Non-formalEducation

PrenatalEducation

.

Cause and Effect Paragraph

A cause-and-effect paragraph can be organized in two ways. The paragraph can present the cause first and then discuss the effects, or it can show the effects first and thendiscuss the causes.


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Please try to give us many ideas about education. In a paragraph explaining why orhow something happened, you can begin with a statement of effect, and enumerate thecauses, or you can give your causes first and conclude with the effect. Here is an example.

By the mid-1980s, the price of economy cars had risen substantially, with thesmallest Japanese and American sedans bearing sticker prices that approached orexceeded five figures. American car companies claimed that the profit margins oncheap cars were too small to justify producing vehicles under $6.000. Because ofimport quotas, the Japanese could export only a limited number of vehicles, so theyunderstandably preferred to ship their more profitable luxury and sporty lines toAmerica. As a consequence, a gap opened at the lower and of the automobilemarket, leaving room for manufacturers from Third World countries, with theirreduced labor and production costs, to compete. They introduced to America someof the lowest-priced cars consumer had seen in years.

Here is an example from Besser:

The calcium lost from our bones due to excess protein has to go somewhere after ithas served its purpose in our bloodstream. And so does the calcium we haveingested but have not been able to absorb due to high phosphorus/calcium ratios. Itall ends up in our urine, producing very high levels of calcium in the kidneysystem, and all-too-often crystallizing into kidney stones. This is why kidneystones, the most painful of all medical emergencies, occur far more frequently inmeat-eaters than in vegetarians (John Robbins, Diet for a New America).

Exercise

In this session, students have to write a paragraph of cause and effect with the mainideas as follows:

Main Idea ParagraphStudent

Childhood andCare Education


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CompulsoryEducation

.


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Modul 8: Middle Semester Examination

In the last session of this semester, the student will take mid-semester examinationheld by the faculty.

I. Which is the topic sentence in these paragraphs? Please underline the topicsentence in three paragraphs as below:

1 The history of American education shows that the relationship between parentsand educators has often been prickly and problematic as it is likely to continueto be so in the future. Although parents and educators share the same goal --- thatall children will learn and be successful in school --- they bring different

perspectives to this challenge. And because public funds support the schools and

business hire their graduates, the opinion of people who do not have children inschool also matter when decisions are made about public education (AnneWescott Dodd, How Communities Build Stronger Schools).

2 School leaders have become increasingly familiar with the concept of having avision as to how the school should be in the future. This has to be extended intothe whole community. Indeed it is difficult to see how a vision for an institutioncould be developed without reference to the wider community (Tony Gelsthorpe,Educational Leadership and the Community).

3 At one time popular music was relatively easy to discuss i n term of categories.During the 1940s most music was either big-band music, like that of TommyDorsey, or jazz, from singers like Billie Holliday. The 1950s, however, changed

forever how people viewed musical scores. Suddenly, there were the rhythm and blues of Bo Diddley and the rock and roll of Elvis Presley. Then came the 1960swith the British-invasion music of the Beatles, the protest and folk music of JoanBaez and Bob Dylan, the bubble gum music of the Cowsills, the acid rock of JimiHendrix, and the endless rock and roll that led the way for the heavy-metalsounds of the 1970s and 1980s. Eventually, heavy metal made way for the punkand alternative music that became popular during the early 1980s. Now, whensomeone mentions a singing duo or group, like Shakespeares Sister, most peoplefind categorizing difficult. Is this a rock duo, an alternative duo, or simple twosingers with a new sound?

4 Although people tend to use the words schooling and education interchangeably,they have very different meaning: Schooling takes place in a building; educationhappens everywhere. Schooling includes only the responsibilities given toteachers and administrators, but education includes the responsibilities ifeveryone and, by extension, everything that influences what children learn.

5 Sociologists define social connectedness or social capital as the network ofnorms, obligations, expectations, and trust that forms among people whoassociate with one another and share common values. They note that, becausesocial connectedness is an essential ingredient for creating schools that work, nothaving it is a major impediment. In addition, noted sociologists Robert Bellah andAmatai Etzioni speak critically of the path society is taking toward unfetteredindividualism. They call instead for building communities in which a search forcommon values provides a counterbalance to an individualism run amuck.


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II. There are main ideas in the left column. Write a paragraph in the middlecolumn, and the name of the paragraph in the right column.

Example:

MainIdea

Paragraph Name of paragraph

SchoolingandEducation

Although people tend to use the words schooling andeducation interchangeably, they have very differentmeaning: Schooling takes place in a building;education happens everywhere. Schooling includesonly the responsibilities given to teachers andadministrators, but education includes theresponsibilities if everyone and, by extension,everything that influences what children learn.

Comparison andcontrast paragraph

No. Main Idea Paragraph Name of paragraph1 Students or

pupils

2 Teacher


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3 Curriculum

4 Methods ofteaching

5 Educationfacilities


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Module 9 Writing Process

Introduction

At the end of this semester, every student has to finish an article about education.So, students have to determine a title of the assignment. Then they plan to write an article,and submit the article to their lecturer based on the schedule.

Stages of Writing

Hairston (1993: 6) explained the process of writing in five stages: (1) preparing,(2) planning, (3) drafting, (4) incubating, (5) revising, editing, and proofreading.

e

1. Preparing

In this stage you consider what you want to write about, using a variety ifmethods to select and narrow down a topic and generate ideas about it.

2. Planning

In this stage you develop your ideas and organize your materials. To do thatyou may prepare working lists, outlines, summaries, and charts.

3. Drafting

In this stage you start to put words down on a page or screen. You maycompose one or more drafts, rethinking and reshaping your materials asnecessary.

4. IncubatingIn this stage you give yourself time to let your ideas simmer. Solution or ideasmay develop in the unconscious before taking conscious shape.

5. Revising, editing, and proofreading

In this stage you review what you have written, revising to make large-scalechange in topic, organization, or audience adaptations; editing to make smaller-scale changes in style and readability; and proof reading to rid your paper ofmechanical problems such as spelling and punctuation errors.

CHARTStages of Writing


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Exercise

Please ask the questions here to make sure you have an idea in writing assignment for theend of this semester.

No. Questions AnswerDo you have experiences in writing anarticle?

If yes, whats the title (titles)?

3 If you do not, are you sure that you canfinish the assignment?

4 How do you master topic sentence and paragraph?

5 How do you know about stages ofwriting?


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Module 10 Preparing

Introduction

The first step of your assignment is to make a preparation for your assignment.This important step is a preparation.

Preparation

How do you prepare to write? Firstly, list stimulating topics, as many as you can.Second, narrow a topic from many topics listed. Third, choose just one topic. Stimulatingtopics are the first step of preparing our writing. Just list any possibilities that soundinteresting. One of the important criteria is the topics must be in. In areas of education,many topics can be listed, as follow:

National examinationProcess of teaching and learningChildhood educationThe Golden Age of HumanityEtc.

Based on the many topics that can be listed above, you have to determine one title,for instance The Golden Age of Humanity or others.

Exercise

Please list the main ideas or titles that you want to write as an assignment from yourlecturer in this semester. This is the first steps of your writing assignment.

List of main ideas Check list the best Rationals


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Module 12 Drafting

IntroductionThe third step of your assignment is to make a draft for your assignment. This

important step is drafting.

Drafting

This stage is very crucial process in writing. Many people can not write because ofthey do not have experiences to write. So, just start writing. Just write like you ride your

bicycle. Just write like you swim in the pool. Hairston (1993: 64) explain the checklisthow to get start writing.

PLACE AND MOOD Where do you prefer to write? Do you always write in that place if you can? Is

there something about that place helps you write? What time of the day do you prefer to write? Can you work at any time? What kind of atmosphere do you like? Must you have quite? Do you like music

while you write? If so, what kind?

PACE AND STYLE Do you write quickly or slowly? Do you make a lot of changes as you work?

How long can you work at one stretch? How often do you get you fatigued and do other things when you are writing? Do

such breaks usually help you think? What are your major distractions from writing? What tactics (if any) do you use

to avoid writing?

HABITS What tools do you use? Pencil and paper? Typewriter? Word processor? Is it veryimportant that you have those tools? Can you switch from one to another withoutdisruption?

Do you write regularly? How often? Dou you keep a journal or diary?

ATTITUDES How do you feel about writing? What words would describe your attitude? Do you consider yourself a perfectionist? Do you prefer one kind of writing to another? Do you like to write the same sorts of things you read?

HOW DO YOU WRITE?


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Because of the cash prize, I was able to pursue my studies in the University ofDarul Ulum, Jombang, East Java Province. Step by step I obtained my S1 degree in 1985.My life was improving. In 1989 I was offered to take a masters degree abroad. Eventhough my English was not very good, I had a good relationship with a professional trainer

from the University of Georgia named Prof. M.J. Rice. He worked for the TeacherTraining Project in Jakarta. I knew him very well when I took part in training program inSurabaya. Then I went to the University of Houston, Texas, the USA. I obtained mymaster degree from the university in 1988. I returned to Indonesia, and was assigned to bea the head of a Subdivision of Monitoring under the Planning Division office in theDirectorate General Primary and Secondary Education, Ministry of Education and Culture,in Jakarta. I was not a teacher anymore. The next assignment I received was to be thePrincipal of the Indonesian School in Kuala Lumpur, Malaysia, in 1996.

My life is trouble-free at the moment like water. Education and hard work are thetwo factors that change anyones life.

Kuala Lumpur, August 25, 1998

After you read an example above, then please start your writing by using your owntitle you have chosen. Please make a draft in your papers.


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Module 13 Incubating

Introduction

The fourth step you enter is the step of incubation.

Incubating

No one really knows what happens during these incubation periods. The creative or problem-solving part of the mind seems to dive in the subconscious. It sorts through whatit finds there, discovers fresh ideas, and makes unexpected connections. You can not forceor rush incubation; you can only be ready to grab an idea when it surfaces.

The incubation period can be a period of rest. Of course this period is absolutelynecessary. If this period is over, then start again to write. Continue the next period torevise, edit, and proofread.

Exercise

In this period of rest, please try to answer the questions below:

No. Question Answer1 Have you finished your writingassignment?

2 Are you happy with your result?

3 If yes, do you have any ideas toadd to your assignment?

4 If no, do you want to completeyour assignment?

5 What is your next step?


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Module 14 Revising, Editing, and Proofreading

Introduction

This is the last step of writing. But, this is the most important step in a process ofwriting. Do the best, and do not send to newspaper or magazine before you are sure thatthe result of writing is the best you can do

Revising, editing, and proofreading

This is The three stage of revising, editing, and proofreading are the rest of writing process, as below:

When you start revising your draft, you may decide to get a new idea andshift the focus of the paper entirely; you may decide to cut, expand, andreorganize the original draft so much that it becomes virtually a new piece.

This stage of editing your later draft is trying to pay attention to matters ofstyle that affect clarity and emphasis. In this stage, the writer may createnew sentences and paragraphs that present the ideas effectively.

The process of proofreading especially pays attention to correctingtypographical errors and eliminating inconsistencies.

CHARTRevising, Editing, Proofreading

Purpose, audience,organization

Style, emphases

Mechanic

Revision(first draft)

Editing(later draft)

Proofreading(final draft)


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Exercise

In this last period, please try to answer the questions below:

No. Question Answer1 Do you have any typing errors in

your draft?

2 What do you think about topicsentence and paragraph in your

educational article?

3 What is your opinion about thestyle of your assignment? Is thatgood enough?

4 Are you ready to submit yourarticle to your lecturer?

5 When will you give the article toyour lecturer?


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Module 15: Selecting the best writing and send to newspaper oruniversity magazine

The students have to collect their assignment to the lecturer. The assignments will bedisplayed on the wall or board in the university. All student and lectures in the universitywill select the best three from all of the student writings. The best three writing will besent to newspaper of university magazine.

This is the form can be filled by the readers, and sent to a responsible lecturer.

Please read the students writing, choose the best three from all of the writings

No. Title Writer1

2

3


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References

Besser, Pam. 1994. A Basic Handbook of Writing Skills . California: Mayfield PublishingCompany.

Gelsthorpe, Tony and West-Burnham (Editor). 2003. Educational leadership and theCommunity, Srategy for School Improvement Through Community Engagement .London: Pearson Education Limited.

Hairston, Maxine and Ruszkiewicz, John J. 1993. The Scott, Foresman Handbook forWriters . Third Edition. New York: Harper Collins College Publishers.

Warriner, John E, Ludwigm Richad M, Connoly, Francis X. 1977. AdvancedComposition: A Book of Models for Writing . New York: Harcourt BraceJovanovich.

Wishon, George E and Burks, Julia M. 1980. Lets Write English . New York: American

Book Company.

writing i module for student second edition

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