Summary in kinds of text.

Based on generic structure and language feature dominantly used, texts are divided into several types. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item. These variations are known as GENRES.

NARRATIVE
Purpose: To amuse/entertain the readers and to tell a story
Generic Structure:
1. Orientation
2. Evaluation
3. Complication
4. Resolution
5. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Chronologically arranged

RECOUNT
Purpose: to retell something that happened in the past and to tell a series of past event
Generic Structure:
1. Orientation
2. Event(s)
3. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adjectives
Narrative and recount in some ways are similar. Both are telling something in the past so narrative and recount usually apply PAST TENSE; whether Simple Past Tense, Simple Past Continuous Tense, or Past Perfect Tense. The ways narrative and recount told are in chronological order using time or place. Commonly narrative text is found in story book; myth, fable, folklore, etc while recount text is found in biography.
The thing that makes narrative and recount different is the structure in which they are constructed. Narrative uses conflicts among the participants whether natural conflict, social conflict or psychological conflict. In some ways narrative text combines all these conflicts. In the contrary, we do not find these conflicts inside recount text. Recount applies series of event as the basic structure

DESCRIPTIVE
Purpose: to describe a particular person, place or thing in detail.
Generic Structure:
1. General statement
2. Explanation
3. Closing
Dominant Language Features:
1. Using Simple Present Tense
2. Using action verbs
3. Using passive voice
4. Using noun phrase
5. Using adverbial phrase
6. Using technical terms
7. Using general and abstract noun
8. Using conjunction of time and cause-effect.

REPORT
Purpose: to presents information about something, as it is.
Generic Structure
1. General classification
2. Description
Dominant Language Feature
1. Introducing group or general aspect
2. Using conditional logical connection
3. Using Simple Present Tense

EXPLANATION
Purpose: To explain the processes involved in the formation or working of natural or socio-cultural phenomena.
Dominant Generic Structure:
1. Identification
2. Description
Language Features:
1. Using Simple Present Tense
2. Using action verb
3. Using adverb
4. Using special technical terms

ANALYTICAL EXPOSITION
Purpose: To reveal the readers that something is the important case
Generic Structure:
1. Thesis
2. Arguments
3. Reiteration/Conclusion
Dominant Language Features:
1. Using modals
2. Using action verbs
3. Using thinking verbs
4. Using adverbs
5. Using adjective
6. Using technical terms
7. Using general and abstract noun
8. Using connectives/transition

HORTATORY EXPOSITION
Purpose: to persuade the readers that something should or should not be the case or be done
Generic Structure:
1. Thesis
2. Arguments
3. Recommendation
Dominant Language features:
1. Using Simple Present Tense
2. Using modals
3. Using action verbs
4. Using thinking verbs
5. Using adverbs
6. Using adjective
7. Using technical terms
8. Using general and abstract noun
9. Using connectives/transition
Then what is the basic difference between analytical and hortatory exposition. In simple word. Analytical is the answer of "How is/will" while hortatory is the answer of "How should". Analytical exposition will be best to describe "How will student do for his examination? The point is the important thing to do. But for the question" How should student do for his exam?" will be good to be answered with hortatory. It is to convince that the thing should be done

PROCEDURE
Purpose: to help readers how to do or make something completely
Generic Structure:
1. Goal/Aim
2. Materials/Equipments
3. Steps/Methods
Dominant Language Features:
1. Using Simple Present Tense
2. Using Imperatives sentence
3. Using adverb
4. Using technical terms

DISCUSSION
Purpose: to present information and opinions about issues in more one side of an issue (‘For/Pros’ and ‘Against/Cons’)
Generic Structure:
1. Issue
2. Arguments for and against
3. Conclusion
Dominant Language Features:
1. Using Simple Present Tense
2. Use of relating verb/to be
3. Using thinking verb
4. Using general and abstract noun
5. Using conjunction/transition
6. Using modality
7. Using adverb of manner

REVIEW
Purpose: to critique or evaluate an art work or event for a public audience
dominant Generic Structure:
1. Orientation
2. Evaluation
3. Interpretative Recount
4. Evaluation
5. Evaluative Summation
Dominant Language features:
1. Focus on specific participants
2. Using adjectives
3. Using long and complex clauses
4. Using metaphor

ANECDOTE
Purpose: to share with others an account of an unusual or amusing incident
Generic Structure:
1. Abstract
2. Orientation
3. Crisis
4. Reaction
5. Coda.
Dominant Language Features:
1. Using exclamations, rhetorical question or intensifiers
2. Using material process
3. Using temporal conjunctions

SPOOF
Purpose: to tell an event with a humorous twist and entertain the readers
Generic Structure:
1. Orientation
2. Event(s)
3. Twist
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adverb
4. Chronologically arranged

NEWS ITEM
Purpose: to inform readers about events of the day which are considered newsworthy or important
Dominant Generic Structure:
1. Newsworthy event(s)
2. Background event(s)
3. Sources
Dominant Language Features:
1. Short, telegraphic information about story captured in headline
2. Using action verbs
3. Using saying verbs
4. Using adverbs : time, place and manner.

Table of Specification of Final Semester Test Items For Pilot International Standard School – Junior High School (RSBI)

Subject                                              :   English

Year / Semester                              :   IX / 1

Test Type                                         :   Multiple Choices

Number of Items                            :   50 Items

Academic Year                               :   2011-2012

10	Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts.	Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Labels	Medicine	1	Given a medicine label, students identify detailed information in the text.	25
		Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Labels	Medicine	1	Given a medicine label, students identify implied information in the text.	26
			Labels	Medicine	1	Given a sentence from a text with one word underlined, students identify the meaning of the word.	27
11	Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts.	Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Reports	Space objects	1	Given a report text on a space object, students find the topic of the text.	28
		Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Reports	Space objects	1	Given a report text on a space object, students identify explicit information in the text.	29
		Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Reports	Space object	1	Given a sentence from a text with a personal pronoun underlined, students identify its reference.	30
12	Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts.	Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Advertisement	Hotel	1	Given a hotel advertisement, students identify the communicative purpose of the text.	31
		Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Advertisement	Hotel	1	Given a hotel advertisement,   students find explicit information.	32
		Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Advertisement	Hotel	1	Given a sentence from the text with one word underlined, students identify the meaning of the word.	33
13	Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts.	Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Reports	Animals	1	Given a report text on an animal, students identify the communicative purpose of the text.	34
			Reports	animals	1	Given a report text on an animal, students identify the meaning of the underlined word in the text.	35
		Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Reports	Animals	1	Given a sentence from a text with a personal pronoun underlined, students identify its reference. Given a report text on an animal, students identify the communicative purpose of the text.	36
14	Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts.	Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	E-mail	Environment problem	1	Given an e-mail on an environment problem, students identify explicit information in the text.	37
		Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts	E-mail	Environment problem	1	Given an e-mail on an environment problem, students identify implied information in the text.	38
			E-mail	Environment problem		Given a sentence from a text with a personal pronoun underlined, students identify its reference.	39
15	Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts.	Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Short messages	Family problems	1	Given a short message on a family problem, students find explicit information in the text.	40
		Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Short messages	Family problems	1	Given a short message on a family problem, students find implicit information in the text.	41
16	Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts.	Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Graphs	Road accident	1	Given a graph related to road accident, students find explicit information in the text.	42
17	Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts.	Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Labels	Bathing stuff	1	Given a label related to a bathing stuff, students find implied information in the text.	43
		Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts.	Labels	Bathing stuff	1	Given a label related to a bathing stuff, students identify explicit information in the text.	44
18	Expressing meanings in short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts.	Expressing meanings in short and simple written functional texts and essays in the forms of procedures, reports and explanations accurately, coherently and appropriately to communicate in daily life and /or academic contexts.	Reports	Social issues	1	Given a report text with four words deleted, students complete the text by choosing the most suitable pronoun.	45
			Reports	Social issues	1	Given a report text with four words deleted, students complete the text by choosing the most suitable verb.	46
			Reports	Social issues	1	Given a report text with four words deleted, students complete the text by choosing the most suitable adjective.	47
			Reports	Social issues	1	Given a report text with four words deleted, students complete the text by choosing the most suitable noun.	48
20	Expressing meanings in short and simple written functional texts and essays in the forms of procedures, reports and explanations accurately, coherently and appropriately to communicate in daily life and /or academic contexts.	Expressing meanings in short and simple written functional texts and essays in the forms of procedures, reports and explanations accurately, coherently and appropriately to communicate in daily life and /or academic contexts.	Attention	School Activities	1	Given a paragraph with jumbled sentences, students rearrange them into a coherent paragraph.	49
21	Expressing meanings in short and simple written functional texts and essays in the forms of procedures, reports and explanations accurately, coherently and appropriately to communicate in daily life and /or academic contexts.	Expressing meanings in short and simple written functional texts and essays in the forms of procedures, reports and explanations accurately, coherently and appropriately to communicate in daily life and /or academic contexts.	Ads	Selling Products of hotel	1	Given a passive sentence with jumbled words/phrases, students rearrange them into a meaningful passive sentence.	50