Contoh Soal Writing a recount text
Contoh Soal Writing a recount text - DESCRIPTION: Analyzing social functions, text structure, and linguistic elements in a simple recount text about experiences / events / events, according to the context of its use.
Objective: In this topic, you will learn to parse and write a general overview and specific information from the text simple recount of the activities / events / events with aplomb and responsible.
**DEFINITION:**
Recount writing is often seen as the easiest non-fiction text type to teach, since recounts are organized chronologically, like a story. There are many occasions when children have a ‘true story’ to write, e.g. accounts of schoolwork or outings, events from history or RE, anecdotes and personal accounts, Biographical writing in any curricular area. However, chronological writing is not without its pitfalls. All teachers are familiar with young writers’ accounts of school trips that deal admirably with the bus journey but omit to mention what happened later on. Some students, even in upper primary, have difficulty ordering events appropriately in more complex historical or biographical recounts. Most students therefore benefit from organizing the facts as notes on a timeline (or another sequenced framework) before writing. This provides an opportunity to sort out the main events, and their sequence, without the added effort of putting them into sentences an overview of all the events, in clear chronological order, so the author knows exactly how much he or she has to cover (and doesn’t get stuck on the bus), an opportunity to consider how to divide the information into paragraphs before beginning to write, an opportunity to decide whether to follow a linear chronological structure or to adapt the time sequence for effect, e.g. starting with a key event in a biography. If an appropriate recount note-taking format or ‘skeleton’ outline (such as the timeline) is used, the structure of these notes provides a bridge into the structure of the extended written recount. Chronological notes from any subject area can be used to provide the content for purposeful recount writing.
What is recount writing?
Recounts are used to relate experiences or retell events for the purpose of informing, entertaining or reflecting. Recounts can be personal, factual or imaginative. This resource paper has been designed to assist classroom teachers to review and refine the teaching of recount writing.
Personal recount – retelling an activity that the writer has been personally involved in and may be used to build the relationship between the writer and the reader e.g. anecdote, diary journal, personal letter
Factual recount – reporting the particulars of an incident by reconstructing factual information e.g. police reconstruction of an accident, historical recount, biographical and autobiographical recounts
Imaginative recount – applying factual knowledge to an imaginary role in order to interpret and recount events e.g. A Day in the Life of a Roman Slave, How I Discovered Radium
Procedural recount – recording the steps in an investigation or experiment and thereby providing the basis for reported results or findings
Literary recount – to retell a series of events for the purpose of entertaining
Procedural recount – recording the steps in an investigation or experiment and thereby providing the basis for reported results or findings
Literary recount – to retell a series of events for the purpose of entertaining
What do students need to know about recount writing?
Students need to know how language is used to structure the text and how the language features are used in recount writing to achieve the purpose. Students also need to develop an understanding of how different audiences and purposes of recount texts determine the language choices they make. This language is influenced by:
Purpose – what do I want my writing to do/achieve? e.g. accurately retell an incident
Audience – for whom am I writing? e.g. my teacher, peers Identity –whom am I writing as? e.g. an authority/expert
Attitude – how will I make my audience feel? e.g. informed, happy, sad
Purpose – what do I want my writing to do/achieve? e.g. accurately retell an incident
Audience – for whom am I writing? e.g. my teacher, peers Identity –whom am I writing as? e.g. an authority/expert
Attitude – how will I make my audience feel? e.g. informed, happy, sad
Orientation - provides the reader with background information needed to understand the text. e.g. who, when, where
During the holidays, our family went to Victor Harbor. We stayed in a holiday apartment. There were nine other apartments where we stayed.
During the holidays, our family went to Victor Harbor. We stayed in a holiday apartment. There were nine other apartments where we stayed.
Sequence of events – series of events typically ordered in chronological order. In this example it is appropriate to include personal comments and evaluative remarks throughout the text.
After we unpacked our things, we went to the beach. At the beach we met our cousins and played with them. Later on, Mum went shopping with my brother to buy some groceries. While she was shopping, Dad and I went fishing.The next day we went to Greenfields Adventure Park. It was really crowded. Every day we went to the beach. Sometimes while we were there, we went fishing with Dad.
After we unpacked our things, we went to the beach. At the beach we met our cousins and played with them. Later on, Mum went shopping with my brother to buy some groceries. While she was shopping, Dad and I went fishing.The next day we went to Greenfields Adventure Park. It was really crowded. Every day we went to the beach. Sometimes while we were there, we went fishing with Dad.
Re-orientation – A summary statement/an evaluative comment/a return to the starting point
On the last day of our holiday, we all went fishing again. We caught lots of fish. It was really cool fishing with Dad
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What is the writer trying to do in the text?
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What can the reader learn from the text?
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What do we learn about the group?
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The word “we” on the second paragraph ".... We had everything we needed...." refers to....
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How do you think the writer might describe her weekend?
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Where did Ruth want to go?
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“Suddenly, a middle aged lady came into out compartment and sat opposite to Ruth.” The underlined word "opposite" has the same meaning with …
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“Suddenly, a middle-aged lady came into out compartment and sat opposite Sally.” The underhand phrase 'middle age' means a lady whose age is around ….
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The purpose of the text is ….
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Who writes the text above?