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CONTENTS

CHAPTER I
Introduction...................................................................................................................1

CHAPTER II
A. Concept..............................................................................................................2
B. Models of text...................................................................................................10
C. Group models ....................................................................................................12

CHAPTER III
Conclusion.....................................................................................................................14

CHAPTER IV
Teaching Suggestion ...................................................................................................18

REFERENCES ..........................................................................................................19

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CHAPTER I
INTRODUCTION
In his celebrated
essay Carving of the Literary Dragon writer and philosopher Liu Hsieh (465522) states:
When the mind is at work, speech is uttered. When speech is uttered, writing is produced.
The Tao inspires writing and writing illuminates the Tao. What in mind is idea
when expressed in speech is poetry. Isnt this what we are doing when dashing
off writing to record reality?
Writing originated when drawing of bird trace replaced string knitting.
(1983: 1317)

Writing is a medium of communication that represents language through the

inscription of signs and symbols. In most languages, writing is a complement to speech or
spoken language. (http://en.wikipedia.org/wiki/Writing) It has been with us for several
thousand years, and nowadays is more important than ever. It is included as one of language
skills which has certain complexities. Because communcation through writing must follow
clear rules, unless misunderstandings may come up. In addition, writing has genres that must
be understood.
Toward a variety of social phenomenon rises in the human life, both naturally and
caused by human activities, we are often tempted to give our opinion or idea. If we want to
deliver our ideas or knowledge in form of written text related to the phenomenon, the most
appropriate text to be made is a discussion text. The key words for this text are what is bad
and good about it? So, what should be done?
Through this discussion text, as a person who gives an argumentation or idea, we
should do it neutrally, that means we should stand up for nobody, but stand up for the right of
concept itself. Why? In this kind of text, the information poured both sides; (1) Arguments
for (2) Arguments against. Because of that, for delivering the argument effectively, the
understanding about Genre for discussion text is really important so they can deliver their
arguments effectively.
Briefly it can be said that the discussion text is really appropriate for providing
information which contain ideas and general opinion of natural or social phenomenon
happened in the society in two points of views; (1) Arguments for (2) Arguments against and
closed by giving personal opinion of the writer that can be a recommendation.
CHAPTER II
DISCUSSION

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A. Concept
In academic writing, arguing and discussing is often part of a larger piece of writing.
In arguing and discussing, you are expected to present two or more points of view and
discuss the positive and negative aspects of each case. On the basis of your discussion, you
can then choose one point of view and persuade your readers that you are correct. This means
giving your opinions (positive and negative) on the work of others and your own opinions
based on what you have read and learned. You need to evaluate arguments, weigh evidence
and develop a set of standards on which to base your conclusion.
As always in academic writing, all your opinions must be supported - you should
produce your evidence and explain why this evidence supports your point of view. It is
important to distinguish between (see Toulmin, 1958):

your claim (proposition, thesis, point, position) - your point of view, what you
believe;

your reason(s) (explanations)- why you believe what you do;

your evidence (support or grounds) - the facts, data and examples that support your
point of view; and

Your argument (warrant) - how the evidence you have provided leads to the claim you
are making.

A simple example would be:

your claim e.g. John is a good teacher;

your reasons e.g. He gets on well with his students;

your evidence e.g. I have seen him in class.

your argument Good rapport with students is essential for a good teacher.

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a. Presenting an argument
A discussion essay presents and discusses issues surrounding a particular topic-usually one that is debatable and open to argument. A good discussion essay must include a
thorough discussion of both sides of the topic. It should provide a well-rounded
understanding of the issues before the writer presents his personal opinions and conclusions.
As with most persuasive essay formats, the discussion essay's quality relies primarily on the
writer's ability to provide solid research and evidence to present different views of the topic.
1. Step 1
Choose your discussion essay topic. Make sure the topic is one that you're interested
in personally since it will be easier for you to write. You'll need to discuss both sides
of the issues surrounding the discussion essay topic, so ensure that you have access to
good research that provides pertinent information.
2. Step 2
Outline your discussion essay using paper and a pen. Your goal at this point is to get
your thoughts on the discussion essay topic organized and in writing. You can write
a detailed outline for your discussion essay, using traditional outline format--letters
and numbers to separate key points--or you can simply jot down a list of the main
discussion points you plan to cover in the body of your essay.
3. Step 3
Write your introduction. According to the Open University, your goal in the
introduction of your discussion essay is to introduce the issues relating to the
topic and to provide your reader with important background information. Explain
any important words or terms your reader may not understand that you'll need to use
in the essay. Providing your reader with a simple overview of how your discussion
essay is organized will ensure that she understands your flow of thought throughout
the body of the essay.

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4. Step 4
Write the body of your discussion essay, using any research sources that you have
collected. Typically, you should present each issue individually and impartially,
discussing first one side and then the other side of each argument that relates to your
topic. Progress through your body arguments in order, starting with your weakest
argument or issue and progressing to the strongest. This structure allows your reader
to follow your flow of thought easily without getting distracted.
5. Step 5
Write your discussion essay conclusion. Your goal with your conclusion is to
summarize the overall information from the discussion essay body, leading the
reader to mentally review the pros and cons of the topic argument. Although you
don't technically have to be in favor of one side of the discussion yourself, if you are,
be sure to present your own conclusions in this paragraph rather than earlier in the
essay.
b. The balanced view
In this case you present both sides of an argument, without necessarily committing
yourself to any opinions, which should always be based on evidence, until the final
paragraph.
At its simplest your plan for writing will be as follows:

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Introduce the argument to the reader.

e.g. why it is a particularly relevant topic nowadays
or refer directly to some comments that have been voiced on it recently.

Reasons against the argument

State the position, the evidence and the reasons.

Reasons in favor of the argument.

State the position, the evidence and the reasons.

After summarizing the two sides,

state your own point of view,
and explain why you think as you do.
c. The persuasive view
This second type of argumentative writing involves stating your own point of view
immediately, and then trying to convince the reader by reasoned argument that you are right.
The form of the piece of writing will be, in outline, as follows:

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Introduce the topic briefly in general terms,

and then state your own point of view.
Explain what you plan to prove in the essay.

Reasons against the argument.

Dispose briefly of the main objections to your case. Provide evidence and
your reasons.

Reasons for your argument

the arguments to support your own view,
with evidence, reasons and examples.

Conclusion - Do not repeat your opinion again.

End your essay with something memorable
e.g. a quotation or a direct question.

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d. Linguistic Realization (Grammar Patterns)

1. Present tense
Present tense dominates the use in the text due to the fact that discussion is related
to topic of current issues.
Present tense with finite: be
a. is TV good for children?
b. It is get to know about different news or information
b. TV stations serve adult people with different not very judge good or bad
Present tense with finite: do/does
a. They help them relax and programs such as music, talk show, report, news, films, etc.
Present perfect tense
a. TV program have proved to be both positive and negative to child.
Present tense with modality
Present tense with modality: have to, will, may to take express personal opinion
meaning or argument, and personal function or personal expectation.
a. They may also teach them, including children.
b. Therefore, adults have to accompany their children in watching some programs on
TV?
2. Noun phrase as subject and object
It is taken for granted that the subject of a subject is in the form of a noun phrase, instead
of a noun.

As subject
Some TV program
All programs on TV
Many different programs
TV stations

Formation
Number + noun + noun
Number + noun + adverb
Number + adjective + noun
Noun + noun

As an object
Adult people
Their children

Formation
Adjective + people
Possessive + noun

3. Gerund as the subject

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Teacher should explain that the subject is not only in the form of
a. watching TV has been one of the daily activities for people adults and children
4. Conjunctions to show contradiction
As the discussion exposes argument that support the issue and argument that against the
issue, there must be the use of conjunction however and although to bridge between
argument for and argument against, and the use of therefore to state a recommendation.
a. Some programs, however, are sometimes about the exhibition of violance, sarcasm,
crimes, murder, etc
b. Although they are expected to give lesson or information to people for doing so,
they may also teach them, including children, to do so.

5. Passive verb
Some information or opinion can be expressed in the use of passive verbs. Passive verb
are usually followed by adverbs: purpose, time and place
Examples:
- Are basically designed to entertain and give information
- Is taken for granted
- Are expected to give a lesson or information to people
6. Conjunction
The use of conjunction such as, however is very common to show the different views
towards the topic being discussed.
7. Modality
The use of modality such as; will, may, must, should, have to, is very common to show the
interpersonal function as the writer need to propose some arguments or opinions.
8. Subject or object in the form of Noun Phrase
It is very often that subject of a sentence is in the form of noun phrase, and this noun
phrase is complex enough, it has pre modifier and post modifiers. Pre-modifiers are words
before the head and post-modifier are words after thehead

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Many children from poor families

Pre modifiers head
post modifiers
2. Verbs in the predicator
Traditionally we use the term predicate to mark the verb that is used after the subject.
Functional grammar uses the term predicator to mark the verbs after subject, because it
consists of two parts; finite or modal and the verb itself.
a. The government has granted the right for it to every school management.
- Has granted
: has (modal) + granted (verb)

B. Model of the text

a. Example

Should military service be compulsory?

Analysis
Background or General Statement
about social issue or social problem is
meant to orient the readers to the field
or topic of hot issue to be discuss;

Paragraph
Military service is compulsory in most
countries of the world. In some European
countries all citizens are required to spend
two years full-time in the army, air force or

- Military service is compulsory in

navy from the age of eighteen and to

most countries of the world

continue to train on a part-time basis

throughout their adult lives to be ready in
case of war. In other countries, notably
Britain and the United States, military
service is not compulsory.

Plan is meant to state the problem

will be discussed:
- In this essay I intend to look at some
of the arguments for and against

In this essay I intend to look at some of the

arguments for and against compulsory
military service. First I want to look at the
arguments in its favor. .

Argument for is meant to expose

some opinions that support of
compulsory military service

I think there are three main points in

Firstly, all countries need a military force.

all countries need a military force

support of compulsory military service.

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If a country in unable to attract

enough volunteers to the military
service then it cannot operate as
effective defense

This force defends the citizens in times of

war and therefore all citizens should make
some contribution. The second point is a
practical one. If a country in unable to
attract enough volunteers to the military
service then it cannot operate as effective
defense.

The

third

and

most

often

mentioned point is that military service is a

good discipline fur young people - it
teaches them practical and social skills and
encourages them to take responsibility for
themselves and others. A society with
compulsory military service is therefore a
better society.
Argument against is meant to
expose some opinions that are
against or refuse compulsory
military service

The main arguments against are to do with

individual freedom. Many people question
the value of a young person breaking his or
her career or education in order to learn

young person breaking his or her

career or education in order to
learn how to kill

how to kill.

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In my opinion, military service should not

be compulsory, but some kind of useful
social service should be. That is, all young
people should be required either to do

Discussion & conclusion

military

contains very brief summery

disadvantaged groups in the community -

related to the issue and what is

for example, with those in hospitals, old

exposed in the argument

people's homes, special schools. This

In my opinion, military service

should not be compulsory, but
some kind of useful social service
should be

service

or

to

work

with

experience would be valuable to the

community and would also build a sense of
responsibility in the individual. However,
whether a person chooses military or
community service, their commitment
should be part-time so that education and
career are not interrupted. I also think that
all young people should be involved - male
and female.

(From Perspectives by Andy Hopkins, Longman, 1989, p. 70)

b. Group Model and analysis

Analysis
Paragraph 1 contain Stating
issue :
The implementation of
Curriculum 2013

Pros and Cons of Curriculum 2013

Curriculum 2013 started to be implemented on the
school academic year 2013/2014. Although it has
been officially used but the latest curriculum is
still raising the pros and cons among educational
practitioners

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Paragraph 2 and 3 contain

Those who support it state that Curriculum 2013 is

Argument for / Supporting

actually aiming to solidify the lessons so it does

arguments,:

not burden the students. As a result, students will

Curriculum 2013 is aiming to

focus on the challenges of the future of the nation.

solidify the lessons

So also with the teachers, they are not burdened in

Curriculum 2013 is a

the preparation of the Education Unit Level

combination of two kinds of

Curriculum.

earlier educational curriculum

in Indonesia

Further Curriculum 2013 itself is actually not

something new. Curriculum 2013 is a combination
of two kinds of earlier educational curriculum in
Indonesia; CBSA (active student learning) and
KTSP (education level curriculum). It is very
advantageous as CBSA teaches students to be
critical.

Paragraph 4, 5, and 6 contain

Conversely, those who do not agree with

Arguments Against, those

Curriculum 2013 state the new curriculum is less

who do not agree with

focus because it combines the learning subjects. In

Curriculum 2013:

primary school it combines science subjects with

the new curriculum is less

Indonesian. According to them combining two

focus

subjects into one material may not be effective as

they still want that English is

it does not consider teachers competences in most

given to students from primary

of schools in different regions in Indonesia.

school
application of Curriculum
2013 also does not have a
strong foundation.

Some parents also do not agree with Curriculum

2013 as they still want that English is given to
students from primary school. They argue that
mastering foreign language need long time and
process and it is good if started from earlier. They
added that many sources of common knowledge is
written in foreign language, especially English.
The reason for the application of Curriculum 2013

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also does not have a strong foundation. There is no

in-depth study of the causes of the failure of
previous curriculum which makes it to be replaced
with the new one
The last paragraph contain

Finally the pros and cons are always there.

Conclusion

Curriculum 2013 has been already implemented.

/Recommendation, which can

Will this new curriculum successfully lead

be seen in the sentences:

education in Indonesia to move forward? Were all

pros and cons are always

going to see it

there, etc.
.

There are no sources in the current document.

CHAPTER III
CONCLUSION
Actually we can make a conclusion by comparing discussion text with other genres, in
this paper we try to compare with procedure text
1. Discussion Text

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Purpose/social function

Variations within the genres

To present information

There can be discussion of findings from

about/arguments for

research, investigations and formal inquiries eg

multiple sides of an issue, concluding

an Inquest, a commissioned report.

with a

Essays or articles in studies and research are

recommendation based on the weight

written specifically to argue different

of evidence

viewpoints on an issue.

Structural features
This type of text generally opens with a statement of the issue and a preview of the
various sides to the argument or perspectives that will be covered.
It then goes on to consider each point in a logical order, presenting evidence and
elaboration/illustrations.
It closes with some summary statements reviewing the viewpoints and a concluding
recommendation as to what final view should be held by the reader.

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Language features
1. Present tense
Present tense dominates the use in the text due to the fact that discussion is related to
topic of current issues.
Present tense with finite: be
Present tense with finite: do/does
Present perfect tense\Present tense with modality
Present tense with modality: have to, will, may to take express personal opinion
2.
3.
4.
5.

meaning Noun phrase as subject and object

Gerund as the subject
Conjunctions to show contradiction
Passive verb
Conjunction
The use of conjunction such as, however is very common to show the different views

towards the topic being discussed.

6. Modality
The use of modality such as; will, may, must, should, have to, is very common to show
the interpersonal function as the writer need to propose some arguments or opinions.
7. Subject or object in the form of Noun Phrase
8. Verbs in the predicator

2. Procedure Text

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Curriculum context

The curriculum purpose is generally to reinforce/assess

knowledge of

activitywithin
(suchthe
as baking
Purpose/social function steps in a sequenced
Variations
genres a cake, repairing a
To tell how something (a task, an aim,

recipes

a product)

procedures in science experiments

is to be accomplished through a

instructions

sequence of steps

operation manuals

or actions

rules in games/sports

Structural features
There are three components to the structure, with the goal often forming the title of the
text.
Goal - what will be achieved by following the steps/process outlined; the desired
outcome/aim.
Materials (if required) - usually listed in the order they are required.
Steps - to tell the reader what to do in order to accomplish the goal; these may be
numbered and should be properly sequenced in a logical order of dependency.
Note that diagrams and/or illustrations may be used to clarify the task/product/steps.

Language features
Commands typically expressed using the imperative mood (Grate the lemon coarsely)
A number of technical words, varying in degree of technicality (Bunsen burner, knead)
Actions carried out on non-human, concrete participants
A range of circumstances in which the actions occur, such as where to place things (in
water, over the lemons), when and for how long (after an hour), and how to carry out
actions ( carefully, with a sharp knife)

17

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From two tables above we can conclude that each genre of text has different structure
Feature, purpose/ social function, and language feature. For each purpose we can see at the
chart below

Genres

Purposes

Recount

To recount significant events

Narrative

To entertain and perhaps instruct

Procedure

To instruct how a task is to be

accomplished

Information Report

To describe and/or classify our living

and non-living world

Explanation

To account for why things are as they

are or how / why something occurs

Argument

To put forward a point of view or

justify a position being taken by the author

Discussion

To present the case for more than

one point of view about an issue

Review

To assess the appeal and value of a

work/performance and make a
recommendation.

CHAPTER IV
TEACHING SUGGESTION.

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There are three practical steps which we must remember and can be done by teachers
to teach writing in the classroom with the genre approach; (1) giving model (2)
discussing the structure and practicing to write,(3) self-construction.
a. Giving models of the texts (modeling)
In this context teachers give some examples of discussion text. Some oral question
related to the content of the text can be given to the students, examples:
What is the topic of the text
What does the writer want to tell us?
Why is TV good for children?
Why is TV also bad for children
Then, what shall parents do to children with their TV?
As an reinforcement, the teacher need to repeat briefly about the rhetorical
structure of discussion text, each content and function of the text element need to
be explained again to them.
b. Discussing the structure and practicing to write
In this context, teachers can ask the students to be more active doing formal text
analysis exploration. Such activities are necessary for:
a. Formulating the communicative purpose. Generally the discussion text is
really effective for explaining an argumentation toward social issue rising in
the society.
b. Defining the genre of the text, in this case the discussion text genre
c. Identifying Rhetorical structure ( General statement about a social issue,
arguments for, arguments against, Recommendation)
d. Studying The grammatical patterns commonly used in the discussion text, for
concluding : (1) types and kinds of sentences, (2) kinds of tense, (3) textual
devices,

c. Self-text construction.

In this context the teachers can give some assignments to the students
independently do some exercises by making a short of text with the topic decided
before. The topic that can be given to the students, for examples:
o Three cycle vehicle are not allowed to operate
o Smoking in the public places is banned
o Salary is to be increased for all teacher
o Alcoholic drinking is to be legalized
o Motor rider have their lights on in the daylight
o Rice import is to be banned

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References
Government of South Australia (2014). Professional Learning Module Genres in Primary
School. Department of education and child development
Hopkins, A. (1989). Perspectives. London: Longman
Toulmin, S. E. (1958). The uses of argument. New York: Cambridge University Press.
http://www.uefap.com/writing/writfram.htm
http://genreoftext.blogspot.com/search/label/discussion
http://www2.warwick.ac.uk/fac/soc/al/learning_english/leap/writing/
http://en.wikipedia.org/wiki/Writing