recognizing functions of sentences
TRANSCRIPT
Recognizing Functions of SentencesSITUJUH NAZARA
ENGLISH STUDI PROGRAMFACULTY OF EDUCATION AND TEACHER TRAININGCHRISTIAN UNIVERSITY OF INDONESIAJAKARTA, 2011
Reading Comprehension Skill 2
YOU HAVE LEARNT in chapter I• Introductory Sentences
▫general sentence(s) that open paragraph(s) ▫precede the topic sentence▫provide background about the topic or main
idea▫are not developed throughout the paragraph
•Topic Sentences▫states or suggests the main idea (or topic) of a
passage.▫contain both (1) a topic and (2) a controlling
idea.
C o n t e n t s
1. Supporting Sentences Explain the Topic Sentence
2. Supporting Sentences Suggest the Main Idea
3. Supporting Sentences Describe the Topic
4. Transitional Sentence5. Emphatic Sentences6. Concluding Sentence
Supporting Sentences Explain the Topic Sentence
•To prevent any misinterpretation or misunderstanding, most writers carefully provide their topic sentence with appropriate supporting sentences
•Supporting sentences can be in the forms of definitions, reasons, statistical data, or quotations from studies.
[1] The people in the United States speak the same language as the people in Great Britain. [2] However, American English is different from British English in many ways. [3] First, some sounds of American English are different from those of British English. [4] For example, most Americans pronounce the “r” in the word “car” but most Britons do not. [5] Most Americans pronounce the word “dictionary” like this: “’dik-shun-, ary,“ but the British pronounce it like this: “’dik-shun-ry.“ [6] Some spellings are also different. [7] People in Britain write “colour” and “centre,” but people in the United States write “color” and “center.” [8] Finally, some words are different. [9] People in the United States use “gasoline” in their cars, but people in Britain use “petrol.” [10] Gasoline and petrol are the same thing, but the Americans and the British use different words for it.
example
example
[1] The people in the United States speak the same language as the people in Great Britain. [2] However, American English is different from British English in many ways. [3] First, some sounds of American English are different from those of British English. [4] For example, most Americans pronounce the “r” in the word “car” but most Britons do not. [5] Most Americans pronounce the word “dictionary” like this: “’dik-shun-, ary,“ but the British pronounce it like this: “’dik-shun-ry.“ [6] Some spellings are also different. [7] People in Britain write “colour” and “centre,” but people in the United States write “color” and “center.” [8] Finally, some words are different. [9] People in the United States use “gasoline” in their cars, but people in Britain use “petrol.” [10] Gasoline and petrol are the same thing, but the Americans and the British use different words for it.
[1] introductions
[2] topic sentence
[3], [6], [8] Major Supporting Details
[4], [5], [7], [9], [10] minor supporting details
[4], [5] Minor Supporting Details for [3]
[7] Minor Supporting Detail for [6]
[9], [10] Minor Supporting Details for [8]
MI/TS [2]American English is different from British Eng. in many ways
[Major Supp. Sentences 3]
Difference in sounds
(car)/r/ (Am.) Vs
/Ø / (Br.)
’dik-shun-, ary (Am.) Vs
’dik-shun-ry (Br.)
[Major Supp. Sentences 6]
Difference in spellings
“color” and “centerVs
“colour” and “centre
[Major Supp. Sentences 8]
Difference in words
gasolineVs
petrol
Create diagram![1] Prolonged unemployment can
create serious psychological problems that, in the long run, actually contribute to continued joblessness. [2] In a society that stresses the relationship between productive work and personal value, it is easy enough to equate long-term unemployment with personal worthlessness. [3] That is, in fact, precisely what many unemployed men and women begin to do. [4] Out of a job for a year or more, they begin to see themselves as worthless human beings, without any value to their society. [5] In what amounts to a vicious cycle, their sense of personal worthlessness further diminishes their chances of gaining employment. [6] Sometimes they stop looking for work altogether, sure in their despair that no one would hire them. [7] Or else they go on interviews, but they present themselves in such a defeated and hopeless way that the interviewer cannot help but be unimpressed and reject their application
Supporting Sentences Suggest the Main Idea
1. A paragraph implicitly introduce main idea
2. Supporting Sentences suggest the main idea
3. Infer the main idea
Main Idea:
1. When Martin Luther King, Jr. spoke, people listened.
2. Poor people, rich people, white people, black people, people from other countries-they all listened.
3. Many people helped him work, march, sing, and pray for justice.
4. He asked people not to fight with each other.
5. He suggested peaceful ways to solve problems.
6. Martin Luther King, Jr. had a special talent for leadership.
Martin Luther King, Jr. was an influential leader
example
Supporting Sentences Describe the Topic
•Some paragraphs merely describe a topic•There is no one general sentence that
sums up the main idea. •Nor do the supporting sentences combine
to suggest main idea.
Topic:
1. A comet is a chunk of matter made up of frozen particles and gases.
2. The main body of a comet is usually about one mile in diameter.
3. We think of a comet as an object with a long “tail.”
4. But this tail is present only part of the time.
5. While the comet is far out in space, it has no tail.
6. When it approaches the sun, the heat melts the frozen material and releases the gases. T
7. hese form the comet’s long tail we see so often. This tail may be thousands of miles long
Comet
example
Transitional Sentence
•The word ‘transition’ is derived from the Latin ‘trans’ meaning “across”.
•Sentences link ideas or facts together•Help to see the relationship between
different ideas presented in different paragraphs or different points presented in different sentences of a particular paragraph, and, in turn, enable you to follow the author’s train of thoughts.
Transitional Sentences
In 1922, Lord Carnavron and Howard Carter made a discovery that shocked and delighted the entire world of archaeology: they found the fabulous tomb of King Tutankhamen. Two rooms of the tomb had been attacked by grave robbers, but the third room had been left untouched for thousand of years. The room contained not only the mummy of the eighteen-year-old king but also hundreds of priceless objects that provided valuable information about the ancient Egyptian culture.
Unfortunately the story does not end with the discovery. Following the opening of the tomb, stories of the “curse of the Pharaohs” began to circulate, and many believed that the curse was beginning its awful work. Lord Carnarvon died suddenly, and for some that was proof enough. But even more amazing, as the time went on more than twenty people connected with the tomb died under mysterious circumstances.
Unfortunately the story does not end with the discovery
example
Emphatic Sentences
•Repetition or reiteration to emphasize certain important points
•An repeated sentence (emphatic sentence) is usually the main idea
•To make sure that the main idea will be remembered
•It frequently appears at the end of a paragraph
Topic Sentence
Emphatic sentence
Perhaps one of the greatest hoaxes in the history of archaeology was the discovery of the Piltdown man. In 1912, Charles Dawson claimed that he found the missing link between humans and apes; he had discovered the skull of a creature that appeared to be half man and half ape. Scholars the world over were delighted with his find and convinced that it was truly the missing link. It wasn’t until forty-one years later that modern research revealed the truth: the skull consisted of a recent human skull and the jawbone of a female orangutan. The scientific world had been fooled, and it had taken almost half a century to discover it.
example
Concluding Sentence
•do not support the main idea•to bring the paragraph to an end by
describing some real or potential conclusion or outcome of a situation discussed in the paragraph
•summarize current research or thinking on an event or happening referred to in the paragraph.
ConludingSentences
With a huge white horn planted firmly in the middle of its head, the rhinoceros is a very comical-looking animal, but there is nothing comical about what presently appears to be its unhappy fate. Pursued by poachers who sell rhino horns for profit, the animals are rapidly being destroyed in what is a senseless slaughter. Laws to stop the poaching have been enacted in parts of Africa where the animals are found, but so far they have not been very successful. In fact, only a few small-scale poachers have been arrested. Large-scale poaching rings, responsible for much of the slaughter, remain intact. Free of significant interference, they continue to kill the animals in order to make their horns into fancy daggers or useless aphrodisiacs. If something is not done to control poachers, rhinoceros will probably become extinct in a very short time.
If something is not done to control poachers, rhinoceros will probably become extinct in a very
short time
example
Any Questions
