Types of Reading Text
Knapp and Watkins (2005,
p. 26-27) Working with texts as if they are structured objects, we can take a
more generative approach where they are seen as an arrangement of relative constants
(forms and grammatical codes) always in engagement with the potential for
variation and change. This provides a basis for thinking of genres as groupings
of central, relatively constant processes that can provide students with the
disposition to write; a factor of course dependent on the pedagogy used to
implement approach. Genres from this perspective are not seen so much as
products or text types, but as a core set of generic processes (describing,
explaining, instructing, arguing and narrating)
1)
Describing
is the process of ordering things into
commonsense or technical frameworks of meaning commonly used in personal descriptions,
common sense descriptions, technical descriptions, information reports, scientific
reports and definitions.
2)
Explaining
is the process of sequencing phenomena in temporal and/or causal relationships commonly used in explanations
of how, explanations of why, elaborations, illustrations, accounts and explanation
essays.
3)
Instructing
is the process of logically sequencing actions or behaviours commonly used in procedures, instructions,
manuals, recipes and directions
4)
Arguing
is the process of expanding a proposition to persuade readers to accept a point of view. commonly
used in essay expositions discussions debates interpretations and evaluations
5)
Narrating
is the process of sequencing people and events
in time and space commonly used in personal, recounts,
historical recounts, stories, fairy tales, myths, fables and narratives
Based on the
explanation above the researcher concludes that the five type of reading text
there are describing, explaining, instructing, arguing and narrating have to
make the materials at the classroom
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