GENRE OF NARRATION FOR NARRATING PROBLEMATIC PAST EVENTS

GENRE OF NARRATION FOR NARRATING PROBLEMATIC PAST EVENTS IN ORDER TO AMUSE OR ENTERTAIN AND EVEN THINK

A. Topic 1: Frightening Experience 1. Objective : Menerangkan bagaimana suatu kejadian yang menakutkan yang pernah terjadi di masa lalu dapat dikemas menjadi sebuah teks jenis narration yang efektif.

A. Membuat flow chart teks yang berisi : (1) communicative purpose, (2) rhetorical structure, (3) grammatical pattern yang biasa digunakan pada teks narrative. b. Terangkan perbedaan tentang jenis teks recount dengan jenis teks narative.

Teks recount adalah jenis teks yang sangat tepat untuk menceritakan aktivitas atau kejadian masa lalu yang tujuan utamanya hanya sekedar memberi informasi (to inform) kepada pembaca. Narrative adalah jenis teks yang sangat tepat untuk menceritakan aktivitas atau kejadian masa lalu, yang menonjolkan problematik experience dan resolution

Dengan maksud menghibur (to amuse) dan seringkali dimaksudkan untuk memberi pelajaran moral kepada pembaca. Teks narrative yang sangat umum antara lain cerpen, novel, naskah sinetron, legenda atau dongeng dan lain-lain teks yang mengisahkan pengalaman masa lalu yang di dalamnya terdapat konflik resolusi.

Ajukan beberapa pertanyaan tentang topik yang akan dikisahkan tersebut. Rhetorical Structure untuk jenis teks narrative adalah: Orientation --sequence of events that leads to conflict --climax --- resolution---coda. Pemahaman isi dan fungsi orientation adalah penting bagi siswa. Orientation berisikan topic of an activity or event yang akan dikisahkan atau diceritakan, sedangkan fungsinya adalah untuk menarik perhatian pembaca.

Pemahaman tentang isi dan fungsi teks element: sequence of events that leads to conflict- climax. Sequence of events berisi paparan kisah cerita tentang aktivitas atau kejadian dimasa lalu yang di dalamnya terdapat tahapan conflict – resolution. Fungsi dari pengisahan tersebut adalah untuk menghibur (amuse) para pembaca, yang juga dimaksudkan untuk memberikan pelajaran.

Resolution adalah teks element yang berisikan paparan tentang pemecahan masalah (problem solving) Coda berisikan kesimpulan ringkas dengan maksud untuk memberikan atau menitipkan suatu pesan moral (moral lesson) kepada para pembaca.

y e. Pertanyaan yang merujuk pada orientation, Sesuai topik frightening experience, yang barangkali pernah dialami oleh para siswa. Beberapa pertanyaan berikut dapat diberikan kepada mereka: Pertanyaan yang merujuk kepada orientation: Have you ever got a terrible or frightening experience? - Where did it happen?

a Pertanyaan yang merujuk pada sequence of events that leads to conflict – climax: - what really happened to you? - How did you feel? Pertanyaan yang merujuk pada resolution What did you do them? How did you feel then? Pertanyaan yang merujuk pada coda: Do you learn anything from the experience?

Untuk memulai menulis teks yang mengisahkan pengalaman masa lalu dengan tujuan memberikan hiburan atau pelajaran moral, para guru dapat membimbing mereka untuk terlebih dahulu menjelaskan secara ringkas topik aktivitas atau kejadian yang akan diceritakan tersebut (orientation).

Orientation berupa statement yang menarik tentang suatu yang bersifat luar biasa, yang terdiri dari satu atau dua kalimat saja. A huge snake got in my aunt’s living room, one day. Orientation biasa berisikan hal yang luar biasa yang dapat memprovokasi pembaca untuk menjadi tertarik mengetahui detailnya

Saturday last month was the most terrible day I ever had in my life. ---- orientation demikian akan menarik para pembaca untuk mengetahui lebih jauh detailnya, dengan harapan bisa terhibur (amused) dan mendapat pelajaran. The earth began to shake when a beautiful woman got angry to her husband. ---- Dengan orientasi seperti ini diyakini bahwa para pembaca akan menjadi tertarik untuk melihat detailnya.

Setelah orientation selesai dibuat, pada elemen sequence of events dikisahkan atau diceritakan secara efektif yang dimulai dari kisah atau cerita kejadian yang sifatnya ‘pengantar’ yang kemudian kisah dilanjutkan hingga menuju tataran problem (conflict of climax), yang kemudian disusul dengan paparan resolution, yaitu penyelesaian atas problem yang telah dipaparkan tersebut.

2. Text Elements and Rhetorical Structure Text Element function Orientation -Berisi topik aktivitas atau kejadian yang bersifat ‘luar biasa’ yang akan diceritakan. -Harus menarik dan harus mampu memprovokasi para pembaca untuk mengetahui detail. -Menggunakan kata sifat (adjective) untuk mengembangkan personal attitude juga sangat umum. Sequence of Events, which are problematic, that leads to conflict – climax. -Berisikan detail tentang aktivitas atau kejadian tersebut, yang bersifat probelmatik, yang disusun secara urut, dari tataran introduction, conflict, hingga ketataran climax. -Diceritakan secara kronologis, secara urut aktivitas yang dilakukan. Seperti halnya dalam recount, dalam narrative text bisa juga dipergunakan sequence markers: first, second, third, etc. atau first, next, after that, then, finally.

-Grammatical pattern : a. Penggunaan predicate dengan kata kerja berbentuk past tense, past perfect, dan past continuous tense. b. Penggunaan verbs of doing pada predicate, misalnya ran out, went, got, tried, etc. yang menggambarkan aktivitas. c. Penggunaan kata sifat (adjective) yang berfungsi untuk menunjukkan sikap diri (personal attitude), misalnya frightened, quiet, calm, worried, confused, anxious, happy, etc. d. Pengulangan, subjective pronoun yang sama dalam teks adalah sangat umum, misalnya: e. First, my aunt was very frightened, but she tried to manage herself to be quiet. Unfortunately, she failed to do it, so she creamed out very loudly and then called some neighbors for some help.

a. Penggunaan conjunction juga sangat lazim ditemukan, misalnya: First, my aunt was very frightened, but she tried to manage herself to be quiet. Unfortunately, she failed to do it, so she creamed out very loudly and then called some neighbors for some help. After that, she ran out and tried to chase the snake out of the room, but she failed to do so. Resolution - Berisikan paparan pemecahan problem yang sudah diceritakan hingga mencapai climax tersebut. Coda - Berisikan paparan tentang pelajaran moral (moral lesson) yang memungkinkan bisa dipetik atas kejadian tersebut” My aunt was so relieved to see the snake leaving the room without making any harm to anybody.

3. Text example A) Giving models of texts (modeling) Text elements Function Orientation A huge snake got in my aunt’s living room, one day. It was so horrible and could be very harmful to everybody. The description of the problematic events (conflictclimax) First, my aunt was very frightened to see the snake, but she tried to manage herself to be quiet. Unfortunately, she failed to do it. She screamed out very loudly to see the snake moving and hissing. Then, she called some neighbors for some help. After that, she ran out and in try to chase the snake out of the room, but she failed to do so. Resolution . Some neighbors suggested using salt to chase it away. Then she went to the kitchen to get a cup of salt. Using her right hand, she spread the salt over the snake and the floor of the living room. Not long after that, the snake slowly began to move its body and through the opened door, it began to leave the room Coda My aunt was so relieved to see the snake leaving the room without making any harm to anybody.

Ajukan pertanyaan beberapa pertanyaan lisan berkaitan dengan content tersebut dan mengidentifikasi text elements atau rhetorical structurenya. Dalam contoh teks di atas terdapat empat teks elements yaitu : orientation, sequence of events, resolution dan coda.

Orientation Elemen I ini berisi aktivitas atau problematic events yang akan diceritakan yang meliputi what seems to be the problematic, what happened, the participants and the personal attitudes (what the author thinks of the ‘what’)

‘A huge snake got in my aunt’s living room, one day. It was so horrible and could be very harmful to everybody. Kalimat it was so horrible and could be very harmful to everybody merupakan refleksi personal attitude dari penulis yang berfungsi untuk menarik perhatian para pembaca.

Sequence of events (description of the problematic events) Element ini berisi kisah selengkapnya tentang apa yang terjadi. Kisah atau cerita ini dimulai dari kejadian (event/happening) yang bersifat permulaan (introduction), yang kemudian diteruskan ke konflik permasalahan (problem) hingga ke puncak permasalahan (climax). Teks diatas dapat diurai sebagai berikut:

Introduction First, my aunt was very frightened to see the snake, but she tried to manage herself to be quiet. Problem to climax Unfortunately, she failed to do it. She screamed out very loudly to see the snake moving and hissing. Then she called some neighbors for some help. After that, she ran out and in try to chase the snake out of the room, but she failed to do so.

Resolution Berisikan deskripsi pemecahan masalah (solution) atas konflik permasalahan yang telah dituangkan pada sequence of events Some neighbors suggested using salt to chase it away. Then she went to the kitchen to get a cup of salt. Using her right hand, she spread the salt over the snake and the floor of the living room. Not long after that, the snake slowly began to move its body and through the opened door, it began to leave the room

Coda Merupakan cerita penutup, yang biasa berisi hal positif yang bisa dipetik atas permasalahan. ‘My aunt was so relieved to see the snake leaving the room without making any harm to anybody. ’

B) discussing the structure and practicing to write. Meminta menganalisis bentuk formal teks yang sedang dibaca untuk menyimpulkan communicative purpose, genre, dan rhetorical structure.

Merumuskan tujuan teks (communicative purpose) narrative text dibuat untuk mengisahkan suatu pengalaman masa lalu yang bersifat problematic, dengan tujuan menghibur sekaligus memberikan pelajaran moral yang bermanfaat, untuk dapat memberikan kontribusi perilaku (attitude) yang positif kepada pembaca.

Mendefinisikan bentuk genre. Genre adalah teks yang berisikan kisah pengalaman masa lalu yang bersifat problematik adalah narration Mengidentifikasikan rhetorical structure teks. Rhetorical structure untuk teks narrative adalah : orientation, description of the problematic even, resolution, coda (optional)

Mendiskusikan grammatical pattern di bawah bimbingan guru, untuk mengidentifikasi : (1) types and kinds of sentences, (2) kinds of tenses, (3) textual devices yang sangat umum yang digunakan di dalam menulis narrative text pada khususnya dan teks lain pada umumnya.

Self-Text Construction Memberikan kesempatan kepada siswa berlatih menulis jenis teks narrative. Guru dapat menyuguhkan dua macam topik untuk dikembangkan oleh para siswa, misalnya: Embarrassing experience : Suatu pengalaman yang cukup memalukan yang mungkin perhah dialami oleh siswa sendiri atau dialami orang lain Terrible experience, suatu pengalaman yang tidak menyenangkan, yang mungkin pernah dialami oleh para siswa di waktu lalu.

B. Linguistic Realization Objective: Menerangkan pola-pola penerapan grammar (grammar pattern) yang sangat umum untuk merealisasikan informasi, pesan, atau ide-ide dalam kalimat-kalimat yang efektif, khususnya untuk teks narratives dan teks-teks lain pada umumnya

Penguasaan kalimat (sentence acquisition) sangat penting. Guru tidak perlu merasa bosan mengulangi menerangkan sentence element dan basic sentence pattern. Bagian yang paling penting pada setiap kalimat adalah predicate (traditional grammar), atau process (dalam analisis transitivity, atau ideational meaning menurut functional grammar) atau predicator (dalam analisis interpersonal meaning menurut functional grammar)

Dalam kaitannya dengan penulisan teks narrative , perlu dibahas beberapa topic grammatical patterns berikut: The nature of sentence: susunan kata yang di dalamnya sudah terdapat bagian yang menduduki jabatan subjek dan predicate bisa disebut sebagai kalimat.

A sentence is a group of words that contains a subject and a verb to express a complete thought which begins with capital letter and ended with period. A sentence can be performed from one or two clauses that joined with conjunctions for relative connectors.

Example: “Once upon time in Batakland” is not a sentence. It doesn’t have a subject or a verb as the predicate. It doesn’t express a complete thought. “Once upon time in Batakland lived a fisherman named Bhatara Guru Sahala” is a sentence. It has expressed a complete thought, which is marked with the presence of subject and a verb as the predicate.

It is a sentence because it has a subject ( a fisherman) and a verb as the predicate (lived). When fleshed out further, this sentence has employed several adverbs; time, and place. The sentence is made up of two clauses; (1) independent clauses , “Once upon time in Batakland lived a fisherman” and (2) dependent clause which is reduced , “that was named Bhatara Guru Sahala”.

As a tough fisherman, he went out fishing every morning is a sentence. It has expressed complete thought because it has a subject (he) and a verb as the predicate (went out fishing). It also has two adverbs; status (as a tough fisherman), time (every morning).

2. Elements of sentence Setelah menerangkan definisi kalimat, guru dapat menerangkan elemen-elemen pembentuk kalimat itu sendiri: subject, predicate, adjective, and adverb yang berfungsi untuk meningkatkan kejelasan informasi yang disampaikan.

A sentence consists of several related elements in it. Subject, predicate, object and adverb. Subject must be a noun , predicate must be a verb and object must be a noun. Either subject or object can take the form of a word, a phrase, or clause, while predicate can only take the form of phrase, which are formed by using prepositions, Therefore, each preposition is usually used in the adverbial phrase.

Example: “They were happily married and got two beautiful smart daughters”. The sentence consists of two clauses; (1) they were happily married, (2) They got two beautiful smart daughters. When they are fleshed out, the elements of the two sentences are:

“They were happily married and got two beautiful smart daughters”. 1 st sentence 2 nd sentence A word : They Word : They A phrase: - A phrase : - A clause : - Subject a Noun

“They were happily married and got two beautiful smart daughters”. 1 st sentence 2 nd sentence A word : Word : got A phrase: were happily married A phrase : - A clause : - Predicate a verb

“They were happily married and got two beautiful smart daughters 1 st sentence 2 nd sentence A word : Word : A phrase: - A phrase : two smart daughters A clause : - Object a noun

“They were happily married and got two beautiful smart daughters 1 st sentence 2 nd sentence A word : Word : A phrase: - A phrase : - A clause : - Adverb =time, place etc.

3. Adverb Salah satu bagian dalam kalimat yang berfungsi untuk meningkatkan kejelasan informasi adalah adver, yang dapat berupa adverb of time, place, purpose, reason, condition, consequence, etc.

Adverb plays important in its role of contributing for better clarity of the message conveyed in the sentence. It can express the information about time, place, reason, purpose, status, and frequency. Los of adverbs are marked with the use of prepositions: in, at, after, as, to, etc. Adverb can be in the form of ‘word’ or ‘phrase’ Example: once upon time -to the river As a tough fisherman - as soon as One day - day and night

4. Types of sentence Setelah para guru menerangkan definisi kalimat kemudian menerangkan elemen kalimat, jenis-jenis kalimat yang ditinjau dari segi kompleksitas isi informasi yang dituangkan perlu diterangkan kepada para siswa : simple, compound, complex, dan compound sentence.

Message, either to give good information or demand good information, can be expressed in different types of sentence: simple sentence, compound sentence, complex sentence or the combination of compound and complex sentence. Thus sentence becomes the skeleton a written text, no matter how long or short the text is. The core of a sentence is the “verb” employed as the predicate.

A) Simple sentence It is a single clause, of which it has one subject and one verb that functions as the predicate. The predicate expresses the ‘process of doing’ or ‘acting’. Whenever the predicate takes the form of ‘be’ , it functions ‘to relate’ the subject as the action or doer and the attribute or status that follow.

Example: My aunt was very frightened She tried to manage herself to quiet Unfortunately, she failed to do it. She screamed out very loudly She called some neighbors for some help. She ran out and in to try to chase the snake out of the room She failed to do so.

When the predicate takes the ‘verb of doing’ , it can be transitive or intransitive. An object must be added to the transitive verb, but it mustn’t be when the predicate is intransitive. Example: Transitive Vern + Object She tried to manage herself to be quiet She called some neighbors for some help Some neighbors suggested using salt to chase it away She spread the salt over the snake and the floor of the living room.

Intransitive verb + X + Adverb She screamed out very loudly She ran out and in to try to chase the snake out of the room. She failed to do so She went to the kitchen to get a cup of salt. When the predicate take ‘be’ ( am, is, are, was, were), or ‘modal be’ (will be, must be, should be, …. ) and adjective, and adverb or noun must be added to it.

When the predicate take ‘be’ ( am, is, are, was, were), or ‘modal be’ (will be, must be, should be, …. ) and adjective, and adverb or noun must be added to it Example: My aunt was very frightened My aunt was so relieved to see the snakes leaving the room with out making any room harm to anybody.

The presence of one or more adverbs make the information given in the sentence clearer Example: She tried to manage herself = the information is clear. She tried to manage herself to be quiet = the information is clearer She called some neighbors = the information is clear She called some neighbors for some help = the information is clearer.

Some neighbors suggested using salt = information is clear. Some neighbors suggested using salt to chase it away. = the information is clearer. She spread the salt = the information is clearer She spread the salt over the snake and the floor of the living room = The information is clearer.

In one sentence, it is always possible to use more than one verb in order that the information is clearer. Then she went to the kitchen (1) to get a cup of salt. (2) Using the right hand (1) , she spread the salt over the snake and the floor of the living room (2)

Several verbs are mostly used in a combination with other verbs to express complete thought, such as : begin to move, begin to leave, try to manage, run out and in. Not long after that, the snake slowly begin to move its body Through the opened door, it began to leave the room. She tried to manage herself to be quiet. She ran out and in to try to chase the snake out of the room

B) Compound sentence It is two simple sentences that join together with the help of (1) coordinating words such as ; and, but, yet, or so. (2) conjunctive adverbs (besides, furthermore, moreover, however, nevertheless, otherwise, accordingly, consequently, hence, therefore, thus, (3) semicolon (; ).

Example: My aunt was very frightened, but she tried to manage herself to be quiet. She failed to do it, so she creamed out very loudly and then called some neighbors for some help. She ran out and in to try to chase the snake out of the room but she failed to do so.

C) Complex sentence For the purpose of clarity I the information to give a complex sentence or compound complex sentence needs to e used. It is a sentence that is made up of one independent clause and one or more dependent clause. Practically, it can be defined that a dependent clause is a clause which begins with subordinating words such as while, when as soon as, if, that, who, which, although, because etc. The dependent clause can function as both adjective )which, that who) and adverb (although, while, when, as soon as, if , because, etc.

Example: As the trip got farther leaving our house, funny sound began to come out of the engine. We thought that it was nothing serious as I had the car checked two days before our trip. When I opened the cap, I found out that it ran out of water.

D) Compound complex It is the combination of compound sentence and complex sentence, The sentence longer than the simple or complex as both coordinating words (and, but, or) and subordinating words ( if, when, because, although, etc) are used.

Example: Nothing seemed go wrong in the beginning with our car, but funny sound began to come out of the engine as the trio got farther leaving our house. Not until out eyes got out of the signals, the car stopped and it got burn. We left the cap open and wait for the engine to cool down before we filled up the radiator with enough water.

E) Sequence marker In order that the flow of information (from one sentence which is then followed by the order sentence) can be coherently realized throughout the text, sequence markers are used. The sequence makers are ‘first, then, after that, next, finally. Example:

First, my aunt was very frightened, but she tried to manage herself to quiet. After that, she ran out and in to try to chase the snake out of the room, but she failed to do so. Some neighbors suggested using salt to chase it away. Then she went to the kitchen to get a cup of salt.

F. Past Tense One of the most frequently used tense to tell about past activities or events in past tense. It is marked with the use of past tense verb in the predicate. Example: That day was so nice, and each of us looked very happy. We were only in two with Empira and planned to go to Yogyakarta to visit some famous places of interest there. We left for Yogyakarta at about 7: 00

G. The use of adverb is meant to enhance the clarity in the information in the sentence. Prepositions begin most adverbs, such as to, in, at, out, of, on, for, until, etc. Adverb can take the form of phrase or clause with conjunction, as, before, although, etc. Adverb phrase A. in two with Empira B. to go to Yogyakarta To visit some famous places of interest At 7. 00

Adverb clause As the trip got farther leaving our house Before we filled up the radiator tank with enough water. Example: We were only in two with Empira and planned to go to Yogyakarta to visit some famous places of interest. We left Yogyakarta at about 7: 00 Nothing seemed go wrong in the beginning with out car, but funny sound began to come out of the engine as the trip got farther leaving our house. We left the cap open and wait for the engine to cool down before we filled up the radiator tank with enough water.

Writing Practice Obejcetive: Aktivitas ini merupakan the core pada proses pembelajaran writing di dalam kelas. Aktivitas ini bertujuan untuk mengukur seberapa siswa telah menunjukkan kemampuan mereka dalam menulis narrative text melalui penguasaan topik bahasan grammatical patterns.

Discuss the following group of words, and identify whether they are phrases or sentences. Write “s” for sentence and “P” for phrases. It changed into a beautiful woman She was with long black hair and big round eyes. “she was really beautifu, ” Sahala tought…. He finally fell in love with her And asked her to marry him He promised to be faithful

And he would take care of her day and night The woman agreed to marry him With one very important promise from him to utter She would marry him If he could keep a promise Not to let anyone know that was once fish Sahala agreed and promised to do so And would always hold up the deal.

Flesh out the following sentences to describe their elements and describe them into the table below. They were happily married and got two beautiful small daughter Sahala went fishing every morning as he was a fisherman and his daughter s always came to bring him food and drinks. Day by day, he was very happy and enjoyed the food and the drink very much while fishing.

Unfortunately, one day he was very unhappy He was very angry to his two daughters as they ate up the food and drinks instead of serving it to his father. He was so upset and got very angry His uncontrolled emotion blew up and came out dirty words from his mouth. He shouted, You behaved exactly like the daughters of a fish.

Element Form Identified words / phrase Sentence 1 Subject Word Phrase clause predicate Word Phrase clause Object Word Phrase Clause Adverb Word Phrase clause Sentence 2 Sentence 3

Elements Forms Identified Words/Phrase Sentence 1 subject Word Phrase clause Predicate Word Phrase clause Object Word Phrase Clause adverb Word Phrase clause Sentence 2 Sentence 3

3. Read the text below, and then (1) identify the simple sentences only, then (2) write the verbs according to its group: transitive or intransitive, and finally (3) identify the adverb.

As a tough fisherman, ne went out fishing, every morning. One day, he caught an unusual fish in his led fishing net. It was an unusual fish as the fish could talk. He was very surprised to find that the fish could talk like human. To his more surprising , the fish shim to sent it free back to the river. He could do nothing except to agree, and soon he set it free back to the river.

To his another surprising, as soon as he set the fish free back to the river, it changed into a beautiful woman. She was with long black hair ad big round eyes. “she was really beautiful, ’ Sahala Thought. He finally fell in love with her, and asked her to marry him. He promised to be faithful and would take care of her day and night. The woman agreed to marry him with one very important promise from to utter. She would marry him if he could keep a promise not to let anyone know that she was once a fish. Sahala agreed and promised to do so, and would always hold up the deal.

Simple sentence Verb identification Adverb

4. In some simple sentences, write down your past unwanted experience. Use this clues. A. what was that? B. when was that? C. what happened? What did you do? Finally, how was it or what happened?

5. Discuss the following word group and identify whether they are simple sentence, compound sentence, complex sentence or compound complex. Write ‘SS’ for simple sentence, ‘CS’ for compound sentence, and ‘Cp. S’ for complex sentence or ‘CCp. S’ for compound complex sentence.

A. We thought that it was nothing serious as I had the car checked two days before our trip. Unfortunately, the strange sound became louder and to our surprise, the temperature signal told very hot up to the peak border Not until our eyes got out of the signals, the car suddenly stopped and it got burnt. When I opened the cap, I found out that it ran out of water.

We all got out of the car and thought what to do We left the cap open and wait for the engine to cool down before we filled up the radiator tank with enough water When everything was all right, we tried to start the engine again, and fortunately it worked.

6. Identiy all the adverbs used in the text of topic 2. Put them into adverb phrase or adverb clause in the table below. Adverb Phrase clause

7. Identify from the text of topic 2 simple sentence (SS) with the predicates of intransitive verbs. How many of them can you identify? Write down the sentence below. Simple sentence employing intransitive verbs as the predicate: A. B. C. D.

The text below tells what happened to Keisha one night. Read and identify the complex sentences and the compound complex. I want to bed night before the clock on the wall told 11. 00 p. m. As it was very cold, I covered my body with green blanket, It was raining and I couldn’t close my eyes very soon. Around 2. 00 a. m. I woke up. To my surprise, I found that water began to flow into my room and my bed got wet.

Quickly I got out of the bed to see what was wrong. I noticed that the roof of my boarding house was leaking. My room quickly began to filled up with water. I worked quickly to save things from getting, my books , shoes and rug. I took my flashlight and climbed up the cupboard to reach the leaking roof and tried to fix it. It worked and the water began to stop flowing. I was relieved but I couldn’t sleep until dawn.

Put your answers in the table below. Compound Sentence Complex Sentence

9. Paraphrase the content or simplify the text using your own words, and then, rhetorically, identify the text elements of the narrative text above, and write them down in the table below

Text Elements Orientation Sequence of events that leads to crisis and climax Resolution Coda Narrative

10. Have you ever got something unwanted happening to you? Write down everything you have experienced in the following rhetorical structure.

Text Elements Orientation Sequence of events that leads to crisis And climax Resolution Coda Narration