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Tri Raharjo, S.Pd 11 Mei 2009 0:0
contoh discussion tema uan am pemilu?
The National examination result will be publicly enounced in next short time. Euphoria will flood for those who get success. In the other hand, It will be sorry to hear that there are some of them do not succeed in their national final examination. For those who succeed soon will think to decide; where will they be after graduating high school? Actually it will be easy to decide for those has been arranged and thought earlier but for those have not planed yet, it will be quite confusing.
Continuing study or looking for work is the primary choice among them. When they think about continuing study, they will think hard about the time and cost. How long the higher study will last? And how high is about the cost. In the same way, when they think about straightly seeking job, what skill and competence they have got is a big matter of questioning. So, doing both choices in the same time is an alternative.
Continuing study as well as seeking job is possibly done but it will be hard for them. Conventionally studying in the university needs much time to spend especially in the first year. It is true because they have to do and adapt a lot of things in their new higher school. it will be very hard to looking for job. Therefore it should come to their mind of continuing studying at higher school from their own home. As result, the available time will be more flexible for them. Then it will be very possible to seek job and get the appropriate one. This type of studying is publicly known as distance learning.
As the alternative method of studying, besides the conventional studying which students and the lecturer have to meet in the fixed time and place regularly, distance learning provides possibility to grow better. Possibly working and studying surely will create high quality graduate. Distance learning should appear as a considerable choice for them.
tolong buatin recoun teks dunk penting buat besok
mba/mas
siapa saja tokoh dan peran dalam cerita Rapunzel???????
thx
Rapunzel
There were once a man and a woman who had long, in vain, wished for a child. At length it appeared that God was about to grant their desire.
These people had a little window at the back of their house from which a splendid garden could be seen, which was full of the most beautiful flowers and herbs. It was, however, surrounded by a high wall, and no one dared to go into it because it belonged to an enchantress, who had great power and was dreaded by all the world.
One day the woman was standing by this window and looking down into the garden, when she saw a bed which was planted with the most beautiful rampion, and it looked so fresh and green that she longed for it. She quite pined away, and began to look pale and miserable.
Her husband was alarmed, and asked: 'What ails you, dear wife?'
'Ah,' she replied, 'if I can't eat some of the rampion, which is in the garden behind our house, I shall die.'
The man, who loved her, thought: 'Sooner than let your wife die, bring her some of the rampion yourself, let it cost what it will.'
At twilight, he clambered down over the wall into the garden of the enchantress, hastily clutched a handful of rampion, and took it to his wife. She at once made herself a salad of it, and ate it greedily. It tasted so good to her - so very good, that the next day she longed for it three times as much as before.
If he was to have any rest, her husband knew he must once more descend into the garden. Therefore, in the gloom of evening, he let himself down again; but when he had clambered down the wall he was terribly afraid, for he saw the enchantress standing before him.
'How can you dare,' said she with angry look, 'descend into my garden and steal my rampion like a thief? You shall suffer for it!'
'Ah,' answered he, 'let mercy take the place of justice, I only made up my mind to do it out of necessity. My wife saw your rampion from the window, and felt such a longing for it that she would have died if she had not got some to eat.'
The enchantress allowed her anger to be softened, and said to him: 'If the case be as you say, I will allow you to take away with you as much rampion as you will, only I make one condition, you must give me the child which your wife will bring into the world; it shall be well treated, and I will care for it like a mother.'
The man in his terror consented to everything.
When the woman was brought to bed, the enchantress appeared at once, gave the child the name of Rapunzel, and took it away with her.
Rapunzel grew into the most beautiful child under the sun. When she was twelve years old, the enchantress shut her into a tower in the middle of a forest. The tower had neither stairs nor door, but near the top was a little window. When the enchantress wanted to go in, she placed herself beneath it and cried:
'Rapunzel, Rapunzel,
Let down your hair to me.'
Rapunzel had magnificent long hair, fine as spun gold, and when she heard the voice of the enchantress, she unfastened her braided tresses, wound them round one of the hooks of the window above, and then the hair fell twenty ells down, and the enchantress climbed up by it.
After a year or two, it came to pass that the king's son rode through the forest and passed by the tower. Then he heard a song, which was so charming that he stood still and listened. It was Rapunzel, who in her solitude passed her time in letting her sweet voice resound. The king's son wanted to climb up to her, and looked for the door of the tower, but none was to be found. He rode home, but the singing had so deeply touched his heart, that every day he went out into the forest and listened to it.
Once when he was thus standing behind a tree, he saw that an enchantress came there, and he heard how she cried:
'Rapunzel, Rapunzel,
Let down your hair to me.'
Then Rapunzel let down the braids of her hair, and the enchantress climbed up to her.
'If that is the ladder by which one mounts, I too will try my fortune,' said he, and the next day when it began to grow dark, he went to the tower and cried:
'Rapunzel, Rapunzel,
Let down your hair to me.'
Immediately the hair fell down and the king's son climbed up.
At first Rapunzel was terribly frightened when a man, such as her eyes had never yet beheld, came to her; but the king's son began to talk to her quite like a friend, and told her that his heart had been so stirred that it had let him have no rest, and he had been forced to see her. Then Rapunzel lost her fear, and when he asked her if she would take him for her husband, and she saw that he was young and handsome, she thought: 'He will love me more than old Dame Gothel does'; and she said yes, and laid her hand in his.
She said: 'I will willingly go away with you, but I do not know how to get down. Bring with you a skein of silk every time that you come, and I will weave a ladder with it, and when that is ready I will descend, and you will take me on your horse.'
They agreed that until that time he should come to her every evening, for the old woman came by day. The enchantress remarked nothing of this, until once Rapunzel said to her: 'Tell me, Dame Gothel, how it happens that you are so much heavier for me to draw up than the young king's son - he is with me in a moment.'
'Ah! you wicked child,' cried the enchantress. 'What do I hear you say! I thought I had separated you from all the world, and yet you have deceived me!'
In her anger she clutched Rapunzel's beautiful tresses, wrapped them twice round her left hand, seized a pair of scissors with the right, and snip, snap, they were cut off, and the lovely braids lay on the ground. And she was so pitiless that she took poor Rapunzel into a desert where she had to live in great grief and misery.
On the same day that she cast out Rapunzel, however, the enchantress fastened the braids of hair, which she had cut off, to the hook of the window, and when the king's son came and cried:
'Rapunzel, Rapunzel,
Let down your hair to me.'
she let the hair down. The king's son ascended, but instead of finding his dearest Rapunzel, he found the enchantress, who gazed at him with wicked and venomous looks.
'Aha!' she cried mockingly, 'you would fetch your dearest, but the beautiful bird sits no longer singing in the nest; the cat has got it, and will scratch out your eyes as well. Rapunzel is lost to you; you will never see her again.'
The king's son was beside himself with pain, and in his despair he leapt down from the tower. He escaped with his life, but the thorns into which he fell pierced his eyes.
He wandered quite blind about the forest, ate nothing but roots and berries, and did naught but lament and weep over the loss of his dearest wife. Thus he roamed about in misery for some years, and at length came to the desert where Rapunzel, with the twins to which she had given birth, a boy and a girl, lived in wretchedness. He heard a voice, and it seemed so familiar to him that he went towards it, and when he approached, Rapunzel knew him and fell on his neck and wept. Two of her tears wetted his eyes and they grew clear again, and he could see with them as before. He led her to his kingdom where he was joyfully received, and they lived for a long time afterwards, happy and contented.
Tri Raharjo, S.Pd 7 Mei 2009 0:0
saya mau nanyak pegertian/pemahaman expository paragraph?
bisa dikrim segera?
n an expository paragraph you give information. You explain a subject, give directions, or show how something happens. In expository writing, linking words like first, second, then, and finally are usually used to help readers follow the ideas (except for our purposes those words cannot be used).
This paragraph, like the others, organizes itself around three parts. A topic sentence allows the reader to understand what you are writing about. The middle part of the paragraph contains sentences that follow one another in a logical sequence of steps. The final sentence closes your subject with an emphasis on the final product or process desired by the topic.
Single Expository Paragraph
Clarity - The ideas in the paragraph should be understandable. They should not be confusing. Students should avoid ambiguity.
Example of ambiguity: "Ashley told her teammate that she had played fairly well, but not as well as she could have." (Who played well, but not as well as "she" could have - Ashley or her teammate?)
Topic Sentence - The topic sentence not only states or implies the topic of the paragraph but also includes a key idea word or word combination about that topic.
Example of topic sentence: "Earning a spot on the varsity tennis team as a freshman, which Ashley did, was a tremendous accomplishment." (The topic words are "spot...varsity tennis," and the key idea words are "tremendous accomplishment.") The rest of the paragraph should develop the key idea about the topic.
Clincher Sentence - The clincher sentence concludes the paragraph either by restating the main idea presented in the topic sentence (though using different words), or it provides a final comment about that main idea ("one step beyond"). Like the topic sentence, the clincher sentence must have its own key idea word or word combination.
Example of clincher sentence that restates main idea: "Ashley realized that making the varsity tennis team her first year was a wonderful achievement." ("wonderful achievement" restates idea that it was a "tremendous accomplishment.")
Example of clincher sentence that goes "one step beyond." "Ashley was extremely proud that she was the only freshman to make the varsity." ("extremely proud" goes beyond "tremendous accomplishment" by letting the reader know the girl's reaction to this accomplishment.)
Unity - Everything else the student writes in the paragraph should relate to the key idea word(s) in the topic sentence, creating a sense of "oneness." Anything that does not relate to the key idea word(s) (the main idea of the paragraph) does not belong in the paragraph. If the student decides that he or she must include the statement, then he or she must revise the key idea word(s) in the topic sentence.
Example of lack of unity: For the topic sentence discussed earlier, a sentence later in the paragraph that says, "Ashley's teammates had been disappointed with the team's performance the previous year," does not relate to the main point. It should not be included in this paragraph.
Example of unity: Including a sentence that stated that Ashley had been victorious in five of six challenge matches used to select the team, including wins over three members of the previous year's varsity relates to the idea that this was a "tremendous accomplishment."
Logic - Not only should the ideas in the paragraph be clearly expressed, they should also be logical within the context of the rest of the paragraph. (Later the criterion of "logic" will be expanded to the concept of "coherence.")
Example of questionable logic: After saying that Ashley was one of only two freshmen to earn a spot on the varsity tennis team, it would not make much sense to say that she was so depressed and angry that she wanted to quit the team.
Example of solid logic: Mentioning in the clincher sentence that Ashley felt proud of her accomplishment would be logical as that would be a realistic response in that situation.
Development - The writer should go into depth to explain or support the main idea of the paragraph as stated or implied in the topic sentence. The writer can accomplish this goal by providing examples, reasons, facts, and/or pertinent details where appropriate. In general, the writer might want to ask a number of questions when thinking about the paragraph, including "what?" "when?" "where?" "how?" and "why?" The student should probably answer at least a couple of these questions as long as they relate to the main idea.
Example of lack of development: After stating that Ashley's earning a spot on the varsity tennis team as a freshman was a "tremendous accomplishment" (topic sentence), to simply add the following would not sufficiently develop the main idea. "Only one other freshman was picked to fill the 10 spots. Ashley realized that making the varsity was a wonderful accomplishment." The rest of the paragraph provides little information or insight relative to the main point. The writer needs to provide more information as to why this was a tremendous accomplishment as well as perhaps how Ashley did accomplish this goal.
Example of adequate development: After stating that Ashley's earning a spot on the varsity tennis team was a "tremendous accomplishment," the writer adds the following support: "Six members from the previous year's varsity, which won the conference championship, were returning as were eight players from the undefeated junior varsity team, so competition for the 10 available slots was intense. During the week prior to her selection, Ashley played eight challenge matches, including five against members of last year's varsity, and won six of the eight contests, including three against previous varsity players. Even in her two losses, she was extremely competitive, losing both matches in three sets." Now the writer can add a clincher sentence to complete the paragraph. The writer has now shown why earning a varsity position was a "tremendous accomplishment."
Tone - The tone of the paragraph reflects the writer's attitude or approach. In the beginning of the year we will keep the options relatively simple. The paragraph's tone should either be serious or light and humorous. The tone of the paragraph should be appropriate for the subject matter.
Example of inappropriate tone: A paragraph about cocaine in which the topic sentence states that cocaine "is extremely dangerous" should not be light or humorous.
Example of appropriate tone: A paragraph about the dangers of cocaine should have a serious tone.
Example of appropriate tone: A paragraph explaining why dandelions should become the state "flower" would likely be light or humorous.
Example when tone might be either serious or humorous: A paragraph about school lunches could certainly be either, depending on the content of the rest of the paragraph.
The tone should not only be appropriate, but it should also be consistent. The writer should not try to be serious in one sentence, then humorous in the next two, then serious, and, finally, end up on a humorous note. (Later in the year "Tone" will be replaced by "Voice" as one of the criteria.)
Word Choice - This criterion obvious relates to the specific words selected by the writer. There are three considerations here: appropriate word choice in terms of correct usage; appropriate word choice in terms of level of maturity; and, effective word choice in terms of adding "flavor" or "color" to the writing.
Students should make sure that they use words correctly. A common error some students make is trying to impress the instructor by finding so-called synonyms for a common word in a thesaurus. They look up the word they were originally considering, see a list of "synonyms," then select one that seems impressive. Unfortunately, sometimes the word they choose means the same as the original word only within a very specific or limited context, which is not the context that they are using. consequently the idea the writer wants to convey becomes unclear and illogical.
Example of correct usage: "Ashley felt a sense of satisfaction after making the varsity team."
Example of incorrect usage after looking up "satisfaction" in a thesaurus: "Ashley felt a sense of complacency after making the varsity team." ("Complacency" can mean "satisfaction" in certain contexts, but it is not a logical substitution in this situation.)
Example of inappropriate level of maturity: "Ashley did a lot of real good things during the challenge rounds." Words like "a lot of," "real," "good," and "things" are inappropriate for eighth grade.
Example of appropriate level of maturity: "During the challenge rounds Ashley won numerous matches because of her powerful ground strokes, well-placed serves, and aggressive play at the net."
Images and mood words add spice/flavor/texture/color to an individual's writing. However, use of imagery and mood words should not be forced or overdone. Students should employ them to enhance their ideas, not overwhelm them.
Example of flavorless, colorless writing: "Ashley looked at the list of names of players who had made the varsity. Seeing her name, she smiled and left the locker room."
Example of images and mood words adding flavor/color:: "Ashley nervously scanned the list of players who had made varsity. Noticing her name, she grinned, turned quickly, and practically skipped out of the locker room."
Creativity - Students should attempt to come up with unusual insights or perspectives or even a different approach when tackling an assignment. I'm looking for something different, something that most other students either did not consider or did not include.
Example of creative idea or approach: One former student, when writing an "I" essay, approached the subject by taking the reader through a "typical day" in the writer's life. By the end of the essay, the reader felt like he had a fairly good idea of who this individual was.
Mechanics - This criterion refers to correct grammar and spelling. Specifically, students should avoid sentence fragments and run on sentences, as well as punctuation and capitalization errors. Students should use as a framework formal, standard, written English.
