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Pertanyaan
Pertanyaan
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kasih contoh text explanation dund, sekarang .... plizzz, thx b4
Explanation
The aim of an explanation is to explain the process involved in the formation or workings of natural or socio cultural phenomena.
The generic structure is a general statement to position the reader, a sequenced explanation of why or how something occurs.
Example:
Carnivorous plants
These students wrote their explanations after watching a video about carnivorous (fresh-eating) plants. These plants live in places that have very few nutrients in the soil. To survive in this hostile environment, they capture and eat live prey. Most eat insects, but some can swallow rats and small birds.
Venus Flytrap
The Venus Flytrap is an extraordinary plant. It is a carnivorous (flesh eating) plant which can digest flies and other insects.
When the ‘trap’ is open, it looks like a large seashell with sharp, spiky ‘teeth’. It has bright colours and a beautiful scent.
Insects are attraced to the plant because of its vibrant colours and its sweet-scented nectar. The insects land on small ‘trigger’ hairs of the trap and this pressure causes the trap to close. If the insect is too small, the chamber will not close, because there is not enough pressure. Once the trap has swallowed an insect it takes ten days to diggest it.
The Venus Flytrap prefers tropical weather and so it is found in places like South America. It is often used by people to catch the annoying insects that fly around their houses. In my opinion it’s very useful plant!
Bradley Aldous
The Picher of Death
You may have heard of a plant called the Picher of Death. As you can probably tell by its name, it kills and eats insects. If you want to know how, read on!
To catch flies and other insects, this plant needs a bait and a trap. The bait in this case in nectar. The trap is the cup or ‘pitcher’ shaped leaves which have short hairs at the top to give the insect a sure foothold, but slippery hairs pointing downwards, so it can’t escape once it falls in. the other part of the trap is a digestive fluid inside the cup.
How it catches the insect is really quite simple. First the insect is attracted by the nectar. Then it slips on the smooth inner surface of the plant. Next it is forced downwards by the slippery hairs. Then it falls into the digestive fluid and is drowned.
An interesting fact about this plant is that the pitcher leaves can grow to the size of a fully grown adult’s hand.
A brief Summary of Speech Production
General statement to Position the Reader
Speech production is made possible by the speciallised movements of our vocal organs generate speech sounds waves.
Explanation
Like all sound production, speech production reguires a source of energy. The source of energy for speech production is the steady stream of air that comes from the lungs as we exhale. When we breathe normally, the air stream is inaudible, the air stream must vibrate rapidly. The vocal cords cause the air stream to vibrate.
Explanation
As we talk, the vocal cords open and close rapidly, chopping up the steady air stream into a series of puffs. These puffs are heard as a buzz. But this buzz is still not speech.
Explanation
To produce speech sounds, the vocal tract must change shape. During speech we continually after the shape of the vocal track by moving the tongue and lips, etc. these movements change the acoustic properties of the vocal tract, which in turn produce the different sounds of speech.
pak/bu.......
tolong jelasin tentang adjective clause donk... please... ga mudeng! kemaren ga ikut pelajaran....
Here is a brief review of adjective clauses and relative pronouns.
An adjective clause is used to describe a noun:
The car, which was red, belonged to Young-Hee.
A relative pronoun is usually used to introduce an adjective clause:
Young-Hee, who is a Korean student, lives in Victoria.
The main relative pronouns are:
Who: used for humans in subject position::
Hans, who is an architect, lives in Berlin.
Whom: used for humans in object position::
Marike, whom Hans knows well, is an interior decorator
Which: used for things and animals in subject or object position::
Marike has a dog which follows her everywhere.
That: used for humans, animals and things, in subject or object position (but see below)::
Marike is decorating a house that Hans designed.
There are two main kinds of adjective clause:
The desk in the corner, which is covered in books, is mine.
(We don't need this information in order to understand the sentence. "The desk in the corner is mine" is a good sentence on its own -- we still know which desk is referred to. Note that non-defining clauses are usually separated by commas, and that is not usually used in this kind of context.)
The package that arrived this morning is on the desk.
bisa minta tolong tidak?
contoh kalimat perintah 10 klo bisa
terimakasih......
secepatnya yach....
ditunggu......
bisa minta tolong tidak?
contoh kalimat perintah 10 klo bisa
terimakasih......
secepatnya yach....
ditunggu......
please tell me about narative text and give me example and the structure of the text
Narrative
Fungsinya untuk menghibur pembaca/pendengar
Generic structure:
1. Oreintation
2. COmplication
3. Resolution
Language Feature (Ciri kebahasaan):
1. Fokus pada salah satu tokoh
2. Menggunkan past tense, dll
Contoh: fabel, legenda, cerita rakyat, mitos, dongeng, dll Misalnya Cinderella, beauty and the beast dll
tolong berikan saya contoh karangan narativ dlm bhs.inggris. comprises : introduction,body,conclusion
Mohon diperjelas apa yang anda dimaksud dengan report text dengan generic structure tersebut. Report text memakai generic structure : general identification dan description. Terima kasih.
Operator
tolong kasih contoh text hortatory expotition dan 5 contoh soal dan jawabannya
more dust bins is cleaner
To improve comfort and cleanliness at the school, there should be an increasing number of dust bins.
When we look at classroom, school corridors and schoolyard, there papers, mineral water cops, straws, and napkin everywhere. The condition of unseemliness really hinders learning and teaching environment. They can be filled out with water coming from the rain. This can be placed for mosquito to spread out.
Anyway I notice that most of the students have responsibilities for their school environment. They put their litter on the proper place but some of them are not diligent enough to find the dust bins. The numbers of the dust bins in the school are not enough. More dust bins should be put beside each step, outside of the classrooms and some along of the corridors. Probably one dust bin should be in every ten meters. So when students want to throw away their litters, they can find the dust bins easily.
When school is equipped with sufficient dust bins, students do not have problem of discomfort any more. So provide more dust bins and school will be very clean and become a very nice place to study.
