NAME : WINDA YANTI, S.

Pd

CLASS : ENG/ A

Task 1: Getting to Know Analytical Exposition Texts (M1 LA3 Part 1)

In this activity, you will have to read two analytical exposition texts. Make necessary notes of
their key features. It may facilitate you in doing the other tasks. Enjoy it.

Text 1

In Australia there are three levels of government, federal government, state governments, and
the local governments. All of these levels of government are necessary. This is so for a number
of reasons.

First, the federal government is necessary for big things. They keep the economy in order and
look after things like defense. International affairs are also important to handle. For example,
they carry out mutual collaboration with other nations in the world.

Similarly, the state governments look after the middle sized things. For example, they look after
law and order, preventing things like vadalism in schools. Crimes occurring in a particular state
need quick and instant solution. This will take long time if they are handled by the federal
government.

Finally, the local governments look after the small things and daily matters. They look after
things like collecting rubbish, otherwise everyone would have diseases.

Thus, for the reasons above we can conclude that the three levels of government are necessary.

(Adapted from (Gerot, L., & Wignell, P. (1994). Making Sense of Functional Grammar).
Text 2.

Learning from Television

Traditionally, educators have perceived television as not particularly beneficial to literacy

development. Concerns were fueled by findings suggesting that with the introduction of
television people spend less time reading books and reading scores decline. As our society is
striving to make adjustments to the decline in literacy skills, new ways of learning and teaching
are being explored, educators are becoming interested in exploring the educational potential of
television. Therefore, the interest in television as an educational medium has increased for
several reasons.

First, existing educational television programs that were developed to enhance the literacy
development of both children and adults have been quite successful in achieving their intended
outcomes. This has been reported in several researches dealing with such things such as
television supported distance learning programs from the Open University in Great Britain.

Second, because television is a very accessible medium, it has the potential to reach learners
that have not been able to participate in traditional adult literacy programs. Television is
accessible both in terms of its technology and in terms of its content. By 1985, 99% of all US
households had a least one television set. Moreover, viewers are intimately familiar with the
content of television and tend to associate it with pleasurable experience because of its power
to entertain

Finally, the development of new visual technologies makes it possible to provide users with
more control and interactivity and thus to adapt televised instruction to the needs of a variety
of learners and learning styles.

To conclude, many teachers in UK are recently becoming aware to benefit the potential of
television programs to support the teaching processes.

(Adapted from https://dcmp.org/learn/static-assets/nadh175.pdf).

NOTE:

Both of the text have thesis and argument to support the argument. In writing the text the writer
used simple present tense, and also used word that link argument, such as first, second, finally and
so on. The last paragraph both of the text using phrase “conclude” to make conclusion in
reiteration.