It is forth material of FTA/ 4. Simple Functional Text
Sunday, September 25, 2011
FTA/ 3. Brief Text Types
The following is the third material of FTA/ 3. Brief Text Type
Tuesday, September 20, 2011
TRANSLATION/SMT5/ENGLISHDEPT UMS
Translation is transferring the message of source language into the target language equivalently. It usually involves two languages, a source language and a target language. A source language is an original language that will be translated, while a target language is the language into which the original text is to be translated.
TRANSLATION/TRANSLATION JOURNAL
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FUNCTIONAL TEXT ANALYSIS/READING1
Three Types of Text:
1. Functional Text
a. Genre: 1) Narration: recount, narrative, spoof, anecdote, news item (to inform and to entertain)
2) Description: descriptive, report, procedure, explanation (to describe)
3) Argumentation/Persuasion: Discussion, review, Analytical Exposition, Hortatory Exposition (to give reasons)
b. Short Simple Functional Text: announcement, advertisement, memo and short message, invitation, personal letter, label, postcard, e-mail, notice.
2. Interpersonal Speech: introducing, apologizing, thanking, showing sympathy and empathy, expressing anger, inviting someone, expressing happiness, disappointment, and boredom (to maintain relation)
3. Transactional Speech: ordering and commanding, requesting, promising, threatening, warning, complaining, blaming, and accusing (what things done)
.
1. Functional Text/ Genre
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Friday, July 1, 2011
REMIDI INTERPRETING
REMIDIAL INTERPRETING CAN BE DOWNLOADED HERE
http://www.mediafire.com/?hon81hj241f54uk
Notes: SUBMIT/SEND the assignment not more than at 8 a.m. on Monday 4 July, 2011 to my e-mail haryanti60@gmail.com (Indonesian and the English texts). good luck
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Sunday, June 12, 2011
ADJ, ADV, N NOUN CLAUSES
http://www.mediafire.com/?8cbm1vetu6v489q adj, adv, n noun clauses can be learned from the link Selengkapnya...
Monday, June 6, 2011
NOUN CLAUSES
C. NOUN CLAUSE
By Richard Nordquist , (About.com Guide)
Noun clause is a dependent clause that functions as a noun (that is, as a subject, object, or complement) within a sentence. Also known as a nominal clause.
A subject is the part of a sentence or clause that commonly indicates (a) what it is about, or (b) who or what performs the action (that is, the agent).
The subject is typically a noun, noun phrase, or pronoun. In a declarative sentence, the subject usually appears before the verb ("Gus never smiles"). In an interrogative sentence, the subject usually follows the first part of a verb ("Does Gus ever smile?").
How to Identify the Subject:
"The clearest way of spotting the subject of a sentence is to turn the sentence into a yes-no question (by this we mean a question which can be answered with either 'yes' or 'no'). In English, questions are formed by reversing the order between the subject and the first verb which follows it.
Look at the following example:
He can keep a Tamagotchi alive for more than a week.
The appropriate question here if we want a 'yes' or 'no' as an answer is:
Can he keep a Tamagotchi alive for more than a week?
Here 'he' and 'can' have changed places and that means that 'he' must be the subject in the first sentence. . . .
"If there is no suitable verb in the original sentence, then use do or does, and the subject is the constituent which occurs between do and the original verb."
(Kersti Börjars and Kate Burridge, Introducing English Grammar, 2nd ed. Hodder, 2010)
"The traditional definition of subject as referring to the 'doer of an action' (or agent), though it is adequate for central or typical cases, will not work for all cases. For example, in passive sentences, such as John was attacked, the subject is John, but John is certainly not the 'doer' of the attacking. Again, not all sentences, even those with transitive verbs, express any action. Examples are This book cost fifty francs and I loathe relativism. But such sentences have always traditionally been held to have subjects (in these cases, this book and I)."
(James R. Hurford, Grammar: A Student's Guide. Cambridge Univ. Press, 1994)
A object is a word or group of words, functioning as a noun or a pronoun, that is influenced by a verb (direct object), a verbal (indirect object), or a preposition (object of a preposition).
Examples
direct object
"He had a sensation of anxiety and shame, a sensitivity acute beyond usefulness, as if the nervous system, flayed of its old hide of social usage, must record every touch of pain."
(John Updike)
indirect object
"He told me the story of what happened when he won the Silver Star, but he never told me he won the Silver Star for it."
(Vanessa Kerry)
object of a preposition
"Boys are playing basketball around a telephone pole with a backboard bolted to it."
(John Updike, Rabbit, Run)
"Objects are most typically noun phrases. They follow the verb. They may be direct or indirect.
Direct objects indicate the person or thing that undergoes the action denoted by the verb, or the participant directly affected by the action:
Indirect objects indicate the recipient of a direct object. They are usually people or animals. An indirect object (bold) is always accompanied by a direct object . . .:
(Ronald Carter and Michael McCarthy, "Object." Cambridge Grammar of English, Cambridge University Press, 2006)
A complement is a word or word group that completes the predicate in a sentence.
The two kinds of complements are subject complements (which follow the verb be and other linking verbs) and object complements (which follow a direct object). If it identifies the subject, the complement is a noun or pronoun; if it describes the subject, the complement is an adjective.
Complements are required to complete the verb, in contrast to modifiers, which are optional.
Examples
Imagination is the one weapon in the war against reality.
(Jules de Gaultier)
Love is an exploding cigar we willingly smoke.
(Lynda Barry)
Well, spring sprang. Thanks, Gaia. Much obliged. I guess it's time to get back to that daily routine of living we like to call normal.
(Northern Exposure, 1991)
Libel actions, when we look at them in perspective, are an ornament of a civilized society.
(Henry Anatole Grunwald)
"The word 'complement' is also used in a wider sense. We often need to add something to a verb, noun, or adjective to complete its meaning. If somebody says I want, we expect to hear what he or she wants; the words the need obviously don't make sense alone; after hearing I'm interested, we may need to be told what the speaker is interested in. Words and expressions which 'complete' the meaning of a verb, noun, or adjective are also called 'complements.'
I want a drink, and then I want to go home.
Does she understand the need for secrecy?
I'm interested in learning to fly.
Many verbs can be followed by noun complements or -ing forms with no preposition ('direct objects'). But nouns and adjectives normally need prepositions to join them to noun or -ing form complements."
(Michael Swan, Practical English Usage. Oxford Univ. Press, 1995)
I know that there are things that never have been funny, and never will be. And I know that ridicule may be a shield, but it is not a weapon.
(Dorothy Parker)
I believe that there is a subtle magnetism in Nature, which, if we unconsciously yield to it, will direct us aright.
(Henry David Thoreau)
How we remember, what we remember, and why we remember form the most personal map of our individuality.
(Christina Baldwin)
That dogs, low-comedy confederates of small children and ragged bachelors, should have turned into an emblem of having made it to the middle class--like the hibachi, like golf clubs and a second car--seems at the very least incongruous.
(Edward Hoagland, "Dogs, and the Tug of Life")
"All sentences, then, are clauses, but not all clauses are sentences. In the following sentences, for example, the direct object slot contains a clause rather than a noun phrase. These are examples of nominal clauses (sometimes called 'noun clauses'):
I know that the students studied their assignment.
I wonder what is making Tracy so unhappy.
Combine the sentences in each set into a single clear sentence with at least one noun phrase or noun clause. Turn all questions (interrogative sentences) into declarative statements, and eliminate any needless repetition.One either has or does not have a mathematical mind.
This is a common myth about the nature of mathematical ability.
A common myth about the nature of mathematical ability holds that one either has or does not have a mathematical mind.
(Sheila Tobias, "Who's Afraid of Math, and Why?")
How does cross-country skiing differ most fundamentally from downhill skiing?
It differs in the way you get yourself uphill.
Where cross-country skiing differs most fundamentally from downhill skiing is in the way you get yourself uphill.
(Thomas J. Jackson, "Happy Trails")
What will radar scanning be valuable for?
It will detect modern waterways lying near the surface in arid areas.
Geologists believe this.
Geologists believe that radar scanning will be valuable for detecting modern waterways lying near the surface in arid areas.
What does the American value?
The American does not value the possession of money as such.
The American values his power to make money as a proof of his manhood.
What an American values is not the possession of money as such, but his power to make it as a proof of his manhood.
(W.H. Auden, "The Almighty Dollar")
What is the secret of a good life?
One must have the right loyalties.
One must hold them in the right scale of values.
The secret of a good life is to have the right loyalties and to hold them in the right scale of values.
(Norman Thomas, "Great Dissenters")
Your authority, if not already gone, is slipping fast.
What is the best way to learn this?
Help your eldest son pick a college.
Helping your eldest son pick a college is the best way to learn that your authority, if not already gone, is slipping fast.
(Sally and James Reston)
What is diplomacy?
One does the nastiest thing in the nicest way.
One says the nastiest thing in the nicest way.
Diplomacy is to do and say the nastiest thing in the nicest way.
(Isaac Goldberg)
What should politicians be encouraged to do?
They should stand for what they believe in.
They should not formulate their principles on the basis of opinion polls.
Politicians should be encouraged to stand for what they believe in, not formulate their principles on the basis of opinion polls.
What is the only thing a man can do for eight hours a day, day after day?
He can work.
That is the saddest thing.
One of the saddest things is that the only thing a man can do for eight hours a day, day after day, is work.
(William Faulkner)
How does propaganda work?
It tricks us.
It distracts the eye momentarily.
It distracts while the rabbit pops out from beneath the cloth.
Propaganda works by tricking us, by momentarily distracting the eye while the rabbit pops out from beneath the cloth.
(Donna Woolfolk Cross, Word Abuse)
Do The following as the above examples
That is not the real problem.
We don't know how to meet troubles.
That is the real problem.
That is not happiness.
Do you want what you have?
That is happiness.
They have a position of honor in the family.
They will be needed in diverse matters.
They will initiate a young bride into the ways and running habits of her new home.
They will offer experienced business advice.
They will gauge the proper size of a daughter's dowry.
Being happy is not the purpose of life.
The purpose is to matter.
The purpose is to be productive.
The purpose is to be useful.
The purpose is to have it make some difference that you lived at all.
What imperishable treasures of mind and heart have we deposited in the bank of the spirit against this rainy day?
The truth is this.
When we are in trouble we discover these things.
We discover them swiftly.
We discover them painfully.
He gets his head under a rock or log.
He raises his quills.
He whips his tail about at lightning speed.
His tail is quill-filled.
He waits for someone to come and get it.
Or is work useless?
Is work productive?
Or is work parasitic?
In practice nobody cares.
Work shall be profitable.
That is the sole thing demanded.
Check with the manufacturer as to its source.
Check with the manufacturer as to the type of processing. Check with the manufacturer as to results of tests of its content and purity.
Dr. Robert Harris suggests this.
Dr. Robert Harris is a water specialist at the Environmental Defense Fund.
How do you feel about others?
How will you fit into a group?
Are you assured?
Or are you anxious?
To what degree do you feel comfortable with the standards of your own culture?
Nonverbal communications signal these things to members of your own group.
It is not to implant facts.
It is to place the subject to be learned in front of the learner.
It is to awaken in the learner the restless drive for answers and insights.
These answers and insights give meaning to the personal life.
The teacher must awaken through sympathy.
The teacher must awaken through emotion.
The teacher must awaken through imagination.
The teacher must awaken through patience.
Wednesday, June 1, 2011
RMLING TASK AND EXAMPLE can be downloaded here :
COVER OF RESEARCH PAPER EXAMPLE -
COVER RE PROPOSAL EXAMPLE -
PROPOSAL EXAMPLE
RESEARCH PAPER EXAMPLE
PENTING RMLING
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Sunday, May 29, 2011
ADVERBIAL CLAUSES
b. adverb clause
By Richard Nordquist , About.com
1. Definition
A dependent clause used as an adverb within a sentence to indicate time, place, condition, contrast, concession, reason, purpose, or result. An adverb clause (also known as an adverbial clause) begins with a subordinating conjunction (such as if, when, because, although) and includes a subject and a predicate.
Adverbial is a word, phrase or clause that performs the function of an adverb. Adverbs and adverbials are similar but not the same. Though they share the same modifying function, their characters are different. An adverbial is a sentence element or functional category. It is a part of a sentence that performs a certain function. An adverb, on the other hand, is a type of word or part of speech. We can say that an adverb may serve as an adverbial, but an adverbial is not necessarily an adverb."
(M. Strumpf and A. Douglas, The Grammar Bible. Owl, 2004)
The class of adverbial] includes
a. manner and degree adverbs (e.g. happily, clumsily, quickly, very),
b. temporal adverbials (e.g. now, when, today),
c. spatial adverbials (here, north, up, across),
d. attitudinal adverbials (certainly, hopefully),
e. modal adverbials (not, no, probably, etc.),
f. expectation adverbials (only, even, again), and
g. textual adverbials (firstly, finally)."
(W. McGregor, Semiotic Grammar. Oxford Univ. Press, 1997)
In reality, adverbials are very free in their placement, appearing in different positions in the sentence, not just sentence final but as the followings:
a. sentence initial -- [Yesterday], I ran a marathon.
b. sentence final -- I ran a marathon [yesterday].
c. preverbal -- I [always] run well in the heat.
d. postverbal -- I handed the baton [quickly] to the next runner.
e. within the verb group -- I have [never] won a race.
The various types of adverbials behave differently, however; while all can occur sentence finally, time adverbials are acceptable sentence initially and sometimes preverbally, place adverbials are clumsy sentence initially, and manner adverbials frequently occur preverbally but are less good sentence initially. One position which is impossible for adverbials is between the verb and the direct object."
(Laurel J. Brinton, The Structure of Modern English. John Benjamins, 2000)
2. a. Building Sentences with Adverb Clauses (part one)
An Introduction to Building and Combining Sentences with Adverb Clauses
By Richard Nordquist , About.com Guide
Here we'll practice building sentences with adverb clauses. Like an adjective clause, an adverb clause is always dependent on (or subordinate to) an independent clause.
Function of adverbial clauses
The function of adverbial clauses is as an ordinary adverbs
a. an adverb clause usually modifies a verb,
b. though it can also modify an adjective,
c. an adverb, or
d. even the rest of the sentence in which it appears.
Adverb clauses show the relationship and relative importance of ideas in our sentences.
From Coordination to Subordination
Consider how we might combine these two sentences:
The national speed limit was repealed.
Road accidents have increased sharply.
One option is to coordinate the two sentences:
The national speed limit was repealed, and road accidents have increased sharply.
Coordination with and allows us to connect the two main clauses, but it doesn't clearly identify the relationship between the ideas in those clauses. To clarify that relationship, we may choose to change the first main clause into an adverb clause:
Since the national speed limit was repealed, road accidents have increased sharply.
In this version the time relationship is emphasized. By changing the first word in the adverb clause (a word called a subordinating conjunction), we can establish a different relationship--one of cause:
Because the national speed limit was repealed (dicabut), road accidents have increased sharply.
Notice that an adverb clause, like an adjective clause, contains its own subject and predicate, but it must be subordinated to a main clause to make sense.
Common Subordinating Conjunctions
An adverb clause begins with a subordinating conjunction--an adverb that connects the subordinate clause to the main clause. The subordinating conjunction may indicate a relationship of cause, concession, comparison, condition, place, or time. Here's a list of the common subordinating conjunctions:
1. Cause
as
because
in order that
since
so that
Example:
"I'm not a vegetarian because I love animals. I'm a vegetarian because I hate plants."
(A. Whitney Brown)
2. Concession and Comparison
although
as
as though
even though
just as
though
whereas
while
Examples:
"You will find that the State is the kind of organization which, though it does big things badly, does small things badly, too."
(John Kenneth Galbraith)
"It is a waste of energy to be angry with a man who behaves badly, just as it is to be angry with a car that won't go."
(Bertrand Russell)
3. Condition
even if
if
in case
provided that
unless
Example:
"If you have ever lain awake at night and repeated one word over and over, thousands and millions and hundreds of thousands of millions of times, you know the disturbing mental state you can get into."
(James Thurber)
4. Place
where
wherever
Example:
"Read over your compositions, and wherever you meet with a passage which you think is particularly fine, strike it out."
(Samuel Johnson)
5. Time
after
as soon as
as long as
before
once
still
till
until
when
whenever
while
Example:
"As soon as you trust yourself, you will know how to live."
(Johann Wolfgang von Goethe)
Practice in Building Sentences with Adverb Clauses
These five short exercises in sentence combining will give you practice in developing sentences with adverb clauses. Follow the instructions that precede each set of sentences. After you have completed the exercise, compare your new sentences with the sample combinations on page two.
a. Combine these two sentences by turning the second sentence into an adverb clause beginning with an appropriate subordinating conjunction of time:
In a Junction City diner, a sunburned farmer comforts his squirming son.
His wife sips coffee and recalls the high school prom.
b. Combine these two sentences by turning the second sentence into an adverb clause beginning with an appropriate subordinating conjunction of place:
Diane wants to live somewhere.
The sun shines every day there.
c. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of concession or comparison:
Work stops.
Expenses run on.
d. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of condition:
You're on the right track.
You'll get run over if you just sit there.
e. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of cause:
Satchel Paige was black.
He was not allowed to pitch in the major leagues until he was in his forties.
sample combinations
Here are sample answers to the exercise on page one: Practice in Building Sentences with Adverb Clauses.
a. "In a Junction City diner, a sunburned farmer comforts his squirming son while his wife sips coffee and recalls the high school prom."
(Richard Rhodes, The Inland Ground)
b. Diane wants to live where the sun shines every day.
c. Even though work stops, expenses run on.
d. "Even if you're on the right track, you'll get run over if you just sit there."
(Will Rogers)
e. Because Satchel Paige was black, he was not allowed to pitch in the major leagues until he was in his forties.
b. Building Sentences with Adverb Clauses (part two)
Practice in Arranging and Punctuating Adverb Clauses
By Richard Nordquist , About.com Guide
As discussed in part one, adverb clauses are subordinate structures that show the relationship and relative importance of ideas in sentences. They explain such things as when, where, and why about an action stated in the main clause. Here we'll consider ways of arranging, punctuating, and revising sentences with adverb clauses.
Arranging Adverb Clauses
An adverb clause, like an ordinary adverb, can be shifted to different positions in a sentence. It may be placed at the beginning, at the end, or occasionally even in the middle of a sentence.
An adverb clause commonly appears after the main clause:
Jill and I waited inside the Cup-A-Cabana Diner until the rain stopped.
However, if the action described in the adverb clause precedes the action in the main clause, it is logical to place the adverb clause at the beginning:
When Gus asked Merdine for a light, she set fire to his toupee.
Placing an adverb clause at the beginning can help to create suspense (membimbangkan) as the sentence builds toward a main point:
As I shuffled humbly out the door and down the front steps, my eyes to the ground, I felt that my pants were baggy, my shoes several sizes too large, and the tears were coursing down either side of a huge putty nose.
(Peter DeVries, Let Me Count the Ways)
When working with two adverb clauses, you may want to place one in front of the main clause and the other behind it:
When a bus skidded into a river just outside of New Delhi, all 78 passengers drowned because they belonged to two separate castes and refused to share the same rope to climb to safety.
Punctuation Tips:
When an adverb clause appears at the beginning of a sentence, it is usually separated from the main clause by a comma. A comma is usually not necessary when the adverb clause follows the main clause.
An adverb clause can also be placed inside a main clause, usually between the subject and verb:
The best thing to do, when you've got a dead body on the kitchen floor and you don't know what to do about it, is to make yourself a good strong cup of tea.
(Anthony Burgess, One Hand Clapping)
This middle position, though not a particularly common one, can be effective as long as the reader doesn't lose track (tidak kehilangan pemahaman) of the idea in the main clause.
Punctuation Tip:
An adverb clause that interrupts a main clause, as show in the example above, is usually set off by a pair of commas.
Reducing Adverb Clauses
Adverb clauses, like adjective clauses, can sometimes be shortened to phrases:
1) If your luggage is lost or destroyed, it should be replaced by the airline.
2) If lost or destroyed, your luggage should be replaced by the airline.
The second sentence has been shortened by omitting the subject and the verb is from the adverb clause. It is just as clear as the first sentence and more concise. Adverb clauses can be shortened in this way only when the subject of the adverb clause is the same as the subject of the main clause.
Editing Tip:
To cut the clutter (kekacauan) from your writing, try reducing adverb clauses to phrases when the subject of the adverb clause is the same as the subject of the main clause.
Practice in Revising Sentences with Adverb Clauses and the answer
Rewrite each set below according to the instructions in parentheses. When you are done, compare your revised sentences with those on page two. Keep in mind that more than one correct response is possible.
(Shift the adverb clause--in bold--to the beginning of the sentence, making it the subject of the adverb clause.)
1) The forest supports incessant warfare, most of which is hidden and silent, although the forest looks peaceful.
(Shift the adverb clause to a position between the subject and verb in the main clause and set it off with a pair of commas.)
2) While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.
(Reduce the adverb clause to a phrase by dropping the subject and verb from the adverb clause.)
3) While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.
(Turn the first main clause into an adverb clause beginning with the subordinating conjunction whenever.)
4) The sea builds a new coast, and waves of living creatures surge against it.
(Make this sentence more concise by dropping the subject and the verb was from the adverb clause.)
5) Although she was exhausted after the long drive home, Pinky insisted on going to work.
(Move the adverb clause to the beginning of the sentence, and make the sentence more concise by reducing the adverb clause to a phrase.)
6) Clutching his teddy bear, the boy hid under the bed because he was frightened by the lightning and thunder.
(Emphasize the contrast in this sentence by converting the first main clause into an adverb clause beginning with although.)
7) Teachers who contend with blank or hostile minds deserve our sympathy, and those who teach without sensitivity and imagination deserve our criticism.
(Omit the semicolon and convert the first two main clauses into an adverb clause beginning with after.)
8) The storm has passed, and the flash floods dump their loads of silt into the Colorado River; water still remains in certain places on rimrock, canyon beach, and mesa top.
Here are sample answers to the exercise on page one: Revising Sentences with Adverb Clauses.
1) Although it looks peaceful, the forest supports incessant warfare, most of which is hidden and silent.
2) Billy Pilgrim, while he was on maneuvers in South Carolina, played hymns he knew from childhood.
3) While on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.
4) Whenever the sea builds a new coast, waves of living creatures surge against it.
5) Although exhausted after the long drive home, Pinky insisted on going to work.
6) Frightened by the lightning and thunder, the boy hid under the bed, clutching his teddy bear.
7) Although teachers who contend with blank or hostile minds deserve our sympathy, those who teach without sensitivity and imagination deserve our criticism.
8) After the storm has passed, and the flash floods dump their loads of silt into the Colorado River, water still remains in certain places on rimrock, canyon beach, and mesa top.
c. Building and Combining Sentences with Adverb Clauses (part three)
Practice Exercise in Building and Combining Sentences
By Richard Nordquist , About.com Guide
As discussed in part one and part two, adverb clauses are subordinate structures that show the relationship and relative importance of ideas in sentences. They explain such things as when, where, and why about an action stated in the main clause. Here we'll practice building and combining sentences with adverb clauses.
TIP: To view this exercise without ads, click on the printer icon near the top of the page.
Practice Exercise:
Building & Combining Sentences with Adverb Clauses
Combine the sentences in each set below by turning the sentence(s) in bold into an adverb clause. Begin the adverb clause with an appropriate subordinating conjunction. When you are done, compare your new sentences with the sample combinations on page two, keeping in mind that multiple combinations are possible.
Example:
Sailors wear earrings.
The earrings are made of gold.
Sailors always carry the cost of a burial.
They carry the cost on their own bodies.
Combination 1:
So that they always carry the cost of a burial on their bodies, sailors wear gold earrings.
Combination 2:
Sailors wear gold earrings so that they always carry the cost of a burial on their bodies.
1)
It is unlikely that Cleopatra actually committed suicide with an asp.
The species is unknown in Egypt.
2)
The boy hid the gerbil.
No one would ever find it.
3)
Our neighbors installed a swimming pool.
The pool is in their backyard.
They have gained many new friends.
4)
My parents and I watched in awe.
We watched on a hot August evening.
Erratic bolts of lightning illuminated the sky.
The bolts of lightning were from a distant storm.
5)
Benny played the violin.
The dog hid in the bedroom
The dog whimpered.
6)
Natural rubber is used chiefly to make tires and inner tubes.
It is cheaper than synthetic rubber.
It has greater resistance to tearing when wet.
7)
A Peruvian woman finds an unusually ugly potato.
She runs up to the nearest man.
She smashes it in his face.
This is done by ancient custom.
8)
Credit cards are dangerous.
They encourage people to buy things.
These are things that people are unable to afford.
These are things that people do not really need.
9)
I kissed her once.
I kissed her by the pigsty.
She wasn't looking.
I never kissed her again.
She was looking all the time.
10)
Some day I shall take my glasses off.
Some day I shall go wandering.
I shall go out into the streets.
I shall do this deliberately.
I shall do this when the clouds are heavy.
I shall do this when the rain is coming down.
I shall do this when the pressure of realities is too great.
Here are sample answers to the practice exercise on page one: Building and Combining Sentences with Adverb Clauses. Keep in mind that multiple combinations are possible.
1) Because the species is unknown in Egypt, it is unlikely that Cleopatra actually committed suicide with an asp.
2) The boy hid the gerbil where no one would ever find it.
3) Since our neighbors installed a swimming pool in their backyard, they have gained many new friends.
4) On a hot August evening, my parents and I watched in awe as erratic bolts of lightning from a distant storm illuminated the sky.
5) Whenever Benny played the violin, the dog hid in the bedroom and whimpered.
6) Natural rubber is used chiefly to make tires and inner tubes because it is cheaper than synthetic rubber and has greater resistance to tearing when wet.
7) By ancient custom, when a Peruvian woman finds an unusually ugly potato, she runs up to the nearest man and smashes it in his face.
8) Credit cards are dangerous because they encourage people to buy things that they are unable to afford and do not really need.
9) I kissed her once by the pigsty when she wasn't looking and never kissed her again although she was looking all the time.
(Dylan Thomas, Under Milk Wood)
10) Some day, when the clouds are heavy, and the rain is coming down and the pressure of realities is too great, I shall deliberately take my glasses off and go wandering out into the streets, never to be heard from again.
(James Thurber, "The Admiral on the Wheel")
f. Expanding Sentences With Adverb Clauses
A Sentence-Expanding Exercise
By Richard Nordquist , About.com Guide
This exercise will give you practice in applying the principles and guidelines in these two articles:
An Introduction to Building and Combining Sentences with Adverb Clauses
Practice in Arranging and Punctuating Adverb Clauses
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Instructions:
(a) Some of the word groups below are complete sentences. Expand each one by adding information in an adverb clause that answers the question in parentheses.
Example
Gus installed a burglar alarm. (When or why did Gus install the alarm?)
Gus installed a burglar alarm after his house had been broken into while he was on vacation.
(b) The other word groups below are adverb clauses. Attach each adverb clause to a main clause that answers the question in parentheses.
Example
Before he roasted the turkey (What did Charles do or forget to do before he roasted the turkey?)
Charles forgot to remove the giblets before he roasted the turkey.
Of course, there's no single set of correct answers to this exercise. Rely on your imagination to create original sentences, and then compare your new sentences with those of your classmates.
We were having a good time at the party.
(You were having a good time until what happened?)
whenever you begin to feel sorry for yourself
(What should we do whenever this happens?)
It is unwise to strike a match.
(When is it unwise to strike a match?)
because our TV set has been broken for the past week
(How has your family coped with this misfortune?)
although tarantulas pose no threat to human beings
(How do many people respond to these large hairy spiders?)
Classes were canceled today.
(Why were classes canceled?)
The baby cried loudly.
(What was going on while the baby cried?)
when I received my new iPod
(What did you do when you received your new media player?)
if the power goes out while you're alone in the house
(What should we do when the electricity goes out?)
I threw out the chicken.
(Why did you throw out the chicken?)
Adding Adjectives and Adverbs to the Basic Sentence Unit
By Richard Nordquist , About.com Guide
As shown in Basic Sentence Structures, a common way of expanding a simple sentence is with modifiers--words that add to the meanings of other words. The simplest modifiers are adjectives and adverbs. Adjectives modify nouns, while adverbs modify verbs, adjectives, and other adverbs. For instance, in the sentence below, the adjective sad modifies the noun smile (the subject of the sentence).
The clown's sad smile touched us deeply.
In this same sentence, the adverb deeply modifies the verb touched. Used carefully, adjectives and adverbs can make our writing clearer and more precise.
Arranging Adjectives
Adjectives most often appear just in front of the nouns that they modify:
The old, cranky caretaker refused to answer our questions.
Notice that when two (or more) adjectives precede a noun, they are usually separated by commas. But occasionally adjectives follow the nouns they modify:
The caretaker, old and cranky, refused to answer our questions.
Here the commas appear outside the pair of adjectives, which are joined by the conjunction and. Placing the adjectives after the noun is a way of giving them added emphasis in a sentence.
Adjectives sometimes appear in a third position in a sentence: after a linking verb such as am, are, is, was, or were. As their name implies, these verbs link adjectives with the subjects they modify. See if you can identify the adjectives in the sentences below:
His voice was rough.
Your children are cruel.
This seat is wet.
In each of these sentences, the adjective (rough, cruel, wet) modifies the subject but follows the linking verb (was, are, is).
Arranging Adverbs
Adverbs usually follow the verbs they modify:
I dance occasionally.
However, an adverb may also appear directly in front of the verb or at the very beginning of a sentence:
I occasionally dance.
Occasionally I dance.
Because not all adverbs are this flexible in all sentences, you should try them out in different positions until you find the clearest arrangement.
Practice in Adding Adjectives
Many adjectives are formed from nouns and verbs. The adjective thirsty, for example, comes from thirst, which may be either a noun or a verb. Complete each sentence below with the adjective form of the italicized noun or verb. When you're done, compare your answers with those at the end of the exercise.
In 2005, Hurricane Katrina brought great destruction to the Gulf coast. It was one of the most _____ hurricanes in recent decades.
All of our pets enjoy good health. Our collie is exceptionally _____, despite its advanced age.
Your suggestion makes a great deal of sense. You have a very _____ idea.
Microsoft made record profits last year. It is one of the most _____ companies in the world.
Dr. Kraft's job requires patience and skill. He is a _____ negotiator.
Answers
1. destructive; 2. healthy; 3. sensible; 4. profitable; 5. patient.
Practice in Adding Adverbs
Many adverbs are formed by adding -ly to an adjective. The adverb softly, for instance, comes from the adjective soft. Note, however, that not all adverbs end in -ly. Very, quite, always, almost, and often are some of the common adverbs that are not formed from adjectives. Complete each sentence below with the adverb form of the italicized adjective. When you're done, compare your answers with those at the end of the exercise.
The exam was easy. I passed _____.
Leroy's careless act set the warehouse on fire. He _____ tossed a cigarette into a tank of gasoline.
Paige is a brave little girl. She fought _____ against the poltergeists.
Howard is a graceful dancer. He moves _____.
Tom's apology sounded quite sincere. He said that he was _____ sorry for misusing the tax funds.
Answers
1. easily; 2. carelessly; 3. bravely; 4. gracefully; 5. sincerely.
C. Noun Clauses
(Arrange the material of noun clauses using certain source/s by writing its/their author/s)
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Thursday, May 26, 2011
Example of res paper chap 1-5
CHAPTER I
INTRODUCTION
A. Background of the Study
In the real communication people convey their ideas through utterances. There are many kinds of utterances. One of them is warning utterances. Warning utterances is a part of commisive utterance which commits the speaker to some future course of action (Levinson, 2000: 240). Warning according to Oxford Learner’s Dictionary (2003: 458) is a statement to tell somebody about a possible danger or difficulty in future. Warning utterances uttered by someone who warn somebody else about the possible danger in the future. Sometimes warning utterances uttered by a people who have more authority to the people who have lower authority or the contrary in the hazard situation. Warning utterances commonly found in the public conversation, novel, daily conversation and movie manuscript.
This research is combining two theories, they are socio pragmatics and translation. According to Leech (in Peccei, 1999: 7) pragmatics can be usefully defined as the study of how utterances have meaning in situation. When it has close relationship with the social context, it will become socio pragmatics. According to Nida (in Sutopo, 2001: 1) translation consists of reproducing in the receptor language the closest natural equivalent of the source language message. Both of the theories will construct a study of socio-pragmatics on source language implicature and target language implicature found in certain utterances. Then, the aims of this study are to know the equivalences of implicature between source and target language and also to know the equivalences of politeness strategies on source language implicature and target language implicature.
In this study the writer deals with analyzing the warning utterances to the humorous action movie manuscripts and its subtitling. The movies are Kung Fu Panda, Teenage Mutant Ninja Turtle (TMNT), and Ice Age 3. Those movies are an animated movie and collaborated with comedy and action acts. Those movies are containing best actions and meaningful dialogues especially in warning utterances. Generally, warning utterances are formed by direct exclamatory sentences that have a purpose in order the hearer must be careful for the possible dangers. But in those movies, the writer finds some of warning utterances that formed by imperative, declarative and interrogative sentences that have a purpose not only to warn somebody about the possible dangers but also contains some jokes in certain condition that the speaker and the hearer face it. Below is the example of the analysis on warning utterances found in one of three movies that the writer chooses. The first movie entitled Kung Fu Panda and its subtitled into Indonesian (TL).
0001/SL/TL/KP/Q
(Morning day, there is conversation between Master Shifu and Master Oogway in the main castle of Master Oogway’s kung fu institution. Master Oogway called Master Shifu for his vision about something wrong will happen in a few days later, so Master Oogway called Master shifu to meet him)
SL: Master shifu: “Master Oogway, you summoned me? Is something wrong?”
Master Oogway: “Why must something be wrong for me to want to see my old friend?”
Master shifu: “So, nothing's wrong?”
Master Oogway: “Well, I didn't say that.”
TL: Master shifu: “Guru oggway, kau memanggilku? Ada masalah?”
Master Oogway: “Kenapa musti ada masalah hanya untuk bertemu sahabat?
Master shifu: “Jadi tak ada masalah?
Master Oogway: “Aku tak bilang begitu.”
The conversation above occurred between Master Shifu and Master Oogway. The relationship between them is a master and a student who has become a master of several students in his kung fu institution. Master Oogway will warn Master Shifu about the Tai-lung arrival for a few times later. Master Oogway knew that Tai Lung is an ex-student of Master Shifu who sent to jail because his bad behavior. Because of that Maser Oogway tells Master Shifu with a weight words, so that master Shifu does not look too blank.
The form of the utterance Well, I didn't say that is declarative sentence because it has a subject I and a predicate say with a normal word order and ends by the period. It is in the form of negative sentence. The context of the situation on conversation above happens when Master Oogway gets the vision that the most danger enemy (Tai Lung) will come to take revenge. Then master Oogway summoned Master Shifu in order that he and his students will prepare themselves to fight Tai Lung.
The utterance Well, I didn't say that is included on conversational implicature because the meaning that is intended by the speaker needs to infer based on the speech context by the hearer. The conversation above violated the maxim of clarity and maxim of relevance because the speaker does not give the information in the way the hearer will understand the speaker’s intention.
The utterance Well, I didn't say that belongs to warning utterances. The implicature is that Master Oogway will warn Master shifu that there is a something wrong that will happen in future whereas Master Oogway hopes that Master Shifu wants to hold kung fu tournament to get the dragon warrior. In the TL, the utterance Aku tak bilang begitu also implies that Master Oogway will warn Master shifu that there is a something wrong that will happen in future whereas Master Oogway hopes that Master Shifu wants hold kung fu tournament to get the dragon warrior. So the two utterences are equivalent.
The utterance Well, I didn't say that is included to Off-Record strategy, because the speaker tries to remove the pressure of the threat. Even though Master Oogway more senior than Master Shifu, he tends to keep the pressure in order Master Shifu does not surprisingly with the vision that Master Oogway had. The TL also employs Off-Record strategy because Master Oogway tends to keep the pressure in order Master Shifu does not surprisingly with the vision that Master Oogway had. Based on the phenomenon above, lastly the writer decides to do the research entitled Socio Pragmatics Analysis on Warning Utterances in Humorous Action Movie Manuscripts and its Subtitling.
B. Previous Study
This research deals with some previous researches but it has difference in some matters. This previous study will be mentioned here to prove that this research is different from others. The writer proposes two findings of previous studies conducted by the students of Muhammadiyah University of Surakarta.
The first research was conducted by Yulianti (UMS, 2010) Translation Analysis of Promising Utterances in the Novel of Twilight Translated into Twilight (Pragmatic Perspective). Her research aims at describing the translation variation of linguistic form, the equivalence of implicature, and the equivalence of politeness pattern employs in the novel. The type of her research is descriptive qualitative. Her research used observation and documentation method by selecting the promising utterances which can be found in the novel of Twilight and its translation. The results of her study show that: first, the translation variation of language forms of promising utterances are word translated to word, word translated to phrase, positive declarative sentence translated to positive declarative sentence, negative declarative sentence translated to negative declarative sentence, and positive declarative sentence translated to negative declarative sentence. Second, the implicatures found are conventional and conversational implicature and also in the form of equivalent and non-equivalent. Third, the politeness strategies of directive utterance are: Bald on Record, Positive Politeness, Negative Politeness and Off-Record strategy.
Another research is conducted by Suryaningsih (UMS, 2010), entitled A SocioPragmatics Analysis on Teasing Utterances in Comedy Movie Manuscript. Her goals on that research are finding the implicatures and politeness strategies of teasing utterances. The object is teasing utterances in comedy movie manuscripts entitled Cinderella Story, Legally Blonde, and Juno. Her research is applying descriptive qualitative as her method to analyzing the data by observations and non-participant documentations by selecting teasing utterances, which can be found in comedy movie manuscripts entitled Cinderella Story, Legally Blonde, and Juno. The results of her research show that there are 2 asserting, 2 expressing anger, 1 expressing dislike, 1 expressing surprise, 4 expressing disbelief, 2 suggesting, 6 mocking, 6 teasing, 1 threatening, 1 asking, and 4 refusal and also there are bald on record strategy (26,7 %), positive politeness (16,7 %), and off-record strategy (56,7 %). There is one type of politeness strategies that not exist in the teasing utterances in comedy movie manuscripts, it is negative politeness strategy.
The similarity of the first previous study is the focus of study on translation work based on the pragmatics and translation perspective in utterances. Then the similarity of the second previous study is the focus on comedy movie. The difference between the first previous study and the writer’s research is in the object of the study, the writer concerns with the socio-pragmatics analysis of warning utterances which are found in the humorous action movie manuscripts which is subtitled into Indonesian. Then, the difference between the second previous study is in the movie’s selection, the writer chooses three movies entitled Kung Fu Panda, TMNT (Teenage Mutant Ninja Turtle and Ice Age 3, besides the writer conducts this research in order to get equivalence between the implicature and politeness strategies in source language and target language.
C. Limitation of the Study
In this research paper, the writer only focuses on the language form, equivalence of implicature and politeness of warning utterances in the humorous action movie of Kung Fu Panda, Teenage Mutant Ninja Turtle (TMNT), and Ice Age 3 manuscripts and its subtitling. The writer only limits on warning utterances because those humorous action movies contain more warning utterances than the other utterances that the writer finds in the movie manuscripts and its subtitle. The data will be analyzed using sociopragmatics theory written by Peceei (1991) and translation theory written by Baker (1992).
D. Problem Statement
Based on the phenomena mentioned on the background of this study, the writer formulates the following problems.
1. What are the variations of language forms of warning utterances on the humorous action movie manuscripts and their subtitling?
2. How are the equivalences of the implicature of warning utterances on the humorous action movie manuscripts and their subtitling?
3. How is the equivalence of the politeness pattern of warning utterances on the humorous action movie manuscripts and their subtitling?
E. Objective of the Study
Based on the problems above, the writer formulates the objective of the study in the following.
1. To identify the variations of language forms of warning utterances on the humorous action movie manuscripts and its subtitling.
2. To clarify the equivalences of the implicature of warning utterances on the humorous action movie manuscripts and its subtitling.
3. To describe the equivalences of the politeness pattern of warning utterances on the humorous action movie manuscripts and its subtitling.
F. Benefit of the Study
From this research, the writer hopes that this study has the benefits that are divided into theoretical and practical benefits, they are as follows.
1. Theoretical Benefit
a Students
The writer hopes this result of the study can enrich the students’ knowledge of pragmatics and translation theories relating to the study.
b Teachers
The writer hopes this study can be useful for additional information and suggestion that can be applied by the teacher in the process of teaching learning of socio-pragmatics and translation study.
c Lecturer
The result of the research hopefully can be useful input for the lecturers to give example research to the students in teaching linguistics especially in the socio-pragmatics analysis on warning utterances.
2. Practical Benefit
a. Other Researcher
This research hopefully will be useful for the other researcher who interested in the study of socio-pragmatics and translation study especially in the warning utterances.
b. Subtitler
The result will be useful for the subtitler to make better subtitling of other movies.
G. Research Paper Organization
The writer divides this research paper into five parts. They are chapter 1 introduction consisting of background of the study, previous study, limitation of the study, problem statement, objective of the study, benefit of the study, and research paper organization.
Chapter 2 is underlying theory. It deals with ……………………..(mention all here your subs based on your theory)
Chapter 3 is research method presenting type of research, object of research, data and data source, method of collecting data, and method of analyzing data.
Chapter 4 is research finding and discussion. The research finding will be elaborated into………………………. (write all subs of your research finding based on your objectives)
Chapter 5 is conclussion and suggestion. After chapter 5, the writer presents bibliography, virtual reference, and appendix.
CHAPTER II
UNDERLYING THEORY
In this chapter, the writer presents the theories that support the analysis of the data. In this part the writer describes notion of pragmatics and socio pragmatics, aspects language studies in pragmatics, maxim, utterance, politeness, context, the explanation of translation, subtitling, the explanation of language form, and language of movie.
A. Pragmatics
1. Notion of Pragmatics
Pragmatics is
Etc (write based on your used theories)
CHAPTER III
RESEARCH METHOD
The research method of this study is elaborated into five points, namely; (1) type of research, (2) object of research, (3) data and data source, (4) method of collecting data, and (5) method of analyzing data. The explanation of each component will be discussed further into wide explanation below.
A. Type of the Research
In doing this research, the writer uses descriptive qualitative research. She takes qualitative research because the writer intends to identify the variation of language form of warning utterances on the humorous action movie manuscripts and its subtitling, clarify the equivalences of the implicature of warning utterances on the humorous action movie manuscripts and its subtitling, and describe the equivalences of the politeness pattern of warning utterances on the humorous action movie manuscripts and its subtitling.
B. Object of the Research
The object of the study is warning utterances and their subtitling found in humorous action movie manuscripts.
C. Data and Data Source
The data in this study are sentences containing warning utterances fund in the data source which is the manuscripts and the subtitles of humorous action movies. The data sources are
a. Kung Fu Panda written by ...........published by (publisher) in 20….(year) and its subtitling.
b. Teenage Mutant Ninja Turtle Movie written by………… published by (publisher) in 20….(year) and its subtitling.
c. Ice Age 3 written by………… published by (publisher) in 20….(year) and its subtitling.
D. Technique/Method of Collecting Data
The writer uses documentation as the method of collecting the data in this research. The steps are as follows.
1. Watching the original Movie of Kung Fu Panda, TMNT, and Ice Age 3.
2. Noting all the warning utterances in the script of Kung Fu Panda, TMNT, and Ice Age 3 movie manuscripts and their subtitling.
3. Re-typing all the sentences contain warning utterances in Kung Fu Panda, TMNT, and Ice Age 3 movie manuscripts and their subtitling.
4. Coding the data which contain warning utterances in Kung Fu Panda, TMNT, and Ice Age 3 movie manuscripts and their subtitling. For the coding of the data the writer uses certain system such as;
0001/KP/SL1/TL2/Q/NQ, which means;
0001 = Number of data
KP = Kung Fu Panda Movie
TMNT = Teenage Mutant Ninja Turtle Movie
ICA3 = Ice Age 3 Movie
SL1 = Source Language page 1
TL2 = Target Language page 2
Q = Equivalence
NQ = Non Equivalence
E. Technique/Method of Analyzing Data
The technique of analyzing data is comparing method. In this case, she compares between the source language and the target language, especially the warning utterances and their subtitles. The writer uses pragmatics theory of …(author).. and translation of…(author)……. It is conducted as the following procedures.
1. Identify the language form of warning utterances found in the script of humorous action movie manuscripts and their subtitling by referring to the language form.
2. Clarify the equivalence and non equivalence of the implicature of warning found in the script of humorous action movie manuscripts and their subtitling by referring to the Grice’s theory of implicature.
3. Describe the equivalence and non equivalence of the politeness strategies of warning utterances found in the script of humorous action movie manuscripts and its subtitling by referring to the Brown and Levinson’s theory of human politeness behavior.
4. Draw conclusion based on the data analysis of warning utterances found in the script of humorous action movie manuscripts and their subtitling.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
CHAPTER V
CONCLUSION AND SUGGESTION
BIBLIOGRAPHY
VIRTUAL REFERENCE
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