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Discussion Text

Chapter 6

Discussion Text Let’s discuss it later

Learning Objectives:

1. The students are able to understand the meanings of spoken discussion monologs accurately, fluently, and contextually accepted in daily life.

2. The students are able to express the meanings of spoken discussion monologs accurately, fluently, and contextually accepted in daily life.

3. The students are able to read the meanings of written discussion monologs accurately, fluently, and contextually accepted in the forms of written materials.

4. The students are able to write discussion texts accurately, fluently, contextually accepted in the forms of formal and informal forms of writing.

SECTION ONE: Building the Knowledge

Activity 1: Sharing your own experience

Share your experience by answering the questions below.

1. What problem do you discuss with your friends?

2. What are the burning issues as the topics of discussion?

3. Why do you discuss those burning issues?

4. What do you argue for?

5. What do you argue against?

Activity 2: Mentioning Burning Issues for Discussion

Say the topics of discussion based on the provided burning issues.

Burning Issues	Topics?
Unemployment	1. Millions people looking for jobs 2. Bad effects of smoking 3. Drugs as the source of crimes 4. Uncertainty of the curriculum implementation 5. The life style of modern people in millennium era
Health
Moral
Education
Fashion

Activity 3: Giving Your Own Arguments

Respond the followings by arguing for or arguing against.

1. Politics is dirty and leads to some conflicts.

2. We must depend on the foreign countries’ help.

3. The government should give the fund to jobless people.

4. We must stop the western culture.

5. We must not force someone to convert to another religion.

Activity 4: Studying the grammatical patterns

Study the following grammatical patterns usually used in

the explanation text.

A. Modals should, must, could

1. should (expressing advice, giving opinion)

· I think the government should do something about the economy. (Giving opinion)

2. must (saying that something is necessary to do)

· The government really must do something about unemployment.

3. could (saying that someone had the general ability to do something)

· The politicians could speak the people’s aspirations.

B. Transitions

1. The positions of a transition:

a. transition + S + V + (+ rest of sentence):

The company did not pay the salary. Consequently, the workers did strikes.

b. S + transition + V (+ rest of sentence):

His income is very low. He, consequently, corrupts.

c. S + V (+ rest of sentence) + transition:

She often takes the drugs. Her pregnancy gets troubles, consequently.

2. Types of Transitions:

a. Cause and Effect: therefore, consequently

· He is a heavy smoker. Therefore, he gets a serious cancer.

b. Opposition: however, nonetheless, nevertheless, on the other hand

· His rice field is unfertile. Mine, on the other hand, is fertile.

c. Addition: moreover, furthermore, in addition

· A diesel engine has a big power for automobiles. Moreover, it generates a high power for electricity.

· Tsunami destroyed hundreds houses. In addition, it killed thousands people.

SECTION TWO: Modeling of the Text

Activity 5: Analyzing the schematic structure of the text

Analyze the schematic structure of the following text.

There was a lot of discussion about whether boxing should be banned.

The people who agree with this idea, such as Sarah, claim that if they do carry on boxing they should wear something to protect their heads. They also argue that people who do boxing could have brain damage and get seriously hurt. A further point they make is that most of the people that have died did have families.

However, there are also strong arguments against this point of view. Another group of people believe that boxing should not be banned. They say that why they invent it if it is a dangerous sport. They say that boxing is a good sport, people enjoy it. A furthermore reason is if they ban boxing it will ruin people’s careers.

After looking at the different points of view and the evidence for them I think boxing should be banned because five hundred people have died in boxing since 1884.

Taken from: http://www.readingonline.or/articles/writing/DISCUSS1.HTM

Activity 6: Analyzing the linguistic features of the text

Analyze the linguistic features of the following text.

There was a lot of discussion about whether boxing should be banned.

The people who agree with this idea, such as Sarah, claim that if they do carry on boxing they should wear something to protect their heads. They also argue that people who do boxing could have brain damage and get seriously hurt. A further point they make is that most of the people that have died did have families.

However, there are also strong arguments against this point of view. Another group of people believe that boxing should not be banned. They say that why they invent it if it is a dangerous sport. They say that boxing is a good sport, people enjoy it. A furthermore reason is if they ban boxing it will ruin people’s careers.

After looking at the different points of view and the evidence for them I think boxing should be banned because five hundred people have died in boxing since 1884.

Taken from: http://www.readingonline.or/articles/writing/DISCUSS1.HTM

Activity 7: Finding out the meaning of the words in English

Find out the meaning of the following words based on the text.

1. to argue = ………………………………………….

2. argument = ………………………………………….

3. to ban = ………………………………………….

4. to discuss = ………………………………………….

5. discussion = ………………………………………….

Activity 8: Answering the questions

Answer the following questions based on the text in Activity 5-6.

1. What is the purpose of writing a discussion text?

2. Who is the writer of the text?

3. What is the theme of the text?

4. What is its schematic structure?

5. What are the major grammatical patterns used in the text above?

Activity 9: Identifying the sentences

Identify the sentences with modals in the text above.

Example: Boxing should be banned.

1. ……………………………………………………………………………

2. ……………………………………………………………………………

3. ……………………………………………………………………………

4. ……………………………………………………………………………

5. ……………………………………………………………………………

Activity 10: Labeling the schematic structure of the text

Label the schematic structure of the following text.

Genetic research has produced both exciting and frightening possibilities. Scientists are now able to create new forms of life in the laboratory due to the development of gene splicing.

On the one hand, the ability to create life in the laboratory could greatly benefit mankind.

For example, because it is very expensive to obtain insulin from natural sources, scientists have developed a method to manufacture it inexpensively in the laboratory.

Another beneficial application of gene splicing is in agriculture

Scientists foresee the day when new plants will be developed using nitrogen from the air instead of fertilizer. Therefore food production could be increased. In addition, entirely new plants could be developed to feed the world’s hungry people.

Not everyone is excited about gene splicing, however. Some people feel that it could have terrible consequences.

A laboratory accident, for example, might cause an epidemic of an unknown disease that could wipe out humanity.

As a result of this controversy, the government has made rules to control genetic experiments. While some members of the scientific community feel that these rules are too strict, many other people feel that they are still not strict enough.

Adapted from Oshima and Hogue

Activity 11: Labeling the linguistic features of the text

Label the linguistic features of the following text.

Genetic research has produced both exciting and frightening possibilities. Scientists are now able to create new forms of life in the laboratory due to the development of gene splicing.

On the one hand, the ability to create life in the laboratory could greatly benefit mankind.

For example, because it is very expensive to obtain insulin from natural sources, scientists have developed a method to manufacture it inexpensively in the laboratory.

Another beneficial application of gene splicing is in agriculture

Scientists foresee the day when new plants will be developed using nitrogen from the air instead of fertilizer. Therefore food production could be increased. In addition, entirely new plants could be developed to feed the world’s hungry people.

Not everyone is excited about gene splicing, however. Some people feel that it could have terrible consequences.

A laboratory accident, for example, might cause an epidemic of an unknown disease that could wipe out humanity.

As a result of this controversy, the government has made rules to control genetic experiments. While some members of the scientific community feel that these rules are too strict, many other people feel that they are still not strict enough.

Adapted from Oshima and Hogue

SECTION THREE: Joint Construction of the Text

Activity 12: Making a Discussion Text

Write a discussion text entitled “Positive and Negative Effects of

Smoking on Our Health”. Use the following clues below.

Generic human participants	many people, parents, teachers, buyers, seller, smokers, non-smokers, passenger, government
Non-human participants	Cigarette, smog, public transportation, public place, school, hospital, cancer, lungs, cough
Action verbs	Smoke, disturb, sit, buy, sell, instruct, warn
Linking verbs	are, is,
Mental verbs	feel, argue, don’t like, think, don’t think, disagree
Transitions	moreover, furthermore, in addition, in fact, as a matter of fact, however, on the contrary, on the other hand, conversely, in contrast, therefore, consequently, thus, as a result
Conjunctions	but, yet, and, so

Use the following steps of writing discussion text.

Step 1

• An opening paragraph that introduces the topic being discussed. It can contain a question about the topic. It can state the view of the author of the text.

Step 2

• Argument or point of view for with supporting evidence or elaboration (more details)
• Another argument for with supporting evidence or elaboration (more details)
• Argument or point view against with supporting evidence.

Step 3

• A conclusion that sums up the discussion and gives a recommendation or opinion

Source: Text Types in English

Activity 13: Making a Classroom Discussion

Make two groups of four for discussing the issue in Activity 12 and The first group is as the pro group (arguing for) and the second as the con group (arguing against).

· The pro group discusses good effects of smoking.

· The con group discusses bad effects of smoking

· Both have excellent recommendations

Activity 14: Arranging the sentences into a discussion.

Arrange the following sentences into a discussion text.

Use the structure of the text: ISSUE, ARGUMENT

AGAINST, ARGUMENT FOR, CONCLUSION

1. However, schools point out that carrying a mobile phone could in itself make a child more vulnerable to theft or mugging, both on the street and even in the playground. Police figures confirm that a high proportion of the crimes committed against young people involve thefts of mobile phones. Schools are concerned, moreover, that allowing pupils to bring their mobiles to school could create a competitive atmosphere amongst children and result in some children feeling left out and unvalued. In addition they claim that pupils’ education would be affected by the distraction of phones ringing in the class.

2. Some doctors fear the children using mobile phones could suffer long-tem brain damage. Until this is disproved, it would seem that schools might best protect their pupils from this and other problems by making them leave their mobile phones at home.

3. No one can deny the positive benefits of children communicating freely with each other, and the pupil argue that using a mobile phone to talk to or text-message their friends is simply one way of doing this, using new technology. Many parents are in favor too, and like the reassurance of knowing their child can be safer and more independent if they have a mobile phone, since they can contact them at any time if necessary. They cite potential risks faced by some children traveling alone.

4. In the last few years there has been an explosion in the use of new communications technologies, including mobile phones; it is estimated that over 70% of young people aged 10-14 now own one. Considerable debate has taken place in the press recently as to whether pupils should be allowed to take their mobile phones into school.

Taken from The National Literacy Strategy

Activity 15: Constructing an Explanation Text

Do the following steps before your group constructs a discussion

text.

1. Introduce the topic of discussion. It can contain a question about the topic. It can state the view of yours or the experts.

2. Give evidence, opinions or arguments for and against the topic.

3. Give a final point of view, either for or against the topic.

4. Write a plot outline, which consists of issue, argument for, argument against, conclusion.

5. Try to write the first draft together in your group.

6. Edit the grammatical aspects and writing mechanism (spelling, punctuation, capitalization, etc.)

7. Revise the text structure and linguistic features together in your group.

8. Ask your teacher to give corrections and suggestions.

9. After revising the text well, rewrite it.

10. Make some copies of the final draft and give them to your friends.

11. Do a conference and exhibit or explain it in front of the class.

Activity 16: Writing a Discussion Text

Write a discussion text and use the clues below.

Use the plan of the discussion text: issue, argument for, argument against, conclusion.

· Is watching TV a waste of time?

· There are many good things about television.

· Many programs give us information for improving our life.

· TV has lot of educational programs that are useful for children to learn.

· There are reasons for saying watching television is a waste of time.

· Watching TV makes children lazy to study.

· There are some hopeless shows.

· There are two sides to this discussion.

· Is watching TV not a waste of time?

The Plan of Discussion Text

Issue : Issue (Statement, preview)

Arguments for : Statements of differing points of views

(Point, elaboration)

Arguments against : Statements of differing points of views

(Point, elaboration)

Conclusion : Recommendation

SECTION FOUR: Independent Construction of the Text

Activity 17: Writing your own arguments

Write your own arguments based on the questions below.

1. What issue are they discussing?

2. Is smoking harmful?

3. What are your and your friends’ arguments for?

4. What are your and your friends’ arguments against?

5. What is the conclusion?

Activity 18: Composing a discussion

Write your and your friends arguments based on the activity 14

into a draft of discussion text.

Use the following plan of discussion text.

Issue : ………………………………………………………..

Arguments for : ……………………………………………………….

Arguments against : ……………………………………………………….

Conclusion : ……………………………………………………….