Wednesday, December 23, 2009
Sunday, December 20, 2009
Friday, December 18, 2009
Selamat Tahun Baru, 1 Muharam 1431 H
Maka berbahagialah bagi seseorang yang dapat mengisi waktunya dengan sesuatu yang dapat mendekatkan dirinya dengan Allah, bebahagialah bagi seseorang yang menyibukkan dirinya dengan ketaatan dan menghindari maksiat. Berbahagialah bagi seseorang yang meyakini adanya hikmah-hikmah Allah yang agung dan rahasia-rahasia-Nya (yang Dia ketahui), dengan melihat kepada silih bergantinya perkara-perkara dan keadaan-keadaan.
Friday, December 11, 2009
Announcement
To all my students who want to join remedial teaching and test
Place : IPA_3 room
Date : Saturday, Dec 12, 09
Time : 08.00 - ~
Please come!
Don't 4get to bring your writing tools with you.
Place : IPA_3 room
Date : Saturday, Dec 12, 09
Time : 08.00 - ~
Please come!
Don't 4get to bring your writing tools with you.
Thursday, December 10, 2009
Foto Efek : Cara Mudah Membuat Foto Jadul
Foto efek yang ini mungkin udah pada ngerti.. tapi kayaknya masih banyak yang gak tau juga cara bikinnya.. soalnya banyak email yang minta dibuatin tutorial gimana caranya membuat foto keliatan udah lama atau udah tua.
langsung aja ya,
Buka foto yang mau diedit , Saya pake foto yang tersedia (katakan Chandra -red )
Ctrl+ J untuk menduplikat layer background. klik Image > Adjustment >Hue / Saturation
Jangan lupa Contreng Colorize nya
Buat layer baru Klik Layer > New > Layer
Warnai layer dengan Radial gradient Hitam - putih
Ganti layer efek menjadi SOftlight
Sekarang buka file Scratch sebagai alat bantu menjadulkan. hehehe..
Download aja : klik kanan > Save target as
Drag file scratch ke file Foto yang tadi udah diedit
Atur Scratch yang sudah didrag ke foto , tempatkan di layer paling atas , Ubah efek layer menjadi Soft Light
Sekarang kita buat tepi putih nya.. karena foto jadul biasanya ada tepi putih nya.. :)
Buat layer baru lagi, terus buat kotak dengan rectangle marquee tool ( liat contoh)
Klik Select > Inverse , warnai Dengan warna putih
Tekan ctrl + D untuk menghilangkan seleksi..
dan selesai deh..
Hasilnya :
Selamat Mencoba Gan!
Artikel Foto Efek : Cara Mudah Membuat Foto Jadul ini dipersembahkan oleh Tutorial Photoshop Gratis. Kunjungi Wallpaper, Font, Desktop Theme Gratis Pokoknya Serba Gratis. Baca Juga Kenali dan Kunjungi Objek Wisata di Pati, untuk mengetahui lebih jauh tentang Pati sebagai Objek Wisata yang patut diperhitungkan karena keindahannya.
Monday, December 7, 2009
REMIDIAL TEST OF UAS1, GRADE 12
Choose the best answer, and give reasons why you choose them as the best one!
The text 1
The Archer and the Trumpeter were traveling together in a lonely place. The Archer boasted of his skill as a warrior, and asked the Trumpeter if he bore arms.
“No,” replied the Trumpeter, “I cannot fight. I can only blow my horn, and make music for those who are at war.”
“But I can hit a mark at a hundred paces,” said the Archer. As he spoke, an eagle appeared, hovering over the tree tops. He drew out an arrow, fitted it on the string, shot at the bird, which straightway fell to the ground, transfixed to the heart.
“I am not afraid of any foe for that bird might just as well have been a man,” said the Archer proudly “But you would be quite helpless if anyone attacked you.’,
They saw at that moment a band of robbers approaching them with drawn swords. The Archer immediately discharged a sharp arrow, which laid low the foremost of the wicked men. But the rest soon overpowered and bound his hands.
“As for this Trumpeter, he can do us no harm, for he has neither sword nor bow,” they said, and did not bind him, but took away his purse and wallet.
Then, the Trumpeter said, “You are welcome, friends, but let me play you a tune on my horn.”
With their consent he blew loud and long on his trumpet, and in a short space of time the guards of the King came running up at the sound, and surrounded the robbers and carried them off to prison.
When they unbound the hands of the Archer, he said to the Trumpeter, “Friend, I have learned today that a trumpet is better than a bow; for you have saved our lives without doing harm to anyone.”
Source: http://www.elfinspefl.com/TurkistiFablesl html (10th April 2008)
1. From the text we know about.
A. what an archer and a trumpeter did to survive
B. how an archer saved a trumpeter
C. how an archer fought against the robbers
D. how an archer boasted his skill
E. how a trumpeter saved an archer
2. What is the main idea of paragraph five?
A. The Trumpeter realized his weakness.
B. The Trumpeter blew his trumpet to save the Archer.
C. The robbers freed the Trumpeter.
D. The robbers arrested the Archer.
E. The Archer boasted of his skill.
3. What can we learn from the story?
A. We mustn’t trust our own ability.
B. We mustn’t despise other’s ability.
C. We must trust our own ability.
D. We must increase our skill.
E. We must despise other’s ability.
4. “But I can hit a mark at a hundred paces,” said the Archer.” (Paragraph 3)
What does the word ‘paces’ have similar meaning to?
A. Steps.
B. Paths.
C. Facets.
D. Faces.
E. Distance.
The text 2
PARIS—Barack Obama’s election as America’s first black president unleashed a renewed love for the United States after years of dwindling goodwill, and many said on Wednesday that U.S. voters had blazed a trail that minorities elsewhere could follow.
People across Africa stayed up all night or woke before dawn to watch U.S. history being made, while the president of Kenya—where Obama’s father was born—declared a public holiday.
In Indonesia, where Obama lived as child, hundreds of students at his former elementary school erupted in cheers when he was declared winner and poured into the courtyard where they hugged each other, danced in the rain and chanted “Obama! Obama!”
“Your victory has demonstrated that no person anywhere in the world should not dare to dream of wanting to change the world for a better place,” South Africa’s first black president, Nelson Mandela, said in a letter of congratulations to Obama.
Many expressed amazement and satisfaction that the United States could overcome centuries of racial strife and elect an African-American as president.
“This is the fall of the Berlin Wall times ten,” Rama Yade, France’s black junior minister for human rights, told French radio. “America is rebecoming a New World.”
“On this morning, we ill want to be American so we can take a bite of this dream unfolding before our eyes,” she said.
Source: http://news.yahoo.com/s/ap/2OO81105/ap_onreas us elections world view (8th October 2008)
5. Where was Obama’s father born?
A. In America.
B. In France.
C. In Kenya.
D. In Indonesia.
E. In South Africa.
6. “. . . erupted in cheers when he was declared winner . (Paragraph 3)
What is the antonym of the underlined word?
A. Surprised.
B. Joyful.
C. Satisfaction.
D. Sadness.
E. Desperation.
7. What is the text about?
A. Cheers around the world welcoming Obama’s victory.
B. Obama’s dream of becoming America’s president.
C. Obama’s victory as the president of America.
D. The America’s first president.
E. The newborn of America.
The text 3
Strictly, forensic science is the application of science in the legal situation. It is used .by police to help solve crimes and by the courts to help establish the truth about what has happened in a given situation. Forensic science skills can also be used in other situations to find out what has happened. Fire services use forensic science to determine how fire started. The Environment Protection Authority (EPA) uses forensic science to determine the type and source of pollutants they have found.
There are three main areas of forensic science: field, medicine and laboratory. Field science involves the scene investigators of a fire, crime or other side. Scene investigators locate evidence, protect it, and collect it. They are also involved with trying to reconstruct an event. Medicine covers all the areas of medicine including autopsies. Laboratory science covers all the work done in examining and interpreting the evidence collected, including fingerprints, chemistry, ballistic and DNA.
All forensic scientists must have good skills and work methodically to examine evidence. They must also work cooperatively with other scientists and investigators to help put all the clues together to find out what has happened and be able to prove in a court.
Source: Let’s Experiment
8. What does the text tell us about?
A. The application of forensic science.
B. Forensic science in general.
C. Main areas of forensic science.
D. The definition of forensic science.
E. The characteristics of forensic scientists.
9. When some forensic scientists examine a crime to reconstruct events, they use … science.
A. a field
B. forensic
C. medicine
D. a laboratory
E. chemistry
10. The following activities investigators do, except
A. collect evidence
B. interpret evidence
C. reconstruct an event
D. protect evidence
E. locate evidence
The text 4
Access to clean water is one of Indonesia’s biggest problems. According to the Millennium Development Goals (MDGs) Report 2007, published by the National Development Planning Board, piped water is accessible to 30.8 per cent of households in the country’s cities and 9 per cent in its villages. Such figures show the limitations of the municipality’s water service provider, PDAM.
Lack of investment in clean water is one reason PDAM gives for its limited outreach. Based on a government statement, to meet the MDGs target by 2015, Indonesia needs Rp43 trillion (US$4.6 billion) in clean water funding. The government currently provides Rp500 billion.
In order to close the funding gap, the government expects private investment in drinking water infrastructure.
The need for clean water funding is something that cannot be covered by private investment. In Indonesia, most PDAM utilities have small scales of economy and are therefore unattractive to investors.
There is no evidence to suggest that private investors will improve the efficiency and effectiveness of water services, whereas the government has a duty to do so.
Increasing public funding for clean water infrastructure is the most rational approach for Indonesia. This effort should begin with an analysis of the needs of locals. This should be done through a democratic and participatory process.
Source: The Jakarta Post (5th April 2008)
11. What does the text tell us about?
A. Access to clean water.
B. Our government’s problems.
C. The problem of access to clean water in Indonesia.
D. The private investment in water services.
E. PDAM utilities in providing clean water.
12. Why aren’t people interested in investing their capital in water service?
A. Because they have no enough money.
B. Because they cannot cover the water funding.
C. Because access to clean water is a big problem.
D. Because they dislike having business in drinking water.
E. Because most PDAM utilities have small scales of economy.
13. Which of the following statements is NOT TRUE according to the text?
A. One of Indonesia’s biggest problems is access to clean water.
B. The government hopes private investment to close the funding gap.
C. To meet the MDGs target by 2015, Indonesia needs Rp43 trillion.
D. The need for clean water funding can be covered by private investment.
E. The government currently provides Rp500 billion in clean water funding.
14. “There is no evidence to suggest that private investors will improve (Paragraph 5) The underlined word has the similar meaning to …
A. proof
B. effect
C. opinion
D. advantage
E. conclusion
The text 5
Sushi is becoming increasingly popular, but there are a lot of questions concerning health risks involved in consuming this raw delicacy.
Many of the main ingredients found in sushi are in fact very healthy and are beneficial to your health. Fish, the main ingredient in rolls and sashimi, is full of protein and calcium.
The roasted seaweed used to wrap sushi rolls is another great source of protein and calcium. In addition they offer many different vitamins including Vitamin A, C and ten types of Vitamin B, and the wrap is also known to be a great digestive aid.
It has also been suggested in an article by Kathy Summers on Health.com that sushi can help you if you’re “exhausted, achy or moody” as a result of hypothyroidism. She explains that, “a healthy thyroid needs iodine, selenium and magnesium.” As iodine is present in sushi, seafood and kelp, eating these foods will aid in maintaining healthy thyroid hormone levels.
Sushi is sounding pretty good, right? But unfortunately, sushi does have a few flaws. One of the most talked-about problems with eating any fish or seafood is the level of mercury present. The FDA has suggested that people should limit the amount of fish they consume to no more than 12 ounces per week and pregnant women are encouraged not to eat fish at all as the mercury can cause birth defects.
There is one more notable drawback to sushi: as most sushi is composed of raw fish, there is a lot of opportunity for parasites to populate the raw meat. This occurs more when the fish are cleaned and gutted out at sea as there is more opportunity for infestation. According to MedicalNet, “Anisakiasis is a parasitic disease contracted from infected seafood which is eaten raw or marinated. This is a type of round worm which can be picked up from eating sashimi, sushi, and ceviche.”
Source: http://food-facts.suite101.com/article .com /sushi_healthy_or_harmful (8th October 2008)
15. The main idea of the text is.
A. the description of sushi
B. the positive and negative sides of sushi
C. the positive and negative sides of seafood
D. a parasitic disease in sushi
E. why people eat sushi
16. Which statement is TRUE according to the text?
A. Anisakiasis is a type of long worm.
B. There is no protein and calcium in sushi.
C. People shouldn’t limit themselves consuming the fish.
D. Sushi rolls are wrapped in cooked seaweed.
E. Mercury is one of the biggest problems while eating sushi.
17. “. . . are in fact very healthy and are beneficial to your health.” (Paragraph 2)
The underlined word is best replaced by .
A. Useless
B. useful
C. parasitic
D. toxic
E. bad
18. Why can sushi contain many parasites?
A. It consists of raw materials.
B. It contains calcium.
C. It contains vitamin.
D. It contains protein.
E. It contains iodine.
The text 1
The Archer and the Trumpeter were traveling together in a lonely place. The Archer boasted of his skill as a warrior, and asked the Trumpeter if he bore arms.
“No,” replied the Trumpeter, “I cannot fight. I can only blow my horn, and make music for those who are at war.”
“But I can hit a mark at a hundred paces,” said the Archer. As he spoke, an eagle appeared, hovering over the tree tops. He drew out an arrow, fitted it on the string, shot at the bird, which straightway fell to the ground, transfixed to the heart.
“I am not afraid of any foe for that bird might just as well have been a man,” said the Archer proudly “But you would be quite helpless if anyone attacked you.’,
They saw at that moment a band of robbers approaching them with drawn swords. The Archer immediately discharged a sharp arrow, which laid low the foremost of the wicked men. But the rest soon overpowered and bound his hands.
“As for this Trumpeter, he can do us no harm, for he has neither sword nor bow,” they said, and did not bind him, but took away his purse and wallet.
Then, the Trumpeter said, “You are welcome, friends, but let me play you a tune on my horn.”
With their consent he blew loud and long on his trumpet, and in a short space of time the guards of the King came running up at the sound, and surrounded the robbers and carried them off to prison.
When they unbound the hands of the Archer, he said to the Trumpeter, “Friend, I have learned today that a trumpet is better than a bow; for you have saved our lives without doing harm to anyone.”
Source: http://www.elfinspefl.com/TurkistiFablesl html (10th April 2008)
1. From the text we know about.
A. what an archer and a trumpeter did to survive
B. how an archer saved a trumpeter
C. how an archer fought against the robbers
D. how an archer boasted his skill
E. how a trumpeter saved an archer
2. What is the main idea of paragraph five?
A. The Trumpeter realized his weakness.
B. The Trumpeter blew his trumpet to save the Archer.
C. The robbers freed the Trumpeter.
D. The robbers arrested the Archer.
E. The Archer boasted of his skill.
3. What can we learn from the story?
A. We mustn’t trust our own ability.
B. We mustn’t despise other’s ability.
C. We must trust our own ability.
D. We must increase our skill.
E. We must despise other’s ability.
4. “But I can hit a mark at a hundred paces,” said the Archer.” (Paragraph 3)
What does the word ‘paces’ have similar meaning to?
A. Steps.
B. Paths.
C. Facets.
D. Faces.
E. Distance.
The text 2
PARIS—Barack Obama’s election as America’s first black president unleashed a renewed love for the United States after years of dwindling goodwill, and many said on Wednesday that U.S. voters had blazed a trail that minorities elsewhere could follow.
People across Africa stayed up all night or woke before dawn to watch U.S. history being made, while the president of Kenya—where Obama’s father was born—declared a public holiday.
In Indonesia, where Obama lived as child, hundreds of students at his former elementary school erupted in cheers when he was declared winner and poured into the courtyard where they hugged each other, danced in the rain and chanted “Obama! Obama!”
“Your victory has demonstrated that no person anywhere in the world should not dare to dream of wanting to change the world for a better place,” South Africa’s first black president, Nelson Mandela, said in a letter of congratulations to Obama.
Many expressed amazement and satisfaction that the United States could overcome centuries of racial strife and elect an African-American as president.
“This is the fall of the Berlin Wall times ten,” Rama Yade, France’s black junior minister for human rights, told French radio. “America is rebecoming a New World.”
“On this morning, we ill want to be American so we can take a bite of this dream unfolding before our eyes,” she said.
Source: http://news.yahoo.com/s/ap/2OO81105/ap_onreas us elections world view (8th October 2008)
5. Where was Obama’s father born?
A. In America.
B. In France.
C. In Kenya.
D. In Indonesia.
E. In South Africa.
6. “. . . erupted in cheers when he was declared winner . (Paragraph 3)
What is the antonym of the underlined word?
A. Surprised.
B. Joyful.
C. Satisfaction.
D. Sadness.
E. Desperation.
7. What is the text about?
A. Cheers around the world welcoming Obama’s victory.
B. Obama’s dream of becoming America’s president.
C. Obama’s victory as the president of America.
D. The America’s first president.
E. The newborn of America.
The text 3
Strictly, forensic science is the application of science in the legal situation. It is used .by police to help solve crimes and by the courts to help establish the truth about what has happened in a given situation. Forensic science skills can also be used in other situations to find out what has happened. Fire services use forensic science to determine how fire started. The Environment Protection Authority (EPA) uses forensic science to determine the type and source of pollutants they have found.
There are three main areas of forensic science: field, medicine and laboratory. Field science involves the scene investigators of a fire, crime or other side. Scene investigators locate evidence, protect it, and collect it. They are also involved with trying to reconstruct an event. Medicine covers all the areas of medicine including autopsies. Laboratory science covers all the work done in examining and interpreting the evidence collected, including fingerprints, chemistry, ballistic and DNA.
All forensic scientists must have good skills and work methodically to examine evidence. They must also work cooperatively with other scientists and investigators to help put all the clues together to find out what has happened and be able to prove in a court.
Source: Let’s Experiment
8. What does the text tell us about?
A. The application of forensic science.
B. Forensic science in general.
C. Main areas of forensic science.
D. The definition of forensic science.
E. The characteristics of forensic scientists.
9. When some forensic scientists examine a crime to reconstruct events, they use … science.
A. a field
B. forensic
C. medicine
D. a laboratory
E. chemistry
10. The following activities investigators do, except
A. collect evidence
B. interpret evidence
C. reconstruct an event
D. protect evidence
E. locate evidence
The text 4
Access to clean water is one of Indonesia’s biggest problems. According to the Millennium Development Goals (MDGs) Report 2007, published by the National Development Planning Board, piped water is accessible to 30.8 per cent of households in the country’s cities and 9 per cent in its villages. Such figures show the limitations of the municipality’s water service provider, PDAM.
Lack of investment in clean water is one reason PDAM gives for its limited outreach. Based on a government statement, to meet the MDGs target by 2015, Indonesia needs Rp43 trillion (US$4.6 billion) in clean water funding. The government currently provides Rp500 billion.
In order to close the funding gap, the government expects private investment in drinking water infrastructure.
The need for clean water funding is something that cannot be covered by private investment. In Indonesia, most PDAM utilities have small scales of economy and are therefore unattractive to investors.
There is no evidence to suggest that private investors will improve the efficiency and effectiveness of water services, whereas the government has a duty to do so.
Increasing public funding for clean water infrastructure is the most rational approach for Indonesia. This effort should begin with an analysis of the needs of locals. This should be done through a democratic and participatory process.
Source: The Jakarta Post (5th April 2008)
11. What does the text tell us about?
A. Access to clean water.
B. Our government’s problems.
C. The problem of access to clean water in Indonesia.
D. The private investment in water services.
E. PDAM utilities in providing clean water.
12. Why aren’t people interested in investing their capital in water service?
A. Because they have no enough money.
B. Because they cannot cover the water funding.
C. Because access to clean water is a big problem.
D. Because they dislike having business in drinking water.
E. Because most PDAM utilities have small scales of economy.
13. Which of the following statements is NOT TRUE according to the text?
A. One of Indonesia’s biggest problems is access to clean water.
B. The government hopes private investment to close the funding gap.
C. To meet the MDGs target by 2015, Indonesia needs Rp43 trillion.
D. The need for clean water funding can be covered by private investment.
E. The government currently provides Rp500 billion in clean water funding.
14. “There is no evidence to suggest that private investors will improve (Paragraph 5) The underlined word has the similar meaning to …
A. proof
B. effect
C. opinion
D. advantage
E. conclusion
The text 5
Sushi is becoming increasingly popular, but there are a lot of questions concerning health risks involved in consuming this raw delicacy.
Many of the main ingredients found in sushi are in fact very healthy and are beneficial to your health. Fish, the main ingredient in rolls and sashimi, is full of protein and calcium.
The roasted seaweed used to wrap sushi rolls is another great source of protein and calcium. In addition they offer many different vitamins including Vitamin A, C and ten types of Vitamin B, and the wrap is also known to be a great digestive aid.
It has also been suggested in an article by Kathy Summers on Health.com that sushi can help you if you’re “exhausted, achy or moody” as a result of hypothyroidism. She explains that, “a healthy thyroid needs iodine, selenium and magnesium.” As iodine is present in sushi, seafood and kelp, eating these foods will aid in maintaining healthy thyroid hormone levels.
Sushi is sounding pretty good, right? But unfortunately, sushi does have a few flaws. One of the most talked-about problems with eating any fish or seafood is the level of mercury present. The FDA has suggested that people should limit the amount of fish they consume to no more than 12 ounces per week and pregnant women are encouraged not to eat fish at all as the mercury can cause birth defects.
There is one more notable drawback to sushi: as most sushi is composed of raw fish, there is a lot of opportunity for parasites to populate the raw meat. This occurs more when the fish are cleaned and gutted out at sea as there is more opportunity for infestation. According to MedicalNet, “Anisakiasis is a parasitic disease contracted from infected seafood which is eaten raw or marinated. This is a type of round worm which can be picked up from eating sashimi, sushi, and ceviche.”
Source: http://food-facts.suite101.com/article .com /sushi_healthy_or_harmful (8th October 2008)
15. The main idea of the text is.
A. the description of sushi
B. the positive and negative sides of sushi
C. the positive and negative sides of seafood
D. a parasitic disease in sushi
E. why people eat sushi
16. Which statement is TRUE according to the text?
A. Anisakiasis is a type of long worm.
B. There is no protein and calcium in sushi.
C. People shouldn’t limit themselves consuming the fish.
D. Sushi rolls are wrapped in cooked seaweed.
E. Mercury is one of the biggest problems while eating sushi.
17. “. . . are in fact very healthy and are beneficial to your health.” (Paragraph 2)
The underlined word is best replaced by .
A. Useless
B. useful
C. parasitic
D. toxic
E. bad
18. Why can sushi contain many parasites?
A. It consists of raw materials.
B. It contains calcium.
C. It contains vitamin.
D. It contains protein.
E. It contains iodine.
Friday, November 13, 2009
Text Types
TEXT TYPES; a complete overview
Based on generic structure and language feature dominantly used, texts are divided into several types. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item. These variations are known as GENRES.
NARRATIVE
Purpose: To amuse/entertain the readers and to tell a story
Generic Structure:
1. Orientation
2. Complication
3. Resolution
4. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Chronologically arranged
RECOUNT
Purpose: to retell something that happened in the past and to tell a series of past event
Generic Structure:
1. Orientation
2. Event(s)
3. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adjectives
Narrative and recount in some ways are similar. Both are telling something in the past so narrative and recount usually apply PAST TENSE; whether Simple Past Tense, Simple Past Continuous Tense, or Past Perfect Tense. The ways narrative and recount told are in chronological order using time or place. Commonly narrative text is found in story book; myth, fable, folklore, etc while recount text is found in biography.
The thing that makes narrative and recount different is the structure in which they are constructed. Narrative uses conflicts among the participants whether natural conflict, social conflict or psychological conflict. In some ways narrative text combines all these conflicts. In the contrary, we do not find these conflicts inside recount text. Recount applies series of event as the basic structure
DESCRIPTIVE
Purpose: to describe a particular person, place or thing in detail.
Dominant Generic Structure:
1. Identification
2. Description
Language Features:
1. Using Simple Present Tense
2. Using action verb
3. Using adverb
4. Using special technical terms
REPORT
Purpose: to presents information about something, as it is.
Generic Structure
1. General classification
2. Description
Dominant Language Feature
1. Introducing group or general aspect
2. Using conditional logical connection
3. Using Simple Present Tense
EXPLANATION
Purpose: To explain the processes involved in the formation or working of natural or socio-cultural phenomena.
Generic Structure:
1. General statement
2. Explanation
3. Closing
Dominant Language Features:
1. Using Simple Present Tense
2. Using action verbs
3. Using passive voice
4. Using noun phrase
5. Using adverbial phrase
6. Using technical terms
7. Using general and abstract noun
8. Using conjunction of time and cause-effect.
ANALYTICAL EXPOSITION
Purpose: To reveal the readers that something is the important case
Generic Structure:
1. Thesis
2. Arguments
3. Reiteration/Conclusion
Dominant Language Features:
1. Using modals
2. Using action verbs
3. Using thinking verbs
4. Using adverbs
5. Using adjective
6. Using technical terms
7. Using general and abstract noun
8. Using connectives/transition
HORTATORY EXPOSITION
Purpose: to persuade the readers that something should or should not be the case or be done
Generic Structure:
1. Thesis
2. Arguments
3. Recommendation
Dominant Language features:
1. Using Simple Present Tense
2. Using modals
3. Using action verbs
4. Using thinking verbs
5. Using adverbs
6. Using adjective
7. Using technical terms
8. Using general and abstract noun
9. Using connectives/transition
Then what is the basic difference between analytical and hortatory exposition. In simple word. Analytical is the answer of "How is/will" while hortatory is the answer of "How should". Analytical exposition will be best to describe "How will student do for his examination? The point is the important thing to do. But for the question" How should student do for his exam?" will be good to be answered with hortatory. It is to convince that the thing should be done
PROCEDURE
Purpose: to help readers how to do or make something completely
Generic Structure:
1. Goal/Aim
2. Materials/Equipments
3. Steps/Methods
Dominant Language Features:
1. Using Simple Present Tense
2. Using Imperatives sentence
3. Using adverb
4. Using technical terms
DISCUSSION
Purpose: to present information and opinions about issues in more one side of an issue (‘For/Pros’ and ‘Against/Cons’)
Generic Structure:
1. Issue
2. Arguments for and against
3. Conclusion
Dominant Language Features:
1. Using Simple Present Tense
2. Use of relating verb/to be
3. Using thinking verb
4. Using general and abstract noun
5. Using conjunction/transition
6. Using modality
7. Using adverb of manner
REVIEW
Purpose: to critique or evaluate an art work or event for a public audience
dominant Generic Structure:
1. Orientation
2. Evaluation
3. Interpretative Recount
4. Evaluation
5. Evaluative Summation
Dominant Language features:
1. Focus on specific participants
2. Using adjectives
3. Using long and complex clauses
4. Using metaphor
ANECDOTE
Purpose: to share with others an account of an unusual or amusing incident
Generic Structure:
1. Abstract
2. Orientation
3. Crisis
4. Reaction
5. Coda.
Dominant Language Features:
1. Using exclamations, rhetorical question or intensifiers
2. Using material process
3. Using temporal conjunctions
SPOOF
Purpose: to tell an event with a humorous twist and entertain the readers
Generic Structure:
1. Orientation
2. Event(s)
3. Twist
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adverb
4. Chronologically arranged
NEWS ITEM
Purpose: to inform readers about events of the day which are considered newsworthy or important
Dominant Generic Structure:
1. Newsworthy event(s)
2. Background event(s)
3. Sources
Dominant Language Features:
1. Short, telegraphic information about story captured in headline
2. Using action verbs
3. Using saying verbs
4. Using adverbs : time, place and manner.
Based on generic structure and language feature dominantly used, texts are divided into several types. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item. These variations are known as GENRES.
NARRATIVE
Purpose: To amuse/entertain the readers and to tell a story
Generic Structure:
1. Orientation
2. Complication
3. Resolution
4. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Chronologically arranged
RECOUNT
Purpose: to retell something that happened in the past and to tell a series of past event
Generic Structure:
1. Orientation
2. Event(s)
3. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adjectives
Narrative and recount in some ways are similar. Both are telling something in the past so narrative and recount usually apply PAST TENSE; whether Simple Past Tense, Simple Past Continuous Tense, or Past Perfect Tense. The ways narrative and recount told are in chronological order using time or place. Commonly narrative text is found in story book; myth, fable, folklore, etc while recount text is found in biography.
The thing that makes narrative and recount different is the structure in which they are constructed. Narrative uses conflicts among the participants whether natural conflict, social conflict or psychological conflict. In some ways narrative text combines all these conflicts. In the contrary, we do not find these conflicts inside recount text. Recount applies series of event as the basic structure
DESCRIPTIVE
Purpose: to describe a particular person, place or thing in detail.
Dominant Generic Structure:
1. Identification
2. Description
Language Features:
1. Using Simple Present Tense
2. Using action verb
3. Using adverb
4. Using special technical terms
REPORT
Purpose: to presents information about something, as it is.
Generic Structure
1. General classification
2. Description
Dominant Language Feature
1. Introducing group or general aspect
2. Using conditional logical connection
3. Using Simple Present Tense
EXPLANATION
Purpose: To explain the processes involved in the formation or working of natural or socio-cultural phenomena.
Generic Structure:
1. General statement
2. Explanation
3. Closing
Dominant Language Features:
1. Using Simple Present Tense
2. Using action verbs
3. Using passive voice
4. Using noun phrase
5. Using adverbial phrase
6. Using technical terms
7. Using general and abstract noun
8. Using conjunction of time and cause-effect.
ANALYTICAL EXPOSITION
Purpose: To reveal the readers that something is the important case
Generic Structure:
1. Thesis
2. Arguments
3. Reiteration/Conclusion
Dominant Language Features:
1. Using modals
2. Using action verbs
3. Using thinking verbs
4. Using adverbs
5. Using adjective
6. Using technical terms
7. Using general and abstract noun
8. Using connectives/transition
HORTATORY EXPOSITION
Purpose: to persuade the readers that something should or should not be the case or be done
Generic Structure:
1. Thesis
2. Arguments
3. Recommendation
Dominant Language features:
1. Using Simple Present Tense
2. Using modals
3. Using action verbs
4. Using thinking verbs
5. Using adverbs
6. Using adjective
7. Using technical terms
8. Using general and abstract noun
9. Using connectives/transition
Then what is the basic difference between analytical and hortatory exposition. In simple word. Analytical is the answer of "How is/will" while hortatory is the answer of "How should". Analytical exposition will be best to describe "How will student do for his examination? The point is the important thing to do. But for the question" How should student do for his exam?" will be good to be answered with hortatory. It is to convince that the thing should be done
PROCEDURE
Purpose: to help readers how to do or make something completely
Generic Structure:
1. Goal/Aim
2. Materials/Equipments
3. Steps/Methods
Dominant Language Features:
1. Using Simple Present Tense
2. Using Imperatives sentence
3. Using adverb
4. Using technical terms
DISCUSSION
Purpose: to present information and opinions about issues in more one side of an issue (‘For/Pros’ and ‘Against/Cons’)
Generic Structure:
1. Issue
2. Arguments for and against
3. Conclusion
Dominant Language Features:
1. Using Simple Present Tense
2. Use of relating verb/to be
3. Using thinking verb
4. Using general and abstract noun
5. Using conjunction/transition
6. Using modality
7. Using adverb of manner
REVIEW
Purpose: to critique or evaluate an art work or event for a public audience
dominant Generic Structure:
1. Orientation
2. Evaluation
3. Interpretative Recount
4. Evaluation
5. Evaluative Summation
Dominant Language features:
1. Focus on specific participants
2. Using adjectives
3. Using long and complex clauses
4. Using metaphor
ANECDOTE
Purpose: to share with others an account of an unusual or amusing incident
Generic Structure:
1. Abstract
2. Orientation
3. Crisis
4. Reaction
5. Coda.
Dominant Language Features:
1. Using exclamations, rhetorical question or intensifiers
2. Using material process
3. Using temporal conjunctions
SPOOF
Purpose: to tell an event with a humorous twist and entertain the readers
Generic Structure:
1. Orientation
2. Event(s)
3. Twist
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adverb
4. Chronologically arranged
NEWS ITEM
Purpose: to inform readers about events of the day which are considered newsworthy or important
Dominant Generic Structure:
1. Newsworthy event(s)
2. Background event(s)
3. Sources
Dominant Language Features:
1. Short, telegraphic information about story captured in headline
2. Using action verbs
3. Using saying verbs
4. Using adverbs : time, place and manner.
bahan UTS2
Tsunami
The term of “tsunami” comes from the Japanese which means harbour ("tsu") and wave ("nami"). A tsunami is a series of waves generated when water in a lake or a sea is rapidly displaced on a massive scale.
A tsunami can be generated when the sea floor abruptly deforms and vertically displaces the overlying water. Such large vertical movements of the earth's crust can occur at plate boundaries.
Subduction of earthquakes are particularly effective in generating tsunami, and occur where denser oceanic plates slip under continental plates.
As the displaced water mass moves under the influence of gravity to regain its equilibrium, it radiates across the ocean like ripples on a pond.
Tsunami always bring great damage. Most of the damage is caused by the huge mass of water behind the initial wave front, as the height of the sea keeps rising fast and floods powerfully into the coastal area.
Why is Bali Famous for Tourism Object?
One of the famous tourism spots in Indonesia is Bali island. Bali lays at the part east of Java. Thousand domestic and foreign tourists visit Bali each month. Do you know why Bali island is so famous?
A lot of tourists like fresh natural environment. If that what they want, Bali is the best choice to visit. Bali has beautiful landscape dominated with green luxurious terrace fields. Moreover Bali give fantastic view; beautiful sunrise in Sanur and fascinating sunset in Kuta beach.
Beside the beautiful beach and panorama, domestic and foreign tourists also enjoy the balinese local genius arts such as; dances, puras, and temples. Most of these objects are amazing.
Like many other tourism objects, Bali also provide souvenir center which they can take home. Most balinese people are artists. They spend their time to apply skill and imagination through painting, carving dancing.
What make them more exposed is that most of them are English speaking people. That is why Bali is well-known all over the world.
The Advantage and Disadvantage of Nuclear Power
Nuclear power is generated by using uranium which is a metal mined in various part of the world. The first large scale of nuclear power station was opened at Calder Hall in Cumbria, England in 1956.
Some military ships and submarines have nuclear power plant for engine. Nuclear power produces around 11% of the world's energy needed, and produces huge amounts of energy. It cause no pollution as we would get when burning fossil fuels. The advantages of nuclear plant are as follow:
• It costs about the same coal, so it is not expansive to make.
• It does not produce smoke or carbon dioxide, so it does not contribute to the greenhouse effect.
• It produces huge amounts of energy from small amount of uranium.
• It produces small amount of waste.
• It is reliable.
On the other hand, nuclear power is very, very dangerous. It must be sealed up and buried for many years to allow the radioactivity to die away. Furthermore, although it is reliable, a lot of money has to be spent on safety because if it does go wrong, a nuclear accident ca be a major accident.
People are increasingly concerned about this matter. In the 1990's nuclear power was the fastest growing source of power in many parts of the world.
The advantages and Disadvantages of Distance Learning
A few years ago, distance learning was seen as an inferior way but nowadays even famous and established traditional colleges and universities are providing distance learning courses and it is generally considered a way to improve one's life.
However, people still argue whether distance learning give more advantage or disadvantage. Some of them who see the benefit of distance learning will say that distance learning needs no commuting. Of course it saves money and time that students would take. Furthermore, distance learning can be done at any student’s convenience. Mostly of the classes of distance learning are asynchronous. It means that students do not have to attend a lecture at a fixed particular time and place. Students can review the assignments and do their homework during off-hours or from home. Additionally, distance learning gives more accessibility. No one can deny it. People with limited mobility may encounter the problem when they take traditional class. With the online class system, the problem is absent.
Despite the many advantages, the other people will see that distance learning is costly and needs complex technology. To attend online learning, student must have a computer with possibly access to the internet. Admitted or not, such technology devices are not always available for common students. Another disadvantage of distance learning is that it does not provide immediate feedback. Unlikely traditional classroom, students have to wait for the feedback and comment until the instructor has review the works and sent response to them. Most of the time students will study alone. Distance learners may feel isolated or miss that social physical interaction that comes with attending a traditional classroom
Regarding the individual’s learning style, some students are able to learn when there is a live interaction between them and the available of accompanying teacher while others don’t really need it. So before deciding a choice of attending distance learning or not, each student needs to do a fair analysis regarding the kind of person he/she is.
The term of “tsunami” comes from the Japanese which means harbour ("tsu") and wave ("nami"). A tsunami is a series of waves generated when water in a lake or a sea is rapidly displaced on a massive scale.
A tsunami can be generated when the sea floor abruptly deforms and vertically displaces the overlying water. Such large vertical movements of the earth's crust can occur at plate boundaries.
Subduction of earthquakes are particularly effective in generating tsunami, and occur where denser oceanic plates slip under continental plates.
As the displaced water mass moves under the influence of gravity to regain its equilibrium, it radiates across the ocean like ripples on a pond.
Tsunami always bring great damage. Most of the damage is caused by the huge mass of water behind the initial wave front, as the height of the sea keeps rising fast and floods powerfully into the coastal area.
Why is Bali Famous for Tourism Object?
One of the famous tourism spots in Indonesia is Bali island. Bali lays at the part east of Java. Thousand domestic and foreign tourists visit Bali each month. Do you know why Bali island is so famous?
A lot of tourists like fresh natural environment. If that what they want, Bali is the best choice to visit. Bali has beautiful landscape dominated with green luxurious terrace fields. Moreover Bali give fantastic view; beautiful sunrise in Sanur and fascinating sunset in Kuta beach.
Beside the beautiful beach and panorama, domestic and foreign tourists also enjoy the balinese local genius arts such as; dances, puras, and temples. Most of these objects are amazing.
Like many other tourism objects, Bali also provide souvenir center which they can take home. Most balinese people are artists. They spend their time to apply skill and imagination through painting, carving dancing.
What make them more exposed is that most of them are English speaking people. That is why Bali is well-known all over the world.
The Advantage and Disadvantage of Nuclear Power
Nuclear power is generated by using uranium which is a metal mined in various part of the world. The first large scale of nuclear power station was opened at Calder Hall in Cumbria, England in 1956.
Some military ships and submarines have nuclear power plant for engine. Nuclear power produces around 11% of the world's energy needed, and produces huge amounts of energy. It cause no pollution as we would get when burning fossil fuels. The advantages of nuclear plant are as follow:
• It costs about the same coal, so it is not expansive to make.
• It does not produce smoke or carbon dioxide, so it does not contribute to the greenhouse effect.
• It produces huge amounts of energy from small amount of uranium.
• It produces small amount of waste.
• It is reliable.
On the other hand, nuclear power is very, very dangerous. It must be sealed up and buried for many years to allow the radioactivity to die away. Furthermore, although it is reliable, a lot of money has to be spent on safety because if it does go wrong, a nuclear accident ca be a major accident.
People are increasingly concerned about this matter. In the 1990's nuclear power was the fastest growing source of power in many parts of the world.
The advantages and Disadvantages of Distance Learning
A few years ago, distance learning was seen as an inferior way but nowadays even famous and established traditional colleges and universities are providing distance learning courses and it is generally considered a way to improve one's life.
However, people still argue whether distance learning give more advantage or disadvantage. Some of them who see the benefit of distance learning will say that distance learning needs no commuting. Of course it saves money and time that students would take. Furthermore, distance learning can be done at any student’s convenience. Mostly of the classes of distance learning are asynchronous. It means that students do not have to attend a lecture at a fixed particular time and place. Students can review the assignments and do their homework during off-hours or from home. Additionally, distance learning gives more accessibility. No one can deny it. People with limited mobility may encounter the problem when they take traditional class. With the online class system, the problem is absent.
Despite the many advantages, the other people will see that distance learning is costly and needs complex technology. To attend online learning, student must have a computer with possibly access to the internet. Admitted or not, such technology devices are not always available for common students. Another disadvantage of distance learning is that it does not provide immediate feedback. Unlikely traditional classroom, students have to wait for the feedback and comment until the instructor has review the works and sent response to them. Most of the time students will study alone. Distance learners may feel isolated or miss that social physical interaction that comes with attending a traditional classroom
Regarding the individual’s learning style, some students are able to learn when there is a live interaction between them and the available of accompanying teacher while others don’t really need it. So before deciding a choice of attending distance learning or not, each student needs to do a fair analysis regarding the kind of person he/she is.
Thursday, November 12, 2009
Passive Voice 2
Passive Voice
1. Use of the passive voice constitutes a grammatical error.
Use of the passive voice is not a grammatical error. It's a stylistic issue that pertains to clarity—that is, there are times when using the passive voice can prevent a reader from understanding what you mean.
2. Any use of "to be" (in any form) constitutes the passive voice.
The passive voice entails more than just using a being verb. Using "to be" can weaken the impact of your writing, but it is occasionally necessary and does not by itself constitute the passive voice.
3. The passive voice always avoids the first person; if something is in first person ("I" or "we") it's also in the active voice.
On the contrary, you can very easily use the passive voice in the first person. Here's an example: "I was hit by the dodgeball."
4. You should never use the passive voice.
While the passive voice can weaken the clarity of your writing, there are times when the passive voice is OK and even preferable.
5. I can rely on my grammar checker to catch the passive voice.
See Myth #1. Since the passive voice isn't a grammar error, it's not always caught. Typically, grammar checkers catch only a fraction of passive voice usage.
Do any of these misunderstandings sound familiar? If so, you're not alone. That's why we wrote this handout. It discusses how to recognize the passive voice, when you should avoid it, and when it's OK.
Defining the passive voice
A passive construction occurs when you make the object of an action into the subject of a sentence. That is, whoever or whatever is performing the action is not the grammatical subject of the sentence. Take a look at this passive rephrasing of a familiar joke:
Why was the road crossed by the chicken?
Who is doing the action in this sentence? The chicken is the one doing the action in this sentence, but the chicken is not in the spot where you would expect the grammatical subject to be. Instead, the road is the grammatical subject. The more familiar phrasing (why did the chicken cross the road?) puts the actor in the subject position, the position of doing something—the chicken (the actor/doer) crosses the road (the object). We use active verbs to represent that "doing," whether it be crossing roads, proposing ideas, making arguments, or invading houses (more on that shortly).
Once you know what to look for, passive constructions are easy to spot. Look for a form of "to be" (is, are, am , was, were, has been, have been, had been, will be, will have been, being) followed by a past participle. (The past participle is a form of the verb that typically, but not always, ends in "-ed." Some exceptions to the "-ed" rule are words like "paid" (not "payed") and "driven." (not "drived"). Here's a sure-fire formula for identifying the passive voice:
form of "to be" + past participle = passive voice
For example:
The metropolis has been scorched by the dragon's fiery breath.
When her house was invaded, Penelope had to think of ways to delay her remarriage.
NOTE: forms of the word "have" can do several different things in English. For example, in the sentence "John has to study all afternoon," "had" is not part of a past-tense verb. It's a modal verb, like "must," "can," or "may"—these verbs tell how necessary it is to do something (compare "I have to study" versus "I may study"). And forms of "be" are not always passive, either—"be" can be the main verb of a sentence that describes a state of being, rather than an action. For example, the sentence "John is a good student" is not passive; "is" is simply describing John's state of being. The moral of the story: don't assume that any time you see a form of "have" and a form of "to be" together, you are looking at a passive sentence. "I have to be on time for the concert," for example, is not passive. Ask yourself whether there is an action going on in the sentence and, if so, whether whoever or whatever is doing that action is the subject of the sentence. In a passive sentence, the object of the action (e.g., the road) will be in the subject position at the front of the sentence. There will be a form of be and a past participle. If the subject appears at all, it will usually be at the end of the sentence, often in a phrase that starts with "by" (e.g., "by the chicken").
Let's briefly look at how to change passive constructions into active ones. You can usually just switch the word order, making the actor and subject one by putting the actor up front:
The metropolis has been scorched by the dragon's fiery breath.
becomes
The dragon scorched the metropolis with his fiery breath.
When her house was invaded, Penelope had to think of ways to delay her remarriage.
becomes
After suitors invaded her house, Penelope had to think of ways to delay her remarriage.
To repeat, the key to identifying the passive voice is to look for both a form of "to be" and a past participle, which usually, but not always, ends in "-ed."
Clarity and meaning
The primary reason why your instructors frown on the passive voice is that they often have to guess what you mean. Sometimes, the confusion is minor. Let's look again at that sentence from a student's paper on Homer's The Odyssey:
When her house was invaded, Penelope had to think of ways to delay her remarriage.
Like many passive constructions, this sentence lacks explicit reference to the actor—it doesn't tell the reader who or what invaded Penelope's house. The active voice clarifies things:
After suitors invaded Penelope's house, she had to think of ways to fend them off.
Thus many instructors—the readers making sense of your writing—prefer that you use the active voice. They want you to specify who or what is doing the action. Compare the following two examples from an anthropology paper on a Laotian village to see if you agree.
(passive) A new system of drug control laws was set up. (By whom?)
(active) The Lao People's Revolutionary Party set up a new system of drug control laws.
Here's another example, from the same paper, that illustrates the lack of precision that can accompany the passive voice:
Gender training was conducted in six villages, thus affecting social relationships.
And a few pages later:
Plus, marketing links were being established.
In both paragraphs, the writer never specifies the actors for those two actions (Who did the gender training? Who established marketing links?). Thus the reader has trouble appreciating the dynamics of these social interactions, which depend upon the actors conducting and establishing these things.
The following example, once again from that paper on The Odyssey, typifies another instance where an instructor might desire more precision and clarity:
Although Penelope shares heroic characteristics with her husband, Odysseus, she
is not considered a hero.
Who does not consider Penelope a hero? It's difficult to tell, but the rest of that paragraph suggests that the student does not consider Penelope a hero (the topic of the paper). The reader might also conceivably think that the student is referring to critics, scholars, or modern readers of The Odyssey. One might argue that the meaning comes through here—the problem is merely stylistic. Yet style affects how your reader understands your argument and content. Awkward or unclear style prevents your reader from appreciating the ideas that are so clear to you when you write. Thus knowing how your reader might react enables you to make more effective choices when you revise. So after you identify instances of the passive, you should consider whether your use of the passive inhibits clear understanding of what you mean.
Summarizing history or literary plots with the passive voice: don't be a lazy thinker or writer!
With the previous section in mind, you should also know that some instructors proclaim that the passive voice signals sloppy, lazy thinking. These instructors argue that writers who overuse the passive voice have not fully thought through what they are discussing and that this makes for imprecise arguments. Consider these sentences from papers on American history:
The working class was marginalized.
African Americans were discriminated against.
Women were not treated as equals.
Such sentences lack the precision and connection to context and causes that mark rigorous thinking. The reader learns little about the systems, conditions, human decisions, and contradictions that produced these groups' experiences of oppression. And so the reader—the instructor—questions the writer's understanding of these things.
It is especially important to be sure that your thesis statement is clear and precise, so think twice before using the passive voice in your thesis.
In papers where you discuss the work of an author—e.g., a historian or writer of literature—you can also strengthen your writing by not relying on the passive as a crutch when summarizing plots or arguments. Instead of writing
It is argued that…
or Tom and Huck are portrayed as…
or And then the link between X and Y is made, showing that…
you can heighten the level of your analysis by explicitly connecting an author with these statements:
Anderson argues that…
Twain portrays Tom and Huck as…
Ishiguro draws a link between X and Y to show that…
By avoiding passive constructions in these situations, you can demonstrate a more thorough understanding of the material you discuss. You show that you're not a lazy, sloppy thinker.
Scientific writing
All this advice works for papers in the humanities, you might note—but what about technical or scientific papers, including lab reports? Many instructors recommend or even require the passive voice in such writing. The rationale for using the passive voice in scientific writing is that it achieves "an objective tone"—for example, by avoiding the first person. To consider scientific writing, let's break it up into two main types: lab reports and writing about a scientific topic or literature.
Lab reports
Although more and more scientific journals accept or even prefer first-person active voice (e.g., "then we sequenced the human genome"), some of your instructors may want you to remove yourself from your lab report by using the passive voice (e.g., "then the human genome was sequenced" rather than "then we sequenced the human genome"). Such advice particularly applies to the section on Materials and Methods, where a procedure "is followed." (For a fuller discussion on writing lab reports, see our handout on writing lab reports.)
While you might employ the passive voice to retain objectivity, you can still use active constructions in some instances and retain your objective stance. Thus it's useful to keep in mind the sort of active verbs you might use in lab reports. Examples include: support, indicate, suggest, correspond, challenge, yield, show.
Thus instead of writing
A number of things are indicated by these results.
you could write
These results indicate a number of things.
or Further analysis showed/suggested/yielded…
Ultimately, you should find out your instructor's preference regarding your use of the passive in lab reports.
Writing about scientific topics
In some assignments, rather than reporting the results of your own scientific work, you will be writing about the work of other scientists. Such assignments might include literature reviews and research reports on scientific topics. You have two main possible tasks in these assignments: reporting what other people have done (their research or experiments) or indicating general scientific knowledge (the body of knowledge coming out of others' research). Often the two go together. In both instances, you can easily use active constructions even though you might be tempted by the passive—especially if you're used to writing your own lab reports in the passive.
You decide: Which of these two examples is clearer?
Heart disease is considered the leading cause of death in the United States. (passive)
or Research points to heart disease as the leading cause of death in the United States.(active)
Alternatively, you could write this sentence with human actors:
Researchers have concluded that heart disease is the leading cause of death in the United States.
The last two sentences illustrate a relationship that the first one lacks. The first example does not tell who or what leads us to accept this conclusion about heart disease.
Here's one last example from a report that describes angioplasty. Which sounds better to you?
The balloon is positioned in an area of blockage and is inflated.
or The surgeon positions the balloon in an area of blockage and inflates it.
You can improve your scientific writing by relying less on the passive. The advice we've given for papers on history or literature equally applies to papers in more "scientific" courses. No matter what field you're writing in, when you use the passive voice, you risk conveying to your reader a sense of uncertainty and imprecision regarding your writing and thinking. The key is to know when your instructor wants you to use the passive voice. For a more general discussion of writing in the sciences, see our handout.
"Swindles and perversions"
Before we discuss a few instances when the passive might be preferable, we should mention one of the more political uses of the passive: to hide blame or obscure responsibility. You wouldn't do this, but you can learn how to become a critic of those who exhibit what George Orwell included among the "swindles and perversions" of writing. For example:
Mistakes were made.
The Exxon Company accepts that a few gallons might have been spilled.
By becoming critically aware of how others use language to shape clarity and meaning, you can learn how better to revise your own work. Keep Orwell's swindles and perversions in mind as you read other writers. Because it's easy to leave the actor out of passive sentences, some people use the passive voice to avoid mentioning who is responsible for certain actions.
So when is it OK to use the passive?
Sometimes the passive voice is the best choice. Here are a few instances when the passive voice is quite useful:
1. To emphasize an object.Take a look at this example:
100 votes are required to pass the bill.
This passive sentence emphasizes the number of votes required. An active version of the sentence ("The bill requires 100 votes to pass") would put the emphasis on the bill, which may be less dramatic.
2. To de-emphasize an unknown subject/actor. Consider this example:
Over 120 different contaminants have been dumped into the river.
If you don't know who the actor is—in this case, if you don't actually know who dumped all of those contaminants in the river—then you may need to write in the passive. But remember, if you do know the actor, and if the clarity and meaning of your writing would benefit from indicating him/her/it/them, then use an active construction. Yet consider the third case.
3. If your readers don't need to know who's responsible for the action.
Here's where your choice can be difficult; some instances are less clear than others. Try to put yourself in your reader's position to anticipate how he/she will react to the way you have phrased your thoughts. Here are two examples:
Baby Sophia was delivered at 3:30 a.m. yesterday.(passive)
and
Dr. Susan Jones delivered baby Sophia at 3:30 a.m. yesterday.(active)
The first sentence might be more appropriate in a birth announcement sent to family and friends—they are not likely to know Dr. Jones and are much more interested in the "object"(the baby) than in the actor (the doctor). A hospital report of yesterday's events might be more likely to focus on Dr. Jones' role.
Summary of strategies
Identify
* Look for the passive voice: "to be" + a past participle (usually, but not always, ending in "-ed")
* If you don't see both components, move on.
* Does the sentence describe an action? If so, where is the actor? Is he/she/it in the grammatical subject position (at the front of the sentence) or in the object position (at the end of the sentence, or missing entirely)?
* Does the sentence end with "by..."? Many passive sentences include the actor at the end of the sentence in a "by" phrase, like "The ball was hit by the player" or "The shoe was chewed up by the dog." "By" by itself isn't a conclusive sign of the passive voice, but it can prompt you to take a closer look.
Evaluate
* Is the doer/actor indicated? Should you indicate him/her/it?
* Does it really matter who's responsible for the action?
* Would your reader ask you to clarify a sentence because of an issue related to your use of the passive?
* Do you use a passive construction in your thesis statement?
* Do you use the passive as a crutch in summarizing a plot or history, or in describing something?
* Do you want to emphasize the object?
Revise
* If you decide that your sentence would be clearer in the active voice, switch the sentence around to make the subject and actor one. Put the actor (the one doing the action of the sentence) in front of the verb.
1. Use of the passive voice constitutes a grammatical error.
Use of the passive voice is not a grammatical error. It's a stylistic issue that pertains to clarity—that is, there are times when using the passive voice can prevent a reader from understanding what you mean.
2. Any use of "to be" (in any form) constitutes the passive voice.
The passive voice entails more than just using a being verb. Using "to be" can weaken the impact of your writing, but it is occasionally necessary and does not by itself constitute the passive voice.
3. The passive voice always avoids the first person; if something is in first person ("I" or "we") it's also in the active voice.
On the contrary, you can very easily use the passive voice in the first person. Here's an example: "I was hit by the dodgeball."
4. You should never use the passive voice.
While the passive voice can weaken the clarity of your writing, there are times when the passive voice is OK and even preferable.
5. I can rely on my grammar checker to catch the passive voice.
See Myth #1. Since the passive voice isn't a grammar error, it's not always caught. Typically, grammar checkers catch only a fraction of passive voice usage.
Do any of these misunderstandings sound familiar? If so, you're not alone. That's why we wrote this handout. It discusses how to recognize the passive voice, when you should avoid it, and when it's OK.
Defining the passive voice
A passive construction occurs when you make the object of an action into the subject of a sentence. That is, whoever or whatever is performing the action is not the grammatical subject of the sentence. Take a look at this passive rephrasing of a familiar joke:
Why was the road crossed by the chicken?
Who is doing the action in this sentence? The chicken is the one doing the action in this sentence, but the chicken is not in the spot where you would expect the grammatical subject to be. Instead, the road is the grammatical subject. The more familiar phrasing (why did the chicken cross the road?) puts the actor in the subject position, the position of doing something—the chicken (the actor/doer) crosses the road (the object). We use active verbs to represent that "doing," whether it be crossing roads, proposing ideas, making arguments, or invading houses (more on that shortly).
Once you know what to look for, passive constructions are easy to spot. Look for a form of "to be" (is, are, am , was, were, has been, have been, had been, will be, will have been, being) followed by a past participle. (The past participle is a form of the verb that typically, but not always, ends in "-ed." Some exceptions to the "-ed" rule are words like "paid" (not "payed") and "driven." (not "drived"). Here's a sure-fire formula for identifying the passive voice:
form of "to be" + past participle = passive voice
For example:
The metropolis has been scorched by the dragon's fiery breath.
When her house was invaded, Penelope had to think of ways to delay her remarriage.
NOTE: forms of the word "have" can do several different things in English. For example, in the sentence "John has to study all afternoon," "had" is not part of a past-tense verb. It's a modal verb, like "must," "can," or "may"—these verbs tell how necessary it is to do something (compare "I have to study" versus "I may study"). And forms of "be" are not always passive, either—"be" can be the main verb of a sentence that describes a state of being, rather than an action. For example, the sentence "John is a good student" is not passive; "is" is simply describing John's state of being. The moral of the story: don't assume that any time you see a form of "have" and a form of "to be" together, you are looking at a passive sentence. "I have to be on time for the concert," for example, is not passive. Ask yourself whether there is an action going on in the sentence and, if so, whether whoever or whatever is doing that action is the subject of the sentence. In a passive sentence, the object of the action (e.g., the road) will be in the subject position at the front of the sentence. There will be a form of be and a past participle. If the subject appears at all, it will usually be at the end of the sentence, often in a phrase that starts with "by" (e.g., "by the chicken").
Let's briefly look at how to change passive constructions into active ones. You can usually just switch the word order, making the actor and subject one by putting the actor up front:
The metropolis has been scorched by the dragon's fiery breath.
becomes
The dragon scorched the metropolis with his fiery breath.
When her house was invaded, Penelope had to think of ways to delay her remarriage.
becomes
After suitors invaded her house, Penelope had to think of ways to delay her remarriage.
To repeat, the key to identifying the passive voice is to look for both a form of "to be" and a past participle, which usually, but not always, ends in "-ed."
Clarity and meaning
The primary reason why your instructors frown on the passive voice is that they often have to guess what you mean. Sometimes, the confusion is minor. Let's look again at that sentence from a student's paper on Homer's The Odyssey:
When her house was invaded, Penelope had to think of ways to delay her remarriage.
Like many passive constructions, this sentence lacks explicit reference to the actor—it doesn't tell the reader who or what invaded Penelope's house. The active voice clarifies things:
After suitors invaded Penelope's house, she had to think of ways to fend them off.
Thus many instructors—the readers making sense of your writing—prefer that you use the active voice. They want you to specify who or what is doing the action. Compare the following two examples from an anthropology paper on a Laotian village to see if you agree.
(passive) A new system of drug control laws was set up. (By whom?)
(active) The Lao People's Revolutionary Party set up a new system of drug control laws.
Here's another example, from the same paper, that illustrates the lack of precision that can accompany the passive voice:
Gender training was conducted in six villages, thus affecting social relationships.
And a few pages later:
Plus, marketing links were being established.
In both paragraphs, the writer never specifies the actors for those two actions (Who did the gender training? Who established marketing links?). Thus the reader has trouble appreciating the dynamics of these social interactions, which depend upon the actors conducting and establishing these things.
The following example, once again from that paper on The Odyssey, typifies another instance where an instructor might desire more precision and clarity:
Although Penelope shares heroic characteristics with her husband, Odysseus, she
is not considered a hero.
Who does not consider Penelope a hero? It's difficult to tell, but the rest of that paragraph suggests that the student does not consider Penelope a hero (the topic of the paper). The reader might also conceivably think that the student is referring to critics, scholars, or modern readers of The Odyssey. One might argue that the meaning comes through here—the problem is merely stylistic. Yet style affects how your reader understands your argument and content. Awkward or unclear style prevents your reader from appreciating the ideas that are so clear to you when you write. Thus knowing how your reader might react enables you to make more effective choices when you revise. So after you identify instances of the passive, you should consider whether your use of the passive inhibits clear understanding of what you mean.
Summarizing history or literary plots with the passive voice: don't be a lazy thinker or writer!
With the previous section in mind, you should also know that some instructors proclaim that the passive voice signals sloppy, lazy thinking. These instructors argue that writers who overuse the passive voice have not fully thought through what they are discussing and that this makes for imprecise arguments. Consider these sentences from papers on American history:
The working class was marginalized.
African Americans were discriminated against.
Women were not treated as equals.
Such sentences lack the precision and connection to context and causes that mark rigorous thinking. The reader learns little about the systems, conditions, human decisions, and contradictions that produced these groups' experiences of oppression. And so the reader—the instructor—questions the writer's understanding of these things.
It is especially important to be sure that your thesis statement is clear and precise, so think twice before using the passive voice in your thesis.
In papers where you discuss the work of an author—e.g., a historian or writer of literature—you can also strengthen your writing by not relying on the passive as a crutch when summarizing plots or arguments. Instead of writing
It is argued that…
or Tom and Huck are portrayed as…
or And then the link between X and Y is made, showing that…
you can heighten the level of your analysis by explicitly connecting an author with these statements:
Anderson argues that…
Twain portrays Tom and Huck as…
Ishiguro draws a link between X and Y to show that…
By avoiding passive constructions in these situations, you can demonstrate a more thorough understanding of the material you discuss. You show that you're not a lazy, sloppy thinker.
Scientific writing
All this advice works for papers in the humanities, you might note—but what about technical or scientific papers, including lab reports? Many instructors recommend or even require the passive voice in such writing. The rationale for using the passive voice in scientific writing is that it achieves "an objective tone"—for example, by avoiding the first person. To consider scientific writing, let's break it up into two main types: lab reports and writing about a scientific topic or literature.
Lab reports
Although more and more scientific journals accept or even prefer first-person active voice (e.g., "then we sequenced the human genome"), some of your instructors may want you to remove yourself from your lab report by using the passive voice (e.g., "then the human genome was sequenced" rather than "then we sequenced the human genome"). Such advice particularly applies to the section on Materials and Methods, where a procedure "is followed." (For a fuller discussion on writing lab reports, see our handout on writing lab reports.)
While you might employ the passive voice to retain objectivity, you can still use active constructions in some instances and retain your objective stance. Thus it's useful to keep in mind the sort of active verbs you might use in lab reports. Examples include: support, indicate, suggest, correspond, challenge, yield, show.
Thus instead of writing
A number of things are indicated by these results.
you could write
These results indicate a number of things.
or Further analysis showed/suggested/yielded…
Ultimately, you should find out your instructor's preference regarding your use of the passive in lab reports.
Writing about scientific topics
In some assignments, rather than reporting the results of your own scientific work, you will be writing about the work of other scientists. Such assignments might include literature reviews and research reports on scientific topics. You have two main possible tasks in these assignments: reporting what other people have done (their research or experiments) or indicating general scientific knowledge (the body of knowledge coming out of others' research). Often the two go together. In both instances, you can easily use active constructions even though you might be tempted by the passive—especially if you're used to writing your own lab reports in the passive.
You decide: Which of these two examples is clearer?
Heart disease is considered the leading cause of death in the United States. (passive)
or Research points to heart disease as the leading cause of death in the United States.(active)
Alternatively, you could write this sentence with human actors:
Researchers have concluded that heart disease is the leading cause of death in the United States.
The last two sentences illustrate a relationship that the first one lacks. The first example does not tell who or what leads us to accept this conclusion about heart disease.
Here's one last example from a report that describes angioplasty. Which sounds better to you?
The balloon is positioned in an area of blockage and is inflated.
or The surgeon positions the balloon in an area of blockage and inflates it.
You can improve your scientific writing by relying less on the passive. The advice we've given for papers on history or literature equally applies to papers in more "scientific" courses. No matter what field you're writing in, when you use the passive voice, you risk conveying to your reader a sense of uncertainty and imprecision regarding your writing and thinking. The key is to know when your instructor wants you to use the passive voice. For a more general discussion of writing in the sciences, see our handout.
"Swindles and perversions"
Before we discuss a few instances when the passive might be preferable, we should mention one of the more political uses of the passive: to hide blame or obscure responsibility. You wouldn't do this, but you can learn how to become a critic of those who exhibit what George Orwell included among the "swindles and perversions" of writing. For example:
Mistakes were made.
The Exxon Company accepts that a few gallons might have been spilled.
By becoming critically aware of how others use language to shape clarity and meaning, you can learn how better to revise your own work. Keep Orwell's swindles and perversions in mind as you read other writers. Because it's easy to leave the actor out of passive sentences, some people use the passive voice to avoid mentioning who is responsible for certain actions.
So when is it OK to use the passive?
Sometimes the passive voice is the best choice. Here are a few instances when the passive voice is quite useful:
1. To emphasize an object.Take a look at this example:
100 votes are required to pass the bill.
This passive sentence emphasizes the number of votes required. An active version of the sentence ("The bill requires 100 votes to pass") would put the emphasis on the bill, which may be less dramatic.
2. To de-emphasize an unknown subject/actor. Consider this example:
Over 120 different contaminants have been dumped into the river.
If you don't know who the actor is—in this case, if you don't actually know who dumped all of those contaminants in the river—then you may need to write in the passive. But remember, if you do know the actor, and if the clarity and meaning of your writing would benefit from indicating him/her/it/them, then use an active construction. Yet consider the third case.
3. If your readers don't need to know who's responsible for the action.
Here's where your choice can be difficult; some instances are less clear than others. Try to put yourself in your reader's position to anticipate how he/she will react to the way you have phrased your thoughts. Here are two examples:
Baby Sophia was delivered at 3:30 a.m. yesterday.(passive)
and
Dr. Susan Jones delivered baby Sophia at 3:30 a.m. yesterday.(active)
The first sentence might be more appropriate in a birth announcement sent to family and friends—they are not likely to know Dr. Jones and are much more interested in the "object"(the baby) than in the actor (the doctor). A hospital report of yesterday's events might be more likely to focus on Dr. Jones' role.
Summary of strategies
Identify
* Look for the passive voice: "to be" + a past participle (usually, but not always, ending in "-ed")
* If you don't see both components, move on.
* Does the sentence describe an action? If so, where is the actor? Is he/she/it in the grammatical subject position (at the front of the sentence) or in the object position (at the end of the sentence, or missing entirely)?
* Does the sentence end with "by..."? Many passive sentences include the actor at the end of the sentence in a "by" phrase, like "The ball was hit by the player" or "The shoe was chewed up by the dog." "By" by itself isn't a conclusive sign of the passive voice, but it can prompt you to take a closer look.
Evaluate
* Is the doer/actor indicated? Should you indicate him/her/it?
* Does it really matter who's responsible for the action?
* Would your reader ask you to clarify a sentence because of an issue related to your use of the passive?
* Do you use a passive construction in your thesis statement?
* Do you use the passive as a crutch in summarizing a plot or history, or in describing something?
* Do you want to emphasize the object?
Revise
* If you decide that your sentence would be clearer in the active voice, switch the sentence around to make the subject and actor one. Put the actor (the one doing the action of the sentence) in front of the verb.
Passive Exercise
Grammar Tenses MixLevel: intermediateLevel 3
Test your knowledge on grammar – English tenses (active and passive voice). After submitting your answers, you will see how well you have done in the test.
Hadrian's Wall
Hadrian's Wall
Fill the gaps with the correct tenses (active or passive voice).
1. In the year 122 AD, the Roman Emperor Hadrian (visit) his provinces in Britain.
2. On his visit, the Roman soldiers (tell) him that Pictish tribes from Britain's north (attack) them.
3. So Hadrian (give) the order to build a protective wall across one of the narrowest parts of the country.
4. After 6 years of hard work, the Wall (finish) in 128.
5. It (be) 117 kilometres long and about 4 metres high.
6. The Wall (guard) by 15,000 Roman soldiers.
7. Every 8 kilometres there (be) a large fort in which up to 1,000 soldiers (find) shelter.
8. The soldiers (watch) over the frontier to the north and (check) the people who (want) to enter or leave Roman Britain.
9. In order to pass through the Wall, people (must go) to one of the small forts that (serve) as gateways.
10. Those forts (call) milecastles because the distance from one fort to another (be) one Roman mile (about 1,500 metres).
11. Between the milecastles there (be) two turrets from which the soldiers (guard) the Wall.
12. If the Wall (attack) by enemies, the soldiers at the turrets (run) to the nearest milecastle for help or (light) a fire that (can / see) by the soldiers in the milecastle.
13. In 383 Hadrian's Wall (abandon) .
14. Today Hadrian's Wall (be) the most popular tourist attraction in northern England.
15. In 1987, it (become) a UNESCO World Heritage Site.
Test your knowledge on grammar – English tenses (active and passive voice). After submitting your answers, you will see how well you have done in the test.
Hadrian's Wall
Hadrian's Wall
Fill the gaps with the correct tenses (active or passive voice).
1. In the year 122 AD, the Roman Emperor Hadrian (visit) his provinces in Britain.
2. On his visit, the Roman soldiers (tell) him that Pictish tribes from Britain's north (attack) them.
3. So Hadrian (give) the order to build a protective wall across one of the narrowest parts of the country.
4. After 6 years of hard work, the Wall (finish) in 128.
5. It (be) 117 kilometres long and about 4 metres high.
6. The Wall (guard) by 15,000 Roman soldiers.
7. Every 8 kilometres there (be) a large fort in which up to 1,000 soldiers (find) shelter.
8. The soldiers (watch) over the frontier to the north and (check) the people who (want) to enter or leave Roman Britain.
9. In order to pass through the Wall, people (must go) to one of the small forts that (serve) as gateways.
10. Those forts (call) milecastles because the distance from one fort to another (be) one Roman mile (about 1,500 metres).
11. Between the milecastles there (be) two turrets from which the soldiers (guard) the Wall.
12. If the Wall (attack) by enemies, the soldiers at the turrets (run) to the nearest milecastle for help or (light) a fire that (can / see) by the soldiers in the milecastle.
13. In 383 Hadrian's Wall (abandon) .
14. Today Hadrian's Wall (be) the most popular tourist attraction in northern England.
15. In 1987, it (become) a UNESCO World Heritage Site.
Passive Voice
Use of Passive
Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing the action.
Example: My bike was stolen.
In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it.
Sometimes a statement in passive is more polite than active voice, as the following example shows:
Example: A mistake was made.
In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g. You have made a mistake.).
Form of Passive
Subject + finite form of to be + Past Participle (3rd column of irregular verbs)
Example: A letter was written.
When rewriting active sentences in passive voice, note the following:
* the object of the active sentence becomes the subject of the passive sentence
* the finite form of the verb is changed (to be + past participle)
* the subject of the active sentence becomes the object of the passive sentence (or is dropped)
Examples of Passive Level: lower intermediateLevel 2
Tense Subject Verb Object
Simple Present Active: Rita writes a letter.
Passive: A letter is written by Rita.
Simple Past Active: Rita wrote a letter.
Passive: A letter was written by Rita.
Present Perfect Active: Rita has written a letter.
Passive: A letter has been written by Rita.
Future I Active: Rita will write a letter.
Passive: A letter will be written by Rita.
Hilfsverben Active: Rita can write a letter.
Passive: A letter can be written by Rita.
Examples of Passive Level: upper intermediateLevel 4
Tense Subject Verb Object
Present Progressive Active: Rita is writing a letter.
Passive: A letter is being written by Rita.
Past Progressive Active: Rita was writing a letter.
Passive: A letter was being written by Rita.
Past Perfect Active: Rita had written a letter.
Passive: A letter had been written by Rita.
Future II Active: Rita will have written a letter.
Passive: A letter will have been written by Rita.
Conditional I Active: Rita would write a letter.
Passive: A letter would be written by Rita.
Conditional II Active: Rita would have written a letter.
Passive: A letter would have been written by Rita.
Passive Sentences with Two Objects Level: intermediateLevel 3
Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes the subject, the other one remains an object. Which object to transform into a subject depends on what you want to put the focus on.
Subject Verb Object 1 Object 2
Active: Rita wrote a letter to me.
Passive: A letter was written to me by Rita.
Passive: I was written a letter by Rita.
.
As you can see in the examples, adding by Rita does not sound very elegant. That’s why it is usually dropped.
Personal and Impersonal Passive
Personal Passive simply means that the object of the active sentence becomes the subject of the passive sentence. So every verb that needs an object (transitive verb) can form a personal passive.
Example: They build houses. – Houses are built.
Verbs without an object (intransitive verb) normally cannot form a personal passive sentence (as there is no object that can become the subject of the passive sentence). If you want to use an intransitive verb in passive voice, you need an impersonal construction – therefore this passive is called Impersonal Passive.
Example: he says – it is said
Impersonal Passive is not as common in English as in some other languages (e.g. German, Latin). In English, Impersonal Passive is only possible with verbs of perception (e. g. say, think, know).
Example: They say that women live longer than men. – It is said that women live longer than men.
Although Impersonal Passive is possible here, Personal Passive is more common.
Example: They say that women live longer than men. – Women are said to live longer than men.
The subject of the subordinate clause (women) goes to the beginning of the sentence; the verb of perception is put into passive voice. The rest of the sentence is added using an infinitive construction with 'to' (certain auxiliary verbs and that are dropped).
Sometimes the term Personal Passive is used in English lessons if the indirect object of an active sentence is to become the subject of the passive sentence.
Excercises
Exercises on Passive (Form)
* Exercise on Passive with Simple Present Level: lower intermediateLevel 2
* Exercise on Passive with Simple Past Level: lower intermediateLevel 2
* Exercise on Passive with Present Perfect Level: lower intermediateLevel 2
* Exercise on Passive with Future I Level: lower intermediateLevel 2
Exercises on Passive (Active → Passive)
* Exercise on Passive with Simple Present Level: lower intermediateLevel 2
* Exercise on Passive with Simple Past Level: lower intermediateLevel 2
* Exercise on Passive with Present Perfect Level: lower intermediateLevel 2
* Exercise on Passive with Future I Level: lower intermediateLevel 2
* Exercise on Passive with Auxiliary Verbs Level: lower intermediateLevel 2
* Mixed Exercise on Passive with Passive Level: lower intermediateLevel 2
* Sentences with 2 Objects (Indirect Object, Personal Passive) Level: intermediateLevel 3 (neu)
* Sentences with 2 Objects (Direct Object) Level: intermediateLevel 3 (neu)
* Personal Passive (verbs of perception) Level: intermediateLevel 3 (neu)
* Exercise on Passive with Present Progressive Level: upper intermediateLevel 4
* Exercise on Passive with Past Progressive Level: upper intermediateLevel 4
* Exercise on Passive with Past Perfect Level: upper intermediateLevel 4
* Exercise on Passive with Future II Level: upper intermediateLevel 4
* Exercise on Passive with Conditional I Level: upper intermediateLevel 4
* Exercise on Passive with Conditional II Level: upper intermediateLevel 4
Exercises on Passive (Active or Passive)
* Exercise on Simple Present Level: lower intermediateLevel 2
* Exercise on Simple Past Level: lower intermediateLevel 2
* Exercise on Present Perfect Level: lower intermediateLevel 2
* Exercise on Future I with will Level: lower intermediateLevel 2
* Exercise – The Statue of Liberty Level: intermediateLevel 3 (neu)
* Exercise – Portal Dolmen Level: intermediateLevel 3 (neu)
* Summary – The Fellowship of the Ring, part 2, part 3 Level: intermediateLevel 3
Grammar in Texts
* Show Passive Voice in „The Canterville Ghost“ Level: lower intermediateLevel 2
* Grammar Exercise on „Washington, DC“ Level: lower intermediateLevel 2
* Show Passive Voice in „History of Snowboarding“ Level: upper intermediateLevel 4
Tests on Passiv
Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing the action.
Example: My bike was stolen.
In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it.
Sometimes a statement in passive is more polite than active voice, as the following example shows:
Example: A mistake was made.
In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g. You have made a mistake.).
Form of Passive
Subject + finite form of to be + Past Participle (3rd column of irregular verbs)
Example: A letter was written.
When rewriting active sentences in passive voice, note the following:
* the object of the active sentence becomes the subject of the passive sentence
* the finite form of the verb is changed (to be + past participle)
* the subject of the active sentence becomes the object of the passive sentence (or is dropped)
Examples of Passive Level: lower intermediateLevel 2
Tense Subject Verb Object
Simple Present Active: Rita writes a letter.
Passive: A letter is written by Rita.
Simple Past Active: Rita wrote a letter.
Passive: A letter was written by Rita.
Present Perfect Active: Rita has written a letter.
Passive: A letter has been written by Rita.
Future I Active: Rita will write a letter.
Passive: A letter will be written by Rita.
Hilfsverben Active: Rita can write a letter.
Passive: A letter can be written by Rita.
Examples of Passive Level: upper intermediateLevel 4
Tense Subject Verb Object
Present Progressive Active: Rita is writing a letter.
Passive: A letter is being written by Rita.
Past Progressive Active: Rita was writing a letter.
Passive: A letter was being written by Rita.
Past Perfect Active: Rita had written a letter.
Passive: A letter had been written by Rita.
Future II Active: Rita will have written a letter.
Passive: A letter will have been written by Rita.
Conditional I Active: Rita would write a letter.
Passive: A letter would be written by Rita.
Conditional II Active: Rita would have written a letter.
Passive: A letter would have been written by Rita.
Passive Sentences with Two Objects Level: intermediateLevel 3
Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes the subject, the other one remains an object. Which object to transform into a subject depends on what you want to put the focus on.
Subject Verb Object 1 Object 2
Active: Rita wrote a letter to me.
Passive: A letter was written to me by Rita.
Passive: I was written a letter by Rita.
.
As you can see in the examples, adding by Rita does not sound very elegant. That’s why it is usually dropped.
Personal and Impersonal Passive
Personal Passive simply means that the object of the active sentence becomes the subject of the passive sentence. So every verb that needs an object (transitive verb) can form a personal passive.
Example: They build houses. – Houses are built.
Verbs without an object (intransitive verb) normally cannot form a personal passive sentence (as there is no object that can become the subject of the passive sentence). If you want to use an intransitive verb in passive voice, you need an impersonal construction – therefore this passive is called Impersonal Passive.
Example: he says – it is said
Impersonal Passive is not as common in English as in some other languages (e.g. German, Latin). In English, Impersonal Passive is only possible with verbs of perception (e. g. say, think, know).
Example: They say that women live longer than men. – It is said that women live longer than men.
Although Impersonal Passive is possible here, Personal Passive is more common.
Example: They say that women live longer than men. – Women are said to live longer than men.
The subject of the subordinate clause (women) goes to the beginning of the sentence; the verb of perception is put into passive voice. The rest of the sentence is added using an infinitive construction with 'to' (certain auxiliary verbs and that are dropped).
Sometimes the term Personal Passive is used in English lessons if the indirect object of an active sentence is to become the subject of the passive sentence.
Excercises
Exercises on Passive (Form)
* Exercise on Passive with Simple Present Level: lower intermediateLevel 2
* Exercise on Passive with Simple Past Level: lower intermediateLevel 2
* Exercise on Passive with Present Perfect Level: lower intermediateLevel 2
* Exercise on Passive with Future I Level: lower intermediateLevel 2
Exercises on Passive (Active → Passive)
* Exercise on Passive with Simple Present Level: lower intermediateLevel 2
* Exercise on Passive with Simple Past Level: lower intermediateLevel 2
* Exercise on Passive with Present Perfect Level: lower intermediateLevel 2
* Exercise on Passive with Future I Level: lower intermediateLevel 2
* Exercise on Passive with Auxiliary Verbs Level: lower intermediateLevel 2
* Mixed Exercise on Passive with Passive Level: lower intermediateLevel 2
* Sentences with 2 Objects (Indirect Object, Personal Passive) Level: intermediateLevel 3 (neu)
* Sentences with 2 Objects (Direct Object) Level: intermediateLevel 3 (neu)
* Personal Passive (verbs of perception) Level: intermediateLevel 3 (neu)
* Exercise on Passive with Present Progressive Level: upper intermediateLevel 4
* Exercise on Passive with Past Progressive Level: upper intermediateLevel 4
* Exercise on Passive with Past Perfect Level: upper intermediateLevel 4
* Exercise on Passive with Future II Level: upper intermediateLevel 4
* Exercise on Passive with Conditional I Level: upper intermediateLevel 4
* Exercise on Passive with Conditional II Level: upper intermediateLevel 4
Exercises on Passive (Active or Passive)
* Exercise on Simple Present Level: lower intermediateLevel 2
* Exercise on Simple Past Level: lower intermediateLevel 2
* Exercise on Present Perfect Level: lower intermediateLevel 2
* Exercise on Future I with will Level: lower intermediateLevel 2
* Exercise – The Statue of Liberty Level: intermediateLevel 3 (neu)
* Exercise – Portal Dolmen Level: intermediateLevel 3 (neu)
* Summary – The Fellowship of the Ring, part 2, part 3 Level: intermediateLevel 3
Grammar in Texts
* Show Passive Voice in „The Canterville Ghost“ Level: lower intermediateLevel 2
* Grammar Exercise on „Washington, DC“ Level: lower intermediateLevel 2
* Show Passive Voice in „History of Snowboarding“ Level: upper intermediateLevel 4
Tests on Passiv
Sunday, November 8, 2009
soal uts1
TEXT 1
A beggar found a 1 … that someone had dropped in the market place. Opening it, he discovered that it contained 100 pieces of gold. Then he heard a merchant 2 …, "A reward! A reward to the one who finds my leather purse!"
Being an honest man, the beggar 3 … and handed the purse to the merchant saying, "Here is your purse. May I have the reward now?"
"Reward?" scoffed the merchant, greedily counting his gold. "Why the purse I 4 … had 200 pieces of gold in it. You've already stolen more than the reward! Go away or I'll tell 5 … ."
"I'm a/an 6 … man," said the beggar defiantly. "Let us take this matter to the court."
In court the judge 7 … listened to both sides of the story and said, "I believe you both. Justice is possible! Merchant, you stated that the purse you lost contained 8 … of gold. Well, that's a considerable cost. But, the purse this beggar 9 … had only 100 pieces of gold. Therefore, it couldn't be the one you lost."
And, with that, the judge 10 … the purse and all the gold to the beggar.
Taken from Peter Haddock Ltd, 2003
1. …
A. Leather purse
B. Leather bag
C. Gold plate leather
D. Chinese leather
E. Bar of gold
2. …
A. Complain
B. Crying
C. Laugh
D. Reward
E. Shout
3. …
A. Came across
B. Came away
C. Came back
D. Came forward
E. Came home
4. …
A. Dropped
B. Felt
C. Handled
D. Held
E. Left
5. …
A. The court
B. The judge
C. The official
D. The owner
E. The police
6. …
A. Honest
B. Helpful
C. Fearful
D. Faithful
E. Coward
7. …
A. Worriedly
B. Proudly
C. Patiently
D. Anxiously
E. Angrily
8. …
A. 500 pieces
B. 400 pieces
C. 300 pieces
D. 200 pieces
E. 100 pieces
9. …
A. Met
B. Invented
C. Got
D. Found
E. Discovered
10. …
A. Took
B. Borrowed
C. Gave
D. Released
E. Counted
Text 2
The Dog and the Shadow
It happened that a dog had got a piece of meat and was carrying it home in his mouth to eat it in peace. Now on his way home, he had to cross a plank lying across a running brook. As he crossed, he looked down and saw his own shadow reflected in the water beneath. Thinking it was another dog with another piece of meat, he made up his mind to have that also. So, he made a snap at the shadow in the water, but as he opened his mouth the piece of meat fell out, dropped into the water and was never seen any more.
11. The dog lost his heat because he was attacked by other dog (T/F)
12. The dog saw another dog with another meat in his mouth (T/F)
13. The meat owned by other dog was more delicious (T/F)
14. Finally, the dog ate the two pieces of meat (T/F)
15. The real enemy of the dog is …
A. His own excessive desire of having another piece of meat
B. Another piece of meat owned by another dog
C. Another dog with another piece of meat
D. Another dog inside the running brook
E. Another dog
16. So, he made a snap at the shadow in the water, … The underlined word means …
A. Unintentionally shoot by a sudden death
B. Unexpected chew done by a wild animal
C. Undesired coming by an enemy
D. Sudden break with a cracking sound
E. Sudden attack using a sword
17. From the story we know that the dog was …
A. Strong
B. Powerful
C. Helpful
D. Greedy
E. Frightening
18. Thinking it was another dog with another piece of meat, he made up his mind to have that also.
We can replace the underlined word with …
A. After he thought
B. Because he thought
C. Although he thought
D. Instead of he thought
E. Since he thought
19. As he crossed, he looked down and saw his own shadow reflected in the water beneath.
We can also say: …, he looked down and saw his own shadow reflected in the water beneath.
A. When he crossed
B. Until he crossed
C. Before he crossed
D. Because he crossed
E. After he crossed
TEXT 3
Once upon a time there lived as neighbors, a bear and a rabbit. The rabbit was a good shot and the bear, being very clumsy, could not use an arrow to a good advantage.
The bear was very unkind to the rabbit. Every morning, the bear would call over to the rabbit and ask the rabbit to take his bow and arrows and come with the bear to the other side of the hill.
The rabbit, fearing to arouse the bear’s anger by refusing, consented and went with the bear. The rabbit shot enough buffalo to satisfy the bear’s family. Indeed, he shot and killed so many that there was still lots of meat left after the bear and his family had loaded themselves and packed all they could carry home.
However, the bear was so greedy and evil that he didn’t allow the rabbit to get any of the meat. The poor rabbit could not even taste the blood from the butchering, as the bear would throw earth on the blood and dry it up. The poor rabbit would have to go home hungry after his hard day’s work.
The bear was the father of five children. The youngest boy was very kind to the rabbit. Knowing that the youngest boy was a very hearty eater, the mother bear always gave him an extra large piece of meat. Instead of eating this extra meat, the youngest bear would take the meat outside and pretend to play ball with it, kicking it toward the rabbit’s house, and when he got close to the door he would give the meat such a great kick that it would fly into the rabbit’s house. In this way the poor rabbit would get his meal unknown to the papa bear.
(Adapted from: www. narrative. corn)
20. Every morning, the bear would ask the rabbit to take his bow and arrows.
We can also say that every morning, the bear …
A. Would get the rabbit take his bow and arrows
B. Should have got the rabbit take his bow and arrows
C. Make his bow and arrows taken
D. Make the rabbit to take his bow and arrows
E. Allow the rabbit to take his bow and arrows
21. One of the evidence supporting that the bear was an unkind friend.
A. The rabbit, fearing to arouse the bear’s anger by refusing, consented and went with the bear
B. The rabbit was a good shot and the bear, being very clumsy, could not use an arrow to a good advantage.
C. Every morning, the bear would call over to the rabbit and ask the rabbit to take his bow and arrows and come with the bear to the other side of the hill
D. The bear was very unkind to the rabbit
E. Once upon a time there lived as neighbors, a bear and a rabbit.
22. The youngest bear was very kind to the rabbit. What did he do?
A. Every morning, the bear would call over to the rabbit and ask the rabbit to take his bow and arrows
B. He made a play of the rabbit for having it as his meal
C. The youngest was so greedy that the rabbit could not eat the meat
D. The youngest played ball with the meat for he could give it to the rabbit
E. The poor rabbit was not allowed to eat the meat by the youngest, even taste the blood from the butchering
23. Toward the papa bear, the youngest bear was …
A. Helpful
B. Loyal
C. Vigorous
D. Faithful
E. Rebellious
24. The suitable title for the text is …
A. Papa and the youngest bear
B. A rabbit and a bear
C. A rabbit and mother bear
D. A rabbit and a younger bear
E. A papa bear family
25. By telling the story, the writer actually wants to …
A. Deal his/her vicarious experiences
B. Tell how to be a good friend
C. Explain how the family life is
D. Entertain us as the readers
E. Retelling the series of past events
26. From the story we know that
A. A rabbit symbolizes the fool
B. A bear symbolizes the fool
C. A bear symbolizes the weak
D. A rabbit symbolizes the strong
E. A rabbit symbolizes weak
27. Knowing that the youngest boy was a very hearty eater, the mother bear always gave him an extra large piece of meat.
We can replace the underlined world by …
A. Since she knew
B. Because she knew
C. When she knew
D. Because of she knew
E. That she knew
28. The poor rabbit could not even taste the blood from the butchering. The underlined word means …
A. Slaughtering
B. Killing
C. Shooting
D. Smuggling
E. Mobbing
29. The rabbit always obeyed papa bear because …
A. The bear was frightened
B. The rabbit was frightening
C. The rabbit was very poor
D. The bear was very clumsy
E. The rabbit was afraid of being angered
TEXT 4
The Wolf in Sheep's Clothing
A wolf found great difficulty in getting at the sheep owing to the vigilance of the shepherd and his dogs. But one day it found the skin of a sheep that had been flayed and thrown aside, so it put it on over its own pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in the sheep’s clothing; so, leading the lamb a little apart, he soon made a meal of her, and for some time he succeeded in deceiving the sheep and enjoying hearty meals.
30. A wolf found great difficulty in getting at the sheep owing to the vigilance of the shepherd and his dogs.
The underlined word means …
A. Watchfulness
B. Guidance
C. Guardian
D. Swearing
E. Thoughtfulness
31. …, and for some time he succeeded in deceiving the sheep and enjoying hearty meals.
The italic word means …
A. Making true what is wrong
B. Making full from what is empty
C. Making calm what is strong
D. Making believe what is false
E. Making afraid who is frightened
32. …, and for some time he succeeded in deceiving the sheep and enjoying hearty meals.
The underlined word means …
A. Vigorous
B. Greedy
C. Densely inner part
D. Delicious
E. Condition of delicious
33. But one day it found the skin of a sheep that had been flayed and thrown aside, …
The underlined word means …
A. Stripped the skin off
B. Sliced the meat off
C. Poured the water in
D. Give everything up
E. Cut the meat off
34. …, so it put it on over its own pelt and strolled down among the sheep.
The italic word means …
A. Walked in a leisurely way
B. Tramped frightfully
C. Run in a hurry
D. Dressed tidily to deceive
E. Crept temporally
35. Complete this dialogue!
Nina : “Promise me that you will marry me”
Joe : “…”
A. I will give you a baby
B. I will give you some money for that
C. I give you my word on that
D. I promise not to do what you want
E. I swear that I can’t love you
36. Complete this dialogue!
Gery: “…”
Dina: “Is it a promise?”
A. Do you swear that you won’t forget me?
B. I want you to promise that you will love me
C. Make me a promise on that
D. Yes, it’s a promise
E. You have my word on the marriage
37. Complete this dialogue!
Ana : “How do you fell about him?”
Nia : “…”
A. I just wonder if she loves somebody else
B. I wonder at her rudeness
C. I wonder at his mysterious appearance
D. I wonder who she is
E. I’m just wondering if she loves me
38. Complete this dialogue!
Diah : “…”
Tian : “I was just wondering how to do it”.
A. Is something bothering you?
B. Is your promise done by some other else?
C. I wonder who she is
D. I wonder at his coming to us
E. How much wonder do you have?
39. Lilis : “Will you come to my party?”
Linda: “There is a good possibility”.
From the dialogue we know that …
A. It’s impossible for Linda to come to the party
B. Lilis is surely coming to the party
C. Both Linda and Lilis may come to the party
D. Linda may come to the party
E. Linda won’t come to the party
40. Bagus likes smoking very much. Smoking causes heart attack and cancer. Which one is correct based on the above statement.
A. There is a big chance for Bagus to get heart attack.
B. Bagus should not have a chance to get cancer
C. Cancer and heart attack may not attack Bagus
D. There is a little chance for Bagus to get heart attack and cancer
E. It is impossible for Bagus to get cancer
TEXT 5
Please All and You Will Please None
A man and his son were once going with their donkey to a market. As they were walking along, a countryman passed them and said: “You fools, what is a donkey for but to ride upon?”
So the man put the boy on the donkey and they went on their way. But soon they passed a group of men, one of whom said: “See that lazy youngster, he lets his father walk while he rides.”
So the man had his boy get off, and got on himself. But they hadn’t gone fat when they passed two women, one of whom said to the other: “Shame on that lazy lout to make his poor little son trudge along.”
The man didn’t know what to do, but at last he took his boy up before him on the donkey. By this time they had come to the town and the passers-by began to jeer and point at them. The man stopped and asked what they were scoffing at. The men said: “Aren’t you ashamed of yourself for overloading that poor donkey of yours, you and your hulking son?”
The man and boy got off and tried to think what to do. They thought and they thought, till at last they cut down a pole, tied the donkey’s feet to it, and raised the pole and the donkey to their shoulders. They went along amid the laughter of all who met them till they came to a bridge, when the donkey, getting one of his feet loose, kicked out and caused the boy to drop his end of the pole. In the struggle the donkey fell over the bridge, and so did the man and the boy.
Finally an old man who had followed them said, “That will teach you: Please all, and you will please none.”
41. The country man considered that the boy and his father were foolish man because …
A. They rode upon the donkey
B. The boy rode the donkey but his father not
C. The father rode upon the donkey but his son not
D. The son and his father overloaded the donkey
E. Neither the son nor his father rode upon the donkey
42. Where did the story happen?
A. In a bridge
B. In front of the ma’s house
C. In the market
D. On the way home
E. On the way to the market
43. We, from the text, can learn valuable lesson that …
A. We should please all to please ourselves.
B. We must not please others
C. We must not please all or we will please none
D. We must be a foolish man
E. If we want to have more, we must do more
44. We can learn the lesson from a wise person. The wise person in the text above is …
A. A country man
B. A group of men
C. An old man
D. The passers-by
E. Two women
45. “Shame on that lazy lout to make his poor little son trudge along.”
It means that it is a shame that …
A. lazy lout to ask his poor little son to trudge along.
B. lazy lout to force his poor little son trudge along.
C. lazy lout to get his poor little son trudge along.
D. lazy lout to have his poor little son to trudge along.
E. lazy lout to persuade his poor little son trudge along.
46. “See that lazy youngster, he lets his father walk while he rides.”
We can also say that the boy …
A. allows his father to walk while he rides.
B. assists his father walk while he rides.
C. engages his father to walk while he rides.
D. Forces his father to walk while he rides.
E. gets his father walk while he rides.
47. “Aren’t you ashamed of yourself for overloading that poor donkey of yours, you and your hulking son?”
The underlined word means …
A. Load properly
B. Load naturally
C. Load minimally
D. Load great
E. Load excessively
48. “Shame on that lazy lout to make his poor little son trudge along.”
The underlined word means …
A. Browsing on the internet
B. Creeping along the road
C. Going on foot
D. Traveling upon a donkey
E. Walking by riding a horse
49. If the man and the son had not wanted to please all, they would not have lost all.
It means that …
A. The man and the son did not want to please all
B. The man and the son had lost all because they would not have pleased all
C. The man and the son had pleased all
D. The man and the son lost all so they wanted to please all.
E. The man and the son wanted to please all so they lost all
50. If the man had not put the boy on the donkey, the passers-by would not have jeered at them.
From the sentence we know that …
A. The boy and the man jeered at the passers-by
B. The man and the passers-by jeered to each other
C. The man jeered at the passers-by
D. The passers-by did not jeer at them
E. The passers-by jeered at them
--------//--------
A beggar found a 1 … that someone had dropped in the market place. Opening it, he discovered that it contained 100 pieces of gold. Then he heard a merchant 2 …, "A reward! A reward to the one who finds my leather purse!"
Being an honest man, the beggar 3 … and handed the purse to the merchant saying, "Here is your purse. May I have the reward now?"
"Reward?" scoffed the merchant, greedily counting his gold. "Why the purse I 4 … had 200 pieces of gold in it. You've already stolen more than the reward! Go away or I'll tell 5 … ."
"I'm a/an 6 … man," said the beggar defiantly. "Let us take this matter to the court."
In court the judge 7 … listened to both sides of the story and said, "I believe you both. Justice is possible! Merchant, you stated that the purse you lost contained 8 … of gold. Well, that's a considerable cost. But, the purse this beggar 9 … had only 100 pieces of gold. Therefore, it couldn't be the one you lost."
And, with that, the judge 10 … the purse and all the gold to the beggar.
Taken from Peter Haddock Ltd, 2003
1. …
A. Leather purse
B. Leather bag
C. Gold plate leather
D. Chinese leather
E. Bar of gold
2. …
A. Complain
B. Crying
C. Laugh
D. Reward
E. Shout
3. …
A. Came across
B. Came away
C. Came back
D. Came forward
E. Came home
4. …
A. Dropped
B. Felt
C. Handled
D. Held
E. Left
5. …
A. The court
B. The judge
C. The official
D. The owner
E. The police
6. …
A. Honest
B. Helpful
C. Fearful
D. Faithful
E. Coward
7. …
A. Worriedly
B. Proudly
C. Patiently
D. Anxiously
E. Angrily
8. …
A. 500 pieces
B. 400 pieces
C. 300 pieces
D. 200 pieces
E. 100 pieces
9. …
A. Met
B. Invented
C. Got
D. Found
E. Discovered
10. …
A. Took
B. Borrowed
C. Gave
D. Released
E. Counted
Text 2
The Dog and the Shadow
It happened that a dog had got a piece of meat and was carrying it home in his mouth to eat it in peace. Now on his way home, he had to cross a plank lying across a running brook. As he crossed, he looked down and saw his own shadow reflected in the water beneath. Thinking it was another dog with another piece of meat, he made up his mind to have that also. So, he made a snap at the shadow in the water, but as he opened his mouth the piece of meat fell out, dropped into the water and was never seen any more.
11. The dog lost his heat because he was attacked by other dog (T/F)
12. The dog saw another dog with another meat in his mouth (T/F)
13. The meat owned by other dog was more delicious (T/F)
14. Finally, the dog ate the two pieces of meat (T/F)
15. The real enemy of the dog is …
A. His own excessive desire of having another piece of meat
B. Another piece of meat owned by another dog
C. Another dog with another piece of meat
D. Another dog inside the running brook
E. Another dog
16. So, he made a snap at the shadow in the water, … The underlined word means …
A. Unintentionally shoot by a sudden death
B. Unexpected chew done by a wild animal
C. Undesired coming by an enemy
D. Sudden break with a cracking sound
E. Sudden attack using a sword
17. From the story we know that the dog was …
A. Strong
B. Powerful
C. Helpful
D. Greedy
E. Frightening
18. Thinking it was another dog with another piece of meat, he made up his mind to have that also.
We can replace the underlined word with …
A. After he thought
B. Because he thought
C. Although he thought
D. Instead of he thought
E. Since he thought
19. As he crossed, he looked down and saw his own shadow reflected in the water beneath.
We can also say: …, he looked down and saw his own shadow reflected in the water beneath.
A. When he crossed
B. Until he crossed
C. Before he crossed
D. Because he crossed
E. After he crossed
TEXT 3
Once upon a time there lived as neighbors, a bear and a rabbit. The rabbit was a good shot and the bear, being very clumsy, could not use an arrow to a good advantage.
The bear was very unkind to the rabbit. Every morning, the bear would call over to the rabbit and ask the rabbit to take his bow and arrows and come with the bear to the other side of the hill.
The rabbit, fearing to arouse the bear’s anger by refusing, consented and went with the bear. The rabbit shot enough buffalo to satisfy the bear’s family. Indeed, he shot and killed so many that there was still lots of meat left after the bear and his family had loaded themselves and packed all they could carry home.
However, the bear was so greedy and evil that he didn’t allow the rabbit to get any of the meat. The poor rabbit could not even taste the blood from the butchering, as the bear would throw earth on the blood and dry it up. The poor rabbit would have to go home hungry after his hard day’s work.
The bear was the father of five children. The youngest boy was very kind to the rabbit. Knowing that the youngest boy was a very hearty eater, the mother bear always gave him an extra large piece of meat. Instead of eating this extra meat, the youngest bear would take the meat outside and pretend to play ball with it, kicking it toward the rabbit’s house, and when he got close to the door he would give the meat such a great kick that it would fly into the rabbit’s house. In this way the poor rabbit would get his meal unknown to the papa bear.
(Adapted from: www. narrative. corn)
20. Every morning, the bear would ask the rabbit to take his bow and arrows.
We can also say that every morning, the bear …
A. Would get the rabbit take his bow and arrows
B. Should have got the rabbit take his bow and arrows
C. Make his bow and arrows taken
D. Make the rabbit to take his bow and arrows
E. Allow the rabbit to take his bow and arrows
21. One of the evidence supporting that the bear was an unkind friend.
A. The rabbit, fearing to arouse the bear’s anger by refusing, consented and went with the bear
B. The rabbit was a good shot and the bear, being very clumsy, could not use an arrow to a good advantage.
C. Every morning, the bear would call over to the rabbit and ask the rabbit to take his bow and arrows and come with the bear to the other side of the hill
D. The bear was very unkind to the rabbit
E. Once upon a time there lived as neighbors, a bear and a rabbit.
22. The youngest bear was very kind to the rabbit. What did he do?
A. Every morning, the bear would call over to the rabbit and ask the rabbit to take his bow and arrows
B. He made a play of the rabbit for having it as his meal
C. The youngest was so greedy that the rabbit could not eat the meat
D. The youngest played ball with the meat for he could give it to the rabbit
E. The poor rabbit was not allowed to eat the meat by the youngest, even taste the blood from the butchering
23. Toward the papa bear, the youngest bear was …
A. Helpful
B. Loyal
C. Vigorous
D. Faithful
E. Rebellious
24. The suitable title for the text is …
A. Papa and the youngest bear
B. A rabbit and a bear
C. A rabbit and mother bear
D. A rabbit and a younger bear
E. A papa bear family
25. By telling the story, the writer actually wants to …
A. Deal his/her vicarious experiences
B. Tell how to be a good friend
C. Explain how the family life is
D. Entertain us as the readers
E. Retelling the series of past events
26. From the story we know that
A. A rabbit symbolizes the fool
B. A bear symbolizes the fool
C. A bear symbolizes the weak
D. A rabbit symbolizes the strong
E. A rabbit symbolizes weak
27. Knowing that the youngest boy was a very hearty eater, the mother bear always gave him an extra large piece of meat.
We can replace the underlined world by …
A. Since she knew
B. Because she knew
C. When she knew
D. Because of she knew
E. That she knew
28. The poor rabbit could not even taste the blood from the butchering. The underlined word means …
A. Slaughtering
B. Killing
C. Shooting
D. Smuggling
E. Mobbing
29. The rabbit always obeyed papa bear because …
A. The bear was frightened
B. The rabbit was frightening
C. The rabbit was very poor
D. The bear was very clumsy
E. The rabbit was afraid of being angered
TEXT 4
The Wolf in Sheep's Clothing
A wolf found great difficulty in getting at the sheep owing to the vigilance of the shepherd and his dogs. But one day it found the skin of a sheep that had been flayed and thrown aside, so it put it on over its own pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in the sheep’s clothing; so, leading the lamb a little apart, he soon made a meal of her, and for some time he succeeded in deceiving the sheep and enjoying hearty meals.
30. A wolf found great difficulty in getting at the sheep owing to the vigilance of the shepherd and his dogs.
The underlined word means …
A. Watchfulness
B. Guidance
C. Guardian
D. Swearing
E. Thoughtfulness
31. …, and for some time he succeeded in deceiving the sheep and enjoying hearty meals.
The italic word means …
A. Making true what is wrong
B. Making full from what is empty
C. Making calm what is strong
D. Making believe what is false
E. Making afraid who is frightened
32. …, and for some time he succeeded in deceiving the sheep and enjoying hearty meals.
The underlined word means …
A. Vigorous
B. Greedy
C. Densely inner part
D. Delicious
E. Condition of delicious
33. But one day it found the skin of a sheep that had been flayed and thrown aside, …
The underlined word means …
A. Stripped the skin off
B. Sliced the meat off
C. Poured the water in
D. Give everything up
E. Cut the meat off
34. …, so it put it on over its own pelt and strolled down among the sheep.
The italic word means …
A. Walked in a leisurely way
B. Tramped frightfully
C. Run in a hurry
D. Dressed tidily to deceive
E. Crept temporally
35. Complete this dialogue!
Nina : “Promise me that you will marry me”
Joe : “…”
A. I will give you a baby
B. I will give you some money for that
C. I give you my word on that
D. I promise not to do what you want
E. I swear that I can’t love you
36. Complete this dialogue!
Gery: “…”
Dina: “Is it a promise?”
A. Do you swear that you won’t forget me?
B. I want you to promise that you will love me
C. Make me a promise on that
D. Yes, it’s a promise
E. You have my word on the marriage
37. Complete this dialogue!
Ana : “How do you fell about him?”
Nia : “…”
A. I just wonder if she loves somebody else
B. I wonder at her rudeness
C. I wonder at his mysterious appearance
D. I wonder who she is
E. I’m just wondering if she loves me
38. Complete this dialogue!
Diah : “…”
Tian : “I was just wondering how to do it”.
A. Is something bothering you?
B. Is your promise done by some other else?
C. I wonder who she is
D. I wonder at his coming to us
E. How much wonder do you have?
39. Lilis : “Will you come to my party?”
Linda: “There is a good possibility”.
From the dialogue we know that …
A. It’s impossible for Linda to come to the party
B. Lilis is surely coming to the party
C. Both Linda and Lilis may come to the party
D. Linda may come to the party
E. Linda won’t come to the party
40. Bagus likes smoking very much. Smoking causes heart attack and cancer. Which one is correct based on the above statement.
A. There is a big chance for Bagus to get heart attack.
B. Bagus should not have a chance to get cancer
C. Cancer and heart attack may not attack Bagus
D. There is a little chance for Bagus to get heart attack and cancer
E. It is impossible for Bagus to get cancer
TEXT 5
Please All and You Will Please None
A man and his son were once going with their donkey to a market. As they were walking along, a countryman passed them and said: “You fools, what is a donkey for but to ride upon?”
So the man put the boy on the donkey and they went on their way. But soon they passed a group of men, one of whom said: “See that lazy youngster, he lets his father walk while he rides.”
So the man had his boy get off, and got on himself. But they hadn’t gone fat when they passed two women, one of whom said to the other: “Shame on that lazy lout to make his poor little son trudge along.”
The man didn’t know what to do, but at last he took his boy up before him on the donkey. By this time they had come to the town and the passers-by began to jeer and point at them. The man stopped and asked what they were scoffing at. The men said: “Aren’t you ashamed of yourself for overloading that poor donkey of yours, you and your hulking son?”
The man and boy got off and tried to think what to do. They thought and they thought, till at last they cut down a pole, tied the donkey’s feet to it, and raised the pole and the donkey to their shoulders. They went along amid the laughter of all who met them till they came to a bridge, when the donkey, getting one of his feet loose, kicked out and caused the boy to drop his end of the pole. In the struggle the donkey fell over the bridge, and so did the man and the boy.
Finally an old man who had followed them said, “That will teach you: Please all, and you will please none.”
41. The country man considered that the boy and his father were foolish man because …
A. They rode upon the donkey
B. The boy rode the donkey but his father not
C. The father rode upon the donkey but his son not
D. The son and his father overloaded the donkey
E. Neither the son nor his father rode upon the donkey
42. Where did the story happen?
A. In a bridge
B. In front of the ma’s house
C. In the market
D. On the way home
E. On the way to the market
43. We, from the text, can learn valuable lesson that …
A. We should please all to please ourselves.
B. We must not please others
C. We must not please all or we will please none
D. We must be a foolish man
E. If we want to have more, we must do more
44. We can learn the lesson from a wise person. The wise person in the text above is …
A. A country man
B. A group of men
C. An old man
D. The passers-by
E. Two women
45. “Shame on that lazy lout to make his poor little son trudge along.”
It means that it is a shame that …
A. lazy lout to ask his poor little son to trudge along.
B. lazy lout to force his poor little son trudge along.
C. lazy lout to get his poor little son trudge along.
D. lazy lout to have his poor little son to trudge along.
E. lazy lout to persuade his poor little son trudge along.
46. “See that lazy youngster, he lets his father walk while he rides.”
We can also say that the boy …
A. allows his father to walk while he rides.
B. assists his father walk while he rides.
C. engages his father to walk while he rides.
D. Forces his father to walk while he rides.
E. gets his father walk while he rides.
47. “Aren’t you ashamed of yourself for overloading that poor donkey of yours, you and your hulking son?”
The underlined word means …
A. Load properly
B. Load naturally
C. Load minimally
D. Load great
E. Load excessively
48. “Shame on that lazy lout to make his poor little son trudge along.”
The underlined word means …
A. Browsing on the internet
B. Creeping along the road
C. Going on foot
D. Traveling upon a donkey
E. Walking by riding a horse
49. If the man and the son had not wanted to please all, they would not have lost all.
It means that …
A. The man and the son did not want to please all
B. The man and the son had lost all because they would not have pleased all
C. The man and the son had pleased all
D. The man and the son lost all so they wanted to please all.
E. The man and the son wanted to please all so they lost all
50. If the man had not put the boy on the donkey, the passers-by would not have jeered at them.
From the sentence we know that …
A. The boy and the man jeered at the passers-by
B. The man and the passers-by jeered to each other
C. The man jeered at the passers-by
D. The passers-by did not jeer at them
E. The passers-by jeered at them
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Membuat Dokument Power Point
- Klick START
- Sorot ALL PROGRAM
- Arahkan kursor ke Microsoft Office
- Sorot dan Klick Microsoft Office PowerPoint
- Setelah Microsoft PoerPoint diklick, maka muncul blank document seperti berikut
- Untuk Membuat Judul Prsentasi, klick “Klick to add title”, lalu tulis judul yang anda inginkan, demikian juga untuk kotak ke dua
- Untuk menambah slide, atau masuk ke slide berikutnya, klick INSERT, sorot NEW SLIDE
- LALU KLICK.
- Untuk menuliskan text, sama seperti menuliskan pada judul presentasi. Klick pada kotak yang ada, lalu tulis text yang diinginkan. LAKUKAN SETERUSNYA SESUAI KEBUTUHAN
Teaching and Learning
Teaching and Learning is a process of communicative interactive between teachers and students. Everything we can see is a teacher that teaches us good things in life.
Tuesday, October 27, 2009
Monday, October 26, 2009
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