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PERSUADE EXPRESSIONS
Persuading is expressions to make someone agree to do something, make
someone do or believe something by giving them a good reason to do it, or by
talking to them and making them believe it. The act of influencing the mind by
arguments or reason offered, with anything that moves the mind.

Expressions of Persuading :
 Are you really sure you can’t/couldn’t...?
 Don’t be so silly!
 I really think it would be a pity if we didn’t...
 Are you quite sure you won’t consider...?
 Buy me this one, Mom, please ?
 I really think you’d do well to...
 Oh, come on!
 Can’t I persuade you to...
 Let’s join... You won’t regret it.
 I’m begging you. Will you...?
 Just this once!
 How I can persuade you to…?
 Won't you… Please?
 Why don't you…?
 You're not going to let me down, are you?
 Not even for me/for my sake?
 It’s your only chance, try it!

Example dialogue:

X : You're look sad, what's happen?

Y : I'm sad, because I have lose my money !
X : How much money you lost?
Y : Rp 1000,-
X : you're so stingy! (criticizing)
Y : I'm stingy? I'm not stingy !
X : You lose money Rp 1000're feeling sad!, really stingy !... Do not think about
it, it is a little amount of money! .... do not be sad! (persuading & giving support)
Y : Okay ! wish me luck!
X : Okay

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2.REVIEW TEXT
a. What is the Review Text ?
Review text is an evaluation of a publication, such as a movie, video game,
musical composition, book; a piece of hardware like a car, home appliance, or
computer; or an event or performance, such as a live music concert, a play,
musical theatre show or dance show.

b. Purpose of Review Text

Review text is used to critic the events or art works for the reader or
listener, such as movies, shows, book, and others.

c. Generic Structure of Review Text

- Orientation : Background information of the text.
- Evaluations : Concluding statement : judgement, opinion, or
recommendation. It can consist ot more than one.
- Interpretative Recount : Summary of an art works including character and
plot.
- Evaluative Summation : The last opinion consisting the appraisal or the
punch line of the art works being criticized.

d. Language Features
1. Focus on specific participants
2. Using adjectives
3. Using long and complex clauses
4. Using metaphor

e. The Example of Review Text

Harry Potter: Order of the Phoenix

Orientation
I absolutely love the Harry Potter series, and all of the books will always hold a
special place in my heart.

Evaluasi 1
I have to say that of all of the books, however, this was not my favorite.

Evaluasi 2
When the series began it was as much of a "feel good" experience as a huge mug

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of hot cocoa. The stories were bright, fast-paced, intriguing, and ultimately
satisfying.

Interpretation
Order of the Phoenix is a different kind of book. In some instances this
works...you feel a whole new level of intensity and excitement by the time you
get to the end. I was truly moved by the last page. Other times the book just
has a slightly dreary, depressing feel. The galloping pace of the other books has
slowed to a trot here, and parts of it do seem long, as if we're reading all about
Harry "just hanging out" instead of having his usual adventures. Reading in detail
about Harry cleaning up an old house, for example - housekeeping is still
housekeeping, magical or no, and I'm not very interested in doing it or reading
about other people doing it.

A few other changes in this book - the "real" world comes much more in to play
rather than the fantasy universe of the previous books, and Harry has
apparently been taken off his meds. I know that he had a lot to be grumpy in
this book, especially with being a teenager and all, but the sudden change in his
character seemed too drastic. He goes from being a warm-hearted, considerate
person to someone who will bite his best friend's heads off over nothing. It just
seemed like it didn't fit with his character, like he turned into a walking cliché
of the "angry teen" overnight.

Summary
The "real" story seemed to happen in the last 1/3 of the book, and this part I
loved. I actually liked the ending (and yes, I cried!) as sad as it was. It packed a
punch and it made me care about the story even more. Still a really good book,
with some editing it would have been great.
adplus

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3.CRITICS EXPRESSION
Expression Criticizing
 I have to say, his performance pretty disappointing!
 I do think you’re being a little unreasonable!

 Without wishing to hurt your feelings, I think you need to lose a little
weight

 Don’t overdo it!

 Don’t beat yourself up over this situation!

 I think you moved a bit fast, so it was hard to follow at times

 Sorry, i must say that your score was not good enough!

 I’ve told you many times to avoid those bad guys, but you didn’t listen!

 This is good, but it will be better if you study more hard next time!

 Ugh...you always repeat your bad habits. When will you change?

 You’re always so negative. It’s so draining to be around you!

 You’re too old-fashioned. You are always wearing granny clothes that
makes you look so old and boring ·

 How could you do such a silly thing?

 When will you ever learn

 Are you out of your mind?

 If i told you once. I’ve told you a thousand times

 I can’t believe you emberassed me like that

 Sorry, I must say your performance is not very good.

 Honestly, I am dissapointed with your mark recently.

 This is good, but it will be better if you retouch this part.

Criticizing
 The expression of disapproval of someone or something on the basis of
perceived faults or mistakes

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  The analysis and judgement of the merits and faults of a literary or
artistic work

 To say what you think is wrong or bad about something

 To consider something carefully and judge what the good and bad
aspects with fair

Why People Criticize

 To inform about our mistakes
 They are run by fear, and fearful with people pros

 They can’t control their mind, emotions and negative ego when on
emotional situation

Example dialogue:

Lynn : Hi George, What about you exam today?

George : Yeah, I can’t complain about that. I got C mark.
Lynn : Oh C’mon George. I have told you a thousand times to study hard
every day, Anyway I have borrowed you my mathematics book, right? You don’t
read it, do you?
George : Yup, but I don’t remember borrowing it.
Lynn : So? Where is my book now? Just give it back to me if you don’t use it.
George : Ok, I will bring it tomorrow. See you.

(On the next day)

Lynn : Hi George. You bring my book, don’t you?

George : Oh God, I had put it on my desk before going to bed last night. But I
forget to bring it. I’m so sorry Lynn
Lynn : You always do this to me. When will you ever learn? You have done it
many times.
George : After school, I will come to your home returning it.
Lynn : I take your word. You promise me.
George : Yup I promise.

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4.COMPLEX SENTENCE
Simple, Compound, Complex, and Compound-Complex

Simple Sentences
- A simple sentence contains a subject and a verb.
- It expresses a single complete thought that can stand on its own.

Examples:
1. The baby cried for food.
^There is a subject and a verb that expresses a complete thought.
2. Professor Maple’s intelligent students completed and turned in their
homework.
^ A simple sentence does not necessarily have to be short. It can have
adjectives. In this case, there are two verbs “completed” and “turned in.”
However, the sentence expresses one complete thought and therefore is a
simple sentence.

Compound Sentences
- A compound sentence has two independent clauses. An independent clause is a
part of a sentence that can stand alone because it contains a subject and a verb
and expresses a complete thought.
- Basically, a compound contains two simple sentences.
- These independent clauses are joined by a conjunction (for, and, nor, but, or,
yet, so).

Examples:
1. The shoplifter had stolen clothes, so he ran once he saw the police.
^Both sides of the conjunction “so” are complete sentences. “The shoplifter had
stolen clothes” can stand alone and so can “he ran once he saw the police.”
Therefore, this is a compound sentence.

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2. They spoke to him in Spanish, but he responded in English.
^This is also a compound sentence that uses a conjunction to separate two
individual clauses.

Complex Sentences
- A complex sentence is an independent clause joined by one or more dependent
clauses. A dependent clause either lacks a subject or a verb or has both a
subject and a verb that does not express a complete thought.
- A complex sentence always has a subordinator (as, because, since, after,
although, when) or relative pronouns (who, that, which).

Examples:
1. After eating lunch at The Cheesecake Factory, Tim went to the gym to
exercise.
^ The independent clause is ‘Tim went to the gym to exercise.” The
subordinating clause before it is dependent on the main, independent clause. If
one were to say “after eating lunch at The Cheesecake Factory,” it would be an
incomplete thought.
2. Opinionated women are given disadvantages in societies that privilege male
accomplishments.
^ The subject is “opinionated women” and the verb is “are given.” The first part
of the sentence “opinionated women are given disadvantages in societies” is an
independent clause that expresses a complete thought. The following “that
privilege male accomplishments” is a relative clause that describes which types
of societies.

Compound-Complex Sentences
- A compound-complex sentence has two independent clauses and at least one
dependent clause.

Examples:
1. After the two soccer players lost their game, they joined their other
teammates for lunch, and they went to the movies.
^ If we remove the dependent clause “after the two soccer players lost their
game,” we have a compound sentence. The dependent clause makes this sentence
compound-complex.
2. The man believed in the system, and he knew that justice would prevail after
the murderer was sent to jail.

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5.HOPE EXPRESSIONS
Expressing Hopes

 I hope
 I wish

 I think so

 Let’s hope

 May god bless you

 May your dream come true

 I look forward to

 Hopefully

 I expect that

 I hope you don't have so much on your plate next weekend.

 I hope your schedule clears up a bit.

 I hope to see him soon

 I only hope he’ll be able to help them out

 I was hoping for good news this time

 I hope we can makethem feel welcome

 i am hoping for a good result of my exam

Example dialogue:

Janet : "What is your wish Ron?"

Ron : "I wish to be a doctor. What is yours?"

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Janet : "Hmm I wish to be a doctor too but I'm not sure."
Ron : "And why is that?"
Janet : "I'd like to be a writer instead."
Ron : "Thats great either. I hope we can make it come true someday."
Janet : "Sure we will."

Rena : Hi Nata, I hear that you are going to Jakarta tomorrow, what happens?
Nata : Yups, my father gets a job there, we have to move to Jakarta.
Rena : Then, you’ll continue your study in there?
Nata : yes, next Monday I’ll have a test to join one of the favorite schools in
South Jakarta.
Rena : Hiks, it means that we won’t study together again.
Nata : Don’t worry Rena (puk-puk), I will visit you when holiday. Let’s hope for
our best, that either you or I can enter our favorite school.
Rena : Aamiin, may we have a success and meet again someday.

6.REGRET EXPRESSIONS
To express our regret we can say:
- I regret...
- I regret doing...
- I wish...
- If I had (I hadn't).....
- I would (wouldn't) have....
- I regret being rude and underestimating you.
- I wish I hadn't made that mistake.
- If I had studied, I wouldn't have failed on my exam.

Regrets sendiri juga memiliki rumus agar mudah diingat ketika akan digunakan
seperti berikut:

· If I had (hadn't) + V3, SUBJECT would (wouldn't) have V3.

· I wish I had + V3

· I regret + having V3 / not having V3 (to have V3 / not to have V3)

· I regret that I + V2

· I should have +V3

· I ought to have + V3

Example dialogue:

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D: Where is our kid John?

E: Didn’t they with you all day?

D: Oh, my God. I told you to care of him since I had to take cake in the oven for a
while. I should have not leave him. hiks..

E: I’am so sorry, but I didn’t hear clearly what you say to me. I was busy with my job.
Hmm, I ought have finished my job yesterday.

D: Then what are you waiting for? find him now!!

E: Ok, just calm down. I’ll find him.

7.PROHIBITION
Rumus kalimat:

Don’t + VI + Complement

Don’t + Be + Adjective

Example :

Don’t litter
Don’t go away!
Do not let you down!
Don’t forget!
Don’t leave me alone!
Don’t cry, babe!
Don’t be lazy !
No smoking
Don’t be naughty girl !
Don’t disturb your young sister again !
You must ‘t be late
Don’t cheat!

Dialogue prohibit mother go to the garage

Aji : Hay mom, mother going?
Mother : Hay ji, mother want to go to garage to take a broom.
Aji : Please, mother do not to the garage!

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Mother : why mothers should not be in the garage?
Aji : because, garage door is under construction.
Mother : Aji, thanks for the information
Aji : You're welcome

Deden prohibits alam to cheat in the exam because it's a bad action
Deden : Alam you do not cheat in the exam
Alam : I am sorry
Deden : it does not matter
Alam : why I should not cheat in the exam?
Deden : it's a bad action
Alam : thanks have warning me
Deden : together

8.ASKING PLAN AND PURPOSE

Asking plan, purpose, intention

 What do we want to achive?

 What’s your attention?
 What’s the plan?
 What are you going to do?
 Any plan to …?
 Are you thinking of …?
 What’s your purpose
 What is the goal?

Expressing Plan, Purpose, Intention

I’m going to …
I’m planning to …
I’ll make an effort to …
I’m thinking of …
I reckon I’ll …
I have every intention of …
I fully intend to …
It is my intention to …

A : Hey, u look so serious. What’s the matter ?

B : Oh.., i’m just thinking about something
A : What is it about ?

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B : I’m thinking that i’m gonna hold a x’mas party in our class in this year
A : Wow, sounds great !
B : Really ? U think so ?
A : Yeah. But what’s the purpose of that party ?
B : I’m just thinking that’s the best idea to gathering all of our class members
during the x’mas eve this year
A : I think it would be nice if we also make an event, like change our present to
our friends
B : Ok. Now, i need to have permission from head master. I need his permit to
use our class room on x’mas eve and talk to our mother class to ask her to come
and participate in that party
A : is there anything that i could do ?
B : we also need to make permission’s letter to give to our parents. It would be
helpful if u make it.
A : sure. With my pleasure

9.PREDICTING AND SPECULATING

expressions of prediction

It looks like that ...

I predict ...
I think ….
I suspect ...
I would say …
I suppose ...
I guess
It seems as if ...
I diagnose that ...
I convincingly think ...

Possible responses

I think so
I can be
I don’t think so
My prediction is …
I think its well grounded.

expressions of speculation

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 I speculate ...
We can speculate ...
I'm sure that ...
It's my speculation that ...
I guess...
I hypothesize ...
I bet ...
I foresee that ...
It's worth speculating.

Possible responses

Its worth speculating

I can be

Example dialogue predicting:

Li: Lou!
Lou: yup?
Li: do you know about Haz and Vi?
Lou: texting? yeah
Li: what do you think? Is he serious with her?
Lou: well, I still can't decide. But I've saw some signs...
Li: will they be a couple?
Lou: I think so. Let's predict the date?
Li: 22!
Lou: nah, I choose 18!
Li: let's just see...
Example dialogue speculating:

You : Hi Rini
Rini : Hi
You : I ate your chicken steak you cooked to me yesterday.
Rini : Oh yes? did you like it?
You : That was very great! Did you made your own chicken steak?
Rini : Thanks, my mother help me
You : Really? You must be a proffesional chef one day!

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Rini : Ah, you are good when complimenting
You : No, really, you have abilliy on it, do you want to teach me.
Rini : Thanks, you can come to my house, and i will tell you how to cook
You : Its Great, i will come soon

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10.GIVING ASSESMENT
How Can We Make Assessments Meaningful?

I think meaningful assessments can come in many shapes and sizes. In fact, to
be thoroughly engaging and to draw the best work out of the students,
assessments should come in different formats.

Thankfully, with the Common Core standards exemplifying the 4Cs -- Creativity
and Critical Thinking (through performance-based assessments), Collaboration,
and Communication (through the use of interdisciplinary writing) -- we are
looking at a more fluid future in testing formats. As long as the format itself is
aligned with real-world skills, a meaningful assessment does not need to be
lockstep with a particular structure any more.

When I think about my own definition of a "meaningful assessment," I think the

test must meet certain requirements. The assessment must have value other
than "because it's on the test." It must intend to impact the world beyond the
student "self," whether it is on the school site, in the outlying community, the
state, country, world, etc. Additionally, the assessment should incorporate skills
that students need for their future. That is, the test must assess skills other
than merely content. It must also test how eloquently the students communicate
their content.

Criteria for a Meaningful Classroom Assessment

To address these requirements, I ask myself the following guided questions:

o Does the assessment involve project-based learning?

o Does it allow for student choice of topics?

o Is it inquiry based?

o Does it ask that students use some level of internet literacy to find their
answers?

o Does it involve independent problem solving?

o Does it incorporate the 4Cs?

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 o Do the students need to communicate their knowledge via writing in some
way?

o Does the final draft or project require multiple modalities (visual, oral,
data, etc.) in its presentation?

Clearly not all assessments achieve every single characteristic listed above. But
in our attempt to address some of these elements, we will have made our
classroom assessments so much more meaningful. It is vital that students
connect with the value of their assessments. After all, if a student trusts that
the assessment is meaningful and will help them later on, it helps with both
their achievement and with your own classroom management.

Transparency and Why It's Important

It's important that we inform the students why a particular assessment has
value. Some teachers still balk at this job, as if students should just trust that
what we do in school has value to what happens outside of school. However, kids
are smart. They know that bubbling with a #2 pencil is antiquated. They know
that much of the content we teach them can be found through Google. But as
savvy as students are, they don't know everything about communicating their
content, and we owe it to them to make sure that not only are our tests aligned
with skills they must know for their future, but to make sure that we've been
transparent in our rationale.

So how can high-stakes assessments be meaningful to students? For one thing,

high-stakes tests shouldn't be so high stakes. It's inauthentic. They should and
still can be a mere snapshot of ability. Additionally, those occasional
assessments need to take a back seat to the real learning and achievement going
on in every day assessments observed by the teacher.

The key here, however, is to assess every day. Not in boring, multiple-choice
daily quizzes, but with informal, engaging assessments that take more than just
a snapshot of a student's knowledge at one moment in time.

But frankly, any assessment that sounds cool can still be made meaningless. It's
how the students interact with the test that makes it meaningful. With the 4
Cs in mind, ask if the assessment allows for the following:

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Creativity Are they students creating or just regurgitating? Are they being
given credit for presenting something other than what was described?

Collaboration Have they spent some time working with others to formulate their
thoughts, to brainstorm, or to seek feedback from peers?

Critical Thinking Are the students doing more work than the teacher in seeking
out information and problem solving?

Communication Does the assessment emphasize the need to communicate the

content well? Is writing involved, as well as other modalities? If asked to teach
the content to other students, what methods will the student use to
communicate the information and help embed it more deeply?

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