Task 1:
Understand The Nature of Discussion Texts
Reading as well as
writing discussion text are common study assignments to students. What is
discussion text? What makes it different from other text types commonly found
in your study? How much do you know about what and how of discussion texts?
Let’s check your knowledge.
A DISCUSSION TEXT QUIZ
Do the quiz. Write a T at the end of each statement when you think the
statement is TRUE; or an F when you think it is FALSE. One
of them has been done for you.
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NO
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STATEMENTS
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T/F
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1
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The writer’s purpose is to present his or her expectations related to an
issue in question.
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F
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2
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Begins with a statement introducing writer’s opinion on the issue.
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F
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3
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The body of discussion text presents supporting arguments for the
writer’s point of view.
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F
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4
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Arguments are supposed to be supported with facts or evidence.
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T
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5
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The text concludes with a summary of the arguments or a recommendation
for readers to help them make decisions.
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T
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6
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An impersonal voice is used in the text.
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T
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7
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Passive voice is used to change focus of sentences.
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T
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8
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Quoted and reported speech are seldom found in discussion texts.
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F
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9
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Technical terminologies are used meaningfully.
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T
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10
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Specific phrases, e.g. on the other hand and generally,
are used to introduce the other point of view.
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T
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11
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Complex sentences are typically used in discussion texts.
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T
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12
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Connectives are used to show logical relationship between sentences.
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T
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13
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Conditional forms are used to create impersonal arguments for balanced
discussions.
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T
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STRUCTURE AND FEATURES OF DISCUSSION
TEXTS
PURPOSE
A discussion presents differing opinions, viewpoints or perspectives on an
issue, enabling the reader to explore different ideas before making an informed
decision. The writer normally explores different opinions and ends with a
personal opinion or comment.
STRUCTURE OF DISCUSSION TEXTS
There are different stages in a discussion:
Ø Statement of position
A discussion begins with a brief introduction describing the situation.
This introduction has a statement or question and serves the purpose of
introducing the reader or listener to the author’s point of view or thesis.
Often it is recognized that there are two points of view.
Ø Arguments for and against and supporting
evidence
The next few paragraphs elaborate the arguments for and against the issue. This should be based on researching books, the Internet, surveying or interviewing people. The evidence and opinions should support the statements. The number of arguments varies according to the writer’s desire and the content. The arguments can be structured in different way
Example 1
- A first argument for
the point of view with supporting evidence or additional details elaborating
each point.
- A second argument for
the issue with supporting details.
- A first argument
against with supporting elaboration.
- A second argument
against with supporting details.
Example 2
- A topic sentence
introduces a point, then arguments are written for and against the issue. This
should be based on researching, surveying or interviewing people.
- A second topic
sentence introduces a second point and is followed by arguments for and
against.
- A third topic sentence
introduces a second point and this is followed by arguments for and against.
Ø Recommendation or
conclusion
The discussion ends by presenting a personal point of view before
concluding. The recommendation or conclusion sometimes sums up both sides of
the argument if they are fairly balanced, or can recommend one argument over
the other if the evidence is overwhelming.
LANGUAGE FEATURES OF DISCUSSION TEXTS
- Use of present tense.
- Use of general nouns
to make statements, e.g. men, papers.
- Use of detailed noun
groups to reinforce an argument, e.g. The national treasure that is our
Daintree forest can be…
- Use of saying verbs to
quote.
- Use of relating verbs,
e.g. is.
- Use of thinking verbs
expressing a personal point of view, e.g. wonder.
- Use of factual
adjectives, e.g. my last holiday.
- Use of adjectives
expressing an opinion, e.g. my horrifying adventure.
- Use of comparative or
contrasting adjectives, e.g. boring, most significant.
- Use of adverbs of
manner, e.g. honestly, rapidly, carefully, thoroughly.
- Use of connectives to
link arguments, e.g. however, in the same way.
- Use of conjunctions to
link clauses.
- Use of varying degrees
of modality for effect, e.g. Perhaps we might see…followed by
but we must see…
- Use of abstract and
technical terminology.
- Use of quoted and
reported speech, e.g. Ms. Kim declared…
- Use of evaluative
language, e.g. The threatened landscape will continue to be tragically
eroded, if steps are not taken.
- Phrases to introduce
the other point of view, e.g. on the other hand, generally.
- Words showing the
writer’s opinion, e.g. For the above reasons I fervently believe that…
- Use of clearly
structured beginning of sentences that focus attention, e.g. Game
parks…, The cleaner environment focus…
- Use of passive voice
to change focus of the sentence, e.g. The environment is threatened…
- Using complex
combination of clauses, e.g. While it is vitally important to have a
clean environment, we must think about…
- Use of word chains,
synonyms, antonyms and repetition for effect
B How well do you do
with the quiz? Can you now identify the text structure of discussions? Match
the headings on the left column with its definition in on the right. Check your
answers with the answer key.
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1 Purpose
2 Introduction
3 Body 1
4 Body 2
5 Conclusion
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a statement of
position
b presents differing
opinions, viewpoints or perspectives on an issue.
c arguments
against plus supporting evidence
d arguments for plus supporting
evidence
e sums up arguments or
recommends one side of the argument
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