Meet 6

                               Wiwi Nur Afriani 

                                  2088203090

English education 6a2

 

Vocabulary logs 

 

1. opposites

Part of speech : noun

Indonesian : berlawanan

Definition : a person or thing that is totally different from or the reverse of someone or something else.

e.g "we were opposites in temprament"

Synonyms : antipode, reverse, contrary

 

2. prisoner /ˈpriz(ə)nər/

Part of speech : noun

Indonesian : tawanan

Definition : a person legally held in prison as a punishment for crimes they have committed or while awaiting trial.

e.g "a prisoner serving a life sentence"

 

3. Astride

Part of speech : adverb

Indonesian : mengangkang

Definition : with a leg on each side of something.

e.g "she sat on the chair astride"

 

4. entice /inˈtīs/

Part of speech : verb

Indonesian : menarik

Definition : attract or tempt by offering pleasure or advantage.

e.g "a show should entice a new audience into the theater"

Synonyms : tempt, allure, lure, attract

 

 

5. mythology /məˈTHäləjē/

Part of speech : noun

Indonesian : mitologi

Definition : a collection of myths, especially one belonging to a particular religious or cultural tradition.

e.g "a book discussing jewish and christian mythologies"

Synonyms : folklore, tales, stories

Summary 

Function lead, body, and conclusion

the goal):

 

• Recognize and understand the differences in structure and purpose between summary and functional leads.

• Different types of feature leads can be written depending on the type of story.

 

A main character is essential to a story. No matter how well the body or conclusion is written, if the lead doesn't grab the reader's attention, they won't read any further. Reporters must engage readers through leads. Here are some common types of feature leads:

 

• Innuendo Lead:

These clues give the reader clues to historical, literary, or mythological characters, and relate those clues to what is happening in the story.

• Anecdotal notes:

This type of lead uses short stories to express universal experiences.

• Contrasting lines:

These cues point to opposites such as hot and cold, wet and dry, rich and poor, then and now. It works well when it's contrasting and related to the theme of the story.

• Parody lead:

A well-known song, poem, phrase, or title can be rewritten to start the story if the references are clear. • Narration:

Reading the lead puts the reader in the middle of the action.

• Instructional notes:

Leads can describe people, places, or events.

• GREAT STATEMENT LEAD:

This type of notice, intended to surprise the reader, consists of one statement, followed by a paragraph explaining the situation.

• question:

Use this type of lead with caution. translation:

Rarely. If the question is not very relevant, the lead will come across as contrived and mundane.

• Quote:

Another limitation. Please use with caution. If a quote is very strong, dynamic, and really captures the theme of your story, you might be able to use it as the main character. body of the story

Feature films need more than captivating introductions and strong endings. It should hold the reader's attention through moments of suspense and resolution. Some of the techniques that can help preserve your work are:

 

• Repetition of core themes, metaphors and images.

• Changes in sentence and paragraph length and tempo.

• Consider perspective. end of the story

There are several ways to end the story. Here are the most common ones:

 

• End with a strong quote.

• Conclude with an anecdote.

• Briefly summarize the story in the last paragraph.

• Draw a circle to return to the beginning. 

 

 

Reflection 

The most important things in journalism are future clues, texts and conclusions, which help to effectively transfer knowledge between educators and students. I have found that effective journalism education empowers students when it comes to writing news articles. Because news needs news blogs. Therefore, the most commonly used lead is the inverted pyramid lead. This notice starts with important information, followed by detailed and background information in order of importance. As a student, I used English feature articles and news in class and in public, as readers/audiences often have limited attention spans and want to know the essential facts of the story in advance. Therefore, I will give my students effective learning opportunities to know what they want to do when they improve their English skills and what they want to do when they become teachers or journalists in the future. knows how to teach, and knows about naughty functions, bodies, and reasoning. For me, learning activities to know all about English are: what to learn, how to summarize, memorizing English courses and distributions, checking grammar to see if my English is already good is to check Hopefully, this material will add knowledge and insights related to learning innovation to help you better understand the purpose of the material.