TASKS AND ROLE OF LECTURERS/TUTORS

With this learning system, learning integration is

expected to occur in several aspects, namely:
1. Integration of Teacher Centered Learning (TCL) and
Student Centered Learning (SCL) learning.
2. Integration of the use of Project based Learning in one
cycle of achieving courses competency.
3. Integration of local content in scientific discussions.
4. Integration of hard skills and soft skills.
5. Integration of research results into the learning system.
6. Integration of learning into community service activities.

The task of the lecturer as a tutor in learning is divided

into 3 main tasks, namely pre-active assignments, interactive
assignments, and post-active assignments.
1. Pre-active tasks are the role of tutors in motivating and
developing the learning process, which includes:
a. The tutor knows the structure and background of the
Project based Learning that will be applied in learning. If
using a case example, then make sure the case is known
with certainty the background of the incident.
b. The tutor understands about the references that have been
prepared in the modules of each material.
c. The tutor tries to get a clear picture of the student's initial
knowledge.
d. The tutor consistently keeps the discussion process with
the learning objectives.

Local Content Based Essay Writing Module | 1

 e. The tutors need to know the cognitive processes of
students, the concepts that develop in group members
including the possibility of conflict in them.
f. The tutor provides student learning facilities, including
asking questions, using questions, using analogies and
metaphors or clarifying concepts including course
material connected to the internet.
g. The tutor asks questions and "challenge" students in
reasoning, critical evaluation of ideas and hypotheses that
emerge.
h. The tutor diagnoses the learning process and encourages
conceptual change.
i. The tutor diagnoses misconceptions, encourage
elaboration of ideas.
j. The tutor observes the reasons put forward by students
and the possibility of problem solving (within the PBL
framework).
k. The tutor prevents the analysis of problems and the
synthesis of findings that are supervisial.
l. The tutor encourages students to carry out student
directed learning
m. The tutor is aware of himself/herself whether he/she is
inhibiting or encouraging students' cognitive processes.
n. The tutor regularly evaluates whether students are
satisfied with the ongoing process then gives suggestions
for improvement.
2. Interactive assignments, namely developing and maintaining
student collaboration and group dynamics which include:

2 | Local Content Based Essay Writing Module

 a. The tutor encourages students to make agreements among
themselves in terms of work procedures, participation
and the role of group members.
b. The tutor encourages group members to be active.
c. The tutor fosters group leadership.
d. The tutor observes problems with student behavior
(dominant, passive, annoying friends, etc.) while solving
them.
e. The tutor evaluates the discussion process.
f. The tutor pays attention to time efficiency.
g. The tutor notes the student attendance list.
h. The tutor provides responses and creates a comfortable
learning climate.
i. The tutor encourages group leaders and secretaries.
j. The tutor encourages the group to make an evaluation of
the ongoing collaboration.
k. The tutor keeps the discussion process dynamic.
l. The tutor provides feedback and evaluates group
development/progress.
3. Post-active tasks, namely as a liaison between students and
lecturers/ institutions which include:
a. Tutors help students find sources and consultants.
b. Tutors give feedback to students about the quality of the
assignments they carry out in accordance with the
discussion material.
c. Tutors attend tutor meetings during the relevant
discussion period.
The role of the tutor includes:
1. Tutor as facilitator

Local Content Based Essay Writing Module | 3

 2. Tutor as a listener
3. Tutors as professionals
4. Tutor as note-taking
5. Tutor as an evaluator

4 | Local Content Based Essay Writing Module

 COURSE DESCRIPTION

Local content-based Essay Writing is the first part of

the Writing skills field. This course equips students with basic
writing skills at the level of sentences and paragraphs as a basis
for developing writing skills at a later stage. The proportions of
the material are designed equally between the knowledge of
writing and grammar theory and the practice of writing various
types of sentences and paragraphs which correlated with
Buginese and Makassarese local content. Assessment will be
obtained from assignments, student participation in the lecture
process, midterm and final exams.

Learning Time

Face to Face Lecture 14 x 85 minutes

Module Discussion 14 x 15 minutes

Learning Materials:
Learning Form Lecturer/
No. Main Topic
Tutor
1 Course Description Explanation and
and Learning Process Course contract

2 Different types of Brainstorming,

English sentences discussion,
(simple sentence: assignments and
Phrases and Clauses, evaluation
Local Content Based Essay Writing Module | 5
 Subjects and Verbs)
3 Different types of Brainstorming,
English sentences lecture, group
(Simple sentence: assignments,
Negative, positive, discussion.
question, imperative;
active, passive;
Grammar S-V
agreement)
4 Different types of Brainstorming,
English sentences lecture, group
(Compound Sentence: assignments,
Independent clauses, discussion.
conjunctions)
5 Complex Sentences Brainstorming,
(Main clauses & lecture, group
subordinate clauses, assignments,
adjective clauses, discussion.
adverbial clauses)
6 Basic Concept of Brainstorming,
Paragraph (Topic, lecture, group
supporting, assignments,
conclusion sentence) discussion.
7 Review: simple, Brainstorming,
compound, complex lecture, question-
sentences and answer, discussion
paragraph
8 Mid term test Writing Test
9 Process of Writing: Brainstorming,
6 | Local Content Based Essay Writing Module
 pre-writing lecture, pair
discussion
10 Process of Writing: Brainstorming,
planning & drafting lecture, pair
discussion
11 Process of Writing: Brainstorming,
Editing (mechanics of lecture, group
writing) assignments,
discussion.
12 Process of Writing: Lecture,
Post-writing demonstration,
discussion, practice
13 Chronological order Lecture,
paragraph demonstration,
development discussion, practice
14 Time and spatial Lecture,
paragraph demonstration,
development discussion, practice
15 Cause and effect Lecture,
paragraph demonstration,
development discussion, practice
16 Final Test Writing

References:
 Hogue, A. (1996). First Steps in Academic Writing.
New York: Addison-Wesley Publising Company, Inc.
 Valencia, Luis Alberto V. (2002). Teaching Technical
English Writing. Mexico: CENIDET.
Local Content Based Essay Writing Module | 7
  Creme, P. And Mary R. Lea. (2008). Writing at
University. New York: open University Press.
 Tricia Hedge. (2005). Writing (Second edition). New
York: Oxford University Press.
 Ingram, B. & King, C. (2001). From Writing to
Composing: An Introductory Composition Course for
Students of English. Cambridge: Cambridge University
Press.
 Stokes, P. (2009). How to Write Business Letters in
English: New York

8 | Local Content Based Essay Writing Module

 MATRICES OF LEARNING IMPLEMENTATION
PLAN ESSAY WRITING COURSE

A. Competency Standards
1. Students know the types of paragraph sentences.
2. Students know the basic concepts of a paragraph.
3. Students know the stages of writing a paragraph.
4. Students are able to produce writing on various topics.
5. Students are able to edit / revise simple or complex
writing.

B. Basic Competence
1. Students are able to write ideas in simple sentences or
in more complex sentences.
2. Students understand the importance of organization and
the concepts of forming a paragraph (main ideas,
transitions, and supporting ideas)
3. Students are able to produce good paragraphs through
the stages of writing.
4. Students are able to write down instructions and events
in the past.
5. Students are able to identify common mistakes in
grammar and writing techniques.

C. Competency Indicators
1. Students are able to identify the type of sentence and
write examples of sentences in simple paragraphs.
2. Students are able to create an outline of ideas and write
ideas (descriptive writing) in a paragraph.

Local Content Based Essay Writing Module | 9

 3. Students are able to identify sentences of instructions and
past tenses and put them in written form.
4. Students are able to edit and revise paragraphs that have
been written themselves.

10 | Local Content Based Essay Writing Module

 Course Students Assesment
Learning Sub of Learning Asseement Score Sumber
week Competency Assignments Technique
Materials Materials Indicators Values(Mn) Pustaka
Number* Unit
1 Understandi Kontrak (Competency Understan- 1. Able to - Module
ng the perkuliahan S.Hum ding the understand Essay
learning Deskripsi MK UINAM No...)* preparation learning Writing
process of dan proses before face- modules for
subjects per pembelajaran to-face students.
topic lectures and 2. Understan-
the ding the
obligation to mechanism
report face- of the
to-face learning
lecture process.
results

2 Identifying Simple (Competenc 1. Discussing 1. The Module

Local Content Based Essay Writing Module | 11

 the types of sentence: y S.Hum and Accuracy in Essay
sentences in - Phrases and UINAM No presenting explanation Writing
English clauses A1, B1, C1)* simple and
- Subjects sentences understandi
and verbs in the form ng of the
of phrases use of
and subject and
clauses. verb in
2. Discussing simple
and sentences
presenting in the form
the use of of phrases
subject or clauses.
and verb 2. Accuracy
in simple in writing
sentences. simple
3. Writing sentence
examples examples.

12 | Local Content Based Essay Writing Module

 of simple
sentences 3. The
in phrases activeness
or clauses. in
expressing
ideas.
3 Identifying Simple (Competenc 1. Discussing 1. The accuracy Module
the types of sentence: y S.Hum and of the Essay
sentences in - Negative, UINAM No. presenting explanation Writing
English positive, A1, B1, C1)* the use of and
question, negative, understandi
imperative positive, ng of the
- active, question, use of
passive; and negative,
- Grammar imperative positive,
S-V sentences. question,
agreement 2. Discussing and
and imperative

Local Content Based Essay Writing Module | 13

 presenting sentences
the use of as well as
active and active and
passive passive
sentences. sentences.
3. Writing the 2. The accuracy
example in writing
sentences example
with the sentences
correct S- with
V grammar S-
agreement V
grammar. agreement
3. The
activeness
in
expressing
ideas

14 | Local Content Based Essay Writing Module

4 Identifying Compound (Competenc 1. Presenting 1. The accuracy Module
the types of sentence: y S.Hum the use of of the Essay
sentences in -Independent UINAM No. compound explanation Writing
English clause A1, B1, C1)* sentences and unders-
-conjunctions in the form tanding of the
of indepen- use of
dent clause compound
with con- sentences in
junctions. the form of
2. Writing independent
examples of clause with
compound conjunctions.
sentences 2. The activeness
in the form in expressing
of indepen- ideas

Local Content Based Essay Writing Module | 15

 dent clause
with con-
junctions.

5 Identifying Complex (Competenc 1. Discussing 1. The Accuracy Module

the types of sentence: y S.Hum and of Essay
sentences in -Main clauses UINAM No presenting explanation Writing
English & A1, B1, C1)* the use of and
subordinate complex understandi
clauses, sentences ng of using
-adjective in the form complex
clauses, of main sentences in
-adverbial clauses & the form of
clauses subordinat main
e clauses, clauses &
adjective subordinate
clauses & clauses,
adverbial adjective

16 | Local Content Based Essay Writing Module

 clauses. clauses &
2. Writing adverbial
complex clauses.
sentence 2. The
examples Activeness
in the form in
of main expressing
clauses & ideas.
subordinat
e clauses,
adjective
clauses &
adverbial
clauses.

6 Understandi Paragraph (Competenc 1. Discussing 1. The Accuracy Module

ng the basic organization: y S.Hum organizati of Essay
concepts of -Topic UINAM No. on of explanation Writing

Local Content Based Essay Writing Module | 17

 paragraphs sentence A1, B1, C1)* paragraph and
-Supporting (topic understandi
sentence sentence, ng of using
-Concluding supporting complex
sentence sentence, sentences in
concluding the form of
sentence). main
2. Arranging clauses &
irregular subordinate
paragraph clauses,
s and adjective
determinin clauses &
g the topic adverbial
sentence clauses
3. Writing a 2. The
paragraph activeness
that meets in
the basic expressing

18 | Local Content Based Essay Writing Module

 concept of ideas.
the
paragraph
(topic,
supporting
&
concluding
sentence)

7 Review: Review: (Competenc Reviewing The accuracy Module

simple, simple, y S.Hum meeting in Essay
compound, compound, UINAM No. materials 2 - understanding Writing
complex complex A1, B1, C1)* 6 (Types of meeting
sentences sentences and sentences materials 2 - 6
and paragraph and (Types of
paragraph organization sentences and
of organization of
paragraph) paragraph)

Local Content Based Essay Writing Module | 19

8 Mid term test Mid term test Mid term test Mid term test
9 Understandi Process of (Competenc 1. Explaining 1. Doing the pre- Module
ng the Writing: pre- y S.Hum the stages writing Essay
stages in writing UINAM No. in pre- stages Writing
writing A1, B1, C1)* writing. correctly.
2. Performing 2. The
the pre- activeness in
writing expressing
stages. ideas.

10 Understandi Process of (Competenc 1. Discussing 1. The accuracy Module

ng the Writing: y S.Hum writing in planning Essay
stages in Planning and UINAM No. planning in writing Writing
writing drafting A1, B1, C1)* groups 2. Produce an
after initial draft of
understandi writing
ng the 3. The activeness
20 | Local Content Based Essay Writing Module
 steps in the in expressing
planning ideas.
stages.
2. Writing the
initial draft
after writing
the
planning.

11 Understandi Process of (Competenc 1. Discussing 1. Describing Module

ng the Writing: editing y S.Hum mechanica the Essay
stages in UINAM No. l in writing mechanics Writing
writing A1, B1, C1, (punctuati in writing
C5)* on and (punctuation
capitalizati and
on, etc). capitalizatio
2. Identifying n, etc)
punctuatio precisely.

Local Content Based Essay Writing Module | 21

 n and 2. Identifying
capitalizati punctuation
on. and
3. Editing the capitalizatio
initial draft n in the
that was sentence/pa
done at ragraph
the appropriatel
previous y.
meeting. 3. Editing the
initial draft
that was
done at the
previous
meeting,
appropriatel
y.
12 Understandi Process of (Competenc 1. Explaining 1. Producing Module

22 | Local Content Based Essay Writing Module

 ng the Writing: Post- y S.Hum the stages the final Essay
stages in writing UINAM No in post- draft of a Writing
writing A1, B1, C1)* writing. good and
2. Performing correct
the post- writing
writing appropriatel
stages by y.
rewriting 2. The
the final activeness
draft of the in
writing. expressing
ideas.
13 Developing Chronological (Competenc 1. Explaining Module
different order y S.Hum the 1. The accuracy Essay
types of paragraph UINAM No characteri in Writing
paragraphs development A1, B1, C1, stics of describing
focuses on C5)* the the
signal words transitiona chronologic

Local Content Based Essay Writing Module | 23

 (chronologic l signal in al order
al order, the paragraph.
spatial chronologi 2. The accuracy
description, cal order in
and cause paragraph identifying
and effect) . chronologic
paragraphs. 2. Identifying al orders in
the 1
transitiona paragraph.
l signal in 3. Producing a
the short
chronologi paragraph
cal order that
in the describes a
paragraph process/
. procedure
3. Writing a properly.
process / 4. The

24 | Local Content Based Essay Writing Module

 procedure activeness
in a short in
paragraph expressing
. ideas.

14 Developing Time and (Competenc 1. Explaining Module

different spatial y S.Hum the 1. The Essay
types of paragraph UINAM No. characteri accuracy in Writing
paragraphs development A1, B1, C1, stics of describing
focuses on C5)* Time and the
chronologica spatial chronologic
l order, paragraph al order
spatial developm paragraph.
description, ent. 2. The
and cause 2. Identifying accuracy in
and effect the Time identifying
paragraphs. and chronologic
spatial al orders in

Local Content Based Essay Writing Module | 25

 signal in 1
the paragraph.
paragraph 3. Producing a
. short
3. Writing a paragraph
thing/even that
t in a short describes a
paragraph thing/
. event.
4. The
activeness
in
expressing
ideas.

15 cause and (Competenc 1. The accuracy Module

Developing effect y S.Hum 1. in cause and Essay
different paragraph UINAM No. Explaining effect signal Writing

26 | Local Content Based Essay Writing Module

types of development A1, B1, C1, the words in
paragraphs C5)* characteris paragraph
to focus on tics of developmen
chronologica cause and t.
l order, effect 2. The accuracy
spatial signal in identifying
description, words in cause and
and cause paragraph effect signal
and effect developme words in
paragraphs. nt. paragraphs
2. Identifying 3. Producing
the short cause
causes and effect
and paragraphs
effects of according to
signal the specified
words in theme.
paragraph 4. The

Local Content Based Essay Writing Module | 27

 s. activeness
3. making the in
paragraph expressing
causes ideas.
and
effects in
accordanc
e with a
predetermi
ned
theme.
16 Final Test Final Test Final Test Final Test

28 | Local Content Based Essay Writing Module

 Score
Assesment Average Values Score
No Calculati
Components Score (%) (Xn)
on
The activeness in the AX
1 A 30*
Classroom 30/100
Group and individual BX
2 B 35
Assignments 35 /100
Quiz CX
3 C 30
30/100
Presence DX
4 D 5
5/100
Total ELPm (a/b/c/d/etc)
C. Evaluation of Learning Per Module (ELPM)
*Agreed During Course Contract

D. Assessment Recapitulation (AR)

Score
Score Values Calculati Total
Module Materials
(Xn) (Mn) on Score

ax
1 Introduction a 0
0/100
bx
2 Types of English b 20
20/100
Basic Concept of cx
3 c 20
Paragraph 20/100
Process of dx
4 d 30
Writing 30/100
Local Content Based Essay Writing Module | 29
 Mechanics of Ex
5 e 10
Writing 10/100
Types of
Fx
6 Paragraph f 20
20/100
Development
Total 100% 100

Catatan:
1. The highest score for each component in the (EPm) is
100.
2. Each Module contains 1 activity component,
independent assignments and works, quizzes, and
attendance.
3. Each Module will produce a total score of a / b / c / d /
etc calculated based on the method of calculating the
score in (EPm).
4. The score of each module is then recalculated according
to the value of each module.
5. Mid and final exam scores are part of the value
assessment in the Assessment Recapitulation (AR).
6. The maximum score of AR is 100.
7. Final score of AR is in the form of letters with a
conversion component (UINAM education guidelines
source):

A =4 (90 – 100)
B =3 (80 – 89)
C =2 (66 – 79)
D =1 (46 – 65)
30 | Local Content Based Essay Writing Module
 E =0 (0 – 45)

E. Learning Outcomes

1. Knowledge & understanding Domain (30%)

After participating in a learning program in one
cycle, students are expected to have knowledge and
understanding related to the scope of the material.
2. Skills Domain (30%)
After attending a learning program in one cycle,
students are expected to have the ability to identify,
construct, and provide problem solving based on
argumentation with approach and perspective of the
problem according to the context.

3. Attitude & Abilities Domain (60%)

After participating in a learning program in one
cycle, students are expected to be able to produce
understanding in the field of science, be able to solve
problems in the social environment and behave in
accordance with the rules or norms that apply in
society.

F. Risk of Failure and Anticipatory Actions

If the meeting is A substitute meeting

Local Content Based Essay Writing Module | 31
incomplete or is held by a member
cannot be held of the lecturer team
or through a Live
 Course Coordinator

Given individual
assignments in each
If the learning is MODULE -2 session or explanation
DIFFERENT TYPES OF ENGLISH
lacking SENTENCES
from the lecturer
(Simple, compound, complex)

I. INTRODUCTION

A. Background

The material in this Module-2 is material related to

courses in the previous semester (semester I), namely
Structure 1. This material is also very important to
understand so that students can understand the next material
in this course, as well as being very supportive advanced
courses namely Creative writing I and Creative writing II as
well as other creative courses in the English and Literature
department of UINAM. Therefore, this Different Types of
English Sentences material is the initial material in the
Creative writing course.
In this material students' ability to write simple,
complex, and compound sentences with grammar that
follows the structure of English will be further enhanced.
After studying and understanding this material,
students are expected to be able to write in English using
good and correct grammar.

B. Scope of the Content

The contents of this Module-2 outline include a discussion

of the types of sentences in English (simple, compound, and
complex sentences)
32 | Local Content Based Essay Writing Module
C. Module Learning Objectives
After the lecturer-student learning process is guided by each
module, the lecturer can explore the achievements of student
competencies whose indicators are the ability to identify
sentence types in English so that they can make structured
and well-organized sentences.

II. LEARNING MATERIALS

A. Sentence
Sentence difined as a group of words that expresses a
complete idea and that includes a subject and a verb. A
sentence is a grammatical unit of language consisting of one or
more words that are grammatically linked. A sentence can
include words grouped meaningfully to express a statement,
question, exclamation, request, command or suggestion.
There are 3 basic units in English grammar, namely
clause, phrase, and sentence. Therefore, before we explore
more about kinds of sentence, let us understand the parts of
sentence, those are clause and phrase.

1. Phrase
A phrase is a group of related words that belong
together but is missing a subject, predicate, or both. Without
those parts, it cannot be a sentence. There are seven main types
of phrases, each of them constructed differently.
a. Noun phrase
A noun phrase includes a noun—a person, place, or
thing—and the modifiers which distinguish it.

Local Content Based Essay Writing Module | 33

 Modifiers can come before or after the noun. Ones
that come before might include articles, possessive nouns,
possessive pronouns, adjectives, and/or participles.
- Articles: a dog, the cat
- Possessive nouns: Aunt Vina's cat, the neighbor's cat,
the police officer's cat
- Possessive pronouns: our cat, her cat,  their cat
- Adjectives: that cat, the  cute cat, the spotted cat
- Participles: the drooling cat, the well trained  cat
Modifiers that come after the noun might
include prepositional phrases, adjective clauses, participle
phrases, and/or infinitives.
-Prepositional phrases: a cat on the loose, the cat in
the front seat, the cat behind
the fence
-Adjective clauses: the cat  that chases mouse, the
cat that looks lost, the
cat that won the
championship
-Participle phrases: the cat whining for a treat, the
cat clipped at the grooming
salon, the cat walked daily
-Infinitives: the cat to catch, the cat to train, the cat to
adopt
b. Appositive Phrase
An appositive phrase consists of the appositive and
its modifiers which may themselves be phrases.
Example:
- My radio, an old portable, is in the repair shop.

34 | Local Content Based Essay Writing Module

c. Verbal Phrase
A verb phrase is the portion of a sentence that
contains both the verb and either a direct or indirect object
(the verb’s dependents). A verb phrase can be
the predicate of the clause or sentence. A verb phrase can
also be a phrase that functions as an adverb or adjective and
contains a verb and its complements, objects, or modifiers.
d. Infinitive Phrase
An infinitive phrase will begin with
an infinitive [to + simple form of the verb]. It will include
objects and/or modifiers. Infinitive phrases can function
as nouns, adjectives, or adverbs. Look at these examples:
e. Prepositional phrase
A prepositional phrase will begin with
a preposition and end with a noun, pronoun, gerund,
or clause, the "object" of the preposition.
The object of the preposition will often have one
or more modifiers to describe it.
f. Restrictive Phrase
If a restrictive phrase is removed from its sentence,
the meaning of the sentence changes completely.
Restrictive phrases should be close to the noun described,
called the antecedent, and should never be set off by
commas.
g. Nonrestrictive Phrase
Nonrestrictive phrases can be removed without
significantly changing the sentence’s meaning. Most
nonrestrictive phrases are set off by commas, but dashes

Local Content Based Essay Writing Module | 35

 and parentheses can be used to indicate more or less
emphasis.
2. Clause
A clause is a group of words that has a subject and a
verb which functions as a sentence or as part of a sentence.
Clauses come in four types:
a. Main Clauses
b. Subordinate Clauses
c. Relative Clauses
d. Noun Clauses

Skillful writers use a variety of sentences to make their

writing fascinating and lively. The different kinds of sentences
help add some interest as well as creativity in the write ups. In
fact, if there are too many simple sentences, it will sound
choppy and immature; whereas, too many long sentences will
be difficult to read and hard to understand. Therefore,
sentences also divided by structure, namely simple, complex,
and compound sentences. Those kinds of sentences are used to
setting words according to the basic rules of English grammar.
1. Simple Sentence
A simple sentence, also called an independent clause,
contains a subject and a verb, and it expresses a complete
thought or emotion (Baack, 2012). In the following simple
sentences, subjects are in highlighted, and verbs are in bold. 
a) Some students like to study in the morning.
b) Sam and Rois play football every afternoon.
c) Maya goes to the library and studies every day.

36 | Local Content Based Essay Writing Module

 The three examples above are all simple sentences. 
Note that sentence b contains a compound subject, and
sentence c contains a compound verb.  Simple sentences,
therefore, contain a subject and verb and express a complete
thought, but they can also contain a compound subjects or
verbs.

PHASE 1 (45 minutes):

1. The lecturer divides the class into 8 groups with 5 group
members with equal abilities.
2. Each group selects a leader to guide them in group
discussions and a note-taker to record the results of the
group members' discussions.
3. Each group works cooperatively so that they reach an
agreement in understanding the subject and verb as well as
the phrases and clauses in the sentence along with the
explanation.
4. The lecturer appoints representatives of each group to
represent their understanding of the material.
5. The lecturer guides students to put together ideas about the
material.

PHASE 2 (40 minutes):

1. The lecturer presents a short story through a YouTube video
and will be read by all members of the discussion group.
2. Each group identifies and analyzes the subject and verbs
along with the phrases and clauses in each sentence in the
given paragraph.
3. Each group represents the results of their analysis.

Local Content Based Essay Writing Module | 37

4. The lecturer guides students to put together ideas about
problems.
5. Each group compiles one short paragraph (the theme is
determined by each group) consisting of simple sentences.

MODULE TASK-2 (Meeting 2)

1. Group: Identifying and analyzing subjects and verbs along
with phrases and clauses in each sentence.
Sultan Hasanuddin is one of Indonesian hero who
fought againts Dutch. He was a son of 15th King of Gowa
Empire, named Sultan Dimas Lintang or Sultan Malikussaid.
Hasanuddin was born in Makassar January 12, 1631 and his
name wasI Malombassi Mohammad Bakir Daeng Mattawang
Karaeng Bonto Mangape.
Since Sultan Hasanudin was child, he was educated
well by his father that created his leadership. When his father,
Sultan Malikussaid became a king of Gowa, he sometime
asked Hasanuddin to accompany him to some important
meeting. His father did this, because he wanted to prepare
Hasanuddin to be the next king. He had higher inteligent than
his friends when he studied.
Sultan Hasanuddin studied in a Mosque which was a
centre of religion education.  He grew as a humble, smart, and
spiritful person. He studied with spiritual teacher named
Karaeng Patingaloang, who was a teacher of Aria Palakka,
King of Bone.
When he was 22 years old, he promoted as a King of
Gowa Empire in Makassar and was knighted as Sultan
Hasanuddin Ri Balla Rangkana.  People called him Sultan

38 | Local Content Based Essay Writing Module

Hasanuddin or King Hasanuddin. He became a king as a
message from Sultan Malikussaid before he passed away. He
became a King of Gowa Empire to continue his father which
was very hard, because Gowa was a very great kingdom at that
time in Eastern Indonesia.
Eastern Indonesia was a region full with spices which
was a main comodity. That was why Dutch tried to conquer
that region. Dutch which was led by Admiral Cornelis
Spellmen had conquered some small kingdom in Eastern
Indonesia, but Gowa was still strong. Gowa was the only one
kingdom that still againts Dutch, so they tried to attack Gowa.
Sultan Hasanuddin knew that they could not fight alone, so he
tried to merge other kingdoms. Hasannuddin assembled soldier
from Eastern Indonesia to fight againt Dutch.
The war between Gowa and Dutch Colonial could be
avoided. Sultan Hasanuddin and his troop bravely fight Dutch,
but Dutch got reinforcement from Batavia which made Gowa
pushed. A treaty was made to end the war between Gowa and
Dutch, named Bongaya Treaty. However, Gowa suffered,
because of this treaty. Sultan Hasanuddin felt that he was
tricked by Ducth, then he declared a war againts Dutch.
Dutch got more reinforcement that made Gowa more
under pressed. Dutch pushed them to the last stronghold, called
Sombaopu. Finally, Dutch could breach the stronghold and
overtook Gowa Empire at June 24th 1669. After Gowa lost
from Dutch, Spellmen declared an amnesty, who wanted to
surrender and join Dutch would get amnesty. However, Sultan
Hasanuddin had promised that he would not join and
compromised to Dutch, so he released his position as a king.

Local Content Based Essay Writing Module | 39

 At June 12 1670, Sultan Hasanuddin passed away,
when he was 39 years old. He was burried in kings burial
inside stronghold of Kale Gowa. Sultan Hasanuddin was caled
ase Haantjes van Het Oosten or A Rooster from The Eastern,
because of his brave. Indonesian Military used his named is a
name of Regional Military Command in Makassar. Sultan
Hasanuddin was proclaimed as Indonesia national hero by
President at November 6th 1973. (Source:
https://brainly.co.id/tugas/22237366)
2. Group: Open the youtube page below
https://www.youtube.com/watch?v=ITqh0OF8Ixs.
Determine the subject, verb along with the phrases and
clauses in each sentence in the reading.

3. Group: Listen to the song below, rewrite it in English and

determine the subject, verb along with phrases and clauses
in each verse https://www.youtube.com/watch?
v=QlCEN7MIDb4
4. Individual: Make a short paragraph that tells about a hero in
your hometown.

MEETING 3
a. Kinds of simple sentence by how it used
This simple sentence may occur in any kinds of
expression or the sentence divided by it used, whether in
negative (states that something is not true or incorrect),
positive (states that something is true or correct), interrogative
(sentence that asks a question.), and even imperative sentences
(which gives an order or makes a request).

40 | Local Content Based Essay Writing Module

 Take a look at the following conversation:
Taco : What time is it? We’re going to be
late!
Nojeng : It’s a quarter after seven. We’re on
time. Don’t panic!
Taco : But I thought we had to be at the
restaurant by  7:30 for the surprise
party. We’ll never make it there with
all this evening traffic.
Nojeng : Sure we will.  Rush hour is almost
over. Anyway, the party starts at 8. But
I do need help with directions. Can
you call the restaurant and ask them
where we park our car?
Notice all the kinds of sentence by it used above. Can you find
all the four kinds of sentences?
b. Active and passive voice sentence
Active voice describes a sentence where the subject
performs the action stated by the verb.  In passive voice
sentences, the subject is acted upon by the verb. 
Here is an example of sentence written in both the active voice
and the passive voice, with the active voice sentence appearing
first:
- Sampara ate six shrimp at dinner. (active)
At dinner, six shrimp were eaten by Sampara. (passive)
-
PHASE 1 (45 minutes):
1. The lecturer divides the class into 8 groups with 5 group
members with equal abilities.

Local Content Based Essay Writing Module | 41

2. Each group selects a leader to guide them in group
discussions and a note-taker to record the results of the
group members' discussions.
3. Each group works cooperatively so that they reach an
agreement in determining the type of sentence and its
explanation.
4. The lecturer appoints representatives of each group to
represent their understanding of the material.
5. The lecturer guides students to put together ideas about the
material.

PHASE 2 (40 minutes):

1. The lecturer presents 1 short story and will be read by all
members of the discussion group.
2. Each group identifies and analyzes the types of sentences in
the given paragraph.
3. Each group represents the results of the analysis.
4. The lecturer guides students to put together ideas about
problems.
5. Each group compiles a discussion resume about the
characteristics of each sentence type.
2. Compound Sentence
The sentences that contain two independent clauses
that are connected with the help of a coordinator are called
compound sentences (Baack, 2012). The coordinators are as
follows: for, and, nor, but, or, yet, so. (Hint: The first letter
of each of the coordinators spells FANBOYS). Except for
very short sentences, coordinators are always preceded by a
comma.

42 | Local Content Based Essay Writing Module

 In the following compound sentences, subjects are
underlined, verbs are in italic, and the coordinators and the
commas that precede them are in highlighted.
Examples:
F – for Sangkala drank some water, for He was thirsty.

A – and He was tired, and he had a headache.

N – nor She doesn’t drink milk, nor does she eat butter.
B – but Bundu studied a lot, but he didn’t pass the test.
O – or He can buy the book, or he can borrow it from
the library.
Y – yet Aso studied a lot, yet he didn’t pass the test.
S – so Mare’ was thirsty, so she drank some water.
All the above sentences are compound sentences.  Each
sentence contains two independent clauses, and they are joined
by a coordinator with a comma preceding it. 

PHASE 1 (45 minutes):

1. The lecturer divides the class into 8 groups with 5 group
members with equal abilities.
2. Each group selects a leader to guide them in group
discussions and a note-taker to record the results of the
group members' discussions.
3. Each group works cooperatively so that they reach an
agreement in determining the use of coordinator
conjunctions in compound sentences.
4. The lecturer appoints representatives of each group to
represent their understanding of the material.

Local Content Based Essay Writing Module | 43

5. The lecturer guides students to put together ideas about the
material.

PHASE 2 (40 minutes):

1. The lecturer leads the game to arrange compound sentences.
2. Each group consisting of 5 students per group compiles
sentences that have been determined in accordance with the
specified time.
3. Each group represents the answer.
4. The lecturer guides students to unite opinions about the
answers to questions.
5. Each group prepares a resume of discussion regarding the
characteristics of compound sentences.
1. Complex Sentence
A complex sentence has an independent clause
joined by one or more dependent clauses (Baack, 2012). A
complex sentence always has a subordinator such as
because, since, after, although, or when or a relative
pronoun such as that, who, or which.

PHASE 1 (45 minutes):

1. The lecturer divides the class into 5 groups with 8
members in each group with equal levels of ability.
2. Each group selects a leader to guide them in group
discussions and a note-taker to record the results of the
group members' discussions.
3. Each group works cooperatively so that they reach an
agreement in defining the complex sentence and its
characteristics.

44 | Local Content Based Essay Writing Module

 4. The lecturer appoints representatives of each group to
represent their understanding of the material.
5. The lecturer guides students to put together ideas about
the material.

PHASE 2 (40 minutes):

1. The lecturer displays sentences that will be read by all
members of the discussion group.
2. Each group identifies the sentence and unites the
sentence in the compound sentence by providing
appropriate coordinating conjunctions.
3. Each group represents the results of the analysis.
4. The lecturer guides students to put together ideas about
problems.
5. Each group writes examples of compound sentence
sentences in accordance with the amount specified by
the lecturer.

III. REFERENCES
Hogue, A. (1996). First Steps in Academic Writing.
New York: Addison-Wesley Publising Company, Inc.
Asnur. (2013) Basic English Writing. Makassar:
Alauddin Press.
Asnur. (2014) Modul Pembelajaran Stiles Writing I:
UIN Alauddin Makassar

IV. MODULE TASK

1. Summarize the characteristics of each type of
sentence! (group work)

Local Content Based Essay Writing Module | 45

 2. Look for the types of sentences in a news
content or header from an online English
newspaper magazine (group)
3. Make 1 short paragraph containing each
sentence type (individual)

CASE ANALYSIS
Arung Palakka was born in Lamatta, Mario-ri Wawo,
Soppeng, 15 September 1634 - died in Bontoala, 6 April 1696
at the age of 61 years was Sultan of Bone who served in 1672-
1696. When he was still a prince, he led his kingdom to
independence from the Sultanate of Gowa in 1666. He
collaborated with the Dutch when he captured Makassar.
Palakka also made the Bugis tribe as a great maritime force
that collaborated with the Dutch and dominated the region for
almost a century. Arung Palakka has the title La Tenritatta To
Unru To-ri SompaE Petta MalampeE Gemme'na Daeng Serang
To 'Appatunru Paduka Sultan Sa'adduddin.
Arung Palakka first married to Arung Kaju but
eventually they divorced. Subsequently, he married Sira Daeng
Talele Karaeng Ballajawa on March 16, 1668, previously the
wife of Karaeng Bontomarannu and Karaeng Karunrung Abdul
Hamid. This marriage did not last long and the spouse divorced
on January 26, 1671. For the third time, he married We Tan-ri
Pau Adda Sange Datu-ri Watu, Datu Soppeng, in Soppeng on
20 July 1673. His third wife was the daughter of La Tan-ri Bali
Beowe II, Datu Soppeng, and previously became La Suni's
wife, Adatuwang Sidenreng. His fourth marriage was held on
September 14, 1684 with Daeng Marannu, Karaeng Laikang,

46 | Local Content Based Essay Writing Module

daughter of Pekampi Daeng Mangempa Karaeng
Bontomarannu, Gowa, and previously was the wife of Karaeng
Bontomanompo Muhammad.
Arung Palakka is a hero who is feared throughout
Batavia. This dashing man with long hair and fiery eyes has a
name that trembles all the heroes and warriors in Batavia.
Might as if commanded to always reside with him. This Bugis
Bone man with a badik who was able to decompose this
intestine had been poor across Batavia since the 1660s, when
he and his followers fled from the grip and the might of Sultan
Hasanuddin.
Batavia in the 17th century was an arena where
violence seemed to be legalized for the achievement of goals.
At the time of Governor-General Joan Maetsueyker, violence
was the air that breathed for the survival of the colonial system.
Violence is the only mechanism to create submission to a
nation that must be rebuked first to be obedient and ready to be
a small screw from the rising tide of European colonialism.
The violence seemed to confirm what the philosopher Thomas
Hobbes said that humans are basically evil and like wolves that
prey on one another. It was at this point that Arung Palakka
became a mighty fellow man.
The name Arung Palakka is contained in a National
Archives of the Republic of Indonesia (ANRI), containing
historical data about Batavia in the past with a dark history.
Various references that save a little story about the man whose
statue was carved and stood strong in the center of Watampone
City.

Local Content Based Essay Writing Module | 47

 Taken from: https://id.wikipedia.org/wiki/Arung_
Palakka#
Questions:
a. Identify each sentence type (simple,
compound, complex sentences) in the
paragraph above.
b. What is the indicator so that the sentence is
included in the type of
simple/compound/complex sentence.

I. ASSESSMENT INDICATORS

This module-2 material is expected to be understood by

students and able to meet competency indicators in the
following matters:
1. Giving an explanation and analyzing the types of
sentences in the paragraph.
2. Writing the example sentences according to the type
of sentence.
3. Make a short paragraph that includes the types of
sentences.

48 | Local Content Based Essay Writing Module

 MODULE 3
BASIC CONCEPT OF PARAGRAPH
I. INTRODUCTION

A. Background
The material in this Module-3 is material
related to further material in this course, as well
as strongly supporting advanced courses namely
Creative Writing and Academic Writing as well
as other creative courses in the English and
Literature department of UINAM.
In this material, students will learn and
understand about making paragraphs in
accordance with the basic concept of paragraph
writing, which consists of topic sentences,
supporting sentences, and concluding sentences.
After studying and understanding this
material, students are expected to make whole
paragraphs in English by paying attention to the
structure of paragraphs.

B. Scope of the Content

The contents of this Module-3 outline include a discussion of

the basic concepts of paragraph writing (topic, supporting,
and closing sentences).

C. Module Learning Objectives

After the lecturer-student
Locallearning process
Content Based EssayisWriting
guided by each
Module | 49
module, the lecturer can explore the achievements of student
competencies whose indicators are the ability to identify
sentence types in English so that they can compose
II. LEARNING MATERIALS
A paragraph is a unit of text that develops one idea or
topics in specific detail. A paragraph has a beginning, middle,
and an end. The beginning, or the topic sentence, forecast what
the paragraph is going to be about. The middle develops the
idea in detail by giving specific support for it, and the
conclusion emphasizes the insight you have arrived at.

A. Topic Sentence
A topic sentence usually comes at the beginning of a
paragraph; that is, it is usually the first sentence and limits the
topic of the paragraph.
There are three elements in a topic sentence: the topic, a
controlling idea, and the point of view of the writer.
PHASE 1 (45 minutes):
1. The lecturer divides the class into 5 groups with 8
students in each group with equal levels of ability.
2. Each group selects a leader to guide them in group
discussions and a note-taker to record the results of the
group members' discussions.
3. Each group works cooperatively so that they reach an
agreement in defining the basic concepts of a paragraph.
4. The lecturer appoints representatives of each group to
represent their understanding of the material.
5. The lecturer guides students to put together the ideas
about the material.

PHASE 2 (40 minutes):

50 | Local Content Based Essay Writing Module

 1. The lecturer displays a paragraph that will be read by all
members of the discussion group.
2. Each group identifies the topic sentence, supporting, and
conclusion.
3. Each group represents the results of the analysis.
4. The lecturer guides students to put together the ideas
about problems.
5. The lecturer leads the games to make 1 paragraph
consisting of topic sentences, supporting sentences, and
concluding sentences.
1. Game steps:
- The lecturer determines the initial phrase of the
sentence then will be continued by the first student in
the group.
- 2nd student will connect sentences from 1st student,
and so on until the last student.
- Each student is given 30 seconds to make a sentence
and an additional 30 seconds for the next student to
read the previous sentence.
- Each group reads the end of their paragraph.
2. Giving conclusion from the material.
III. REFERENCES

Hogue, A. (1996). First Steps in Academic Writing. New York:

Addison-Wesley Publising Company, Inc.
Asnur. (2013) Basic English Writing. Makassar: Alauddin
Press.
Asnur. (2014) Modul Pembelajaran Stiles Writing I: UIN
Alauddin Makassar

Local Content Based Essay Writing Module | 51

IV. MODULE TASK
1. Summarize the characteristics of paragraph
organizations (group)
2. Compose a complete paragraph with a good
paragraph organization (group)
3. Compose 5 good paragraphs from the following
video theme https://www.youtube.com/watch?
v=XogWrOO30zc
4. Compose a complete paragraph with a good
paragraph organization (individual).

52 | Local Content Based Essay Writing Module

 MODULE 4
PROCESS OF WRITING

I. INTRODUCTION
A. Background

The material in Module-4 is material related to the

previous and later material in this course, as well as strongly
supporting advanced courses namely Creative Writing and
Academic Writing as well as other creative courses in the
English and Literature department UINAM.
In this material, students will learn and understand
about the writing process from pre-writing to the post-
writing stages.
After studying and understanding this material, the
students are expected to be able to make a writing example
in narrative, descriptive, or exposition form by following
the stages of good and correct writing.

B. Scope of the Content

The contents of Module-4 outline include a discussion of the

stages in writing. These stages include pre-writing, planning,
the process of making draft writing, the editing process, and
post-writing.

Local Content Based Essay Writing Module | 53

C. Module Learning Objectives
After the lecturer-student learning process is guided by each
module, the lecturer can explore the achievements of student
competencies whose indicators are the ability to create a
whole story that follows the stages in the writing process.

II. Learning Materials

A. Pre-writing
Pre-writing or brainstorming is the first stage in the writing
process that begins long before the writer sets thoughts into
writing. It is a strategy to assist us comes up with ideas for
writing.
There are several steps of pre-writing:
1. Get the ideas
Having an idea of what to write is the most important
thing in writing. Nevertheless, getting an idea seems hard
to do by some people. Whereas, we can get ideas from
things surround us. For example: by listening music;
reading any magazines, articles, or books; viewing media
such as pictures, movies, and television; seeing our
environment; based on the hobbies; other’s experience,
and any other resources).
Just jot down as many ideas as possible come to your
mind about a topic whether in words or phrases. Do it as
quickly as possible without cut any ideas that come up.

54 | Local Content Based Essay Writing Module

 EXERCISE
Jot down as many as ideas you have in mind. Do not
eliminate one of the ideas that you have written down,
since it might be a good things to tell or to write.
2. Narrow the ideas
After we get ideas of our writing, narrow the ideas to
a single topic. One of strategies to narrow down your
topic become a title, especially in narrative essay, is by
asking the five W’s and H (Who? What? Where? When?
Why and How?).
EXERCISE
Narrow down the ideas on the exercise that you have
made. consider all the strategies above to keep you focus
on one single topic.
3. Generating ideas.
Organizing your ideas will help you to focus on your
writing. You can express ideas and concepts or to convey
meaning of ideas that you have narrowed down by using
graphic organizer in the form of outlining. When
outlining, first determine the main topic and list it. After
the main topic is listed, supporting ideas are listed under
the main topic. When outlining, complete sentences do
not need to be used, instead use short phrases (Heard and
Ted, 2005). We may use a mapping, venn diagram, t-
chart, Five W’s Chart, KWL chart, sequence chart, flow
chart, time line, etc.
EXERCISE
Make a graphic organizer of the topic that you have
narrowed down employing one of the forms.

Local Content Based Essay Writing Module | 55

B. Planning (Organizing for drafting)

Before making a draft of our first writing, there are

several aspects that need to be considered. Those are:
1. Consider the purpose
2. Consider the audience
3. Consider the point of view
4. Consider the way to gather information
5. Consider the format

EXERCISE
Now, define what kinds of writing you want to write by
considering the aspects that have been discussed above!

C. Drafting

After the ideas of writing are generated and organized

through the use of graphic organizer, now we are ready to write
our first draft. When we are writing our draft, we should focus
on the topic of each paragraph and put the ideas down on paper
quickly without any worry about grammar, spelling, etc.
Nevertheless, we must conduct a review and analysis to
identify grammar, spelling, and punctuation errors in the
editing stage, after the first draft is complete. Moreover, we
should guarantee that the organization and flow of ideas in the
paper is smooth, logical, and easily understood by the reader.

56 | Local Content Based Essay Writing Module

EXERCISE
Draw your first draft in pieces of paper. Remember, do not
worry on the use of grammar, spelling, and punctuation; it will
be revised later.

D. Revising
Revision may be done immediately after the drafting
stage. Some writers put the work aside and come back to it
later. This allows them to attack it with a fresher perspective.
Revision involves adding or eliminating material and
reorganizing it by moving sentences around so the paragraph is
more logical and understandable. During the revision, your
concern should be only content and organization, not grammar,
spelling, or punctuation.

Here is a checklist form to help you revise your writing.

Revision Area Suggestion

Ideas/Context
❑ My topic is narrow, clear ❑ Zoom in. Add detail to
and focused. clarify ideas. Take away
details that are unnecessary
or confusing.
❑ You can tell I know a lot ❑ Add more details.
about this topic.

❑ Look at the thesis statement

❑ I have developed a clear
to be sure it is easy to
thesis statement.
understand.
Organization

Local Content Based Essay Writing Module | 57

 ❑ I have a clear Beginning, ❑ Box your B, M and E. Add
Middle and End. to each as needed.

❑ My reader can understand ❑ Read it to a friend and

my writing. answer his/her questions in
writing.
❑ My Creative Writings in a ❑ Number events in the order
logical sequence. they happen. Cut it up and
rearrange if necessary.
❑ My paragraphs transition ❑ Read aloud. Add transition
smoothly. words.
Voice Answer:
❑ My piece has a clear ❑ Who is your reader? Write
audience. to him.

❑ My writing sounds like ❑ Who are you as a writer?

me. Write for you.
Word Choice
❑ My words create a vivid ❑ Use a five senses chart.
image.
❑ My piece has interesting ❑ Use a thesaurus, dictionary
vocabulary. or adjective/adverb chart.
Check readability level.

Revision Area Suggestion

Sentence Fluency Ask yourself:
❑ My piece has an engaging ❑ Is the first sentence
lead. interesting? Does it draw
the reader in? If not, change

58 | Local Content Based Essay Writing Module

 ❑ My conclusion is it!
reflective. ❑ Does my conclusion sum up
my piece? Does it restate
❑ My sentences are varied my topic sentence?
in length and structure ❑ Does each sentence begin
differently? Do I use
different types of sentences?
You should have a variety of
punctuation in your writing.

E. Editing

In reality, editing takes place all the time when writing.

In the editing stage the focus is on checking spelling, grammar,
punctuation, vocabulary, sentence structure, and page layout.

In the class, teacher may ask the students to do a pair editing.

So, the students are asked to edit their pair’s work by checking
on a list as follow:

Editing Area Suggestion

Capitals
❑ *Does my sentence begin with a ❑ Reread your piece. Capitalize
capital letter? any words that begin a sentence.

❑ Do all proper nouns begin with a ❑ Reread your pace. Capitalize any
capital letter? names of people, places or things.

Organization

Local Content Based Essay Writing Module | 59

❑ Are all of the words in the ❑ Read each sentence aloud to be
correct order? sure it makes sense. If not,
rearrange the words or rewrite it.
❑ When I read my sentence aloud, ❑ Mark your paragraphs with the
does it sound right? paragraph symbol. ¶

❑ I have indented each paragraph. ❑ Be sure that your sentences are

❑ I have checked my work for run- like Goldilocks: not too long, not
ons and fragments. too short, but just right!

❑ *My work is neat and legible. ❑ Write or type NEATLY so that

anyone can read your lovely work!
Punctuation
❑ *Do my sentences end correctly? ❑ Reread to add any punctuation
( . ! ?) needed.
❑ When I pause, do I use the
correct mark? ( , “ ” : ; )
Spelling
❑ *Are all of my priority words in ❑ Check your priority word list.
standard spelling?
❑ Are all other words in standard ❑ Use the dictionary or spell check.
spelling?

After you or your pair editor have done all the checklist, you
may edit your writing before having a conference to clarify
your writing.

F. Publishing
60 | Local Content Based Essay Writing Module
 In this stage the final copy of the composition is
completed; the one that will be submitted for review. In most
instances the final product should be done on a computer or
typed.
After you revised and edited your writing, and knowing
that the content and form is as perfect as possible, you may
publish your writing. Nevertheless, to make it perfect, a
conference is needed to re-check the writing. This conference
should have audiences who will check your writing; whether it
is already good or need some remedical.

The following checklist is for you to check the questions from

the audience. Check each box when you can answer “yes” to
the following statements or questions.
For unchecked boxes, please see the suggestion sheet and sign
up for a conference!

Form 1

Does your piece have:

❑ A dedication?
❑ An Author’s Note?
❑ Any illustrations?
❑ A cover page?
❑ A heading on each page?
❑ Page numbers in the footer of each page?
Is your piece:
❑ Typed neatly?

Local Content Based Essay Writing Module | 61

 ❑ Typed in 12, 14 or 16 point font?
❑ Typed in an easily read font?
❑ Free from visual distractions?
❑ Indented per paragraph?
❑ Typed with two skipped lines between each paragraph.

Did you:
❑ Conference with a peer after revising?
❑ Conference with a peer after editing?
❑ Conference with a teacher before publishing?

Are you:
❑ Proud of your work?
❑ Feeling accomplished as a writer?
❑ Ready to celebrate being a published author?
❑ Ready to start a new piece?
Conference Partner:
___________________________________

Form 2

Writing Conference

Title of piece: _______________________________________

Conference Comments:
My favorite part of your piece was _____________________
__________
_________________________________________________.

62 | Local Content Based Essay Writing Module

because
__________________________________________________
__________________________________________________.

The part(s) of you story that I feel need(s) more work is

__________________________________________________
___________________________________________________
because:
❑ It needs more detail.
❑ It is confusing/doesn’t make sense.
❑ It could use better/different vocabulary words.
❑ It is note interesting to read.
❑ It doesn’t have a beginning, middle, and/or end (circle
all that apply).
❑ Other.

Author’s signature: _______________________________

Conference Partner’s Signature: ______________________

LEARNING STAGES (85 minutes)

1. The lecturer divides students into 8 groups consisting of
5 students per group.
2. The lecturer asks students to sit according to their group.
3. The lecturer explains the stages of writing, briefly.
4. The lecturer guides students to brainstorm (for each
material).
5. The lecturer conducts questions and answers with
students about the material.

Local Content Based Essay Writing Module | 63

 6. The lecturer guides students to complete assignments on
each material.

III. REFERENCES

Hogue, A. (1996). First Steps in Academic Writing. New York:

Addison-Wesley Publising Company, Inc.
Asnur. (2013) Basic English Writing. Makassar: Alauddin
Press.
Asnur. (2014) Modul Pembelajaran Stiles Writing I: UIN
Alauddin Makassar

IV. MODULE ASSIGNMENTS

Making 1 writing (in accordance with the type of writing

chosen by students themselves) that is intact by
following the writing stages.

64 | Local Content Based Essay Writing Module

 MODULE 5
MECHANICS OF WRITING

I. INTRODUCTION

A. Background

The material in Module 5 is material related to

Module 4 in this course, which is the writing procedure in
terms of editing. Likewise, it is very supportive of advanced
courses namely Creative Writing and Academic Writing as
well as other creative subjects in English and Literature
department UINAM.
In this material, the students will learn and
understand the process of editing an article in terms of
punctuation and capitalization.
After studying and understanding this material, the
students are expected to be able to write with punctuation
and capitalization and can do editing on English writing.

B. Scope of the Contents

The contents of this Module-5 outline include a discussion of

mechanics of writing.

C. Module Learning Objectives

After the lecturer-student learning process is guided by each
module, the lecturer can explore
Local Contentthe achievements
Based Essay Writing of student
Module | 65
competencies whose indicators are the ability to edit writing
that has been made in accordance with writing mechanics
(punctuation and capitalization) and in accordance with good
II. Learning Materials

A. Capitalization Rules
Capitalizing the first letter of a word indicates the word is
being used in a special way. Here are guidelines which will
help you capitalize correctly.
1. Capitalize the first word of a sentence and the pronoun I in
any location.
Example:
She just bought a new computer, I learned how to use
it.
2. Capitalize the first word in a quotation.
Example:
Ms. Marisa exclaimed, “Let’s do the best we can!”
“Come see me soon,” requested his mom.
3. Capitalize the first word and all titles and nouns in the
salutation of a letter and the first word in the complimentary
close.
Example:
Dear Pallawagau,
Sincerely yours,
Very truly yours
4. Capitalize the names of the days of the week, special days
(holidays), months of the year, historic events, and eras.
Example:
Tuesday
Memorial Day
American Revolution
Fourth of July

66 | Local Content Based Essay Writing Module

 December Paleozoic Era
5. Capitalize the first, last, and all other important words in the
titles of written works (documents, books, journals,
newspapers, reports) and their contents (chapters, sections,
articles), works of art and music, and movies.
*Note: Capitalize articles (a, an, the), conjunctions, or
prepositions only when they are the first or last
words in a title or subtitle.
Example:
The Wealth of Nations A Day at the Races
The Declaration of Independence
Whitney Houston’ Greatest Love of All
6. Capitalize nouns and abbreviations referring to parts of a
written work only when the reference is followed by a
number.
Example:
Book IX Chapter 6 Section 2 Volume III
7. Capitalize words referring to the Deity and a specific
religion.

Example:
the Creator Buddhism Christian Allah
8. Capitalize the names of people and words associated with
the name (places, diseases, etc.)
Example:
Joyce M. Wexler Hodgkin’s disease David Ponitz
Center
9. Capitalize titles in three instances:
 when immediately preceding a name

Local Content Based Essay Writing Module | 67

 Example:
Dr. Carl Maxwell Miss Dorothy Mosher Uncle Don
Sergeant Jackson
Mr. Edward Crane President Wilma Dorn Grandma
Judy Seaman Hoover
 after a name in an address of typed signature
Example:
Ms. Makkawaru, Director of Personnel Marvin J.
Feldman, Manager.
 used in the place of a person’s name
Example:
“I understand your decision, Judge,” replied the
defendant. I love you, Grandma.
10. Capitalize the specific names of the following:
 geographical sites & places:
Example:
Rocky Mountains Lake Superior Austin, Texas
regions: the Midwest the South the Middle East
 organizations:

Example:
the United Way American Red Cross Salvation Army
 buildings:
Example:
Union Baptist Church Empire State Building
Dunbar High School
 works of engineering:
Example:

68 | Local Content Based Essay Writing Module

 Hoover Dam Great Wall of China Jefferson
Memorial
11. Capitalize words based on nationalities or historical
background.
Example:
Alaskan Canadians Mexican Chinese
New Yorker Indian Midwesterner Californian
12. Capitalize the name brand but not the generic product’s
name.
Example:
Hostess Twinkies snacks Lava soap Mercedes-Benz
automobiles
Reebok tennis shoes Wonder bread Apple personal
computers
13. Capitalize the names of specific courses (usually followed
by a number) but not those of general areas of study
(except languages).
Example:
Mrs. Bollo’s record includes many business,
mathematics, and political science courses; she is now
studying Spanish and Psychology 267.
EXERCISE
1. i go to school on monday.
2. anna and sandra play basketball on tuesdays
3. may is in spring. september is in fall.
4. watansoppeng is the capital city of soppeng regency.
5. tamara has birthday in october.
6. my dad speaks english and hebrew.
7. tom lives in belopa.

Local Content Based Essay Writing Module | 69

8. the water park isn't open on friday.
9. sara and i are from takalalla.
10. the pupils have a test next week.

EXERCISE
Each of the eighty spaces below is preceded by an "opportunity
for error" in capitalization. If the word is capitalized correctly,
write a C in the space; if it is incorrect, write an I (use capital
letters).
1. Dr. Andi Tanri Bali traveled through the Southern (___) part
of pennsylvania to get to the conference on victorian (___)
poetry (___).
2. Many of the students in the introduction (___) to
Microcomputers course at the university (___) of hartford
(___) last fall (___) preferred using macintosh (___)
Computers (___) rather than the pc's provided in the Lab .
3. My favorite uncle (___), my Father's (___) brother, wrote a
famous book on the role of buddha (___) in Herman Hesse's
novel siddhartha (___).
4. "Wait," He (___) said, "Until (___) the Huskies (___) have
won a few games."
5. The secretary (___) of the Society (___) of Concerned (___)
Students (___) wrote to the Ambassador (___) of south
(___) Africa (___).
6. On the fourth (___) of July , we celebrate the war (___) of
Independence (___); on labor (___) Day , we celebrate the
contributions of Organized (___) Labor (___) to American
(___) life.

70 | Local Content Based Essay Writing Module

7. My mother (___) asked Mayor (___) Pete (___) a question
about scandinavian immigration.
8. I'll never forget reading the (___) Last (___) Of (___) The
(___) Mohicans (___) when I was in Mrs. (___)
Turveydrop's high (___) school English (___) class.
9. Tandirerung somehow managed to get an A (___) in his
Physics (___) course, but he failed History (___) 104.
10. I think that lake (___) Superior (___) is the largest and
the most Northern (___) of the great (___) lakes (___).

B. Kinds and Uses of Punctuation

Good punctuation is crucial for successful academic

writing. Many students’ essays use little punctuation beyond
commas and full stops. But to be restricted to just two forms of
punctuation mark, when writing your essay, is like building a
house using only a hammer and a saw: you can do it; but not
very well. By learning to use more, or all, of the available
forms of punctuation you will be able to communicate and
express your ideas, and arguments, more clearly.
1. Full Stop (.)
Full stops have three distinct uses:
a. To mark the end of a sentence
b. To indicate abbreviated words (unless first and last letters
of the word are shown).
c. To punctuate numbers and dates
Examples:
 The cat is completely black.
 The teacher will be John Smith (B. Sci.).

Local Content Based Essay Writing Module | 71

  All assignments should be submitted by 6. 6. 03.
2. Colon (:)
A colon can be used to indicate that a list, quotation or
summary is about to follow. A colon can also be used to
separate an initial sentence/clause from a second clause, list,
phrase or quotation that supports the first in a particular
way.
Examples:
 Buy these things: a packet of peanuts, two loaves of
bread and a kilogram of steak.
 Writing an assignment is not easy: to begin with you
have to do a lot of research.
 The Television set, as the icon of the information
age, represents the realisation of a dream for
humankind: that knowledge and experience can be
transmitted and shared across the boundaries of
time and space.
3. Semicolon (;)
Separate two complete sentences that are closely linked. The
semicolon can be replaced by a full stop, but the direct link
between the two parts is lost. A semicolon also serves as a
second level of punctuation in a series of words or phrases
which already have commas, making some internal
divisions.
Examples:
 To err is human; to forgive, divine.
 Don’t go near the lions; they could bite you.

72 | Local Content Based Essay Writing Module

  She came out of the house, which had a long drive, and
saw the police officer at the end of the path; but instead
of continuing towards him, she hid until he left.
4. Apostrophe (‘)
There are two uses for the apostrophe:
a. Contractions
A contraction is a shortened version of a word. An
apostrophe is used to show that something has been left
out, and where it has been left out.
b. Possessives
An apostrophe is used to indicate ownership/ possession
with nouns. To show ownership by a single individual,
insert the apostrophe between the noun and the ‘s’. To
show ownership by more than one individual, use the
apostrophe at the end of the word.
Be careful: It’s is the contraction of ‘it is’. It’s is not a
possessive (a possessive denotes ownership).
Examples:
 don’t (do not) It’ll (It will) she’ll (she will)
 It’s too cold to go swimming today.
 I don’t think she’ll come to the party.
 the dog’s tail (belonging to a single dog)
 the women’s magazines
 boys’ football boots (belonging to more than one boy)
 Einstein’s theory of relativity
 The dog is chasing its own tail!
5. Question Mark (?)
A question mark is used at the end of a sentence which is a
question.

Local Content Based Essay Writing Module | 73

 Example:
Have the students completed the exam?
6. Comma (,)
Commas are used in longer sentences to separate
information into readable units. A single comma ensures
correct reading of a sentence which starts with a long
introductory element.
Pairs of commas help in the middle of a sentence to set
off any string of words which is either a parenthesis, or in
contrast, to whatever went before.
A set of commas is a means of separating items in a list
within a sentence.
Sometimes a comma is needed between the last two items to
ensure clarity.
Example:
 When Australia celebrated its sesquicentenary in 1938,
there was a little
 of the confidence or enthusiasm of the centennial
celebrations of 1888.
 Yet in representing ourselves to ourselves, as film and
television do, these
 media are constantly introducing and reinforcing the
assumptions.
 The details required are name, date of birth, address and
telephone number.
 The main divisions of the economy are agriculture,
manufacturing, and service industries.
7. Hyphen (-)

74 | Local Content Based Essay Writing Module

 When used correctly, a hyphen links two or more words,
that normally would not be placed together, in order that
they work as one idea and these are called compound nouns.
Examples:
 Stonier’s post-industrial economy is a service
economy.
 There are four types of information-related
machines.
8. Dashes (—)
Hyphens are not the same as dashes. Dashes are like
brackets; they enclose extra information.
A colon and semi-colon would work just as well in the
example opposite. Dashes are rarely used in academic
writing.
Although often used in pairs, dashes can also be used
singularly.
Examples:
 To the three divisions of the economy—agriculture,
manufacturing, and service
 industries—Jones has added a fourth.
 Have an orange—or would you prefer a banana?
 While the importance of sport to Pay TV is clear, the
opposite perspective is less certain—the importance
of Pay TV to sport.
9. Parentheses ( )
Parentheses are brackets used to include extra or
nonessential material in sentences. Parentheses should be
used sparingly and always appear in pairs.

Local Content Based Essay Writing Module | 75

 In citation systems like Harvard, parentheses are used to
include in-text references.
Example:
 It was unusual to see Paul awake so early (as he often
studied late into
 the night) and Jane greeted him with amazement.
 Larsen and Greene (1989) studied the effects of
pollution in three major cities.
 “Australia is a settler society” (Hudson & Bolton
1997, p. 9).
10. Exclamation Mark (!)
An exclamation mark is used at the end of a sentence and
indicates surprise, anger, or alarm.
Exclamation marks should be used very sparingly and are
not often used in academic writing.
Example:
 The police stormed in and arrested her!
 How disgraceful!
11. Ellipsis ( ... )
An ellipsis consists of three full stops. It indicates that
material has been left out of a quotation.
When quoting, it is sometimes necessary to leave out
words or lines for reasons of relevance or length.
Using an ellipsis makes any omissions known to your
reader.
Example:
“But to be restricted to just two forms of punctuation
mark ... is like building a house using only a hammer and
a saw: you can do it; but not very well.”

76 | Local Content Based Essay Writing Module

EXERCISE

Put in semicolons, colons, dashes, quotation marks, Italics (use

an underline), and parentheses where ever they are needed in
the following sentences.
1. The men in question Harold Keene, Jim Peterson, and
Gerald Greene deserve awards.
2. Several countries participated in the airlift Italy, Belgium,
France, and Luxembourg.
3. Only one course was open to us surrender, said the ex-
major, and we did.
4. Judge Carswell later to be nominated for the Supreme
Court had ruled against civil rights.
5. In last week's New Yorker, one of my favorite magazines,
I enjoyed reading Leland's article How Not to Go
Camping.
6. Yes, Jim said, I'll be home by ten.
7. There was only one thing to do study till dawn.
8. Montaigne wrote the following A wise man never loses
anything, if he has himself.
9. The following are the primary colors red, blue, and yellow.
10. Arriving on the 8 10 plane were Liz Brooks, my old
roommate her husband and Tim, their son.
11. When the teacher commented that her spelling was poor,
Lynn replied All the members of my family are poor
spellers. Why not me?
12. He used the phrase you know so often that I finally said
No, I don't know.

Local Content Based Essay Writing Module | 77

13. The automobile dealer handled three makes of cars
Volkswagens, Porsches, and Mercedes Benz.
14. Though Phil said he would arrive on the 9 19 flight, he
came instead on the 10 36 flight.
15. Whoever thought said Helen that Jack would be elected
class president?
16. In baseball, a show boat is a man who shows off.
17. The minister quoted Isaiah 5 21 in last Sunday's sermon.
18. There was a very interesting article entitled The New Rage
for Folk Singing in last Sunday's New York Times
newspaper.
19. Whoever is elected secretary of the club Ashley, or
Chandra, or Aisha must be prepared to do a great deal of
work, said Jumita, the previous secretary.
20. Darwin's On the Origin of Species 1859 caused a great
controversy when it appeared.

EXERCISE

Put the correct punctuations and capitalizations to the

paragraphs below.
The continuing care retirement community CCRC has become
one alternative to the impending increase in our elderly
population according to estella espinoza professor of
gerontology at the university of connecticut. nursing homes are
no longer the answer to this social need she said their simply to
costly for todays senior-citizens she added.
CCRC's normally require a tremendous down payment
to buy into a living unit then they require a considerable

78 | Local Content Based Essay Writing Module

monthly "maintenance fee." this large initial investment
together with the continuing high price of socalled
maintenance means that many americans will be excluded from
the CCRC of their choice. "its a shame that getting old has to
be so expensive" said espinoza there are three things involved
here affordability convenience and human dignity

LEARNING STAGES (85 minutes)

1. The lecturer divides the students into 8 groups consisting
of 5 students per group.
2. The lecturer asks the students to sit according to their
group.
3. The lecturer explains the stages of writing, briefly.
4. Students conduct discussions about the forms of
capitalization and punctuation.
5. The lecturer conducts questions and answers with the
students about the material.
6. The lecturer guides the students to complete assignments
on each material.

III. REFERENCES

Hogue, A. (1996). First Steps in Academic Writing. New York:

Addison-Wesley Publising Company, Inc.
Asnur. (2013) Basic English Writing. Makassar: Alauddin
Press.
Asnur. (2014) Modul Pembelajaran Stiles Writing I: UIN
Alauddin Makassar.

Local Content Based Essay Writing Module | 79

IV. MODULE ASSIGNMENTS

The students do the editing process on the writing they

have made.

80 | Local Content Based Essay Writing Module

 MODULE 6

SIGNAL WORDS IN PARAGRAPH DEVELOPMENT

I. INTRODUCTION
A. Background
The material in Module-6 is material related to
module-1 to module-5 in this course. Likewise, it is very
supportive of advanced courses namely Creative Writing
and Academic Writing as well as other creative subjects in
English Language and Literature department UINAM.
In this material, students will learn and understand
the use of signal words in the development of paragraph
types, especially descriptive and exposition paragraphs.
After studying and understanding this material, the
students are expected to be able to make descriptive
paragraphs and expositions using appropriate signal words.

B. Scope of the Content

The contents of this Module-6 outline include a discussion

on paragraph development by focusing on the use of signal
words (chronological order, spatial description, and cause
and effect).

C. Module Learning Objectives

After the lecturer-student learning

Local process
Content Based isWriting
Essay guidedModule
by each
| 81
module, the lecturer can explore the achievement of student
competencies whose indicators are the ability to identify
and use signal words (chronological order, spatial
II. Learning Materials

A. Chronological order
The chronological order type of paragraph lists
historical events in the order in which they occurred in
time. You can use signal words such as when, then, by the
time, meanwhile, etc., to make your paragraph more lively
and interesting. Chronological order signals include all time
expressios.

ASSIGNMENTS
1. Group: Identify the signal words in the given text!!
My Most Favorite Dish, You Can Make It Too
Today we are going to be making Nasu Likku (Chicken with
galangal). Before you get started you will need the
following things: one or more chickens; ten cloves of
shallot/onion; seven cloves of garlic;three candlenuts; one
small segmenr of ginger;one small segment of turmenic;
one large segment of galangal; one table spoon of pepper
grain;two lemon grass stems. Additional seasonings: one
bay leaf; two pieces of orange leaves; two table spoon of
tamarind water; 500 ml thick coconut milk; grated coconut
(roasted). First of all, clean the chicken, then, coat it with
the lime/salt in order the smell is gone. Next, blend all
seasonings, after that, stir-fry with bay leaves and orange
leaves until smelling good, later add sugar and salt to taste.
Then add chicken, stir well. Pour coconut milk and
tamarind water. Cook until the spices soak and the coconut
milk shrinks. Correct the taste, reduce the heat while
82 | Local Content Based Essay Writing Module
 stirring occasionally.Add the roasted coconut, stir well, and
finally ready to serve.
(cookpad.com 2019)

1. Individual: Create one descriptive writing about the

process/procedure for making dishes in accordance with
the following video https://www.youtube.com/ watch?
v=Mf7IH5r40zI

STAGE 1 (45 minutes):

1. The lecturer divides the class into 8 groups with 5
students in a group with equal levels of ability.
2. Each group selects a leader to guide them in group
discussions and a note-taker to record the results of the
group members' discussions.
3. Each group works cooperatively so that they reach an
agreement in understanding the chronological order
paragraph development and its explanation.
4. The lecturer appoints representatives of each group to
represent their understanding of the material.
5. The lecturer guides students to put together ideas about
the material.

STAGE 2 (40 minutes):

1. The lecturer presents 1 short story and will be read by all
members of the discussion group.
2. Each group identifies and analyzes the chronological
order signal in each sentence in the given paragraph.
3. Each group represents the results of the analysis

Local Content Based Essay Writing Module | 83

 4. The lecturer guides students to put together ideas about
problems.
5. Each group compiles 1-3 paragraphs describing the
process/procedure for something to happen / (the theme
is determined by each group).

B. Spatial order
Another principle of organization is spatial order. In
this pattern, items are arranged according to their physical
position or relationships.
Here below are some signal words that usually used in
developing paragraph:
Between On By Here There
Left Right these close to Near
This Side middle West Beside
East About north South Around
Over Under away in front of Across
Into behind toward Beyond Above
Below opposite upon Outside Upon
outside Inside alongside Over Out
far In adjacent Near next to

ASSIGNMENT
1. Group: Identify the signal words in the given text!
My Favorite Place
Fort Rotterdam is a 17th-century fort in Makassar
on the island of Sulawesi in Indonesia. It is a Dutch fort
84 | Local Content Based Essay Writing Module
built on top of an existing fort of the Gowa Kingdom. The
first fort on the site was constructed by the local sultan in
around 1634, to counter Dutch encroachments. The site was
ceded to the Dutch under the Treaty of Bongaya, and they
completely rebuilt it between 1673 and 1679. It had six
bastions and was surrounded by a seven meter high
rampart and a two meter deep moat. The fort was the Dutch
regional military and governmental headquarters until the
1930s. It was extensively restored in the 1970s and is now a
cultural and educational centre, a venue for music and
dance events, and a tourist destination.
Fort Rotterdam was built on the location of an
earlier Makassarese fort, called Ujung Pandang. Although
it has been claimed by some authors that this fort dates
back to 1545, there is no direct evidence for this. It seems
more likely that the fort was built in 1634, as part of a
fortification programme that the Makassar rulers undertook
in response to a war with the Dutch East India Company
(VOC) which broke out in that year. The original fort, Jum
Pandan (allegedly named after the pandanus trees growing
in the vicinity), gave its name to the city Ujung Pandang,
another name for the city of Makassar.
In 1667 Fort Ujung Pandang was ceded to the
Dutch as part of the Treaty of Bongaya, after the defeat of
the Sultanate of Gowa in the Makassar War. In subsequent
years it was entirely rebuilt on the initiative of Dutch
admiral Cornelis Speelman, to become the center of Dutch
colonial power in Sulawesi. It was renamed Fort Rotterdam
after Speelman's place of birth. In the years 1673–1679 it

Local Content Based Essay Writing Module | 85

 got its five bastions and the 'turtle' shape it still has to this
day. This shape gave the fort the nickname "Benteng Penyu"
The stone for the construction of the fort was taken
from the karst mountains in Maros, the limestone from
Selayar and the timber from Tanete and Bantaeng.
Following the Java War of 1825–1830, Javanese prince,
and now national hero, Diponegoro was imprisoned in the
fort following his exile to Makassar in 1830 until his death
in 1855. It was also used as a Japanese prisoner of war
camp in World War II.
Fort Rotterdam remained the regional Dutch
military and governmental headquarters until the 1930s.
After 1937, the fort was no longer used as a defense. During
the brief Japanese occupation it was used for conducting
scientific research in the field of linguistics and agriculture,
after which it fell into disrepair. In the 1970s, the fort was
extensively restored.
Fort Rotterdam lies in the centre of Makassar. It is
rectangular in shape, surrounded by a seven meter wall. It
was originally equipped with six bulwarks, five of which are
still visible: Bastion Bonie (after Bone state) to the west;
Bastion Boeton (after Buton Island) to the northwest;
Bastion Batjang (after the Bacan Islands) to the southwest;
Bastion Mandassar to the northeast; and Bastion Amboina
(after Ambon) to the southeast. The sixth bulwark, Bastion
Ravelin, is no longer visible. Some of the bastions still
contain cannons. It is possible to walk over most of the
ramparts. A two meter deep moat system used to surround

86 | Local Content Based Essay Writing Module

the perimeter of the fort, however only the southwest
portion of the moat can still be seen.
Inside the fort are thirteen buildings, eleven of them
are 17th-century original buildings of the fort; most are still
good in condition. At the centre of the fort is a church
building. Several buildings along the north and south
curtain walls still exist. The buildings along the northern
curtain wall were some of the oldest buildings, dating from
1686, such as the residence of the governor, residence of
the senior merchant, of the captain, the predikant, and the
secretary, with several storage buildings for weapons. The
governor's residence at the north-westernmost corner is
nicknamed as "the Speelman's House", however Speelman
himself never actually lived in this house. The house was
used by the governor of Celebes until the mid 19th-century
when he moved to a more comfortable villa in Jalan Ahmad
Yani. The Speelman's House now houses part of La Galigo
museum. La Galigo museum has some prehistoric megaliths
from Watampone, as well as ancient weapons, coins, shells,
utensils, sketches and stamps.
The buildings on the south curtain, originally used
for storage, house a museum displaying local skills in silk
weaving, agriculture and boatbuilding; and scale models of
indigenous boats. The barracks on the eastern wall now
house a small library, featuring old Dutch books that mostly
belonged to Reverend Mates, a 19th-century missionary.
There are also ships' logs of VOC captains and ancient
lontar manuscripts. The department of archaeology is
housed in the former building of the head of administration

Local Content Based Essay Writing Module | 87

 for the VOC; the ground floor of the building, located in the
southeast corner of the fort, was formerly a prison. The
other two buildings inside Fort Rotterdam were built by the
Japanese during the Japanese occupation period. The
southwestern Bastion (Bastion Bacan) contains a prison
where Prince Diponegoro was imprisoned at the end of his
life. The fort is now used to hold various events. There is a
conservatory for music and dance, an archive of the city,
and a historic and archaeological institute.
(Taken from https://en.wikipedia.org/wiki/Fort_Rotterdam.)
2. Group: Make 1 Descriptive Writing by selecting one of the
favorite places in the following youtube video
https://www.youtube.com/watch?v=EnShUMLk9mE
3. Individual: Make 1 Descriptive Writing about the
description of a place by opening the following youtube
video https://www.youtube.com/watch?v=uA1dbIJzmz0

STAGE 1 (45 minutes):

1. The lecturer divides the class into 8 groups with 5 group
members with equal levels of ability.
2. Each group selects a leader to guide them in group
discussions and a note-taker to record the results of the
group members' discussions.
3. Each group works cooperatively so that they reach an
agreement in understanding the spatial order paragraph
development along with its explanation.
4. The lecturer appoints representatives of each group to
represent their understanding of the material.

88 | Local Content Based Essay Writing Module

 5. The lecturer guides students to put together ideas about
the material.

STAGE 2 (40 minutes):

1. The lecturer presents 1 short story and will be read by
all members of the discussion group.
2. Each group identifies and analyzes the spatial order
signal in each sentence in the given paragraph.
3. Each group represents the results of the analysis
4. The lecturer guides students to put together ideas about
problems.
5. Each individual makes 1-3 paragraphs describing a
place.

C. Cause and Effect

In this pattern, one item is showed as having produced

another element. Cause is an action that makes something else
happen. Effect is a result of that action.
Cause/effect paragraphs generally follow basic
paragraph format. The paragraph begin with a topic sentence
and this sentence is followed by specific supporting details. For
example, if the topic sentence introduces an effect, the
supporting sentences all describe causes.
Here is an example paragraph that shows effect and causes:

In recent decades, cities have grown so large that

now about 50% of the Earth's population lives in urban areas.
There are several reasonsLocal
for this occurrence.
Content First,
Based Essay the increasing
Writing Module | 89
industrialization of the nineteenth century resulted in the creation
of many factory jobs, which tended to be located in cities. These
jobs, with their promise of a better material life, attracted many
 “Notice how each supporting sentence is a cause that
explains the effect mentioned in the topic sentence.”
The main ideas of the above paragraph:

EFFECT CAUSES
(Topic Sentence) (Supporting Sentences)

Cities have grown

very large.
   Factory jobs attracted people.
[There are several
reasons for this.]

(Cities have grown    Better schools attracted

very large.) families to move to the city.

   Places of leisure,
(Cities have grown entertainment, and culture
very large.) made city life appear more
interesting.

Notice also how the topic sentence is followed by the

"focusing" or "prediction" sentence, There are several reasons
for this.
Such sentences help the reader anticipate the
organization of the paragraph or essay.
Here are some common conjunctions that can be used
to express cause and effect:

90 | Local Content Based Essay Writing Module

Local Content Based Essay Writing Module | 91
ASSIGNMENT

1. Group: Identify the signal words from the given Exercise!

92 | Local Content Based Essay Writing Module
Practice - 1
- Underline the part of the sentence that states an effect
- Circle the word or words that introduce the effect

Practice - 2
- Underline the part of the sentence that states a cause
- Circle the word or words that introduce the cause

1. The computer is a learning tool since it helps

children to master math and language skills.
2. Due to the ability of computers to keep records of
sales and inventory, many big department stores
rely on them.
3. A medical computer is an aid to physicians because
of its ability to interpret data from a patient’s
history and provide a diagnosis.
4. War, famine, and ethnic violence have caused a
flood of refugees in the past 50 years.
5. Hollywood movies are known for their special
effects because U.S. audiences seem to demand
them.
6. Since European audiences seem to prefer movies
that explore psychological or phylosophical issues,
European movies are generally quieter and more
thought-provoking.
7. Smog results from chemical air pollutants being
trapped under a layer of warm air

Local Content Based Essay Writing Module | 93

 8. John’s promotion is the result of his brilliant
management skills and company loyalty.
9. Little is known about life on the ocean floor, for
scientist have only recently developed the
technology to explore it.
10. Holes are created in the protective ozone layer of
the statosphere as a result of the burning of fossil
fuels.
2. Group: Make 1 example sentence using each of the signal
words in this video https://www.youtube.com/watch?
v=f7fQw15LVbQ
3. Individual: Make 1 Expository writing about the cause and
effect of.... (Choose 1 theme from 10 themes in this website
page https://www.urgentessaywriting.com/blog/10-
expository-essay-topics-for-an-excellent-paper).

STAGE 1 (45 minutes):

1. The lecturer divides the class into 8 groups with 5 group
members with equal levels of ability.
2. Each group selects a leader to guide them in group
discussions and a note-taker to record the results of the
group members' discussions.
3. Each group works cooperatively so that they reach an
agreement in understanding the cause and effect order
paragraph development along with its explanation.
4. The lecturer appoints representatives of each group to
represent their understanding of the material.
5. The lecturer guides students to put together ideas about
the material.

94 | Local Content Based Essay Writing Module

STAGE 2 (40 minutes):
1. The lecturer will give assignments to each discussion
group.
2. Each group identifies and analyzes the cause and effect
signal in each sentence given.
3. Each group represents the results of the analysis.
4. The lecturer guides students to put together ideas about
problems.
5. Each individual composes 1-3 exposition paragraphs
about cause and effect.

Local Content Based Essay Writing Module | 95

 LEARNING EVALUATION PER MODULE (LEPm)

Average Value Score Score

No Assesment Components
Score (%) Calculation (Xn)
Activeness in the AX
1 A 30*
classroom 30/100
Task and individual B X 35
2 B 35
work /100
CX
3 Quizes C 30
30/100
4 Presence D 5 D X 5/100
Total LEPm (a/b/c/d/etc)
*agreed during the college contract

The assessment indicators are the competencies of the

students participating in the course ie ...................................
(specified outcomes) given with a maximum score of ...........% (of
the total assessment of all modules).
Assessment is carried out during the learning process,
both during the course of the lecture and through the results of
individual student assignments made individually, as well as in
groups.

96 | Local Content Based Essay Writing Module

 CLOSING

This module is expected to be a reference for lecturers

to conduct learning both in tracking learning resources in the
form of textbooks, the internet, research results, evaluating the
results of community service related to the basics of writing,
and in carrying out the learning process for the material in this
module. This module is also expected to be a guideline for
learning so that the learning process can run efficiently and
effectively in achieving learning objectives through an active
role of all parties involved.
Thus I can explain about this module which of course
there are still many shortcomings and weaknesses due to
limited knowledge and lack of references that have to do with
the material of this module, thank you to all those who have
helped, friends of the Post Graduate Program of Education
Science class of 2016 UNM and lecturers from BSI UINAM.
The authors expect many readers, especially students,
to provide constructive criticism and suggestions to the authors
for the completion of this module and for the preparation of the
module in subsequent opportunities. Hopefully this module is
useful for authors in particular also dear readers and students in
general.

Local Content Based Essay Writing Module | 97