Selasa, 25 Juni 2013

Novel "BETWEEN CHRIST AND ISHTAR"


Nama   : Fanzi Nalar Prasetia
NPM   : 15209431
Kelas   : 4EA14

BETWEEN CHRIST AND ISHTAR
In the midst of the gardens and hills which connect the city of Beirut with Lebanon there is a small temple, very ancient, dug out of white rock , surrounded by olive, almond, and willow trees. Although this temple is a half mile from the main highway, at the time of my story very few people interested in relics and ancient ruins had visited it. It was one of many interesting places hidden and forgotten in Lebanon. Due to its seclusion, it had become a haven for worshippers and a shrine for lonely lovers.
As one enters this temple he sees on the wall at the east side an old Phoenician picture, carved in the rock depicting Ishtar, goddess of love and beauty, sitting on her throne, surrounded by seven nude virgins standing in different posses. The first one carries a torch; the second, a guitar; the third, a censer; the fourth a jug of wine; the fifth, a branch of roses; the sixth, a wreath of laurel; the seventh, a bow and arrow; and all of them look at Ishtar reverently.
In the second wall there is another picture, more modern than the first one, symbolizing Christ nailed to the cross, and at His side stand His sorrowful mother and Mary Magdalene and two other women weeping. This Byzantine picture shows that it was carved in the fifteenth or sixteenth century.
In the west side wall there are two round transits through which the sun’s rays enter the temple and strike the pictures and make them look as if they were painted with gold water colour. In the middle of the temple there is a square marble with old paintings on its sides, some of which can hardly be seen under the petrified lumps of blood which show that the ancient people offered sacrifices on this rock and poured perfume, wine, and oil upon it.
There is nothing else in that little temple except deep silence, revealing to the living the secrets of the goddess and speaking wordlessly of past generations and the evolution of religions. Such a sight carries the poet to a world far away from the one in which he dwells and convinces the philosopher that men were born religious; they felt a need for that which they could not see and drew symbols, the meaning of which divulged their hidden secrets and their desires in life and death.
In that unknown temple, I met Selma once every month and spent the hours with her, looking at those strange pictures, thinking of the crucified Christ and pondering upon the young Phoenician men and women who lived, loved and worshipped beauty in the person of Ishtar by burning incense before her statue and pouring perfume on her shrine, people for whom nothing is left to speak except the name, repeated by the march of time before the face of Eternity.
It is hard to write down in words the memories of those hours when I met Selma – those heavenly hours, filled with pain, happiness, sorrow, hope, and misery.
We met secretly in the old temple, remembering the old days, discussing our present, fearing our future, and gradually bringing out the hidden secrets in the depths of our hearts and complaining to each other of our misery and suffering, trying to console ourselves with imaginary hopes and sorrowful dreams. Every now and then we would become calm and wipe our tears and start smiling, forgetting everything except Love; we embraced each other until our hearts melted; then Selma would print a pure kiss on my forehead and fill my heart with ecstasy; I would return the kiss as she bent her ivory neck while her cheeks became gently red like the first ray of dawn on the forehead of hills. We silently looked at the distant horizon where the clouds were coloured with the orange ray of sunset.
Our conversation was not limited to love; every now and then we drifted on to current topics and exchanged ideas. During the course of conversation Selma spoke of woman’s place in society, the imprint that the past generation had left on her character, the relationship between husband and wife, and the spiritual diseases and corruption which threatened married life. I remember her saying: “The poets and writers are trying to understand the reality of woman, but up to this day they have not understood the hidden secrets of her heart, because they look upon her from behind the sexual veil and see nothing but externals; they look upon her through the magnifying glass of hatefulness and find nothing except weakness and submission.
In another occasion she said, pointing to the carved pictures on the walls of the temple, “In the heart of this rock there are two symbols depicting the essence of a woman’s desires and revealing the hidden secrets of her soul, moving between love and sorrow – between affection and sacrifice, between Ishtar sitting on the throne and Mary standing by the cross. The man buys glory and reputation, but the woman pays the price.”
No one knew about our secret meetings except God and the flock of birds which flew over the temple. Selma used to come in her carriage to a place named Pasha park and from there she walked to the temple, where she found me anxiously waiting for her.
We feared not the observer’s eyes, neither did our consciences bother us; the spirit which is purified by fire and washed by tears is higher than what the people call shame and disgrace; it is free from the laws of slavery and old customs against the affections of the human heart. That spirit can proudly stand unashamed before the throne of God.
Human society has yielded for seventy centuries to corrupted laws until it cannot understand the meaning of the superior and eternal laws. A man’s eyes have become accustomed to the dim light of candles and cannot see the sunlight. Spiritual disease is inherited from one generation to another until it has become a part of people, who look upon it, not as a disease, but as a natural gift, showered by God upon Adam. If those people found someone free from the germs of this disease, they would think of him with shame and disgrace.
Those who think evil of Selma Karamy because she left her husband’s home and met me in the temple are the diseased and weak-minded kind who look upon the healthy and sound as rebels. They are like insects crawling in the dark for fear of being stepped upon by the passer-by.
The oppressed prisoners, who can break away from his jail and does not do so, is a coward. Selma, an innocent and oppressed prisoner, was unable to free herself from slavery. Was she to blame because she looked through the jail window upon the green fields and spacious sky? Will the people count her as being untruthful to her husband because she came from his home to sit by me between Christ and Ishtar? Let the people say what they please; Selma had passed the marshes which submerge other spirits and had landed in a world that could not be reached by the howling of wolves and rattling of snakes. People may say what they want about me, for the spirit who has seen the spectre of death cannot be scared by the faces of thieves; the soldier who has seen the swords glittering over his head and streams of blood under his feet does not care about rocks thrown at him by the children on the streets.

The noun phrase


Nama   : Fanzi Nalar Prasetia
NPM   : 15209431
Kelas   : 4EA14

The noun phrase
For too long now the verb phrase has been the dominant focus of attention in course books, syllabuses, and teacher training programmes. Any teacher worth his/her salt will be able to tell you everything there is to know about base verbs, infinitives, progressives, perfectives, passives, and modals.
But, please, let's not forget the noun phrase! Why? Because the noun phrase is a quintessential part of every sentence (even if it doesn't appear in the surface structure of a sentence as in "stop!"), it is potentially infinite in length, and it can include any number of other phrases (e.g. noun, adjective, adverb) within its structure.
  • What is a noun phrase?
  • The structure of noun phrases
  • Noun phrases in class
  • Conclusion

What is a noun phrase?
Before we go any further, let's remind ourselves of what a noun phrase is. My definition is:

A noun phrase is either a pronoun or any group of words that can be replaced by a pronoun. For example, 'they', 'cars', and 'the cars' are noun phrases, but 'car' is just a noun, as you can see in these sentences (in which the noun phrases are all in bold)

Q: Do you like cars?
A: Yes, I like them.
Q: Do you like the cars over there?
A: Yes, they are nice.
Q: Do you like the car I bought last week?
A: Yes, I like it. (Note: 'It' refers to 'the car', not 'car')

If you are a little puzzled at this point, try and think of some further examples of noun phrases using the definition above, and compare your examples with simple nouns.

The structure of noun phrases
As I said, noun phrases can be infinite in length, but they would sound absurd if they got too long. So let's take the following noun phrase as our working model: 
  • "The very tall education consultant with the roving eye"

    The structure of this noun phrase contains three sections:

  • Pre-modification
-          The =determiner
-          very =adverb (intensifying)
-          tall = adjective
-          education = pre-modifying noun

  • Head noun
-          Consultant

  • Post-modification
-          with the roving eye = preposition phrase

Of course, each and every part of the noun phrase can be changed, but here is a summary of some fundamental changes in which it could changed:
  • A relative clause could replace the preposition phrase. 'The man with the hat' becomes 'The man who is wearing the hat'.
  • There could be a string of adjectives (and pre-modifying nouns) instead of just one. Both of these systems have their own structural rules. 'The big brown wooden box.' Or 'The world cup football competition.'
  • A numeral or cardinal could be inserted after the determiner. 'Do you remember the time I bumped into you in the park?' can become 'Do you remember the first time I bumped into you in the park?'
  • There can be 'embedding' (e.g. 'the roving eye' is also a noun phrase and can be made more complex in the same way as 'the…consultant'!) 'The roving eye which he had cultivated for so many years'.
  • Any part of the noun phrase can simply be stripped away (apart from the word 'The' here, as'consultant' is not a noun phrase in itself). So 'The very tall education consultant with the roving eye' can become 'The tall education consultant with the roving eye' (here 'very' has been deleted).

To sum up, noun phrases are very simple ideas in themselves, but they can be extremely complex in how they manifest themselves in actual language.

Noun phrases in class
But how can a teacher help students use noun phrases in a more accurate way? And how can a teacher help students to use them in a way that is more appropriate to the register of the target discourse? I have four suggestions to make, all of which I constantly use with my students:
  • I encourage students to understand what a noun phrase is.
    To reinforce this understanding, I ask my students to study texts and answer such questions as "What pronoun could this noun phrase be replaced by?" and "What noun phrase does this pronoun refer to?"

  • I provide interesting prompts to encourage students to use noun phrases.
    For example, I sometimes show my students a picture of a boy with brown eyes, and then I show exactly the same boy, but this time with big brown eyes. This keeps students on their toes and gets them to practise the grammar in an entertaining way. If you have no pictures, you can use visual information about the students in your class as verbal prompts! You might expect your students to say: "The boy with the big brown eyes is looking out of the window."

  • I sometimes write a long noun phrase down on a piece of paper.
    I then cut up the sentence into the different words of the noun phrase. I then give each word to different individual students. The students with a bit of paper then stand up and have to rearrange themselves so that the noun phrase makes sense. I tell them where the front of the noun phrase should be - and the end. I also tell the students only to show their word to one student at a time. This makes the activity more demanding and more fun. One example is: "The / very / tall / blonde / girl / who / has got / a small pink case"

  • I encourage students to write noun phrases which are appropriate to the register they're aiming for.
    For example, for an ESP class who need to give papers / presentations, I use a lot of authentic and contrastive reading input so that the students can formulate appropriate language. If you're teaching a general English class, you can use input that focuses on formal, neutral, and informal register, such as 'Thanks for your email' (neutral), 'Ta' (informal, where the noun phrase can be elided), and 'We thank you for your correspondence' (formal, where there is a full sentence and the lexical item is more abstract).

Conclusion
In conclusion, noun phrases and verb phrases are equally important. So noun phrases really shouldn't be ignored by coursebook / syllabus writers or teachers. All these people can help students understand how noun phrases fit into the syntax of a sentence, produce more complex noun phrases (as they become more advanced), and become aware of how noun phrases operate differently in different registers.

Further reading
Giorgi and Longobardi The Syntax of Noun Phrases, Cambridge University Press
Miller and Weinert Spontaneous Spoken Discourse, Oxford University Press

Senin, 06 Mei 2013

Tulisan Bahasa Inggris

Nama   : Fanzi Nalar Prasetia
NPM   : 15209431
Kelas   : 4EA14

Two Bottles Of Water

There was an old school teacher who liked to drink wine. He always kept several bottles of good wine in his mouth. As he had to go out one day, he was worried that his servant would drink his wine. Then he thought of a way to stop him from doing so.

“I am going out for the day,” he told his servant. “Please look after the house for me. There is some ham and two bottles of water in the cupboard. There is also a chicken in the kitchen. But as soon as he left, his servant killed the chicken and cooked it for dinner. He then ate both the chicken and the ham and drank the two bottles of wine. He felt sleepy and went to bed.

The school teacher returned home later that evening. He was surprised to find that the chicken, ham and two bottles of wine had disappeared. He then saw his servant lying asleep in bed. There were two empty bottles by his side. He shook him by the shoulder.

“What has happened?” he asked.
“I am very sorry,” his servant replied. “As soon as you left, a cat jumped in through the window and ate the ham. A dog then chased and caught the chicken. I knew you would be very angry with me when you returned, so I tried to kill myself by drinking the poison. Please excuse me.” The old school teacher did not believe him but there was nothing he could do.


Sumber : http://putugibagi.blogspot.com/2013/03/cerpen-tentang-hewan-berbahasa-inggris.html

Minggu, 28 April 2013

PASSIVE VOICE



Nama : Fanzi Nalar Prasetia
NPM : 15209431
Kelas : 4EA14


PASSIVE VOICE

Verbs are also said to be either active (The executive committee approved the new policy) or passive (The new policy was approved by the executive committee) in voice. In the active voice, the subject and verb relationship is straightforward: the subject is a be-er or a do-er and the verb moves the sentence along. In the passive voice, the subject of the sentence is neither a do-er or a be-er, but is acted upon by some other agent or by something unnamed (The new policy was approved). Computerized grammar checkers can pick out a passive voice construction from miles away and ask you to revise it to a more active construction. There is nothing inherently wrong with the passive voice, but if you can say the same thing in the active mode, do so (see exceptions below). Your text will have more pizzazz as a result, since passive verb constructions tend to lie about in their pajamas and avoid actual work. 
We find an overabundance of the passive voice in sentences created by self-protective business interests, magniloquent educators, and bombastic military writers (who must get weary of this accusation), who use the passive voice to avoid responsibility for actions taken. Thus "Cigarette ads were designed to appeal especially to children" places the burden on the ads — as opposed to "We designed the cigarette ads to appeal especially to children," in which "we" accepts responsibility. At a White House press briefing we might hear that "The President was advised that certain members of Congress were being audited" rather than "The Head of the Internal Revenue service advised the President that her agency was auditing certain members of Congress" because the passive construction avoids responsibility for advising and for auditing. One further caution about the passive voice: we should not mix active and passive constructions in the same sentence: "The executive committee approved the new policy, and the calendar for next year's meetings was revised" should be recast as "The executive committee approved the new policy and revised the calendar for next year's meeting".

Take the quiz (below) as an exercise in recognizing and changing passive verbs.
The passive voice does exist for a reason, however, and its presence is not always to be despised. The passive is particularly useful (even recommended) in two situations:
  • When it is more important to draw our attention to the person or thing acted upon: The unidentified victim was apparently struck during the early morning hours.
  • When the actor in the situation is not important: The aurora borealis can be observed in the early morning hours. 
  • The passive voice is especially helpful (and even regarded as mandatory) in scientific or technical writing or lab reports, where the actor is not really important but the process or principle being described is of ultimate importance. Instead of writing "I poured 20 cc of acid into the beaker," we would write "Twenty cc of acid is/was poured into the beaker." The passive voice is also useful when describing, say, a mechanical process in which the details of process are much more important than anyone's taking responsibility for the action: "The first coat of primer paint is applied immediately after the acid rinse." 
  • We use the passive voice to good effect in a paragraph in which we wish to shift emphasis from what was the object in a first sentence to what becomes the subject in subsequent sentences.
  • The executive committee approved an entirely new policy for dealing with academic suspension and withdrawal. The policy had been written by a subcommittee on student behavior. If students withdraw from course work before suspension can take effect, the policy states, a mark of "IW" . . . .
  • The paragraph is clearly about this new policy so it is appropriate that policy move from being the object in the first sentence to being the subject of the second sentence. The passive voice allows for this transition.†
  • The passive voice is especially helpful (and even regarded as mandatory) in scientific or technical writing or lab reports, where the actor is not really important but the process or principle being described is of ultimate importance. Instead of writing "I poured 20 cc of acid into the beaker," we would write "Twenty cc of acid is/was poured into the beaker." The passive voice is also useful when describing, say, a mechanical process in which the details of process are much more important than anyone's taking responsibility for the action: "The first coat of primer paint is applied immediately after the acid rinse."
  • We use the passive voice to good effect in a paragraph in which we wish to shift emphasis from what was the object in a first sentence to what becomes the subject in subsequent sentences.
  • The executive committee approved an entirely new policy for dealing with academic suspension and withdrawal. The policy had been written by a subcommittee on student behavior. If students withdraw from course work before suspension can take effect, the policy states, a mark of "IW" . . . .

The paragraph is clearly about this new policy so it is appropriate that policy move from being the object in the first sentence to being the subject of the second sentence. The passive voice allows for this transition.

PASSIVE VERB FORMATION
The passive forms of a verb are created by combining a form of the "to be verb" with the past participle of the main verb. Other helping verbs are also sometimes present: "The measure could have been killed in committee." The passive can be used, also, in various tenses. Let's take a look at the passive forms of "design".

Tense
Subject
Auxiliary
Past Participle
Singular
Plural
Present
The car/cars
is
are
designed.
Present perfect
The car/cars
has been
have been
designed.
Past
The car/cars
was
were
designed.
Past perfect
The car/cars
had been
had been
designed.
Future
The car/cars
will be
will be
designed.
Future perfect
The car/cars
will have been
will have been
designed.
Present progressive
The car/cars
is being
are being
designed.
Past progressive
The car/cars
was being
were being
designed.

A sentence cast in the passive voice will not always include an agent of the action. For instance if a gorilla crushes a tin can, we could say "The tin can was crushed by the gorilla." But a perfectly good sentence would leave out the gorilla: "The tin can was crushed." Also, when an active sentence with an indirect object is recast in the passive, the indirect object can take on the role of subject in the passive sentence:

Active
Professor Villa gave Jorge an A.
Passive
An A was given to Jorge by Professor Villa.
Passive
Jorge was given an A.

Only transitive verbs (those that take objects) can be transformed into passive constructions. Furthermore, active sentences containing certain verbs cannot be transformed into passive structures. To have is the most important of these verbs. We can say "He has a new car," but we cannot say "A new car is had by him." We can say "Josefina lacked finesse," but we cannot say "Finesse was lacked." Here is a brief list of such verbs:

resemble
look like
equal
agree with

mean
contain
hold
comprise
lack
suit
fit
become


VERBALS IN PASSIVE STRUCTURES
Verbals or verb forms can also take on features of the passive voice. An infinitive phrase in the passive voice, for instance, can perform various functions within a sentence (just like the active forms of the infinitive).
  • Subject: To be elected by my peers is a great honor.
  • Object: That child really likes to be read to by her mother.
Modifier: Grasso was the first woman to be elected governor in her own right.
The same is true of passive gerunds.
  • Subject: Being elected by my peers was a great thrill.
  • Object: I really don't like being lectured to by my boss.
  • Object of preposition: I am so tired of being lectured to by my boss.
With passive participles, part of the passive construction is often omitted, the result being a simple modifying participial phrase.
  • [Having been] designed for off-road performance, the Pathseeker does not always behave well on paved highways.

Sumber : http://grammar.ccc.commnet.edu/grammar/passive.htm