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Tree Diagram Technique in Teaching Writing Descriptive Text

Tree diagram technique is an outlining technique which can be used to improve the organization of the students’ writing (Lee, 2004). She adds that there are several advantages of using tree diagram in teaching of writing like descriptive text. First, it helps students organize their ideas because the components of the tree diagram are well-connected and well-arranged. As the result, the students can write relevant sentences in their descriptive writings. Second, tree diagram serves as the guide for students so they can remember the main points they are going to write. It saves their time from wandering about what to write. The last advantage is that it helps students improve the quality of their writings because they can edit the language, the sentence structure, or the mechanics in the process of writing descriptive text using the tree diagram technique.
The first is the model of tree diagram for the introductory paragraph of a descriptive text. It consists of the introduction to the topic as the trunk of the tree and supported by branches (Daly, 1997). They are: (1) the importance of the topic, (2) the differences of opinion on the topic, (3) the indication of descriptive structure, and (4) the writer’s claim.
The next is the model of a body paragraph followed by the model of the tree diagram. The paragraph is taken from Smalley, et al. (2001). It shows how to support an argument by giving description.
The next discussion is the model diagram for concluding paragraph. As it is proposed by Daly (1997) and Smalley et al. (2001), a conclusion is the end of a descriptive text which gives immediate impression to the readers. It should close the discussion and not introduce any new information on the topic. More specific, there are several components in a concluding paragraph as proposed by Daly (1997). They are: (1) restatement of the writer’s claim, (2) the summary of the arguments, (3) the consequences of not following the writer’s claim, and (4) the benefits from following the writer’s claim.
Daly, B. 1997. Writing Argumentative Essay. http://www.argumentativeessay.org, retrieved on November 5, 2008.
Lee, C. C. 2004. Seeing is Understanding: Improving Coherence in Students’ Writing. http://www.tesljournal.org, retrieved on March 16, 2008.
Smalley, R.L. Ruetten, M.K. & Kozyrev, J.R. 2001. Refining Composition Skills: Rhetoric and Grammar. Boston: Heinle & Heinle Publisher


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