Analytical Exposition

1. Topic Shift (Guided Brainstorming)

The teacher invites students to create a new text that is still related to finance but more specific to high school life.

• New Topic: The Importance of Having a Savings Goal for High School Students.

• Interactive Activity: The teacher mentions three keywords: Self-discipline, Emergency fund, and Avoid impulsive buying. Students must listen and discuss which one is the strongest to be used as a primary argument.

2. "Listen and Build" Session (Writing Together)

A. Constructing the Thesis (Position Statement)

Teacher: "We heard in the model text that financial literacy is a 'survival tool.' For our new topic, what is our main stance?" 

Student: ..................................... 

Teacher: "Let's make it more academic. Listen to this phrase: 'fundamental habit.' Can we include that?" 

Draft Result: "In high school, many students spend their allowance on temporary trends. I believe that setting a savings goal is a fundamental habit that every student should develop to ensure long-term financial safety."

B. Drafting Argument 1 (Using Cause and Effect)

Teacher: "Listen to this point: 'Impulsive buying.' How can a savings goal prevent that?" 

Student: .....................................

Teacher: "Great. Let's use the conjunction 'Therefore' just like in our model text." 

Draft Result: "First of all, having a specific goal helps students avoid impulsive buying. When we have a target, such as buying a laptop or saving for college, we become more mindful of our small daily expenses. Therefore, we are less likely to waste money on non-essential items."

C. Drafting Argument 2 (Using Evidence/Logic)

Teacher: "In the model text, there was data about 'compound interest.' For teenagers, what is the benefit of saving besides the money increasing?" 

Student: .....................................

Teacher: "Exactly. Let's call that 'Emergency preparedness'." 

Draft Result: "Furthermore, saving goals teach us about emergency preparedness. Life is unpredictable, and having small savings can help when we have urgent needs. This practice builds a sense of responsibility and independence before we enter adulthood."

3. Interactive Activity: "The Conclusion Wrap-up"

Students are divided into small groups to listen back to the drafted arguments, then each group is asked to orally construct a Reiteration (Conclusion).

Teacher: "Listen to the summary of our arguments: Avoiding impulsive buying and future readiness. How should we write the closing sentence?" 

Selected Group: ...................................