Text Types:
Literarymade up, for entertainment and creativity Factualreal and provable, about facts or opinions
LITERARY
TEXT TYPES EXAMPLES OF LITERARY TEXT FORMS
TEXT TYPES EXAMPLES OF FACTUAL TEXT FORMS Report reference book, documentary, guidebook, experimental report, group presentation journal, diary, newspaper article, historical recount, letter, log, timeline instruction, recipe, directions advertisement, lecture, editorial, letter to the editor, speech, newspaper article, magazine article scientific writing, spoken presentation observation, speech, analysis book review, film review, restaurant review, personal response debate, conversation, talkback radio
Narrative
novel, short story, myth, legend, science fiction, fantasy, fable, cartoon, stage play, film script, television script, radio script, role play sonnet, haiku, lyric verse, song, limerick, jingle, epic, ballad
Recount Procedure Exposition
Poetry
Explanation Description Response Discussion
novel, short story, myth, legend, science fiction, fantasy, fable, cartoon, stage play, film script, television script, radio script, role play
To entertain, amuse or instruct
Orientation Complication Evaluation Resolution Coda (optional)
usually specific participants time words used to connect events action words predominate in complication and resolution noun groups important in describing characters and settings
ACTIVE VOICE: ( I, my, you) I think that PASSIVE VOICE: (they, many) Others may argue
Use of particular nouns to refer to or describe the particular people, animals and things that the story is about Use of adjectives to build noun groups to describe people, animals or things in the story Use of time connectives and conjunctions to sequence events through time Use of adverbs and adjectival phrases to locate the particular incidents or events Use of past-tense action verbs to indicate the actions in the narrative Use of saying and thinking verbs to indicate what characters are feeling, thinking or saying
Narrative
sonnet, haiku, lyric verse, song, limerick, jingle, epic, ballad
To express feeling and reflections on experience , people and events
Each poem has a series of steps or moves May be structures in stanza or verses May take free-verse form A range of devices are used to shape a poem Features some sort of rhythm
sound patterns and rhythmic qualities are important to the meaning Devices such as rhythm, alliteration, assonance, onomatopoeia Some use regular patterns of rhyme and rhythm Some use free verse form Some use images made with techniques such as : simile, metaphor and personification
ACTIVE VOICE: ( I, my, you) I think that PASSIVE VOICE: (they, many) Others may argue
Patterns in poetry vary Poetry relies on textual cohesion, such as word chains based on repetition, synonym and antonym Narrative poetry uses grammatical features of narrative, such as action verbs, noun groups, adverbs and adverbial phrases
Poetry
TEXT TYPES EXAMPLES
Purpose
General structure
General language features
Voice
Grammar Focus Use of general, e.g. Hunting dogs, rather than particular nouns, e.g. Our dog Use of relating verbs to describe features, e.g. Molecules are tiny particles Some use of action verbs when describing behaviour, e.g. Emus cannot fly Use of technical terms, e.g. Isobars are line drawn on a weather map Use of paragraphs with topic sentences to organise information Use of nouns and pronouns to identify people, animals or things involved Use of action verbs to refer to events Use of past tense to locate events in relation to the speakers or writers time Use of conjunctions and time connectives to sequence events Use of adverbs and adverbial phrases to indicate place and time Use of adjectives to describe nouns.
Report
reference book, documentary, guidebook, experimental report, group presentation
To classify and/or describe
General statement or classification Description
technical language simple present tense generalised terms
PASSIVE VOICE: (they, many) Others may argue
Recount
journal, diary, newspaper article, historical recount, letter, log, timeline
To retell a series of events
Orientation Series of events sequenced in time
descriptive language past tense time words to connect events words which tell us where, when, with whom, how
ACTIVE VOICE: ( I, my, you) I think that PASSIVE VOICE: (they, many) Others may argue ACTIVE VOICE: ( I, my, you)I think that In my opinion I believe... ACTIVE VOICE: ( I, my, you)I think that In my opinion I believe...
Procedure
instruction, recipe, directions
To instruct someone on how to do something To persuade by arguing one side of an issue
Goal Steps
verbs usually at the beginning of each instruction words or groups of words which tell us how, when, where, with whom words that qualify, e.g. usually, probably words that link arguments, e.g. firstly, on the other hand
Use of commands, e.g. Put, dont mix Use of action verbs Use of precise vocabulary, e.g. Whisk, lukewarm Use of adverbials to express details of time, place, manner
advertisement, lecture, editorial, letter to the editor, speech, newspaper article, magazine article
Exposition
Thesis Arguments
Reinforcement
of Thesis
Use general nouns, e.g. Ears, zoo Use of abstract nouns, e.g. Policy, government Use of technical words, e.g. Species of animals Relating verbs, e.g. It is important Action verbs Thinking verbs, e.g. Many people believe Modal verbs, e.g. We must preserve Modal adverbs, e.g. Certainly we must try Connectives, e.g. Firstly, secondly, finally Evaluative language, e.g. Important significant
TEXT TYPES EXAMPLES
Purpose
General structure
General language features
Voice
Grammar Focus General and abstract nouns, e.g. Wood chopping, earthquakes Action verbs Simple present tense Conjunction of time and cause Noun groups, e.g. The large cloud, the particles of gas and dust Abstract nouns, e.g. The temperature Adverbial phrases Complex sentences Technical language
Use of particular nouns, e.g. My teacher, the Open House, our cubby Use of relating verbs to provide information about the subject, e.g. My mum is really cool Use of thing and feeling verbs to express the writers personal view about the subject Use of action verbs to describe the subjects behaviour Use of adverbials to provide more information about this behaviour, e.g. Our new puppy always nips playfully at our heels Use of similes, metaphors and other types of figurative language, particularly in literary description Use of detailed noun groups to provide information about the subject, e.g. It was a large open rowboat with a tall front and a tall back
Explanation
scientific writing, spoken presentation
To explain how or why something occurs
Phenomenon identification Explanation sequence
Technical language Use of words such as because, as a result, to establish cause/ effect sequences
PASSIVE VOICE: (they, many) Others may argue
Description
observation, speech, analysis
To describe the characteristic s or features of a thing or a phenomenon
Introduction to the subject of the description Characteristic features of the subject, e.g. physical appearance , qualities, behaviour,
significant attributes
particular nouns variety of adjectives action verbs similes, metaphors, figurative language
ACTIVE VOICE: ( I, my, you) I think that PASSIVE VOICE: (they, many) Others may argue ACTIVE VOICE: ( I, my, you)I think that In my opinion ACTIVE VOICE: ( I, my, you)I think that In my opinion
book review, film review, restaurant review, personal response
To respond to a visual, written or performed work
Response
Context of artistic work Description of artistic work Judgement
words which express judgements descriptive language
Relating verbs, action verbs, saying verbs, thinking verbs, noun groups describing characters Present tense- changes to past tense if text has a historical setting Temporal sequence of events only when key events are summarised Persuasive language used inn judgements Clause or sentence themes that are often the title of the book, name of author, actor, etc. These choices clearly locate the reader in a response to the text
Use of general nouns to make statements about categories, e.g. Uniforms, alcohol Use of relating verbs to provide information about the issues, e.g. Smoking is harmful Use of thinking verbs to express the writers personal view, e.g. Feel, believe, hope Use of additive, contrast and causal connectives to link arguments, e.g. Similarly, on the other hand, however Use of detailed noun groups to provide information in a compact way, e.g. The dumping of unwanted kittens Use of varying degrees of modality, e.g. Perhaps, must, should, might Use of adverbials of manner, e.g. Deliberately, hopefully
Discussion
debate, conversatio n, talkback radio
To examine issues from more than one
perspective
Statement outlining the issue Arguments for and against A conclusion
use of thinking verbs, e.g. feel, believe, hope use of connectives, e.g. on the other hand, however
Text type examples
novel, short story, myth, legend, science fiction, fantasy, fable, cartoon, stage play, film script, television script, radio script, role play
Purpose
General structure
Orientation Complication Evaluation Resolution Coda (optional)
General language features
usually specific participants time words used to connect events action words predominate in complication and resolution noun groups important in describing characters and settings
To entertain, amuse or instruct
Voice ACTIVE VOICE: ( I, my, you) I think that PASSIVE VOICE: (they, many) Others may argue
Grammar Focus
Use of particular nouns to refer to or describe the particular people, animals and things that the story is about Use of adjectives to build noun groups to describe people, animals or things in the story Use of time connectives and conjunctions to sequence events through time Use of adverbs and adjectival phrases to locate the particular incidents or events Use of past-tense action verbs to indicate the actions in the narrative Use of saying and thinking verbs to indicate what characters are feeling, thinking or saying
Words to Think
Orientation:
Words to Write
Complication:
Series of Events:
Resolution:
Text type examples novel, short story, myth, legend, science fiction, fantasy, fable, cartoon, stage play, film script, television script, radio script, role play
Purpose To entertain, amuse or instruct
General language features usually specific participants time words used to connect events action words predominate in complication and resolution noun groups important in describing characters and settings
Voicethe use of who is writing/ speaking - general (passive) and personal (active)
Active( I, my, you)I think that In my opinion I believe...
Passive(they, many) Many believe Others may argue Use the spoon to
Text type examples
reference book, documentary, guidebook, experimental report, group presentation
Purpose
General structure
General language features
To classify and/or describe
General statement or classification Description
technical language simple present tense generalised terms
Voice PASSIVE VOICE: (they, many) Others may argue
Grammar Focus
Use of general, e.g. Hunting dogs, rather than particular nouns, e.g. Our dog Use of relating verbs to describe features, e.g. Molecules are tiny particles Some use of action verbs when describing behaviour, e.g. Emus cannot fly Use of technical terms, e.g. Isobars are line drawn on a weather map Use of paragraphs with topic sentences to organise information
Words to Think
General Statement Classification What is it?
Words to Write
Description What does it look like?
Description What can it do?
Description What are its special features?
Text type examples reference book, documentary, guidebook, experimental report, group presentation
Purpose To classify and/or describe
General language features technical language simple present tense generalised terms
Voicethe use of who is writing/ speaking - general (passive) and personal (active)
Passive(they, many) Many believe Others may argue Use the spoon to
Text type examples
journal, diary, newspaper article, historical recount, letter, log, timeline
Purpose
General structure Orientation Series of events sequenced in time
General language features
To retell a series of events
descriptive language past tense time words to connect events words which tell us where, when, with whom, how
Voice ACTIVE VOICE: ( I, my, you) I think that PASSIVE VOICE: (they, many) Others may argue
Grammar Focus
Use of Use of Use of time Use of Use of Use of nouns and pronouns to identify people, animals or things involved action verbs to refer to events past tense to locate events in relation to the speakers or writers conjunctions and time connectives to sequence events adverbs and adverbial phrases to indicate place and time adjectives to describe nouns.
Words to Think
Orientation:
Words to Write
Sequence of Events: (In chronological order) * * * * * * Reorientation: (If appropriate)
Text type examples journal, diary, newspaper article, historical recount, letter, log, timeline
Purpose To retell a series of events
General language features descriptive language past tense time words to connect events words which tell us where, when, with whom, how
Voicethe use of who is writing/ speaking - general (passive) and personal (active)
Active( I, my, you)I think that In my opinion I believe...
Passive(they, many) Many believe Others may argue Use the spoon to
Text type examples instruction, recipe, directions
Purpose
General structure Goal Steps
General language features
To instruct someone on how to do something
verbs usually at the beginning of each instruction words or groups of words which tell us how, when, where, with whom
Voice
ACTIVE VOICE: ( I, my, you)I think that In my opinion I believe...
Grammar Focus
Use of commands, e.g. Put, dont mix Use of action verbs Use of precise vocabulary, e.g. Whisk, lukewarm Use of adverbials to express details of time, place, manner
Words to Think
Goal/s:
Words to Write
Materials:
Steps:
Text type examples instruction, recipe, directions
Purpose To instruct someone on how to do something
General language features verbs usually at the beginning of each instruction words or groups of words which tell us how, when, where, with whom
Voicethe use of who is writing/ speaking - general (passive) and personal (active)
Active( I, my, you)I think that In my opinion I believe...
Text type examples
advertisement, lecture, editorial, letter to the editor, speech, newspaper article, magazine article
Purpose
To persuade by arguing one side of an issue
General structure Thesis
Arguments Reinforcement of Thesis
General language features words that qualify, e.g. usually, probably words that link arguments, e.g. firstly, on the other hand
Voice
ACTIVE VOICE: ( I, my, you)I think that In my opinion I believe...
Grammar Focus
Use general nouns, e.g. Ears, zoo Use of abstract nouns, e.g. Policy, government Use of technical words, e.g. Species of animals Relating verbs, e.g. It is important Action verbs Thinking verbs, e.g. Many people believe Modal verbs, e.g. We must preserve Modal adverbs, e.g. Certainly we must try Connectives, e.g. Firstly, secondly, finally Evaluative language, e.g. Important significant
Words to Think
Statement of Position (thesis):
Words to Write
Arguments:
Reinforcement of Position Statement:
Text type examples advertisement, lecture, editorial, letter to the editor, speech, newspaper article, magazine article
Purpose To persuade by arguing one side of an issue
General language features words that qualify, e.g. usually, probably words that link arguments, e.g. firstly, on the other hand
Voicethe use of who is writing/ speaking - general (passive) and personal (active)
Active( I, my, you)I think that In my opinion I believe...
Text type examples
Purpose
General structure
General language features
scientific writing, To explain spoken how or why presentation something occurs Voice PASSIVE VOICE: (they, many) Others may argue
Phenomenon identification Explanation sequence
Technical language Use of words such as because, as a result, to establish cause/ effect sequences
Grammar Focus
General and abstract nouns, e.g. Wood chopping, earthquakes Action verbs Simple present tense Conjunction of time and cause Noun groups, e.g. The large cloud, the particles of gas and dust Abstract nouns, e.g. The temperature Adverbial phrases Complex sentences Technical language
Words to Think
Phenomenon identification: What is it?
Words to Write
Sequence of Explanation: (In chronological order) * * * * * * Cause and effect conclusion
Text type examples
Purpose
General structure
General language features
scientific writing, spoken presentation
To explain how or why something occurs
Phenomenon identification Explanation sequence
Technical language Use of words such as because, as a result, to establish cause/ effect sequences
Text type examples
observation, speech, analysis
Purpose
General structure Introduction to the
subject of the description Characteristic features of the subject, e.g. physical appearance, qualities, behaviour, significant attributes
General language features
To describe the characteristic s or features of a thing or a phenomenon
particular nouns variety of adjectives action verbs similes, metaphors, figurative language
Voice
ACTIVE VOICE: ( I, my, you) I think that PASSIVE VOICE: (they, many) Others may argue
Grammar Focus
Use of particular nouns, e.g. My teacher, the Open House, our cubby Use of relating verbs to provide information about the subject, e.g. My mum is really cool Use of thing and feeling verbs to express the writers personal view about the subject Use of action verbs to describe the subjects behaviour Use of adverbials to provide more information about this behaviour, e.g. Our new puppy always nips playfully at our heels Use of similes, metaphors and other types of figurative language, particularly in literary description Use of detailed noun groups to provide information about the subject, e.g. It was a large open rowboat with a tall front and a tall back
*This text ty pe is often embedded w ithin other texts
Words to Think
Introduction/Classification: (What is it?)
Words to Write
Characteristics: (eg What does it look like?)
Characteristics: (eg What can it do?)
Characteristics: (eg What are its special features?)
Conclusion: (optional)
Text type examples observation, speech, analysis
Purpose To describe the characteristics or features of a thing or a phenomenon
General language features particular nouns variety of adjectives action verbs similes, metaphors, figurative language
Voicethe use of who is writing/ speaking - general (passive) and personal (active)
Active( I, my, you)I think that In my opinion I believe...
Passive(they, many) Many believe Others may argue Use the spoon to
Text type examples
book review, film review, restaurant review, personal response
Purpose
To respond to a visual, written or performed work
General structure
Context of artistic work Description of artistic work Judgement
General language features words which express judgements descriptive language
Voice
Grammar Focus Relating verbs, action verbs, saying verbs, thinking verbs, noun groups describing characters Present tense- changes to past tense if text has a historical setting Temporal sequence of events only when key events are summarised Persuasive language used inn judgements Clause or sentence themes that are often the title of the book, name of author, actor, etc. These choices clearly locate the reader in a response to the text
ACTIVE VOICE: ( I, my, you)I think that In my opinion
Words to Think
Context: Where is it set physically, politically, socially?
Words to Write
Description: How was is realised/ created or generated?
Judgement: What did you think specifically?
Text type examples book review, film review, restaurant review, personal response
Purpose To respond to a visual, written or performed work
General language features words which express judgements descriptive language
Voicethe use of who is writing/ speaking general (passive) and personal (active)
Active( I, my, you)I think that In my opinion I believe...
Text type examples debate, conversation, talkback radio
Purpose To examine issues from more than one perspective
General structure
Statement outlining the issue Arguments for and against A conclusion
General language features use of thinking verbs, e.g. feel, believe, hope use of connectives, e.g. on the other hand, however
Voice
Grammar Focus
Use of general nouns to make statements about categories, e.g. Uniforms, alcohol Use of relating verbs to provide information about the issues, e.g. Smoking is harmful Use of thinking verbs to express the writers personal view, e.g. Feel, believe, hope Use of additive, contrast and causal connectives to link arguments, e.g. Similarly, on the other hand, however Use of detailed noun groups to provide information in a compact way, e.g. The dumping of unwanted kittens Use of varying degrees of modality, e.g. Perhaps, must, should, might Use of adverbials of manner, e.g. Deliberately, hopefully
ACTIVE VOICE: ( I, my, you)I think that In my opinion
Words to Think
Statement of Issue: Definition Background Prev iew Arguments For: Point Elaboration
Words to Write
Arguments Against: Point Elaboration
Conclusion:
Recommendation: (Optional)
Text type debate, conversatio n, talkback radio
Purpose To examine issues from more than one perspective
General language features use of thinking verbs, e.g. feel, believe, hope use of connectives, e.g. on the other hand, however
Voicethe use of who is writing/ speaking - general (passive) and personal (active)
Active( I, my, you)I think that In my opinion I believe...
Words to Think
Statement of Issue: Definition Background Prev iew Arguments For: Point Elaboration Arguments Against: Point Elaboration Arguments For: Point Elaboration Arguments Against: Point Elaboration Conclusion:
Words to Write
Recommendation: (Optional)
Text type debate, conversatio n, talkback radio
Purpose To examine issues from more than one perspective
General language features use of thinking verbs, e.g. feel, believe, hope use of connectives, e.g. on the other hand, however
Voicethe use of who is writing/ speaking - general (passive) and personal (active)
Active( I, my, you)I think that In my opinion I believe...
