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Non-Fiction Text Types and Genre
Produced by Cumbria LEA
Lancashire Literacy Strategy
TEXT TYPES AND GENRE
RECOUNT: Letters, diary entries, news books, newspaper reports, biographies, science experiments NON-CHRONOLOGICAL REPORT: Information books, e.g. ‘The Solar System’, encyclopaedias, special interest magazines etc. Newspaper reports are not report; they are recount. EXPLANATION: ‘How to…’ books. This genre is often integrated into others, e.g. information books (Non-Chronological report). ‘Life in Space’. INSTRUCTIONS: Recipes, rules and method for playing a game, e.g. ‘Monopoly’, note on assembling toys, computer manuals, etc. PERSUASION: Advertisements, letters of complaint, newspaper editorials, debate, etc. DISCUSSION: Debate, essay, academic writing, etc. (Often called ARGUMENT – most texts of this genre include aspects of persuasion). NARRATIVE: Story. The telling of a sequence of events in a way which will amuse, entertain or instruct the reader.
RECOUNT WRITING
PURPOSE: To reconstruct past experience and tell the reader what happened – (either personal experience, e.g. an account of a School visit to the Zoo, or reconstructing secondary sources, e.g. a day in the life of a School child in Victorian Britain). STRUCTURE: • Introduction / orientation:
• What the writing is about • When and where the events take place • Who is involved
• Sequential exposition – beginning, middle and end • May include response / reaction in final sentences • Focuses on ‘key’ events:
• What happened • Who did what
• Structure is transparent – paragraphs • Detail, observation and comments add interest • Written from one viewpoint – usually the author LANGUAGE: • Past tense • Specified participants – I, we, she, etc. • Temporal sequence language – then, before, eventually, etc. • Paragraphing clarifies the structure, e.g. passing of time, focus on specific events
or participants.
RECOUNT PLAN TOPIC: 1. SETTING: WHO? WHERE? WHEN? WHY?
2. EVENTS IN TIME ORDER: EVENT 1
EVENT 2
EVENT 3
EVENT 4
3. CONCLUDING STATEMENT / ENDING:
ASSESSMENT FRAMEWORK FOR RECOUNT
RECOUNT GENRE: CHECKLIST YES PARTLY NOT YET TEXT ORGANISATION AND CONTENT • Organises the structure of the recount by starting with
an orientation that aims to interest the reader. • Includes important events relating to a particular
occasion. • Includes relevant background information needed to
understand the text, i.e. who was involved, when and where it happened and other pertinent details.
• Develops the topic by including significant events
chosen to add interest and impact. • Elaborates events so that the reader is able to visualise
the experience. • Interprets events imaginatively. • Orders the events chronologically into easily followed
sequential steps. • Sometimes includes personal reflections or comments
about events in the recount, e.g. it was very funny… • Writes a concluding comment and/or summarises
aspects of the recount.
LANGUAGE FEATURES • Writes about specific participants • Writes using a variety of linking words to do with time,
e.g. next, after, the following day, while… • Uses a variety of sentence beginnings to make the
recount more interesting. • Maintains simple past tense or manipulates tense.
OVERALL • The writer demonstrates understanding that recounts
can be written for a number of purposes and audiences and that writers’ experiences influence what he/she writes.
NON-CHRONOLOGICAL REPORT WRITING Information Text
PURPOSE:
To document, organise, store and communicate factual information in a clear and effective way.
STRUCTURE:
• The content is usually about a general class of things. • Introductory paragraph orientates the reader towards the topic and which
aspects will be covered – the introduction is often easier to after the main body of text has been drafted.
• Key ideas are grouped logically and presented in some kind of hierarchical
order – content is not sequenced in time, hence ‘non-chronological’.
• Logical clusters are indicated by paragraphs and headings.
• Explanatory links are made between the key ideas
• Supporting illustrations/charts etc. are linked to text with captions. LANGUAGE:
• Formal, depersonalised style.
• Generic participants, e.g. the people of the Andes, hill ponies etc.
• There are no references to author and/or opinions
• Present tense in clear, precise language.
• Description is economical – no imagery.
• Technical language is used and explained – glossary.
REPORT PLAN
TITLE: HEADINGS: KEY WORDS – SHORT NOTES
Classification / Introduction • What is it we are writing about?
Description • What features does it have?
(Size, shape and so on)
Place / Time • Where is it? • When is it?
MO
ST IM
POR
TAN
T O
R IN
TER
ESTI
NG
FA
CTS
Dynamics • What does it do?
Summarising Comment.
ASSESSMENT FRAMEWORK FOR REPORTS
REPORT GENRE: CHECKLIST YES PARTLY NOT YET TEXT ORGANISATION AND CONTENT • Successfully introduces the subject of the report so
that it is clear to the intended reader. • Selects relevant pieces of information • Organises the information in a logical way e.g. linking
related information or putting facts in order of importance.
• Supplies enough detail and/or examples to add
interest and clarity. • Avoids the inclusion of material not directly relevant to
the purpose and audience of this report.
LANGUAGE FEATURES • Uses appropriate style (objective and relatively
formal/impersonal) • Consistent use of tenses (usually the “timeless
present”). • Uses subject specific vocabulary appropriately • Uses appropriate sign posting and linking features to
bind the text together and help the reader (headings, bullet points, comparisons, contrasts)
OVERALL • Demonstrates a sense of purpose and audience,
which is reflected in the writing of the report. • Demonstrates the ability to work in the report genre,
adapting the model to suit the particular context.
EXPLANATION WRITING PURPOSE: To give an account of how or why something works. STRUCTURE:
• Introduction of the phenomenon, problem or process to be explained. • Temporal sequence based on logical steps.
• Cause and effect sequences
• Question and answer sequences may be employed – akin to spoken
dialogue
• Visual aids – annotated diagrams, charts, graphs, illustrations, timelines etc. help clarify and can save much written explanation.
LANGUAGE:
• Action verbs – things happen. • Simple present tense.
• Some use of the passive to emphasise the process element, e.g. …after
bits of rock have been loosened by weathering, they are deposited to new locations.
• Clear, unambiguous language.
• Technical terms defined through references: within the text, to a labelled
diagram or in a glossary.
• Typographical features: different typefaces, headings, subheadings, captions and labels.
• Temporal sequence language – next, then, once this is over…etc.
• Causal connectives – because, therefore, consequently, etc.
EXPLANATION PLAN TOPIC: DEFINITION: WHAT IT IS.
DESCRIPTION: HOW IT IS MADE (PARTS ETC.).
HOW IT WORKS: IN OPERATION…CAUSE AND EFFECT…
WHEN AND WHERE IT WORKS: APPLICATIONS AND USES.
INTERESTING FEATURES EVALUATION:
ASSESSMENT FRAMEWORK FOR EXPLANATION EXPLANATION GENRE: CHECKLIST YES PARTLY NOT YET
TEXT ORGANISATION AND CONTENT Plans and organises sufficient relevant information to enable the explanation t be easily followed. Phenomenon Begins with a clear statement of the phenomenon, e.g. ‘Igneous rock is formed when Molten rock cools and solidifies’. Sequence • Selects and elaborates appropriate information such
as a description of components, how it works or why it works.
• Links information to clearly demonstrate the
relationship of cause and effect. • Writes events in a logical sequence; includes an
evaluation if applicable.
LANGUAGE FEATURES • Uses appropriate subject specific terms and technical
vocabulary and includes definitions of terms as required.
• Maintains coherence through reference to generalised
non-human participants, e.g. rocks, seasons, land breezes, mountains, combustion, flight.
• Uses some passives such as is caused, is affected,
are cooled… • Uses linking words to signify cause and effect, e.g.
then, consequently, the result is…
OVERALL • Demonstrates an understanding that there are
different types of explanations: those that link cause and effect and those which describe processes, such as how or why something works.
• Uses explanations to provide reasons for the
appearance of certain phenomena.
INSTRUCTION WRITING PURPOSE: To explain how things are done, set out a course of action or set out rules/procedures/guidance, e.g. the rules of ‘Bench-Ball’, signs explaining how to mix paints in the art area, etc. STRUCTURE:
• Statement of the purpose of the text, e.g. ‘How to make…’ • List of the equipment and/or materials – often in order of use.
• Description of what needs to be done in concise detail; or as a logical
sequence of distinct steps, sometimes as a numbered list – N.B. some forms of procedural writing may not be sequenced, e.g. ‘Safety rules when using a power tool’.
• Diagrams, illustrations, etc.
LANGUAGE:
• Simple, direct, written in imperative, e.g. Fold the paper... • Short simple sentences – two shorter sentences are preferred to one
complex sentence.
• Clear indications of how and where, e.g. carefully, into, etc.
• Sign posts indicating sequence, e.g. first, while, etc.
• Addresses the reader directly, i.e. either not mentioned or ‘you put the water in a jug and then…’
INSTRUCTION PLAN TOPIC: AIM: WHAT IS TO BE DONE?
REQUIREMNTS: WHAT DO WE NEED?
METHOD: WHAT WILL WE DO? 1. 2. 3. 4. 5. 6. EVALUATION: DID IT WORK?
ASSESSMENT FRAMEWORK FOR INSTRUCTIONS INSTRUCTION GENRE: CHECKLIST YES PARTLY NOT YET
TEXT ORGANISATION AND CONTENT • Selects and uses an appropriate instruction framework
for different contexts. • Uses layout that is appropriate to the subject and
topic. • States goal, using terminology appropriate to the
context and form. • May list all materials and quantities required. • Writes explicit instructions for sequence of steps
required to complete task. • Includes information on ‘how’, where’ and ‘when’ each
step is to be completed. • Uses diagrams, photographs, and/or illustrations to
elaborate and support text where appropriate.
LANGUAGE FEATURES • Orders instructions appropriately. • Uses appropriate terminology. • Uses linking words to do with time, e.g. first, next, after
ten minutes… • Guides reader accurately by use of adverbs or
adjectives, e.g. slowly unwind, carefully cut… • Uses imperatives, e.g. stir the mixture… • Refers to the reader in a general way or not at all, e.g.
you mix… or mix… • Selects appropriate headings for stages of procedure,
e.g. Goal/Aim; What you need; Equipment; Ingredients.
OVERALL • Demonstrates a sense of purpose and audience,
which is reflected in the writing of the instructions. • Demonstrates the ability to work in the instruction
genre, adapting the model to suit the particular context, e.g. rules to a game, recipes etc.
PERSUASION WRITING PURPOSE: To persuade the reader to a particular viewpoint through rational argument STRUCTURE:
• Statement of the issue and the author’s viewpoint. • State reasons for this – assertions, evidence etc. (a series of logical points
may be developed in persuasive writing).
• Some consideration of other points-of-view may be included to make the writer’s argument seem well considered.
• Summarise why the reader should agree with the writer.
LANGUAGE:
• Mainly timeless present tense when presenting assertions and supporting evidence.
• Connectives associated with reasoning: opinion, it is widely held that…;
concession, it may be true that…; contrast, on the other hand… etc.
• Rhetorical questions, e.g. Do we really need another supermarket in this town?
• Structural repetition, e.g. I’m not saying that we should… , neither am I
saying…
PERSUASION PLAN TOPIC: STATE ISSUE AND YOUR POINT OF VIEW:
ASSERTION 1: SUPPORTING EVIDENCE:
ASSERTION 2: SUPPORTING EVIDENCE:
ASSERTION 3: SUPPORTING EVIDENCE:
CONCLUSION OR SUMMARY:
ASSESSMENT FRAMEWORK FOR PERSUASION PERSUASION GENRE: CHECKLIST YES PARTLY NOT YET
TEXT ORGANISATION AND CONTENT • Effectively organises relevant information using the
framework of persuasion. • Writes an opening paragraph that consists of a brief
summary of the issue and the author’s point of view. • Presents assertions in an organised manner. • Provides relevant evidence and examples to support
assertions. • Maintains coherence through introducing and
concluding each paragraph with related ideas that lead from one assertion to the next.
• Writes a final paragraph that repeats the main thrust
of the piece with an evaluative conclusion.
LANGUAGE FEATURES • Clearly defines words and selects the most effective
words for the context. • Maintains point of view. • Maintains consistency of tense (usually timeless
present during presentation of assertions), e.g. ‘Trucks are ruining…’
• Uses words likely to make a strong impact on the
readers’ thinking and feelings. • Uses logical connectives such as: this shows,
because, however…
OVERALL • Uses writing to persuade others to a particular point of
view.
DISCUSSION WRITING PURPOSE: To explore an issue in depth, presenting various points-of-view while making use of rational arguments and, finally, to lead the reader towards a logical conclusion. STRUCTURE:
• Statement of the issue and its importance (Thesis). • Each point for the argument is stated, accompanied by supporting
evidence; usually contained within a paragraph.
• Deal with objections and counter-arguments against the thesis (these may be presented as a series of one-to-one mini-debates within each paragraph containing the ‘for’ arguments).
• Recommend a course of action/solution.
LANGUAGE:
• Generalised participants, e.g. Scientists have often said that…. • Mainly timeless present tense when presenting arguments and supporting
evidence.
• Use of the passive mood to lend an air of impartiality, e.g. animals are being hunted to the point of extinction…
• If…sentences expressing condition or hypothesis
• Connectives associated with reasoning: opinion, it is widely held that… ;
concession, it may be true that… ; contrast, on the other hand…etc.
DISCUSSION PLAN TOPIC: STATE ISSUE:
ARGUMENTS FOR: 1
SUPPORTING EVIDENCE:
ARGUMENTS FOR: 2
ARGUMENTS FOR: 3
ARGUMENTS AGAINST: 1
SUPPORTING EVIDENCE:
ARGUMENTS AGAINST: 2
ARGUMENTS AGAINST: 3
CONCLUSION OR SUMMARY:
ASSESSMENT FRAMEWORK FOR DISCUSSION DISCUSSION GENRE: CHECKLIST YES PARTLY NOT YET
TEXT ORGANISATION AND CONTENT Thesis: • Writes an opening paragraph that consists of an issue
followed by a brief summary of the arguments to follow.
Argument: • Presents each point of the argument logically, in a
paragraph, and then elaborates • Maintains coherence through introducing and
concluding each paragraph with related ideas that lead from one assertion to the next.
Conclusion: • Writes a final paragraph that restates the main points
of the argument with an evaluative conclusion.
LANGUAGE FEATURES • Expresses actions or processes as things (nouns) to
make argument seem more objective, e.g. ‘Pollution is caused by cars…’ rather than ‘Cars pollute the atmosphere…’
• Conceals personal bias through use of objective
language, e.g. ‘There is much concern these days…’ rather than, ‘I’m very worried about…’
• Maintains consistency of tense (usually timeless
present), e.g. ‘Trucks are ruining…’ • Uses a variety of verbs, often in passive voice, e.g. ‘It
is believed…’ ‘Roads are ruined…’ • Uses connectives which express points of view, e.g.
conversely, on the other hand, … • Uses logical connectives such as: moreover,
furthermore, in fact, for example, …
OVERALL • Uses writing to investigate an issue, presenting all
points of view in a balanced way.
NARRATIVE WRITING PURPOSE: To narrate a sequence of events in a way which will amuse, entertain or instruct the reader. STRUCTURE:
• Orientation – (setting the scene) • Who? • When? • Where?
• Complication – (problem)
• A sequence of events which pose a problem.
• Resolution • The problem is resolved in a manner which satisfies the reader.
LANGUAGE:
• Past tense. • Dialogue which:
a) Helps develop characters. b) Moves the story along.
• Descriptive language to create images.
• Linking words to do with time.
• Variation in sentence length to add interest and influence the pace and
mood of a story.
NARRATIVE PLAN TITLE: TEACHER MODEL Getting the reader interested: When? Where? Who? What?
ORIENTATION
How the story starts…
INITIATING EVENT
The exciting or worrying bit…
COMPLICATION OR PROBLEM
How things work out…
RESOLUTION
How the story ends…
CODA/MORAL/CONCLUDING STATEMENT etc.
NARRATIVE PLAN TITLE:
STORY BITS NOTES OR DRAWINGS TO HELP YOU PLAN Getting the reader interested: When? Where? Who? What?
How the story starts…
The exciting or worrying bit…
How things work out…
No 1 No 2 No 3
How the story ends…
ASSESSMENT FRAMEWORK FOR NARRATIVE NARRATIVE GENRE: CHECKLIST YES PARTLY NOT YET
TEXT ORGANISATION AND CONTENT • Includes details which enhance the development of
the story. Complications are introduced and resolved in ways which are satisfying to the reader.
Orientation: • Writes a suitable title. • Includes appropriate details of time, place and
character to establish the context for the reader. • Includes details of setting that affect development o
plot. Complication: • Develops the story clearly with an event that
introduces a problem or conflict. • Extends the plot with other events, which follow
logically. • Characters may be stereotypical but have some
motivation for their actions. Resolution: • Withholds some information to create tension. • Resolves the conflict/problem without resorting to
cliché (It was all a dream).
LANGUAGE FEATURES • Uses direct speech for dialogue. • Attempts variety in vocabulary • Varies conjunctions and linking words. • Uses similes or other techniques to generate interest. • Uses verb tenses consistently
OVERALL • The writer demonstrates understanding that stories
may be written for many purposes and that readers interpret stories in different ways.