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.