Cover - Non-Fiction Text Types and Genre (Cumbria)
Transcript of Cover - Non-Fiction Text Types and Genre (Cumbria)
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. âThe Solar Systemâ, encyclopaedias, special interest magazines etc. Newspaper reports are not report; they are recount. EXPLANATION: âHow toâŚâ books. This genre is often integrated into others, e.g. information books (Non-Chronological report). âLife in Spaceâ. INSTRUCTIONS: Recipes, rules and method for playing a game, e.g. âMonopolyâ, 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 â 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 â (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 â beginning, middle and end ⢠May include response / reaction in final sentences ⢠Focuses on âkeyâ events:
⢠What happened ⢠Who did what
⢠Structure is transparent â paragraphs ⢠Detail, observation and comments add interest ⢠Written from one viewpoint â usually the author LANGUAGE: ⢠Past tense ⢠Specified participants â I, we, she, etc. ⢠Temporal sequence language â 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 writersâ 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 â 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 â content is not sequenced in time, hence ânon-chronologicalâ.
⢠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 â no imagery.
⢠Technical language is used and explained â glossary.
REPORT PLAN
TITLE: HEADINGS: KEY WORDS â 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 âtimeless
presentâ). ⢠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 â akin to spoken
dialogue
⢠Visual aids â annotated diagrams, charts, graphs, illustrations, timelines etc. help clarify and can save much written explanation.
LANGUAGE:
⢠Action verbs â things happen. ⢠Simple present tense.
⢠Some use of the passive to emphasise the process element, e.g. âŚafter
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 â next, then, once this is overâŚetc.
⢠Causal connectives â because, therefore, consequently, etc.
EXPLANATION PLAN TOPIC: DEFINITION: WHAT IT IS.
DESCRIPTION: HOW IT IS MADE (PARTS ETC.).
HOW IT WORKS: IN OPERATIONâŚCAUSE AND EFFECTâŚ
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. âIgneous rock is formed when Molten rock cools and solidifiesâ. 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 isâŚ
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 âBench-Ballâ, signs explaining how to mix paints in the art area, etc. STRUCTURE:
⢠Statement of the purpose of the text, e.g. âHow to makeâŚâ ⢠List of the equipment and/or materials â 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 â N.B. some forms of procedural writing may not be sequenced, e.g. âSafety rules when using a power toolâ.
⢠Diagrams, illustrations, etc.
LANGUAGE:
⢠Simple, direct, written in imperative, e.g. Fold the paper... ⢠Short simple sentences â 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 âyou put the water in a jug and thenâŚâ
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 âhowâ, whereâ and âwhenâ 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 authorâs viewpoint. ⢠State reasons for this â 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 writerâs 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 thatâŚ;
concession, it may be true thatâŚ; contrast, on the other hand⌠etc.
⢠Rhetorical questions, e.g. Do we really need another supermarket in this town?
⢠Structural repetition, e.g. Iâm not saying that we should⌠, neither am I
sayingâŚ
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 authorâs 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. âTrucks are ruiningâŚâ
⢠Uses words likely to make a strong impact on the
readersâ thinking and feelings. ⢠Uses logical connectives such as: this shows,
because, howeverâŚ
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 âforâ arguments).
⢠Recommend a course of action/solution.
LANGUAGE:
⢠Generalised participants, e.g. Scientists have often said thatâŚ. ⢠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 extinctionâŚ
⢠IfâŚsentences expressing condition or hypothesis
⢠Connectives associated with reasoning: opinion, it is widely held that⌠;
concession, it may be true that⌠; contrast, on the other handâŚetc.
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. âPollution is caused by carsâŚâ rather than âCars pollute the atmosphereâŚâ
⢠Conceals personal bias through use of objective
language, e.g. âThere is much concern these daysâŚâ rather than, âIâm very worried aboutâŚâ
⢠Maintains consistency of tense (usually timeless
present), e.g. âTrucks are ruiningâŚâ ⢠Uses a variety of verbs, often in passive voice, e.g. âIt
is believedâŚâ âRoads are ruinedâŚâ ⢠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, âŚ
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 â (setting the scene) ⢠Who? ⢠When? ⢠Where?
⢠Complication â (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 startsâŚ
INITIATING EVENT
The exciting or worrying bitâŚ
COMPLICATION OR PROBLEM
How things work outâŚ
RESOLUTION
How the story endsâŚ
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 startsâŚ
The exciting or worrying bitâŚ
How things work outâŚ
No 1 No 2 No 3
How the story endsâŚ
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
clichĂŠ (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.