This document provides an overview of different text types and genres. It discusses the purpose and structure of instructions, explanations, information reports, expositions, and narratives. Key features of each genre are described such as language features, organization, and intended audience. Different genres are meant to achieve different communication goals such as informing, explaining concepts, or telling a story. Examples of each genre are also provided to illustrate their typical structure and language conventions.

1. Genre-Based Writing
TEXT TYPES
What is a text type?
The phrase ‘text type’ is a way of classifying and defining different types of language interaction, both spoken and
written.
It refers to the purpose of a text and the way it is written.
CLASSIFICATION OF TEXT TYPES
• Instructions
• Explanations
• Recounts
- personal
- factual
• Information reports
• Expositions
• Narratives
What does ‘text form’ mean?
Texts can also be defined or classified according to their form: the overall shape and structure they take or the context
in which they are found.
What are the key features of different kinds of texts?
When considering a text we need to think about its:
Context
– topic (what about?)
– purpose (why?)
– audience/writer-reader relationship (who?)
Language
– text structure
– grammatical features
– vocabulary
Instructions
The purpose of instructions is to tell/ inform in sequential order the steps which need to be taken to do or make
something.
The Structures of instructions often includes (some of) the following:
 a clear/ bold heading or statement of what is to be achieved (the goal)
 a list of materials/ equipment;
 a set of sequenced points laid out as numbered or bullet pointed steps;
 an illustration/ diagram (optional);
How To Make Stained Glass Figures
1. First take a piece of cardboard and one piece of chalk.
2. Then draw something on the cardboard.
3. Next cut it out where you want light to go through.
4. Then use a text to trace around the thing you drew.
5. Stick different coloured cellophane paper over the areas that have a hole.
6. When you have finished this, stick it on the window.
Language features of instructions
• connectors to show chronological order and cause and effect;
• use of the personal pronoun you in more formal instructions;
• quantifiers to aid clarity and precision.
• imperative form
1

2. Explanations
An explanation is given to account for how things are.
In other words, the purpose of an explanation is to explain how and why something is made.
The structure of explanations often includes the following:
• a general statement to introduce the topic;
• a series of logical steps to explain the stages of a process;
• An explanation may also include a diagrammatic layout of paragraphs to support the organization of points.
In other words, there may be a new paragraph for each step in the process or thing being explained.
Floods
General Statement
Stage 1
Stage 2
Stage 3
Stage 4
After flash floods, desert streams from upland areas carry
heavy loads of silt, sand and rock fragments. As they reach
the flatter area of the desert basins they slow down and
their waters soak quickly into the basin floor. Then the
streams drop their loads; first they drop the heaviest material
– the stones, then they drop the sand and finally they drop
the silt. Soon these short-lived streams become choked
by their own deposits and they spread their load in all
directions. After some time, fan or cone-shaped deposits of
gravel, sand, silt and clay are formed around each valley or
canyon outlet. These are called alluvial fans.
Some language features of explanations:
• focus on generalized non-human things;
• use of the simple present tense;
• use of temporal (or chronological) connections;
• use of impersonal style/passive voice.
• use of causal (or logical) connections;
Information Reports
-Reports are factual texts which describe and classify the way things are.
-The things described and classified can be a range of phenomena in our natural or cultural environment
General classification where the phenomenon is identified and assigned to a general classification, e.g. Dolphins are
mammals. This opening statement may be expanded in some following sentences
Description of the phenomenon in a series of paragraphs each of which focuses on a feature:
*parts and their functions
*qualities (e.g. appearance, size, colour, shape)
*habits / behaviours (or uses if a non-living phenomenon)
Snakes
(General Classification) Snakes are reptiles (cold blooded creatures). They belong to the same group as
lizards but form a sub-group of their own.
(Description) Snakes have a scaly skin and no legs. They can wriggle and slide out of their old skin and grow
a bright new one.
Female snakes lay eggs. When the baby snakes hatch out of the eggs they are small, sticky and have a bright
scaly skin. They look just like a tiny version of the mother. Baby snakes have to look after themselves and find their
own food.
Some snakes kill animals such as frogs, fish, rabbits, rats and mice. They can kill these animals in two ways.
Firstly, by squeezing them to death and secondly, by injecting them with poison.
Language Features
• some action verbs especially when describing behaviour, e.g. Some snakes kill animals
• The verb “to be” is used often in order to link bits of information, e.g. Snakes are reptiles.
• The verb “to have” is also used often to describe attributes of the phenomenon, e.g. Snakes have a scaly skin
and no legs.
Expository texts
Expository texts are concerned with the analysis, interpretation and evaluation of the world around us.
2

3. You and I may analyze, interpret and evaluate the world differently. Our differences depend on our point of view.
Because of this, we may try to justify our point of view, in order to:
1. Persuade others that our point of view is right.
2. Persuade others to take certain action.
Purpose
So the purpose of an expository text is:
• to get a point across
• to develop an argument
• to persuade
Structure of exposition
• thesis: an introduction where the writer/speaker states his/her position
• arguments: where the position taken is justified
• summary of the position
OR
• two points of view, with pros and cons of each (as in a debate)
Grammatical features of exposition
• Generalized nouns (unless the issue is about a particular event).
• Timeless present tense when presenting position and points in the argument;
• Expressions of obligation/determination, e.g. modal auxiliaries; imperative clauses.
• Conjunctions to do with reason.
Ladies and Gentlemen,
Our native bush is being destroyed – destroyed by the willful dumping of unwanted domesticated cats by
careless and cruel people. Our native flora and fauna are being rapidly destroyed by these people who always put their
own desires ahead of the good of this community.
Willful dumping of kittens is a crime. It must be stopped. And it is you who must stop it. From tonight you will
patrol the local bush areas with torches and you will arrest any offenders who continue to put our precious heritage at
risk.
Narratives
Purpose -To entertain;
- To teach/inform;
- To nourish/extend the reader’s imagination;
- To present the writer’s reflections on experience.
Text organization (structure)
• Orientation: - characters introduced;
- setting in time and place.
• Complication - some unexpected problem arises.
• *Resolution - the problem is resolved.
Language features
• Characters are specific with defined identities.
• may be written in the first person or the third person
• mainly action verbs
• usually past tense;
• many linking words to do with time;
• dialogue often included;
• descriptive language to create images in the reader’s mind;
Buttons
Orientation
-In a small village called Columpton there was a boy called Harry. Harry was always fighting and during fights
his buttons were ripped off. His mother always nagged him about sewing on his buttons but Harry never did.
Complication
- One day all his buttons had been ripped off so he had to hold his trousers up. The bell rang and
everybody hurriedly went out to go home from school and Harry raced out of the classroom and his pants fell down. All
the other children laughed.
Moral
- Now Harry sews his buttons on all the time, without even being asked.
3