Type of text

STAGING/GIVING MOVES TO GENRE
(R hetorical D evelopment)

• EACH GENRE HAS ITS FUNCTION / SOCIAL
PURPOSE
• EACH GENRE HAS ITS TEXT/GENERIC
STRUCTURE
• EACH GENRE USES DIFFERENT LANGUAGE
FEATURES / LEXICOGRAMMAR POINTS

N A R A T I V E

• IT IS USED TO ENTERTAIN, that is to gain and
hold the reader’s interest in a story.
• TO TEACH and TO INFORM writer’s reflections
on experience
• IT CAN BE IMAGINARY or FACTUAL (fairy
tales, mysteries, fables, romances, adventures stories,
myths and legends), or it can be complicated event
that leads to a crises that finally find a solution.

Generic structure : N A R A T I V E
ORIENTATION
- introduces participants/character (who)
- sets the scene (when & where)

COMPLICATION
- Development of a Crises: a crisis arises, something happened
unexpectedly

RESOLUTION
- Solution of the crisis: for better or for worse

RE-ORIENTATION
- closing to the narrative (optional)
- coda: changes of characters, lesson taken from the story

LANGUAGE FEATURES OF
NARRATIVE
• Certain nouns are as pronoun of person, animal, certain
thing in a story. E.g.. Stepsister, house work.
• Adjectives that form noun phrases, for example : long
black air, two red apples, etc.
• Time connectives and conjunction to arrange the events,
for example: then, before that, soon, etc.
• Adverb and adverbial phrase to point the place of
event, for example: here, in the mountain, happily ever
after.

NARRATIVE

• Action verbs are past tense: stayed, climbed, etc.
• Saying verbs that refer to what the human participants
said, told, promised; and thinking verbs indicating
thought, perception or feeling of the characters in a
story, for example: felt, thought, understood
• Dialog often included and the tenses change according
to the circumstances

Example and Generic Structure

• Orientation
Once upon the time the live a little girl named
snow White.
• Complication; Development of the crises
One day she heard her uncle and aunt talking
About leaving Snow White in the castle because
They both wanted to go to American and they
Didn’t have enough money to take Snow White.

• Resolution of the crises
Snow White did not want her uncle and Aunt to do this
so she decided it would be best if she ran away. The
next morning she ran away into the woods
Then she saw this little cottage. She knocked but no one
answered so she went inside and fell asleep
• Resolution of the crises
Mean while, she seven dwarfs were coming home from
work They went inside. There they found Snow White
sleeping. Then Snow White woke up She saw the dwarfs
said, “What is your name? Snow White said, “My name
is Snow White” And, one of the dwarfs, said, “If you wish,
You my live here with us. Snow White said, “Oh could I?
Thank you.” Then Snow White told the dwarfs the hole
story and snow white and the 7 dwarfs lived happily ever
after.

RECOUNT
• IT IS USED TO TELL PAST EXPERIENCE
(what we or someone did, what took place) that
is aimed at informing and entertaining
• TYPES:
- Personal recount ( retelling of an activity that the
speaker/writer has been personally involved)
e.g. oral anecdote, diary entry, biography
- Factual recount (recording the particulars of an
incident e.g. police report, news report)
- Imaginative recount (taking on an imaginary role
and giving details of events) e.g. a day in the life of
………

generic structure : R E C O U N T
 ORIENTATION
: provides information about the setting (when &
where) and introduces participants/character
(who)
EVENTS
: tell what happened, in temporal sequence
(personal comment/expression of evaluation)
RE-ORIENTATION (optional)
: closure of events (e.g. comments or
conclusion)

RECOUNT

• Noun and pronoun as substitution of person,
animal, involved thing, E.g.: David, the Monkey,
We, etc.
• Specific participants (Mr./Mrs ……, our dog, the
thief)
• Simple past tense

• Action verbs/material processes (went,
slept, ran, caught, arrived, bought, looked
at)
E.g. He went to the zoo; She was happy .
• Temporal sequence (on Friday, one day,
at the beginning, in the end, first, then,
next, before, later, finally, etc)

• Orientation
On Friday we went to the blue montains. We
stayed at David and delta’s house. It has a big
garden with lots of colorful flowers and a tennis
court.
On Sunday we saw the Three Sisters and went
on the scenic railway. It was scary. Then,
Mummy and went shopping with Della. We went
to some antique shops and I tried on some old
hats.

• Closing
On Sunday we went on the scenic Skyway
and it rocked. We saw cockatoos having a
shower. In the afternoon we went home.

NEWS ITEM
• It is used to report to the readers, listeners
or viewers about events of the day which
are considered newsworthy or important.

generic structure: NEWS ITEM
• NEWSWORTHY EVENT(S)
recounts of the event in summary form
• BACKGROUND EVENTS
elaborate what happened, to whom, in what
situation/circumstances
• SOURCES
original comments by participants, witnesses to and
authorities expert on the event, etc.

Language Features of News Item

• Short, telegraphic information about story captured in
headline
• Use of material processes/action verbs to retell the story
or event
• Use of projecting verbal processes in “Source” stage
(e.g. the police said…; the witness thought …)
* Using adverb like: badly injured, the most beautiful
bride in the world.
• Focus on circumstances
(e.g. last night, just this morning, at that time, etc)

Town Contaminated
NEWSWORTHY EVENT
Moscow: A Russian journalist has uncovered
evidence of another Soviet nuclear
catastrophe, which killed 10 sailors and
contaminated an entire town

Background/elaboration
Velena Vazrshavskya is the first journalist to
speak to people who witnessed the explotion of
a nuclear submarine at the nava bas of
shkotovo – 22 near Vladivostock.
The accident, which occurred 13 months before
the Chaernobyl disaster, spread radioactive fall
– out over the base and nearby town, but was
covered up by officials of the Soviet Union.

Residents were told the explosion in the
reactor of the Victor class submarine
during a refit had been a thermal and not a
nuclear explosion. And those involved in
the clean up operation to remove more
than 600 tones of contaminated material
were sworn to secrecy.

Source of Information

A board of investigators was later to
describe it as the worst accident in the
history of the Soviet Navy.

DESCRIPTION

• Is used to describe a particular thing/object,
place, or person.
For example: My cat, My bike, My favorite room in
the house, The Wildest Amazon River, My favorite
actor.

Generic Structure of
DESCRIPTION
IDENTIFICATION
(Pengenalan subject)
: identifies phenomenon to be described

DESCRIPTION
: describes parts (Ciri-ciri subject, physical
appearance), qualities, general attitude,
characteristics

LANGUAGE FEATURES
• Use certain noun: teacher, house, my cat.
• Use of simple present tense
• Use of attributive and epithets (e.g. adjectives)
• Detail noun phrase to give information about
subject, for example: it was a large open
rowboat, a sweet young lady, etc.

• Vary of adjectives to describe, number, classify for
example: two strong legs, sharp white fang, etc.

• Relating verb to give information about subject such
as: my mom is really cool, it has very thick fur, etc.

• Thinking verb and feeling verbs to express writer’s
view about subject, such as: Police believe that
suspect is armed, I think it is a clever animal, etc.

• Action verbs, like: Our new puppy bites
our shoes, etc.

• Adverbial to give additional information
about behaviour, for example: fast.

• Figurative language, for example simile,
metaphor; John is white as chalk.


• Subject
Macquarie University is one of the largest
Universities in Australia. This year, in
2004, it celebrates its 40th anniversary.
• Description
The university is located at the north Ryde
Greenbelt, Sydney, where the New South

Wales government sets aside 135 hectares for
the institution. In 1964, Macquarie area was a
surrounding have evolved beyond recognition.
The North Ryde District has grown in a district of
intensive occupation anchored by a vibrant and
growing university.

Blessed with a fortune location and room to
breath, Macquire can be proud of that careful
planning that retains and enrich the university’s
most attractive natural features. A pleasing
balance between buildings and plating is evident
across the campus.

This emphasis on the importance of
landscape has created images of
Macquire as a place that members of the
University are most likely to pleasurably
recollect.

One of the highlights of the ;andscape is
the Mars Creek Zone. It emprises
landscaped creek sides and valley floor, a
grass amphitheatre, and artificial lake …
surrounded by rocks and pebbles, native
plants and eucalypts.

Today, a railway station is under
construction. In three years 1 time,
Macquirie will be the only university in
Australia with a railway station on site.
Macquirie is polsed to be the most readily
accessible in Sydney region by rail and
motorway, yet retaining its beautiful site.

R E P O R T

• IS USED TO DOCUMENT, ORGANIZE AND
STORE FACTUAL INFORMATION ON A TOPIC
• IS USED TO CLASSIFY AND DESCRIBE THE
PHENOMENA OF OUR WORLD
• TO TALK ABOUT A WHOLE CLASS OF
THINGS, e.g. Bikes, Plants, Animals, Phones
• Examples: news reports, science reports,
weather reports

R E P O R T

• To inform something as it is
• It is the product of systematic or analyses
observation
• Something described can be: natural
phenomena, environment, made up-things,
social phenomena.
• Descriptive text can be: general conclusion,
such as Whale is mammal because it give birth.

• To make this report students need to
observe, compare the whale with aother
animals whose characteristics are the
same.
For example:
- A simple house (by describing this house
characteristics, it can be called a simple
house)
- A hospital
- school canteen

generic structure: R E P O R T

• GENERAL CLASSIFICATION
: tells what the phenomenon under discussion is

• DESCRIPTION
: describes the phenomenon in terms of parts,
qualities, habits or behaviors

REPORT
• Generalized participants: a whole class of things
(volcanoes, newspapers, the royal family)
• Action verbs/material processes
• Simple present tense. It states general thing, like:
comodo dragon usually weight more tha 160 kg.
• Language for defining, classifying, comparing,
contrasting (are called, belong to, can be classified as,
are similar to, are more powerful than)
• May contain technical vocabulary e.g. water contains
oxygen and hydrogen
• Is written in a formal and objective style

Example and Generic
Structure
General Classification/
Statement of the reported object:
The white pelican is one of the most successful
fish eating birds. The success is largely due to
its command hunting behavior. A group, perhaps
two dozen birds, will gather in curved are some
distance offshore. The birds then begin to move
forward towards the shore, beating the water
furiously with their wings, driving the fish before
them.

• Description
When the water is shallow enough for the
birds to reach the fish, the formation
breaks up as its meal. As the bird lifts its
head, the water drains from its bill leaving
the fish which are then swallowed.
Pelicans are among the oldest group of
birds, Foss is of this genus have been
found dating back 40 million years.

EXPLANATION

• To explain the processes involved in the formation or
workings of natural or socio cultural phenomena
• To give reasons why things are they are
• Examples: texts in science or social studies

Generic structure: EXPLANATION

• A GENERAL STATEMENT
to position the reader

• A SEQUENCED EXPLANATION OF WHY OR HOW
SOMETHING OCCURS/HAPPENS

Language Features of Explanation
• Focus on generic, non-human participants
(e.g. clouds, rains, the air, moisture, gas, petrol,
oil, urbanization, flood, tornado)
• Use of simple present tense, passive voice is
used sometimes to get theme right.
• Use mainly of Material and Relational Process

• Use of temporal circumstances and
conjunctions (e.g. before, first, then, in the
end, finally)
• Use of causal conjunctions (e.g. if, when,
until, so, as, why)

Bread
Almost everyone eats bread daily,
especially for breakfast. Bread making is
not a complicated task. You must have an
oven, water, sugar, salt, flour, and yeast.
The basic ingredient is flour comes from
wheat. There are two kinds of flour, which
is the soft, and the hard one;

Hard flour, made by winter wheat, is better
choice for making bread. Bread using hard flour
produces better texture and taste, Luke warm
water is added to the flour to make dough.

Yeast is a microscopic organism. The size may
not be impressive but it is capable of producing
carbon dioxide. It is also easy to use. Powered
yeast needs only be dissolved in water to be
used instantly. Yeast works best in the presence
of sugar and warmth.

Besides, encouraging yeast to grow
quickly in the dough, sugar is added to
give flour to the bread. Salt is added for
same purpose, to make the bread taste
nice. However, it has the reverse effect on
yeast, unlike sugar. The next ingredient is
oil; com oil, peanut oil or butter. It is
essential for making the bread tender.
After mixing with all these ingredients, the
flour is hand beaten before sent to the
oven

DISCUSSION

• It is to present (at least) two points of view
about an issue

Generic structure of Discussion
• Issue
- Statement
- Preview
• Arguments for against or statement of differing
points of view
*Pro-Point
- Main Point (gagasan pokok 1)
- Elaboration (uraian)
- Main Point (gagasan pokok 2)
- Elaboration (uraian 2)

*Contra-Point
- Main Point
- Elaboration

• Conclusion or Recommendation

Language Features of Discussion

• Focus on generic human and generic non-
human Participants
• General noun stating category such as:
uniforms, alcohol, etc.
• Relating verbs giving information about
discussed issue, e.g.: smoking is harmful.
• Thinking verbs (mental process) expressing
writer’s idea, e.g.: feel, believe, hope, etc.

• Use of Material process, e.g.: has
produced, have developed, to feed, etc.
• Use of Relational Process, e.g.: is, are,
cause, etc.
• Modalities, like: perhaps, must, should,
should have been, could be, could have

• Use of Comparative: Contrastive and
Consequential conjunctions to relate
argument, e.g.: similarly, on the other
hand, however, etc
• Adverb of Manner: hopefully, deliberately
• Detailed noun group, like: the dumping of
unwanted kittens, etc.

Homework
Issue
Statement/Preview
I have been wondering if homework is necessary.

Argument

Supported Point
I think we should have homework because it helps us to learn and
revise or work

Homework helps people who aren’t very smart to remember what
they have learned. Homework is really good because it helps with
our education.

Statement of different point of view/Contradicted idea:

But, my times, doing homework is not a great idea. I
think we shouldn’t have homework because I like to go
out after school to a restaurant or the movies.

Sometimes homework is boring and not important. I think
homework is bad because I like to play and discuss
things with my family.

Analytical Exposition

• To persuade the reader or listener that there is
something that, certainly, needs to get attention
• To analyze a topic and to persuade the reader that
this opinion is correct and supported by arguments
• Examples: argumentative essay, exploratory essay

Generic structure of
THESIS
- Position: introduces topic and indicates writer’s
position.
- Preview: give outlines of the arguments to be
presented.
ARGUMENTS
- Point: restates main arguments
- Elaboration: elaborate or develop and support each point/the argument
with evidence, facts, etc.

REITERATION
restates writer’s position

Language Features of

• Focus on generic human and non-human
participants, e.g.: car, pollution, leaded petrol car
• Use abstract noun, e.g.: policy, government
• Use of relational processes, e.g.: It is important
• Modal verbs, e.g.: we must preserve
• Modal adverbs, e.g.: certainly we.

• Connective or Use of internal conjunction to state
argument, e.g.: first, secondly, then, finally)
• Evaluative language, e.g.: important, valuable,
trustworthy, etc.
• Giving reasons through causal conjunction
(e.g. so, thus, therefore, hence)
• Use of present tense
• Passive sentence

CAR SHOULD BE BANNED IN THE CITY
• Theses
Car should be banned in the city. As
we all know, cars create pollution, and
cause a lot of road and other accidents.
• Argument
Firstly, cars, as well as we all k now,
contribute to most of the pollution in the
world.

Car emit a deadly gas that cause illnesses
such as bronchitis; lung cancer, and triggers’ off
asthma. Some of these illnesses are so bad that
people candled from them.
Secondly, the city is very busy. Pedestrians
wander everywhere and cars commonly hit
pedestrians in the city, which causes them to
die. Cars today are our roads biggest killers.
Thirdly, cars are very noisy. If you live in the
city, you may find it hard to sleep at night, or
concentrate on your homework, and especially
talk to someone.

REITERATION

• In conclusion, cars should be banned from
the city for the reasons listed.

Exposition (Hortatory)

• To persuade the reader or listener that something
should or should not be the case
• The reader or listener is persuaded to agree with the
writer’s or speaker’s point of view/thesis
• Examples: letters to the editor, newspaper editorials,
political speeches

Generic Structure of
Hortatory Exposition

• THESIS
- announcement of issue concern

• ARGUMENTS
- reasons why there is concern leading to
recommendation

• RECOMMENDATION
- statement of what ought or ought not to happen

Language Features of
Hortatory Exposition

• Focus on generic human and non-human
participants (issues, ideas, opinions)
• Use of mental processes to state what writer thinks
or feels (e.g. realize, feel, appreciate, think, believe,
recognize, know)
• Use of material processes/action verbs to state what
happens
• Use of relational processes (e.g. to be, to have)
• Use of simple present tense and modals


Country Concern
THESIS
In all discussion over the removal of lead from petrol
(and the atmosphere) there doesn’t seem to have been
any mention of the difference between driving in the city
and in the country.
ARGUMENTS
While I realize my leaded petrol car is polluting the air
wherever I drive, I feel that when you travel through the
country, where you only see another car every five to ten
minutes, the problem is not as severe as when traffic is
concentrated on city roads.

ARGUMENTS
Those who want to penalize elder, leaded petrol
vehicles and their owners don’t seem to
appreciate that in the country there in public
transport to fall back upon and one’s vehicle is
the only was to get about.
RECOMMENDATION
I feel that country people, who often have to
travel huge distance to the nearest town and
who already spend a great deal of money on
petrol, should be treated to the people who live
in the city

Generic structure: ANECDOTE
• ABSTRACT
signals the retelling of an unusual incident

• ORIENTATION
sets the scene (when & where)
• CRISIS
provides details of the unusual incident
• REACTION
reaction to crisis
• CODA (optional)
reflection on or evaluation of the incident

ANECDOTE

• To share with others an account of an unusual or
amusing incident
• Deals with something unexpected or out of the
ordinary
• It is the unexpected events which makes the story
worth telling
• Almost exclusively used for oral genre

Language Features of Anecdote

• Use of material processes/action verbs to tell what
happened

• Use of exclamations (e.g. ‘guess what?!’ ; ‘I couldn’t
believe it!’)
• Use of intensifiers (e.g. ‘really?!’; ‘very amazing’)
• Use of temporal conjunctions (e.g. and, then)


Al Brown was very good at fixing things around the
house when they broke. One day he went to another city
to do some works there, and his wife was alone in the
house. While Mr. Brown was away, one of the faucets on
the bathtub broke. Mrs. Brown didn’t know much about
fixing broken faucets, so she telephoned a plumber.

The plumber came to the house that afternoon and fixed
the faucet in a few minutes. When he finished, he gave
Mrs. Brown his bill for the work.

She looked at it for several seconds and then said, “Your
prices are very high, aren’t they? Do you know, the
doctor costs less than this when he comes to the
house?”

“Yes, I know,” answered the plumber. “I know that very
well, because I was a doctor until I was lucky enough to
find this job a few months ago.”

P R O C E D U R E

• IS USED TO INFORM AND TO DIRECT
SOMEONE ON HOW TO DO or MAKE
SOMETHING, or HOW TO ACHIEVE A GOAL
• A very important genre in a society because it
enables people to get things done
• Is commonly used in the oral and written mode
• Examples: recipes, games rules, appliance manuals,
directions to reach a destination, instructions to do
something

generic structure: P R O C E D U R
E

• GOAL
:purpose of doing something
• MATERIALS
: things needed to realize goal
• STEPS
: things to do to realize goal

PROCEDURE
• Generalized participants (things/objects)
• The reader or the person following the instructions is
referred to in a general way (ONE/YOU) or is not
mentioned (Pour the boiling water into a bowl)
• Temporal sequence/adverbial of time (first, at the
beginning, then, next, finally)
• Simple present tense (i.e. imperatives)
• Action verbs/material processes (go, hold, take,
spread)

• Goal
How to make a cheese Omelet
• Materials
- Ingredients
1 egg, 50 gr cheese, ¼ cup milk, 3 tablespoon cooking
oil, a pinch of salt and pepper.
- Utensils
Frying pan, fork, spatula, cheese grater, bowl, plate.
• Steps
1. Crack an egg into a bowl

2. whisk the egg with a fork until it is smooth
3. add milk and whisk well
4. grate the cheese into the bowl and stir
5. heat the oil in the frying pan
6. pour the mixture into the frying pan
7. turn the omelet with the spatula when it browns
8. cook both sides
9. place on a plate; season with salt and pepper
10. eat while warm.

SPOOF
• IT IS USED TO TELL AN ODD OR
FUNNY EVENT BASED ON THE REAL
LIFE which is aimed at entertaining. It is
usually ended by an unexpected event
(TWIST).

generic structure : S P O O F
 ORIENTATION (Pengenalan)
: provides information about the setting (when &
where) and introduces participants/character
(who)
EVENTS (Rekaman Peristiwa, kejadian atau
kegiatan yang biasanya disajikan dengan urutan
kronoligis))
: tell what happened, in temporal sequence
(personal comment/expression of evaluation)
TWIST (Unexpected Ending or Funny)

SPOOF
• Focus on person, animal, certain thing.
• Use of action verbs, e.g.: run, eat, etc.
• Using adverbs of time and place
• Use of Simple Past Tense
• Told in chronological order


Penguin in the Park
• Orientation
Once a man was walking in a park when he
came across a penguin.
• Event/Activity 1
He took him to a policeman and said, “I have just
found this penguin. What should I do ? The
policeman replied, “Take him to the zoo.”

• Event/Activity 2
The next day the policeman saw the same man in the
same park and the man was still carrying the penguin
with him. The policeman was rather surprised and
walked up to the man and asked, ”Why are you still
carrying that penguin about ? Didn’t you take it to the
zoo ?” “I certainly did, “ replied the man.

• Twist
“and it was a great idea because he really enjoyed it,
so today I’m taking him to the movies !”

Penguin in the Park
ORIENTATION
Once a man was walking in a park when he came across a penguin.

EVENT
He took him to a policeman and said, “I have just found this
penguin. What should I do ? The policeman replied, “Take him to
the zoo.”
EVENT
The next day the policeman saw the same man in the same park
and the man was still carrying the penguin with him. The policeman
was rather surprised and walked up to the man and asked, ”Why
are you still carrying that penguin about ? Didn’t you take it to the
zoo ?” “I certainly did, “ replied the man.
TWIST
“and it was a great idea because he really enjoyed it, so today I’m
taking him to the movies !”

REVIEW

• To critique an art work, event for a public
audience.
• Examples: work of arts include: movies, TV
shows, books, plays, operas, recordings,
exhibitions, concerts and ballets

generic structure: R E V I E W

• Orientation
Place the work in its general and particular
context, often by comparing it with others of its
kind or through analogue with a non-art object or
event.
• Interpretive Recount
Summarizes the plot and/or provides an account
of how the reviewed rendition of the work came
into being; is optional, but if present, often
recursive.

• Evaluation (It can be more than one evaluation)
provides an evaluation of the work and/or its
performance or production; is usually recursive
• Evaluative summation (Summary)
provides a kind of punch line which sums up the
reviewer’s opinion of the art event as a whole; is
optional.

LANGUAGE FEATURES OF REVIEW

• Focus on Particular Participants (Participant
tertentu)
• Direct expression of options through use of
Attitudinal Epithets in nominal groups;
qualitative Attributes and Affective Mental
Processes
• Use Adjectives showing attitude, e.g.: good, bad,
etc.
• Use of long and complex clauses
• Use of metaphorical language (e.g., the wit was
there, dexterously pingponged to and fro …)

Harry Potter Order the Phoenix
• Orientation
I absolutely love the Harry Potter series,
and all of the books will always hold a
special place in my heart.
• Evaluation 1
I have to say that of all of the books,
however, this was not my favorite

• Evaluation 2
When the series began it was as much of a “feel
good” experience as a huge mug of hot cocoa.
The stories were bright, fast-faced, intriguing,
and ultimately satisfying.

• Interpretative Recount (tafsiran)
Order of the Phoenix is different kind of book. In
some instances this works … you feel a whole
new; level of intensity and excitement by the
time you get to the end. I was truly move by the
last page. Other time the book just has a slightly
dreary, depressing feel.

The galloping pace of the other books has
slowed to a trot here, and parts of it do seem
long, as if were reading all about Harry “just
hanging out” instead of having his usual
adventures. Reading in detail about Harry
cleaning up an old house, for example-house
keeping is still housekeeping, magical or no, and
I’m not very interested in doing it or reading
about other people doing it.

• Summary
A few other changes in this book-the “real” world
comes much more in to play rather than fantasy
universe of the previous books, and Harry is
apparently been taken off his meds. I know that
he has a lot of to be grumpy in this book,
especially with being a teenager and all, but the
sudden change in his character seemed too
drastic. He goes from being a warm-hearted,
considerate person to someone who will bite his
best friend’s heads off over nothing. It just
seemed like it didn’t fit with his character, like he
turned into a walking cliché of the “angry teen”
overnight.

The “real” story seemed to happen in the
last 1/3 of the book, and this part I loved. I
actually liked the ending (and yes, I cried)
as sad as it was. I packed a punch and it
made me care about the story even more.
Still a really good book, with some editing
it would have been great.

Type of text

More Related Content

Similar to Type of text

Type of text