Text

Types:

Literary- Factual-
made up, for real and
entertainment provable, about
and creativity facts or opinions
LITERARY TEXT TYPES EXAMPLES OF
LITERARY TEXT FORMS
Narrative novel, short story, myth,
legend, science fiction,
fantasy, fable, cartoon,
stage play, film script,
television script, radio
script, role play
Poetry sonnet, haiku, lyric verse,
song, limerick, jingle,
epic, ballad
TEXT TYPES EXAMPLES OF FACTUAL
TEXT FORMS
Report reference book, documentary,
guidebook, experimental report,
group presentation
Recount journal, diary, newspaper article,
historical recount, letter, log, timeline
Procedure instruction, recipe, directions
Exposition advertisement, lecture, editorial,
letter to the editor, speech,
newspaper article, magazine article
Explanation scientific writing, spoken
presentation
Description observation, speech, analysis
Response book review, film review, restaurant
review, personal response
Discussion debate, conversation, talkback
radio
 novel, short •Use of particular nouns to refer to or describe the
•usually specific particular people, animals and things that the story
story, myth,
participants is about
Narrative

legend, ACTIVE VOICE:

• time words used to •Use of adjectives to build noun groups to describe
science fiction, •Orientation ( I, my, you)
To connect events people, animals or things in the story
fantasy, fable, •Complication ‘I think that…’
• action words •Use of time connectives and conjunctions to
cartoon, stage entertain, •Evaluation PASSIVE
predominate in sequence events through time
play, film amuse or •Resolution VOICE: (they,
complication and •Use of adverbs and adjectival phrases to locate
script, instruct •Coda many) the particular incidents or events
resolution
television (optional) ‘Others may •Use of past-tense action verbs to indicate the
• noun groups important in
script, radio argue’ actions in the narrative
describing characters and
script, role •Use of saying and thinking verbs to indicate what
settings
play characters are feeling, thinking or saying

•Each poem has

a series of steps •sound patterns and
or moves rhythmic qualities are
To express •May be important to the meaning ACTIVE VOICE:
feeling •Devices such as rhythm, •Patterns in poetry vary
structures in ( I, my, you)
Poetry

sonnet, haiku, and alliteration, assonance, •Poetry relies on textual cohesion, such as word
stanza or verses ‘I think that…’
lyric verse, onomatopoeia chains based on repetition, synonym and
reflections •May take PASSIVE
song, limerick, •Some use regular patterns antonym
on free-verse form VOICE: (they,
jingle, epic, of rhyme and rhythm •Narrative poetry uses grammatical features of
experience •A range of •Some use free verse form many)
ballad narrative, such as action verbs, noun groups,
, people devices are •Some use images made ‘Others may
adverbs and adverbial phrases
and events used to shape a with techniques such as : argue’
poem simile, metaphor and
•Features some personification
sort of rhythm
 TEXT TYPES Purpose General General language Voice Grammar Focus
EXAMPLES structure features
reference book, To classify • General • technical language PASSIVE •Use of general, e.g. Hunting dogs, rather than particular
documentary, and/or statement or • simple present tense VOICE: nouns, e.g. Our dog
guidebook, classification • generalised terms (they, many) •Use of relating verbs to describe features, e.g. Molecules are
describe
Report

experimental • Description ‘Others may tiny particles

report, group argue’ •Some use of action verbs when describing behaviour, e.g.
presentation Emus cannot fly
•Use of technical terms, e.g. Isobars are line drawn on a
weather map
•Use of paragraphs with topic sentences to organise
information

journal, diary, To retell a •Orientation descriptive language ACTIVE •Use of nouns and pronouns to identify people, animals or
newspaper series of •Series of • past tense VOICE: ( I, my, things involved
Recount

article, historical events • time words to connect you) •Use of action verbs to refer to events
events •Use of past tense to locate events in relation to the speaker’s
recount, letter, •sequenced in events ‘I think that…’
log, timeline time • words which tell us PASSIVE or writer’s time
where, VOICE: (they, •Use of conjunctions and time connectives to sequence events
when, with whom, how many) •Use of adverbs and adverbial phrases to indicate place and
‘Others may time
•Use of adjectives to describe nouns.
argue’
instruction, To instruct •Goal •verbs usually at the ACTIVE •Use of commands, e.g. Put, don’t mix
Procedure

recipe, someone •Steps beginning of each VOICE: •Use of action verbs

directions on how instruction ( I, my, you)‘I •Use of precise vocabulary, e.g. Whisk, lukewarm
•words or groups of think that…’ •Use of adverbials to express details of time, place,
to do words ‘In my manner
something which tell us how, when, opinion…’
where, with whom ‘I believe...’’
advertisement, To • Thesis words that qualify, e.g. ACTIVE •Use general nouns, e.g. Ears, zoo
lecture, persuade • Arguments usually, probably VOICE: •Use of abstract nouns, e.g. Policy, government
Exposition

editorial, letter • • words that link ( I, my, you)‘I •Use of technical words, e.g. Species of animals
by
to the editor, Reinforcement arguments, e.g. firstly, on think that…’ •Relating verbs, e.g. It is important
speech, arguing of Thesis the other hand ‘In my •Action verbs
newspaper one side opinion…’ •Thinking verbs, e.g. Many people believe
article, of an issue ‘I believe...’’ •Modal verbs, e.g. We must preserve
magazine •Modal adverbs, e.g. Certainly we must try
•Connectives, e.g. Firstly, secondly, finally
article
•Evaluative language, e.g. Important significant
 TEXT TYPES Purpose General structure General language features Voice Grammar Focus
EXAMPLES

scientific To explain •Phenomenon •Technical language PASSIVE •General and abstract nouns, e.g. Wood chopping, earthquakes
Explanation
writing, identification •Use of words such as VOICE: •Action verbs
how or why •Simple present tense
spoken something •Explanation because, as a result, to (they, many) •Conjunction of time and cause
presentation sequence establish cause/ effect ‘Others may
occurs •Noun groups, e.g. The large cloud, the particles of gas and dust
sequences argue’ •Abstract nouns, e.g. The temperature
•Adverbial phrases
•Complex sentences
•Technical language

observation, To describe • Introduction to • particular nouns ACTIVE •Use of particular nouns, e.g. My teacher, the Open House, our cubby
the subject of the •Use of relating verbs to provide information about the subject, e.g. My
speech, the • variety of adjectives VOICE: ( I,
Description

mum is really cool

analysis description • action verbs my, you)
characteristic • Characteristic
•Use of thing and feeling verbs to express the writer’s personal view

s or features • similes, metaphors, ‘I think that…’ about the subject

features of •Use of action verbs to describe the subject’s behaviour
figurative language PASSIVE
of a thing or the subject, e.g. •Use of adverbials to provide more information about this behaviour,
VOICE: (they, e.g. Our new puppy always nips playfully at our heels
a physical appearance ,
many) •Use of similes, metaphors and other types of figurative language,
phenomenon qualities,
‘Others may particularly in literary description
behaviour, •Use of detailed noun groups to provide information about the subject,
significant attributes argue’’ e.g. It was a large open rowboat with a tall front and a tall back

book To respond • Context of • words which express ACTIVE •Relating verbs, action verbs, saying verbs, thinking verbs, noun
Response

review, film artistic work judgements VOICE: groups describing characters

to a •Present tense- changes to past tense if text has a historical setting
review, • Description of • descriptive language ( I, my, you)‘I
visual, •Temporal sequence of events only when key events are summarised
restaurant artistic work think that…’
written or •Persuasive language used inn judgements
review, • Judgement
‘In my •Clause or sentence themes that are often the title of the book, name
personal performed of author, actor, etc. These choices clearly locate the reader in a
opinion…’
response work response to the text

debate, To examine • Statement • use of thinking verbs, ACTIVE •Use of general nouns to make statements about categories, e.g.
Uniforms, alcohol
conversatio outlining the e.g. feel, believe, VOICE:
issues from •Use of relating verbs to provide information about the issues, e.g.
Discussion

n, talkback issue hope ( I, my, you)‘I Smoking is harmful

radio more than • Arguments for think that…’ •Use of thinking verbs to express the writer’s personal view, e.g. Feel,
and against • use of connectives,
one e.g. on the other hand, ‘In my believe, hope
•Use of additive, contrast and causal connectives to link arguments, e.g.
• A conclusion opinion…’
perspective however Similarly, on the other hand, however
•Use of detailed noun groups to provide information in a compact way,
e.g. The dumping of unwanted kittens
•Use of varying degrees of modality, e.g. Perhaps, must, should, might
•Use of adverbials of manner, e.g. Deliberately, hopefully
Text type Purpose General structure General language features
examples
novel, short story, •usually specific participants
myth, legend, science
To •Orientation
•Complication • time words used to connect events
fiction, fantasy, fable, entertain, •Evaluation • action words predominate in
cartoon, stage play, •Resolution complication and resolution
film script, television amuse or •Coda (optional) • noun groups important in
script, radio script, role describing characters and
play
instruct settings

Voice Grammar Focus

ACTIVE VOICE: ( •Use of particular nouns to refer to or describe the particular people,
I, my, you) animals and things that the story is about
‘I think that…’ •Use of adjectives to build noun groups to describe people, animals or
things in the story
PASSIVE VOICE:
•Use of time connectives and conjunctions to sequence events through time
(they, many)
•Use of adverbs and adjectival phrases to locate the particular incidents or
‘Others may events
argue’ •Use of past-tense action verbs to indicate the actions in the narrative
•Use of saying and thinking verbs to indicate what characters are feeling,
thinking or saying
Words to Think Orientation: Words to Write

Complication:

Series of Events:

Resolution:

Text type examples Purpose General language features Voice- Active- Passive-
novel, short story, myth, legend, To entertain, usually specific participants
the use of who is writing/ ( I, my, you)‘I think that…’ (they, many)
science fiction, fantasy, fable, amuse or • time words used to connect events
speaking - general ‘In my opinion…’ ‘Many believe’
cartoon, stage play, film script, instruct • action words predominate in complication and
(passive) and personal ‘I believe...’’ ‘Others may argue’
television script, radio script, resolution
(active) ‘Use the spoon to’
role play • noun groups important in describing characters
and settings
Text type Purpose General General language features
examples structure

reference book, To classify • General • technical language

documentary,
and/or statement or • simple present tense
guidebook,
experimental describe classification
report, group • Description
• generalised terms
presentation
Voice Grammar Focus

PASSIVE VOICE: •Use of general, e.g. Hunting dogs, rather than particular nouns, e.g.
(they, many) Our dog
‘Others may •Use of relating verbs to describe features, e.g. Molecules are tiny
argue’ particles
•Some use of action verbs when describing behaviour, e.g. Emus cannot
fly
•Use of technical terms, e.g. Isobars are line drawn on a weather map
•Use of paragraphs with topic sentences to organise information
Words to Think General Statement Words to Write

Classification – What is it?

Description – What does it look like?

Description – What can it do?

Description – What are its special features?

Text type examples Purpose General language features Voice- Passive-

the use of who is writing/ (they, many)
reference book, documentary, To classify and/or describe • technical language speaking - general ‘Many believe’
guidebook, experimental report, • simple present tense (passive) and personal ‘Others may argue’
group presentation • generalised terms (active) ‘Use the spoon to’
Text type Purpose General General language features
examples structure

journal, diary, To retell a •Orientation descriptive language

newspaper series of •Series of events • past tense
article, historical events •sequenced in • time words to connect
recount, letter,
time events
log, timeline
• words which tell us where,
when, with whom, how
Voice Grammar Focus

ACTIVE VOICE: ( •Use of nouns and pronouns to identify people, animals or things involved
I, my, you) •Use of action verbs to refer to events
‘I think that…’ •Use of past tense to locate events in relation to the speaker’s or writer’s
time
PASSIVE VOICE:
•Use of conjunctions and time connectives to sequence events
(they, many)
•Use of adverbs and adverbial phrases to indicate place and time
‘Others may •Use of adjectives to describe nouns.
argue’
Words to Think Words to Write
Orientation:

Sequence of Events: (In chronological order)

*
*
*
*
*
*
Reorientation: (If appropriate)

Text type examples Purpose General language features Voice- Active- Passive-

journal, diary, To retell a descriptive language the use of who is writing/ ( I, my, you)‘I think that…’ (they, many)
newspaper article, series of • past tense speaking - general ‘In my opinion…’ ‘Many believe’
historical recount, events • time words to connect events (passive) and personal ‘I believe...’ ‘Others may argue’
letter, log, timeline • words which tell us where, when, with whom, how (active) ‘Use the spoon to’
Text type Purpose General General language features
examples structure

instruction, To instruct •Goal •verbs usually at the

recipe, someone on •Steps beginning of each instruction
directions how •words or groups of words
to do which tell us how, when,
something where, with whom
Voice Grammar Focus

ACTIVE VOICE: •Use of commands, e.g. Put, don’t mix

( I, my, you)‘I think
that…’ •Use of action verbs
‘In my opinion…’ •Use of precise vocabulary, e.g. Whisk, lukewarm
‘I believe...’’ •Use of adverbials to express details of time, place,
manner
Words to Think Words to Write
Goal/s:

Materials:

Steps:

Text type Purpose General language features Voice- Active-

examples
the use of who is writing/ ( I, my, you)‘I think that…’
instruction, recipe, To instruct •verbs usually at the beginning of each instruction speaking - general ‘In my opinion…’
directions someone on how •words or groups of words (passive) and personal ‘I believe...’
to do something which tell us how, when, where, with whom (active)
Text type Purpose General General language features
examples structure
advertisement, To persuade by • Thesis words that qualify, e.g.
lecture, editorial, arguing one
letter to the editor, side
• Arguments usually, probably
speech, of an issue
• Reinforcement • words that link arguments,
newspaper article, of Thesis e.g. firstly, on the other hand
magazine article

Voice Grammar Focus

ACTIVE VOICE: •Use general nouns, e.g. Ears, zoo

( I, my, you)‘I think •Use of abstract nouns, e.g. Policy, government
that…’ •Use of technical words, e.g. Species of animals
•Relating verbs, e.g. It is important
‘In my opinion…’
•Action verbs
‘I believe...’’ •Thinking verbs, e.g. Many people believe
•Modal verbs, e.g. We must preserve
•Modal adverbs, e.g. Certainly we must try
•Connectives, e.g. Firstly, secondly, finally
•Evaluative language, e.g. Important significant
Words to Think Statement of Position (thesis): Words to Write

Arguments:

Reinforcement of Position Statement:

Text type examples Purpose General language features Voice- Active-

advertisement, lecture, editorial, To persuade by words that qualify, e.g. usually, probably the use of who is writing/ ( I, my, you)‘I think that…’
letter to the editor, speech, arguing one side • words that link arguments, e.g. firstly, on the other speaking - general ‘In my opinion…’
newspaper article, magazine article of an issue hand (passive) and personal ‘I believe...’
(active)
Text type Purpose General General language features
examples structure
scientific writing, To explain •Phenomenon •Technical language
spoken how or why identification •Use of words such as because,
presentation something •Explanation as a result, to establish cause/
occurs sequence effect sequences
Voice Grammar Focus

PASSIVE VOICE: •General and abstract nouns, e.g. Wood chopping, earthquakes
(they, many) •Action verbs
‘Others may •Simple present tense
•Conjunction of time and cause
argue’
•Noun groups, e.g. The large cloud, the particles of gas and dust
•Abstract nouns, e.g. The temperature
•Adverbial phrases
•Complex sentences
•Technical language
Words to Think Words to Write
Phenomenon identification: What is it?

Sequence of Explanation: (In chronological order)

*
*
*
*
*
*
Cause and effect conclusion

Text type Purpose General structure General language features

examples

scientific writing, To explain how or •Phenomenon •Technical language

spoken presentation why something identification •Use of words such as because, as a result, to
occurs •Explanation sequence establish cause/ effect sequences
Text type Purpose General General language features
examples structure

observation, To describe • Introduction to the • particular nouns

speech, analysis the subject of the • variety of adjectives
characteristic description
• Characteristic • action verbs
s or features features of • similes, metaphors,
of a thing or a the subject, e.g.
phenomenon physical appearance, figurative language
qualities, behaviour,
significant attributes

Voice Grammar Focus

ACTIVE VOICE: ( I, •Use of particular nouns, e.g. My teacher, the Open House, our cubby
•Use of relating verbs to provide information about the subject, e.g. My mum is really cool
my, you) •Use of thing and feeling verbs to express the writer’s personal view about the subject
‘I think that…’ •Use of action verbs to describe the subject’s behaviour
PASSIVE VOICE: •Use of adverbials to provide more information about this behaviour, e.g. Our new puppy always
(they, many) nips playfully at our heels
•Use of similes, metaphors and other types of figurative language, particularly in literary
‘Others may description
argue’’ •Use of detailed noun groups to provide information about the subject, e.g. It was a large open
rowboat with a tall front and a tall back
 *This text ty pe is
often embedded
w ithin other texts

Words to Think Words to Write

Introduction/Classification: (What is it?)

Characteristics: (eg What does it look like?)

Characteristics: (eg What can it do?)

Characteristics: (eg What are its special features?)

Conclusion: (optional)

Text type examples Purpose
observation, speech, To describe the
analysis characteristics or features of a
thing or a phenomenon
General language features Voice- Active- Passive-
the use of who is writing/ ( I, my, you)‘I think that…’ (they, many)
• particular nouns speaking - general ‘In my opinion…’ ‘Many believe’
• variety of adjectives (passive) and personal ‘I believe...’’ ‘Others may argue’
• action verbs (active) ‘Use the spoon to’
• similes, metaphors, figurative language
Text type Purpose General General language features
examples structure
book review, film To respond to a • Context of • words which express
review, visual, written or artistic work
performed work
judgements
restaurant • Description of • descriptive language
review, personal artistic work
response • Judgement

Voice Grammar Focus

ACTIVE •Relating verbs, action verbs, saying verbs, thinking verbs, noun
VOICE: groups describing characters
•Present tense- changes to past tense if text has a historical setting
( I, my, you)‘I •Temporal sequence of events only when key events are summarised
think that…’ •Persuasive language used inn judgements
‘In my •Clause or sentence themes that are often the title of the book, name
opinion…’ of author, actor, etc. These choices clearly locate the reader in a
response to the text
Words to Think Words to Write
Context: Where is it set physically, politically, socially?

Description: How was is realised/ created or generated?

Judgement: What did you think specifically?

Text type Purpose General language features Voice- Active-

examples
the use of who is writing/ speaking - ( I, my, you)‘I think that…’
book review, film To respond to a • words which express general (passive) and personal ‘In my opinion…’
review, restaurant visual, written or judgements (active) ‘I believe...’
review, personal performed work • descriptive language
response
Text type Purpose General General language features
examples structure
debate, To examine • Statement • use of thinking verbs,
conversation, issues from outlining the e.g. feel, believe, hope
talkback radio more than issue • use of connectives, e.g. on
• Arguments for
one the other hand, however
and against
perspective • A conclusion
Voice Grammar Focus

ACTIVE •Use of general nouns to make statements about categories, e.g. Uniforms, alcohol
•Use of relating verbs to provide information about the issues, e.g. Smoking is harmful
VOICE: •Use of thinking verbs to express the writer’s personal view, e.g. Feel, believe, hope
( I, my, you)‘I •Use of additive, contrast and causal connectives to link arguments, e.g. Similarly, on
the other hand, however
think that…’ •Use of detailed noun groups to provide information in a compact way, e.g. The
‘In my dumping of unwanted kittens
•Use of varying degrees of modality, e.g. Perhaps, must, should, might
opinion…’ •Use of adverbials of manner, e.g. Deliberately, hopefully
Words to Think Statement of Issue: Words to Write

Definition

Background

Prev iew

Arguments For:

Point

Elaboration

Arguments Against:

Point

Elaboration

Conclusion:

Recommendation: (Optional)

Text type Purpose General language features Voice- Active-

debate, To examine issues • use of thinking verbs, the use of who is writing/ ( I, my, you)‘I think that…’
conversatio from more than e.g. feel, believe, hope speaking - general ‘In my opinion…’
n, talkback one perspective • use of connectives, e.g. on the (passive) and personal ‘I believe...’
radio other hand, however (active)
 Statement of Issue:
Words to Think Words to Write

Definition

Background

Prev iew

Arguments For:

Point

Elaboration
Arguments Against:

Point

Elaboration
Arguments For:

Point

Elaboration
Arguments Against:

Point

Elaboration
Conclusion:

Recommendation: (Optional)

Text type Purpose General language features Voice- Active-

debate, To examine issues • use of thinking verbs, the use of who is writing/ ( I, my, you)‘I think that…’
conversatio from more than e.g. feel, believe, hope speaking - general ‘In my opinion…’
n, talkback one perspective • use of connectives, e.g. on the (passive) and personal ‘I believe...’
radio other hand, however (active)