Types of Text
to make or do something.
Writing is done for a number of
different purposes and for different
audiences. These different forms of
writing are often known as text types
Types of Text
• Factual text
Factual texts inform, instruct or
persuade by giving facts and
information
Factual description- Describes a place
or thing using facts
• begins with an introductory
statement
• systematically describes different
aspects of the subject
• may end with a concluding
statement.
example: landscape descriptions
Factual Recount- Gives instructions
on how to make or do something.
• begins with a statement of goal
(could be the title)
• lists materials needed in order of
use
• gives a series of steps (instructions)
in order
• each instruction begins with a verb
in the present tense.
examples: recipes, instruction,
manual
Information Report- Classifies,
describes and gives factual
information about people, animals,
things or phenomena.
• begins with a general classifi cation
or definition
• lists a sequence of related
information about the topic
• ends with a concluding comment.
examples: facts about whale
Procedure- Gives instructions on how
of view to try and convince others of
• begins with a statement of goal
(could be the title)
• lists materials needed in order of
use
• gives a series of steps (instructions)
in order
• each instruction begins with a verb
in the present tense.
examples: facts about whale
Procedural Recount- Tells how
something was made or done in time
order and with accuracy.
• begins with a statement of what
was made or done
• tells what was made in order
• written in the past tense.
examples: documentaries, retelling, a
science experiment and its results.
Explanation- Explains how or why
something happens
• starts by naming the topic
• describes items related to the topic
in their right order
• explains how the items relate to
each other and to the topic
• may end with a concluding
statement
• may include visual images, e.g.
flowcharts and diagrams, which
support what is written in words
• written in the present tense.
Examples: The life cycle of a butterfly
How gears work Labelled diagrams
Flowcharts
Persuasive Texts- Persuasive texts
are factual text types that give a point
of view. They are used to influence or
persuade others.
Exposition- Gives reasons for a point
it.
• begins with a sentence that gives a
point of view on a topic
• lists the arguments giving reasons
and evidence for them
• uses convincing language e.g. ‘will
damage’ instead of ‘may damage’.
example: A team’s argument for a
debate
Discussion- Gives different points of
view in order to make an informed
decision.
• begins with some background
information leading to the issue
• lists arguments for and against,
giving evidence for different points of
view
• conclusion might sum up both sides
or recommend one point of view.
example: Should cars be banned from
the inner city?
• Literary text
Literary texts entertain or elicit an
emotional response by using
language to create mental images.
Literary Description- Describes
people, characters, places, events and
things in an imaginative way.
• describes characteristic features of
the subject, e.g. physical appearance,
behaviour
• often forms part of other pieces of
writing.
example: description of a character,
setting within a story
Literary Recount- Retells events from
novels, plays, films and personal
experiences to entertain others.
• begins with background
information, e.g. character, time,
place
• describes the events in time order
• may end with a personal comment
about the characters or events.
Examples: A recount of a traditional
story, e.g. The Gingerbread Man. A
humorous and creatively interpreted
recount of an ordinary incident that
actually took place.
Personal Response- Gives a personal
opinion on a novel, play or film,
referring to parts within the passage.
• describes how you feel about a
novel, film, book or play
• lists what did and did not appeal to
you
• may comment on some of the
features of the writing.
Examples: What did you like about
that artwork and why? Describe why
you do or do not like this story/poem.
Review- Summarizes, analyses and
assesses the appeal of a novel, play or
film, to a broader audience.
• describes how features (e.g.
characters, plot, language features,
humour etc) may or may not appeal
examples: commentary on a film,
play, book etc.
Narrative- Tells a story using a series
of events.
• the scene is set in a time and place
and characters are introduced
• usually has a problem that is
addressed
• may contain a message for the
reader.
examples: commentary on a film,
play, book etc.
Examples: • Picture books Cartoons
Mystery Fantasy Adventure Science
fiction • Historical fiction • Fairy tales
• Myths • Legends • Fables • Plays
What is making inferences?
• This is sometimes called “Reading
Between the Lines.” W h e n y o u m a
k e a n inference, use all of the
information that you have available
at a time to guess what is “behind”
the literal information of a text…
In other words, you go beyond what
is stated explicitly in the text to infer
the intended message by paying
attention to certain “clues.”
Why do we “INFER”?
You infer:
1. Why things happen,
2. Why characters behave the way
they do,
3. And how characters are feeling.
Always remember that in making
inferences: • You enter the world
created by the author, • And you
create images and inferences based
on what the author tells you and your
own knowledge and beliefs about
that world.
Inferences “The Art of Predicting”
Closer Look at Inference
• Thinking at a higher level
• Being able to infer separates good
readers from struggling readers.
• It’s a way to gather information
from different sources to make
connections or conclusions about
what the text means.
• It’s “reading between the lines” or
finding the clues to better understand
the text.
• It’s an author “showing rather than
telling” the emotions of a character.
Purpose for Predicting/Inferring
• If you try to predict more often,
then you have a greater chance of
being right.
• Predictions give you motivation and
purpose for reading what you read.
• To activate prior background
knowledge with the text to develop a
deeper meaning and understanding
about the text.
When should you infer?
• Before Reading (the cover of a
book, clues from pictures, pre-
reading questions, prior knowledge
for guessing, and clues from the first
page)
• During Reading (text, illustrations,
text clues, experiences/prior
knowledge, comparisons, cause and
effects)
• After Reading (prior knowledge,
experiences, text clues, comparisons,
causes and effects, and connections
to the text)
Types of Inferences
1. Text-to-Text Inferences
(Connects one part of a text
to another) (There can be
text-to-othertext connections
from authors)
2. Text-to-Self/World Inferences
(Connects text to a student’s
own experiences and
knowledge of the world
around them.)
Inference Strategies
Sticky Symbols and Drawings
• This is an activity where you create
symbols and drawings on sticky notes
that are visual reminders of what is in
the text.
• Explain concepts or ideas that we
are looking for in the text. When
students don’t understand a concept
or term they can write on their sticky
note and put it in the book. We share
all sticky notes and answer the
questions on them as a class.
Text Transformation
• This is transforming a text into a
different genre.
• This will have to be modeled with
examples. Transfer the text into
another type of writing to text.
(Example: From a poem to a short
story)
Concept Definition Map
• This is a map that students create
starting with a key concept/idea and
branching out from that.
• Students will create concept
maps/graphic organizers based on
one main concept/idea and this keeps
building as other areas are mapped
off of the original idea/concept.
Cause and Effect Timeline
• This is a graphic organizer timeline
that asks you to not only determine
the sequence of events in a story or
historical account but also to
establish or infer the causes of those
events.
• Make one long timeline and on
divide the area in half and put What
happened? or events on top and why
or causes on the bottom of the
organizer. Each cause needs to be
supported with evidence.
Venn Diagram
• This is a diagram that requires the
learner to compare and contrast two
items being studied.
• Draw 2 interconnecting circles.
Above each circle right the topic.
Explain the compare and contrast and
now have students read the story. Fill
in the diagram and discuss it.
KWL Chart
• This is a three column organizer
that we can write down information
on what we KNOW, WANT to know,
and what we have LEARNED from
text.
• Create 3 columns on the board or a
worksheet. Ask students “What they
know”, and have them fill in the first
column. Next ask them what they
want to know and have them fill this
in the 2nd column and then have
students read the text. Lastly, have
students write what they learned in
the final column.
Making Inferences in Our Daily Lives
If the teacher writes information on
the board during a lesson…
- You infer that it is important
information that you may
need later (so you will write it
in your copybook).
If your mum tells you to carry an
umbrella…
- You infer that it will possibly
rain.
If you see your boss arguing with an
employer…
- You infer it is not the right
moment to ask for a raise.
NOTE: You may not always be correct
in your inferences, but they are
assumptions that you make based on
the given clues.
Inferences as Word Pictures
As you looked at the previous
pictures, you were able to infer things
about the scenarios that they
presented. When you read a text,
think of it as a WORD PICTURE .
When reading, there are several
types of word pictures the author will
“paint” for you. •The Setting •A
Character’s Personality or Emotions
•What a Character’s Motives Might
Be •What the Writer’s Motives
behind writing the piece might be…