St Aloysius College Literacy Strategy: Checklist of genres and text types

Genre Tulisan
Types of Genres our Children Learn about at School.

You may have heard the word genre before or have seen it written somewhere or you
may even remember it from your school days.

A definition of genre is a style of text or written language where each piece has a
purpose (what are we writing for) and an audience (who are we writing for).

You child at school will learn to write in many different genres during their years at
school.

Even in the early years of schooling, when writing is at beginner level, children will
learn to understand different genres and write simple ones. Young children are
introduced to many different genre types through a variety of books and reading
materials read to them in class.

Within the units of work at school, teachers will often focus on a particular genre and
with this teaching, teachers use a particular style to teach genres. I will give you an
example of teaching a procedural text to younger children.

1. They begin with building knowledge. They choose a text, for example a
recipe, to use as an example of instructions and teach from it. The teacher will
ask questions of the children about what they know about recipes - what do
they tell us, what do we need to write a recipe, how would we go about writing
a recipe?

2. Model a written procedure -: the teacher will show the children a number of
different recipes and show the children how to write recipes by creating a
recipe of their own. Here the teacher will focus on the important features of a
procedure.

3. Joint Construction of a recipe -: this means that basically the teacher and
children will write a recipe together. As a class they will talk about the
structure and what needs to be included.
St Aloysius College Literacy Strategy: Checklist of genres and text types

4. Independent construction of a recipe -: here the children need to write their

own recipe from all they have learnt.

This process is carried out over several weeks or a whole term, this teaches the steps
for what the children write and how they go about it. The teacher will show students
many examples, keep their joint and modelled examples around, as well as teaching
about the topic the children will write their own piece about.

That is how teachers teach genre to our children, but what are the genre types our
children will learn to write?

Here I will give a brief description of some of the more common genres and what our
children learn to write them for.

There are two types of genres - Literary type and Non Literary type genres.

Literary Type Genres - are written to entertain

Non-Literary Type Genres - are written to inform

Literary Type Genres:

Personal Recount: a personal recount is basically a retelling or recounting of events

that have happened. Children often will write a recount after a special event or day,
like what they did on Australia Day; after an excursion or field trip; or after their
holidays. The basic outline of a recount includes -:
 Orientation: when and where it happened and who was there
 Sequence of Events: tells about what happened in the order they happened
 Ending: tells how the experience ended and gives a personal opinion of events

In a personal recount there is the use of verbs, describing events and sentence joining
words like after, then, next and that.

Narratives: a narrative is basically a story told based on true events or the

imagination. The outline or structure of a narrative includes -:
St Aloysius College Literacy Strategy: Checklist of genres and text types

 Orientation - beginning of the story, introduces who the main characters are
and sets the scene, describing where and when the story takes place.
 Complication/Problem - something goes wrong or a problem arises. As in
most stories you read, there is something that happens to one of the main
characters. Here our children write information building up to and describing
this problem or complication.
 Resolution - problem or complication is solved. This can be a good or bad
resolution. In my teaching practice, I found boys love to include a bad
resolution - blood and guts usually - BOys will be Boys! The resolution also
includes the ending of the story - tying up of loose ends.

There are a number of narrative styles and as children get older this can develop to
include short stories, mysteries, adventures, plays and fairy tales.

Poetry: Poetry can include rhyming verse, ballads, songs, haiku etc.

Non Literary Type Genres These can be broken down into transactional, procedural,
report and expository type genres.

Transactional: these include greetings, invitations, apologies, introductions, vote of

thanks, telephone conversations, personal letters and advertisements.

Procedural: include instructions, lists, recipes, science experiments and rules for
games.

Directions: these can be written or spoken. Directions need to include:

 Goal: where you want to go
 Steps: the steps needed to get to your goal

Instructions: Instructions are used to make or do something. Instructions include

recipes and science experiments and includes the following structure:
 Goal: what you want to achieve
 Materials/Ingredients: list what you will need to achieve your goal
 Steps: sequence the steps needed.

Instructions often include many action verbs and are written in present tense.

 
St Aloysius College Literacy Strategy: Checklist of genres and text types

Report: includes information reports, book reports, descriptions and news reports.

Information Reports: Information reports at school are mainly written to give

information about either animals, plants or places. The structure needed in an
information report includes -
 Title - what you are writing about
 Introduction - give a description or definition about the topic
 Body - this can be broken down into categories - each having a sub-heading
 Illustrations, photos and diagrams - to help describe the topic
 Conclusion
 Glossary - can include a list of words that are particular to the topic and may
need defining.

Information reports are written from the early levels of school. Of course here
children are only expected to write one or two sentences per categories. But our
children are shown how to research, where to find information and how to write it up.

Expository: type genres include explanations and display advertisements.

Explanations: are written to explain how and why things are. The basic structure for
an explanation includes:
 Title - a how or why statement or question
 A Basic Statement - a basic definition about the title topic
 Explanation - explains in logical steps the statement or question process as in
the title.

These are just some of the genre types taught in schools.

http://www.kidsandlearning.com/types-of-genres.html 

DESCRIPTION
(Factual genre)
A description gives details of the characteristics of a person, place or thing

Structure
o Statement to inform the reader of the topic being described
St Aloysius College Literacy Strategy: Checklist of genres and text types

o Opening sentence should engage reader’s interest

o A series of paragraphs each giving details of different aspects
o Does not contain opinion or evaluation

Language features
o Rich choice of words and synonyms
o Vary the foregrounding in sentences to add interest
o Opportunity to expand word choice
o Nouns and noun groups
o Adjectives
o Adverbs and adverbial groups
o Often written in the present tense
o Verbs which express feeling and being / existing
o May contain subjective language

More information
More ideas and examples of descriptions can be found in:
o Targeting text (series), Blake Education, Glebe N.S.W.
o Anderson, M 1997, Text types in English, Macmillan, South Melbourne.
o English Elements (series), Jacaranda Wiley, Milton, Qld.
o Whitfield, M 2001, Targeting writing across the curriculum, Blake
Education, Glebe, N.S.W.
o Schill, J 1998, On track: working with texts, Heinemann, Port
Melbourne.
o Excel essential skills (series), Pascal, Glebe, N.S.W.

http://www.sac.sa.edu.au/Library/Library/Topics/Literacy/description.htm

EXPLANATION
(Factual genre)
An Explanation explains processes.

Structure
o A lead-in sentence to state the topic and position the reader
o Introduction should include signpost sentences
o Start with known information
o Series of sequential paragraphs
St Aloysius College Literacy Strategy: Checklist of genres and text types

o Conclusion summarises content

o Conclusion contains no new information

Language features
o Avoid using the first and second person; generalised participants
o Use timeless present tense
o Use passive voice (is made; is placed)
o Use correct technical terms
o Linking words and phrases expressing sequence (after..; then…; next…;
finally)
o Exact details or information

More information
More ideas and examples of explanations can be found in
o Targeting text (series), Blake Education, Glebe N.S.W.
o Anderson, M 1997, Text types in English, Macmillan, South Melbourne.
o English Elements (series), Jacaranda Wiley, Milton, Qld.
o Whitfield, M 2001, Targeting writing across the curriculum, Blake Education,
Glebe,N.S.W.
o Schill, J 1998, On track: working with texts, Heinemann, Port Melbourne.
o Excel essential skills (series), Pascal, Glebe, N.S.W.
o Understanding text types (poster series), R.I.C., Balcatta, W.A.

EXPOSITION
(ARGUMENT)
(Factual genre)
An exposition argues or persuades for or against

Structure
o A lead-in sentence to state the topic and capture interest
o Introduction should include signpost sentences to the issues to be raised
o One paragraph per main idea.
o Each paragraph starts with a topic sentence containing an assertion
o Arguments should show logical progression
o Prioritise and sequence arguments
o Conclusion summarises content
St Aloysius College Literacy Strategy: Checklist of genres and text types

o Conclusion contains no new information

o Conclusion restates your view in different words

Language features
o It is best to avoid using the first person
o Use strong modal verbs such as “must, “should”, “will not”
o Use words expressing certainty: definitely, ultimately, undoubtedly,
unequivocally
o Linking words and phrases expressing cumulation: Furthermore…; In
addition…; Moreover…
o Acknowledge sources of information
o Avoidance of “I” is not always possible in an argument essay e.g. “I
believe…”

More information
More ideas and examples of expositions can be found in
o Targeting text (series), Blake Education, Glebe N.S.W.
o Anderson, M 1997, Text types in English, Macmillan, South Melbourne.
o English Elements (series), Jacaranda Wiley, Milton, Qld.
o Whitfield, M 2001, Targeting writing across the curriculum, Blake
Education, Glebe,
N.S.W.
o Schill, J 1998, On track: working with texts, Heinemann, Port Melbourne.
o Excel essential skills (series), Pascal, Glebe, N.S.W.
o Understanding text types (poster series), R.I.C., Balcatta, W.A.

NARRATIVE
(Story genre)

Structure
o Orientation
o Complication(s) or conflict
o Sequence of events
o Resolution
o Coda (optional): a comment or evaluation of events in the story
St Aloysius College Literacy Strategy: Checklist of genres and text types

Language features
o Opening words capture reader’s interest
o May use storytelling conventions (especially in Myths, Fairytales: “Once upon
a time”)
o First or third person storyteller or “voice”
o Process or action verbs to recount events
o Most often in the past tense, but may be in the immediate present for
effect
o Vary sentences length: simple, compound or complex
o Short sentences increase tension; longer sentences provide contrast and
detail
o Time words connect events (e.g. After that…; Then…; A few moments later…)
o Noun groups describe characters and settings (e.g. the noisy children playing
in the park)
o Dialogue develops action and characters
o Tense may change within the dialogue

More information
More ideas and examples of narratives can be found in
o Targeting text (series), Blake Education, Glebe N.S.W.
o Anderson, M 1997, Text types in English, Macmillan, South Melbourne.
o English Elements (series), Jacaranda Wiley, Milton, Qld.
o Whitfield, M 2001, Targeting writing across the curriculum, Blake
Education, Glebe,
N.S.W.
o Schill, J 1998, On track: working with texts, Heinemann, Port Melbourne.
o Excel essential skills (series), Pascal, Glebe, N.S.W.
o Understanding text types (poster series), R.I.C., Balcatta, W.A.

PROCEDURE
(Factual genre)
A procedure gives instructions

Structure
o A lead-in sentence to state the goal
o Start with a list of materials
o Series of sequential sentences which may be numbered
o Check the order of the sentences
St Aloysius College Literacy Strategy: Checklist of genres and text types

o Concluding sentence expresses success

Language features
o Use command words (Cut..; Pour…; Fold…)
o Most sentences start with a verb
o Use correct technical terms
o Linking words and phrases expressing sequence (first…; then…; next…;
finally)
o Exact details or information

More information
More ideas and examples of procedures can be found in
o Targeting text (series), Blake Education, Glebe N.S.W.
o Anderson, M 1997, Text types in English, Macmillan, South Melbourne..
o English Elements (series), Jacaranda Wiley, Milton, Qld.
o Whitfield, M 2001, Targeting writing across the curriculum, Blake
Education, Glebe,
N.S.W.
o Schill, J 1998, On track: working with texts, Heinemann, Port Melbourne.
o Excel essential skills (series), Pascal, Glebe, N.S.W.
o Understanding text types (poster series), R.I.C., Balcatta, W.A.

RECOUNT
(Story genre)
A recount retells past events in the order in which they happened

Structure
o Orientation: sets the scene
o Sequence of events in the order in which they happened
o (optional) a final personal comment or reflection

Language features
o Opening words capture reader’s interest
o May use the first person
St Aloysius College Literacy Strategy: Checklist of genres and text types

o Most often in the past tense, but may be in the immediate present for
effect
o Vary sentences length: simple, compound or complex
o Short sentences increase tension; longer sentences provide contrast and
detail
o Time words connect events (e.g. As soon as….; Eventually…; Then…; A few
moments later…)
o Noun groups describe people and places (e.g. the noisy children playing in the
park)
o May include reported or direct speech (He said …….)

More information
More ideas and examples of recounts can be found in
o Targeting text (series), Blake Education, Glebe N.S.W.
o Anderson, M 1997, Text types in English, Macmillan, South Melbourne.
o English Elements (series), Jacaranda Wiley, Milton, Qld.
o Whitfield, M 2001, Targeting writing across the curriculum, Blake
Education, Glebe,
N.S.W.
o Schill, J 1998, On track: working with texts, Heinemann, Port Melbourne.
o Excel essential skills (series), Pascal, Glebe, N.S.W.
o Understanding text types (poster series), R.I.C., Balcatta, W.A.