Text types

revision
Paper 1
 in de r: wr i te r s a re
Rem
writing to...
● Inform/educate
● Persuade
● Entertain se
em ber th at m o re than one of the
● Re m
n oc cur in a text at the same time!
purposes ca im portance to the
of sub sid ia ry
One may be
other, however.
 d e r: li t e ra r y vs .
Remin
lin g uis tic fe a t u re s
cation,
y: e. g. si m ile s, m etaphors, personifi
● Literar
foreshadowing… nctuation, paragrap
h
c: e. g. sy nt ax , pu
● Linguisti atics,
gth, se m an tic s/ connotation, pragm
len
ures
graphological feat h
is so m e ov er la p between these wit
● There alliteration,
c features such as
phonological/soni
nomatopoeia
assonance, and o features in
u ca n lo o k fo r lit erary AND linguistic ur
● Yo ce the quality of yo
. Th is w ill en h an
ANY text
analysis.
New s a rtic le
Consider:
ntext and ethics
● The source, its co well as local,
ce (if on lin e, think global as
The au di en c details,
●
co ns id er in g ot her demographi
as well as d interests)
me, profession an
such as age, inco
language
● Loaded/emotive sharing functions
etc (e.g. to
o f hy pe rlin ks ,
● The use
social media) riter’s agenda or
e p ra gm ati cs of the text (the w
● Th icit)
r implicit or expl
opinion, whethe os, logos
oric: ethos, path
● Elements of rhet rpose and
be tw een structure, pu
● C on ne cti o ns appeal more to
(e .g . sh or t paragraphs may
audien ce writing to
o f a lo w er e du cation, or when
people
entertain)
Editorial
Consider:
ntext and ethics
● The source, its co , think global as
well as local,
en ce (if o nl in e tails,
● The audi ot he r demographic de
ns ider in g
as well as co interests)
as ag e , in co m e, profession and
such
language
● Loaded/emotive te xt (the writer’s ag
enda or
ati cs of th e
● The pragm icit)
r implicit or expl
opinion, whethe ed it or of the
t do es th e w rit er (= the
● Wha ers of?
to convince read
publication) aim
 di a ry e nt r y
Blog or
Consider:
r this (a
of th e te xt , an d the reasons fo
● The formality have a quite
y by a W W1 soldier might
diar y en tr entry!)
re gi st er to a 2 1st-century blog
different techniques
rtrayed, and the
● The emotions po eve this
ar y an d lin gu istic) used to achi
(lit er ration
ng an d control of the nar
The se qu en ci audience
●
au di en ce , an d if so, who this
● If there is an
are addressed
is and how they will give you
da te at th e to p of the entry: this
● The
some context a blog (e.g. a button
to
g fa ciliti es on
● Any sharin
ok)
share to Facebo privacy of a
b lic na tu re of blogs versus the
● The pu
traditional diary
 l c a rt oon s
Politica
Consider:
liefs it
o f th e o ut le t (e .g. the political be
The context h, for
●
if o nl y ro ug hly - The Telegrap
promotes, even g side)
on the right-win
example, is more - what are they
trying to
n is t’s ag en da
● The cartoo
their satire?
criticise through
speech bubbles
● The shape of the sed (e.g. sweat,
tears)
a th at ar e u
Any eman at larly in
●
in th e sp ee ch bubbles, particu
● The text size aracters
or ti on to th os e of any other ch
prop
speaking speech one
th e sa m e w ay , the amount of
● In er
mpared to anoth
character has co oss- hatching and ho
w
c te ch ni qu es such as cr
● Artisti
e text
these support th
Graphi c nove ls
Consider:
Iran in the case
co nt e xt of th e text (e.g. 1990s
● The
of Persepolis) agen da - what are th
ey trying
no ve lis t’s
● The graphic
to achieve?
speech bubbles
● The shape of the sweat, tears)
at are used (e.g.
● Any emanata th ch bubbles, particu
larly in
in th e sp ee
● The text size aracters
or ti on to th os e of any other ch
prop
speaking speech one
th e sa m e w ay , the amount of
● In er
mpared to anoth
character has co os s- hatching and ho
w
c te ch ni qu es such as cr
● Artisti
e text
these support th istic and visual
e u se o f lit erar y as well as lingu
● Th
w these interact
features, and ho
 u re s a nd le afl et s
Bro ch
Consider:
uade)
(inform and pers
● The dual purpose ance, and the
si on of step by step guid
● Th e provi (e.g. bullet
ur al elem en ts that go with this
struct of this
the significance
points), as well as ch as imperative
e us e o f lin guistic features su
● Th
verbs of images
e, pl ac em en t and connotation
● The siz
y authoritative)
● The tone (usuall
For u m p os t s
Consider:
ality
● The level of form ang and abbreviation
s (e.g.
al us e o f sl
● The potenti
IDK, BTW, LOL)
cons/emojis
● The use of emoti
● Syntax vise, criticise,
e pu rp ose of the replies (to ad
● Th
agree…)
e responses
● The length of th
of paragraphs
● The potential lack ability to share
e p ublic /onlin e forum and the
● Th
responses hat these
us er na m es an d avatars, and w
● The use of
may connote
 i c jou r na l
Academ
Consider:
igh, but not
ality (likely very h
● The level of form on th e prestige of the jo
urnal)
d ep en d
always: it can rms of their
dien ce (in te re st-wise and in te
● The au
n)
level of educatio
m att er
● The subject
th e text
● The purpose of - but it has in
to th in k “t hi s won’t come up”
● It’s easy
ld well again!
the past and cou
Reviews
Consider:
ail
fo rm ality an d amount of det
The leve l of ark out of
●
al u se of e. g. a star rating or m
● The potenti
5 level of
tl et ’s au d ie nc e (e.g. interests,
● The ou
education) . it may be worth
te xt o f the source (e.g f the
● Th e co n
A dv is or re view in the context o
discussing a Trip dal)
ake reviews” scan
well-publicised “f an s and
tic
Li n gu is tic e le m ents such as sem
●
pragmatics
 a n d t a lk s
Speeches
Consider:
ality (= register)
● The level of form
volved
● The audience in ch (historical or oth
erwise)
o f th e sp ee
● The context gos, anaphora,
u se of rh et o ric (ethos, pathos, lo
● Any on etc)
on, second pers
tricolon, repetiti inform and/or
suade + maybe
● The purpose (per
entertain)
 Tweets
Consider:
always quite
level of fo rm al ity (likely but not
● The
low) blue tick)
ty p og ra ph ic al features (e.g. the
● Visual and
ical devices
● The use of rhetor ch as
e of ot he r lin gu istic features, su
● The us
imperative verbs on
tweet(s) in questi
● The tone of the
● Who is tweeting ts
text of the twee
● What is the con s to the tweets th
emselves
th e re pl ie
The nature of emeral,
●
Tw itt er as a platform (e.g. eph
● The nature of
ntial to go viral)
but with the pote
 a n d e ma il s
Letters
Consider: as a
u re s id en tify in g the document
● The stylistic feat e stamp)
.g. salutation, tim
letter or email (e
ality
● The level of form imperative
gu is tic fe at ur es , such as slang or
● Lin
verbs
the text
● The purpose of gr ap hs and sentence
s, and
of th e pa ra
● The lengths oices
sib le si gn ifi cance of these ch
the p os d reader
hi p be tw een the writer an
The re la tio ns onounced
●
cy of th e te xt (normally more pr
● The urgen of them) - is this
em ai ls du e to the very nature
in
itly or explicitly?
expressed implic
Int e rv i ew s
Consider:
t?
ded or transcrip
● The form: embed we can tect ch
de anges in
re an d w he n
How, w he and the
●
st er (b et w ee n the journalist
tone or re gi occur
r in st an ce), an d why this may
interviewee, fo
dotes
● The use of anec tions and what th
is may tell
o f le ad in g qu es
● The use
rviewer’s agenda
us about the inte w (based on,
po ss ib le au di en ce of the intervie
The been
●
pl e: in w ha t p ublication has it
for exam Who, age-,
the interviewee?
printed? Who is w ise , might be fans
of this
og ra ph y-
interest-, or ge a web page?)
? Is th e inte rv iew published on
person
Advertis e me nts
Consider:
colour
, in clu ding th e connotations of
● Visual features ages
placement of im
and the size and
istic features
● Literary and lingu the words being
ow th e im ag er y interacts with
● H
used in the ad - primarily ads per
suade, but
th e ad d oe s
What else and/or
●
e in fro nt o f yo u also entertain
does the on
inform? d how big is it?
an d na m e /log o - where is it an nd, or
● The br ad vertising the bra
om ot er s on ly
Are the pr
also a lifestyle? dience
nt e xt o f th e ad , including its au
● The co
Infog ra p hi c s
Consider:
f colour
es , in clu di ng th e connotations o
● Visual featur ages
placement of im
and the size and
res
● Linguistic featu cts with the word
s being
im ag er y in tera
● How the
aphic
used in the infogr imarily they
t else th e in fo graphic does - pr
Wha also
●
t do es th e on e in front of you
inform, bu
persuade?
entertain and/or graphic
si bl e au di ence of the info
● Th e p os links with
it w as pu blish ed, and how this
Where ed?
●
. If on lin e, ho w is sharing facilitat
audience
 ow can I co m m e nt
H
well on contteanxdtw?eb-based
rin
● Read a variety of p me
lic atio ns - th is w ill help you to beco
pub The
of th ei r re sp e cti ve audiences (e.g.
awa re ich
n is ve ry di ff er en t to Fox News wh
Guard ia
ffer e nt to Th e Ec onomist!). Some
is very di ask your school
ri pti o n -o n ly , b u t
are subsc a n ews aggregator
b sc ri be . U se
library to su ur
on yo u r p h on e fo r the rest (select yo
app
you go!)
interests and away
 ow ca n I c o m m ent
H
c o nt ex t? c ont d .
well on th e ne ws (in whatever fo
rm you
Read o r lis te n to the
●
w ill he lp yo u to become aware of
choose). This tations of organisa
tions
ro bl em s, an d re pu
ethics, p exam paper
se te xt s m ay be published in your
who NRA...)
dvisor, PETA, the
(e.g. Twitter, TripA lity of the
u r TO K sk ills to consider the reliabi
● Use yo
nt ed to yo u. Th e sources will always
sources prese paper for legal reas
ons,
ite d on yo ur ex am as
be cred
fo rm ati on to in fo rm your responses
but use this in di d the text come fr
om,
ex am p le , w he re
well. For
blished?
and when was it pu
Anything else?
help you
an yo ur re sp on se properly. This will
● Yes. Pl so aided by
ra grap h it w el l. Paragraphing is al
to pa uding
of a w id e ra n ge of connectives, incl
the use en…”)
nn ec tiv es (e .g. “This is also se
deic tic co verts
on re ad ? Th is ca n be anything - ad
● Did I menti arity
e w al ls o f th e m etro/in stations, ch
on th ont door,
me through your fr
campaigns that co ia such
es , bl og s, an d ev en, yes, social med t
magazin y, re ad little and often, bu
uo ra . M ainl
as Reddit or Q
also a variety.