Text types
In
senior high school, when you learn English, you will find many texts which some
of them may make you confused. (Notice this! I am pretty sure that some of you
are still confused when your teacher asks you to write explanation, exposition,
or recount text. True story…). So you will need to know how to identify and write
different text types.
Each
of text types has different purpose, generic structures, and language features.
For you who are still not familiar with these term, let me help you!
Purpose is the reason for the text is made.
Generic
structure is the way in which a text is
constructed to suit its purpose. For example, an informal letter is different
in construction to that of an official report.
Language
features is simply grammars you can find in
the certain text.
Now let’s begin to learn the text
type!
Report
Reports classify or describe
something. Reports begin with a general statement which introduces the topic. In
the description, facts (parts, qualities, habits and behaviors of the subject)
may be described.
When writing reports you will need to:
• use technical terms, for example: comb, threshing, drum
• write in simple present tense, for example: harvest, cuts.
Recount
Recounts tell the reader what happened. They retell a past
event. Recounts begin by telling the reader who was involved, what happened, where
this event took place and when it happened. This is called the orientation. The
sequence of events is then described in some sort of order, for example: time. There
may be a reorientation at the end which summarizes the event. When writing recounts you should:
- focus on individual people, for example: use the words, I or we
- use words which indicate when ( for example: after lunch) and where the events took place (eg in the shed)
- write in the past tense, for example: had, visited
- use action words , for example: helped, crutched.
The following is
an example of a recount. The labels show you the rtructure and language
features of a recount text.
Procedure
Procedures help us do a task or
make something. They can be a set of instructions or directions, for example step
by step method to germinate seeds. The text below is an example of a procedure.
The labels show the structure and language features of procedure text. Procedures
begin by outlining an aim or goal. Sometimes there is a list of the materials
and equipment needed. The steps are then
listed in order.
When writing procedures you should:
- use present tense, for example: spray
- include technical terms when you need to for example: friable
- use words that tell the reader how, when and where to perform the task for example: fill, firmly.
Explanation
Explanation texts explain how or why things happen for
example: how acid soil affects farm productivity.
Explanation begins by identifying
the phenomenon (thing) that will be explained. (Phenomenon identification.) Then
there is an explanation sequence which explains how things work.When writing explanations use:
- general nouns, for example: nutrients.
- technical terms (often used), for example: pH, acid
- present tense, for example: provide
- • words that show cause and effect, for example: if.
An example of
an explanation is shown here.
Exposition
There are two kinds of exposition we know: analytical
exposition and hortatory exposition.
Here we try to learn analytical exposition. Exposition argues on a point
of view. Expositions can be in the form of an essay or a letter to the editor. An
exposition begins with a thesis. There is a statement of position and a preview
of the arguments. Each argument to support your point of view is outlined. The
thesis is reinforced in the final paragraph, the reiteration. When writing an exposition you should:
- focus on groups not individuals , for example: pests
- use present tense, for example: affects
- use words to link arguments, for example: lastly.
Well students, I will give you other texts on the next post, ok? If you have something to ask, I'll be at school from 6.60 to 15.30. ;-)
See you around!
No comments:
Post a Comment