TEXT TYPES
P-12
Loddon Mallee Region
1
Session Outline
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Literacy Elements
Gradual Release of Responsibility
Breakthrough Framework
Text Categories
Text Types
Deconstruction and Reconstruction of Texts
Writing in a Multimodal World
LITERACY ELEMENTS
• Read Aloud
SPEAKING &
LISTENING
• Write Aloud
• Shared Reading
• Shared Writing
• Guided Reading
• Guided Writing
• Independent Reading
OBSERVATION
&
ASSESSMENT
• Independent Writing
GRADUAL RELEASE OF
RESPONSIBILITY
DEGREE OF CONTROL
Role of the
teacher
MODELLING
SHARING
GUIDING
APPLYING
The teacher
demonstrates and
explains the literacy
focus being taught.
This is achieved by
thinking aloud the
mental processes and
modelling the reading,
writing, speaking and
listening
The teacher continues
to demonstrate the
literacy focus,
encouraging students
to contribute ideas
and information
The teacher provides
scaffolds for students
to use the literacy
focus. Teacher
provides feedback
The teacher offers
support and
encouragement when
necessary
The student
participates by
actively attending to
the demonstrations
Role of the
student
Students contribute
ideas and begin to
practise the use of the
literacy focus in
whole class situations
Students work with
help from the teacher
and peers to practise
the use of the literacy
focus
The student works
independently to
apply the use of
literacy focus
4
Pearson & Gallagher
‘Breakthrough
Framework’
Text Categories
Texts are grouped and defined in particular categories. It is important to note
that any such classifications are arbitrary and that there is always likely to be
overlap between ways of grouping texts and defining text types.
LITERARY TEXTS
Categories of Texts
FACTUAL TEXTS
The categories of texts indicated above can be further subdivided
into different Text Types.
Text Types
LITERARY
Literary texts are written to re-create, create, shape and
explore human experience. Literary texts can be based on
fiction or fact and includes written and spoken texts. e.g.
picture storybooks, traditional stories, speeches, novels, short
stories, plays, poetry, translated works, non-print texts and
non-fiction works such as biographies. (VELS)
Narrative – in story, drama and poetic format
Literary Recount
Observation
Literary Description
Personal Response
Review
FACTUAL
Factual texts are written about real phenomena.
Factual Description
Information Report
Procedure
Procedural Recount
Factual Recount
Explanation
Exposition
Discussion
Text Type Quiz
TASK 1:
In your envelope are the 9 key Text Types, their
Purposes, their Structures and their Language
Features.
You Will Need:
Text Type template (insert colour you have used)
TEXT TYPE quiz envelope contents
In pairs put the grid together.
Check against the completed grid (Hand Out) –
Text Type Grid
The 9 Key Text Types
1.
2.
3.
4.
5.
6.
7.
8.
9.
Description (factual or literary)*This text type is often embedded within other texts
Report (factual)
Recount (factual or literary)
Narrative (literary)
Procedure (factual)
Explanation (factual or literary)
Exposition (factual)
Discussion (factual)
Response (factual or literary)
Page
number8
Text Types - Described
• These are the texts that need to be explicitly
taught and are crucial to students learning.
• They provide the basic entry point for student
learning and access to effective participation in
the community.
Text Types - Description
Continued
• They are idealised for teaching purposes.
• In real life we find ‘mixed texts’. Examples of
‘mixed texts’ (hybrids) are:
• An ‘Information Report’ may contain an
‘Explanation’
• A ‘Narrative’ may contain ‘Descriptions’ of people
places and events.
• A scientific ‘Procedure’ may conclude with an
‘Explanation’ of a scientific principle.
Hybrid Text -
Example
Information
Report
Explanation
Procedure
Science World
7 Macmillan 3rd
Edition.
Text Types as Starting Points
When students understand that:
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Different types of texts exist
Texts have different purposes
Texts have particular structures
Texts have characteristic language features including
particular grammatical patterns and
• Texts have particular language conventions (spelling,
punctuation, font variations and page layout), they are in a
better position to manipulate and combine different Text
Types in purposeful ways for a particular audience. We
see this daily in different text formats.
Text Formats or Forms for Real
Purposes
There are 8 key ‘Purposes for Writing’
To:
• Entertain
• Recount
• Socialise
• Inquire
• Describe
• Persuade
• Explain
• Instruct
(Hand Out) - ‘Text Forms’ table - based on Purposes
Reference: Annandale K et.al.(2004)
Teaching Text Types
What do they provide?
• Text Types provide links to literacy development as a
social practice.
• Text Types provide for the literacy development across
and within:
Domains and Dimensions,
VCE, VCAL and VET subjects
• Text Types provide students with shared
understandings about how to effectively communicate
in each area of study.
What should our focus be?
• We need to focus on those that are most relevant to the
content of the program.
• We need to focus on those suggested in the Focus
Statements in VELS and VCE subjects.
• We need to explicitly teach and reteach particular text
types and adapt formats to match the nature and level of
content deemed as essential learning.
What should our focus be?
Continued
• Data driven teaching using classroom sources of
information. Responding to assessment through
observations, conversations and previous products
created. Data gathered from teachers moderating
together.
• Data driven using external sources of information e.g.
English Online (Prep to Year 2) On Demand Testing
(Linear and Adaptive) and NAPLAN (Years 3,5,7 & 9).
Text Types
To learn about texts we need to have a working knowledge of each under the
following headings.
TEXT TYPES
9 Key Text Types
Which of the 9 are
being used individually
or in combination –
hybrid format?
PURPOSES
8 Key Purposes
What is the purpose/s
of the writing and who
is the audience?
STRUCTURAL /
ORGANISATIONAL
FEATURES
How the text is
organised and
structured from:
word, to
sentence, to
paragraph to
whole text level?
LANGUAGE FEATURES
What special language
features have been used to
make it appropriate for the
purpose and intended
audience? What
grammatical features are
evident that influence the
understanding of the writing.
CONVENTIONS of Language that are common to all Text Types and hybrid formats
Spelling – including topic specific terminology
Punctuation – all punctuations marks used e.g. capital letters, full stops, question marks etc
Grammar – the structural rules that govern words, phrases and sentences in a given language.
Page Layout – spatial organisation of the text on the page or screen
Font Variations – e.g. bold, italics, CAPITALS, underline, COLOUR and size
Use of Visuals – e.g. graphics, maps, tables, pictures etc.
Hand Writing and Computer Generated text – legible handwriting or electronic typing
Predicting From Text Beginnings
The heart is the most important organ of the circulatory
system. It allows oxygenated blood to be pumped around the
body. The heart has parts.
Report
Last week Dad took me to the football to watch my favourite
team.
Factual Recount
The wolf crept out from behind the tree, crouched low and
was ready to pounce. The children would fall into the trap just
like the others had.
Narrative
Predicting From Text Beginnings - continued
The following is the instructions of how to set up your mobile phone.
Procedure
The ear provides audio information to the brain. It works by
collecting the sounds in the outer ear. The sound vibration causes
movement of the ear drum and the tiny bones connected to it.
Explanation.
There are many ways to overcome poor eyesight now and one way
is to have eye surgery. Before a decision is made however patients
need to consider many factors such as their state of health, cost and
risks associated.
Discussion
Predicting From Text Beginnings - continued
Mobile phones should not be used while being served
in a retail outlet.
Exposition
Billy is a teenage boy. He is of medium height with
golden brown hair.
Description
The movie ‘Twilight’ a most compelling film and is set in
deepest, darkest heart of America. It has romance,
action and plot twists woven around the two central
characters.
Response
Modelling Text Types
In order for students to be able to create and
manipulate various texts types effectively, they must be
able to deconstruct idealised and hybrid examples .
Deconstruction allows the students to familiarise
themselves with the text before them and analyse its:
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Purpose,
Structural / Organisational features ,
Language features and
Conventions
Deconstructing a Narrative
Hand Out
‘The
Invasion’.
Read the Narrative
1 per person
Source – www.writingfun.com
Deconstructing a NARRATIVE
SAMPLE TEXT
The Invasion
IDEAS AND INFORMATION
Who
the invaders – the mosquitoes, cockroaches and beetles
What
they moved through the city into gardens, on pavements, walls
and they sucked the blood of people
When
on a hot steamy summer night
Where
in a city somewhere
ORGANISATION /STRUCTURE
ORIENTATION
1st paragraph
sets time and setting
COMPLICATION followed by a series of events
2nd paragraph
The many legged invasion begins
3rd paragraph
Describing the what the invaders did
4th paragraph
Further description of what the invaders did e.g. suck human blood
5th paragraph
Humans sleeping on unaware of the invasion
CONCLUSION
6th paragraph
Just another night of fun for the invaders
LANGUAGE FEATURES
WORD LEVEL
• Noun groups e.g. streets, houses, ceilings, walls, people,
invaders
• Verbs e.g. quivered, entered, walked, asleep
• Adjectives e.g. many-legged
• Topic specific terminology e.g. cockroaches, beetles
SENTENCE LEVEL
• Descriptive e.g. ‘climbed silently over carpets’
• Entertaining e.g. ‘need to feed on blood’
LANGUAGE FEATURES continued
WHOLE TEXT LEVEL
• Figurative language (images created with clever use of
language) e.g. ‘antennae quivered’, ‘feed on human
blood’
• Adjectival modifiers e.g. ‘totally’ unaware
• Prepositions e.g. ‘over’, ‘under’, ‘on’, ‘in’ and ‘into’
• Past tense e.g. ‘It was’, ‘they took’, ‘were sound
asleep’.
CONVENTIONS OR MECHANICS
• Spelling – Topic words e.g. cockroaches, beetles,
mosquitoes, antennae.
• Punctuation – Exclamation marks (double !!),
commas, capitals, full stops, hyphenated word.
• Grammar – Past tense, adjectival modifiers,
figurative language.
• Page layout – Heading, paragraph spacing, pictures
• Font variations – Larger text heading and BOLD
Deconstruction Task
INSTRUCTIONS
Form a group of 8.
TASK 2:
Using the Text Type Pack (Hand Out) each person is
to choose a sample Text Type other than the Narrative and
using the Text Type template deconstruct the text.
Complete as per the Narrative previously demonstrated.
20 min.
Each person display your stimulus text, and
deconstruction details. Sharing with your table.
Discuss each in detail
20 min.
Scaffolding Text Construction
TASK 3:
• Form into groups of 3
• Read the ‘Plasma Television’ article.
• Using the A3 Exposition Planning sheet and the
Text Type Grid to guide your group, plan an
argument for or against the issue.
• Compare arguments constructed that support or refute the
thesis with the group.
Modes of Text Delivery
Text Modalities
used to make
meaning by the
students.
Language
Visual
Audio
Gestural
Spatial
Elements of
Linguistic Design
Delivery.
Elements of
Visual
Design.
Elements
of Audio
Design.
Elements of
Gestural Design.
Elements of
Spatial Design.
Is it in a:
•Vocabulary and
metaphor
•Modality
•Transivity
•Nominalisation
of processes
•Information
Structure
•Local
coherence
relations etc.
•Colours
•Perspective
•Vectors
•Fore grounding
and backgrounding
etc.
•Music
•Sound
effects
etc.
•Behaviour
•Bodily
physicality
•Gesture
•Sensuality
•Feelings and
affect
•Kinesics
•Proxemics etc.
•Ecosystem
and
geographical
meaning.
•Architectonic
meanings
etc.
LIVE,
PRINT/PAPER or
DIGITAL/ELECTR
ONIC format?
Adapted from
Anstey M and Bull
G (2009) Using
Multimodal Texts
and Digital
Resources in a
multiliterate
classroom, e.lit,
Marrickville,
Sydney
Writing in the Multimodal World
• How will you assist students writing in the
‘multimodal’ and ‘digital world’?
• What ‘modes’ of meaning comprise
multimodal texts?
• Do we have the ‘metalanguage’ to talk
competently about multimodal texts?
• Do we have the teaching and learning
expertise to be able to assist students to write
quality multimodal texts?
Scaffolding Writing through the
‘Gradual Release of Responsibility’ Model
Discussion: Using what you have learnt today how will
you implement or strengthen the teaching and learning
around ‘Text Types’ using the ‘Gradual Release of
Responsibility’ model?
Familiarising students with the text – How?
Modelling – How?
Sharing – How?
Guiding – How?
Independent – How?
Writing as a learned Skill
Something to ponder -
Writing is a ‘learned’ skill and if
anything goes in writing everything
goes!
Anon
References
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Anstey M and Bull G (2009) Using Multimodal Texts and
Digital Resources in a multiliterate classroom, e.lit,
Marrickville, Sydney
www.writingfun.com (2010)
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Department of Education and Early Childhood Development
(DEECD), (2009) Key Characteristics of Effective Literacy.
Pub. Student Learning Division, Melbourne
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Standard P and Williamson K (2006), Science World 3rd
Edition – Student CD Macmillan, Melbourne.
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Annandale .et al (2004) First Steps Writing 2nd Edition, WA
Department of Education and training.