Features of Genre Checklists
- prepared by the EAL faculty 2006 as its contribution to Taking Action for Literacy
- part of the St Aloysius College Literacy Strategy
- intended to be used by students in Years 8-12 with teacher help as needed
- provides a checklist of features of common genres and text types
- strengthens the use of common terminology and understanding
- opportunities for subject specific requirements to be added by facilities
- the checklists are deliberately minimalist
- further ideas, exemplars and templates can be found in the references listed
- Book Review
Response Genre
A book review offers information about a book and critical appraisalStructure
- Lead-in sentence to state the topic and capture interest
- Introduction identifies the title, author and type of book
- Brief plot summary: only main events and a few details for interest
- May include a summary of theme
- May include a discussion of characters
- Comment on author’s style
- Conclusion includes a recommendation
Language features
- Includes opinion and subjective language
- May include quotations
- Present or past tense to retell the story (used consistently)
- Chronological linking words for retelling events (later, then…)
- Description
Factual Genre
Describes a person, place or thingStructure
- Statement to inform the reader of the topic being described
- Opening sentence should engage reader’s interest
- A series of paragraphs each giving details of different aspects
- Does not contain opinion or evaluation
Language features
- Rich choice of words and synonyms
- Vary the foregrounding in sentences to add interest
- Opportunity to expand word choice
- Nouns and noun groups
- Adjectives
- Adverbs and adverbial groups
- Often written in the present tense
- Verbs which express feeling and being / existing
- May contain subjective language
- Discussion
Factual and Response Genre
A discussion explores several sides of an issueStructure
- Lead-in sentence to state the topic and capture interest
- No view on the question in the introduction
- Should include signposts to the issues to be raised
- A balanced presentation of the issues
- One argument per paragraph
- Paragraphs must have a topic sentence followed by elaboration with evidence and examples
- Conclusion summarises the main points with new information
- The conclusions ncludes your own view – for/ against / on the fence. It should be a strong statement (e.g. It can be concluded that…”
Language features
- Keep a distance from the topic
- No emotional language
- Occasional dramatic questions for effect (rhetorical questions)
- Write about the topic in general terms
- Verbs iclude “agree” “ disagree” (It is believed that… ; Experts agree that…)
- Nominalisation of concepts
- Explanation
Factual Genre
An Explanation explains processesStructure
- A lead-in sentence to state the topic and position the reader
- Introduction should include signpost sentences
- Start with known information
- Series of sequential paragraphs
- Conclusion summarises content
- Conclusion contains no new information
Language features
- Avoid using the first and second person; generalised participants
- Use timeless present tense
- Use passive voice (is made; is placed)
- Use correct technical terms
- Linking words and phrases expressing sequence (after..; then…; next…; finally)
- Exact details or information
- Exposition (Argument)
Factual Genre
An exposition argues or persuades for or againstStructure
- A lead-in sentence to state the topic and capture interest
- Introduction should include signpost sentences to the issues to be raised
- One paragraph per main idea.
- Each paragraph starts with a topic sentence containing an assertion
- Arguments should show logical progression
- Prioritise and sequence arguments
- Conclusion summarises content
- Conclusion contains no new information
- Conclusion restates your view in different words
Language features
- It is best to avoid using the first person
- Use strong modal verbs such as “must, “should”, “will not”
- Use words expressing certainty: definitely, ultimately, undoubtedly, unequivocally
- Linking words and phrases expressing cumulation: Furthermore…; In addition…; Moreover…
- Acknowledge sources of information
- Avoidance of “I” is not always possible in an argument essay e.g. “I believe…”
- Film Review
Response Genre
A film review gives information about a film and offers critical appraisalStructure
- Lead-in sentence to state the topic and capture interest
- Introduction identifies the title, type of film and maybe the actors
- Introduction should include signposts the rest of the review
- Brief plot summary: only main events and a few details for interest
- May include a summary of theme
- May include a discussion of the actors
- Do not divulge the ending
- Includes a recommendation
Language features
- Includes opinion and subjective language (exhilarated, disappointed)
- Technical film terms (close-up; unfolds; angle; landscape)
- Present or past tense to retell the story (used consistently)
- Chronological linking words for retelling events (later, then…)
- Thinking, feeling, observing verbs (anticipated; shuddered; thrilled)
- Information report
Factual report
A report presents information about a subjectStructure
- Opening statement
- lead in sentence to state the topic and capture interest
- may include a short description of the subject
- may include definition
- may include classification or categorisation of types
- Paragraphs
- each paragraph is about a different aspect of the subject.
- begins with a topic or a preview sentence
- focus is on facts not opinion
- Conclusion
- summarises the information presented
- does not include any new information
- Opening statement
- Interview
Factual, Story or Response Genre
An Interview is a process for obtaining information, a story or a responseStructure
- Background information to avoid questions about well-known facts
- Clear idea of the purpose of the interview
- Carefully prepared questions
- Ask questions in an appropriate manner
- Record and interpret answers
- Identify key points
- Reconstruct the results
Language features
- Register : politeness and formality
- Body language and inter-personal manner
- Open-ended and closed questions
- Modality; care in the use of why questions
- Follow-up questions and unexpected leads
- Transition strategies when switching topics
- Letter to the Editor
Response Genre
A letter to the editor is an example of a formal letter expressing an opinion, a complaint, an argument or giving informationStructure
- Use the conventions of a formal letter
- Introduce the topic and your opinion early
- May be a reference to a previous letter or article
- Usually a mix of fact and opinion
- Organise paragraphs with details to support your opinion
- Paragraph length may vary
Language features
- Formal term of address (Dear Sir or Dear Editor)
- Persuasive language
- Subjective but not too emotional
- Language should be formal
- A direct appeal to the editor or readers
- Narrative
Story Genre
Structure
- Orientation
- Complication(s) or conflict
- Sequence of events
- Resolution
- Coda (optional): a comment or evaluation of events in the story
Language features
- Opening words capture reader’s interest
- May use storytelling conventions (especially in Myths, Fairytales: “Once upon a time”)
- First or third person storyteller or “voice”
- Process or action verbs to recount events
- Most often in the past tense, but may be in the immediate present for effect
- Vary sentences length: simple, compound or complex
- Short sentences increase tension; longer sentences provide contrast and detail
- Time words connect events (e.g. After that…; Then…; A few moments later…)
- Noun groups describe characters and settings (e.g. the noisy children playing in the park)
- Dialogue develops action and characters
- Tense may change within the dialogue
- Procedure
Factual Genre
A procedure gives instructionsStructure
- A lead-in sentence to state the goal
- Start with a list of materials
- Series of sequential sentences which may be numbered
- Check the order of the sentences
- Concluding sentence expresses success
Language features
- Use command words (Cut..; Pour…; Fold…)
- Most sentences start with a verb
- Use correct technical terms
- Linking words and phrases expressing sequence (first…; then…; next…; finally)
- Exact details or information
- Recount
Story Genre
A recount retells past events in the order in which they happenedStructure
- Orientation: sets the scene
- Sequence of events in the order in which they happened
- (optional) a final personal comment or reflection
Language features
- Opening words capture reader’s interest
- May use the first person
- Most often in the past tense, but may be in the immediate present for effect
- Vary sentences length: simple, compound or complex
- Short sentences increase tension; longer sentences provide contrast and detail
- Time words connect events (e.g. As soon as….; Eventually…; Then…; A few moments later…)
- Noun groups describe people and places (e.g. the noisy children playing in the park)
- May include reported or direct speech (She said …….)
- Research
Research Skills
Information literacy is the ability to access, evaluate, organise and use informationStructure
DEFINING your topic
- underline the key words in the task
- brainstorm what is already known about the topic
- pose questions to investigate
LOCATING your information
- determine the range of possible sources
- list keywords and search terms
- identify which sources best answer the question
SELECTING your information
- select a variety of resources (books, online sources, journals…)
- skim and scan the text looking for keywords and phrases
- select information that answers your focus questions
- ensure information is recent, relevant, accurate and unbiased
- record sources in a bibliography
ORGANISING your information
- organise notes under headings
- determine which information is most important
- check that the focus questions have been answered
- use own words or cite references
EVALUATING your work
- check that the question was answered
- reflect on new skills learnt
- reflect on skills that need to be improved
- Speech
Factual and Response Genres
A speech is an oral presentation of information or a responseStructure
- Statement to inform the reader of the topic and purpose
- Opening sentence to engage the audience
- Ideas and information organised and linked
- Short chunks of information which the audience can digest
- Pausing for effect and to check audience response
- Ideas not always fully developed as in an essay
- Conclusion may include an example a recommendation
Language features
- Address the audience group (class; ladies and gentlemen)
- Repetition and restatement of ideas
- Personal language (I, you, we)
- Some colloquial language
- Phrases and short sentences or isolated words may be used for effect
- Questions may help to set up a conversation with the audience
- Literacy Support Material
Writing Skills
Essay Writing Skills
– Learn how to analyse your question, then plan and write a great essay. From State Library of VictoriaWriting Skills
– tutorials and videos explaining topics: Paraphrasing, Linking words, Paragraphs, Sentence construction, Spelling and Academic style. From RMIT University
References:
Anderson, M 1997, Text types in English, Macmillan, 1998.
Eisenberg, M and Berkowitz, R 2013, ‘The Big6’, Big6Associates, viewed 12 May 2013, <http://big6.com/>.
English Elements (series), Jacaranda Wiley, Milton, Qld.
Excel essential skills (series), Pascal, Glebe, N.S.W.
Schill, J 1998, On track: working with texts, Heinemann, Port Melbourne.
Targeting text (series), Blake Education, Glebe N.S.W.
Whitfield, M 2001, Targeting writing across the curriculum, Blake Education, Glebe, N.S.W.