PPT for Reading and Writing Skills: Text Types

This Reading and Writing PPT material focuses on the various text types. These are the following: narrative, instruction, information, explanation. The teachers and learners through this material are expected to get knowledge on the definition, structure, content, and examples of various text types. This lesson will serve as a tool to prospective writers to enhance their writing skills.

1. 1 TEXT TYPES Ms. Maricel M. Figueroa

2. What does text type mean? The term ‘text type’ is a way of classifying and defining different types of language interaction, both spoken and written. When written, it refers to the purpose of a text and the way it is written. 2

3. Text Types Instructions Explanations Recounts - personal - factual Information reports Expositions Narratives 3

4. What does ‘text form’ mean? Texts can also be defined or classified according to their form : the overall shape and structure they take or the context in which they are found . 4

5. T ext T ype s and T ext Forms 5 narrative explanation instruction exposition 46. short story 47. editorial 48. recipe 49. journal 50. evaporation f o r m

6. What are the key features of different kinds of texts? When considering a text we need to think about its: 6 – text structure – grammatical features – vocabulary topic (what about?) – purpose (why?) – audience/writer-reader relationship (who?) context language

7. 7 instructions

8. Instructions Instructions tell / inform in sequential order the steps which need to be taken to do or make something. 8

9. The structure of instructions includes (some of) the following: a clear/bold heading or a statement of what is to be achieved ( goal ); a list of materials/equipment; a set of sequenced points laid out as numbered or bullet-pointed steps ; an illustration/diagram (optional). 9

10. How to Make Stained Glass Figures Materials: a piece of cardboard a pair of scissors a piece of chalk colored pen colored cellophane paper Steps: First, take a piece of cardboard and one piece of chalk. Then, draw something on the cardboard. Next, cut it out where you want light to go through Then, use a colored pen to trace around the thing you drew. Stick different colored cellophane paper over the areas that have a hole. When you have finished this, stick it on the window. 10 GOAL STEPS MATERIALS

11. Language features of instructions connectors to show chronological order and cause and effect; use of the personal pronoun you in more formal instructions; quantifiers to aid clarity and precision. imperative form 11

12. How to Make Stained Glass Figures First, take a piece of cardboard and one piece of chalk. Then, draw something on the cardboard. Next, cut it out where you want light to go through Then, use a text to trace around the thing you drew. Stick different coloured cellophane paper over the areas that have a hole. When you have finished this , stick it on the window. 12 GOAL sequencing connectors MATERIALS & STEPS

13. How to Make Stained Glass Figures First take a piece of cardboard and one piece of chalk. Then draw something on the cardboard. Next cut it out where you want light to go through Then use a text to trace around the thing you drew. Stick different coloured cellophane paper over the areas that have a hole. When you have finished this, stick it on the window. 13 GOAL impersonal “you” MATERIALS & STEPS

14. How to Make Stained Glass Figures First take a piece of cardboard and one piece of chalk. Then draw something on the cardboard. Next cut it out where you want light to go through Then use a text to trace around the thing you drew. Stick different coloured cellophane paper over the areas that have a hole. When you have finished this, stick it on the window. 14 GOAL Imperatives/ dynamic verbs MATERIALS & STEPS

15. 15 explanations

16. Explanations An explanation is given to account for * how things happen * how / why something is made * how something works in a particular way 16 Explanations are often found in Science and Social Studies text books.

17. The structure of explanations often includes the following: a general statement to introduce the topic; a series of logical steps to explain the stages of a process; 17

18. 18 a thing or state of being a thing or state of being a thing or state of being goes through a process to become and goes through a process to become This sequence continues until a final thing or state is produced

19. Floods After flash floods, desert streams from upland areas carry heavy loads of silt, sand and rock fragments. As they reach the flatter area of the desert basins they slow down and their waters soak quickly into the basin floor . Then the streams drop their loads; first they drop the heaviest material – the stones, then they drop the sand and finally they drop the silt. Soon these short-lived streams become choked by their own deposits and they spread their load in all directions . After some time, fan or cone-shaped deposits of gravel, sand, silt and clay are formed around each valley or canyon outlet. These are called alluvial fans. 19 general statement Stage 1 Stage 2 Stage 3 Stage 4

20. 20 An explanation may also include a diagrammatic layout of paragraphs to support the organization of points. In other words, there may be a new paragraph for each step in the process or thing being explained.

21. Some language features of explanations focus on generalized non-human things; use of the simple present tense; use of temporal (or chronological) connectors; use of impersonal style /passive voice; use of causal (or logical) connections . 21

22. How Blood Moves Around the Heart The heart is a muscle that pumps blood around the body. The blood flows through the vena cava into the right atrium and when the right atrium is filled, the blood enters the right ventricle through a valve . It is then pumped to the lungs where it gets oxygen put into it . It then goes back to the heart and enters the left atrium and flows into the left ventricle through a valve. It is pumped from the left ventricle through the aorta and around the body where it takes nutrients and oxygen to the body’s cells. 22 general statement Stage 1 Stage 2 Stage 3 Stage 4

23. How Blood Moves Around the Heart The heart is a muscle that pumps blood around the body. The blood flows through the vena cava into the right atrium and when the right atrium is filled, the blood enters the right ventricle through a valve. It is then pumped to the lungs where it gets oxygen put into it. It then goes back to the heart and enters the left atrium and flows into the left ventricle through a valve. It is pumped from the left ventricle through the aorta and around the body where it takes nutrients and oxygen to the body’s cells. 23 general statement Stage 1 Stage 2 Stage 3 Stage 4 generalised non-human thing

24. How Blood Moves Around the Heart The heart is a muscle that pumps blood around the body. The blood flows through the vena cava into the right atrium and when the right atrium is filled, the blood enters the right ventricle through a valve. It is then pumped to the lungs where it gets oxygen put into it. It then goes back to the heart and enters the left atrium and flows into the left ventricle through a valve. It is pumped from the left ventricle through the aorta and around the body where it takes nutrients and oxygen to the body’s cells. 24 general statement Stage 1 Stage 2 Stage 3 Stage 4

25. How Blood Moves Around the Heart The heart is a muscle that pumps blood around the body. The blood flows through the vena cava into the right atrium and when the right atrium is filled , the blood enters the right ventricle through a valve. It is then pumped to the lungs where it gets oxygen put into it. It then goes back to the heart and enters the left atrium and flows into the left ventricle through a valve. It is pumped from the left ventricle through the aorta and around the body where it takes nutrients and oxygen to the body’s cells. 25 general statement Stage 1 Stage 2 Stage 3 Stage 4 passive voice

26. How Blood Moves Around the Heart The heart is a muscle that pumps blood around the body. The blood flows through the vena cava into the right atrium and when the right atrium is filled, the blood enters the right ventricle through a valve. It is then pumped to the lungs where it gets oxygen put into it. It then goes back to the heart and enters the left atrium and flows into the left ventricle through a valve. It is pumped from the left ventricle through the aorta and around the body where it takes nutrients and oxygen to the body’s cells. 26 general statement Stage 1 Stage 2 Stage 3 Stage 4 temporal expressions

27. instructions vs. explanations we read / listen to instructions in order to 27 act Aha! So this is how you do it!

28. 28 we read / listen to an explanation in order to know Hmm. Is that so?

29. 29 information

30. The definition and purpose of information reports Reports are factual texts which describe and classify the way things are. The things described and classified can be a range of phenomena in our natural or cultural environment 30

31. 31 phenomena natural cultural living non-living social political historical technological

32. 32 General classification where the phenomenon is identified and assigned to a general classification. e.g. Dolphins are mammals. This opening statement may be expanded in some following sentences Description of the phenomenon in a series of paragraphs each of which focuses on a feature, e.g. *parts and their functions; *qualities (e.g. appearance, size, color , shape); *habits / behaviors (or uses if a non-living phenomenon). Structure of information reports

33. Snakes are reptiles (cold blooded creatures). They belong to the same group as lizards but form a sub-group of their own. Snakes have a scaly skin and no legs. They can wriggle and slide out of their old skin and grow a bright new one. Female snakes lay eggs. When the baby snakes hatch out of the eggs they are small, sticky and have a bright scaly skin. They look just like a tiny version of the mother. Baby snakes have to look after themselves and find their own food. Some snakes kill animals such as frogs, fish, rabbits, rats and mice. They can kill these animals in two ways. Firstly by squeezing them, to death and secondly by injecting them with poison. 33 Snakes General Classification Description

34. presentation Information reports are often accompanied by: tables/diagrams; illustrations with captions. The information must be organized and clear. 34

35. language features     * generic (general) nouns, e.g snakes * simple present tense (unless report concerns historical phenomenon) 35

36. language features some action (dynamic) verbs especially when describing behavior e.g. Some snakes kill animals . the verb “to be” is used often in order to link bits of information e.g. Snakes are reptiles. the verb “to have” is also used often to describe attributes of the phenomenon, e.g. Snakes have a scaly skin and no legs . 36

37. Purpose and audience The way information conveyed is affected by the audience . ADULT AUDIENCE Longer texts Graphs Tables 37 YOUNG AUDIENCE Short blocks of text Cartoons Illustrations

38. 38 My Invention! If you were a scientist, what would you invent to solve food shortage (or any major problem that you can think of?) - medicine, gadgets, etc.

39. 39 My Invention! Major/Minor Problem: Limited References for Engineers Solution: I-Pod for Engineers I- PodEn . is a gadget exclusively made for Engineering students, professionals, etc. – Gen. Classification

40. 40 recount

41. What is a recount? A RECOUNT is a written or spoken narrative of an event that happened in the past. KINDS: Factual Personal 41

42. kinds of recount Factual Personal 42

43. features of factual recount focus on individual participants using third person (impersonal) voice use of the past and past perfect tenses focus on temporal sequence of events passive verbs often used 43

44. Features of personal recount first person past tense a range of verbs and verb phrase. temporal sequence of events possible use of direct and indirect speech 44

45. Structure of recount Orientation - setting the scene: (who, when, where, why) followed by Series of events followed by Re-orientation or evaluation (optional); 45 Orientation ^ Event n (^Re-orientation)

46. F actual recount On Wednesday, 17 th April at a quarter past five San Francisco was hit by one of the worst earthquakes ever known. 46 A minute later the city was in flames. The streets were crushed into ridges and gullies and piled with the rubble of broken walls. The telephone systems were interrupted; the water mains had burst and by Wednesday afternoon half the city centre was gone. Eventually the fires died out. Only 500 people were killed but 200,000 people were left homeless. Rebuilding began immediately. Within four years, there was barely a trace of the quake’s destruction. ORIENTATION EVENTS RE-ORIENTATION

47. personal recount Sam and I were visiting San Francisco as tourists. We were on the way back to our hotel after enjoying the night life in Chinatown. 47 Suddenly I tripped or thought I did and Sam seemed to fall against a wall. “Hey, what’s going on?” I shouted to him, laughing. Then we were both flung to the ground and bricks and broken glass showered us as buildings began to tilt and sway. “It’s a quake!” screamed a man as he ran past us. We tried to get back to our hotel but found that all that was left was a heap of rubble. ORIENTATION EVENTS We were OK but it was a scary experience. EVALUATION

48. F actual recount On Wednesday, 17 th April at a quarter past five, San Francisco was hit by one of the worst earthquakes ever known. 48 A minute later the city was in flames. The streets were crushed into ridges and gullies and piled with the rubble of broken walls. The telephone systems were interrupted; the water mains had burst and by Wednesday afternoon half the city centre was gone. Eventually the fires died out. Only 500 people were killed but 200,000 people were left homeless. Rebuilding began immediately . Within four years, there was barely a trace of the quake’s destruction. ORIENTATION EVENTS RE-ORIENTATION time expressions

49. factual recount On Wednesday, 17 th April at a quarter past five San Francisco was hit by one of the worst earthquakes ever known. 49 city was in flames. The streets were crushed into ridges and gullies and piled with the rubble of broken walls. The telephone systems were interrupted ; the water mains had burst and by Wednesday afternoon half the city centre was gone. Eventually the fires died out. Only 500 people were killed but 200,000 people were left homeless. Rebuilding began immediately. Within four years, there was barely a trace of the quake’s destruction. A minute later the ORIENTATION EVENTS RE-ORIENTATION passive

50. factual recount On Wednesday, 17 th April at a quarter past five San Francisco was hit by one of the worst earthquakes ever known. 50 city was in flames. The streets were crushed into ridges and gullies and piled with the rubble of broken walls. The telephone systems were interrupted ; the water mains had burst and by Wednesday afternoon half the city centre was gone. Eventually the fires died out. Only 500 people were killed but 200,000 people were left homeless. Rebuilding began immediately. Within four years, there was barely a trace of the quake’s destruction . A minute later the ORIENTATION EVENTS RE-ORIENTATION tracking related words

51. 51 narratives

52. narratives Narratives are fictional or non-fictional account (stories). Purpose – to entertain; - to teach/inform; - to nourish/extend the reader’s imagination; - to present the writer’s reflections on experience. 52

53. types of narrative mysteries; comedy; Romance/drama; horror stories; adventure stories; 53

54. text structure Orientation - characters are introduced; - setting in time and place. Complication – some unexpected problem arises. Resolution - the problem is resolved. 54 * in some types of narrative the resolution may be a special type, e.g. moral in a fable

55. language features characters are specific with defined identities; may be written in the first person or the third person; mainly action verbs usually past tense; many linking words to do with time; dialogue often included; descriptive language to create images in the reader’s mind. 55

56. One day all his buttons had been ripped off so he had to hold his trousers up. The bell went to go home from school and Harry raced out of the classroom and his pants fell down. All the other children laughed. 56 Orientation Complication Moral Buttons In a small village called Columpton there was a boy called Harry. Harry was always fighting and during fights his buttons were ripped off. His mother always nagged him about sewing on his buttons but Harry never did. Now Harry sews his buttons on all the time, without even being asked.

57. 57 exposition

58. The definition and context of exposition An expository text is a factual text used to put forward a point of view or argument. The speaker/writer takes a position on some issue and tries to justify it in, a speech an essay a letter to the editor 58

59. Purpose So the purpose of an expository text is: to get a point across to develop an argument to persuade 59

60. structure of exposition thesis : an introduction where the write/speaker states his/her position; arguments : where the position taken is justified; summary of the position: OR two points of view, with pros and cons of each (as in a debate) 60

61. some grammatical features of exposition generalized nouns (unless the issue is about a particular event). timeless present tense when presenting position and points in the argument; expressions of obligation /determination , e.g. modal auxiliaries; imperative clauses. conjunctions to do with reason. 61

62. Vocabulary/phrases use of repetition direct questions rhetorical questions metaphorical language 62 ? ? ? ? ?

63. Further language features in order to make the argument seem more objective: actions are often expressed as “things”; passive voice may be used ; abstract technical terms may be used. 63

64. 64 I believe that punctuality is a virtue which all young people need to learn before they leave school in order to be well-prepared for working life. Unfortunately, however, this lesson does not seem to be getting across to students. As I was going to work yesterday I noticed three youths walking to school after 8 a.m. They were talking and laughing and seemed to be in no hurry to get there. It was reported in yesterday’s Straits Times that today’s young people had never worked harder at school. This was certainly not borne out by my observations. As parents, people must: set a good example; insist on punctuality; support schools in their campaigns to promote punctuality. Such measures will result in a well-disciplined work force in the future. summary example adapted from “Letter” in Unit 13, MOE Grammar Course

65. 65 I believe that punctuality is a virtue which all young people need to learn before they leave school in order to be well-prepared for working life . Unfortunately, however, this lesson does not seem to be getting across to students. As I was going to work yesterday I noticed 3 youths walking to school after 8 a.m. They were talking and laughing and seemed to be in no hurry to get there. It was reported in yesterday’s Straits Times that today’s young people had never worked harder at school. This was certainly not borne out by my observations. As parents, people must: set a good example; insist on punctuality; support schools in their campaigns to promote punctuality. Such measures will result in a well-disciplined work force in the future. Thesis Summary generalized nouns adapted from “Letter” in Unit 13, MOE Grammar Course Argument Argument Argument

66. 66 I believe that punctuality is a virtue which all young people need to learn before they leave school in order to be well-prepared for working life. Unfortunately, however, this lesson does not seem to be getting across to students. As I was going to work yesterday I noticed 3 youths walking to school after 8 a.m. They were talking and laughing and seemed to be in no hurry to get there. It was reported in yesterday’s Straits Times that today’s young people had never worked harder at school. This was certainly not borne out by my observations. As parents, people must : set a good example; insist on punctuality; support schools in their campaigns to promote punctuality. Such measures will result in a well-disciplined work force in the future. Thesis Argument Argument Summary obligation adapted from “Letter” in Unit 13, MOE Grammar Course Argument

67. 67 I believe that punctuality is a virtue which all young people need to learn before they leave school in order to be well-prepared for working life . Unfortunately, however, this lesson does not seem to be getting across to students. As I was going to work yesterday I noticed 3 youths walking to school after 8 a.m. They were talking and laughing and seemed to be in no hurry to get there. It was reported in yesterday’s Straits Times that today’s young people had never worked harder at school. This was certainly not borne out by my observations . As parents, people must: set a good example; insist on punctuality ; support schools in their campaigns to promote punctuality. Such measures will result in a well-disciplined work force in the future. Thesis Summary metaphors adapted from “Letter” in Unit 13, MOE Grammar Course

68. References * Derewianka , B. (1991). Exploring how texts work . Sydney: Primary English Teachers Association. *Jacobs, G. & Renandya , W. (1999). Teaching reading and writing (3 rd ed.). Singapore: SEAMEO-RELC. * Sunga , N. (Lecturer). (2004). Teaching reading and writing. Manila: DLSU. * Text types. Singapore: SEAMEO-RELC. 68

69. 69 Reminder: Submit after the class today a copy of your draft (Orientation, Complication, Resolution). Prepare a movie good for 10-15 running time. Approximate date of viewing: Sept. 28/30, 2011. Viewing of Factual Recount (Interview) will be continued next meeting (Wed).

70. 70 I. Identification (2 points each) _________ is given to account for how things happen, how / why something is made and how something works in a particular way. 2. ________ part of a narrative wherein the characters are introduced so as with the setting in time and place of the account. 3. _________is a factual text used to put forward a point of view or argument. 4. _________is a written or spoken narrative of an event that happened in the past. 5. _________ is one of the purposes of an exposition .

71. 71 II. Enumeration 1-3 text structure of a narrative 4-8 types of narrative 9-10 kinds of recount Paragraph/s Writing: My unforgettable moment in English 101.

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