The Classification of Ten Text types.pptx

Text types

1. TEXT TYPES Susi Fauziah, M.Hum. SEAMEO Regional Centre for QITEP in Langauge

2. Explanation Text Descriptive Text List of contents Narrative Text Procedure Text (Instructional) Recount Text Report Text Exposition Text News Item Text Review Text Discussion Text

3. descriptive text Descriptive texts are written to describe a person, place, object, or phenomenon in detail so that the reader can imagine or visualise it clearly. The generic structure usually consists of two parts: an identification, which introduces the subject being described, and a description, which presents its qualities, features, or characteristics. Linguistically, descriptive texts typically use the simple present tense, a wide range of adjectives and adverbs, specific nouns (e.g., the Eiffel Tower, my cat), and relational verbs such as is and has. Figurative language, like similes and metaphors, may also be used to create vivid imagery.

4. descriptive text

5. its main function is to describe the Smart Camera 3000 in detail. The text follows the generic structure of a descriptive text, consisting of two parts: 1. Identification, in which the first sentence introduces the product, the Smart Camera 3000. 2. Description, in which the subsequent sentences explain its features, such as resolution, zoom, display, Wi-Fi connectivity, colours, and price. Linguistic Features of this text include: ●The use of simple present tense to describe the camera’s permanent features. ●The use of adjectives (e.g., high-quality, stunning) to provide vivid details that help the reader visualise the product. ●The use of specific nouns (e.g., camera, touchscreen, Wi-Fi) to identify concrete features, clarifying the product’s functions. ●The use of relational verbs (e.g., is, has) to link the camera to its attributes, ensuring the description is precise and structured. This structure and language use guide the reader to clearly understand the main features of the Smart Camera 3000 and visualise its qualities in a detailed and organised way.

6. NARRAtive text Narrative texts aim to tell a story, whether fictional or non-fictional. Their purposes can vary from entertaining to explaining natural phenomena or preserving cultural traditions. The generic structure usually includes an orientation (introducing the setting and characters), a complication (the problem and resulting events), and a resolution or ending. Linguistic features include the use of first- or third-person narration, the past tense (though the present tense is also sometimes used), and chronological sequencing. Narratives often feature recognisable characters such as heroes and villains, with connectives like suddenly or meanwhile to move the story forward and build suspense.

7. NARRAtive text

8. the text tells a story about Ella, a brave little girl. The text follows the generic structure of a narrative text, consisting of: Orientation – The first paragraph introduces the main character, Ella, and describes her personality. Complication – The second paragraph presents the problem that occurs during the field trip, when the children panic in the forest. Resolution – The third paragraph shows how Ella bravely and kindly solves the problem and comforts her friends. Re-orientation (optional) – The final sentence concludes the story by showing the positive outcome, as her friends call her “Ella the brave.” Linguistic Features of this text include: ●The use of past tense verbs (e.g., was, admired, started, helped, shared) to recount past events. ●The use of time connectives (e.g., Once upon a time, One day, After) to show the sequence of events. ●The use of descriptive language (e.g., the heart of a lion, brave and kind) to describe characters and their qualities. ●The use of direct reference to characters by name (Ella, Miss Green) to focus on the people in the story. This structure and language use guide the reader to follow the sequence of events while highlighting the values of bravery and kindness.

9. Procedure Text (Instructional) Procedure texts, sometimes called instructional texts, are designed to explain how to do or make something so that a process can be followed correctly. They typically begin by stating the goal or desired outcome, sometimes followed by a list of materials or equipment, and then a series of ordered steps to achieve the outcome. Diagrams or illustrations are often used to support the written instructions. The linguistic features include the use of imperative verbs (e.g., cut, mix, paint), negative commands (e.g., do not touch), and temporal sequencing. Advice and alternatives may also be offered to guide the reader more effectively.

10. descriptive text How to Use the Library Self-Service Machine 1.Select your language on the touch screen. 2.Place your library card under the scanner to log in. 3.Put your books one by one onto the platform. The screen will show the book titles. 4.When all books are scanned, press Finish. 5.Choose whether you want a receipt or not. 6.Collect your books and your card. Source: PISA Reading Literacy Released Items (OECD, 2012) – Unit: Library t

11. From the example, it is clear that its main function is to give step-by-step instructions on how to use the library's self-service machine. The text follows the generic structure of a procedure, consisting of: Goal – The title “How to Use the Library Self-Service Machine” states the purpose of the text. Materials/Tools (sometimes included) – In this case, the materials needed are implied: a library card, books to borrow, and the machine itself. Steps – The numbered instructions clearly describe the actions the user must follow, from selecting a language to collecting the books and cards. Linguistic Features of this text include: The use of imperative verbs (e.g., Select, Place, Put, Press, Choose, Collect) to directly instruct the reader. The use of chronological order with numbered steps to show sequence. The use of simple present tense to express general instructions. Short and clear sentences to ensure the instructions are easy to follow. This structure and language use guide the reader through a logical sequence of actions as well as short and clear sentences so that they can successfully operate the machine.

12. Recount Text Recount texts retell past events, usually to inform or entertain. They often begin with an orientation that establishes the setting or context, followed by a series of events presented in chronological order, with details and elaborations included. A reorientation or conclusion closes the recount, often reflecting on the experience. Linguistically, recounts are usually written in the past tense and make frequent use of temporal connectives such as then, next, afterwards. They focus on participants, which may be personal (first person: I, we) or impersonal (third person: she, they).

13. RECOUNT text

14. the text’s main function is to share personal experiences from Shane’s summer holiday. The text follows the generic structure of a recount letter, consisting of: Greeting and Salutation – “Hi Alice, I hope you are doing well.” introduces the letter and greets the recipient. Orientation – The first paragraph introduces the writer (Shane), the time (last month), and the place (grandmother’s village). Events – The following sentences describe the sequence of activities during the holiday, such as swimming, helping in the garden, hiking, and trying new foods. Re-orientation/Closing – The last part expresses Shane’s feelings (“I wish you were there…”), asks about Alice’s holiday, and closes with “Best wishes, Shane.” Linguistic Features Past tense verbs: went, was, spent, saw, had, tried – indicate past experiences. First-person pronouns: I, my, we – show personal involvement in the holiday story. Second-person pronouns: you, your – address the recipient directly, creating interaction. Action verbs: swimming, helping, hiking, tried – describe specific activities. Descriptive adjectives: amazing, sunny, beautiful, fresh, homemade – give vivid details. Time expressions: last month, for two weeks, one day – signal chronology. Connectors/sequencers: and, also, but – link ideas and events smoothly. Friendly closing expressions: “I can’t wait to hear about your adventures!” – create a warm, personal tone. This structure and language use guide the reader to see the holiday experience as both personal and engaging within the format of a friendly letter.

15. RePORt Text Report texts present factual information about a subject by classifying and describing it. The structure generally begins with a general classification, followed by a description that explains its parts, qualities, habits, behaviours, or uses. Report texts are typically written in the present tense (though historical reports may use the past tense) and in the third person. They tend to use generalised participants such as whales, volcanoes, computers and often employ technical vocabulary. Charts, diagrams, or visuals frequently accompany the text to support clarity.

16. REPORT text Your paragraph text Source: https://smeru.or.id/en/publication/executive-summary-report-social-and-economic-impacts-covid-19-households-and-strategic

17. Its main function is to systematically describe the social and economic impacts of COVID-19 in Indonesia and the government’s policy responses. The text follows the generic structure of a report, consisting of: General Classification / Introduction – The first paragraph introduces the general phenomenon: the emergence of COVID-19 and its overall impact on Indonesia’s society and economy. Description – The following paragraphs describe in detail: Government fiscal stimulus and social protection programs. The collaboration between organizations (UNICEF, UNDP, Prospera, SMERU) for a national survey. Key findings from the survey and ongoing impacts of the pandemic. Linguistic Features of the Text Simple Present Tense: used to state general facts and ongoing conditions. e.g., “Coronavirus curbs continue to have a shocking impact on human development.” Technical and formal vocabulary: related to economics, governance, and health. e.g., fiscal stimulus, social protection programs, poverty line, survey, vulnerable groups. Passive voice: to emphasize actions or results rather than the doer. e.g., “The survey was undertaken in close collaboration with the Indonesian government.” Non-personal style: the text presents data and facts objectively without personal opinions. Statistical and factual information: enhances credibility and precision. e.g., “12,216 nationally representative households,” “IDR 695.2 trillion.” This structure and language use guide the reader to clearly understand the impact of COVID-19 and the Indonesian government’s responses. The text provides systematic, factual, and objective information—all key characteristics of a report text.

18. EXPOSITION Text Exposition texts are written to persuade the reader by presenting arguments and evidence. They can be analytical (arguing that something is the case) or hortatory (arguing that something should or should not be the case). Their structure usually begins with a thesis statement presenting the writer’s position, followed by arguments that support the thesis with reasons and evidence, and concludes with a reiteration to reinforce the position. Linguistic features include the use of the simple present tense, logical connectives such as because, therefore, however, and causal reasoning expressions such as leads to or results in. Rhetorical questions are often used for emphasis.

19. EXPOSITION text Your paragraph text

20. Its main function is to present arguments about the importance of renewable energy. The text follows the generic structure of an exposition, consisting of: Thesis/Introduction – The first paragraph introduces the topic of renewable energy and states its benefits compared to fossil fuels. Arguments – The second paragraph presents supporting points, such as improved technology, affordability, and challenges, while still emphasising the positive impact. Reiteration – The final paragraph restates the writer’s position, highlighting that renewable energy is essential for a healthier environment and a stronger economy. Linguistic Features of the Text: Simple present tense: “Renewable energy is becoming more important,” “These technologies are now more affordable.” Technical terms: renewable energy, solar panels, wind turbines, hydroelectric power, infrastructure. Conjunctions and connectors: unlike, although, while, such as to link ideas and contrast with fossil fuels. Causal and resultative expressions: “They help reduce pollution and combat climate change,” “making it easier for people…” Modal expressions: offers, can, is essential to show necessity and possibility. Evaluative language: important, brighter future, healthier environment, stronger economy to strengthen the writer’s stance. This structure and language use guide the reader to see renewable energy as not only necessary but also highly beneficial for both the environment and the economy.

21. EXPLANATION Text Explanation texts are intended to explain how or why something occurs, often in relation to natural or social phenomena. The structure usually begins with a general statement that introduces the topic, followed by a logical sequence of explanations describing the process, causes, or reasons. These texts typically use the simple present tense, temporal connectives such as first, then, finally, and causal connectives such as so and because of this.

22. EXPLANATION text

23. its main function is to explain the process of how a butterfly develops through different stages of its life cycle. The text follows the generic structure of an explanation text, consisting of: General Statement – The title “The Life Cycle of a Butterfly” and the opening sentence in the Egg Stage introduce the topic, explaining that the cycle begins when a butterfly lays eggs. Sequential Explanation – The following stages (Caterpillar Stage, Chrysalis Stage, Adult Butterfly) describe the process step by step, showing how the butterfly changes form through metamorphosis until it becomes an adult and repeats the cycle. Linguistic Features of the Text: Simple present tense: “The life cycle of a butterfly begins…,” “The caterpillars feed on the leaves…” Technical terms: egg, larvae, chrysalis, metamorphosis Passive voice: “is called,” “is now ready” Temporal connectives/sequence markers: “after a few days, once, after a few weeks” Descriptive adjectives: “small and round,” “soft and wet” Causal/conditional expressions: “once the caterpillar has grown large enough…” Pronoun referencing: “these eggs,” “it” to maintain cohesion. This structure and language use help the reader clearly follow the natural process in chronological order while learning scientific terms related to metamorphosis.

24. news item Text News item texts inform readers or listeners about important, interesting, or recent events. Their structure usually consists of a newsworthy event presented in summary form, followed by background events that elaborate on what happened, who was involved, when and where it occurred, and why. Finally, sources may be included, such as quotations from witnesses, experts, or authorities. Linguistically, news items are usually written in the past tense, with short and concise sentences. They often use saying verbs such as said, reported, announced and may include direct or indirect quotations.

25. news item text Source: https://en.antaranews.com/news/384433/indonesia-probes-boarding-school-buildings-after-54-killed-in-collapse

26. Its main function is to report a newsworthy event — the Indonesian government’s inspection of Islamic boarding schools after the deadly building collapse in East Java. The text follows the generic structure of a news item, consisting of: Newsworthy Event – The first paragraph reports the main incident: the government’s inspection following the collapse that caused 54 deaths. Background Events – The following paragraphs explain the details: the government’s actions, official statements, and the context of the tragedy. Sources – The article includes direct quotations from Muhaimin Iskandar and factual data from the National Disaster Mitigation Agency (BNPB), which add credibility and authenticity. Linguistic Features of the Text Past and present tense to report ongoing actions and past incidents: “is inspecting,” “collapsed,” “were deployed.” Action verbs: inspecting, claimed, collapsed, deployed, hindered. Adverbs of time and place: on Monday, in Sidoarjo, during renovations, as of Monday afternoon. Direct quotations: “The president wants every child studying at Islamic boarding schools to be safe and protected,” shows the use of a reliable source. Objective tone: the text reports facts without personal opinion or evaluation. Participants: government officials, students, and agencies are mentioned clearly to explain who was involved. This structure and language use guide the reader to understand what happened, who was involved, and how the government responded to the tragedy.

27. review Text Review texts are written to evaluate and express opinions about works such as books, films, plays, or products. Their structure generally consists of an orientation that introduces the work, an evaluation that provides opinions based on certain criteria, an interpretation that discusses meaning or significance, and a summary or recommendation that offers a final judgement. Reviews typically use the simple present tense, evaluative adjectives such as excellent or disappointing, and comparatives or superlatives such as better or the best. Persuasive language is common, and personal pronouns such as I recommend or we enjoyed are often used.

28. review text

29. its main function is to share the reviewer’s opinion about the movie The Adventure Quest. The text follows the generic structure of a review text, consisting of: Orientation/Introduction – The first sentence introduces the movie and the reviewer’s purpose: “I watched The Adventure Quest last weekend, and I want to share my thoughts about it.” Description of Content/Story – The next sentences summarise the plot, characters, and notable features: “The story is about a group of friends…“ Evaluation/Opinion – The reviewer provides positive and negative comments about the movie: “The movie has many exciting scenes and beautiful places.” “... actors did a good job…” “However, I think the movie was too long… the story was a little predictable.” Conclusion/Recommendation – The final sentences give an overall opinion and invite interaction: “Overall, I enjoyed the movie… Would you like to watch this movie? Linguistic Features of this text include: Past tense verbs (watched, did, guessed) to recount the viewing experience. First-person pronouns (I, my) to show the reviewer’s personal perspective. Adjectives and evaluative language (exciting, beautiful, brave, predictable, fun, positive) to express opinions and judgments. Connectors and contrastive words (however, also, but) to organise ideas and show contrasting points. Questions (“Would you like to watch this movie?”) to engage the reader and invite response. This structure and language use guide the reader to understand both the content of the movie and the reviewer’s personal evaluation, while encouraging interaction and reflection.

30. discussion Text Discussion texts present a balanced overview of an issue by exploring different viewpoints. They usually begin with a statement of the issue and a preview of arguments, followed by arguments for the issue and arguments against or alternative perspectives, each supported by evidence. The text usually ends with a conclusion or recommendation, which may lean towards one position but is grounded in evidence. Discussion texts are typically written in the simple present tense and make use of generalisations, abstract nouns, and logical connectives such as however, therefore. General claims are often supported with specific examples.

31. discussion text How Social Media Affects Our Lives Social media has become a major part of our daily routines. Almost everyone has at least one social media account, whether it's Facebook, Instagram, Twitter, or TikTok. These platforms allow us to connect with others, share moments, and stay informed. However, while there are many positive aspects to social media, there are also some potential drawbacks that can affect our lives. On the positive side, social media makes it easier for people to stay connected. For example, it helps long-distance friends keep in touch, allows family members to share important moments, and gives people access to a wider range of information and opinions. Many people have also found social media to be a great platform for promoting businesses or personal projects. However, social media can also have negative effects. One of the main concerns is its impact on mental health. Research has shown that excessive use of social media can lead to feelings of loneliness, jealousy, and depression. Many people feel the pressure to present a perfect image of themselves online, which can make them feel inadequate or stressed. In addition, spending too much time on social media can lead to a decrease in face-to-face social interactions, making people feel more isolated. Another concern is the spread of misinformation. While social media provides access to a vast amount of information, not all of it is accurate or trustworthy. Fake news and rumors can spread quickly, leading to confusion and misunderstandings. In conclusion, social media has both positive and negative effects on our lives. It’s important to use it wisely and be aware of how it can impact our mental health and the quality of our relationships. By finding a balance, we can enjoy the benefits of social media while avoiding its potential harms

32. its main function is to present both sides of an issue—in this case, the positive and negative effects of social media—and to conclude with a balanced viewpoint. The text follows the generic structure of a discussion text, consisting of: Issue/Opening Statement – The introduction presents the topic of social media and states that it has both positive and negative effects on people’s lives. Arguments for (Positive Aspects) – The second paragraph explains the benefits of social media, such as staying connected, sharing important moments, promoting businesses, and accessing information. Arguments against (Negative Aspects) – The third paragraph discusses the drawbacks, including mental health concerns, pressure to maintain a perfect image, reduced face-to-face interactions, and the spread of misinformation. Reiteration/Conclusion – The final paragraph summarises the discussion by emphasising the importance of balance: using social media wisely to enjoy the benefits while avoiding potential harms. Linguistic Features of the Text: Simple present tense: “Social media has become…,” “Social media makes it easier…” Contrastive conjunctions: “however, while, in addition, but” to show both sides of the issue. Causal conjunctions: “because, as, leading to” to explain reasons and effects. Evaluative language: “important, potential harms, great platform, concerns” to show the writer’s judgement. Abstract nouns: “information, loneliness, depression, misinformation” to discuss general ideas. This structure and language use help the reader weigh the pros and cons before forming their own opinion about social media.

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