Text type conventions From website: http://www.thinkib.net/englishb/page/15028/text-type-conventions-#set REVISED & RE-STRUCTURED There is increasingly clear agreement as to the conventions expected for each text type specified in the Language B Subject Guide (SL list p.31; HL list p.40). So what exactly are these 'conventions' referred to in the Paper 2 Criterion C Format ? More precisely, what instructions do we give the students ... what plans do we provide them, so that they can construct something that will fly ? This section of the website is intended for reference : this page summarises the key conventions that will be expected in marking Criterion C subordinate pages provide, in addition, further indicators of text type with a discussion of underlying approaches which will affect style and tone In addition, refer to the page Specific text type skills , which provides lists of key skills (or 'transfer goals') for each of the text types. In addition, the text types are ranked in order from 'easy' to 'challenging', which should suggest a sequence in which to teach them. Key conventions, listed Article Blog/diary entry Brochure, leaflet, flyer, pamphlet, advertisement Essay (SL only) Interview Introduction to debate, speech, talk, presentation News report Official report Proposal (HL only) Review Set of instructions, guidelines Written correspondence Discussion in the subordinate pages The recognisable features of each text type have been organised according to two categories :Basic Format ... the most easily visible (and teachable) features of the text type - 'format' in the sense of layout, the physical organisation of the script I list all of the common features that I can think of; not all of these would need to be present for the text type to be clearly recognisable. Approach ... the less visible features of how the text type would normally be handled register, author's voice and tone, address to audience, organisation of ideas, and so on. I list major elements, in descending order of importance (most important, in my view, first). Again, not all of these need to be present - indeed in some cases, some of the approaches may be contradictory and would need to be selected according to the precise nature of the task. The Basic Format elements can easily be taught and even the weakest students should be able to reproduce them. The Approach elements are intrinsically more difficult to teach, since they often involve quite sophisticated mental procedures - but surely students should be appropriately challenged with these. Finally, note that I regularly refer to 'an exam script', in the context of defining what a 'good' version of the text type should display. This is simply being realistic - the point of this list is not primarily to teach students how to write, for example, good diaries in real life, but rather how to be able to produce a realistic version of a diary in an exam. Relevant writing purposes Links are provided to the most useful of the skills presented in the writing purposes section, for teaching approaches, examples and models. * Materials & models ... blue boxes like this contain links to selected examples of each text type, elsewhere in the site * Recent exam tasks ...pink boxes like this contain examples of how each text type has been set in Paper 2 **************** Article The following key features are likely to form the basis of marking for Paper 2, Criterion C:* will have a title and the name of the author * will adopt a semi-formal to formal register (as appropriate to task) * will have an appropriate / engaging introduction and conclusion * will use a lively journalistic / magazine style Blog, diary entry The following key features are likely to form the basis of marking for Paper 2, Criterion C:Blog * will adopt a semi-formal to informal register * will have an eye-catching title * will use first person narration * will show awareness of the reader, e.g. through direct address to the reader * may include a direct request for comment and response at the end Diary * will most probably adopt an informal register * will use first person narration * will indicate location in time e.g. headed with a date or day * will express reflection on the part of the writer, e.g. self-questioning Brochure, leaflet, etc The following key features are likely to form the basis of marking for Paper 2, Criterion C:* will adopt a semi-formal register, and/or direct address to the intended audience * will have a main heading or promotional slogan, as appropriate * will make use of multiple sections : identified by sub-headings, bullet points, etc * will present lucid overall structure of argument * may include background information : e.g. 'Contact us' + phone number / email Essay (SL only) The following key features are likely to form the basis of marking for Paper 2, Criterion C:* will have a stated sense of purpose / aim directed at a clear issue or question * will have introduction + conclusion linked to the 'sense of purpose'. * will have clear organisation : both in terms of the individual steps of the argument, and overall * will support the organisation with appropriate paragraphing, use of cohesive devices, etc Interview The following key features are likely to form the basis of marking for Paper 2, Criterion C:Embedded * will have a title and the name of the author * will adopt a semi-formal to formal register; may include informal in the quotations * will have appropriate introduction and conclusion, indicating the point of the interview * will use a lively journalistic style, aimed at involving and interesting the audience Transcript * will use a register appropriate to the degree of formality implied by the task * will have a Question & Response structure, showing the characters' 'alternating speeches' * will express realistic oral speech, perhaps with complex interactions such as interruptions * will make apparent an overall pattern of topics and ideas Intro to debate, speech, etc The following key features are likely to form the basis of marking for Paper 2, Criterion C:* will adopt a semi-formal to formal register, perhaps with flashes of informality * will include speech rhetoric e.g. rhetorical questions, repetition, flashes of humour * will address the audience and keep contact with them throughout (e.g. use of “we” and “you” etc.) * will catch the audience’s attention at the beginning, and leave a clear impression at the end
