TEXT TYPES
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1. Report ............................................................................................................................................................................................................ 2
2. Procedure ..................................................................................................................................................................................................... 4
3. Explanation ................................................................................................................................................................................................... 6
4. Recount. ........................................................................................................................................................................................................ 8
5. Narrative .....................................................................................................................................................................................................10
6. Exposition ...................................................................................................................................................................................................12
7. Discussion ...................................................................................................................................................................................................14
8. Response .....................................................................................................................................................................................................16
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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1. Report
Structure
A report presents information about a subject. It usually contains facts about the subject, a description and information
on its parts, behaviour and qualities. It has:
 a general opening statement to introduce the subject –a short description or a definition
 a series of paragraphs, each of which includes one feature of the subject. Each paragraph begins with a topic
sentence
 a conclusion to summarise the information.
Language
Language features are
 Technical language
 Generalised terms not evaluative terms (eg wood, not ‘beautiful’ wood)
 Use of the present tense
Example
The eye is the most important sense organ for humans. It detects light and, together with the brain,
the eye allows us to see. It is shaped like a ball and is about 3 cm in diameter. The eye has several
parts.
Several muscles are attached to the outside of the eye ball. Theses muscles turn the eye in any
direction.
The sclera is the outer layer of the eye. This is a thick layer of tough white fibres. The sclera
protects the delicate inner structures of the eye and also maintains it rounded shape.
The cornea is at the front of the eye. It is a transparent circular window. It is continuous with the
sclera but forms a bulge. The curved cornea bends light rays as they enter the eye, so that they
converge on the back of the eye ball.
The lens is behind the iris. It is a small, curved round, transparent disk. It can change its thickness. It
bends light rays so they meet on the retina.
This outlines some of the basic parts of the eye and their particular role in sight.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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Practice
Now it is time for you to practise.
HSIE: Write a report about volcanoes OR what life was like at Gallipoli.
Science/Maths/PD: Write a report about the human skeleton OR about the properties of an isosceles triangle.
TAS/Creative Arts: Write a report about a type of wood OR about a particular school of painting OR about
microwave ovens.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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2. Procedure
Structure
Procedures give us instructions for doing something. This could be directions, recipes, itineraries, experiments. Their
structure is:
 a goal or aim
 a list of materials needed
 the steps in the order they need to be done
 each step starts on a new line to indicate the order of steps clearly.
Language
The language for procedures includes:
 using technical language
 sentences beginning with verbs that are commands
 time words such as ‘next’ or ‘then’ or ‘now’ OR each step can be numbered to indicate order
 adverbs such as ‘carefully’, ‘slowly’ ‘lightly’ are used to show how to do the step.
Example
To clean contact lenses.
You will need:

Lens container

Saline solution

Anti-alkaline solution
1.
Fill contact lens container with the saline solution.
2.
Remove one lens carefully and place on the palm of your hand.
3.
Place a few drops of anti-alkaline solution on the inside of the lens
4.
Rub gently with the little finger, cleaning the lens.
5.
Then place the lens in the saline solution and screw on the cap firmly
6.
Repeat the steps for the other lens.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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Practice
Now it is the time for you to practise:
HSIE: How did a young man become a knight OR How to buy a car
Maths/Science/PD: How to conduct an experiment on the presence of oxygen in air OR How to prove Pythagoras’
theorem OR How to make a shot at basketball
DT/Visual Art/TAS: How to make a mortice and tenon joint OR How to make a simple pot OR How to make scones.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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3. Explanation
Structure
An explanation tells us HOW or WHY something is as it is. It looks at the steps in the process (the how) and gives
reasons (the why).
The steps for constructing an explanation are:
 a general statement about the event or object
 a series of paragraphs that tell the ‘hows’ or ‘whys’
 a concluding paragraph.
Language
The language features are:
 Technical language
 Words that show cause and effect
 Use of the timeless present tense
Example
The eye provides visual information to the brain.
It works by collecting rays of light which reflect from objects. These rays of light travel through the
cornea, pupil and lens. The lens bends the light on the retina and forms an image. This image is then
converted into electrical signals which travel through the optic nerve. These electrical signals are
then interpreted as an image by the brain.
The processing of light into sight is extremely complicated.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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Practice
HSIE: What causes weather? OR Explain how Indigenous people reacted to the first white people.
Maths/Science/PD: Why do some trees lose their leaves in winter OR What is the difference between simple and
compound interest? Or What is a foul in basketball.
DT/Visual Art/TAS: What is CAD? Or How do Australian indigenous people explain the creation of the world in their
art/stories? OR What is a ‘roux’?
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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4. Recount.
Structure
A recount retells past events, usually in the order in which they happened. It tells the audience WHAT and WHEN
events occurred.
Recounts include newspaper and television reports, conversations, letters, eye-witness accounts.
Recounts have:

a first paragraph that gives background information about who, what where, when. (an orientation)
 a series of paragraphs retelling the events in chronological order
 sometimes a concluding paragraph.
Language
The language features are:
 proper noun to identify those in the text
 descriptive words to give details about who, what, when, where, and how
 use of past tense
 time words such as ‘first’, ‘next’, ‘then’
 try to avoid overuse of ‘then’ or ‘said’
 use descriptive words to add detail and interest.
Example
Last week my mum took me to see the optometrist to have my eyes checked. I was having trouble
with my school work and my teacher suggested a visit to the eye doctor.
When I got there, the nurse put drops in my eyes and these dilated my pupils. The I went into the
doctor’s room where I was seated on a big chair. The doctor placed a large machine in front of my
eyes and he asked me to read the letters on the wall. He changed the lens a number of times to work
out the type of glasses I needed.
Afterwards he wrote a prescription for my glasses and we had them made up.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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Practice
HSIE: Retell your grandparents’ experiences in the Depression OR The day I went to see the rock ledge.
Maths/Science/PD: The story of how Archimedes found his theory OR The search for a cure for the common cold
OR The netball team win at the weekend.
DT/Visual Art/TAS: The first time I used the lathe OR My visit to the Art Gallery. OR The night I dined at Tetsuya’s.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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5. Narrative
Structure
A narrative tells a story. It aims to entertain or inform the reader or listener. It can include novels, spoken stories,
historical fiction and other stories.
Its structure is:
 orientation –who/what is in the story, when it is taking place and where. This can be a sentence or longer as a
paragraph
 complication – that sets off the chain of events
 a series of events where the character react to the complication
 the resolution which resolves the story neatly.
.
Language
A narrative features:
 specific characters
 time words that connect events to tell when they occur
 action verbs to show the actions that occur in the story
 descriptive words, such as noun groups and groups of adjectives to portray the characters and settings
Example
The body snatcher invasion was well underway. Countless reports flashed on the Internet about
‘Starers’ and their angry, red, unfocused eyes.
Heaps of people were possessed but I was certain this department was clean. The way these
takeovers seemed to happen was terrible for your social life. I could hear my partner Slade walking
slowly up the stairs. He’d been gone too long and, as I’d told him not to mooch around outside, I
decided to reconnoitre. As he lurched towards me, his eyes, dark in the shadows emerged as glowing
coals. Then tow things happened simultaneously. The hairs on my neck stood up and I reached for
my gun. His peepers were now creepers. Oh not him, not him too…
Our leave taking would be short. The dynamite was in place and the hovercraft humming…..
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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Practice
HSIE: A day in the life of a medieval peasant OR The environmental protest that was a disaster.
Maths/Science/PD: The day I passed a maths test OR The discovery of radium OR The loneliness of the long distance
runner.
DT/Visual Art/TAS: ‘Increase the turbo boosters now….’ OR .My most successful day in Art class OR The day my
mum made the Christmas cake.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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6. Exposition
Structure
An exposition is a text that presents ONE side of an issue. It is used when we want to persuade someone. It is used in
advertisements, editorials, spoken arguments, legal defences. Its structure is:
 an introductory statement to preview the argument. It can often be ‘attention grabbing’
 a series of arguments (or evidence) to convince the audience. Visuals can also be used
 a conclusion to reinforce the point of view
Language
The language used is:
 emotive words such as ‘you care’, ‘a must’, ‘the accused’, ‘problems’, ‘threat’.
 qualifying words such as ‘usually’, probably’,
 linking words such as ‘firstly’, ‘in conclusion’, ‘however’
 often broad generalisations are used pointing to apparently generally accepted ideas or beliefs
Example
In the past the only way to fix poor eyesight was to wear glasses. However, modern medical science
has developed a surgical operation for correcting sight problems. This surgical procedure has
associated problems like risk factors and should not seriously considered as an option.
Firstly, there are always risks associated with operations as there is always the possibility of
something going wrong. Today, with designer spectacles and contact lenses, there is no real need for
this operation.
The cost of medical operations also far exceeds the cost of spectacles. Given the limited resources
that exist in the health system, all unnecessary operations should be avoided.
Therefore, though the operation might fix the problem, there are other safer and cheaper options
people can take.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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Practice
HSIE: Germany was responsible for the outbreak of World War I OR We have no responsibility to clean up other
people’s mess
Maths/Science/PD: Maths should be compulsory for the HSC OR Embryo stem cell research is necessary OR
Smoking should be completely forbidden in our country.
DT/Visual Art/TAS: All learning should be by information technology OR Inappropriate art works should not be
included in text books OR Frozen foods are destroying our young people.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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7. Discussion
Structure
A discussion aims to look at both side of an argument. It aims to give the positive and negative, good and bad points
about an issue. You can aim at the end to give your opinion on the topic. A discussion if used in essays, radio discussions,
debates and sometimes newspaper articles. It is structured in this way:
 introductory paragraph that has a definition or introductory statement about the topic. It can give a brief
preview of the topic
 a series of paragraphs, each one dealing with one point about the topic and supporting evidence for that point.
Paragraphs can alternate points for and against the topic. Only one new point per paragraph
 final paragraph giving a conclusion and final point of view.
Language
Language used includes :
 generic words related to the topic, eg ‘consideration’ rather than ‘after considering’, ‘the provision of aid’ instead
‘developed countries provide aid’
 generally the language needs to be more formal than spoken language
 linking words that show a comparison or introduce another argument, such as
‘another’, ‘even though’, ‘whilst’, ‘in contrast’, ‘however’, ‘this view is challenged’, ‘in spite of’, ‘at the same time’
Example
Television: The best invention of the Twentieth Century?
During the twentieth century the world has witnessed the invention of many amazing things.
Television is a great invention but there are arguments for and against whether it is the best invention
of the twentieth century.
Television was invented in the 1920’s and first came to Australia in 1956. It has played an important
role in communicating news. We can learn instantly about what is happening in the world because of
television. We often see it happening such as when the Vietnam war was taking place
Television has also provided people with entertainment in their own homes. People in isolated areas
can still feel part of the world because of television. This is especially true for those Australians who
live in the outback areas. This is why many people are concerned with the possible sale of Telstra as
they feel they will lose vital links with the world.
On the other hand, there are other inventions that could be seen as more important than television.
Some would argue the computer has made life easier for many people, including those in the outback,
especially with email and internet connections.
Others would argue that many medical inventions, such as heart pacemakers which have allowed
many people to lead healthy and happy lives despite a potentially crippling disease, are a more
important invention.
It can be seen that there are reasons supporting and questioning the value of the invention of
television, although many young people would be definitely in favour of television.
Practice
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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HSIE: Should Hiroshima have been bombed in 1945? OR Are cars an environmental disaster?
Maths/Science/PD: Examinations are the best way to assess students OR Nuclear power is the way of the future OR Is
it worthwhile teaching drug education in school?
DT/Visual Art/TAS: Should the school day be made longer? OR Should the death penalty be re-introduced? OR
Advertising does more harm than good.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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8. Response
Structure
A response text allows us to give our considered response to another text, such as a film, a novel, a TV show, an art
work or any other object. It provides for a description and a judgement. It is structured this way:
 an introductory paragraph to give the name/title of the text being judged as well as the author/painter/creator
and a brief summary of the work
 a description of the text that gives details about the text, such as an outline of plot, special effects.
Characterisation or other techniques that are appropriate to the particular text. This section could have several
paragraphs
 a judgement of the text/work that includes your opinion and possibly some recommendations
Language
The language of a response includes:
 words that express judgements, feelings and the writer’s attitudes
 the use of the present tense
 descriptive words
 abstract words such as ‘the analysis’, ‘the interpretation’
Example
‘Second Sight’ is a compelling film set in suburban Sydney in the 1990’s. It deals with the reawakening
of forgotten emotions experienced by the central character, Averil Page, after a serious accident.
The film begins by introducing the audience to the busy and often impersonal life of the central
character. In her rise to the top Averil Page has focussed so intently on her career that relationships
with family and friends became less significant to the fulfilment of her day to day life and she became
increasingly more self absorbed.
A tragic accident that blinds Averil causes her to reassess her values and realise that it is the love and
support of her family and friends that makes life worth living. With their guidance and help, she
begins to rebuild her life with a renewed understanding of herself and what is truly important to life.
‘Second Sight’ is a heart-warming film that espouses old world values. The powerful characterisation
and strong script save this film from becoming trivialised and maudlin. It is a ‘feel-good’ movie for all
the family to enjoy. Bring the tissues!
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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Practice
HSIE: Review the movie ‘Gallipoli’ OR Review an episode from one of David Attenborough’s nature programmes.
Maths/Science/PD: Assess a maths textbook for its usefulness OR a science programme you have seen OR a fitness
programme for a beginning athlete.
DT/Visual Art/TAS: Give a response to a student’s HSC project. OR write a response to a piece of art work OR
Assess a student’s proposal for a major work.
© 2016 Sydney Centre for Innovation in Learning
Printed: 17 February 2016
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