Text Type: Feature article
Teach Your Children the Hidden Meanings Behind Junk Food
Advertisements
Monday, September 22, 2008 by: Roosevelt Pitt (see all articles by this author)
Key concepts: Advertising, Food and Junk food
As parents, we’re our children’s first line of defense against an array of negative influences. Constant barrages
of unsavory images promoting foods of little or no nutritious value are common place. The sky rains with
products of expediency but offers little hope for finding products that promote a better state of mind or body.
As guardians we do our best to erect shields to block and deflect the poisonous arrows of harmful advertising.
The reason we often fail is simply because we underestimate the power advertising wields. Or because we
don't really understand how advertising works. Plainly speaking, as adults we find ourselves at times swirling in
the bravado of false promises these products spew.
The key to combating this successfully, I believe, is to first know that the word, “advertisement or advertise” is
derived from the French word "avertissement" which means warning or caution. I recommend we make this
the first response when watching commercials of any kind. If we consistently acted on the side of caution, I’m
sure certain foods could be avoided all together.
Second, children are constantly exposed to advertising messages designed to make them believe they can’t live
without a certain product. Hence the influential power of the medium. But how does it work? Understand that
we purchase based on emotions. How we feel about a product determines if we will buy it or not. It all begins
with what advertisers have coined as the think-feel-do model of message effects, which presumes that we
approach a purchase situation using a sequence of responses. In other words, we think about something, then
we form an opinion or attitude about it (feel) and finally we take action and try it or buy it (do). Advertising
helps shape our attitude favorably about a product to entice us to buy. A simple process it seems, but so
difficult to master as a consumer.
I believe our biggest problem as consumers is that we bypass the thinking part and dive head first into the feel
part of decision making. That is always a mistake. Worse, we pass this behavior to our children. In no way am I
concluding that all advertising is bad. But once we take to heart that the manipulations of target marketing can
increase the likelihood of obesity, poor nutrition, eating disorders, cigarette and alcohol use in children and
adolescents, then perhaps we will improve our knowledge and acquire tools to use to offset the effects.
Unfortunately, there is no way to completely avoid advertising targeted to children, but there are some things
you can do to reduce the effects:
1. Limit television and Internet use to no more than two hours a day each.
2. Teach your children how to interpret advertising messages. Explain to older children the purpose of
advertising and the mind tricks they use in their messages.
3. Instill values in your children consistently. Help build their sense of self and self esteem so that they
understand that material things will not make them better people. Involve your children in extracurricular
activities to keep them active and stimulated. Work with your children to make sure they achieve a healthy
body image despite what the media culture considers attractive.
4. Lastly, but I will dare say the most important -- practice what you preach. Mr. Douglas Castle, CIOF Director
of Strategic Planning, once shared that a parent’s credibility is worthless if not followed by consistent action.
The effective way to handle the influence of advertisements is to live the healthy example you wish your
children to practice. Build a pattern of behavior that is consistent with what you want for your child. In fact we
should be flesh and blood advertisements to our children. Are they not exposed to us more than television? If
not, then that is where the true problem lies.
Key identifiers for this text type
A feature article is a news paper article or magazine article about an issue, event or
person. It often has an emotional appeal, personal or humorous approach and is
written in an individual style. Because of the individual style it can take a variety of
forms.
The writer use a confident tone as though they know everything and present
information that is entertaining or exciting as they must keep the reader’s attention
Usually written in first person
Example: an interview, celebrity profile, lifestyle article, investigative piece, self help
piece, news feature or personal experience piece.
It has five essential elements depending on purpose and context.
 Theme: The theme (main idea) is often supported by images, graphs or
photographs
 Facts: The writer uses lots of facts to make it authentic.
 Quotes: Direct quotes usually taken out of context to support their article and
indirect quotes used like a summary of ideas and again twisted to make the
article sound really informative.
 Anecdotes: stories to help argue their point
 Personal comment: the writers’ opinion to expand on the theme and reflect the
evidence provided
Feature articles
1. Write a feature article for a newspaper. Pick a topic that interests you, then
research it before writing the piece. Prompts: Headline, Introduce the topic and
tell why it is interesting, Give some examples, facts, history, quotes, Summarize
topic and give ideas for the future. Space for an illustration with caption.
2. Write a feature article for a newspaper. Pick a topic that interests you, then
research it before writing the piece. Prompts: Headline, Introduce the topic and
write most intersting aspect, Support with quotes, anecdotes, facts, background
info, Summarize topic plus a message or lesson learned. Space for an illustration
with caption.
Text Type: Main article
SYDNEY MORNING HERALD
Push for ban on junk food ads
Kelly Burke
October 30, 2007
THE onslaught of junk food marketing that heralded the movie Shrek the Third earlier this year would
be banned internationally, under a plan announced yesterday for a World Health Organisation code
controlling the advertising of food to children.
The call, made to the Consumers International World Congress in Sydney, would include outlawing the
use of popular cartoon characters to sell foods high in fat, sugar and salt on television and the internet.
Sue Davies, the senior policy officer of Britain's largest independent consumer body, Which?, told the
congress yesterday childhood obesity was no longer a problem restricted to affluent countries.
"Less developed countries such as Mexico have soaring rates of childhood obesity," she said. "Without
action at an international level, companies will shift more of their aggressive marketing activities to
countries where there are the least controls."
The proposal reflects advertising standards in Finland and Germany, where sales pitches to children by
cartoon characters are prohibited. In Norway and Sweden, ads targeting children under the age of 12
are banned, while in Britain, children's TV personalities are banned from appearing in ads before 9pm.
No such restrictions exist in Australia, where Children's Television Standards have not been changed
since their introduction 17 years ago. The Australian Communications and Media Authority is
conducting a review into the standards, with a draft report expected early next year.
An independent Bond University review of international research on children's marketing presented to
the authority found that real-life and animated characters were positively associated with products
advertised to children between the ages of two and six. The paper also found "a fairly clear associative,
but not causal, link between television advertising and pester power".
Key identifiers for this text type
Usually informative and unbiased, current news, event or personal story written
in third person
The main article tries to give you the basic information of Who, What, Where,
When, Why, How . This form of structure is sometimes called the "inverted
pyramid," to refer to decreased importance of information as it progresses.
And includes other things like eye witness accounts, direct quotes , and advice
from authorities
1. Write an editorial for a newspaper. Pick an issue or problem, then research the topic
before writing your letter. Use moderate language, facts, and strong, logical
arguments in your editorial. Prompts: Headline, Explain the problem, Explain the
other side and its weakness, Explain your solution and its strengths, Support your
solution with facts, examples, Restate your position plus you view of the future.
2. Write an editorial for a newspaper. Pick an issue or problem, then research the topic
before writing your letter. Use moderate language, facts, and strong, logical
arguments in your editorial. Prompts: Headline, State the issue and your position or
solution, Explain the other side and its weakness, State the reasons (facts)
supporting your position, Support your position with examples, Restate your
position plus you vision of the future
Text Type: Opinion/ Letters to the Editor
Letter to the Editor
Junk food menace
Delicious pasta, mouth-watering burgers, yummy pizzas — aren't these the foods liked by the young?
Canteens in city schools and colleges contribute to the fast spreading junk food and aerated drinks
menace. Traditional lunch boxes are out of fashion, while canteen food is the in thing. Nutritional
experts have affirmed that chips, burgers, and the like are the commonest foods consumed by the
young.
These lead to obesity and other health hazards. Schools can make a beginning by stopping the supply of
junk food. They can sell fresh fruit juice, lemonade and nutritious food.
Supriya Kapoor,
New Delhi
Key identifiers for this text type
Has a definite point of view
biased
Usually uses “I”
Has suggestions on how to fix the problem
Generally makes fun of the other side of the issue
Has overloaded with emotional appeals
Can present the issue as a joke
Has the authors name at the bottom of the article and their suburb
Text Type: Opinion/Editorial
The Sunday Age
The indigestible truth about junk food ads and our kids
June 10, 2007
HARDLY a week passes that we are not confronted by yet another government policy seeking to
impose a measure of control on an aspect of our lives most of us feel perfectly capable of regulating on
our own. We call it the encroachment of the "nanny state", and this desire by legislators to protect us
from many of the so-called vices we face day to day is something The Sunday Age has long opposed.
Two recent examples of the encroachment of the nanny state we have opposed are the cricket
authorities' ban on that insouciant pleasure known as the Mexican wave, and Victoria's 19th-century
drinking laws.
Yet today we face a challenge to our own opposition to the nanny state. It is the question of junk food
advertising aimed at children and whether it should be banned, or at least restricted. Until now the
Howard Government has rightly refused to accede to those interest groups pushing for a ban on junk
food advertising, citing the need for individuals to learn to decide for themselves what is right for their
bodies. As Health Minister Tony Abbott said last year: "The point I make is that we've got to accept a
certain amount of sub-optimal outcomes because we live in a free society and, to some extent, people
need to be able to make their own mistakes." This is to say nothing of the right of food and drink
producers — employers, exporters and creators of products so delectable that some might argue life
would not be worth living without them — to market and sell their products.
Instead of imposing bans on junk food advertising, Prime Minister John Howard and Mr Abbott have
an approach that encourages greater community awareness of healthy lifestyles. Yet it is perhaps time
to face the fact that this approach has not worked. It is depressing, but true, to say that two-thirds of
adult males, half of adult females and a quarter of our children are overweight. Many of the habits we
indulge as adults we picked up as children — a fact keenly recognised by fast-food purveyors who use
a plethora of child-friendly characters and gimmicks to buy the loyalty of pre-pubescent consumers into
adulthood. And while we might argue that after 50 years of television advertising no one is taken in by
those tricks any more, advertisers well know that no audience is easier to beguile than one that is
smugly confident of its own sophistication. Perhaps, then, it is time we confronted the reality that we
are losing the battle against childhood obesity and introduced new restrictions on the way junk food is
marketed to children.
It is not that long since libertarians argued passionately against banning cigarette advertising or laws
requiring individuals to wear seatbelts in cars. Yet, decades after these changes, the net effect of these
reforms has been of almost incalculable benefit to our society. Not only in terms of public health but
also in slashing the cost of treating tobacco-related illness and fewer road-trauma victims. Unless we
take more aggressive action, an obesity epidemic could be another public-health disaster just over the
horizon. Prevention is better than cure. The best way to prevent obesity may well include developing a
better way to market food and drink treats which, consumed in excess, can cause so much unhappiness.
Key identifiers for this text type
Editorials are often used to spotlight one aspect of a story that has been
overlooked.
An editorial is a way for a reporter to get her own personal opinion into a story,
rather than the objective approach used with other newspaper stories. These
are normally written by the staff reporters, though community leaders or experts
in certain fields are occasionally invited to craft an editorial.
There are six elements to writing an Editorial
Keep the topic relevant. The topic of an editorial should normally be about a
current news story or event. This doesn't have to be a major story or event, but it
should be something with a broad appeal to the readership. If it uses a past
topic then it is done on the anniversary or a reoccurring event that is similar
Use personal opinion. The main difference between an editorial and a news
story is that there is room to try to persuade readers with your personal opinion.
use emotion, but in a limited manner. An editorial written out of anger or
another strong emotion is not going to hold the persuasive power of one written
with a limited range of emotion. Editorials express distaste and or
disappointment rather than strong emotions and that keeps the readers engaged
Use persuasive language. Using clear, active language is far more persuasive
than a weak narrative that rambles. Editorials get to the point.
Get your facts straight. If you are discussing people or businesses in your
editorial, be sure that all facts are correct and are attributed. If you are writing
negative opinions about people or businesses, be sure to begin by stating that it
is your opinion. Opinions can be neither proved nor disproved
Try to be entertaining. Keeping all of the above steps of clarity, relevance and
fact-checking in mind, there is still room to write in an entertaining manner.
Readers usually expect to get more out of an editorial than simple facts, so don't
disappoint. You can use humor to illustrate your points if appropriate.
Newspaper Glossary
above the fold - The top half of the first page.
ads - Paid notices promoting items available for sale or lease or candidates for office.
article - A written piece about a topic.
beat - The specialization of a reporter, for example, government, business, or sports.
byline - The name of a reporter as credited near the top of a newspaper article.
caption - An explanation of a picture or illustration, usually placed under the picture.
classified ads - Advertisements placed by people and businesses to let people know
about items for sale and available jobs.
cropped - shortened. Articles are oftened cropped by an editor so that they will fit onto
the newspaper page.
deadline - The time at which an article is due.
editor - The person in charge of the content of the paper.
editorials - Opinion articles, written by the publisher, editors, and columnists of the
paper.
feature article - Non-news general interest pieces, for example, an article on stamp
collecting.
five W's - Who, what, when, where, and why.
freedom of the press - In the USA, the freedom of the press is guaranteed by the
First Amendment to the US Constitution. In many countries around the world, there is no
freedom of the press.
headline - The title of an article; it is set in large, bold type.
hook - Something written early in an article that grabs the reader's attention and makes the
reader want to read the rest of the article..
interview - A conversation with a person in order to obtain information. Reporters
interview people to find out about the topic they are writing about.
interviewee - The person who is being interviewed.
interviewer - The person who is conducting the interview.
inverted triangle - A diagram shaped like an upside-down triangle that notes the
content of a newspaper article, listing the most important items first.
lead (or lede) - The first paragraph of each newspaper article (the first paragraph); the
lead should summarize the main facts of the article, telling the 5 W's (who, what, when,
where, and why) and how..
letters to the editor - Letters from readers - they appear in the letters to the editor
portion of the op-ed section of the newspaper.
news article - A piece that describes and explains a current news event.
newspaper - A newspaper is a daily or weekly publication that contains news articles,
editorials, and other items. Newspapers are printed on large sheets of inexpensive paper that
are folded. Ads (and to a much lesser extent, subscriptions) pay the costs of operating a
newspaper. Synonyms for newspaper are paper and rag (this is a disparaging term).
nut graf - The paragraph that contains the core information about the story and tells the
reader why the story is important.
op-ed - The opinions/editorials section of a newspaper.
publisher - The owner of a newspaper.
quote - The exact words of your subject (the interviewee).
rag - a disparaging slang term for a newspaper.
reporter - A person who researches and writes an article for a newpaper.
scoop - A news story that no other reporter has discovered yet!
sidebar - A story that accompanies a main story, perhaps detailing a background event or
a related topic.
supporting paragraphs - Paragraphs following the lead; these paragraphs go into
more detail about the topic, often including quotes and interesting facts. The less important
information should appear later in the article, since the article may be cropped (shortened)
by the editor.
Structure of a Newspaper

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



First section - with major news, world news and sometimes, editorials
(where the newspaper editors and others offer their opinions on various
topics - published with the op-eds, short for opinions-editorials). The
most important news articles are on the first page; the top half of the
first page is referred to as "above the fold."
Local news section -with local news and weather.
Sports section.
Lifestyle section - often containing feature articles (non-news general
interest pieces, for example, an article on stamp collecting or visiting
New York City), entertainment, travel, fashion information, cooking,
useful household hints, advice columns, the comics, puzzles, and
reviews of movies and books.
Classified ads section in which people and businesses advertise items
for sale and post job notices.
Paid advertisements are scattered throughout the paper except on first
pages (the ads generate most of the revenue that keeps a newspaper in
business).
Text Types
Different assignments may require different text types. The following table lists some categories of text
types. Research Assignments usually require a factual text type.
Categories of Text Types

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



Literary Text
Narrative
Literary Recount
Observation
Literary description
Personal Response
Review








Factual Text
Factual description
Information report
Procedure
Procedural recount
Factual recount
Explanation
Exposition
Discussion
Description of Factual Text Types
Text Type
Purpose
Features
Factual
Description
Describe living,
nonliving or natural
phenonema
(Describes something
or someone)
Introductory paragraph about
subject
Series of paragraphs describing
different aspects of subject
Optional concluding paragraph
e.g. Texts in information books
Information
Report
Classify and describe
general classes of
phenonema
(Describes a class of
things)
Opening general definition or
classification
Sequence of related statements
about topic
Concluding statement
e.g. text books
Procedure
To instruct how
things are done
through a series of
steps
(Tells how to do
something)
Opening statement of goal or
aim
Materials required are listed in
order of use
Series of steps listed in
chronological order eg recipe
Procedural
Recount
Record steps taken to
achieve a goal or
outcome
(Tells how something
was achieved)
How things were made
To recount in sequential order
the steps taken to achieve a
particular goal/outcome after
doing a procedure.
e.g scientific experiment
Factual
Recount
Retell a series of
events in the order
they occurred
(Tells what
happened)
Orientation - background
information about who, where
and when
Series of events in chronological
order
A personal comment
e.g. Historical report
Explanation
To explain
scientifically how
technologically and
why natural
phenomena came into
being
(Explains how things
happen and why they
are as they are)
A general statement
Series of paragraphs explaining
how or why
Series of events in chronological
order
Concluding statement
Exposition
To argue a case for or
against a point of
view about an an
issue
(Argues a point of
view)
Point of view is stated
Justifications of arguments
presented in logical order
Summing up of argument and
reinforcement of point of view
Discussion
To present issues for
more than one
perspective and make
recommendations
based on evidence
(Discusses different
points of view and
makes a judgement)
statement of the issue and a
preview of the main points
arguments for and supporting
evidence
arguments against and
supporting evidence
(alternatively argument/counter
argument a point at a time)
recommendation - summary and
conclusion
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 information
Structure
• 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
Exposition (Argument)
(Factual genre)
An exposition argues or persuades for or against
Structure
• 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…”
Speech
(Factual and Response genres)
A speech is an oral presentation of information or a response
Structure
• 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
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
Research
(Information Literacy)
Information literacy is the ability to access, evaluate, organise and use information
Structure
1. DEFINING your topic
• underline the key words in the task
• brainstorm what is already known about the topic
• pose questions to investigate
2. LOCATING your information
• determine the range of possible sources
• list keywords and search terms
• identify which sources best answer the question
3. 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
4.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
5. PRESENTING your information
• determine the presentation format that is appropriate/required
• check bibliography is in alphabetical order
6. EVALUATING your work
• check that the question was answered
• relect on new skills learnt
• reflect on skills that need to be improved
Recount
(Story genre)
A recount retells past events in the order in which they happened
Structure
• 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 (He said …….)
Procedure
(Factual genre)
A procedure gives instructions
Structure
• 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
Interview
(Factual, Story or Response genres)
An Interview is a process for obtaining information, a story or a response
Structure
• 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
Information Report
(Factual genre)
A report presents information about a subject
Structure
• 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
Language features
• Technical language related to subject
• Formal and impersonal language
• Uses timeless, present tense e.g. Adelaide is popular with international students.
• Often uses the passive voice e.g. “are being created”
• Many “being” and “having” verbs
Film Review
(Response genre)
A book review gives information about a film and offers critical appraisal
Structure
• 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)
Explanation
(Factual genre)
An Explanation explains processes
Structure
• 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
Discussion
(Factual and response genres)
A discussion explores several sides of an issue
Structure
• 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
Description
(Factual genre)
Describes a person, place or thing
Structure
• 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
o Nouns and noun groups
o Adjectives
o Adverbs and adverbial groups
• Often written in the present tense
• Verbs which express feeling and being / existing
• May contain subjective language
More information
More ideas and examples about descriptions can be found in:
• Targeting text (series), Blake Education, Glebe N.S.W.
• Anderson, M 1997, Text types in English, Macmillan, 1998.
• English Elements (series), Jacaranda Wiley, Milton, Qld.
• Whitfield, M 2001, Targeting writing across the curriculum, Blake Education, Glebe, N.S.W.
• Schill, J 1998, On track: working with texts, Heinemann, Port Melbourne.
• Excel essential skills (series), Pascal, Glebe, N.S.W.
Book Review
(Response genre)
A book review offers information about a book and critical appraisal
Structure
• 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…)
http://www.sac.sa.edu.au/Library/Library/Topics/Literacy/book_review.htm