Writing is done for a number of different purposes and for different audiences.

These different forms of writing are often known as text types at school.
Factual texts inform, instruct or persuade by giving facts and information. Literary texts
entertain or elicit an emotional response by using language to create mental images.
Students are often asked to present an assignment or project which may be one of these text
types. Below are lists of different text types, purposes and features that are included in the
English K-6 syllabus. This list may provide hints to help with your child’s written task. Always
refer to the actual task requirements sent home with your child and remember the type of text
used by a writer should suit the purpose and the audience.
Factual texts
Factual text Purpose Features Examples
type
factual describes a begins with an introductory statement landscape
description place or thing systematically describes different aspects of descriptions
using facts the subject
may end with a concluding statement
factual retells events begins with an background information who, historical
recount which have when, where report
already describes the series of events in time order
happened in may end with a personal comment
time order
information classifi es, begins with a general classification or definition facts about
report describes and lists a sequence of related information about whales
gives factual the topic
information ends with a concluding comment
about people,
animals, things
or phenomena
procedure gives begins with a statement of goal (could be recipes
instructions the title)
on how to lists materials needed in order of use instructions
make or do gives a series of steps (instructions) in order manual
something
each instruction begins with a verb in the
present tense

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Factual texts (continued)

Factual text Purpose Features Examples

type
procedural tells how begins with a statement of what was made documentaries
recount something or done
retelling
was made or tells what was made in order
done in time a science
order and with written in the past tense experiment and
accuracy its results

explanation explains starts by naming the topic the life cycle of

how or why describes items related to the topic in their right a butterfly
something order
happens how gears work
explains how the items relate to each other and
to the topic labelled
may end with a concluding statement diagrams
may include visual images, eg flowcharts and flowcharts
diagrams, which support what is written in
words
written in the present tense

Persuasive texts: factual text types that give a point of view. They are used to
influence or persuade others.
Factual text Purpose Features Examples
type
exposition gives reasons begins with a sentence that gives a point of a team’s
for a point of view on a topic argument for a
view to try and lists the arguments giving reasons and evidence debate
convince others for them
of it uses convincing language eg ‘will damage’
instead of ‘may damage’
discussion gives different begins with some background information Should cars be
points of leading to the issue banned from
view in order lists arguments for and against, giving evidence the inner city?
to make an for different points of view
informed conclusion might sum up both sides or
decision recommend one point of view

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Literary texts
Literary text Purpose Features Examples
type
literary describes describes characteristic features of the description of a
description people, subject, eg physical appearance, behaviour character or setting
characters, often forms part of other pieces of writing within a story
places, events
and things in an
imaginative way
literary retells events begins with background information, eg A recount of a
recount from novels, character, time, place traditional story, eg
plays, films describes the events in time order The Gingerbread
and personal may end with a personal comment about Man.
experiences to
entertain others the characters or events A humorous
and creatively
interpreted recount
of an ordinary
incident that
actually took place.
personal gives a personal describes how you feel about a novel, film, What did you like
response opinion on a book or play about that artwork
novel, play or lists what did and did not appeal to you and why? Describe
film, referring to may comment on some of the features of why you do or do
parts within the the writing not like this story/
passage poem.
review summarises, describes how features (eg characters, plot, commentary on a
analyses and language features, humour etc) may or may film, play, book etc
assesses the not appeal
appeal of a
novel, play
or film, to
a broader
audience

narrative tells a story the scene is set in a time and place and picture books,
using a series of characters are introduced cartoons, mystery,
events usually has a problem that is addressed fantasy, adventure,
may contain a message for the reader science fiction,
historical fi ction,
fairy tales, myths,
legends, fables,
plays
 7 Strategies For Using Context Clues In Reading

We often ask students to use context clues to figure out a word’s meaning;
therefore, it is our job to formally teach how authors use them.
In doing so, students become armed with an inventory of ways to access
unknown words to help gain deeper meaning of the text. Without awareness of
the types of context clues, students are at a disadvantage to decipher meanings
for themselves.
Teaching this skill supports self-agency so students can define unfamiliar
words independently. The following are devices that authors use to incorporate
context clues into their writing. The point is not that students memorize each type
of context clue. It is more that they come to understand that authors give hints in
all kinds of ways to help readers figure out what words mean so they are alert to
these devices.
Although the following list seems straightforward, neat and tidy,
demonstrate to students to read the surrounding passage in which unfamiliar
words appear. This helps readers infer a word’s meaning and appreciate the entire
passage where the word resides.

7 Strategies For Using Context Clues In Reading

1. Word Parts
The idea: Break down the different parts of a word—base word (word stem
or root word), prefixes, and suffixes—to figure out what it means. Some words
have a prefix only (reread), a suffix only (reading), both a prefix and a suffix
(prereading), a combination (unreadableness), or neither (read).
Discrimination
Dis ----- not, opposite of, reverse, deprive of; apart, away
crimin ----- verdict, judicial decision; judgment
tion: ----- indicates the word is a noun
2. Definition/explanation
The idea: Look for a definition or an explanation within the sentence.
 Discrimination or unfairly targeting one or more groups by those who
perceive themselves to be superior can cause distress.
 Vulnerable people are oftentimes in need of protection under certain
laws so others cannot take advantage of them.
3. Synonym
The idea: Words next to the unknown word can be a clue that there is a
synonym.
• Discrimination or bias can cause distress toward the targeted group.
• When people know they are vulnerable or defenseless, they tend to
Protect themselves to avoid harm.
4. Example
The idea: Providing examples of the unknown word can give readers a clue
to meaning.
• Like shunning smokers in restaurants by making them satisfy their
habit outside, discrimination targets a perceived undesirable group.
• Vulnerable people, such as young children, the elderly, or
handicapped individuals, might have protections under certain laws.
5. Antonym/contrast
The idea: opposite information about the unknown word can be offset by
words and phrases such as unlike, as opposed to, different from.
• Discrimination, as opposed to fairness for all people, can have
damaging effects On a targeted group.
• Vulnerable people, unlike those who can stand up for themselves,
tend to be the target of unethical or dangerous individuals.
6. Analogy
The idea: Comparisons of the word help to determine what it means.
• The ill effects of discrimination are like hateful, wicked tendrils
gripping the Heart.
• Vulnerable people can be like fragile glass in need of care and
attention.
7. Appositive
The idea: Look for the grammatical structure of appositives which can
provide a definition, synonym, or example.
• Discrimination, the act of showing bias to one group, can have
damaging EFfects.
• The elderly and handicapped, a vulnerable group of individuals,
have laws to Protect them from unethical individuals.
Examples
• Intolerable/compromise:
The situation between the twin boys became so intolerable that their parents
demanded they go to their bedroom until they could reach a compromise.
• Ostentatious/wary:
 Mr. Smith’s banker was wary of the ostentatious shoes his client was
wearing because he knew that his bank account could not support such a lavish
lifestyle.

Quick Writes
1. Choose the sentence frame that best fits each word you select, or create
your own frames
• makes me think of a time when . . .
• makes me think of the color ___ because . . .
• reminds me of ___ because . . .
• is used to describe because . . .
• If I were to paint a picture of ___, I’d paint . . .

2. Create examples and non-examples of your selected words

Examples for diversity
• The United States is home to people from different cultures and
backgrounds.
• The United Nations is comprised of representatives from all over the
world.
• A mall’s food court includes food from different countries.
Nonexamples of diversity
• An all-women’s school
• A board of directors for a company composed entirely of one gender or race
• Before Civil Rights laws, public schools in the South admitted only white
students.
Conclusion
Authors do not always provide context clues throughout the text because they
might have the assumption that readers come to the text knowing the meaning of
certain words. However, when these clues are present, equipping students with
the tools to use them productively positions them well to further their reading
comprehension.