Text Types and Different Styles of Writing:

The Complete Guide

A guide to understanding different types of writing and text

types.
Reading and writing are very complex skill sets that make heavy demands on our
students.

Beyond the challenges of grammar, punctuation, and spelling, students need to

understand the conventions and structures of the many different text types or genres.

Each time we put pen to paper, we set off with the intention of completing a specific task.
That is, we begin with a purpose we wish to accomplish with our writing.

There are lots of different reasons that can spur us to begin writing. For each of these
reasons, there are general conventions or criteria that students must understand and
incorporate into their work if they’re to achieve their purpose effectively.

In this article, we’ll take a look at some of the main text types. We’ll examine the
purpose of each of these specific text types, before looking at some of the main features
and criteria of each of these.

Finally, we’ll suggest an activity or two that you can use in the classroom today to help
students consolidate their understanding of each text type.

WHAT ARE THE MAIN TEXT TYPES?

There are many different text types a person may encounter in the course of a single day.
They might read a newspaper article in the morning, then write a letter (or email) to a
friend, follow a recipe to make dinner, complete an application form, pick up a leaflet,
before finally savouring a good novel at bedtime. While all of these forms of text have
the written word in common, each has its own unique features and conventions.

There are many different ways to categorize the broad range of reading and writing
materials we can encounter in a single day. But, generally speaking, it’s helpful to think
of them in terms of two overarching and broad categories: factual and literary.

FACTUAL TEXTS
ENDEAVOR TO INFORM, INSTRUCT,
OR PERSUADE THROUGH THE USE OF
FACTS AND INFORMATION.
LITERARY TEXTS
SEEK TO ENTERTAIN, ENLIGHTEN, OR
ELICIT EMOTION THROUGH A
CREATIVE USE OF LANGUAGE AND
STRUCTURE.
Within each of these two broad categories are several sub-categories which we will
explore in the rest of this article. Take note, depending on the curriculum you are
working to, text types may be referred to using slightly differing terms.

It’s worth noting too, that while the two general categories are a very useful way to think
about the different text types, not all text types will sit exclusively in one camp or the
other. For example, the increasingly common genre known as literary nonfiction, or
creative nonfiction, has a foot in both camps.

That said, for the vast majority of text types that our students will look at, these
categories are functional and useful.

Now, let’s take a closer look at some of these text types. We’ll start with the factual.
FACTUAL TEXT TYPES
DISCUSSION TEXTS

LEARN TO WRITE A
DISCUSSION HERE
Purpose: The purpose of a discussion text is to explore more than one point of view on a
given subject in order to reach an informed opinion or to make a decision on an issue.

Structure: Generally speaking, discussion texts will begin by providing background

information on the issue before introducing the central area or areas of contention. At this
point, the text will then begin to explore the various arguments for and against with an
examination of the supporting evidence. The conclusion will sum up both sides of the
argument before giving a recommendation based on the writer’s evaluation of those
arguments.

Main Features:

 The title is often in the form of a question

 Written in the present tense
 Generic statements are followed by specific examples
 Arguments are sometimes supported by diagrams, illustrations etc

Suggested Activity: An effective way to lead to writing a discussion text is to hold a

discussion or debate in the classroom on a contentious issue or a topic that piques the
interest of your class. For example, Should video games be considered a sport? or Due to
technology, homeschooling should replace traditional schooling.

EXPLANATORY TEXTS
LEARN TO WRITE AN EXPLANATION HERE
Purpose: Explanatory texts move beyond providing straightforward descriptions to
looking at things like causes and reasons. They move beyond retelling what happened,
such as in a simple report, to address the why and how of what happened.

Structure: Explanatory texts usually open with a general statement that introduces the
topic to be explored, for example, “During the winter, some birds migrate to warmer
parts of the world.” The various steps of the process are then explained in a logical order.

Main Features:

 Title reveals what is being explained

 May contain diagrams, flowcharts, illustrations etc
 Written in simple present tense
 Time connectives used such as first, after, then, next, finally etc.
 Talks to the reader directly e.g. “You’ll be surprised to learn…”

Suggested Activity: Task students to go to the library and gather up a range of

explanatory texts on a variety of topics. In groups, students go through these texts
analyzing the various features they have in common. From their findings, students draw
up a detailed list of criteria they can then use in the writing of their own explanatory texts
later on.

INSTRUCTIONAL / PROCEDURAL TEXTS

LEARN TO WRITE A PROCEDURE HERE
Purpose: Instructions and procedural texts communicate rules or processes to follow.
They are commonly found in games, household appliances, recipes, etc. While, in some
ways, instructional/procedural texts are similar to explanatory texts, the main difference
is that while instructional/procedural texts tell you what to do, explanatory texts describe
something.

Structure: This type of text begins with a defined objective or goal, which will often
form the title. Usually, a list of resources, equipment etc will then be included, followed
by a step-by-step description of the process to be followed to achieve the desired
outcome. Often, the written process will be supported by diagrams and/or illustrations.
Occasionally, the diagrams or illustrations may replace the written text entirely.

Main Features:

 Title indicates the process described e.g. How to…

 Includes resource / equipment list
 Process described step-by-step using bullet points, numbers etc
  Time connectives used to organize writing (first, next, then, finally etc)
 Imperatives used
 Diagrams / Illustrations used to support or replace text

Suggested Activity: Partner students up for this writing task. Ask the students to think of
something they know how to do well. It could be anything from how to tie shoelaces to
how to perform a cartwheel. It doesn’t matter what it is, as long as the student has a very
clear understanding of how to do it. Students then write an explanatory text that explains
how to do it. Partners swap their work with each other. They then try to perform the
task exclusively following the explanation within the text. If they can’t perform the task
as it’s meant to be done, then the writer needs to redraft their work until it can be done.

PERSUASION TEXTS / OPINION WRITING

LEARN TO WRITE A PERSUASIVE ESSAY HERE
Purpose: The purpose of persuasive type texts is to convince the reader of the merits of
adopting a particular viewpoint or taking a specific course of action.

Structure: Beginning with an opening statement, or thesis statement, persuasive texts

start by summing up the viewpoint to be presented. The body paragraphs then organize,
present, and elaborate on this viewpoint. A closing statement then restates and reinforces
the original thesis of the text.

Main Features:

 Written in the simple present tense

 Moves from a general point to specific points
 Uses logical connectives (therefore, because of this, this proves that)
 Employs rhetorical devices
 Uses facts and evidence to support arguments
 Addresses reader directly
 Employs various methods of psychological persuasion

Suggested Activity: Distribute copies of a persuasive text to students in groups. For

example, this could be in the form of an advertisement or newspaper editorial. Challenge
students in their groups to identify various persuasive strategies employed within the text,
whether in terms of structure, presentation, visuals, or language used. Students can
compare and contrast their findings between groups.
NON-CHRONOLOGICAL REPORTS
LEARN TO WRITE AN INFORMATION REPORT HERE
Purpose: The purpose of non-chronological reports given information and detail about
something that happened, but without being tied to providing a linear account in terms of
time.

Structure: Though non-chronological reports don’t conform to the usual chronological

structure of reports, there is generally an underlying logical structure at work, albeit not a
temporal one. Information is often grouped by category and the report tends to move
from a general opening statement on the topic to detailed and specific information as the
report progresses.

Main Features:

 Often written in the present tense, third person

 Sometimes written in the past tense e.g. on a historical event
 Frequently, the passive voice is employed
 Usually focused on general subjects
 May contain several subheadings
 Dispassionate in tone
 May include tables, diagrams, or images

Suggested Activity: An informational leaflet is one form of a non-chronological report.

Challenge students to produce an information leaflet on something they are familiar with,
such as a local attraction or historical site. When students have completed their leaflet,
encourage them to review each other’s work and offer feedback.

RECOUNTS
LEARN TO WRITE A RECOUNT HERE
Purpose: Recounts focus on retelling events and are generally intended to inform and/or
entertain.

Structure: Recounts often open with a scene being set or other devices that establish
context. They provide an account of the events that took place, usually in chronological
order. At times, the chronological structure can be reordered by using techniques such as
flashbacks, etc., but generally, this is the domain of fictional recounts.

Main Features:

 Most often written in the past tense as text type relates events that already
happened.
  Time connectives are used extensively to organise chronology, e.g. first, then,
next, after that, etc.
 Details are used extensively to flesh out the bare bones of the events.

Suggested Activity: In the library, challenge students to gather together as many different
types of recounts as they can find. In their groups, students look through the various
recounts and compile a list of criteria for this text type. As a whole class, the groups share
their results. Encourage students to pay particular attention to the range of topics that can
be presented as recounts and how this can affect the language style. For example, a
recount of a science experiment will use more technical and formal language than the
informal and personal style that might be employed to recount a travel adventure.

LITERARY TEXT TYPES

POETRY
LEARN TO WRITE POETRY HERE
Purpose: As with all literary genres of writing, poetry can be written to serve a wide
variety of purposes. For example, poetry can be written to entertain, to inform, to amuse,
to share knowledge, pass on culture, to advance culture, etc. Poetry comes in many forms
and sometimes these forms come with their own specific purposes. For example,
limericks are crafted to amuse readers, while elegies are usually written to praise or
mourn a person.

Structure: The different types of poetry make use of a variety of different structures.

There are way too many to list here. That said, the structure of poetry usually revolves
around the use of rhyme schemes, rhythmical patterns, grammatical patterns, and line and
stanza length.

Main Features:

 The musicality of language is utilised through the use of rhyme, rhythm, and
various literary devices.
 Language that appeals to the senses is used.
 Imagery is used to paint pictures in the readers’ minds
 The sounds and meanings of language are played with through the use of literary
devices

Suggested Activity: Find an anthology of poetry that groups poems together according to

themes. Task your students to look at the different poems that explore a common theme.
Have the students look at the features these poems have in common and the features that
differ. Can the students identify the different types of poems?
NARRATIVE
LEARN TO WRITE A NARRATIVE HERE
Purpose: The purpose of narrative texts is to tell a story. That said, there can be many
reasons for storytelling in the first place; for example, myths can be told to explain
natural phenomena, and legends can be used to pass on cultural beliefs. Storytelling is a
means to entertain and inform readers and allows writers to express themselves creatively
and imaginatively. There are many types of narrative text, including myths, fables,
traditional tales, novels, short stories, etc., to name but a few.

Structure: There are many types of narrative text, but broadly speaking, they all begin by
establishing the setting and introducing characters. A problem or complication is then
introduced, which serves as the driving force behind the ensuing events. After the rising
action reaches a dramatic high point or climax, a resolution is achieved, and the story
ends.

Main Features:

 Most often written in the past or present tense

 Most often uses the third or first person perspective
 Characters are often recognisably human in their motivations and actions
 Language is used creatively to paint a picture in the reader’s mind
 Storytelling may be supplemented by the use of images

Suggested Activity: This task can be completed using novels, short stories, or even with
reference to movies the students are familiar with. On a piece of paper have the students
draw an x and a y axis. Students label the x axis time and the y axis action. Students then
plot and label the narrative’s introduction, complication, rising action, climax, and
resolution. The more intense the action at each point of the story, the higher on the y axis
the point will be plotted. The points are then joined with a line. This will provide the
students with a sense of the ‘shape’ of the story. Internalizing an understanding of this
general pattern of storytelling will help students greatly in their own writing.

DRAMA
White theatrical masks of a comedy and tragedy
Purpose: As with narrative texts, the purpose of drama is largely to entertain through
storytelling. Drama can also be used to provide social commentary, communicate culture,
amuse, and inform too. While there are similarities between narrative storytelling and
dramatic storytelling, drama endeavors to tell a story through enacting it on the stage,
usually requiring the use of dialogue as a primary means of moving the story on.
Structure: As drama is primarily concerned with storytelling, it often follows the same
types of plot structures as other narrative forms, along with various conventions
particular to this form itself. For example, where a novel might have chapters and parts, a
drama has scenes and acts. Drama also has written conventions that make it distinct from
prose forms of storytelling, such as its extensive use of dialogue and occasional stage
directions.

Main Features:

 Story related largely through the use of dialogue with the page showing the name
of the character and the words they speak.
 Organisational information included, such as set descriptions and stage directions.
 Story structures common in narrative texts are also used here

Suggested Activity: Students can explore the different conventions, similarities, and

differences between prose and drama, by taking a story written in a prose genre, such as a
fable, short story, etc., and converting it into a script for a drama.

In Conclusion

Understanding the various aspects of the different writing genres will help students to
navigate their way through writing that serves a broad range of purposes.

It will also help students in their own text compositions. Understanding the various
underlying text structures will provide students with an effective means of organizing
their work, helping to ensure their writing is fit for purpose.

Exposing your students to as many different genres as possible, and providing

opportunities to explore how these text types operate, will go a long way to helping them
develop into adaptive and organized readers and writers in the future.

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