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Text Types

Procedure
To achieve a goal / outcome through a sequence of steps. Stage 3: Students listen to a wider range of longer, more complex procedures. Teacher explicitly models the stages of a procedure. Focus on sequencing words in steps. Teacher and students jointly, then students independently, construct and read procedures for a wide range of classroom activities, eg. science investigations, problem solving, design and make activities. Focus on accuracy and clarity through acting on procedure to achieve the goal.
Examples: Build a Bubble-Powered Rocket Space Place How to make a model volcano erupt

Procedure

To achieve a goal / outcome through a sequence of steps.

Students listen to a wider range of longer, more complex procedures.
Teacher explicitly models the stages of a procedure.
Focus on sequencing words in steps.
Teacher and students jointly, then students independently, construct and read procedures for a wide range of classroom activities, eg. science investigations, problem solving, design and make activities.
Focus on accuracy and clarity through acting on procedure to achieve the goal.

Examples:

Procedural Recount
To record (orally and in writing) in sequential order the steps taken to achieve a particular goal / outcome, after doing a procedure. Stage 3: Students listen to and retell recounts based on a wider range of longer procedures. Teacher explicitly models the stages of a procedural recount. Teacher and students jointly, then students independently, construct and read procedural recounts for a wide range of classroom activities. Focus on accurate sequential order, appropriate subject-specific language and use of conjunctions to indicate time.

Procedural Recount

To record (orally and in writing) in sequential order the steps taken to achieve a particular goal / outcome, after doing a procedure.

Students listen to and retell recounts based on a wider range of longer procedures.
Teacher explicitly models the stages of a procedural recount.
Teacher and students jointly, then students independently, construct and read procedural recounts for a wide range of classroom activities.
Focus on accurate sequential order, appropriate subject-specific language and use of conjunctions to indicate time.

Factual Recount
To record a series of events in the sequence in which they occurred. Stage 3: Students give longer, more detailed research recounts about unfamiliar topics. Teacher explicitly models the stages of a factual recount. Teacher and students jointly, then students independently, construct factual recounts. Focus on various language choices for indicating time sequence, eg. ‘after several’, ‘during that time’, ‘before moving’. Focus on language used for assessment, eg. ‘remarkable’, ‘outstanding’, ‘major influence’, ‘successful’.

Factual Recount

To record a series of events in the sequence in which they occurred.

Students give longer, more detailed research recounts about unfamiliar topics.
Teacher explicitly models the stages of a factual recount.
Teacher and students jointly, then students independently, construct factual recounts.
Focus on various language choices for indicating time sequence,
eg. ‘after several’, ‘during that time’, ‘before moving’.
Focus on language used for assessment, eg. ‘remarkable’, ‘outstanding’, ‘major influence’, ‘successful’.

Explanation
To explain scientifically how technological and natural phenomena come into being. Stage 3: Students listen to and give accurate, researched, sequential and causal explanations with supporting visual information, eg. diagrams. Teacher and students jointly, then students independently, construct explanations that are causal, eg weather patterns, electric circuit. Focus on cause and effect relationships and technical vocabulary. Examine how conjunctions and connectives are used to show cause and effect, eg ‘then’, ‘consequently’.

Explanation

To explain scientifically how technological and natural phenomena come into being. Stage 3:

Students listen to and give accurate, researched, sequential and causal explanations with supporting visual information, eg. diagrams.
Teacher and students jointly, then students independently, construct explanations that are causal, eg weather patterns, electric circuit.
Focus on cause and effect relationships and technical vocabulary.
Examine how conjunctions and connectives are used to show cause and effect, eg ‘then’, ‘consequently’.

Exposition
To state a position with respect to an issue and argue a case for or against. Stage 3: Students listen to and are involved in sustained arguments with supporting evidence on a range of researched issues. Teacher and students jointly, then students independently, construct expositions that are effectively organized. Focus on maintaining point of view, concealing personal bias and using logical structure.
See Also: The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides

Exposition

To state a position with respect to an issue and argue a case for or against.

Students listen to and are involved in sustained arguments with supporting evidence on a range of researched issues.
Teacher and students jointly, then students independently, construct expositions that are effectively organized.
Focus on maintaining point of view, concealing personal bias and using logical structure.

See Also:

The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides

Discussion
To examine issues from more than one perspective and make recommendations based on evidence. Stage 3: Students listen to and are involved in sustained argument, with supporting evidence for different positions, about a range of researched issues current in the community beyond the school Teacher explicitly models the stages of a discussion. and students jointly, then students independently, construct discussions. Focus on discussions that are effectively organized. in the appropriate stages. Focus on stating the issue and indicating different perspectives.
See Also: Discussion Genre The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides

Discussion

To examine issues from more than one perspective and make recommendations based on evidence.

Students listen to and are involved in sustained argument, with supporting evidence for different positions, about a range of researched issues current in the community beyond the school
Teacher explicitly models the stages of a discussion. and students jointly, then students independently, construct discussions.
Focus on discussions that are effectively organized. in the appropriate stages.
Focus on stating the issue and indicating different perspectives.

Discussion Genre
The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides

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Text Types - Argot Library