genre features

7/31/2019 Genre Features

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Description (Creative Writing)

Purpose

Description is used in all forms of writing to create a vivid impression of aperson, place, object or event eg to:

describe a special place and explain why it is special

describe the most important person in your life

describe the animal's habitat in your report

Descriptive writing is usually used to help a writer develop an aspect of their

work, eg. to create a particular mood, atmosphere or describe a place so

that the reader can create vivid pictures of characters, places, objects etc.

Features

Description is a style of writing which can be useful for a variety of

purposes:

to engage a reader's attention

to create characters

to set a mood or create an atmosphere

to bring writing to life.

It may:

describe a special place and explain why it is special;

describe an important person in your life;

describe / create characters;

describe a personal experience;

engage a reader's attention;

give information (such as describing an animal within a report).

Language

aims to show rather than tellthe reader what something/someone is

like
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relies on precisely chosen vocabulary with carefully chosen adjectives

and adverbs.

is focused and concentrates only on the aspects that add something to

the main purpose of the description.

sensory description - what is heard, seen, smelt, felt, tasted. Preciseuse of adjectives, similes, metaphors to create images/pictures in the

mind eg Their noses were met with the acrid smell of rotting flesh.

strong development of the experience that "puts the reader there"

focuses on key details, powerful verbs and precise nouns.

Description: Teaching Strategies

Structure

The first sentence introduces and classifies the topic.

Language

The description may show rather than tellthe reader what something/

someone is like using precise similes or metaphors to create

images/pictures in the mind. Strong development of the experience

"puts the reader there" focusing on key details. It is focused and

concentrates only on the aspects that add something to the main

purpose of the description

If it is a technical/scientific description it will use technical/scientific

language.

It relies on precisely chosen vocabulary with carefully chosen

adjectives, adverbs and precise nouns

It uses actionverbs (bites, squirts) or relational verbs (is/are).

Technical/scientific descriptions use the present tense.
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Explanations

Purpose

The writer's purpose is to explain how something works or state reasons forsome phenomenon. Explanations answer the questions "how" or "why".

Types of Explanation

There are two basic types of explanation which focus on:

"How" (How does a pump work? How does a computer work? How are

mountains formed? How does a spider spin a web?)

"Why" (Why do some things float or sink? Why is the ozone layergetting thinner? Why does iron go rusty? Why do living things need

food?)

Features

Structure

often have a logical sequence

use cause/effect relationships (then, as a consequence, so, if)

use time relationships (first, then, following, finally)

Language

written in the 'timeless' present tense (are, turns, happens)

use of action verbs (falls, rises, changes)

use of non-human participants (the sea, the mountains, the

computers, the engine)

conjunctions (when, then, first, after this so)

some passives (is saturated, are changed) use of nouns tends to be general rather than specific (cars,

boats, spiders, schools)

use of pronouns (their, they, them)
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Explanations: Teaching Strategies

Structure

Explanations often begin with a brief description of the activity orprocess.

How something works is explained

or

reasons for a phenomenon are stated.

It has a logical sequence of events.

Cause/effect relationships (then, as a consequence, so, if) are used.

Time relationships (first, then, following, finally) are used.

Paragraphing is used.

Language

The 'timeless' present tense (are, turns, happens) is used.

Action verbs are used (falls, rises, changes).

Conjunctions are used to show time relationships (when, after this, so).

Passives are used sometimes (is saturated, are changed).

The nouns tend to be general rather than specific (cars, boats, spiders,

schools).

Pronouns are used (their, they, them).

Non-human participants are used (the sea, the mountains, the

computers, the engine).
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Scientific experiments usually include the purpose of the

experiment, equipment, procedure, observations and conclusion.

Language

The text usually:

focuses on generalised people rather than individuals (first you

take, rather than first I take)

the reader is often referred to in a general way, ie. pronouns

(you or one)

action verbs (imperative verbs), (cut, fold, twist, hold etc)

simple present tense(you cut, you fold, you mix)

linking words to do with time (first, when, then)are used to

connect the text detailed information on how (carefully, with the scissors);

where (from the top); when (after it has set)

detailed factual description (shape, size, colour, amount)

Instructions-Procedural: Teaching Strategies
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Structure

The purpose of the activity is stated at the beginning.

The materials/activities are listed in order.

The layout of the text is easy to follow (Steps may be numbered).

The steps are in chronological order.

Language

The reader is addressed:

directly (Youshould turn the printer off before shutting down

the computer);

or indirectly (Turnthe printer off before shutting down the

computer).

Verbs are:

active;

simple present to indicate timelessness (you cut, you fold);

or imperatives (cut, fold).

Conjunctions that show time are used ( first then).

Detailed information is given on: how (carefully, with the scissors);

where (from the top); when (after it has set).

Detailed factual description is given (shape, size, colour, amount).

Modality may be used to show the degree of obligation (Youshouldfinish your homework within one and a half hours).

Narrative
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Purpose

The basic purpose of narrative is to entertain, to gain and hold a readers'

interest. However narratives can also be written to teach or inform, to

change attitudes / social opinions eg soap operas and television dramas thatare used to raise topical issues. Narratives sequence people/characters in

time and place but differ from recounts in that through the sequencing, the

stories set up one or more problems, which must eventually find a way to be

resolved.

Types of Narrative

There are many types of narrative. They can be imaginary, factual or a

combination of both. They may include fairy stories, mysteries, science

fiction, romances, horror stories, adventure stories, fables, myths andlegends, historical narratives, ballads, slice of life, personal experience.

Features

Characters with defined personalities/identities.

Dialogue often included - tense may change to the present or the

future.

Descriptive language to create images in the reader's mind and

enhance the story.

Structure

In a Traditional Narrative the focus of the text is on a series of actions:

Orientation: (introduction) in which the characters, setting and time of the

story are established. Usually answers who? when? where? eg. Mr Wolf went

out hunting in the forest one dark gloomy night.

Complication or problem: The complication usually involves the maincharacter(s) (often mirroring the complications in real life).

Resolution: There needs to be a resolution of the complication. The

complication may be resolved for better or worse/happily or unhappily.

Sometimes there are a number of complications that have to be resolved.

These add and sustain interest and suspense for the reader.


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To help students plan for writing of narratives, model, focusing on:

Plot: What is going to happen?

Setting: Where will the story take place? When will the story take

place? Characterisation: Who are the main characters? What do they look

like?

Structure: How will the story begin? What will be the problem? How

is the problem going to be resolved?

Theme: What is the theme / message the writer is attempting to

communicate?

Language

Action verbs: Action verbs provide interest to the writing. Forexample, instead of The old woman was in his waytry The old woman

barred his path. Instead of She laughedtry She cackled.

Written in the first person (I, we) or the third person (he, she, they).

Usually past tense.

Connectives,linking words to do with time.

Specific nouns: Strong nouns have more specific meanings, eg. oakas

opposed to tree.

Active nouns: Make nouns actually do something, eg. It was raining

could become Rain splashed downor There was a large cabinet in theloungecould become A large cabinet seemed to fill the lounge.

Careful use of adjectives and adverbs: Writing needs judicious use of

adjectives and adverbs to bring it alive, qualify the action and provide

description and information for the reader.

Use of the senses: Where appropriate, the senses can be used to

describe and develop the experiences, setting and character:

What does it smell like?

What can be heard?

What can be seen - details? What does it taste like?

What does it feel like?

Imagery

Simile: A direct comparison, using like or as or as though, eg.

The sea looked as rumpled as a blue quilted dressing gown. Or

The wind wrapped me up like a cloak.
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Metaphor: An indirect or hidden comparison, eg. She has a

heart of stone or He is a stubborn muleor The man barked out

the instructions.

Onomatopoeia: A suggestion of sound through words, eg.

crackle, splat, ooze, squish, boom, eg. The tyres whir on theroad. The pitter-patter of soft rain. The mud oozed and

squished through my toes.

Personification: Giving nonliving things (inanimate) living

characteristics, eg. The steel beam clenched its muscles. Clouds

limped across the sky. The pebbles on the path were grey with

grief.

Rhetorical Questions: Often the author asks the audience questions,

knowing of course there will be no direct answer. This is a way of

involving the reader in the story at the outset, eg. Have you ever builta tree hut?

Variety in sentence beginnings. There are a several ways to do this eg

by using:

Participles: "Jumping with joy I ran home to tell mum my good

news."

Adverbs: "Silently the cat crept toward the bird"

Adjectives: "Brilliant sunlight shone through the window"

Nouns: "Thunder claps filled the air"

Adverbial Phrases: "Along the street walked the girl as if she

had not a care in the world."

Conversations/Dialogue: these may be used as an opener. This

may be done through a series of short or one-word sentences or

as one long complex sentence.

Show, Don't Tell: Students have heard the rule "show, don't tell" but

this principle is often difficult for some writers to master.

Personal Voice: It may be described as writing which is honest and

convincing. The author is able to 'put the reader there'. The writer

invests something of him/her self in the writing. The writing makes an

impact on the reader. It reaches out and touches the reader. A

connection is made.
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Narrative: Teaching Strategies

Structure

Orientation: (first paragraph)


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Where did the story take place?

When did the story take place?

How did the story begin?

Who?

Complication or problem: a description/ explanation of the problem.

The problem usually involves the main character(s).

Resolution: how the problem has been solved.

Conclusion: a final concluding statement.

Characterisation: a description of the main characters.

What do they look like?

Theme: a clear message.

Language

Active verbs are used (Instead ofThe old woman was in his waytryThe

old woman barred his path).

The first person (I, we)

orthe third person (he, she, they).

The past tense is used.

Conjunctions (linking words to do with time) are used.

Specific nouns (oakinstead of tree).

Adjectives and adverbs are used.

Uses the senses:

What does it smell like?

What can be heard? What can be seen?

What does it taste like?

What does it feel like?
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A variety of sentence beginnings are used.

It has an impact on the reader. The personal voiceof the writer comes

through.

Narratives often use:

Similes (The sea looked as rumpled as a blue quilted dressing

gown; The wind wrapped me up like a cloak).

Metaphors (She has a heart of stone; He is a stubborn mule; The

man barked out the instructions).

Onomatopoeia (crackle, splat, ooze, squish, boom. The tyres whirr

on the road; The pitter-patter of soft rain; The mud oozed and

squished through my toes).

Personification (The steel beam clenched its muscles; Clouds

limped across the sky; The pebbles on the path were grey with

grief).

Recounts

Purpose

The purpose of a recount is to list and describe past experiences by

retelling events in the order in which they happened (chronological order).

Recounts are written to retell events with the purpose of either informing

or entertaining their audience (or both).

Types of Recount
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Personal Recount

These usually retell an event that the writer was personally involved

in.

Factual Recount

Recording an incident, eg. a science experiment, police report. Imaginative Recount

Writing an imaginary role and giving details of events, eg. A day in the

life of a pirate; How I invented...

Features of Recounts

focuses on individual participants/events

Structure

the recount has a title, which usually summarises the text

specific participants (Mum, the crab)

The basic recount consists of three parts:

1. the setting or orientation - background information answering

who? when? where? why?

2. events are identified and described in chronological order.

3. concluding comments express a personal opinion regarding the

events described

details are selected to help the reader reconstruct the activity orincident (Factual Recount)

the ending may describe the outcome of the activity, eg. in a science

activity (Factual Recount)

details of time, place and incident need to be clearly stated, eg. At

11.15 pm, between Reid Rd and Havelock St a man drove at 140 kms

toward the shopping centre(Factual Recount)

descriptive details may also be required to provide information, eg. He

was a skinny boy with a blue shirt, red sneakers and long tied back

hair(Factual Recount) includes personal thoughts/reactions (Imaginative Recount)

Language

is written in the past tense (she yelled, it nipped, she walked)
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frequent use is made of words which link events in time, such as next,

later, when, then, after, before, first, at the same time, as soon as

she left, late on Friday)

recounts describe events, so plenty of use is made of verbs (action

words), and of adverbs (which describe or add more detail to verbs) details are often chosen to add interest or humour to the recount.

use of personal pronouns (I, we) (Personal Recount)

the passive voice may be used, eg. the bottle was filled with ink

(Factual Recount)

Recounts: Teaching Strategies

Structure

The title grabs the readers attention (it usually summarises the text).

There are specific participants (mum, the crab).

A setting or orientation gives background information answering who?

when? where? why?
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Events are identified and described in chronological order.

The details of time, place and incident are clearly stated. (At 11.15 pm,

between Reid Rd and Havelock St a man drove at 140 kms toward the

shopping centre).

Personal thoughts/reactions are included.

Paragraphing is used.

Concluding comments may express a personal opinion regarding the

events described.

The ending may describe the outcome of the activity (in e.g. a science

activity).

Language

Recounts are written in the past tense (she yelled, it nipped, she

walked).

Words which link events in time (next, later, when, then, after, before,

first, at the same time, as soon as she left, late on Friday) are used.

Events are described using:

verbs (action words),

adverbs (which describe or add more detail to verbs).

Details are chosen to add interest or humour.

Personal pronouns (I, we) are used.

Figurative language (alliteration, onomatopoeia, simile, metaphor,

personification) may be used.

Sentences create tension/excitement.

Descriptive details provide information (He was a skinny boy with a blue

shirt, red sneakers and long tied back hair).
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Reports

"Reports can be straightforward recounts of events, but many of them are

more than this. They may contain accounts and descriptions, but they often

do more than describe a thing, event or situation. Some reports state aproblem and suggest a solution. Some argue a case for or against a particular

option, supporting their case with evidence and making a recommendation."

(The Learner as a Reader, Learning Media NZ:P 129)

Purpose


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The purpose of a report is to describe and classify information. Reports

have a logical sequence of facts that are stated without any personal

involvement from the writer.

Informative reports are written about living things like plants and animalsand non-living things like cars or oceans. An information report is used when

we talk and write about, eg. Bikes. (When writing a description we only

talk/write about one specific thing, eg. My Bike).

Features

Structure

Reports usually consist of the following:

an opening statement. (The Antarctic is a large continent at theSouth Pole; Possums are nocturnal animals that were introduced

to New Zealand from Australia.)

a series of facts about various aspects of the subject eg where

possums live, what they eat, problems they cause, etc. These

facts are grouped into paragraphs and each paragraph has a

topic sentence.

diagrams, photographs, illustrations and maps may be used to

enhance the text

reports don't usually have an 'ending", although sometimes thedetailed information is rounded off by some general statement

about the topic.

Language

Nouns and noun phrases are used rather than personal pronouns.

The use of personal pronouns is limited.

Most reports are written in the present tense.

Some reports use technical or scientific terms.

Linking verbs are used, eg. is, are, has, have, belong to, to give

coherence.

Uses some action verbs (climb, eat).

Descriptive language is used that is factual rather than

imaginative eg colour, shape, size, body parts, habits,

behaviours, functions, uses.
http://english.unitecnology.ac.nz/resources/resources/exp_lang/nouns.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/phrases.html#nounhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/pronouns.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/nouns.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/phrases.html#nounhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/pronouns.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.html


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Reports: Teaching Strategies

Structure

The opening statement classifies the subject of the report.

The opening statement is followed by sentences (usually factual) that

describe such things as appearance, behaviour and other aspects of thephenomenon being described.

The writing has paragraphs, each one focusing on a different aspect of

the phenomenon. Topic sentences are used.

A general statement about the topic usually rounds off the report.


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Diagrams, illustrations or photographs are often used.

Language

Present tense verbs are used.

Verbs for describing and classifying (is, are, has, have, belongs to) are

used.

Action verbs are used to describe behaviours (climb, eat).

Personal reports focus on the individual (my dog).

Scientific or technical reports focus on classes of things (dogs).

Descriptive language that is factual rather than imaginative (opposumshave prehensile tails) is used.

Nouns and noun phrases are used rather than personal pronouns.

Arguments

Purpose

To support ideas presented in sequence to justify a particular stand or

viewpoint that a writer is taking.

The writer's purpose is to take a position on some issue and justify it.

An argument usually consists of the following:

a statement of position at the beginning

a logical sequence
http://english.unitecnology.ac.nz/resources/resources/exp_lang/nouns.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/phrases.html#nounhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/pronouns.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/nouns.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/phrases.html#nounhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/pronouns.html


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the argument is put forward in a series of points with back up

evidence

a good argument shows cause and effect. This is the connection

between an action and what leads to it, eg. The fish died as a result of

pollution in the water: Violence in movies contributes to violence insociety

a summing up or restating of position at the end

Types of arguments

To plead a case - letters to the school principal / local council with

regard to current issues.

To promote/sell goods and services - advertisement writing to

promote the school concert/sports.

To put forward an argument - School uniforms should not becompulsory.

Language Features

The argument is written in the timeless present tense. This might

change to the past if historical background to the issue was being

given. If predictions are being made the tense might change to the

future.

The writer uses repetition of words, phrases and conceptsdeliberately, for effect.

Verbs are used when expressing opinions, eg. I think ___ are the best!

We believe students should not be stopped from eating junk food.

Strong effective adjectives are used.

Thought provoking questions are used. These may be asked as

rhetorical questions. (Rhetorical questions: a question asked only for

effect, not for information, eg. Would you give your pre-schooler

matches to play with?)

Use of passive verbs to help structure the text. Written in the timeless present tense.

Use of pronouns (I, we, us) is used to manipulate the reader to agree

with the position argued. eg. We all know that smoking causes cancer

so we do not smoke.

Use of emotive language ie. words that will appeal to the reader's

feelings, eg. concern, unreasonable, should.
http://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/adjectives.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/pronouns.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/adjectives.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/pronouns.html


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Use of passive voice ie verbs in which the subject is acted upon and

not doing the action. This helps structure the text, eg. We would like

to suggest that an enquiry be held into the running of the steel mills.

Water is being polluted.

Conjunctions that can exemplify and show results - they are usuallyused in concluding statements to finalise arguments

Features of an Argument

The writing has a logical sequence.

The writing begins with a statement of position.

The argument is put forward in a series of points with back up

evidence or reasons. As long as the reasons given are reasonable there

is a chance to convince the audience.

Words for introducing another point to support the argument:

additionally further more not only also

in addition moreover besides as well likewise

The writing finishes with a summing up, eg. a recommendation or

restatement of position.

A good argument shows cause and effect. This is the connection

between an action and what leads to it, eg.

the fish died as a result of pollution in the water.

violence in movies contributes to violence in society.

Words for showing cause and effect - connectives:

so consequently because causes

creates results in stems from brings about leads to

generates gives rise to an upshot of

The argument is written in the timeless present tense. This might

change to the past if historical background to the issue was being

given. If predictions are being made the tense might change to the

future.
http://english.unitecnology.ac.nz/resources/resources/exp_lang/conjunctions.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/conjunctions.html


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The writer uses repetition of words, phrases and concepts deliberate,

for effect.

Strong effective adjectives are used.

Thought provoking questions are used. These may be asked as

rhetorical questions. Rhetorical questions: a question asked only for effect, not for

information, eg. Would you give your pre-schooler matches to play

with?

Figurative Language: using words out of their literal meaning to add

beauty or force, eg. similes, metaphors, imagery.

Sound devices, eg. alliteration: repetition of the same first sound or

the same first letter in a group of words. It is used for impact and

effect, eg. Let's reduce, reuse, recycle!

Generalised participants are used which are sometimes human butoften abstract, eg. issues, ideas, opinions etc. unless the issue centres

on a particular event or incident.

Inclusive and Exclusive Pronouns

Inclusive pronouns (I, we, us) are used to manipulate the reader to

agree with the position argued. The implication is that they would be

correct and will be included if they concur with the point of view, eg.

We all know that smoking causes cancer so we do not smoke. Exclusive

pronouns (he, she. they) are also used to manipulate the reader byimplying that to disagree with the position argued would put you in the

"out group". The implication is that they would be wrong and will be

excluded if they disagree with the point of view.

See this Assessment Resource Bank Resource for an exercise on

inclusive and exclusive pronouns.

The writer uses emotive language: ie. words that will appeal to the

reader's feelings, eg. concern, unreasonable, should. The writer uses passive voices, ie. verbs in which the subject is acted

upon and not doing the action. This helps structure the text, eg. We

would like to suggest that an enquiry be held into the running of the

steel mills. Water is being polluted.

Actions are nonimalised to allow the writer to condense information

and deal with abstract issues. Actions become things.
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Eating junk food can make people sick

Junk food can cause sickness

Toxic waste from factories that is discharged into rivers pollutes the water

Toxic waste discharged from factories causes pollution

Movement from personal to impersonal voice occurs. The personal

voice is to indicate a subjective opinion through using a first person

pronoun - I - or second person pronoun - you, eg. I think we should change our flag!

You shouldn't drop rubbish.

The personal pronoun has been removed. The author no longer speaks

on behalf of himself or herself alone but assumes a representative

voice.

Modality is used in arguing to position the writer and the reader, eg.

Modal verbs or operators (you shouldput rubbish in the bin.)

Verbs are used when expressing opinions, eg.

I think Bee Babes are the best!

We believe students should not be stopped from eating junk

food.

Imperatives or imperative constructions: expressing a command,

request, warning, eg. Make up your mind!

The writer uses connectives (linking words - conjunctions) associated

with reason, eg. so, because of, therefore, first, etc.

Temporal conjunctions to order propositions, eg. Firstly many

people die of passive smoking and secondly it can aggravateasthma.

Causal, conditional conjunctions used to link points in the

argument, eg. They die because it stops them breathing.


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Comparative conjunctions used to introduce counterpoints, eg.

However, others think we should have junk food. On the other

hand packaging can have many disadvantages.

Conjunctions can exemplify and show results - they are usually used in

concluding statements to finalise arguments

Generalised participants are used which are sometimes human but

often abstract, eg. issues, ideas, opinions, etc. unless the issue

centres on a particular event or incident.

Appeals to authority: This may be done in a variety of ways and gives

weight and authority to an argument:

Using research, facts, statistics, eg. Four hundred people eachyear die from passive smoking.

Using expert opinions, eg. Dr Dolittle said you can definitely

talk to the animals.

Using testimony. This is quotations from reliable or reputable

sources, eg. "Zoo Doo is the best compost there is," said

Maggie Barry.

Arguments: Teaching Strategies

Structure

Statement/thesis

The introductory paragraph clearly states the topic/issue and the main

points of the argument.

Each paragraph deals with one key point/reason that is introduced in thetopic sentence.

Each topic sentence is supported by evidence and examples.

The points and reasons are organised in a logical order, beginning with

the most important.


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The conclusion summarises the main points and gives a strong final

statement of the writer's opinion, or a recommendation.

Check that the writing is not repetitive (e.g. position statement repeated

many times)

Language

The timeless present tense is used (Our oceans are over fished).

Verbs are used to express opinions (I think ___ are the best! We

believe students should not be stopped from eating junk food).

Passive verbs are used (The waters are over-fished).

Conjunctions are used that:

introduce examples that support the main points/reasons (for

example, these include, as shown by, for instance, such as);

add extra information to what has already been said (moreover,

furthermore, another reason, in addition);

show cause and effect, (consequently, causes, leads to, brings

about, results in, otherwise, since, if...then, unless)

introduce the other point of view (on the other hand).

Points are carefully linked within and between paragraphs.

Modality is used to show strength of feeling.

Verbs (should, must, may).

Emotive language is used (words that will appeal to the reader's feelings

e.g concern, unreasonable).

Pronouns (I, we, us) are used to persuade the reader to agree with the

position argued (We all know that smoking causes cancer so we do not

smoke).

Thought provoking questions are used which may be rhetorical ie a

question asked only for effect, not for information (Would you give your

pre-schooler matches to play with?).
http://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/conjunctions.htmlhttp://www.tki.org.nz/esolonline/secondary_esol/classroom/ncea/fat_tax/task18_e.phphttp://english.unitecnology.ac.nz/resources/resources/exp_lang/pronouns.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/verbs.htmlhttp://english.unitecnology.ac.nz/resources/resources/exp_lang/conjunctions.htmlhttp://www.tki.org.nz/esolonline/secondary_esol/classroom/ncea/fat_tax/task18_e.phphttp://english.unitecnology.ac.nz/resources/resources/exp_lang/pronouns.html


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Vocabulary specific to the topic is used.

Concluding phrases are used (I would like to persuade you that...

Therefore I think I have shown that...After considering the above

points you must agree... In summary... These arguments showthat...Therefore it can be seen that...).

genre features

Documents