1 TEXT TYPES AND GENRES

Genres reflect differences in external format and situations of use, and are defined on the basis of systematic non-linguistic criteria. Text types may be defined on the basis of cognitive categories or linguistic criteria.

Genre distinctions do not adequately represent the underlying text functions of English. Genres and texts types must be distinguished.

Texts within particular genres can differ greatly in their linguistic characteristics (texts in newspaper articles can range from narrative and colloquial to informational and elaborated . !n the other hand, different genres can be similar linguistically (newspaper and maga"ine articles .

#inguistically distinct texts within a genre may represent different text types, while linguistically similar texts from different genres may represent a single text type ($iber %&'&() .

*hile genres form an open-ended set (+chauber and +polsy %&') , text types .constitute a closed set with only a limited number of categories Text types are ,a conceptual framewor- which enables us to classify texts in terms of communicative intentions serving an overall rhetorical purpose, (.atim and /ason %&&0(%10 . $ased on cognitive properties, *erlich (%&2) includes five ideali"ed text types or modes (adopted by .atim and /ason %&&0, 3lbrecht %&&4, $iber %&'& -based on linguistic criteria (

description( differentiation and interrelation of perceptions in space narration( differentiation and interrelation of perceptions in time exposition( comprehension of general concepts through differentiation by analysis or synthesis argumentation( evaluation of relations between concepts through the extraction of similarities, contrasts, and transformations instruction( planning of future behavior o with option (advertisements, manuals, recipes o without option (legislation, contracts
o

Excerpts from Anna Trosbor. %&&2. Text Typology( 5egister, Genre and Text Type. Text Typology and Translation( 6-76. 8ohn $en9amins

2 (TEXT TYPOLOGY (SUMMARY Types of texts Des$r#pt#%e o!!"n#$at#%e Genres P"rpose &'at so!ebo(y) Tra%e+ *"#(es) so!e so!et'#n*) so!e reports) parts #n p+a$e #s +#,e(post$ar(s.(#ar#es.n o%e+s/ &'at 'appens Ne0s) $o!#$s) '#story) story) no%e+s) 1o,es&'at #s pose( as Art#$+es) spee$'es) (efen$e) ana+ys#s essays) (ebates) or ref"tat#on of assess!ent so!et'#n* 4o0 to5 Re$#pes) #nstr"$t#ons) traff#$ s#*ns) any 'o0 5to5 text--Textboo,s) art#$+es) en$y$+ope(#as) (#$t#onar#es Str"$t"re Genera+ presentat#on Deta#+ #n (t'e!at#$) spat#a+) te!pora+---/ or(er 2e*#nn#n* Prob+e! Reso+"t#on En(#n* 3ntro("$t#on . De%e+op!ent on$+"s#on (T'ere are !ore !o(e+s/ S$'e!a (step by step6 or(er #s of para!o"nt #!portan$e/ Presentat#on De%e+op!ent S"!!ary. on$+"s#on

Narrat#%e

Ar*"!entat#%e

3nstr"$t#%e or Pro$e("ra+ Expos#tory D#(a$t#$ or exp+anatory

&'y) 'o0) 0'at--T'ey7re easy to "n(erstan( #f t'ey7re 0e++ 0r#tten-

So"r$e( http(::www.tal-ingpeople.net:tp:s-ills:writing:talleres;michelle:textualanalysis:intro; T3;06.html

8 (TEXT TYPOLOGY (DETA3LED <3553T=>E TE?T+ are about E>E<T+ ta-ing place. They tell you a story. *hen you write a narrative, a story, you have to give readers the setting first (people involved, time:space, problem , so that they have a framewor- of reference. Then you have to develop the problem and finally solve it. *3T@. !ATB( They often include CE+@5=DT=!<+, too, and C=3#!GAE+ and /!<!#!GAE+B +tructure( $eginning E Droblem - 5esolution - EndingB The purpose of narrative text is to entertain, to tell a story, or to provide an aesthetic literary experience. <arrative text is based on life experiences and is person-oriented using dialogue and familiar language. =ts structure uses that of stories. The genres that fit the narrative text structure are( fol-tales (e.g. wonder tales, fables, legends, myths, realistic tales , contemporary fiction, mysteries, realistic fiction, historical fiction. A Story Map Sett#n* $eginning The place

'ara$ters The beings involved Prob+e! $loody hellB ThereFs always a problemB !r say, the -not, the source of tension The action that ta-es place The middle of a narrative is organi"ed around a p+ot( initiating events, subsequent events, rising excitement and $+#!ax (the high point in the story where the problem is solved .

/iddle

E%ents

End

Reso+"t#on +olving the problem or 9ust its outcome or ending En( The point of the storyG

CE+@5=DT=>E TE?T+ are about information on !$8E@T+ themselves (people, things, landscapesH . 3 description can be external (picture the whole and then move onto the different parts , functional (picture the instruments and:or parts and describe their function , or psychological (the feeling the ob9ect described produces in the writer . +tructure( mar-ed by your point of view, which means you have to thin- about the structure of your descriptive text. .ow are you going to organi"e itG

3round the physicalG (from top to bottomG, left to rightG, general to particularG, the other way roundG , in a thematic -ind of organi"ationG, chronologicallyG...

=<+T5A@T=!<3#:D5!@ECA53# TE?T+ are .!*-T! texts, texts about how to do thingsB +tructure( The structure is very clearly ordered. Iirst step %, then step 7...B =t begins at the beginning of the process described, moves on along with such process and ends also when the process finishes. This means no conclusions or opinion-li-e endings are included. 35GA/E<T3T=>E TE?T+ are about ideas. They show the process of supporting or wea-ening another statement. ,Cefending a position, means E?D#3=<=<G the ideas J G=>=<G 5E3+!<+ for them. +tructure( K @lassical Traditionally it has been believed; a. =ntroduction (the purpose of my...) it seems to be a fact... b. Explanation of the case under K !ther side questioned( no direct consideration (there are two refutation, mainly posing different approaches to this issue... questions. historically the debate...) c. !utline of the argument (the difficult points are the following... + as it was said above...) d. Droofs supporting the argument (as a matter of fact... it cannot be forgotten... furthermore... what is more) e. 5efutation (even though... it is obvious that... nobody would believe that...) f.@onclusion (on the whole... as a result... as a conclusion... finally... summing up...) !ther( K Dros and cons discussion( pro-conpro-con or con-pro-con-pro. K !ne-sided argument( no counterarguments. K Eclectic approach( some of the views on the sub9ect. K !ppositionFs arguments first, authorFs arguments

E?D!+=T!5L TE?T+ The main purpose of expository text is to inform or describe. 3uthors who write expository texts research the topic to gain information. The information is organi"ed in a logical and interesting manner using various expository text structures. +tructure( Dresentation E Cevelopment -+ummary:@onclusion

9 TEXTS TYPES: LANGUAGE ;EATURES (L3NGU3ST3 MAR<ERS/ NARRAT3=E TEXTS Durpose( To amuse:entertain the readers and to tell a story Cominant #anguage Ieatures (linguistic mar-ers ( %. Asing past tense 7. Asing action verbs 6. @hronologically arranged 1. Asing transitions of time DES R3PT3=E TEXTS Durpose( to describe a particular person, place or thing in detail. Cominant #anguage Ieatures (#inguistic mar-ers ( %. Asing simple present tense 7. Asing action verbs 6. Asing stative verbs 1. Asing adverbs 4. Asing special technical terms ). Asing ad9ectives EXPOS3TORY TEXTS Durpose( To explain the processes involved in the formation or wor-ing of natural or socio-cultural phenomena. Cominant #anguage Ieatures (#inguistic mar-ers ( %. Asing +imple Dresent Tense 7. Asing action verbs 6. Asing passive voice 1. Asing noun phrase 4. Asing adverbial phrase ). Asing technical terms 2. Asing general and abstract noun '. Asing con9unction of time and cause-effect.

3NSTRU T3=E TEXTS Durpose( to help readers how to do or ma-e something completely Cominant #anguage Ieatures (#inguistic mar-ers ( %. Asing simple present tense 7. Asing =mperatives 6. Asing adverbs 1. Asing technical terms

ARGUMENTAT3=E TEXTS Durpose( to present information and opinions about issues in more one side of an issue (MIor:DrosN and M3gainst:@onsN Cominant #anguage Ieatures (#inguistic mar-ers ( %. Asing +imple Dresent Tense 7. Asing thin-ing verbs 6. Asing general and abstract nouns 1. Asing con9unctions:transition 4. Asing modality ). Asing adverbs of manner

> D3;;ERENT TEXT PATTERNS O; EXPOS3TORY TEXTS The main purpose of expository text is to inform or describe. 3uthors who write expository texts research the topic to gain information. The information is organi"ed in a logical and interesting manner using various expository text structures. Des$r#pt#on or En"!erat#on Text Pattern Daragraphs in this pattern list pieces of information (facts, ideas, steps, etc. . The order of the fact listing may reflect the order of importance or simply another logical order. The author may signal this pattern through the following words( one, two, first, second, third, to begin, next, finally, most important, when, also, too, then, to begin with, for instance, for example, and in fact. T#!e Or(er or Se?"en$e Text Pattern This involves putting facts, events, or concepts in order of occurrence. The author traces the development of the topic or gives the steps in the sequence. The author may signal this pattern through the following words( on (date , not long after, now, as, before, after, when, first, second, then, finally, during, finally, and until. @"est#on an( Ans0er Text Pattern The author as-s a question and then answers it. o!par#son5 ontrast Text Pattern The author points out li-enesses (comparison and:or differences (contrast among facts, concepts, events, people, etc. The author may signal this pattern through the following words( however, but, as well as, on the other hand, not only...but also, either...or, while, although, similarly, yet, unless, meanwhile, nevertheless, otherwise, compared to, and despite.

a"se5Effe$t Text Pattern The author shows how facts, events, or concepts (effects happen or come into being because of other facts, events, or concepts (causes . The author may signal this pattern through the following words( because, cause, since, therefore, consequently, as a result, this led to, so, so that, nevertheless, accordingly, if....then, and thus. Prob+e! an( So+"t#on Text Pattern The author shows the development of a problem and the solution(s to the problem. The author may signal this pattern through the following words( because, cause, since, therefore, consequently, as a result, this led to, so, so that, nevertheless, accordingly, if....then, and thus. So"r$e( 'ttp:..000-'o!epa*es-(s"-e(".%ene,a!+.Le0#sA2Ban( A2B +ar,.EXPOS3TORYA2BTEXTA2BSTRU TURES-'t!

) +3/D#E+ !I TE?T+

3n example of descriptive texts = have a close Iriend. +he is beautiful, attractive and trendy. +he always wants to be a trend setter of the day. +he always pays much attention on her appearance. 5ecently, she bought a new stylist foot legs from blowfish shoes products. Thes shoes really match on her. .er new blowfish womenFs shoes are wonderful. *hen she is wal-ing on that shoes, all her friends, including me watch and admire that she has the most suitable shoes on her physical appearance. The style, bright color, and brand represent her as a smart woman of the day. +he really has a perfect appearance. +he is really mad on that shoes. +he said that the products covered all genders. The blowfish menFs shoes are as elegant as she is. The products provide varieties of choice. $allet, casual, boot athletic shoes are designed in attractive way. The products are international trader mar- and become the hottest trend.

An exa!p+e of #nstr"$t#%e texts

Tan(oor# $'#$,en re$#pe by =rene (L4@, 700)-02, as part of her !D on =ndian Iood 3n*re(#ents( %0 pieces of chic-en (drumstic-s and:or breast with s-in removed % cup plain yoghurt +pices( % tablespoon melted butter % tablespoon lemon 9uice % tablespoon red chilli powder (ad9ust according to preference % tablespoon coriander powder % tablespoon garlic paste % tablespoon ginger paste % tablespoon cumin powder O tablespoon mustard O tablespoon Garam /asala powder !ptional spices( few pods of cardamos pinch of saffron +alt to taste Preparat#on( %. /ix all spices with yoghurt and butter to ma-e marinating sauce. 7. Dric- the chic-en and apply the sauce. @over chic-en and marinate overnight inside a refrigerador (for at least 1 hrs 6. Grill the chic-en in regular way (for better result, apply melted butter to the chic-en 9ust before you grill . 1. @oo- chic-en until brownish (or way you prefer . 4. +erve sliced onion (ring and lemon wedges with the tandoori chic-en. 3lso, serve. #emon 9uice can be sprin-led on the coo-ed chic-en to add "esty flavor.

An exa!p+e of narrat#%e texts

!nce upon time, a man had a wonderful parrot. There was no other parrot li-e it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was @atano. The man felt excited having the smartest parrot but he could not understand why the parrot would not say @atano. The man tried to teach the bird to say @atano however the bird -ept not saying the word. 3t the first, the man was very nice to the bird but then he got very angry. PLou stupid birdBQ pointed the man to the parrot. P*hy canNt you say the wordG +ay @atanoB !r = will -ill youQ the man said angrily. 3lthough he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and overR P+ay @atano or =Nll -ill youQ. The bird -ept not to say the word of @atano. !ne day, after he had been trying so many times to ma-e the bird say @atano, the man really got very angry. .e could not bear it. .e pic-ed the parrot and threw it into the chic-en house. There were four old chic-ens for next dinner PLou are as stupid as the chic-ens. 8ust stay with themQ +aid the man angrily. Then he continued to humbleR PLou -now, = will cut the chic-en for my meal. <ext it will be your turn, = will eat you too, stupid parrotQ. 3fter that he left the chic-en house. The next day, the man came bac- to the chic-en house. .e opened the door and was very surprised. .e could not believe what he saw at the chic-en house. There were three dead chic-ens on the floor. 3t the moment, the parrot was standing proudly and screaming at the last old chic-enR P+ay @atano or =Nll -ill youQ.

An exa!p+e of ar*"!entat#%e texts

Ioxhunting is a sub9ect that provo-es very strong feelings. /any people believe that it is cruel to hunt a fox with dogs and totally agree with its ban. /any farmer and even conservationists, however, have always argue that the fox is a pest which attac-s livestoc- and be controlled.

An exa!p+e of expos#tory texts /emory is critical to humans and all other living organisms. Dractically all of our daily activitiesStal-ing, understanding, reading, sociali"ingSdepend on our having learned and stored information about our environments. /emory allows us to retrieve events from the distant past or from moments ago. =t enables us to learn new s-ills and to form habits. *ithout the ability to access past experiences or information, we would be unable to comprehend language, recogni"e our friends and family members, find our way home, or even tie a shoe. #ife would be a series of disconnected experiences, each one new and unfamiliar. *ithout any sort of memory, humans would quic-ly perish. =n psychology, memory processes by which people and other organisms encode, store, and retrieve information. Encoding refers to the initial perception and registration of information. torage is the retention of encoded information over time. !etrieval refers to the processes involved in using stored information. *henever people successfully recall a prior experience, they must have encoded, stored, and retrieved information about the experience. @onversely, memory failureSfor example, forgetting an important factSreflects a brea-down in one of these stages of memory.