TEXT BASED INSTUCTION: GENRE BASEED APPROACH

A. DESCRIPTION
1. DESCRIPTIVE
PURPOSE
to describe a particular person, place or thing in detail. Examples of descriptive text can be the appearance of a
person, detail of location or requirement for employment.

LAYOUT
e.g. There are numerous hyperlinks for the reader to use for reference, visual feature etc

ORGANISATION
1. Identification: It identifies a certain object to be described.
2. Descriptions: It describes the object in parts, size, characteristics, or qualities.
 reports don't usually have an "ending", although sometimes the detailed information is rounded off by some
general statement about the topic.

CONTENT
 Specific participant : has a certain object, is not common and unique (only one). for example: Bandengan beach,
my house, Borobudur temple, uncle Jim
 Visual features
 Factual details e.g. location, appearance, description etc
 Bibliography, reference lists and citing of references

STYLE
 Tends to be less formal than report texts
 Accurate and objective style, Personal opinions and comments are not added.

(DOMINANT) LEXIS/GRAMMAR
 Use of present tense, e.g. are, thrive, but past tense is used when recounting historical details
 Action verbs
 Using adverb
 Using special technical terms
 Using adjective and classifiers in nominal group
 using attributive and identifying verbs, e.g. have, mean, is, are.
2. REPORT

PURPOSE
1) to presents information about something, as it is in general. 2) to identify an object and describe the object or thing
in its classification, class, group, species.

LAYOUT
e.g. There are numerous hyperlinks for the reader to use for reference, visual feature etc

STYLE
1. Formal, accurate and objective style, Personal opinions and comments are not added.
2. Uses language economically.

ORGANISATION
1. General classification
2. Description
 Use of paragraphs with topic sentences to organize bundles of information;
 reports don't usually have an "ending", although sometimes the detailed information is rounded off by some
general statement about the topic.

CONTENT
 Introducing group or general aspect
 Visual features
 Factual details e.g. location, appearance, description etc
 Bibliography, reference lists and citing of references
 diagrams, photographs, illustrations and maps may be used to enhance the text

(DOMINANT) LEXIS/GRAMMAR
 Use of general nouns, eg hunting dogs, rather than particular nouns, eg our dog;
 Use of relating verbs to describe features, eg Molecules are tiny particles;
 Use of present tense
 Uses longer noun groups to build up descriptions.
 Descriptive language is used that is factual rather than imaginative eg colour, shape, size, body parts, habits,
behaviours, functions, uses.
 Action verbs e.g. can fly etc
 Uses passive voice.
 Uses technical and scientific language consistently.

DESCRIPTIVE VS REPORT

Same Characteristics
Such topic, the difference between descriptive and report text, can be pretty interesting since both text types are relatively possessing the same
characteristics. The most visible feature is that both text types contain some description, which means they describe about something, whether in
particular or general. 

Particular and General

Those two terms, 'particular' and 'general' are the key point in explaining the difference between these two text types. Shortly, descriptive text
describes something in particular, while report one describes in general. That is why if we take a look back at the two text titles given above it is
distinct that 'Cats' is a title of report text for the title represents that the text cover general explanation and analysis about cats (what is cats, how
cats behave, the types of cats, the history, and so on). On the other hand, descriptive text does not go far on explaining cats in universe, it talks
about a specific cat; for example my cat, your cat, Mr. Jack's cat, my grandfather's cat, ore other's cat. Other illustration of descriptive text is when
it talks about the roses in your garden, your goat, your house, or your sister's baby.

The Language Feature

It is true to say both text types make lots of use of simple present tense, however if we take a look and analyze thoroughly at the language use and
form, we can find that report text uses a language which tends to be more formal than descriptive does. This can be led by the fact that report text
is based on the systematic analysis or observation which is in its nature is 'rather scientific'.

3. PROCEDURE
PURPOSE
to help readers how to do or make something completely. There are different procedural texts for different purposes:-
Texts that explain how something works or how to use instruction/operation manuals

LAYOUT
e.g. Headings, sections, subheadings, sequence, visual

TYPES OF PROCEDURAL TEXTS

 Texts that explain how something works or how to use instruction/operation manuals, for example, how to use
the video, the computer, the tape recorder, the photocopier, the fax.
 Texts that instruct how to do a particular activity, for example, recipes, rules for games, science experiments, road
safety rules.
 Texts that deal with human behaviour, for example, how to live happily, how to succeed.

ORGANISATION
1. Goal/Aim
2. Materials/Equipments/Tools
3. Steps/Methods

CONTENT
 Logical sequence of directions and procedures
 Illustrations, photos and diagrams
 Expert-to-learner model
 Recipes usually have the information presented in at least two basic groups:
- ingredients and method
- Games instructions usually include instructions on how to play, rules of the game, method of scoring, and the
number of players
- Scientific experiments usually include the purpose of the experiment, equipment, procedure, observations and
conclusion.

(DOMINANT) LEXIS/GRAMMAR
 present forms of material process verbs: avoid, measure, re-set, calibrate, investigate etc.
 Using Imperatives sentence
 Using technical terms
 Second person pronoun that addresses the reader in a general way.
 adverbial time words, such as: first, second, before, then, after.
 Detailed noun groups including adjectival phrases provide greater detail. Adjectives add details relating to size,
shape, colour and amount. e.g. Place the red cube there
 Action verbs start most sentences. e.g. take, put, link.
 Detailed information on how (carefully, with the scissors); where (from the top); when (after it has set) .
 Reason subordinating conjunctions: in order that, so that etc.
 Adverbials: time/manner/place: for two hours etc. carefully, precisely, by hand, with a micrometer, on the
telephone, firmly etc., between the electrodes, in the furnace etc.

4. EXPLANATION
PURPOSE
To explain the processes involved in the formation or working of natural or socio cultural phenomena.

TYPES OF EXPLANATIONS

1. How" (How does a pump work? How does a computer work? How are mountains formed? How does a spider spin
a web?)
2. "Why" (Why do some things float or sink? Why is the ozone layer getting thinner? Why does iron go rusty? Why do
living things need food?)
LAYOUT
e.g. picture, quote in bold, heading, title, different font size for headings

STYLE
 Formal

ORGANISATION
1. Identification: what am I explaining?
2. Explanation: the phases in the process.
 Quotes interspersed between scientific facts
 Logically sequenced paragraphs that explain why or how something happens rather than focusing on an object.

CONTENT

 Factual information
 Glossary to explain technical vocabulary
 Diagrams with labels
 Pictures with captions

(DOMINANT) GRAMMAR/LEXIS
 written in the 'timeless' present tense (are, turns, happens)
 Material verbal processes: hunts at night, breaks down in sunlight etc.
 Relational verbal processes: have, be, contain, involve etc.
 Nominalisation: The most obvious examples of the nature of the event ... etc.
 Using technical terms
 use of nouns tends to be general rather than specific (cars, boats, spiders, schools)
 Using conjunction of time and cause-effect. e.g. first, next, following, once, then, finally, before, after and these
may be used as conjunctions (stir the mixture while you add the flour)
 use cause/effect relationships (then, as a consequence, so, if)
 use of non-human participants (the sea, the mountains, the computers, the engine)
 Relative clauses: an animal which inhabits ..., people who ... etc.

5. REVIEW

PURPOSE
to critique or evaluate an art work or event for a public audience
STYLE
 often colourful and entertaining with interesting vocabulary
 Evaluative

ORGANISATION
1. Orientation, place of the work in its general or particular context, often by compare it with others of its kind.
2. Interpretative Recount, summarize the plot and/or provides an account of how the reviewed rendition of the
work came into being.
3. Evaluation, provides an evaluation of the work.
4. Evaluative Summation or conclusions, sum up the reviewer’s opinion of thee art event as a whole.

CONTENT
 Focus on specific participants
 the introductory paragraph aims to grab the reader's attention, provides background about the author and
gives the writer's overall opinion
 first body paragraphs gives some information about the story/book to provide a context for an evaluation of
the writer's success – never tell the whole story or give too much away
 body paragraphs each discuss a few carefully selected aspects of the book or film such as plot,
characterization, acting, effects, themes, quality of language and other literary devices.
 There should be a balance between providing readers with background about the book and evaluating it's
success. Evaluation is the most important feature of a review
 The concluding paragraph contains a clear recommendation to readers of the review about whether the book
is worth reading

(DOMINANT) LEXIS/GRAMMAR
 Using rich adjectives and adverbs
 Using the present tense.
 Using long and complex clauses
 Using metaphor
 Evaluative language
B. NARRATION

1. NARRATIVE

PURPOSE
to amuse/entertain the readers and to tell a story. The text includes fable, fairy tale, myth, legend, folktales, and
horror stories

STYLE
 Everyday language

CONTENT
 A moral lesson e.g. 1. True love will win. It can conquer anything in its path. 2. Home is where the heart is. So
be nice with all family members. 3. Angry people can do bad thing on us.
 Characters with defined personalities/identities
 A series of events

ORGANISATION
1. Orientation - Usually answers who? when? where?
2. Complication - usually involves the main character(s)
3. Resolution - The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a
number of complications that have to be resolved
4. Reorientation - Sets the scene again and locates the characters in it. The usual pattern of life returns but changes
have taken place or knowledge has been gained from the experiences.
 Paragraphs for new stages in the text or developments in the complication
 resolution connected to the orientation and complication.

(DOMINANT) LEXIS/GRAMMAR
1. Narrative tenses; past simple, past continuous, past perfect
2. Using action verb
3. Sequencers / time related linkers; then she ran home, after that, the witch made a plan, before long …
4. Imagery: Simile, Metaphor, Onomatopoeia, Personification
5. Direct and indirect speech. e.g. He walked into the room. (past tense) ‘Where is the book?’ he queried. (present
tense)
6. The characters, whether human or animal, have an identifying appearance, mannerism or personality. e.g.The
angry man . . .;The man’s shrivelled hand . . .
7. The narrative is written in first person (I, we) or third person (he, she, they)
8. Related clauses / participle clauses; the princess who lived in … the forest which he passed through, Passing
through the forest he saw …
9. Lexis relevant to genre of folks tale/fairy stories; witch, broomstick, forest, magic, make a wish
10. Adjectives / Adjectives + noun collocations / adverbs / adverbial phrases e.g. a cruel old man, handsome prince,
wicked witch, lucky charm, she tried again and again, to her surprise the frog turned into a prince
11. Substitutions/use of synonyms (to avoid repetition/create interest) e.g. the dark wood – the frightening forest
2. RECOUNT

PURPOSE
1. to retell something that happened in the past and to tell a series of past event
2. to retell events for the purpose of informing or entertaining readers

A recount text can be an amazing experience or horrible one, biography, holiday events, or historical events

TYPES OF RECOUNTS
1. Personal recount - These usually retell an event that the writer was personally involved in.
2. Factual recount - Recording an incident, eg. a science experiment, police report.
3. Imaginative recount - Writing an imaginary role and giving details of events, eg. A day in the life of a pirate;
How I invented...

STYLE
 Everyday language which can sound like spoken language

CONTENT
 Focuses on individual participants/events
 dialogue and description to embellish the retelling
 specific participants (Mum, the crab)
 the ending may describe the outcome of the activity, eg. in a science activity (Factual Recount)
 details of time, place and incident
 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)
 details are often chosen to add interest or humour to the recount.

ORGANISATION
 Orientation: who/what is the story about?
 Record of events: in chronological order
 Reorientation: what happened in the end?
 Coda: how did I feel/think/react?

(DOMINANT) GRAMMAR/LEXIS
 Past tense forms of material process verbs: investigated, counted, analysed, gathered etc.
 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)
 Using adjectives
 recounts describe events, so plenty of use is made of verbs (action words), and of adverbs (which describe or add
more detail to verbs)
 use of personal pronouns (I, we) (Personal Recount)
 the passive voice may be used, eg. the bottle was filled with ink (Factual Recount)
 Evaluative language is used in factual and personal recounts. e.g. Captain Arthur Phillip was a fair and just man.
The trip was a wonderful experience.
 Larger and more complex noun groups build up descriptions. e.g. the long distance runner, Lionel Drill.
 Quoted and reported speech are used. e.g.‘We are off on an excursion tomorrow,’ said Mrs Sheridan
 prepositional phrases of time and location: following the completion of, at the end of this step, in the laboratory, in
field research etc.

NARRATIVE VS RECOUNT
you will find some similarity between them. However, Since narrative text is about complication, narrative text is about series of events. All
narrative texts in whatever story forms should pass some complication. If there is not any complication, the story should NOT be labeled as
narrative but it may be a recount text. Narrative and recount in some ways are similar. Both are telling something in the past so
narrative and recount usually apply PAST TENSE; whether Simple Past Tense, Simple Past Continuous Tense, or Past Perfect Tense. The ways
narrative and recount told are in chronological order using time or place.

3. NEWS ITEM

PURPOSE
to inform readers about events of the day which are considered newsworthy or important

LAYOUT
  headline followed by body of the text / columns / accompanying photograph / caption / use of different
fonts/sizes / first word in capitals / use of dashes
 short / sentence length paragraphs (e.g. paragraph 1)

STYLE
 humour e.g. at least one perfect wedding, ‘misuse’ of clichés from other contexts – grand tour
 informal/colloquial/spoken because of anecdotal nature e.g. big bash, packed off, chances are

Is the writing formal or informal? If the writing is formal, there is no use of slang and both the vocabulary choices and
grammar (ie sentence construction) are ‘Standard English’.

CONTENT
 Focus on circumstances
 Incidental information about people involved e.g. age, hometown, names of parents
 Facts interspersed with opinions and comments e.g. The grand tour began….they should then
 Surprise / cryptic element in headline / personalisation in headline (we’re)
 Shared cultural referencing e.g. got down on one knee

ORGANISATION
1. Newsworthy event(s) - It show the headline of the news
2. Background event(s) - We can see the detail on the headline news
3. Sources - The last paragraph show from who the news is validated

 first two sentences clarify headline and summarise text i.e. paragraphs 1 and 2 explain 5 weddings and
underlying reason. / Successive sentences add more detail e.g. where the weddings will be and who will attend /
problem presented at the beginning with happy end at the end
 starts off with a home truth e.g. everyone wants their wedding day to be perfect
 ends with an evaluation / a quote from a participant i.e. the bride’s advice recommending lots of weddings
 describes events in chronological order / this parallels anecdotal approach to a story i.e. background reasons,
sequence of 5 weddings
 one idea per paragraph

(DOMINANT) LEXIS/GRAMMAR
 Short, telegraphic information about story captured in headline
 direct speech / quotes to provide immediacy and comment e.g. if something goes wrong I know there’s always
another to get it right
 reporting structures e.g. ….decided that, if their families ……. /, Mrs Feeney, 31, said..
 headline language e.g. ellipsis – 5 for price of 1
 clichés e.g. grand tour, 5 for price of 1, if…could not come.., …would come to..
 use of appropriate range of tenses for presenting a human-interest story e.g. present simple, past simple, present
continuous, will for future
 information dense sentences e.g. Wedding dress number four will be packed off to Florida…
 Using adverbs: time, place and manner
 frequent use is made of words which link events in time e.g. such as next, later, when, then, after, before, first, at
the same time, as soon as she left, late on Friday
 Uses of material processes to retell the event
 The use of passive sentences
4. SPOOF

PURPOSE
to tell an event with a humorous twist and entertain the readers
STYLE
 Everyday language which can sound like spoken language

ORGANISATION
1. Orientation
2. Event(s)
3. Twist
 Chronologically arranged

CONTENT
 Types of twists
-Humorous Twist: Many stories have twist with a happy, amusing, or heartwarming ending.
-Ironic Twist: ironic twist ending often reveal something about the darker side of human nature. Ironic twist is
tragic.
-Misconception Twist: A narrator who has incorrect information built around their own perception of events that
they pass along can build an unpredictable ending, e.g. The ghost who doesn’t know he or she
has died, the robot who feels human emotions, the narrator who does not know they are a mannequin in a store
are some ways to create a twist based on faulty or withheld information.
 Focusing on individual participant

(DOMINANT) LEXIS/GRAMMAR
1. Using Past Tense
2. Using action verb
3. Using adverb
4. Use of material process
5. Use of circumstance of time and place
6. Use of direct speech for the dialogue

NARRATIVE VS RECOUNT VS SPOOF

in the end of the text, the way they are closed are different from one to other. Narrative will be closed by a resolution which refers to the
conflict. Recount will be concluded with a reorientation. While spoof will end the story with some unpredictable way of plot. That
unpredictable way is called twist
5. ANECDOTE

PURPOSE
to share/retell with others an account of an unusual, funny or amusing incident in fact or imagination. Actually, the
point of anecdote is the CODA. what do the participants learn from the series of event in the story. An anecdote
illustrates a point.gt

STYLE
 Everyday language which can sound like spoken language
 Humorous or amusing tone

CONTENT
 Account of incident
 Focuses on individual participants/events
 Something to be learnt from the incident

ORGANISATION
1. Abstract – signals the retelling of unusual, uncommon or amusing incident
2. Orientation – introduction or sets the scene
3. Crisis – provides details of unusual, uncommon or amusing incident
4. Incident – Reaction to the crisis
5. Coda (optional) - a reflection or an evaluation of unusual, uncommon or amusing incident

(DOMINANT) LEXIS/GRAMMAR
1. Using exclamation words; it’s awful! ; it’s wonderful!, etc
2. Using imperative; listen to this
3. Using rhetoric question; do you know what?
4. Using intensifiers
5. Using material process
6. Using action verb; go, write, etc
7. Using conjunction of time; then, afterward
8. Using simple past tense
ANECDOTE VS NARRATIVE VS RECOUNT VS SPOOF
Anecdote text is not only a matter of funny story like we often hear. Anecdote text, in term of text type is an inspirational story, a story which
a bring a CODA which is included in the end of the text

• Stories bring closure on a significant goal. Listeners actually feel a sense of closure and satisfaction after the story “ends” in much the
same way they feel at the end of a movie. Whether the movie or story ends “happily ever after” or butts up against some harsh reality, still
there is closure—a truth to be processed and internalized.

• Stories are memorable because they have structure. Although good speakers know how to tell even an anecdote well, a story stays
in the psyche because it has a definite arch that is always the same: Beginning, middle, end. Not so with an anecdote. Anecdotes can simply
be a slice of life.

C. ARGUMENTATION

1. ANALYTICAL EXPOSITION

PURPOSE
An analytical exposition is a type of spoken or written text that is intended to persuade the listeners or readers that
something is the case. To make the persuasion stronger, the speaker or writer gives some arguments as the
fundamental reasons why something is the case. This type of text can be found in scientific books, journals,
magazines, newspaper articles, academic speech or lectures, research report etc.

ORGANISATION
1. Thesis
2. Arguments
3. Reiteration/Conclusion - We can use the following phrase to make conclusion in reiteration :
– From the fact above …
– I personally believe …
– Therefore, my conclusion is …
– In conclusion …
 Organizes each point and it’s elaboration into appropriate paragraphs
 Sequences points from most effective to least effective.

STYLE
 Semi-formal/Passive formal academic style
 Biased
 persuasive

CONTENT
 focuses on generic human and non human participants.
 Clearly states a problem in the introduction.
 Supports the opening statement with background information.
 facts to support and elaborate a point of view
 No alternative opinions are mentioned

(DOMINANT) GRAMMAR/LEXIS
 Modals/language for suggesting/expressing obligation e.g.I think all children should …, it would be a good idea to…
it’s essential that …
 Present and past verb forms for describing experience/situations/facts e.g. in my country children have the choice
of going to a vocational school, we used to study one non-academic subject each turn
 Using relational process: is to state what is or should be e.g. is, are, am, could, have, cause, etc.
 It often needs material processes. It is used to state what happens, e.g. ....has polluted... etc. It uses mental
processes. It is used to state what the writer or speaker thinks or feels about something. For example: realize, feel
etc.
 Language for justifying / giving reason / expressing purpose e.g. given that the world needs people with practical
skills, it is important these are included in the curriculum. A range of subjects is important, so children can choose
 Language for giving opinions / agreeing and disagreeing e.g. it seems to me that it is a very good way of allowing
children to develop. I believe there is no value in forcing children to study subjects that do no interest them
 Linkers/conjuctions/discourse markers for ordering/adding/summarizing/comparing/contrasting
ideas/exemplification e.g. firstly, in addition, to conclude, on the one hand, on the other hand, apparently, for
instance
 Lexis related to the subject
 Hypothesizing / use of conditionals (1st/2nd/3rd/mixed) e.g. if there were more vocational schools, SS would be able
too specialize earlier. If I had left school earlier, I could have concentrated on a career. If more children go to
vocational school, it will not be seen negatively
 Evaluative language is another way to persuade people agree with the writer's opinion e.g. This is the worst, It's
true, It's important, It's clear, I believe, It is obvious that etc.
2. HORTATORY EXPOSITION

PURPOSE
1. to persuade the readers that something should or should not be the case or be done
2. to persuade the readers to do, think, and consider as like the writer does

ORGANISATION
1. Thesis
2. Arguments
3. Recommendation

(DOMINANT) LEXIS/GRAMMAR
 Using Simple Present Tense
 Abstract nouns, e.g. culture, etc.
 Using modal adverb; certainly, surely, etc
 Using action verbs
 Using thinking verbs
 Using adjective
 Modal auxiliaries: Should, ought to, had better
 Using technical terms
 Using general and abstract noun
 Using temporal connective; firstly, secondly, etc
 Passive voice
 Using evaluative words; important, valuable, trustworthy, etc
ANALYTICAL VS HORTATORY EXPOSITION
Both present argument to support the thesis state in the orientation. This thesis places the writer’s position on the essay. From the generic
structure, what make big different is that analytical exposition ends with paragraph to strengthen the thesis while hortatory makes a
recommendation for readers. Analytical is the answer of “How is/will” while hortatory is the answer of “How should”. Analytical exposition
will be best to describe “How will student do for his examination? The point is the important thing to do. But for the question” How should
student do for his exam?” will be good to be answered with hortatory. It is to convince that the thing should be done. Analytical exposition
will try to influence the reader by presenting some arguments to prove that the writer' idea is important. Furthermore, hortatory will try to
persuade the reader how should or not do concerning the writer's idea

3. DISCUSSION

PURPOSE
to present information and opinions about issues in more one side of an issue (‘For/Pros’ and ‘Against/Cons’) This kind
of text is commonly found in philosophical, historic, and social text

STYLE

 Usually formal in style, perhaps academic

 Persuasive and evaluative

ORGANISATION
1. Statement of position. Brief introduction describing the situation. This introduction has a statement or question
and serves the purpose of introducing the reader or listener to the authors point of view.
2. Arguments for and against and supporting evidence. Paragraphs elaborating the arguments for and against the
issue.
3. Recommendation or conclusion. A personal point of view before concluding.
 Title is often in the form of a question

CONTENT
 Problematic discourse; one side is agreeing, the other side is disagreeing
 Includes comments of advantages and disadvantages
 Critically discussed arguments put forward by others
 Generic statements are followed by specific examples
 background information
 Thought provoking questions
 Repetition of words, phrases and concepts.
 Reasons justifying viewpoints
 Supporting evidence
 Strengths of different arguments are evaluated and developed

(DOMINANT) LEXIS/GRAMMAR
 Using Simple Present Tense
 Use of relating verb/to be
 Use of mental process verbs expressing a personal point of view, e.g. wonder
 Using general and abstract noun
 Use of connectives to link arguments, e.g. however, in the same way
 Nominalisation: The most obvious example of the particularly enduring problem is ... etc. serving to depersonalise
and appear objective
 Using adverb of manner
 Use of detailed noun groups to reinforce an argument, e.g. the national treasure that is our Daintree forest…
 Use of adjectives expressing an opinion e.g. my horrifying adventure
 Use of evaluative language, e.g. The threatened landscape will continue to be tragically eroded, if steps are not
taken.
 Phrases to introduce the other point of view, e.g. on the other hand, generally
 Epistemic and hedging modality: may be considered, might lead to, could be identified as etc.
 Adjuncts:
-viewpoint: economically, scientifically etc.
-focus: chiefly, most importantly etc.
 Attitude disjuncts:
-arguably, apparently etc.
 Conjuncts:
-enumerate: in the first place, primarily, secondarily etc.
-rephrase: in other words, put another way etc.
-equate: equally, likewise etc.
-showing a result: consequently, therefore etc.
-replace: alternatively, on the other hand etc.
-reinforcement: moreover, furthermore etc.
-concede: nevertheless, although, however etc.
-summarise: in conclusion, overall, so etc.
ADVERTISEMENT

PURPOSE
To persuade readers to change their behavior and buy products and services, contribute to a good cause, join
campaigns etc. Advertisements can be found in brochures, leaflets, flyers, advertisements and pamphlets

LAYOUT
e.g. different font sizes, small font for terms and conditions, headings, use of sections – sub-headings, picture of
customer, logo

CONTENT
 Website address, telephone number, contact details, Small print
 offer
 Text is often combined with other media to emotively enhance an aspect of the argument, e.g. a photo of A
secluded beach

ORGANISATION
1. Engage interest
2. Sales pitch
3. Factual information
4. Phone number and email address
5. Terms of condition
 Begins with advantages, ends with consumer persuade to logical choice
 Begins by highlighting problems and then provides solutions

STYLE
 Informal, colloquial lexis
 Humorous/friendly tone in main body
 Formal lexis in terms and conditions

(DOMINANT) LEXIS/GRAMMAR
 Words and expressions used for promoting products or services, e.g., idyllic, professional, solely dedicated, ensure,
guarantee, etc
 (Positive) adjectives, to persuade and sell
 Uses logical rather than temporal connectives (This proves that ... So it’s clear... Therefore ...)
 Use of rhetorical questions. (Do you want to get left behind in the race to be fashionable?
 2nd person ‘you’ / 3rd person ‘we’ / imperative, to give sense of inclusion/make it directly relevant to reader/to
personalize/to make the company more human/more appealing to reader
 Present simple to express certainty/reality/fact e.g. we cover
 1st/o conditional/will, to make promises / persuade (repeated)
 Semi-formulaic catch phrases to catch the reader’s attention e.g. warranties made easy
 use memorable or alliterative slogans (Happy Holidays at Hazel House)
 Lexis relevant to advertisement e.g. protect, warranty, cover

DISCOURSE

 Parallelism to make the text easier to process/used for emphasis e.g. whether you have / whether it has
 Repetition for emphasis

WEBSITE – homepage
MAGAZINE

ARTICLE – interview
ARTICLE – POPULAR SCIENCE
PROMOTIONAL LEAFLET