Recount Text

Recounts tell the reader what happened. They retell a past event eg a visit to a farm.

Recounts begin by telling the reader who was involved, what happened, where this event took place and when it happened. This is called the orientation.

The sequence of events is then described in some sort of order eg time.

There may be a reorientation at the end which summarises the event.

Example of a recount: shows the structure and language features of a recount text.

Writing recounts
When writing recounts you should:
* focus on individual people ie use the words, I or we
* use words which indicate when (eg after lunch) and where the events took place (eg in the shed)
* write in the past tense eg had, visited
* use action words eg helped, crutched.

Use the sample recount to answer these questions.
1 Write a phrase that indicates when an event took place.
2 Write a phrase that indicates where the event took place.
3 List two words that are written in the past tense.
4 List two other action words from the text.

Practice by writing a recount of a visit to the show, a field day, a farm, the vet or a your favourite place. Include people, time and the location.

Contact your teacher if you need more help.

Recount
1 Phrases that indicate when an event took place include: last holidays; on the first day; the end of the day; then; and the next day.
2 Phrases that indicate where an event took place include: a sheep property; in the shearing sheds; the yards; the paddocks.
3 Words that are written in the past tense include helped, picked and enjoyed.
4 Other action words include sweeping, picking and shearing.

Narrative Text

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 that are 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 and legends, 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 main character(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.
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. For example, instead of The old woman was in his way try The old woman barred his path. Instead of She laughed try 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. oak as opposed to tree.
Active nouns: Make nouns actually do something, eg. It was raining could become Rain splashed down or There was a large cabinet in the lounge could 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.
Metaphor: An indirect or hidden comparison, eg. She has a heart of stone or He is a stubborn mule or The man barked out the instructions.
Onomatopoeia: A suggestion of sound through words, eg. crackle, splat, ooze, squish, boom, eg. The tyres whir on the road. 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 built a 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.

Past Continuous Tense

FORM
[was/were + present participle]

Examples:
You were studying when she called.
Were you studying when she called?
You were not studying when she called.

Complete List of Past Continuous Forms
USE 1 Interrupted Action in the Past

Use the Past Continuous to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the Simple Past. Remember this can be a real interruption or just an interruption in time.
Examples:
I was watching TV when she called.
When the phone rang, she was writing a letter.
While we were having the picnic, it started to rain.
What were you doing when the earthquake started?
I was listening to my iPod, so I didn't hear the fire alarm.
You were not listening to me when I told you to turn the oven off.
While John was sleeping last night, someone stole his car.
Sammy was waiting for us when we got off the plane.
While I was writing the email, the computer suddenly went off.
A: What were you doing when you broke your leg?
B: I was snowboarding.

USE 2 Specific Time as an Interruption

In USE 1, described above, the Past Continuous is interrupted by a shorter action in the Simple Past. However, you can also use a specific time as an interruption.
Examples:
Last night at 6 PM, I was eating dinner.
At midnight, we were still driving through the desert.
Yesterday at this time, I was sitting at my desk at work.

IMPORTANT
In the Simple Past, a specific time is used to show when an action began or finished. In the Past Continuous, a specific time only interrupts the action.
Examples:
Last night at 6 PM, I ate dinner.
I started eating at 6 PM.
Last night at 6 PM, I was eating dinner.
I started earlier; and at 6 PM, I was in the process of eating dinner.

USE 3 Parallel Actions

When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening at the same time. The actions are parallel.
Examples:
I was studying while he was making dinner.
While Ellen was reading, Tim was watching television.
Were you listening while he was talking?
I wasn't paying attention while I was writing the letter, so I made several mistakes.
What were you doing while you were waiting?
Thomas wasn't working, and I wasn't working either.
They were eating dinner, discussing their plans, and having a good time.

USE 4 Atmosphere
In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past.
Example:
When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his hands. Others were complaining to each other about the bad service.

USE 5 Repetition and Irritation with "Always"

The Past Continuous with words such as "always" or "constantly" expresses the idea that something irritating or shocking often happened in the past. The concept is very similar to the expression "used to" but with negative emotion. Remember to put the words "always" or "constantly" between "be" and "verb+ing."
Examples:
She was always coming to class late.
He was constantly talking. He annoyed everyone.
I didn't like them because they were always complaining.
While vs. When
Clauses are groups of words which have meaning, but are often not complete sentences. Some clauses begin with the word "when" such as "when she called" or "when it bit me." Other clauses begin with "while" such as "while she was sleeping" and "while he was surfing." When you talk about things in the past, "when" is most often followed by the verb tense Simple Past, whereas "while" is usually followed by Past Continuous. "While" expresses the idea of "during that time." Study the examples below. They have similar meanings, but they emphasize different parts of the sentence.
Examples:
I was studying when she called.
While I was studying, she called.

REMEMBER Non-Continuous Verbs / Mixed Verbs
It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses. Instead of using Past Continuous with these verbs, you must use Simple Past.
Examples:
Jane was being at my house when you arrived. Not Correct
Jane was at my house when you arrived. Correct

ADVERB PLACEMENT
The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc.
Examples:
You were just studying when she called.
Were you just studying when she called?

ACTIVE / PASSIVE
Examples:
The salesman was helping the customer when the thief came into the store. Active
The customer was being helped by the salesman when the thief came into the store. Passive
More About Active / Passive Forms

Copyright (C) Language Dynamics, All Rights Reserved.
Englishpage.com and Learning English Sepatan (2008)

Report Text

- Reports classify or describe something eg a combine harvester.
- Reports begin with a general statement which introduces the topic.
- In the description, facts (parts, qualities, habits and behaviours of the subject) may be described.

Writing reports
When writing reports you will need to:
* use technical terms eg comb, threshing, drum
* write in simple present tense eg harvest, cuts.

Refer to the sample report text to answer the following questions.
1 List some more technical terms from the text.
2 List some words that are written in the present tense.

Practice by writing a report on a topic of your choice.
* a new tractor
* the latest four wheel drive vehicle
* a new herbicide
* a topic of your choice.
Don't forget to include technical terms and verbs (action words)

Report
1 Other technical words: combine harvesters, reaping, winnowing, auger, stubble, grains, head, straw, chaff.
2 Other words written in present tense: pulls, graze, passes, blow.

Taken from http://www.lmpc.edu.au

Descriptive Text

What is a descriptive text?

Definition
A descriptive text is a text which lists the characteristics of something.

Features
The topic is usually about the attributes of a thing.
Third person pronoun forms are used.

Examples (English)
Requirements for employment
The appearance of a person
The details of a location

(C) 2004 SIL International and Learning English Sepatan

Procedure Text

Procedures help us do a task or make something. They can be a set of instructions or directions eg step by step method to germinate seeds.

The text below is an example of a procedure. The labels show the structure and language features of procedure text.

- Procedures begin by outlining an aim or goal.
- Sometimes there is a list of the materials and equipment needed.
- The steps are then listed in order.

Example of a procedure: shows the structure and language features of a procedure text.

Writing procedures
When writing procedures you should:
* use present tense eg spray
* include technical terms when you need to eg friable
* use words that tell the reader how, when and where to perform the task eg fill, firmly.

Use the sample procedure to answer the following questions.
1 List two words from the text that are written in present tense.
2 List as many words as you can that indicate how, when and where the task should be carried out.
Check your answers
Practice writing a procedure by writing instructions for someone else to:
* start a lawnmower
* make a banana smoothie
* use a microscope
* your choice.
Write a draft using the procedure sample as a model.

Procedure
1 Words that are written in the present tense include: follow, fill, incorporate, scatter, cover, spray, place.
2 Words that indicate how, when and where include: incorporate, scatter, cover, place, fill, press, firmly.

Learning English Sepatan, 2008