Examining sample texts

representative of each type.

What’s I Need to Know?

A life well lived cannot be easily forgotten. Not, when you have left a mark
so noteworthy that enables people to make a difference not only in their lives
but more so in the lives of others. How would you like to be remembered? What
legacy would you like to leave behind? This lesson will allow you to learn how
the legacies of the past shaped the way you are now and how your legacy could
dictate the future of others.

Learning Outcomes
After this module, you should be able to:

 summarize the contents of the materials viewed

 explain word meanings and origins
 examine sample texts representative of each type
 express appreciation for sensory images used
 analyze literature in enhancing one’s self
 What’s I Know?

Draw an arrow to match the words in Column A with their correct meaning
in Column B. Be ready to use the words in sentences.
April 10, 2014
Column A Column B
1. betwixt (ME) a. to signify ; to indicate
2. holden (ME) b. that is to say; namely
3. betokens (ME) c. between
4. tomorn (ME) d. to think of; to expect; to hope
5. weened (OE) e. Jesus
6. Jesu (LL) f. tomorrow

What’s New?

“The Day of Destiny” 2 from Morte D’Arthur by Sir Thomas

The Day of Destiny A        Sir Thomas Malory’s Morte D’Arthur is the

most complete single version of the tales of King Arthur and his court that has
been written in English.       “The Day of Destiny,” an excerpt from this work,
describes the end of King Arthur’s reign and the dissolution of the order which
he, along with his Knights of the Round Table, has established.  This end grows
out of the corruption within the royal court itself.  
Arthur’s illegitimate son Mordred knows of the secret love affair between
Arthur’s wife, Queen Guinevere, and his best friend, Sir Lancelot.  One night
Mordred leads a band of knights to Guinevere’s chamber, where they find the
Queen with Lancelot.         Although he is reluctant, Arthur feels obligated to
obey the law of the land and burn his wife at the stake.  However, at the last
minute Lancelot rescues her, killing two knights who are guarding
her.  Lancelot subsequently flees to a castle in France and Arthur forgives
Guinevere.  Sir Gawain, the brother of the dead knights, demands vengeance
on Lancelot.  
His hatred forces Arthur to lead his men on an attack against Lancelot’s
French fortress.  In the ensuing battles Lancelot seriously wounds Gawain but
refuses to kill him. DRAFT April 10, 2014 And then knights, squires, and
yeomen awaked the King, and then he was so amazed that he knew not where
he was. And then so he awaked until it was night day, and then he fell on
slumbering again, not sleeping nor thoroughly waking. So it seemed to the King
that there came Sir Gawain unto him with a number of fair ladies with him. So
when King Arthur saw him, he said, “Welcome, my sister’s son.
I weened ye had been dead. And now I see thee on – live, much am I
beholden unto Almighty Jesu. Ah, fair nephew and my sister’s son, what been
these ladies that hither be come with you?” “Sir,” said Sir Gawain, “all these be
ladies for whom I have fought for when I was man living. And all these are those
that I did battle for in righteous quarrels, and God had given them that grace,
at their great prayer, because I did battle for them for their right, that they
should bring me hither unto you . Thus much had given leave God, for to warn
you of your death. If you fight tomorrow with Sir Modred, as ye both have
assigned, doubt ye not ye must be slain, and the most party of your people on
both parties. And for the great grace And goodness that Almighty Jesu had unto
you, and for pity of you and many more other good men there shall be slain,
God had sent me to you of his special grace to give you warning that in no wise
ye do battle as tomorn, but that ye take a treaty fora month from today.
And you make generous offers , so that tomorn ye put in a delay. For
within a month shall come Sir Lancelot with all his noble knights and rescue
you worshipfully and slay Sir Modred and all that ever will hold with him. Then
Sir Gawain and all the ladies vanished. And anon the King called upon his
knights, squires, and yeomen, and charged them quickly to fetch his noble
lords and wise bishops unto him. And when they were come the King told them
of his dream, that Sir Gawain had told him and warned him that, and he fought
on the morn, he should be slain. Then the King commanded Sir Lucan the
Butler and his brother Sir Bedivere the Bold, with two bishops with them, and
charged them in any wise to take a treaty for a month from today with Sir
Modred. “And spare not: proffer him lands and goods as much as ye think
reasonable.”
So then they departed and came to Sir Modred where he had a grim host
of a hundred thousand, and there they entreated Sir Modred long time. And at
the last Sir Modred was agreed for to have Cornwall and Kent by King Arthur’s
days, and after that, all England, after the days of King Arthur. Then they ageed
that King Arthur and Sir Modred should meet betwixt both their hosts, and
each of them should bring fourteen persons. And so they came with this word
unto Arthur. Then said he, “I am glad that this is done,” so he went into the
field. And when King Arthur should depart, he warned all his host that, and
they see any sword drawn, “Look ye come on fiercely and slay that traitor Sir
Modred, for I in no wise trust him.” In like wise Sir Modred warned his host that
“ And ye see any manner of sword drawn, look that ye come on fiercely, and so
slay all that ever before you standeth, for in no wise I will not trust for this
treaty .”
And in the same wise said Sir Modred unto his host, “For I know well my
father will be avanged upon me.” DRAFT April 10, 2014 And so they met as
their arrangement was and were agreed and accorded thoroughly. And wine
was fetched and they drank together. Right so came and adder out of a little
heathbush, and it stung a knight in the foot. And so when the knight felt him
so stung, he looked down and saw the adder. And anon he drew his sword to
slay the adder, and thought none other harm. And when the host on both
parties saw that sword drawn, then they blew beams, horns, and shouted
grimly. And so both hosts dressed them together. And King Arthur took his
horse and said, “Alas, this unhappy day!” and so rode to his party, and Sir
Modred in like wise.
And never since was there never seen a more dolefuller battle in no
Christian land, for there was but rushing and riding, lunging and striking; and
many a deadly stroke. But ever King Arthur rode throughout the battalion of Sir
Modred many times and did full nobly, as a noble should do, and at all times he
fainted never. And Sir Modred did his devoir that day and put himself in great
peril. And thus they fought all the long day, and never stopped till the noble
knights were laid to the cold earth. And ever they fought still it was near night,
and then was there a hundred thousand laid dead upon the down. Then was
King Arthur wild with rage out of measure when he saw his people so slain from
him. And so he looked about him and could see no more of all his host, and
good knights left no more on – live, but two knights: the t’one was Sir Lucan the
Butler and the other his brother Sir Bedivere. And yet they were full sore
wounded. “Jesu, mercy,” said the King, “where are all my noble knights
become?
Alas that ever I should see this doleful day! For now, “ said King Arthur.
“I am come to mine end . But would to God.” Said he , “that I wist now where
were that traitor Sir Modred that has caused all this mischief.” Then King
Arthur looked about and was ware where stood Sir Modred leaning upon his
sword among a great heap of dead men. “Now give me my spear.” Said King
Arthur unto Sir Lucan. “for yonder I have espied the traitor that all this woe
hath wrought.” “Sir, let him be ,” said Sir Lucan, “for he is unhappy. And if ye
pass this unhappy day ye shall be right well revenged upon him. And, good
lord, remember ye of your night’s dream, and what the spirit of Sir Gawain told
you tonight, and yet God of his great goodness had preserved you hitherto. And
for God’s sake, my lord, leave off by this, for, blessed be God, ye have won the
field: for yet we been here three on – live, and with Sir Modred is not one on –
live. And therefore if ye leave off now, this wicked day of destiny is past.” DRAFT
April 10, 2014 “Now, befall me death, tide me life,” said the King, “now I see him
yonder alone, he shall never escape mine hands.
For at a better avail shall I never have him." “God speed you well !” said
Sir Bedivere. Then the King got his spear in both his hands and ran toward his
Modred, crying and saying, “ Traitor. Now is thy deathday come!” And when Sir
Modred saw King Arthur he ran until him with his sword drawn in his hand,
and there King Arthur smote Sir Modred under the shield, with a thrust of his
spear, throughout the body more than a fathom. And when Sir Modred felt that
he had his death’s wound , he thrust himself with the might that he had up to
hand guard of King Arthur´s spear, and right so he smote his father King
Arthur with his sword holden in both his hands, upon the side of the head, that
the sword pierced the helmet and the casting of the brain. And therewith Sir
Modred dashed down stark dead to the earth. And noble King Arthur fell in a
swough to the earth, and there he swooned oftentimes, and Sir Lucan and Sir
Bedivere oftentimes heaved him up. And so, weakly betwixt them, they led him
to a little chapel not far from the seaside, and when the King was there, him
thought him reasonably eased. Then heard they people cry in the field.
“Now go thou, Sir Lucan,” said the King, “and let me know what betokens
that noise in the field.” So Sir Lucan departed, for he was grievously wounded
in many places. And so as he walked he saw and harkened by the moonlight
how that pillagers and robbers were come into the field to pill and to rob many
a full noble knight of brooches and bracelets and of many a good ring and many
a rich jewel. And who that were not dead all out there they slew them for their
harness and their riches. When Sir Lucan understood this work, he came to the
King as soon as he might and told him all what he had heard and seen.
“Therefore by my advice,” said Sir Lucan, “it is best that we bring you to some
town.” “I would it were so,” said the King, “but I may not stand , my head works
so.
Ah, Sir Lancelot,” said King Arthur, “this day have I sore missed thee.
And alas that ever I was against thee, for now have I my death, whereof Sir
Gawain me warned in my dream.” < insert a picture of King Arthur and his
knights at the round table> DRAFT April 10, 2014 Then Sir Lucan took up the
King the t’one side and Sir Bedivere the other party; and in the lifting Sir Lucan
fell in a swoon that part of his guts fell out of his body, and therewith the noble
knight´s heart burst. And when the King awoke he beheld Sir Lucan how he lay
foaming at the mouth and part of his guts lay at his feet. “Alas,” said the King,
“this is to me a full heavy sight to see this noble duke so die for my sake, for he
would have helped me that had more need of help than I.
Alas that he would not complain him for his heart was so set to help me.
Now Jesu have mercy upon his soul.” Then Sir Bedivere wept for the death of
his brother. “Now leave this morning and weeping, gentle knight,” said the King,
“for all this will not avail me. For wit thou well, and I might live myself, the
death of Sir Lucan would grieve me evermore.
But my time passeth on fast,” said the King. “Therefore,” said King
Arthur unto Sir Bedivere, “take thou here Excalibur my good sword and go with
it to yonder water’s side: and when thou comest there I charge thee throw my
sword in that water and come again and tell me what thou saw there”. “My
lord,” said Bedivere, “ your commandment shall be done, and I shall quickly
bring your sword again.” So Sir Bedevere departed. And by the way he beheld
that noble sword, that the hilt and hand guard was all precious stones. And
then he said to himself, “If I throw this rich sword in the water, thereof shall
never come good, but harm and loss.” And then Sir Bedivere hid Excalibur
under a tree.
And so, as soon as he might, he came again unto the King and said he
had been at the water and had thrown the sword into the water. “What did you
see there?” said the King. “Sir,” he said, “I saw nothing but waves and winds.”
“That is untruly said of you,” said the King. “And therefore you go quickly again
and do my commandment: as you are to me loved and dear, spare not, but
throw it in.”
Then Sir Bedeivere returned again and took the sword in his hand. And
yet he thought sin and shame to throw away that noble sword. And so again he
hid the sword and returned again and told the King, that he had been at the
water and done his commandment. “What did you see there?” said the King.
“Sir,” he said, “I saw nothing but waters lap and waves grow.” DRAFT April 10,
2014 “Ah, traitor unto me and untrue,” said King Arthur, “now you have
betrayed me twice. Who would have weened that you have been to me so loved
and dear, and you are named a noble knight, and would betray me for the
riches of this sword. But now go again lightly, for you long tarrying put me in
great jeopardy of my life, for I have taken cold. And but if you do now as I bid
you, if ever I may see you I shall slay you with my own hands, for you would for
my rich sword see me dead”.
Then Sir Bedivere departed and went to the sword and lightly took it up,
and so he went to the water´s side; and there he bound the girdle about the
hilts, and threw the sword as far into the water as he might. And there came an
arm and a hand above the water and took it and clutched it , and shook it
thrice and brandished; and then vanished away the hand with the sword into
the water.
So Sir Bedivere came again to the King and told him what he saw.
“Alas,” said the King, “help me hence, for I dread me I have tarried overlong.”
Then Sir Bedivere took the King upon his back and so went with him to that
water´s side, even closer, by the bank floated a little barge with many fair ladies
in it; and among them all was a queen; and all they had black hoods, and all
they wept and shrieked when they saw King Arthur.
“Now put me into that barge,” said the King; and so he did softly. And
there received him three ladies with great mourning, and so they set them
down. And in one of their laps King Arthur laid his head, and then the queen
said, “Ah, my dear brother, why have ye tarried so long from me? Alas, this
wound on your head had caught overmuch cold.” And anon they rowed
fromward the land, and Sir Bedivere beheld all the ladies go forward him.”
Then Sir Bedivere cried and said, “Ah, my lord Arthur, what shall become
of me, now you go from me and leave me here alone among my enemies?”
“Comfort yourself,” said the King, “and do as well as you may, for in me is no
trust in.
For I must into the legendary valley to heal me of my grievous wound.
And If you hear nevermore of me, pray for my soul.” Forever the queen and
ladies wept and shrieked, that it was pity to hear. And as soon as Sir Bedivere
had lost sight of the barge he wept and wailed, and so took the forest and went
all that night. And in the morning he was ware, betwixt two bare woods, of a
chapel and a hermitage. Then was Sir Bedivere glad, and thither he went, and
when he came into the chapel he saw where lay a hermit groveling on all fours,
close thereby a tomb was new dug. When the hermit saw Sir Bedivere he knew
him well, for he was but little before Bishop of Canterbury that Sir Modred put
to flight. “Sir,” said Sir Bedivere, “what man is there here interred that you pray
so fast for?” “Fair son,” said the hermit.
“I wot not verily but by guessing. But this same night, at midnight, here
came a number of ladies and brought here a dead corpse and prayed me to
inter him. And here they offered a hundred tapers, and gave me a thousand
gold coins.” DRAFT April 10, 2014 “Alas,” said Sir Bedivere,” that was my lord
King Arthur, which laid here buried in this chapel.”
Then Sir Bedivere swooned, and when he awoke he prayed the hermit
that he might abide with him still, there to live with fasting and prayers: “For
from hence will I never go,” said Sir Bedivere,” by my will, but all the days of my
life here to pray for my lord Arthur.” “Sir, you are welcome to me,” said the
hermit, “for I know you better than you think That I do: for you are Sir Bedivere
the Bold, and the full noble duke Sir Lucan the Butler was your brother.” Then
Sir Bedivere told the hermit all as you have heard before, and so he stayed with
the hermit that was beforehand Bishop of Canterbury. And there Sir Bedivere
put upon him poor clothes, and served the hermit full lowly in fasting and in
prayers. Thus of Arthur I find no more written in books that been authorized,
neither more of the very certainty of his death heard i nor read, but thus was he
led away in a ship wherein were three queens; that one was King Arthur’s
sister, Queen Morgan le Fay, the other was the Queen of North Galis, and the
third was the Queen of the Waste Lands.
Now more of the death of King Arthur could I never find, but that these
ladies brought him to his grave, and such one was interred there which the
hermit bare witness that was once Bishop of Canterbury. But yet the hermit
knew not in certain that he was verily the body of King Arthur; for this tale Sir
Bedivere, a knight of the Table Round, made it to be written.
Yet some men say in many parts of England that King Arthur is not dead,
but carried by the will of our Lord Jesu into another place; and men say that he
shall come again, and he shall win the Holy Cross. Yet I will not say that it shall
be so, but rather I would say: here in this world he changed his life. And many
men say that there is written upon the tomb this: Hic iacet Arthurus, Rex
Quondam, Rexque futurus (Here lies Arthur, who was once king and king will
be again)

Activity 1: Text Analysis

The Mirage Writers paint word pictures or images that appeal to our
senses of sight, sound, smell, taste and touch in poetry and in prose
composition. Look for the images that you have located in the text. Copy the
chart below on your notebook and write down the details in the appropriate
column.
 What is It?

There are many different text types a person may encounter in the course
of a single day. They might read a newspaper article in the morning, then write
a letter (or email) to a friend, follow a recipe to make dinner, complete an
application form, pick up a leaflet, before finally savouring a good novel at
bedtime. While all of these forms of text have the written word in common, each
has its own unique features and conventions.
There are many different ways to categorize the broad range of reading
and writing materials we can encounter in a single day. But, generally
speaking, it’s helpful to think of them in terms of two overarching and broad
categories: factual and literary.
Within each of these two broad categories are several sub-categories
which we will explore in the rest of this article. Take note, depending on the
curriculum you are working to, text types may be referred to using slightly
differing terms.
It’s worth noting too, that while the two general categories are a very
useful way to think about the different text types, not all text types will sit
exclusively in one camp or the other. For example, the increasingly common
genre known as literary nonfiction, or creative nonfiction, has a foot in both
camps.
That said, for the vast majority of text types that our students will look
at, these categories are functional and useful.
Now, let’s take a closer look at some of these text types. We’ll start with the
factual.
here are many different text types a person may encounter in the course of a
single day. They might read a newspaper article in the morning, then write a
letter (or email) to a friend, follow a recipe to make dinner, complete an
application form, pick up a leaflet, before finally savouring a good novel at
bedtime. While all of these forms of text have the written word in common, each
has its own unique features and conventions.
There are many different ways to categorize the broad range of reading and
writing materials we can encounter in a single day. But, generally speaking, it’s
helpful to think of them in terms of two overarching and broad categories:
factual and literary.
FACTUAL TEXTS
Endeavor to inform, instruct, or persuade through the use of facts and
information.
Literary texts seek to entertain, enlighten, or elicit emotion through a creative
use of language and structure.
Within each of these two broad categories are several sub-categories which we
will explore in the rest of this article. Take note, depending on the curriculum
you are working to, text types may be referred to using slightly differing terms.
It’s worth noting too, that while the two general categories are a very useful way
to think about the different text types, not all text types will sit exclusively in
one camp or the other. For example, the increasingly common genre known as
literary nonfiction, or creative nonfiction, has a foot in both camps.
That said, for the vast majority of text types that our students will look at, these
categories are functional and useful.
Now, let’s take a closer look at some of these text types. We’ll start with the
factual.

FACTUAL TEXT TYPES

DISCUSSION TEXTS

Purpose: The purpose of a discussion text is to explore more than one point of

view on a given subject in order to reach an informed opinion, or to make a
decision on an issue.
Structure: Generally speaking, discussion texts will begin by providing some
background information on the issue, before introducing the central area or
areas of contention. At this point, the text will then begin to explore the various
arguments for and against with an examination of the supporting evidence. The
conclusion will sum up both sides of the argument, before giving a
recommendation based on the writer’s evaluation of those arguments.
Main Features:

 Title is often in the form of a question

 Written in the present tense

 Generic statements are followed by specific examples

 Arguments sometimes supported by diagrams, illustrations etc

EXPLANATORY TEXTS

Purpose: Explanatory texts move beyond providing straightforward

descriptions to looking at things like causes and reasons. They move beyond a
retelling of what happened, such as in a simple report, to address the why and
how of what happened.
Structure: Explanatory texts usually open with a general statement that
introduces the topic to be explored, for example, “During the winter some birds
migrate to warmer parts of the world.” The various steps of the process are then
explained in a logical order.
Main Features:

 Title reveals what is being explained

 May contain diagrams, flowcharts, illustrations etc

 Written in simple present tense

 Time connectives used such as first, after, then, next, finally etc.

 Talks to the reader directly e.g. “You’ll be surprised to learn…”

INSTRUCTIONAL / PROCEDURAL TEXT

Purpose: Instructions and procedural texts communicate rules or processes to

follow. They are commonly found accompanying games, household appliances,
or in recipes etc. While in some ways instructional/procedural texts are similar
to explanatory texts, the main difference is that while instructional/procedural
texts tell you what to do, while explanatory texts describe something.
Structure: This type of text begins with a defined objective or goal, which will
often form the title. Usually, a list of resources, equipment etc will then be
included, followed by a step-by-step description of the process to be followed to
achieve the desired outcome. Often, the written process will be supported by
diagrams and/or illustrations. Occasionally, the diagrams or illustrations may
replace the written text entirely.
Main Features:

 Title indicates the process described e.g. How to…

 Includes resource / equipment list

 Process described step-by-step using bullet points, numbers etc

 Time connectives used to organize writing (first, next, then, finally etc)

 Imperatives used

 Diagrams / Illustrations used to support or replace text

PERSUASION TEXTS / OPINION WRITING

Purpose: The purpose of persuasive type texts is to convince the reader of the

merits of adopting a particular viewpoint or taking a specific course of action.
Structure: Beginning with an opening statement, or thesis statement,
persuasive texts start by summing up the viewpoint to be presented. The body
paragraphs then organize, present, and elaborate on this viewpoint. A closing
statement then restates and reinforces the original thesis of the text.
Main Features:

 Written in the simple present tense

 Moves from a general point to specific points

 Uses logical connectives (therefore, because of this, this proves that)

 Employs rhetorical devices

 Uses facts and evidence to support arguments

 Addresses reader directly

 Employs various methods of psychological persuasio

NON-CHRONOLOGICAL REPORTS
 Purpose: The purpose of non-chronological reports given information and
detail about something that happened, but without being tied to providing a
linear account in terms of time.
Structure: Though non-chronological reports don’t conform to the usual
chronological structure of reports, there is generally an underlying logical
structure at work, albeit not a temporal one. Information is often grouped by
category and the report tends to move from a general opening statement on the
topic to detailed and specific information as the report progresses.
Main Features:

 Often written in the present tense, third person

 Sometimes written in the past tense e.g. on an historical event

 Frequently, the passive voice is employed

 Usually focused on general subjects

 May contain several subheadings

 Dispassionate in tone

 May include tables, diagrams, or images

RECOUNTS

Purpose: Recounts focus on retelling events and are generally intended to

inform and/or entertain.
Structure: Recounts often open with a scene being set, or other devices that
establish context. They continue by providing an account of the events that
took place, usually in chronological order. At times, the chronological structure
can be reordered by using techniques such as flashbacks, etc, but generally,
this is the domain of fictional recounts.
Main Features:

 Most often written in the past tense as text type relates events that
already happened
  Time connectives used extensively to organise chronology e.g. first, then,
next, after that, etc

 Details are used extensively to flesh out the barebones of the events

LITERARY TEXT TYPES

POETRY

Purpose: As with all literary genres of writing, poetry can be written to serve a
wide variety of purposes. For example, poetry can be written to entertain, to
inform, to amuse, to share knowledge, pass on culture, to advance culture, etc.
Poetry comes in many forms and sometimes these forms come with their own
specific purposes. For example, limericks are crafted to amuse readers, while
elegies are usually written to praise or mourn a person.
Structure: The different types of poetry make use of a variety of different
structures. There are way too many to list here. That said, the structure of
poetry usually revolves around the use of rhyme schemes, rhythmical patterns,
grammatical patterns, and line and stanza length.
Main Features:

 The musicality of language is utilised through the use of rhyme, rhythm,

and various literary devices

 Language that appeals to the senses is used

 Imagery is used to paint pictures in the readers’ minds

 The sounds and meanings of language are played with through the use of
literary devices

NARRATIVE
Purpose: Essentially, the purpose of narrative texts is to tell a story. That said,
there can be many reasons for storytelling in the first place, for example, myths
can be told to explain natural phenomena and legends can be used to pass on
cultural beliefs. Storytelling itself is a means to entertain and inform readers
and allows for the writer to express themselves creatively and imaginatively.
There are many types of narrative text, including myths, fables, traditional
tales, novels, short stories, etc, to name but a few.
Structure: There are many types of narrative text, but broadly speaking they
all begin by establishing the setting and introducing characters. A problem or
complication is then introduced which serves as the driving force behind the
ensuing events. After the rising action reaches a dramatic high point or climax,
a resolution is achieved and the story ends.
Main Features:

 Most often written in the past or present tense

 Most often uses the third or first person perspective

 Characters are often recognisably human in their motivations and

actions

 Language is used creatively to paint a picture in the reader’s mind

 Storytelling may be supplemented by the use of image

DRAMA

Purpose: As with narrative texts, the purpose of drama is largely to entertain

through storytelling. Drama can also be used to provide social commentary,
communicate culture, amuse, and inform too. While there are similarities
between narrative storytelling and dramatic storytelling, drama endeavors to
tell a story through enacting it on the stage, usually requiring the use of
dialogue as a primary means of moving the story on.
Structure: As drama is largely concerned with storytelling, it often follows the
same types of plot structures as other narrative forms, along with various
conventions particular to this form itself. For example, where a novel might
have chapters and parts, a drama has scenes and acts. Drama has written
conventions too that make it distinct from prose forms of storytelling, such as
its extensive use of dialogue and occasional stage directions, for example.
Main Features:

 Story related largely through the use of dialogue with page showing name
of character and the words they speak

 Organisational information included such as set descriptions and stage

directions

 Story structures common in narrative texts also used here

In Conclusion
Understanding the various aspects of the different writing genres will help
students to navigate their way through writing that serves a broad range of
purposes.
It will also help students in their own text compositions. Understanding the
various underlying text structures will provide students with an effective means
of organizing their own work, helping to ensure their own writing is fit for
purpose.
Exposing your students to as many different genres as possible, and providing
opportunities to explore how these text types operate, will go a long way to
helping them develop into adaptive and organized readers and writers in the
future.

What’s More?

Activity 2: Short Paragraph

Discuss and answer the questions below . Write your answer on one
whole sheet of paper.
1. How would you describe King Arthur as a king? Locate a part in the story
that will support your answer.
2. What hope is given to people in his tomb saying Arthur is the “once king and
king that will be?
3. Why do you think some men say in many parts of England that King Arthur
is not dead, but carried by the will of our Lord Jesus into another place; and
that he shall come again, and he shall win the Holy Cross?
4. What great deed did King Arthur as he lived his life? What was his greatest
legacy?

5. What pattern is used to develop the idea of the text? Point out the sequence
signals or connectors in the text.
6. How do images or word pictures help you experience a scene in the excerpt,
The Day of Destiny?

Activity 3- Weigh Up!

Examine the following examples of texts. Indicate the type of reading text
they are.
1. Men in great places are thrice servants: servants of the sovereign or
state, servants of fame, and servants of business “Of Great Place”
2. NASA is proposing another space project. The agency’s budget
request,announced today, included a plan to send another person to the
moon.
3. Those that have tenacity will not quit when confronted by obstacles or
when failing. In a game or in life, tenacity wants to win, and tenacity lives
by the credo,“Failure is not an option."
4. Three passions (simple but overwhelmingly strong) have governed my
life: the longing for love, the search for knowledge, and the unbearable
pity for the suffering of mankind.
5. Director Steven Spielberg launched a Germany-wide contest Sunday
designed to promote tolerance through students’ intercultural interaction
6. If you can dream – and not make your dreams your master;
7. An earthquake is a shaking or rolling movement of great masses of
rocks on.
 What I Can Do?

Activity 4: Journal Writing

What would your legacy be? Accomplish the chart below.

Congratulations for accomplishing Module 2. I expect that

you learned a lot from the discussion and activities. You’re
almost done. Like what I said, YOU CAN DO IT! Good job!
 Assessment

Post Test

Identify and define the different type of texts. (1-10)

Answer Key

Post Test
Answers may vary

References:
Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D. and Remedios C. Bacus, Ed.D. Critical
Reading and writing for Senior High School. Lorimar Publishing Inc., Quezon City, Philippines,
2016, 9-15.

For further reading, please follow these links: “What does a good outline look like?” Library
and Learning Services. RASMUSSEN College, accessed June 20, 2020,
http://rasmussen.libanswers.com/faq/32339 “Quick Outline Review” Glendale College
English Lab/Reading Department Pages. accessed June 10, 2020,
http://english.glendale.cc.ca.us/outline.quiz.html “Types of Graphic Organizers” Westford
Public Schools. accessed May 1, 2020, https://www.google.com/search?
q=graphic+organizer&sxsrf