This document provides information on different types of interpretive texts, including their form and key language features. It discusses feature articles, letters to the editor, and essays. Feature articles are found in newspapers and magazines, use headlines and bylines to engage readers, and employ facts, statistics, quotations and creative language. Letters to the editor outline an opinion, develop an argument logically using examples and rebuttals, and aim to provoke a response. Essays introduce a topic and develop an argument with clear structure and evidence to support a position.
This document provides information on different types of interpretive texts, including their form and key language features. It discusses feature articles, letters to the editor, and essays. Feature articles are found in newspapers and magazines, use headlines and bylines to engage readers, and employ facts, statistics, quotations and creative language. Letters to the editor outline an opinion, develop an argument logically using examples and rebuttals, and aim to provoke a response. Essays introduce a topic and develop an argument with clear structure and evidence to support a position.
This document provides information on different types of interpretive texts, including their form and key language features. It discusses feature articles, letters to the editor, and essays. Feature articles are found in newspapers and magazines, use headlines and bylines to engage readers, and employ facts, statistics, quotations and creative language. Letters to the editor outline an opinion, develop an argument logically using examples and rebuttals, and aim to provoke a response. Essays introduce a topic and develop an argument with clear structure and evidence to support a position.
This document provides information on different types of interpretive texts, including their form and key language features. It discusses feature articles, letters to the editor, and essays. Feature articles are found in newspapers and magazines, use headlines and bylines to engage readers, and employ facts, statistics, quotations and creative language. Letters to the editor outline an opinion, develop an argument logically using examples and rebuttals, and aim to provoke a response. Essays introduce a topic and develop an argument with clear structure and evidence to support a position.
(for a Subheading newspaper, Byline journal or Introduction to hook readers magazine) (direct statement, example, hypothetical question) Expert opinion Direct quotations Facts and statistics Language - creative and colourful - use of anecdotes - figurative language - use of first person acceptable - variety of long and short sentences and paragraphs - present tense Interpretive Letters to the Introduction outlines the Editor topic and the writers (if emailing, use opinion the greeting: Body paragraphs develop Sir/Madam or the argument logically, Dear Sir point by point, including /Madam) rebuttal Conclusion re-states opinion, or is a call to action or solution Formal language Vocabulary appropriate to the issue Informative but also forceful and persuasive Use of examples Use of statistics Dramatic, emotional to provoke a response Clear topic sentences Language - complete and correct sentences and paragraphs - present or past tense - first person is acceptable - rhetorical questions
Interpretive Essay General introduction
(Analytical for a Body paragraphs to develop specific journal; the argument logically, with Reflective for a clear topic sentences, well specific journal) explained and developed arguments and the final sentence clinching your argument Language The following are also part of the persuasive genre, but their form and features have already been included under Interpretive Texts (above): Letters to the Editor Speeches Feature articles Monologue (a long speech by one actor in a play or film, or as part of a theatrical or broadcast programme) Not recommended by JC!
Excerpt from the SCSA Glossary on Text Types:
Types of texts Classifications of texts according to the particular purposes they are designed to achieve. In general, in the senior courses in the English curriculum, texts are classified as imaginative, interpretive, persuasive or analytical types of texts, although these distinctions are neither static nor discrete and particular texts can belong to more than one category. Analytical texts Texts whose primary purpose is to identify, examine and draw conclusions about the elements or components that make up other texts. Analytical texts develop an argument or consider or advance an interpretation. Examples of these texts include commentaries, essays in criticism, reflective or discursive responses and reviews. Imaginative texts Texts whose primary purpose is to entertain or provoke thought through their imaginative use of literary elements. They are recognised for their form, style and artistic or aesthetic value. These texts include novels, traditional tales, poetry, stories, plays, fiction for young adults and children, including picture books, and multimodal texts such as film. Interpretive texts Texts whose primary purpose is to explain and interpret personalities, events, ideas, representations or concepts. They include autobiography, biography, media feature articles, documentary film and other non-fiction texts. There is a focus on interpretive rather than informative texts in the senior years of schooling. Persuasive texts Texts whose primary purpose is to put forward a point of view and persuade a reader, viewer or listener. They form a significant part of modern communication in both print and digital environments. They include advertising, debates, arguments, discussions, polemics and essays and articles.