A Guide to Text Types:

Narrative, Non-fiction and poetry

Overview of structure, language features and key knowledge

Adapted from Crown Copyright 2013

 Text Types
Information on a range of text types for literacy is contained here. The text types are broken into three genres:
Narrative, Non- fiction and poetry. Each of these genres has then been sub-divided into specific text types such
as adventure, explanation or a specific form of poetry, e.g. haiku.

1. Narrative 2. Non-fiction 3. Poetry

Adventure Discussion texts Free verse
Mystery Explanatory texts Visual poems
Science Fiction Instructional texts Structured poems
Fantasy Persuasion texts
Historical fiction Non-chronological reports
Contemporary fiction Recounts
Dilemma Stories
Dialogue, Play scripts, film narratives
Myths
Legends
Fairy tales
Fables
Traditional tales guidance

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Narrative
Narrative is central to children’s learning. They use it as a tool to help them organise their ideas and to explore new ideas and experiences. Composing
stories, whether told or written, involves a set of skills and authorial knowledge but is also an essential means for children to express themselves creatively
and imaginatively.
The range of narrative that children will experience and create is very wide. Many powerful narratives are told using only images. ICT texts tell stories using
interactive combinations of words, images and sounds. Narrative poems such as ballads tell stories and often include most of the generic features of
narrative. Narrative texts can be fiction or non-fiction. A single text can include a range of text types, such as when a story is told with the addition of diary
entries, letters or email texts.
Purpose:
The essential purpose of narrative is to tell a story, but the detailed purpose may vary according to genre. For example, the purpose of a myth is often to
explain a natural phenomenon and a legend is often intended to pass on cultural traditions or beliefs.
Generic structure Language features Knowledge for the writer
The most common structure is: Language features vary in different narrative
Decide on your intended style and
genres. impact.

an opening that establishes setting and introduces
Plan before writing/telling to organise
Common features:
characters; chronology and ensure main events

presented in spoken or written form;

a complication and resulting events; lead towards the ending.

may be augmented/supplemented/partly

a resolution/ending.
Visualise the setting and main
presented using images (such as illustrations)
characters to help you describe a few
or interactive/multimedia elements (such as
key details.
hypertext/ images/ video/ audio);
Effective writers are not constrained by predictable
Rehearse sentences while writing to

told/written in first or third person (I, we, she,
narrative structure. Authors and storytellers often modify assess their effectiveness and the way
it, they);
or adapt a generic structure, e.g. changing chronology by they work together.

told/written in past tense (sometimes in
not telling the events in order (time shifts, flashbacks,
Find some different ways of telling
present tense);
backtracking). Children can add these less predictable what characters think and feel, e.g.

chronological (plot or content have a
narrative structures to their own writing repertoires. describe what they did or said.
chronology of events that happened in a

Use some strategies to connect with
particular order);
the reader/listener e.g. use repetition of

main participants are characters with
the same phrase or the same language
recognisable qualities, often stereotypical and
pattern; ask them a question or refer to
contrasting (hero/villain);
the reader as ’you’. What on earth was

typical characters, settings and events are
happening? Who do you think it was?
used in each genre;

Show how the main character has

connectives are widely used to move the
changed or moved on in some way at
narrative along and to affect the
the end.
reader/listener:

Read or listen to the whole text as if
 to signal time (later that day, once);
you are the reader/listener or try it out
 to move the setting (meanwhile back at
on someone else: check that it makes
the cave, on the other side of the forest);
sense and change anything that could
 to surprise or create suspense (suddenly,
work better.
without warning).

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Specific features and structures of some narrative types
Children write many different types of narrative through Key Stages 1 and 2. Although most types share a common purpose (to tell
a story in some way) there is specific knowledge children need in order to write particular narrative text types. While there is often a
lot of overlap (for example, between myths and legends) it is helpful to group types of narrative to support planning for range and
progression. Each unit of work in the Primary Framework (Fiction, Narrative, plays and scripts) provides suggestions for teaching
the writing of specific forms or features of narrative. For example: genre (traditional tales), structure (short stories with flashbacks
and extended narrative), content (stories which raise issues and dilemmas), settings (stories with familiar settings, historical
settings, imaginary worlds) and style (older literature, significant authors).

Adapted from Crown Copyright 2013

Non-fiction
Non-fiction texts are wide ranging and occur in many forms in everyday life. The following tables and supporting guidance select the most common forms of
non-fiction. Many non-fiction texts in real life blur the boundaries between text types and their features. The most common language features are listed for
each text type but variants of all text types occur, especially when they are used in combination. The features listed are often but not always present.

Non-fiction – Discussion texts

Discussion texts are not limited to controversial issues but polarised views are generally used to teach this text type as this makes it easier to teach children
how to present different viewpoints and provide evidence for them. Discussions contrast with persuasion texts which generally only develop one viewpoint
and may present a biased view, often the writer’s own.
Like all text types, discussion texts vary widely and elements of discussion writing are often found within other text types.
Purpose:
To present a reasoned and balanced overview of an issue or controversial topic. Usually aims to provide two or more different views on an issue, each with
elaborations, evidence and/ or examples.
Generic structure Language features Knowledge for the writer

The most common structure includes: Written in simple present tense. Questions often make good titles. (Should everyone
travel less to conserve global energy?)

a statement of the issues involved and a Generalises the participants and things it refers
preview of the main arguments; to using uncountable noun phrases (some Use the introduction to show why you are debating the

arguments for, with supporting people, most dogs), nouns that categorise issue. (There is always a lot of disagreement about x
evidence/examples; (vehicles, pollution) and abstract nouns and people’s views vary a lot.)

arguments against or alternative views, (power).
Make sure you show both/all sides of the argument
with supporting evidence/examples.
Uses connectives (for example, therefore, fairly.
Another common structure presents the however).
Support each viewpoint you present with reasons and
arguments ‘for’ and ‘against’ alternatively.
Generic statements are often followed by evidence.
Discussion texts usually end with a summary specific examples (Most vegetarians disagree.
If you opt to support one particular view in the
and a statement of recommendation or Dave Smith, a vegetarian for 20 years, finds
conclusion, give reasons for your decision.
conclusion. The summary may develop one that ...)
particular viewpoint using reasoned Don’t forget that discussion texts can be combined with
Sometimes combined with diagrams,
judgements based on the evidence provided. other text types depending on your audience and
illustrations, moving images and sound to
purpose.
provide additional information or give evidence.

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Non-fiction – Explanatory texts
Explanatory texts generally go beyond simple ‘description’ in that they include information about causes, motives or reasons. Explanations and reports are
sometimes confused when children are asked to ‘explain’ and they actually provide a report, e.g. what they did (or what happened) but not how and why.
Although some children’s dictionaries do include an encyclopaedia-like explanation, others are inaccurately categorised as explanation texts when they
simply define a word’s meaning.

Like all text types, explanatory texts vary widely and are often found combined with other text types.

Purpose:
To explain how or why, e.g. to explain the processes involved in natural/social phenomena or to explain why something is the way it is.
Generic structure Language features Knowledge for the writer

A general statement to introduce the topic being Written in simple present tense. Choose a title that shows what you are explaining,
explained. (In the winter some animals hibernate.) (Hedgehogs wake up again in the perhaps using why or how. (How do hedgehogs survive
spring.) the winter? Why does it get dark at night?)
The steps or phases in a process are explained logically,
in order. (When the nights get longer ... because the Use of temporal connectives, e.g. Decide whether you need to include images or other
temperature begins to drop ... so the hedgehog looks for first, then, after that, finally. features to help your reader, e.g. diagrams, photographs,
a safe place to hide.) a flow chart, a text box, captions, a list or a glossary.
Use of causal connectives, e.g. so,
because of this. Use the first paragraph to introduce what you will be
explaining.
Plan the steps in your explanation and check that you
have included any necessary information about how and
why things happen as they do.
Add a few interesting details.
Interest the reader by talking directly to them (You’ll be
surprised to know that ... Have you ever thought about the
way that ...?) or by relating the subject to their own
experience at the end (So next time you see a pile of
dead leaves in the autumn ...).
Re-read your explanation as if you know nothing at all
about the subject. Check that there are no gaps in the
information.
Remember that you can adapt explanatory texts or
combine them with other text types to make them work
effectively for your audience and purpose.

Adapted from Crown Copyright 2013

Non-fiction – Instructional/procedural texts
Like all text types, variants of instructions occur and they can be combined with other text types. They may be visual only (e.g. a series of diagrams with an
image for each step in the process) or a combination of words and images. Instructions and procedural texts are found in all areas of the curriculum and
include rules for games, recipes, instructions for making something and directions.

Purpose:
To ensure something is done effectively and/or correctly with a successful outcome for the participant(s).
Generic structure Language features Knowledge for the writer

Begin by defining the goal or desired Use of imperative verbs (commands), e.g. Cut the Use the title to show what the instructions are about. (How to
outcome. (How to make a board card ... Paint your design ... look after goldfish.)
game.)
Instructions may include negative commands. (Do Work out exactly what sequence is needed to achieve the
List any material or equipment needed, not use any glue at this stage.) planned goal.
in order.
Additional advice (It’s a good idea to leave it Decide on the important points you need to include at each
Provide simple, clear instructions. If a overnight if you have time. If the mixture stage.
process is to be undertaken, keep to separates ...) or suggested alternatives (If you
Decide how formal or informal the text will be. (Cook for 20
the order in which the steps need to be would like to make a bigger decoration, you could
minutes/Pop your cheesecake in the oven for 20 minutes.
followed to achieve the stated goal. either double the dimensions of the base or just
draw bigger flowers.). Present the text clearly. Think about using bullet points,
Diagrams or illustrations are often
numbers or letters to help your reader keep track as they
integral and may even take the place
work their way through each step.
of some text. (Diagram B shows you
how to connect the wires.) Keep sentences as short and simple as possible.
Avoid unnecessary adjectives and adverbs or technical
words, especially if your readers are young.
Appeal directly to the reader’s interest and enthusiasm. (You
will really enjoy this game. Why not try out this delicious
recipe on your friends? Only one more thing left to do now.)
Include a final evaluative statement to wrap up the process.
(Now go and enjoy playing your new game. Your beautiful
summer salad is now ready to eat.)
Re-read your instructions as if you know nothing about the
procedure involved. Make sure you haven’t missed out any
important stages or details and check that the language is as
simple and clear as possible.
Use procedural texts within other text types when you need a
set of rules, guidelines or instructions to make something
really clear for the reader.

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Non-fiction – Persuasion texts
Persuasive texts can be written, oral or written to be spoken, e.g. a script for a television advert or presentation. The persuasive intention may be covert and
not necessarily recognised by the reader or listener. Texts vary considerably according to context and audience so that persuasion is not always a distinct
text-type that stands alone. Elements of persuasive writing are found in many different texts including moving image texts and digital multimedia texts. Some
examples may include evidence of bias and opinion being subtly presented as facts.

Purpose:
To argue a case from a particular point of view and to encourage the reader/listener towards the same way of seeing things.
Generic structure Language features Knowledge for the writer

An opening statement Written in simple present tense. Decide on the viewpoint you want to present and carefully select the information
(thesis) that sums up the that supports it.
Often refers to generic rather than specific
viewpoint being
participants (Vegetables are good for you. Organise the main points to be made in the best order and decide which
presented. (Greentrees
They ...). persuasive information you will add to support each.
Hotel is the best in the
world. School uniform is Uses logical rather than temporal Plan some elaboration/explanation, evidence and example(s) for each key point
a good idea.) connectives (This proves that ... So it’s clear but avoid ending up with text that sounds like a list.
... Therefore ...).
Strategically organised Think about counter arguments your reader might come up with and include
information presents and Tends to move from general to specific evidence to make them seem incorrect or irrelevant.
then elaborates on the when key points are being presented. (The
desired viewpoint. (Vote Try to appear reasonable and use facts rather than emotive comments.
hotel is comfortable. The beds are soft, the
for me because I am chairs are specially made to support your Choose strong, positive words and phrases and avoid sounding negative. Use
very experienced. I have back and all rooms have thick carpet.) short sentences for emphasis.
been a school councillor
Use of rhetorical questions. (Do you want to Use techniques to get the reader on your side:
three times and I have
...) get left behind in the race to be
fashionable? Want to be the most relaxed • address them directly (This is just what you’ve been waiting for.)
A closing statement person in town? So what do you have to do • adopt a friendly and informal tone;=
repeats and reinforces to?)
the original thesis. (All • use memorable or alliterative slogans (Happy Holidays at Hazel
Text is often combined with other media to House)
the evidence shows that
emotively enhance an aspect of the
... It’s quite clear that ... use simple psychology to appeal to the reader’s judgement.
Having seen all that we argument, e.g. a photo of a secluded beach, •
the sound of birds in a forest glade or a (Everyone knows that ... Nine out of ten people agree that ...
offer you, there can be Choosing this will make you happy and contented. You’d be foolish
picture of a cute puppy.
no doubt that we are the not to sign up.)
best.)
Re-read the text as if you have no opinion and decide if you would be persuaded.
Remember that you can use persuasive writing within other text types.

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Non-fiction – Non-chronological reports

Non-chronological reports describe things the way they are, so they usually present information in an objective way. Sometimes, the selection of information
by the writer can result in a biased report. As with all text types, variants occur and non-chronological reports can be combined with other text types. A text
that is essentially a non-chronological report written in the present tense may include other text types such as other types of report, e.g. when a specific
example is provided to add detail to a statement. (Sharks are often seen around the coasts of Britain but they rarely attack people. In 2006, a man was
surfing in Cornwall when he was badly bitten but it was the only incident recorded there for twenty years.)

Purpose:
To provide detailed information about the way things are or were.
To help readers/listeners understand what is being described by organising or categorising information.
Generic structure Language features Knowledge for the writer

In the absence of a temporal (chronological) Often written in the third person and present Plan how you will organise the information you want to
structure where events happen in a tense. (They like to build their nests ... It is a include, e.g. use paragraph headings, a spidergram or a
particular order, non-chronological reports cold and dangerous place to live.) grid.
usually have a logical structure. They tend
Sometimes written in the past tense, as in a Gather information from a wide range of sources and
to group information, often moving from
historical report. (Children as young as seven collect it under the headings you’ve planned.
general to more specific detail and
worked in factories. They were poorly fed and
examples or elaborations. A common Consider using a question in the title to interest your reader
clothed and they did dangerous work.)
structure includes: (Vitamins – why are they so important?).
The passive voice is frequently used to avoid

an opening statement, often a general Try to find a new way to approach the subject and compose
personalisation, to avoid naming the agent of a
classification (Sparrows are birds); an opening that will attract the reader or capture their
verb, to add variety to sentences or to maintain
interest. Use the opening to make very clear what you are

sometimes followed by a more detailed an appropriate level of formality for the context
writing about.
or technical classification (Their Latin and purpose of writing. (Sparrows are found in
name is...); ... Sharks are hunted ... Gold is highly valued Include tables, diagrams or images (e.g. imported
...) photographs or drawings) that add or summarise

a description of whatever is the subject
information.
of the report organised in some way to Tends to focus on generic subjects (Dogs)
help the reader make sense of the rather than specific subjects (My dog Ben). Find ways of making links with your reader. You could ask
information. For example: a direct question (Have you ever heard of a hammerhead
Description is usually an important feature,
shark?) or add a personal touch to the text (So next time
 its qualities (Like most birds, including the language of comparison and
you choose a pet, think about getting a dog).
sparrows have feathers.); contrast. (Polar bears are the biggest carnivores
of all. They hibernate, just like other bears. A Re-read the report as if you know nothing about its subject.
 its parts and their functions (The
polar bear’s nose is as black as a piece of coal.) Check that information is logically organised and clear.
beak is small and strong so that it
can ...); Description is generally used for precision rather Use other text-types within your report if they will make it
than to create an emotional response so more effective for your purpose and audience.
 its habits/behaviour/ uses
imagery is not heavily used.
(Sparrows nest in ...).

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Non-fiction - Recounts
Recounts are sometimes referred to as ‘accounts’. They are the most common text type we encounter as readers and listeners, not least because they are
the basic form of many storytelling texts. Stories and anecdotes can have a range of purposes, frequently depending on the genre being used, and they
often set out to achieve a deliberate effect on the reader/listener. In non-fiction texts they are used to provide an account of events. Recounts can be
combined with other text types, for example, newspaper reports of an event often consist of a recount that includes elements of explanation.

Purpose:
The primary purpose of recounts is to retell events. Their most common intentions are to inform and/or entertain.
Generic structure Language features Knowledge for the writer

Structure often includes: Usually written in the past tense. Some Plan how you will organise the way you retell the
forms may use present tense, e.g. events. You could use a timeline to help you plan.

orientation such as scene-setting or establishing
informal anecdotal storytelling (Just
context (It was the school holidays. I went to the Details are important to create a recount rather than a
imagine – I’m in the park and I suddenly
park ...); simple list of events in order. Try using When? Where?
see a giant bat flying towards me!).

an account of the events that took place, often in Who? What? Why? questions to help you plan what to
chronological order (The first person to arrive Events being recounted have a include.
was ...); chronological order so temporal
Decide how you will finish the recount. You’ll need a

some additional detail about each event (He was connectives are common (then, next,
definite ending, perhaps a summary or a comment on
surprised to see me.); first, afterwards, just before that, at last,
what happened (I think our school trip to the Science

reorientation, e.g. a closing statement that may meanwhile).
Museum was the best we have ever had).
include elaboration. (I hope I can go to the park
The subject of a recount tends to focus
again next week. It was fun.) Read the text through as if you don’t know anything
on individual or group participants (third
about what it is being recounted. Is it clear what
Structure sometimes reorganises the chronology of person: they all shouted, she crept out, it
happened and when?
events using techniques such as flashbacks, moving looked like an animal of some kind).
the focus backwards and forwards in time, but these Is the style right for the genre you are using?
Personal recounts are common (first
strategies are more often used in fiction recounts. (Technical/formal language to recount a science
person: I was on my way to school ... We
experiment, powerful verbs and vivid description to
got on the bus).
recount an adventure, informal, personal language to
tell your friends about something funny that happened
to you.)

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