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<div id="main-column" class="span9"> <article id="specific-text-type-skills" style="margin-top: 16px;">
<h1 class="section-title">Specific text type skills</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../index.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Writing </span><span class="divider">/</span></li><li><span class="active">Specific text type skills</span></li></ul>
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<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/Specific-text-type-skills-1.jpg" style="width: 550px; height: 206px;"></p><p>By 'specific skills', I wish to define the kind of approach required for each text type, and the kind of language expected. These can be seen as 'transfer goals' - the term used in the IB's unit plan templates to refer to skills and concepts which may be transferred valuably to situations outside the classroom. In other words, the Really Useful Teaching Points.</p><p>To illustrate, students will very probably not have to write a set of instructions in English in their future lives. However, they will certainly have to handle tasks which require similar careful analysis of a process and methodical explanation of key steps - so the skill of careful and methodical thinking is what they are really learning.</p><p>Considering transfer goals is a very useful way to define exactly what we aim to teach. This is particularly valuable in the teaching of writing, since we should be clear about what transferable skills of organisation and expression may be learnt from the practice of each of the text types. That is what this page sets out to present...</p><h3>The core text type list</h3><p>Here are the text types required for Paper 1 Writing exams, listed alphabetically. <strong>Click </strong>on each text type in the list in order to jump to the relevant entry. Each entry contains the specific transfer goals, or target skills, which I suggest for each text type.</p><p style="margin-left: 40px;"><a class="scroll-to" data-target="article">Article (newspaper, magazine)</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="blog">Blog</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="brochure">Brochure, leaflet, pamphlet</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="diary">Diary (private) / journal</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="informal">Email / informal letter</a> ... <a class="scroll-to" data-target="formal">formal letter</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="essay">Essay</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="interview">Interview</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="news">News report</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="opinion">Opinion column / letter to the editor</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="personal">Personal statement / cover letter</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="proposal">Proposal</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="report">Report (official)</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="review">Review</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="set">Set of instructions, guidelines</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="social">Social media posting / online forums</a></p><p style="margin-left: 40px;"><a class="scroll-to" data-target="speech">Speech, presentation, debate</a></p><h3><span style="color:#000080;">Target skills for text types</span></h3><p style="margin-bottom: 0cm"></p><p>Note that the list has been re-organised in order to suggest an ascending rank order of difficulty - easiest first, most challenging last. This is intended to indicate a possible sequence by which the text types could be introduced in the course. This progression of difficulty has been further indicated by three groups comprised of types of roughly similar difficulty.</p><p>These three groups are:</p><p style="margin-left: 40px;"><strong><span style="color:#0000CD;">Group 1 - simple & direct</span></strong></p><p style="margin-left: 40px;"><strong><span style="color:#0000CD;">Group 2 - difficulty variable, according to task</span></strong></p><p style="margin-left: 40px;"><strong><span style="color:#0000CD;">Group 3 - intrinsically challenging</span></strong></p><p>All of the entries are designed to complete the stem 'An ability to...', which would form an appropriate entry in the 'transfer goals' section of IB unit plan templates.</p><hr class="hidden"><h4><span style="color:#0000CD;">Group 1 - simple & direct</span></h4><p><em>The common feature of this group of text types is that they are 'everyday' - most students will have some experience of actually writing them (apart from the news report, of course). They also mainly involve the student using personal experience, and their own usual thinking procedures, so they can be seen as 'natural' forms of expression. Which is not to say that the students necessarily handle them as well as they could...</em></p><p><strong>E-mail / informal letter<a class="anchor" id="informal" name="informal"> </a></strong></p><p style="margin-left:1.25cm;">establish a personal relationship with the reader through writing</p><p style="margin-left:1.25cm;">be entertaining and express emotions</p><p style="margin-left:1.25cm;">tell anecdotes clearly, arousing interest</p><p style="margin-left:1.25cm;">use informal, colloquial language which remains easily understandable</p><p><strong>Social media posting / online forums<a class="anchor" id="social" name="social"> </a></strong></p><p style="margin-left: 40px;">express opinions concisely yet clearly</p><p style="margin-left: 40px;">respond succinctly to other points of views</p><p style="margin-left: 40px;">use colloquial language - but use it clearly</p><p><strong>Blog<a class="anchor" id="blog" name="blog"> </a></strong></p><p style="margin-left:1.25cm;">develop a personal 'voice' expressing experiences and opinions</p><p style="margin-left:1.25cm;">engage the audience with stimulating points of view</p><p style="margin-left:1.25cm;">explore opinions and arguments using critical thinking</p><p style="margin-left:1.25cm;">express points of view clearly and cogently</p><p style="margin-left:1.25cm;"></p><p><strong>Set of instructions, guidelines<a class="anchor" id="set" name="set"> </a></strong></p><p style="margin-left:1.25cm;">analyse systems and processes in order to extract key points</p><p style="margin-left:1.25cm;">organise and explain key points methodically and with focused purpose</p><p style="margin-left:1.25cm;">express ideas clearly and concisely</p><p style="margin-left:1.25cm;">adapt explanations appropriately to the target audience</p><p style="margin-left:1.25cm;"></p><p><strong>News report<a class="anchor" id="news" name="news"> </a></strong></p><p style="margin-left:1.25cm;">analyse an event in order to extract key information</p><p style="margin-left:1.25cm;">express key information concisely and clearly</p><p style="margin-left:1.25cm;">organise the sequence of explanation in order to communicate clearly and efficiently</p><p style="margin-left:1.25cm;">select information appropriately to suit the target audience</p><p style="margin-left:1.25cm;"></p><p><strong>Diary (private) / journal<a class="anchor" id="diary" name="diary"> </a></strong></p><p style="margin-left:1.25cm;">recount events and select details effectively, with relevance and focus</p><p style="margin-left:1.25cm;">reflect on personal experience and develop insight</p><p style="margin-left: 40px;"> express emotions with appropriate language, carefully and precisely</p><hr class="hidden"><hr class="hidden"><h4><span style="color:#0000CD;">Group 2 - difficulty variable, according to task</span></h4><p><em>The text types in this group are probably reasonably familiar to the students, in that they are common typical writing tasks in language classes. For instance, the students are likely to have experience of writing a talk, or classroom presentation. However, such experience may well have been at a simple level, with little thought for sophisticated elements of the text type. Such sophistication needs to be developed for Diploma level students.</em></p><p><em>In addition, these text types can be made more accessible or more challenging by varying the precise requirements of the task. For instance, a 'review' can be set as a simple expression of opinion - or as a complex assessment, having studied the approach and style of professional reviews. Accordingly, these text types could be placed in either Group 1 above, or Group 3 below, according to the approach taken.</em></p><hr class="hidden"><p><strong>Speech, talk, presentation</strong><a class="anchor" id="speech" name="speech"> </a></p><p style="margin-left:1.25cm;">choose a clear approach to, or 'angle' on, the topic or issue</p><p style="margin-left:1.25cm;">organise explanation and argument to form a lucid and convincing case</p><p style="margin-left:1.25cm;">link ideas together effectively and explicitly</p><p style="margin-left:1.25cm;">engage the audience through direct address and rhetorical effects</p><p style="margin-left:1.25cm;"></p><p><strong>Brochure, leaflet, pamphlet<a class="anchor" id="brochure" name="brochure"> </a></strong></p><p style="margin-left:1.25cm;">focus coherently on a selected subject area</p><p style="margin-left:1.25cm;">analyse an audience's likely interests and responses</p><p style="margin-left:1.25cm;">choose and develop a persuasive approach</p><p style="margin-left:1.25cm;">organise ideas methodically, and express them in appropriate language</p><p style="margin-left:1.25cm;"></p><p><strong>Personal statement / cover letter<a class="anchor" id="personal" name="personal"> </a></strong></p><p style="margin-left: 40px;">focus the text very carefully on the precise requirements of context and audience</p><p style="margin-left: 40px;">express ideas in clear and interesting ways</p><p style="margin-left: 40px;">use language concisely yet precisely</p><p><strong>Article<a class="anchor" id="article" name="article"> </a></strong></p><p style="margin-left:1.25cm;">analyse and extract the key elements of a subject area</p><p style="margin-left:1.25cm;">identify an approach to, or 'angle' on, the subject area</p><p style="margin-left:1.25cm;">engage the audience with an interesting introduction</p><p style="margin-left:1.25cm;">combine clear explanation and/or argument with vivid supporting detail</p><p style="margin-left:1.25cm;">organise the sequence of ideas clearly and methodically</p><p style="margin-left:1.25cm;">express ideas lucidly in language appropriate to both subject and audience</p><p style="margin-left:1.25cm;"></p><p><strong>Review<a class="anchor" id="review" name="review"> </a></strong></p><p style="margin-left:1.25cm;">analyse key elements of the subject of the review</p><p style="margin-left:1.25cm;">identify an interesting and stimulating approach to, or 'angle' on, the subject</p><p style="margin-left:1.25cm;">engage the audience with an interesting introduction</p><p style="margin-left:1.25cm;">support subjective opinions with objective evidence</p><p style="margin-left:1.25cm;">organise the sequence of ideas clearly and methodically</p><p style="margin-left:1.25cm;">express ideas lucidly in language appropriate to both subject and audience</p><hr class="hidden"><hr class="hidden"><h4><span style="color:#0000CD;">Group 3 - intrinsically challenging</span></h4><p><em>The text types in this group are considered 'intrinsically challenging' because they involve one or more of the following complexities:</em></p><ul><li><p><em>complicated conventional forms and format (e.g. formal letter, official report)</em></p></li><li><p><em>carefully planned and developed ideas, linked clearly and effectively, for specific purpose (e.g. essay, proposal)</em></p></li><li><p><em>specific use of language, largely formal and/or sophisticated (e.g. essay, interview)</em></p></li></ul><p><em>In order to handle these text types effectively, students need to be exposed to suitable models, which they should analyse and reflect on in some depth.</em></p><hr class="hidden"><p><strong>Formal letter<a class="anchor" id="formal" name="formal"> </a></strong></p><p style="margin-left:1.25cm;">establish an impersonal but businesslike relationship with the reader through writing</p><p style="margin-left:1.25cm;">focus consistently on the purpose of the letter</p><p style="margin-left:1.25cm;">express ideas clearly, and relate them efficiently to the purpose of the letter</p><p style="margin-left:1.25cm;">use formal language economically and with precision</p><p><strong>Opinion column / letter to the editor<a class="anchor" id="opinion" name="opinion"> </a></strong></p><p style="margin-left:1.25cm;">express ideas concisely (letter to the editor); or vividly (opinion column)</p><p style="margin-left:1.25cm;">choose a clear approach to, or 'angle' on, a specific topic or issue</p><p style="margin-left:1.25cm;">organise explanation and argument to form a lucid and convincing case</p><p><strong>Essay <a class="anchor" id="essay" name="essay"> </a></strong></p><p style="margin-left:1.25cm;">identify the central issue(s) to be discussed</p><p style="margin-left:1.25cm;">decide on a consistent approach e.g. analysing objectively or arguing a case</p><p style="margin-left:1.25cm;">define significant terms as the basis for the argument</p><p style="margin-left:1.25cm;">organise a methodical structure of argument</p><p style="margin-left:1.25cm;">use counter-argument for rebuttal purposes</p><p style="margin-left:1.25cm;">select an appropriate register, and express it in consistently-chosen language</p><p><strong>Official report<a class="anchor" id="report" name="report"> </a></strong></p><p style="margin-left:1.25cm;">decide what the target audience needs to know, and why</p><p style="margin-left:1.25cm;">present explanations methodically, in a logical sequence</p><p style="margin-left:1.25cm;">use structure and cohesive devices to present the ideas clearly</p><p style="margin-left:1.25cm;">handle, as appropriate, formal and impersonal language</p><p><strong>Proposal <a class="anchor" id="proposal" name="proposal"> </a></strong></p><p style="margin-left:1.25cm;">decide on key concepts, and distinguish which are more or less acceptable</p><p style="margin-left:1.25cm;">present ideas persuasively, bearing in mind the target audience's likely attitudes</p><p style="margin-left:1.25cm;">develop explanations methodically, in a logical sequence</p><p style="margin-left:1.25cm;">use structure and cohesive devices to present the ideas clearly</p><p style="margin-left:1.25cm;">handle, as appropriate, formal and impersonal language</p><p><strong>Interview (embedded)<a class="anchor" id="interview" name="interview"> </a></strong></p><p style="margin-left:1.25cm;">choose as significant key ideas drawn from the interview</p><p style="margin-left:1.25cm;">describe context and explain background</p><p style="margin-left:1.25cm;">insert quotations effectively to support a lucid flow of ideas</p><p style="margin-left:1.25cm;">combine direct language for explanation with colloquial language in the quotations</p><hr class="hidden"><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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