TYPES OF TEXTS

Descriptive text
Literary descriptive text (portrait)
Non-literary descriptive text
Narrative text
Argumentative text
Expositive text
Expository text with narrative plot
Instructional Text

The purpose of expository texts is the transmission of information and they focus
on the content, which the recipient must perceive clearly. This text presents a
series of data about flamingos and their diet, and throughout it, to show that some
ideas or facts derive from others, the cause-effect structure is used.

Expositive text

Flamingos are highly specialized gregarious birds that inhabit saline systems from
where they obtain their food (generally composed of microscopic algae and
invertebrates) and materials to develop their reproductive habits. The three species
of South American flamingos obtain their food from the silty sediment at the bottom
of lagoons or lacustrine-saline mirrors of salt flats. The flamingo's beak acts as a
filter pump. The water and surface sediments pass through lamellae in which the
prey they ingest are deposited. The food consists mainly of different species of
diatom algae, small mollusks, crustaceans and larvae of some insects...

To ingest food, they open and close their beak constantly, producing a slight
clicking sound in the water, and then raise their head as if to ingest what is retained
by the beak. Sometimes, a certain aggressiveness can be observed between
members of the same species and towards other species when searching for food,
possibly caused by territorial conflicts.''

Omar Rocha, The flamingos of the Bolivian highlands. Feeding

The volcanoes
Scientists study volcanoes to learn how the Earth's surface forms. They have
discovered that the stone surface of the earth has cracks and weak areas. The
molten matter beneath the earth's surface is called magma.

A volcano erupts when hot magma erupts through cracks in the earth's surface.
When the magma reaches the surface, it turns into lava. There are two main types
of volcanoes. The first type erupts violently to the surface, spewing ash, stones,
and hot gases into the air. The second type erupts slowly and the lava flows down
the sides of the volcano. Lava turns into black stones when it cools. Both types of
volcanoes can produce the conical shape commonly seen in photos.

Instructional Text

RECIPE FOR A PLUM CAKE

Ingredients :
Prunes, 3/4 kilo
Sugar, 2 tablespoons
Flour, 150 grams
Milk, l glass
Eggs, 3 units
Butter
Salt to taste

Preparation

1. Place the milk, flour, eggs, salt and sugar in a container

2. Beat everything well.
3. Let cool in the refrigerator for 2 hours.
4. Spread a baking dish with butter.
5. Place the plums and cover them with the dough made previously.
6. Add the sugar and bake, as hot as possible, for 4 or 5 minutes.
7. Serve warm in the same source.

The instructional text aims to teach or guide the recipient in achieving a certain
action or carrying out some activity. This example shows the instructions for
making a cooking recipe: a plum cake. These instructions are ordered (and in this
case numbered) according to a chronological criterion. The instructions must
always be followed step by step, without altering the stipulated order.

Example : The dog is a mammalian animal ,

Cognitive operation: understand

THE EXPOSITIVE TEXT: STRUCTURES AND CHARACTERISTICS.

INDEX :
1. Expository texts

2. Development of the exhibition

3. Exhibition structures

_____________________________

The expository texts

The word expound suggests the notion of explaining a topic on any subject, so
that the recipients of our presentation know or understand it better. Thus, we can
define the exposition as the type of text or speech whose objective is to transmit
information.

The expository text, therefore, reflects the nature of the sender, the possible
recipient or recipient and the relationship between the two:

- The issuer is the person who makes the presentation, and he or she is assumed,
in principle, to have knowledge and an intention to transmit that knowledge in a
faithful and objective manner.

The issuer can be individual (a person) or collective (an entity or a group), it can
also be individual (a person or private entity) or institutional (a representative of a
public institution such as the State).

- The recipient is the person or group of people to whom the exhibition is directed.

2. Development of the exhibition

For an expository text to be organized and well-founded, it is necessary to work on

three aspects:

- locate information on the topic we intend to develop in books, magazines,

newspapers, etc.
- select and compile those data that are of interest for the exhibition.
- structure and present the information in an orderly manner.

But before even starting the search for the data we need, we have to clearly define
the elements of the communicative situation, since this largely determines the form
that our presentation will present.

These elements are:

- the theme we intend to develop (what is communicated with our exhibition).

- the purpose we pursue (why our exhibition is communicated).
- the recipient (to whom we communicate our presentation).

There are various techniques that help us organize information, such as the outline
or summary:
Once the topic has been chosen, and the elements that we have seen have been
examined, it must be developed. For the development of expository texts, the
following general scheme is usually followed:

- the introduction, which briefly presents a summary of the content of the exhibition
text.
- the development, with the presentation of the main contents.
- the conclusion or final summary of the fundamental ideas, which can be
completed with personal opinion on the topic and with the assessment of the
results obtained.

3. Exhibition structures

Expository texts that overall have an argumentative form can present two types of
structuring:

- The cause-effect structure , typical of those whose objective is to analyze the

causes of a specific event or the consequences that arise from that event (for
example, a report about pollution).
Characteristic of this type of structure are connectors that express cause (
because, since, since, due to, therefore, for this reason ...) or consequence (
therefore, consequently, so, therefore, therefore , hence ... ).
- The problem-solution structure , characteristic of texts in which solutions are
provided to adverse events or situations (an illness, an ecological crisis). (nomic
crisis, forest fires, world hunger...).
This is a structure that often appears associated with the cause-effect structure.
The connectors of the problem-solution structure usually indicate the proposal of
solutions ( first of all, another solution is ...).
In exhibitions, furthermore, it is essential that we try to convince, win over listeners
or readers, and to do so we must make them see and feel what we see and feel.
For this, demonstration is essential: expository texts are addressed to specific
recipients who must be convinced demonstratively, through facts that we know
from our own experience or can imagine from having experienced analogous
situations.
http://buildingrti.utexas.org/PDF/Expository_cards_sp.pdf

Main Children's Narrative Works

Tale

Prose narration of real or fictional events. It is short and generally develops a

single action. The types of children's stories are numerous but we could tentatively
group them into:

Traditional, fairy or wonderful

All kinds of wonderful adventure stories, even though fairies often do not appear in
the story. Its main features are:

 Indeterminate space and time: the events take place in imprecise places
such as “a remote country.” There are also no precise dates or data to fix
the action at a certain time.
 Few descriptions: the characters and settings are characterized minimally,
with hardly any outstanding feature as a unique attribute.
 Use of formulas and repetitions: many stories begin with fixed formulas,
such as “Once upon a time…” and some elements are often reiterated: the
protagonist has to go through three tests (like Snow White who goes
 through the following tests: the tape, the comb and the apple) or receive
three gifts or gifts.
Another characteristic of traditional, fairy or wonderful stories are the functions of
the characters. Vladimir Propp, a Russian linguist, did a thorough investigation and
established a limited number of functions (thirty-one) and highlighted that the
succession of functions is always identical, although they can overlap with each
other and it is difficult for all of them to appear.

We will quote some of them:

1. one of the family members leaves the house

2. a ban falls on the protagonist

3. the prohibition is transgressed. At this moment in the plot, a new character
appears, the antagonist. Their role is to interfere and disturb the peace, cause
misfortune, cause damage. It always arrives surreptitiously and begins to act. 4.
the antagonist tries to obtain information
5. the antagonist is given information about his victim
6. The antagonist tries to deceive the victim to seize his property or directly his
person.
7. The victim does not suspect and allows himself to be deceived, helping his
enemy.
8. the antagonist causes harm to a family member
9. lack or misfortune is announced
10. the hero decides to intervene
11. the hero leaves his house
12. the hero is put to the test, in preparation to receive the magical means.
13. the hero comes into possession of the magical medium
14. The hero and the antagonist directly engage in struggle
15. the antagonist is defeated
16. a difficult task is proposed to the hero.
17. the task is accomplished
18. the hero is recognized
19. The false hero or antagonist is unmasked
20. the antagonist is punished
21. the protagonist marries and ascends the throne
These types of stories help build and strengthen the personality of children, since
they identify with the hero or protagonist, who goes through a series of tests but
finally manages to achieve his goal. Bruno Bettelheim investigated fairy tales with
an approach framed in Psychiatry and discovered the irreplaceable values of
wonderful stories for the treatment of children with emotional problems and
disorders. The polarizations between good and bad characters and other situations
characteristic of the stories allow identification, allowing children to better
understand their reality.
Regarding the message in these stories, it can be: explicit and easily recognizable,
through the characters' behaviors or through phrases or dialogues between them.
Underlying comments or equivocal attitudes that lend themselves to multiple
interpretations. It is recommended to read it at the Initial Level (from the age of
four) and in the First Cycle of the Primary Level, although there are some that, due
to their more complex message, can be applied in the Second Cycle, such as The
Emperor's New Clothes by Hans Cristhian Andersen.

fantastic story

Fantasy literature is characterized by man's need to oversize reality, causing other

beings and other paranormal worlds, different from his own, to be inserted into it.
They usually have a real setting and at one point in the narrative a strange and
inexplicable element arises that makes us doubt whether it is real or not. The clash
between natural facts and strange or prodigious elements impresses the reader
and makes him hesitate between a logical explanation and a magical explanation.
Some themes of this genre are: personality disturbances, games of the visible and
the invisible, stories of ghosts, the werewolf, vampires, alterations of causality, time
and space. The most prominent author in this genre is Edgar Allan Poe and other
authors who cultivate it are Horacio Quiroga, Enrique Anderson Imbert, Manuel
Mujica Láinez and Ray Bradbury. The fantasy genre should be included for the
Second Cycle of Primary Level and Intermediate Level, although there are some
authors who have wonderful stories for the First Cycle, such as The Tower of
Cubes and La Planta de Bartolo, both stories by the same author Laura Devetach.

science fiction story

They are stories where technical-scientific aspects are taken that correspond to the
field of science (cybernetics, nuclear physics, robotics) and also have an addition
of “fiction” because real and possible factors are combined that entail the inclusion
of the fictional, with a certain dose of suspense that greatly attracts the reader. The
fantasy genre is advisable for children aged ten and older. Examples include
Robotobor by Marco Denevi, some stories by Elsa Bornemann, Aarón Cupit and
other authors who cultivate this genre.
absurd story or crazy

It breaks the canons of traditional stories and both the plot and the characters
deviate from what is logical and reasonable. The absurd has two aspects: a.- the
one that consists of the metaphorical representation of chaos, like “Alice in
Wonderland” by Lewis Carroll and b.- the one linked to fun and entertainment, like
Cuentopos de Gulubú and Dailan Kifki by María Elena Walsh.. This last aspect
includes stories ideal for children in the Initial Level and First Cycle of Primary
Level.

police story

It is characterized because it proposes an enigma (generally a murder or robbery)

and the reader has to solve that mystery together with the central protagonist (the
detective), who gathers all the data throughout the plot. An example of this type of
story en The Mystery of the Green Suitcases by Syria Poletti. It is a type of story
advisable for children from 10 years old.

folk tale

Anonymous, traditional, oral, collective and popular. There are two classes;
universal and regional. The regional ones were born within a community with clear
historical and geographical connotations. Their characteristics are:
a.- beginning and end with fixed formulas that are generally versified and rhythmic,
sometimes these formulas do not make sense and are limited to a play on words.
b.- linear action divided into stages
c.- schematic characters
d.- abundance of fixed formulas
e.- absence of descriptions
f.- they reflect the atmosphere of their place of origin (traditional festivals, music,
etc.)
g.- the dialogue form predominates
h.- those that have animals as protagonists use the motif of the encounter or
chaining procedure (one character meets another, then another and so on, leaving
together to accomplish some objective as in La Gallina Picoreta)
These stories are recommended for Initial Level and First Cycle of Primary Level
(Story of Ratita by Laura Devetach) but there are also some that can be used in
Second Cycle.
Fable

Narration in verse or prose of imaginary events and exemplary character, whose

protagonists can be animals. In some cases, the characters are human beings or
personified abstract elements, such as death. It is a genre that was born in India,
China and Persia in very remote times. In the 6th century BC, Aesop recreated the
themes of the oldest fables and thus emerged the first collection of fables in the
West. They have certain elements in common with popular tales; both were
transmitted orally over time and then these stories were collected and published.
The animal characters are presented humanized and symbolize different behaviors
or human types. Two main qualities generally stand out in these characters:
intelligence and strength. Fables leave a lesson or moral. It is very important to
carefully select the fables to work on, since sometimes there are some stories that
are too cruel. Fables, having an explicit moral purpose, are very useful to relate to
Ethics and the area of Catechesis.

Legend

Narration of a wonderful event, which is based on something real but transformed

by popular fantasy. Like myth, legend is based on the need that a community has
to explain something. Its characters can be animals, gods and human beings who
have relationships with those gods and through whom wonderful acts are
performed. The themes of the legends are grouped into:

1.- Religious: stories of the just and sinners, pacts with the devil, doctrine of
reincarnation, episodes from the lives of saints.

2.- About nature: characters of animals, origin of plants and their medical virtues,
explanation of atmospheric phenomena (wind, thunder), interpretation of the forms
of geographical relief (mountains, rivers)
3.- Historical: warrior episodes, identification of ruins and monuments, stories of
family lineages, conquest, etc.
4.- Supernatural: dreams, hallucinations, intervention of magical powers, stories
from beyond the grave (appearances, bad lights, etc.)

We recommend reading legends throughout the Primary cycle, especially those

related to the aboriginal culture of our different provinces: Tehuelche, Guaraní,
Mapuche legends.

Bringing our students closer to the folkloric roots of our country, its cultural
diversity, the knowledge of the flora and fauna of other provinces, letting them
know that there is a world beyond the limits of the Capital, is an obligation that we
have as teachers. and legends are stories of incalculable value to achieve this
objective.
Legends with nature themes can be related to Natural Sciences and those with
historical themes (conquest, etc.) with the area of Social Sciences.

Myth

Story in which communities explain the origin of things, the creation of the world
and human beings

Novel

Extensive account of fictional or real events. It is advisable to start them in the

practice of reading novels from the Initial Level. Novels such as Dailan Kifki by
María Elena Walsh or A Kangaroo Jump by Elsa Bornemann are suitable for this
Level and the teacher can read them by chapters. Each chapter is like a closed
story in itself that in turn continues in the next chapter. You can remind the children
of the episodes from the previous chapters and link them with those of the chapter
that we will read to them. From the age of 10, some longer works are incorporated.
Children can enjoy classic novels, such as Pinocchio by Carlo Collodi, or get into
reading the Harry Potter Series by J. Rowling, works that combine adventure,
magic and the introduction of wonderful elements and important ethical values, so
important for the training of our students. At the Intermediate Level we have very
rich texts within Latin American Literature. We advise that children do not read only
isolated chapters. It is preferable to read a smaller amount of texts but that they are
complete.

Activities

Select a fairy tale.

1.-Analyze the following characteristics:
a.- Nuclei
b.- Functions of the characters (read carefully the functions proposed by V.Propp
and try to define which ones are fulfilled in the chosen story)
c.- Message (explicit, underlying)
2.- What is your position as a teacher in relation to wonderful or fairy tales? Do you
adhere to Bruno Bettelheim's position already supported in this course or do you
consider that this type of stories is aggressive and contains themes that traumatize
the child? Justify your answer as much as possible with classroom experiences.
Classification criteria according to ages

The regular practice of reading is very important for psycholinguistic development.

The age classification is relative, since a good children's story, a legend, fable or a
good novel is also liked by adult audiences. We will then try to provide broad
classification criteria: From 6 years old: narratives of simple actions, with few
characters, may include brief lyrical pieces that give musicality to the story.
Children, upon entering primary school, begin to become independent from the
family environment and become interested in worlds unknown until that moment.
The topics that interest them at this age are crazy situations, suspenseful stories,
wonderful stories and also stories that have boys their age as protagonists. From 8
years old: at this age they are already able to maintain attention for longer, so the
stories can be longer, with a greater amount of stylistic resources and a greater
number of actions and characters. Boys already have a greater interest in stories
of adventures, dangerous situations and unknown worlds. They are also interested
in mythical stories and legends, with themes about the origin of the world and
things.
From the age of 10: children can now begin reading longer narrative texts, such as
novels. His thinking is more complex and with a higher degree of abstraction. The
literary language used in the texts can be more complex. His preferences include
romantic, police and science fiction stories.