IB DIPLOMA PROGRAMME

ENGLISH B HL PAPER 1
TEXT TYPES

Here's the list for Language B, in alphabetical order:

Article (newspaper, magazine) p.7
Blog p.10
Brochure / leaflet / pamphlet p.12
Debate p.14
Diary / journal p.16
Email / Formal letter p.18
Essay p.20
Interview p.21
News report p.23
Opinion column / Letter to the editor p.25
Proposal p.27
Report (official) p.29
Review p.31
Set of instructions / guidelines p.33
Speech p.35

And here's how it looks divided according to the three standard categories:-

Personal Professional Mass media

Article (newspaper, magazine)

Blog Brochure / leaflet / pamphlet
Essay
Diary / journal Interview
Proposal
Email / Formal letter News report
Report (official)
Personal statement / cover letter Opinion column / letter to the
Set of instructions / editor
Social media posting / online guidelines
forums Review
Speech

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The three elements of the writing process:
• Your role as a writer of the text
• The audience you are writing to
• The purpose
Things to remember:
1. You need to make clear the task you should perform - e.g. 'describe...' + 'explain...' + 'comment...'
3. Three optional text types should be provided - chosen so that there is an appropriate text type
(the one you want the students to choose) + a generally appropriate text type (one that might be
more or less suitable, but not really) + an inappropriate text type (one that is evidently unsuitable for
audience and purpose)

GRADING CRITERIA

Criterion A: Language ( /12)

Command of the language: Command of the language is mostly accurate and very
effective. (The most significant word here is "effective", and I think we can take this to mean
'effective communication' - in other words, how well does one understand what meaning is
intended?

 at the lower end of the scale, 'effective' depends on how easily one can work out what
meaning is intended, or how much of an 'effort of translation' one has to make
 at the upper end of the scale, 'effective' depends on how rich or complex or subtle is the
meaning conveyed - are there nuances or implications or irony, for example?

Vocabulary: Vocabulary is appropriate to the task and nuanced and varied in a manner that
enhances the message, including the purposeful use of idiomatic expressions.

Grammar range: A variety of basic and more complex grammatical structures is used
selectively in order to enhance communication. (There are two factors here - the
basic/complex continuum; and the 'used' continuum (i.e. from "attempts" to "selectively")
- basic/complex - but which sorts of grammar structure do we place where in this
continuum?
-'used' - the emphasis here is on "how skilfully or competently are different types of
grammar used?"

Accuracy/errors : Language is mostly accurate. Minor errors in more complex grammatical

structures do not interfere with communication. (Two interpretations are significant
here:There is an assumption here that learning a language proceeds in a methodical
sequence from 'basic' to 'complex', and that errors are neatly eliminated in that progression.
This is observably not always so - some learners may handle complex structures well, but
still display errors in poorly-grasped basics. Accordingly, one may sometimes have to
negotiate between mark-bands and come to a compromise mark. The term 'interfere with

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communication' is important, and the sequence here is fairly clear. Privately, I would add,
the qualifier 'significantly' to the 7-9 mark-band - as in 'do not interfere significantly')

Criterion B: Message ( /12)

Fulfillment of task: The task is fulfilled effectively. (In the final IB assessment, the 'task' will
be defined in the Marking Notes, specifying the 'action verbs' (i.e. what the student has to
do), and 'expected content' (i.e. how ideas should be developed and supported). All of these
elements are then the indicators to study when judging to what extent the task has been
'fulfilled'.

Relevance: Ideas are relevant to the task. (The notion of 'relevance' can also be
considered as 'focus' - the extent to which the message(s) of the text concentrate effectively
on the evident, required purpose. To put it another way, how much of the text is poorly
linked to the purpose of the text, or not at all)

Development of ideas: Ideas are fully developed, providing details and relevant examples.
(The notion of 'development' involves looking for evidence that the student has thought
through the ideas in detail. This implies a continuum from 'very simple basic statement' to
'all consequences and implications, with through and methodical support'.)

Presentation & structure: Ideas are clearly presented and the response is structured in a
logical and coherent manner that supports the delivery of the message. (It is important to
make an analytical distinction between what ideas can be summarised from the text overall,
and how those ideas have been organised so that the reader can follow a clear logical
sequence of ideas easily and accurately. To put it another way, this is the distinction
between what is explained and how it is explained.)

Criterion C: Conceptual understanding ( /6)

Demonstration of Conceptual understanding : Conceptual awareness is fully

demonstrated.

Choice of text type: The choice of text type is appropriate to the context, purpose and
audience. (How will ‘choice’ be tested? It would appear that the optional text types provided
for each question/task may all be 'appropriate' in general terms - the judgement of
'appropriate' will be how skillfully the student makes use of the conventions of the chosen
text type in order to fulfill the task and express his or her individual take on the subject.)

Register & tone

 The register and tone are inappropriate to the context, purpose and audience of the
task.
 The register and tone, while occasionally appropriate to the context, purpose and
audience of the task, fluctuate throughout the response.
 The register and tone are appropriate to the context, purpose and audience of the task.

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 (This may be seen as amplifying the 'Choice of text type' bullet point, above. For
instance, if a student chooses an e-mail to a friend about a personal issue, and then
deploys a formal register and an impersonal tone, this would be inappropriate to both
text type and task.)

Conventions: The response fully incorporates the conventions of the chosen text type.(This
bullet point essentially involves identifying and counting commonly-accepted conventions for
the chosen text type - the more, the better.)

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1.Article (newspaper, magazine)
context, audience, purpose -
* the context of the article will usually be set out briefly in the question: e.g the
background to the subject matter of the article
* the audience will usually be indicated by where the article will be published: e.g.
'your school magazine'
* the fundamental purpose of any article is to inform or to report - but we may also
include 'interest', 'explore', 'study'. Note that strong opinions or attitudes would
probably not be expected - such purposes would probably come under 'opinion
column'
register and tone -
* will have a semi-formal to formal register
* will have a tone appropriate to task e.g. suitably serious
conventions -
* will have a relevant headline/title
* will have an introduction intended to catch the readers’ attention
* will use techniques that engage and interest readers e.g. direct address
Subject Matter
1. Analysis and opinion on current issues
2. Profiles of, or interviews with well known-people
3. Humorous reflections
4. Personal experience or anecdotes
5. Background information on local, national or international events
6. Human interest stories Structure Like any form of writing, a feature article follows a
standard structure. While it may vary depending on your topic, a feature article should
always include a headline, introduction, the main body and a concluding paragraph.
Title and Heading
The headline performs two important functions. An effective headline: • Grabs the reader's
attention and persuades them to read the article • Highlights the main idea or angle of the
article.
Introduction The first paragraph outlines the subject or theme of the article, it may also:
• Provoke the reader's interest by making an unusual statement.
• Provide any necessary background information.
• Invite the reader to take sides by making a controversial statement.

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• Heighten the drama of an event or incident to intensify its appeal.
• Establish the writer's tone.
• Create a relationship between the writer and the reader. Body of the Article The middle
section consists of a number of paragraphs that expand the main topic of the article into
subtopics.
The usual components are:
• Subheadings.
• Facts and statistics which support the writer's opinion.
• Personal viewpoints.
• Opinions from authorities and experts.
• Quotes and interviews.
• Anecdotes and stories.
• Specific names, places and dates.
• Photographs, tables, diagrams and graphs. Conclusion
• The concluding paragraph should leave a lasting impression by:
• Reminding the reader of the article's main idea
• Suggesting an appropriate course of action.
• Encouraging a change of attitude or opinion.
Language of Feature Articles
• A personal tone is created through the use of semi-formal and first person narrative.
• Relevant jargon adds authenticity to the information and opinions.
• Anecdotes help to maintain reader interest.
• Facts validate the writer's viewpoints.
• Rhetorical questions help to involve the reader.
• Emotive words are used to evoke a personal response in the reader.
• Effective use of imagery and description engage the reader's imagination.
• The use of direct quotes personalizes the topic.
Approach
> 'Duty to inform' ? A defining element of any 'article' is that it sets out to inform – does
the script actually tell people something?
> Precise nature of task ? Is the main purpose to :
Inform ? In which case, is the flow of information methodical and clear?
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 Discuss ? In which case, is there a reasonably balanced coverage of different
points of view?
Give opinion ? In which case, is a clear point of view presented? And is it
coherent / consistent?
> Opening & closing? Is the opening, in particular, attractive / attention-catching?
> Address? Is there a sense of effective address to the public? The type of 'effective
address' will be defined by the intended audience.

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2. Blog
context, audience, purpose -
* the context will usually be set out in the question e.g. the issue which is to inspire the
blog entry
* the audience may be assumed to be people interested in the subject matter OR
(youngish?) internet-interested people
* the generic purpose of blogs is to interest / entertain / amuse / be provocative &
stimulating - in general, NOT solemn
register and tone -
* will use a semi-formal to informal register
* the usual tone will be personal - chatty, direct and unpretentious
conventions -
* will include first person statement and/or narration
* will seek to engage the reader, eg through direct address, a lively and interesting
style etc
* will use 'typical blog techniques' e.g. a provocative closing statement, leading to an
invitation to comment / response
* will have an interesting, catchy title for the entry
A blog is like a public diary, written from a personal point of view, but also written to share
the writer's thoughts, feelings and beliefs with others.
I.Narrative driven
 Background details to set the context
 A core description of the events
 Descriptive detail of the people, places and events
 Thoughts and feelings about what happened
 A final thought or conclusion
II.Thesis driven
 A thesis statement/ big idea
 Supporting paragraphs (PEE: point, example, explanation)
 A final thought or conclusion

1. Make your opinion known. People want to know what people think. Using 1st person
is fine.
2. Have a snappy headline. Contain your whole argument in your headline. Check out
National newspapers to see how they do it.
3. You can include bullet point lists We all love lists, it structures the information in an
easily digestible format.
4. Edit your post Good writing is in the editing. Before you hit the submit button, re-read
your post and cut out the stuff that you don’t need.

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 5. You must have an interesting readable style. Blogs are known for their casual writing
and unpredictable subject material, but the best blogs have proven that even
"novice" writers can be entertaining enough to attract a broad audience. Bloggers
with an especially engaging subject, such as chronicling a trip around the world, have
the advantage of inherently interesting material, but even mundane material can
attract an audience if you have an engaging style and voice.
6. A blog is a conversation. Try to write the way you speak. Avoid jargon and clichés
and don't overuse the thesaurus. It may be helpful to speak your entry out loud
before trying to type it or to read it aloud after you've written it. If you find yourself
struggling as you read aloud or speaking unnaturally, think about what you might
have said if you were talking to a friend rather than writing.
7. Always consider your audience. If you're writing for only close friends and family, you
don't need to explain that Sarah is your 8-year-old daughter every time you mention
her. But if your blog attracts a wider audience, you may want to create references or
glossaries to help new readers follow along.
Basic Format
- Heading : a Blog will have a title (perhaps quirky, witty) - there will be a title for the
blog as a whole, but also (more significantly) a title for the individual entry
- Conclusion : a Blog will usually end with a request for comment / responses from the
readers ; Diary - nothing conventional (possibly something along the lines of "more
tomorrow"?)
- Lucid paragraphing : While one can think of real examples of blogs which ignore
basic paragraphing, students writing an exam script should be expected to show that
they understand that sensible paragraphing aids clarity.
Approach
> address : blogs set out to have regular readers, so are likely to have touches of
direct address ("As you regular readers know ...")
> register : informality enriched with sophistication - if both text types are personal,
some informality can be expected in register and rhetoric, but higher marks will go to
exam scripts which combine colloquialism with dashes of complex phrasing and
effects.
> organisation - What should govern the effective organisation of a blog?
- if a blog is a 'public statement', ideas can be expected to be organised to show
some evident + consistent purpose
> since blogs very often present an opinion or an argument, the ideas
should be (reasonably) methodically organised
> where the opinion is based on an anecdote or experience, this should be
narrated clearly
> style - the three aspects described above all add up to the notion that a good blog
should have a recognisable and expressive personal style. Put another way, this
means a recognisable and engaging 'voice'.

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3.Brochure
Purpose: To persuade and or inform the intended audience about how to live a healthy
lifestyle
Audience: The specific demographic targeted by the client: teenagers 15-18
Tips
a. Informative: Present facts that are unknown Decide about your audience
(imaginary) Satisfy curiosity
What does the audience want to
know?
What does the audience already
know?
Respect the reader
Use appropriate language and vocab
b. Persuasive : Use reasoned argument Present information to convince

c. Instructional: Call for action or give advance warning

* some texts can be a mixture of a,b&c
Structure
-Opening/Heading/Title (Brief, summarizing point)
*Give the name of the organization or company
* Write a clear, focused heading/title
* Write the purpose
* State the message
-Sub-headings (Further explanation) These can be in form of questions
- Body
*Short paragraphs
* The first sentence contains the point
* Begin with the benefits
* Organize from the most imortant to least
* Use bullet points
* Highlight single lines to make a stronger point
- Close Make sure the readers know what to do next. Incluse e-mail address, phoen n

Format
1. Persuasive language, using a combination of written and visual persuasive techniques:
1.1 written
• value laden adjectives and verbs
• personal pronouns

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• imperative statements
• rhetorical questions
• repetition
• bullet points
• keep it simple
1.2 visual
• snappy headline and bold headings
• graphic devices such as the use of colour, borders, boxes, use of space and layout
1.3 Register semi-formal with touches of idiomatic language
Basic Format
- Main heading (informing), or slogan (promoting)
- Use of multiple sections : identified by bullet points, lines, stars, etc
- Subheadings : used to show the steps/stages of the argument
- Succinct explanation : individual concepts / ideas are presented clearly and quickly
- Background information : e.g. 'Contact us' + phone number / email
Design & layout - All of these types of text depend heavily on visual impact. However,
please note that English B Paper 2 is a language exam, not a graphic design exam. In
short, there is nothing specific in the marking criteria which will reward skillful drawing - at
best, a laboriously-worked layout might earn the top mark because the leaflet is "clearly
recognisable". There is nothing wrong in students with artistic talents doing attractive
layouts, but the emphasis in teaching should be on the "multiple sections" and "lucid overall
structure of argument".
Approach
> 'address' - all of these text types include the idea of a form of direct address to a
target audience … are there indications that the student understands this, and
expresses such address? Direct address most usually involves personal pronouns: "If
you are a student, you need to know that..."
> 'promotional language' – usually, these text types are all hortatory: they encourage
the target audience to agree with what is being presented, to 'buy the idea' … so to
what extent does the style + rhetoric achieve this effect?
> lucid step-by-step overall argument : individual points are linked together into a
convincing sequence of ideas

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4.Debate
A debate is an organized clash of good ideas. Each side employs worthwhile evidence to
promote their viewpoint and to rebut the "flawed" evidence advanced by the other side.
Debating is a formal intellectual contest and there are endless ways it can be played.
However, a good debate is like a tennis match where each side, following the rules set
down, bats ideas back and forth to defeat the other team. As in any other subjective sport,
debaters have to persuade the judges that they have won.
Format
• start by addressing/including your audience 'We will prove to you and our confused
opponents --”
• then make clear your position in an attention gaining way ' we will strongly argue that ---”
• use rhetorical language: repetition, parallel structures, questions, colourful metaphors,
humour see
• argument is organized with strong supporting evidence (see notes below)
• opposition argument is rebutted “ our opponents have falsely claimed, but ----”
Purpose
• To develop argumentation skills that can be used in speaking and writing
• To develop an ability to express and defend ideas
• To develop fluency in spoken English
Opinions and Reasons
Use opinion indicators e.g I think/believe ----- I strongly suggest ------ I have no doubt that
----- e.t.c. Use reason indictors e.g. because/since/so/consequently/as a result ---- e.t.c
Strong Reasons v Weak Reasons
A strong reason logically supports the opinion:
 it is specific and states the idea clearly
 it is convincing to the majority of listeners
Supporting Reasons
There are 4 common ways to support reasons. Evidence provided by:
• personal experiences and anecdotes e.g. For example/Let me give an example/For
instance-
• common sense e.g. We all know that ---- We all agree that --- e.t.c.
• expert opinion e.g. According to/To quote X/ X states in ----- e.t.c.
• statistics e.g There are X number of ---

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Useful Language Patterns for Debates
Comparison X is __________ than Y X is more __________ than Y Cause and effect X
causes Y therefore ----If you do X, then Y will happen

Preparing Your Arguments

1. Analyze the resolution- What does it mean? Do you understand the key vocabulary?
2. Use a T diagram to list both the arguments for and against the resolution . You need to
prepare to rebut your opponents ideas.
3. Research the arguments you are going to use , looking for evidence
4. Prepare your debate speech. Remember to have an introduction that “grabs” your
audience's attention, develop strong arguments in the body of your speech and end with a
thought provoking conclusion.
5. Write some rebuttal statements based on counterarguments
6. Consider how to make your speech interesting: • rhetorical questions (Do you think that
---- ?)/ /humour/original ideas etc.

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5.Diary

context, audience, purpose -

* the overall context may be assumed to be the writer's own life - but the question will
probably set some particular situation around which the entry should be invented e.g.
'you have had an argument with a good friend'. (In exams, whether or not the "writer's
own life" is the student's real one, or is completely invented, does not matter at all - it
merely has to be credible.)
* the question of 'audience' is the key distinction perceived by IB between 'diary' and
'journal' - a diary is assumed to be essentially private i.e. written for the author's eyes
only; whereas a journal may be written for possibly public reading (e.g. a scientist's
journal of experiments and data-collection).
* the purpose will generally be to 'record' some experiences of personal significance -
but what sorts of experiences are required will be indicated in the question. One way
of stating the distinction between the two text types is that a diary is anecdotal (dealing
with intimate personal feelings) while a journal is intellectual (dealing with personal
reactions to more public concepts and arguments).
register and tone -
* will use a generally informal register
* the tone will be personal, frank and open - e.g. emotions may be described clearly
and with feeling
conventions -
* will use first person narration
* will have a closing statement to round off the entry
* will avoid self-evident explanatory phrases or sentences, e.g. will use “I saw Alicia”,
not “I saw Alicia, my best friend”
* will include the date and/or day

 How does it start?

 How does it finish?
 What is the core narrative?
 Descriptive details
 Writer’s main ideas
 Approximate proportions of:
the narrative content, the descriptive details, the thoughts of the character
 How does it show the personality of the writer?

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Basic Format
- Heading : a diary entry will use include a date; or dates, if multiple entries ('Dear
Diary' is unbelievable!)
- Conclusion : there is nothing conventional to end a diary entry (possibly something
along the lines of "more tomorrow"?)
- Lucid paragraphing : While one can think of real examples of diaries which ignore
basic paragraphing, students writing an exam script should be expected to show that
they understand that sensible paragraphing aids clarity.
Approach
> address : being essentially private, diaries have no convention of address, but the
best examples give a sense of the writer conversing with himself / herself ("As usual,
I'm thinking of..."; "Why do I always...")
> register : informality enriched with sophistication - since diaries are personal, some
informality can be expected in register and rhetoric, but higher marks will go to exam
scripts which combine colloquialism with dashes of complex phrasing and effects.
> organisation - What should govern the effective organisation of a diary?
- even if a diary is a (more) private reflection, an exam script can still be
expected to show a clear and organised flow of ideas. This may include :-
> control of narration – the diary is usually set to address a narrative of
some sort, so effective explanation and control of the events is expected
> narration plus comment – what distinguishes the diary from other forms
of narrative is that the diarist reflects on the events and draws personal
conclusions.
> style - the three aspects described above all add up to the notion that a good diary
should have a recognisable and expressive personal style. Put another way, this
means a recognisable and engaging 'voice' .

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6.Formal Letter / E-mail
Email
context, audience, purpose -
* the question will usually describe a background situation, which the writer wishes to
communicate to...
* ... a specified friend / acquaintance (note that e-mail tasks usually require individual
communication with one person only, as opposed to some kind of general message to
a collective audience)
* the purpose will usually be to express and explore personal attitudes and
experience: usually of the writer, but perhaps involving advice to the reader
register and tone -
* will adopt a consistently informal register
* will adopt a lively, engaging tone and style, perhaps with some “youth-speak” eg “I’m
good”, “Can’t wait” etc
conventions -
* will maintain clear sense of address to a specific person
* will have an appropriate opening salutation
* will have an appropriate closing salutation.

Formal Letter
Types of formal letters
a. Letter of enquiry
b. Letter of application
c. Letter of complaint
d. Letter to the editor
Structure
Tone and style: Clearly organized manner,
-Introduction: Address, title above the salutation, a dry tone, keep it short and simple
-Body: Relevant purpose of the letter (PEE)
-Conclusion: Thank the reader
context, audience, purpose -
* the question will usually provide the context - a background situation, which causes
some kind of issue, about which the writer wishes to communicate some significant
idea

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 * the audience will be identified, but may well not be known personally (in contrast with
the usual audience of an e-mail) - the letter is likely to be addressed to a post or
administrative position, rather than a known individual (as exemplified by the use of
'Dear Sir/Madam')
* the purpose will usually be to present an argument or state a position, most probably
about some general social procedure or system - to illustrate, #1: complaining about
poor service in a shop; or #2: suggesting how the Town Hall can serve the public
better. The writer may have personal emotions to express, but these are subordinated
to the impersonal technique of objective, convincing argument
register and tone -
* will adopt a consistently formal register
* will adopt a suitably serious and respectful tone
conventions -
* will have a clear sense of address to a specific person
* will have an appropriate opening salutation
* will have an appropriate closing salutation
* will clearly identify the recipient (by name, and/or address, and/or role/title etc.)
* will have a date (and sender’s address)
Basic Format
- standard heading of 'from / to / date ...etc'
- informal opening and closing salutations (many and various)
Approach
> 'address': To what extent is it clear that the email is addressed to a specific person? This
may be extended to include a sense of 'dialogue' – direct questions, comments which
require an answer – since it is inherent in the email form that replies can be received very
rapidly.
> focus on task – Since the question will always propose a task, does most of the message
deal with the task? And if so, how effectively?
> control of digression - One key could be to assess whether the 'digressions' are
purposeful or accidental – for instance, chatty asides, jokes, personal references (see
concept of 'dialogue' under 'address', above) may actually indicate good control of attention,
if handled clearly and with discipline.
> register: To what extent is there evidence that the candidate has command of a range of
register - informal combined with formal … colloquial with sophisticated ? ('command'
means 'moving deliberately from one register to another')

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7.Essay
context, audience, purpose -
* in relation to an essay, the term 'context' may involve two elements: the general area to be
discussed, and/or how the essay has been set. These may be combined (e.g. "Your English
teacher has shown a video about the dangers fof online gaming, and has set an essay
about the subject..."), and may include the actual title of the essay (e.g. "The dangers of
online gaming are much exaggerated. Discuss"). If no title is given, you should make one
up, thus defining clearly what the essay is about.
* the audience is assumed to be educated and informed, and capable of
understanding sophisticated language
* the purpose will usually be to analyse / explore / discuss the topic, as required by the
question - so students should pay close attention to the 'action verbs' in the task
register and tone -
* will adopt a semi-formal to formal register or will have an appropriately serious tone
conventions -
* will have a relevant title
* will use techniques that enable the reader to follow the arguments easily, e.g.
methodical structure using cohesive devices
* will have a distinct introduction and conclusion
Basic Format
- stated sense of purpose / aim : how effectively is the text directed at a clear issue or
question?
- introduction + conclusion : these should effectively embody the 'sense of purpose'. This is
likely to involve the issue or question being introduced at the beginning, and being returned
to (with or without an 'answer') at the end.
- clear organisation : both in terms of the individual steps of the argument, and in terms of
the overall pattern of the argument. It is worth stressing that such clear organisation can
only be achieved through careful planning before starting to write.
- clear and appropriate paragraphing : emphasising the logical steps of the argument +
good use of cohesives & sequence markers – all expected in a good exam script.
Approach
> register - Tricky, this, because teachers seem to have differing expectations as to how
formal / impersonal an essay should be – for instance, some encourage and some
discourage the use of the pronoun 'I'. A good exam script will be rewarded for consistency,
rather than penalised for expectations that may not be valid.
> range of aspects considered - There should be a sense that different arguments are
explored – if only to refute some of them. Actual balance between, say Pro & Con, will
depend on the task specified.
> rhetoric - Touches of rhetoric expected, rather than the full-blown regular effects more
typical of a speech … ?

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8.Interview
context, audience, purpose -
* the context of any interview task will usually involve who is to be interviewed, and
why... and the combination of these will usually indicate the angle that the interview
should take. To illustrate: "a famous musician visiting your town... interview because
former student of your school... so, how did school influence his/her career?"
* the task will normally indicate where the interview is to be published, and this will
define (to some extent) the audience e.g. "in your school magazine" will suggest a
different audience to "a well-known online music magazine".
* as with 'Article' (qv), the prime purpose of an interview is to inform or report - but
good interviews manage also to explore or even probe: we want to discover
something intriguing and personal about the person interviewed, don't we?
register and tone -
* will adopt a semi-formal to formal register
* the tone should express interest in the person interviewed, and probably respect,
even fascination - after all, why interview someone who is not worth the effort?
conventions -
* will have a relevant headline/title
* will use a style aimed at involving and interesting the reader
* will refer to the interview, including direct quotations
* will have an introduction and a conclusion
Purpose:To inform, to discuss controversial issues and entertain
Example Audience: Radio audience – often a specific market segment e.g. BBC Radio 4
http://www.bbc.co.uk/radio/
Language: Written transcript of spoken language Level of formality will depend on
contextual factors such as topic, speaker and radio station
FORMAT
a. Thesis driven
b. Problem driven
• question-answer pattern
• more open questions than closed
• modality in asking questions e.g. “Do you think fathers ---” “ Should families ----”
• introduction of the guest by the radio host
• transition strategies when switching aspects of a topic
• conclusion by the radio host
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Structure
- Introduction: Establish rapport with the interviewee
- Body : Ask about less sensitive issues first, then ask about mattersi feelings, perceptions
- Conclusion : Wrap-up
Tips
 Start with general questions moving on to more specific ones
 Avoid closed questions
 Ask follow-up questions
Basic Format
As with the Article text type …
- Headline / title
- Sub-headline, summarising
- Byline (author, date, location)
- Short paragraphs (possibly)
- Sub-headings (possibly)
- Interview details + context of interview + background of interviewee
Approach
> opening & closing? Is the opening, in particular, attractive / attention-catching ?
> address? Is there a sense of effective address to the public ?
> point of the interview: Does the script lead to some sort of overall conclusion (which is
likely to have been specified in the question) ?
> register: Are the changes between written prose and colloquial language handled
effectively?

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9.Newsreport
context, audience, purpose -
* in a way, the 'context' of a news report is actually the point of a news report, its main
content - a news report describes and explains the very context that makes it
necessary. In exams, the task will describe some kind of general context or situation,
and the student will have to invent the specific story and concrete details
* as with most Media text types, where the report is going to be published will define
the expected audience - the more 'serious' the publication venue, the more
sophisticated the audience should be assumed to be
* evidently, the prime purpose of a news report is to inform, factually and objectively -
although almost always there will be some subjective valuation, indicating why the
facts of the story are of importance
register and tone -
* will have a semi-formal to formal register
* will have a generally impersonal tone, and use a neutral/objective style (eg
presenting ideas without personal opinion of the writer)
conventions -
* will have a title/headline
* will use a neutral/objective style e.g. presenting ideas with only minimal
embellishment (if any)
* will have a clearly structured layout (eg sub-headings, short brief
paragraphs/sections, etc)
Purpose: To report/recount yesterday's news
Audience: General public or the specific demographic targeted by the newspaper
Language: Formal and largely factual
FORMAT
• headline
• byline
• intro: when, what, where, who , how and why
• chronological details or reverse pyramid (least important information last)
• short paragraphs
• predominance of past time
• reported speech

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News report Tips:
 Headline (short, grabbing)
 The lead paragraph: the 5 W’s
 Expalanatory paragraphs
 Background paragaraphs (details)
 Final paragraph (anticipating)
 Use shorter, readable paragraphs
 Avoid the use of ‘I’
 Use quotes to make it believable
 Use active words, avoid passive

Basic Format
- Headline / title
- Sub-headline, summarising
- Byline (author, date, location)
- Short paragraphs (possibly)
- Sub-headings (possibly)
Approach
> register : ... usually, semi-formal / simply-clear / direct
> main facts to subordinate details : ... standard good practice in news reporting is to start
with the important facts, and move gradually downwards to the least important facts (also
known as the 'cut-from-the-bottom system' - subeditors could safely trim the text to size
without having to re-write)
> fact / opinion distinction : ... good journalism always strives to make clear what are
objective facts, and what subjective opinions (e.g. opinions likely to be expressed as quotes
from identified individuals)

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10.Opinion column / letter to the editor
Opinion column
context, audience, purpose -
* the question will usually provide the context - a general situation, which results some
kind of issue, on which the writer chooses to take a particular stance or judgement
* the audience will be defined by the publication context - but can also be assumed to
be reasonably informed about the issue in question, and to have the developed
intelligence and the language skills to be able to handle quite complex argument
* the purpose of such columns is to discuss in a provocative and stimulating way -
and explore the issue in some depth
register and tone -
* will have a semi-formal to formal register
* will have a tone appropriate to task e.g. suitably serious... or possibly, provocative
and amusing, depending on the approach to the task required, or taken
conventions -
* will have a relevant headline/title
* will have an introduction intended to catch the readers’ attention
* will use techniques that engage and interest readers e.g. direct address
* will probably use first-person statement, but not necessarily

Letter to the Editor

context, audience, purpose -
* the question will usually provide the context: typically, that the Editor has published
something with which the writer of the letter strongly agrees/disagrees
* the principal audience is the Editor, to whom the letter should be clearly addressed.
However, there is an assumption that the letter may be published, and so the letter
may also be written so as to be persuasive to the general reader
* the prime purpose of such a Letter is to present the writer's particular, personal point
of view - as persuasively and convincingly as possible, and probably in contrast to
other controversial points of view
register and tone -
* will adopt a semi-formal to formal register
* will adopt an appropriately serious tone
conventions -
* will refer to the original article/issue raised
* will set out to give interesting opinions in an engaging style
* will include appropriate opening and closing salutations

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Basic Format
- sender's address
- date
- opening/closing salutations ('Dear Mr/Ms ...' / 'Yours sincerely...' etc)
> register: nature of 'formal' tone - what address + attitude to the recipient is expressed ?
- recipient's address (very optional)
Approach
> relevance: The text should be focused throughout on the set task / purpose, with no
irrelevance or digression
> development of explanation: The ideas should be carefully selected to be directly related
to the purpose ... clearly explained in detail ... and methodically organised to make a
convincing argument
> efficiency of expression: How succinct + clear/forceful is the presentation of the ideas?

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11.Proposal

context, audience, purpose -

* the context will be explained in the question - at least, the basic background, since
the main content of the proposal itself will be what the student will have to invent,
based on that basic background
* the audience will, again, be specified in the question - i.e. the specific person or
group of people to whom the proposal is to be addressed. Close attention should be
paid to the target audience, since a key feature of a good proposal is that it is adjusted
to appeal to the intended recipients
* the purpose will be defined by the context, very largely - typically, a problem exists,
and so the purpose of the proposal is to solve the problem. In order to do this, a good
proposal needs to be (1) relevant; (2) practical; and (3) attractive - all those aspects
need to be included.
register and tone -
* will be expressed in a formal register, with perhaps semi-formal touches
* will have a tone which aims to be objectively authoritative, but also subjectively
enthusiastic
conventions -
* will use a style aimed to persuade a specified audience
* will have a title which summarises the overall subject
* will set out the text clearly using features such as headings, short clear paragraphs,
sections identified by letters/numbers/bullets, insetting etc.
* will have an introduction and a conclusion
NOTE: the proposal may be presented within the framework of a letter / email -
provided the features above are present.
- Introduction : Identify the aim, use suppotive information (statistics)

- Body : Objectives, Methods

- Timetable : Describe how long
- Budget : Present a detailed overall cost

- Conclusion : Emphasize the benefits for your sponsor

Tone and style: Clear, positive, avoid modal verbs (may, might, could), avoid the word
‘hope’, remember ‘point-example-explanation’ structure, formal but polite language, avoid
emotional or exaggerated statements, use headings

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Basic Format
- overall subject title
- main headings
- sub-headings, bullet points, numbered sections
- explicit clear organisation: determined by the precise nature of the task, but these
main elements should probably be recognisable :
summary of aim / purpose ... present context ... future result ... advantages (+
possible drawbacks?) ... conclusion + recommendation
Approach
- register : use of (basically) formal language
> 'address' : How well does the script direct the proposal to a specific audience? Note
that, given the (usually) formal nature of the text type, such address is not likely to
involve informal use of personal pronouns (as in speeches and talks), but rather a
sense that the proposal has been tailored to appeal to the interests of a given
audience. For instance, a proposal to reform the school timetable would stress 'more
productivity' if the intended audience were the school's administration ... as opposed
to 'less homework' if addressed to the students!
> rhetoric : How effectively does the script persuade?

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12.Official Report
Types of reports
a. Observation report – Police report
b. Evaluative report – Appraisal, evaluation, consumer report
c. Leading report –examines a problem or situtaion that leads the readers to a specific
conclusion
Structure

1. define the problem

2. present the information: define, categorize, compare, prioritize
3. Analyze the information
4. Write your conclusions
Tone and style: Very formal (However, still easy to understand), use of the passive.

context, audience, purpose -

* the basic context will be explained in the question - and the student will then have to
invent the details of the report, expanding on the basic background provided.
* the audience will, again, be specified in the question i.e. the specific person or group
of people who have asked for the report. Ideally, information should be given in the
question about why the report is needed, and what kind of information is expected.
* the fundamental purpose is to provide an objective, reliable account of some
situation or event - methodically, clearly and efficiently. Personal and subjective
reactions would not be considered appropriate.
register and tone -
* will adopt a generally formal register
* will have a tone which aims to be impersonally authoritative
conventions -
* will have a title
* will use a neutral/objective style (eg presents ideas and facts plainly)
* will have a clearly structured layout (eg a clear introduction, sub-headings, short brief
paragraphs/sections, etc)
* will have a conclusion; or a recommendation if this has been required.
NOTE: an official report may be presented within the framework of a letter /
email - provided the features above are present.

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In the professional world, decision makers rely on two broad types of report: Some reports
focus primarily on information ('what is being done now,' or 'what the survey/research
found ). But beyond merely providing information, many reports also include analysis ('what
this information means for future policy,' 'what courses of action should be considered,'
'what action should be taken and why'). . . .
FORMAT FEATURES
• Register formal
• Language impersonal and factual (avoid first person “I” and emotive vocabulary)
• Uses cautious language e.g. “may'” and “could” etc.
• Uses straightforward but precise language • Content is logically organized and concise
Organization of Content
• Report Title
• Name(s) of Author(s)
• Short Summary of the Report • Introduction
• Headings and Sub-Headings
• Conclusions
Basic Format
- overall subject title
- main headings
- sub-headings, bullet points, numbered sections
- explicit clear organisation : determined by the precise nature of the task, but these
main elements should probably be recognisable :
background … overall description … description of important details …
concluding summary.
Approach
> register : use of (basically) formal language
> 'address': How well does the script direct the information to a specific audience?
> 'audience' : What does the audience not know - and therefore need to know - and
why ?

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13.Review
context, audience, purpose -
* the question is likely to propose a general context (e.g."a recently released film...
which you love / hate...") - but the review itself should contain informative context
(invented) about the specific subject of the review
* the audience will usually be decided by where the article will be published: e.g. 'your
school magazine'
* the prime purpose of a review is to stimulate interest ... then to inform ... and finally
to offer some kind of judgement (although this is likely to be a continuation of the
purpose of stimulating interest)
register and tone -
* will adopt a semi-formal register
* will use a tone and style intended to engage the reader
conventions -
* will include the name of the reviewer
* will have an attractive, catchy title
* will use a style which will attract and interest the reader
Purpose
To offer a writer's personal opinion of the qualities of the book, film or other type of text
being reviewed. These views will be supported by reference to details in the book or film
that support the reviewer's comments. A reviewer's overall opinion can be positive or
negative.
Audience:
Readers of newspapers, magazines or online blog or review sites such as “The Guardian”
books and review pages or “Metacritic.”
Format
• style often colourful and entertaining with interesting vocabulary, especially rich adjectives
and adverbs
• may use first person “I” to personalize the review
• the introductory paragraph aims to grab the reader's attention, provides background about
the author and gives the writer's overall opinion
• first body paragraphs gives some information about the story/book to provide a context for
an evaluation of the writer's success – never tell the whole story or give too much away
• body paragraphs each discuss a few carefully selected aspects of the book or film such as
plot, characterization, acting, effects, themes, quality of language and other literary devices.

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• There should be a balance between providing readers with background about the book
and evaluating it's success. Evaluation is the most important feature of a review
• The concluding paragraph contains a clear recommendation to readers of the review
about whether the book is worth reading
Structure
1.Grab the reader’s attention with some information or question to connecrt them to the film
2.Introduce the film
3.Describe the plot and action (do not reveal the ending)
4.Analyse the film in a positive and negative waym -the acting - direction - costumes
- photography background music
5.Recommend the film. Decsribe your overall reaction and opinion on the quality of the film
Basic Format
- Headline / title
- Sub-headline, summarising
- Byline (author, date, location)
- Short paragraphs (possibly)
- Sub-headings (possibly)
Approach
> 'address' - lively, direct communication that will interest the audience. [This is likely
to involve a semi-formal register (for clarity and concise explanation) with dashes of
informality to convey the personal tone + vivid comment / rhetoric.]
> 'Angle' – the script has a clear overall point of view / attitude, and this informs the
structure of the argument.
Examples of book reviews:
You should look at some examples of book reviews, especially if you have never written one
before. Preferably read a review of a book you have read recently as this will help you judge
the reviewer' success in writing an interesting and convincing review.
http://www.theguardian.com/books/books+tone/reviews
Examples of film reviews: (also reviews games and music)
http://www.metacritic.com/
Extension
The Purdue Online Writing Lab has a more detailed discussion of book reviews, including
getting the balance right between providing background information about the story and
offering an opinion of the success of the book.
https://owl.english.purdue.edu/owl/resource/704/01/

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14. Set of instructions, guidelines
context, audience, purpose -
* the question will set up a context that requires telling people exactly what to do in
precisely which circumstances: such a context will probably be fairly commonplace,
but will require thoughtful and detailed analysis of what is required
* the audience will be specified in the task, but is likely to be the Average family -
competent in language and understanding, but not necessarily very sophisticated
* the purpose of both of these text types is the same: to analyse behaviour in a given
situation, in order to break it down into clear and detailed advice - with the difference
that the 'set of instructions' will follow a step-by-step sequence, whereas guidelines
will attempt to give a coherent overview of more generalised advice
register and tone -
* will adopt a semi-formal register
* will adopt a tone which is direct, clear and supportive
conventions -
* will have a clear and focused heading / title
* will include a short introduction and conclusion
* will set out the guidelines clearly, using techniques such as bullets, sub-headings,
numbering, etc
* will directly address the intended audience
1. “a rule or instruction that shows or tells how something should be done”
http://www.merriam-webster.com/dictionary/guideline
2. “any guide or indication of a future course of action: e.g.guidelines on the government's
future policy”
http://dictionary.reference.com/browse/guideline

Guidelines as a Text Type

So, guidelines as a text type are intended to give advice about a particular issue or task. As
the text is a guide, the advice is involves giving a suggested course of action that is not
compulsory.
Text Features and Conventions
• purpose: to give advice
• audience: a specific group of people who have an interest in the topic
• register: depends on the kind of audience but may be formal or semi-formal
• organization: introduction states the specific purpose of the guidelines and connects with
the audience
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• body: develops, explains and illustrates each piece of advice
• conclusion: suggests or urges the audience to take action and implement the advice. -
organized into sections with headlines
• style and register: - may use modals such as “should/shouldn't”, “must/mustn't ” “may” etc -
may use imperatives especially in the conclusion
Structure

- Title : Alert readers to the content

- Introduction: List of the ingredients, giving advice
- Body : Explain each step with a roadmap to follow (chronological, flow chart)
- Conclusion : Explain what the reader can do once they have finished the task
-
Tips: Tone and style
Address the reader directly but politely Polite but friendly (do not sound bossy)
Explain step by step You can use a chatty style
Use modal verbs (may, could, ought to, Limit the amount of information
shouldn’t, etc)Use bullet points or numbers Avoid passive statements
Take a big problem and break it down to Use bullet points.
smaller ones.

Main topic Sub-category 1 Sub catogary 2 Sub category 3

Example

Read the example fundraising guidelines written for parents and communities of Canadian
schools:
http://www.edu.gov.on.ca/eng/parents/fundraisingguideline.pdf
Basic Format
- main heading / title
- secondary headings (guidelines)
- numbered sections (instructions)
- short paragraphs

Approach

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 > control of language - * plain & clear i.e. functional and efficient * explanation of
technical terms – where technical terms have to be used, are they explained/defined ?
> clear sequence (for instructions) – a sense of logical steps
> attention to detail + control of essential, useful information
> anticipation of difficulties – understanding which parts of the process may cause
problems for the uninformed
> empathy with audience – most easily detected by the ability to anticipate difficulties,
(e.g. explanation of technical terms, above), but may also involve use of encouraging,
helpful comments.

15.Speech

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context, audience, purpose -
* the context will describe a situation in which a particular type of message is to be
communicated orally - this situation will not only specify the type of audience, but also
the expected behaviour of the audience (e.g. whether the audience expects simply to
be informed, or to be challenged, or required to make a choice...etc). The subject
matter, and how it is best presented, will also be influenced by this general context
* the audience can generally be assumed to be reasonably educated and informed,
and capable of understanding sophisticated language (unless some particular
audience is specified in the task)
* the purpose of the text will be some mixture of 'inform' and 'persuade' (with perhaps
a good dash of 'amuse & entertain' for rhetorical purposes!)
register and tone -
* will use a semi-formal to informal register
* will have an appropriately serious tone
conventions -
* will address the audience and keep contact with them throughout (eg use of “we”
and “you” etc)
* will set out to catch the audience’s attention at the beginning, and leave a clear
impression at the end
* will include elements of speech rhetoric eg. rhetorical questions, repetition etc.
Context
People give speeches and talks in all sorts of settings and situations: school, clubs and the
workplace to name just a few.
Audience
Audiences are as varied as the settings and situations. It is really important for a speaker to
write his or her speech in a way that is interesting and connects with the specific audience.
Purpose
Again purposes vary with the context and audience. General categories of speech include
communication of information, persuasion, entertainment, celebration, instruction and a mix
of these purposes.
Format
All talks or speeches will have an introduction, body and conclusion. But above all, it must
be clear to an examiner reading the speech or talk you have written for Paper 2 that you are
speaking to an audience.

Text features include:

34
Structure
• addressing or welcoming the audience at the start and then
• using a rhetorical technique to engage the audience's attention followed by
• the introduction of the speaker's purpose • development of specific points in the body of
the talk or speech
• transitions between paragraphs
• a memorable conclusion that also repeats and reinforces the speaker's purpose
Rhetoric
• use of personal pronouns to connect with the audience – “you, we, our” • use of a variety
of structures that maintain audience interest such as:
rhetorical questions – “Do you think ---? repetition We must --- we must also – and we
certainly must ---addition “Not only --- but also ---.” “Furthermore ---” contrast – “However
---” “On the other hand--” parallel structures – We will meet them --- we will talk to them ---
we will learn from them.” metaphor –“ There might be a mountain to climb but we have the
skill and the energy to succeed and pass IB.”
Examples of Great Speeches http://www.americanrhetoric.com/top100speechesall.html
Application – Analyze audience, purpose and content before you write your talk.
I. Thesis driven speech
• Big idea
• Evidence
• Final thought
II. Problem driven speech
• Cause, effect, solution (Show event A. This results in B. Solution is C.)
Tone and style: Personal experience, statistics, quotes, lists of three (tired, hungry and ill/
overpopulation, hunger and unemployment), repetition for emphasis, rhetorical questions
VIP: The final sentence should be a clincher or call to action.
Basic Format
- 'address' established : direct address to audience at the beginning
- 'address' maintained : use of the pronouns 'you' and 'we' to maintain direct links with
the audience ? … and/or, how consistently?
- clear opening / introduction : statement of purpose
- appropriate closing / conclusion : summary of case / point

Approach
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> 'MAP' Does the student aid the audience's understanding by giving an early
summary, or 'map', of what is going to be said?
> lucid development: How clearly does the script present ideas in order to explain,
and/or impress? This will be based on sensible paragraphing, but the paragraphs
should be emphasised and supported by 'oral paragraphing' i.e. cohesive phrases
which will convey structure in speech. See below...
> cohesive devices: How clear is the use of sequence markers to guide the audience?
> opening & closing: How forcefully does the script catch the audience's attention at
the beginning, and leave a clear impression at the end?
> rhetoric: To what extent, and how effectively, are common rhetorical techniques
used? Such as – rhetorical question … references … metaphorical tropes … irony …
exaggeration (understatement?) ... etc

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