Mini-Lesson
Textual Cues and Conventions
back to Mini Lessons page

Key Concept

Students need to explore all of the different types of text (oral, print, etc.) and understand how each is organized.

Teaching-Learning Strategies

In the English Language Arts classroom, we use many different types of text; students need to learn the different conventions of each type in order to identify them correctly.

Task One: The Different Types

Review the Different Types of Text(.doc) or (.rtf) (either as a handout or as an overhead).

Task Two: Let's Identify

Bring each of the following to class:

1. a Travel Brochure or a Descriptive Poem (Descriptive/Sensory)
2. a Play Script or Short Story (Narrative/Imaginative)
3. a How-to book or Meeting Minutes (Informative/Practical)
4. an Essay or an Editorial (Expository, Analytical/Persuasive)

Split students into groups, and give each group one of the pieces of text listed above. Each group must try to come up with a list of characteristics for their piece of text, including a description of its organization, language choices, and effectiveness.

You may need to circulate to each group and make suggestions about the types of things they should be looking for: what types of words does the travel brochure use? What conventions are specific to script writing? How are the minutes of the meeting organized? How does the author reveal his/her opinion in the essay or editorial?

After the groups have come up with a list of approximately five-ten conventions for their piece of text, ask each group to report their findings.

Reiterate, for the students, the idea that every time they sit down to write they must consider purpose, audience, and format. Once they have written a piece of text they must also answer the following questions:

Checklist
1. Is each text organized correctly?
2. Does each paragraph begin effectively?
3. Is there a consistent point of view?
4. Are there effective transitions?
5. Is there an appropriate conclusion?