No underlining  Personal mark.

The topic under discussion is topic six in the set of topics, and its name is:
‘Written Communication: Different Types of Written Texts, Structure, Formal
Elements, and Norms’

Meaningful introduction and conclusion.

1. Introduction

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Written communication is an essential mode of interaction in both academic and

professional contexts. It encompasses a broad spectrum of text types, each serving
distinct purposes and adhering to specific structural conventions and formal elements.
Understanding these elements, including the norms governing their production and the
routines and formulas that facilitate their creation, is crucial for effective written
communication. This paper aims to explore the different types of written texts, their
structure and formal elements, and the prescribed norms and routines that guide their
construction.

1. Different Types of Written Texts

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Written texts can be classified into several categories based on their purpose, audience,
and content. Broadly, these texts fall into four major types: narrative, expository,
argumentative, and descriptive (Bazerman, 2013).

 Narrative Texts: These are primarily concerned with telling a story. They are
structured around a sequence of events and typically follow a linear progression,
involving a clear introduction, body, and conclusion (Sternberg, 2003).
Narratives often incorporate literary devices such as character development, plot
structure, and conflict resolution.
 Expository Texts: These texts aim to inform or explain a concept or idea. The
structure of an expository text is generally logical and organized to ensure clarity
and comprehension. They are prevalent in academic writing, instructional
manuals, and research articles, where facts and examples are presented to
support a central thesis (Goleman, 2011).
 Argumentative Texts: The primary purpose of argumentative texts is to
persuade the reader to accept a particular viewpoint. These texts follow a
structure that introduces a claim, presents evidence, and engages with
counterarguments. The effectiveness of an argumentative text hinges on the
logical coherence of its arguments and the validity of its evidence (Fahnestock &
Secor, 2004).
 Descriptive Texts: Descriptive texts focus on providing detailed accounts of a
person, object, or event. These texts engage the reader’s senses and aim to create
vivid mental images. Descriptive writing is common in creative writing,
travelogues, and even scientific writing, where precise observations are required
(Langer, 2002).
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“After having provided a _____________, we are going to move on to comment

on the most important _________________”

2. Structure and Formal Elements

Each type of written text adheres to specific structural conventions that enhance clarity
and readability. These structures are designed to guide the reader through the content in
a logical and cohesive manner, ensuring that the message is communicated effectively.

 Narrative Structure: Narratives typically follow a three-part structure:

introduction, development, and conclusion. The introduction sets the scene,
introduces characters, and presents the initial conflict. The development
elaborates on the plot, often with twists or challenges that lead to the climax.
The conclusion resolves the conflict and provides closure (Sternberg, 2003).
 Expository Structure: Expository texts are usually organized in a linear
fashion, with a clear introduction, body paragraphs, and a conclusion. Each
paragraph typically begins with a topic sentence, followed by supporting details
and examples. Headings and subheadings are often used to demarcate sections,
helping the reader navigate complex information (Goleman, 2011).
 Argumentative Structure: Argumentative texts often follow a structure that
begins with an introduction, where the thesis statement is presented. The body
paragraphs provide evidence to support the thesis, addressing potential
counterarguments along the way. The conclusion reinforces the argument and
suggests implications or calls to action (Fahnestock & Secor, 2004).
 Descriptive Structure: Descriptive texts are less rigid in structure but typically
focus on creating a detailed representation of the subject. They may be
organized by sensory categories, such as sight, sound, smell, and touch, or by
different aspects of the subject, such as its appearance, function, or history
(Langer, 2002).

3. Norms of Written Texts

Norms of written texts refer to the established conventions that govern the style,
language, and formatting of writing. These norms ensure that texts adhere to the
expected standards of clarity, coherence, and professionalism.

 Language and Style: Each type of text has its own stylistic conventions. For
example, argumentative texts require formal and objective language, avoiding
colloquialisms or overly emotional appeals (Fahnestock & Secor, 2004). In
contrast, narrative texts allow for more creativity and personal expression,
though still adhering to certain grammatical and syntactical rules.
 Grammar and Syntax: Proper use of grammar and syntax is crucial across all
written texts. Punctuation, sentence structure, and word choice must be
consistent with the norms of the language, ensuring that the meaning is clear and
unambiguous (Bazerman, 2013). In academic writing, adherence to a particular
citation style, such as APA, MLA, or Chicago, is also considered a normative
practice.
 Formatting: The physical presentation of a written text—such as font type, size,
spacing, and margins—follows specific guidelines that can vary depending on
the genre and purpose of the text. In academic and professional writing, these
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formatting standards are typically detailed in style guides or institutional

guidelines.

4. Routines and Formulas in Written Communication

Routines and formulas refer to the standardized structures, phrases, and patterns that
facilitate the efficient creation of written texts. These conventions help to streamline the
writing process and ensure that texts meet the expectations of their intended audience.

 Routines: The writing process itself often follows certain established routines,
including stages such as brainstorming, drafting, revising, and proofreading.
These routines help writers refine their ideas and ensure clarity in their final
product (Goleman, 2011).
 Formulas: Certain types of writing, particularly in professional and academic
contexts, make use of formulaic expressions and structures. For example, in
argumentative texts, introductory phrases such as "It is commonly believed
that..." or "The evidence suggests that..." help to frame the argument in a way
that is immediately recognizable to the reader (Bazerman, 2013). Similarly,
expository writing often relies on formulaic structures like “first,” “next,” and
“finally” to guide the reader through a logical sequence of ideas.

Conclusion

In conclusion, written communication encompasses a diverse range of text types, each

with its own structural conventions, formal elements, and norms. Understanding the
distinctions between narrative, expository, argumentative, and descriptive texts is
essential for producing clear and effective written work. Moreover, adherence to the
norms of grammar, style, and formatting ensures that written texts are both professional
and coherent. Finally, the use of established routines and formulas aids in the efficient
creation of written texts, enabling writers to meet the expectations of their audience
while maintaining clarity and precision.

References

Bazerman, C. (2013). Writing and knowing: Toward a theory of writing as a social

process. In C. Bazerman, D. R. A. Moore, J. G. de la Cruz, D. J. H. Gill, L. S. Lunsford,
S. R. Neff, & A. R. Packer (Eds.), Writing in the social sciences (pp. 3-14). Oxford
University Press.

Fahnestock, J., & Secor, M. (2004). The rhetorical tradition: Readings from classical
times to the present (2nd ed.). Bedford/St. Martin’s.

Goleman, D. (2011). Emotional intelligence: Why it can matter more than IQ. Bantam
Books.

Langer, J. A. (2002). The nature of writing and its implications for teaching. In A. R.
Luria & L. A. Vygotsky (Eds.), Mind in society: The development of higher
psychological processes (pp. 263-284). Harvard University Press.

Sternberg, R. J. (2003). The psychology of human thought. Cambridge University Press.

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