Text Type: Feature article

Teach Your Children the Hidden Meanings Behind Junk Food

Advertisements
Monday, September 22, 2008 by: Roosevelt Pitt (see all articles by this author)
Key concepts: Advertising, Food and Junk food
As parents, were our childrens first line of defense against an array of negative
influences. Constant barrages of unsavory images promoting foods of little or no
nutritious value are common place. The sky rains with products of expediency but offers
little hope for finding products that promote a better state of mind or body. As guardians
we do our best to erect shields to block and deflect the poisonous arrows of harmful
advertising. The reason we often fail is simply because we underestimate the power
advertising wields. Or because we don't really understand how advertising works. Plainly
speaking, as adults we find ourselves at times swirling in the bravado of false promises
these products spew.
The key to combating this successfully, I believe, is to first know that the word,
advertisement or advertise is derived from the French word "avertissement" which
means warning or caution. I recommend we make this the first response when watching
commercials of any kind. If we consistently acted on the side of caution, Im sure certain
foods could be avoided all together.
Second, children are constantly exposed to advertising messages designed to make them
believe they cant live without a certain product. Hence the influential power of the
medium. But how does it work? Understand that we purchase based on emotions. How we
feel about a product determines if we will buy it or not. It all begins with what advertisers
have coined as the think-feel-do model of message effects, which presumes that we
approach a purchase situation using a sequence of responses. In other words, we think
about something, then we form an opinion or attitude about it (feel) and finally we take
action and try it or buy it (do). Advertising helps shape our attitude favorably about a
product to entice us to buy. A simple process it seems, but so difficult to master as a
consumer.
I believe our biggest problem as consumers is that we bypass the thinking part and dive
head first into the feel part of decision making. That is always a mistake. Worse, we pass
this behavior to our children. In no way am I concluding that all advertising is bad. But
once we take to heart that the manipulations of target marketing can increase the
likelihood of obesity, poor nutrition, eating disorders, cigarette and alcohol use in children
and adolescents, then perhaps we will improve our knowledge and acquire tools to use to
offset the effects. Unfortunately, there is no way to completely avoid advertising targeted
to children, but there are some things you can do to reduce the effects:
1. Limit television and Internet use to no more than two hours a day each.

2. Teach your children how to interpret advertising messages. Explain to older children
the purpose of advertising and the mind tricks they use in their messages.
3. Instill values in your children consistently. Help build their sense of self and self esteem
so that they understand that material things will not make them better people. Involve
your children in extracurricular activities to keep them active and stimulated. Work with
your children to make sure they achieve a healthy body image despite what the media
culture considers attractive.
4. Lastly, but I will dare say the most important -- practice what you preach. Mr. Douglas
Castle, CIOF Director of Strategic Planning, once shared that a parents credibility is
worthless if not followed by consistent action.
The effective way to handle the influence of advertisements is to live the healthy example
you wish your children to practice. Build a pattern of behavior that is consistent with what
you want for your child. In fact we should be flesh and blood advertisements to our
children. Are they not exposed to us more than television? If not, then that is where the
true problem lies.

Key identifiers for this text type

A feature article is a news paper article or magazine article about an
issue, event or person. It often has an emotional appeal, personal or
humorous approach and is written in an individual style. Because of
the individual style it can take a variety of forms.
The writer use a confident tone as though they know everything and
present information that is entertaining or exciting as they must keep
the readers attention
Usually written in first person
Example: an interview, celebrity profile, lifestyle article, investigative
piece, self help piece, news feature or personal experience piece.

It has five essential elements depending on purpose and context.

Theme: The theme (main idea) is often supported by images,
graphs or photographs
Facts: The writer uses lots of facts to make it authentic.

 Quotes: Direct quotes usually taken out of context to support

their article and indirect quotes used like a summary of ideas and
again twisted to make the article sound really informative.
Anecdotes: stories to help argue their point
Personal comment: the writers opinion to expand on the
theme and reflect the evidence provided
Feature articles
1. Write a feature article for a newspaper. Pick a topic that interests
you, then research it before writing the piece. Prompts: Headline,
Introduce the topic and tell why it is interesting, Give some
examples, facts, history, quotes, Summarize topic and give ideas
for the future. Space for an illustration with caption.

2. Write a feature article for a newspaper. Pick a topic that interests

you, then research it before writing the piece. Prompts: Headline,
Introduce the topic and write most intersting aspect, Support
with quotes, anecdotes, facts, background info, Summarize topic
plus a message or lesson learned. Space for an illustration with
caption.

Text Type: Main article

SYDNEY MORNING HERALD

Push for ban on junk food ads

Kelly Burke
October 30, 2007
THE onslaught of junk food marketing that heralded the movie Shrek the Third earlier this year would
be banned internationally, under a plan announced yesterday for a World Health Organisation code
controlling the advertising of food to children.
The call, made to the Consumers International World Congress in Sydney, would include outlawing the
use of popular cartoon characters to sell foods high in fat, sugar and salt on television and the internet.
Sue Davies, the senior policy officer of Britain's largest independent consumer body, Which?, told the
congress yesterday childhood obesity was no longer a problem restricted to affluent countries.
"Less developed countries such as Mexico have soaring rates of childhood obesity," she said. "Without
action at an international level, companies will shift more of their aggressive marketing activities to
countries where there are the least controls."
The proposal reflects advertising standards in Finland and Germany, where sales pitches to children by
cartoon characters are prohibited. In Norway and Sweden, ads targeting children under the age of 12
are banned, while in Britain, children's TV personalities are banned from appearing in ads before 9pm.
No such restrictions exist in Australia, where Children's Television Standards have not been changed
since their introduction 17 years ago. The Australian Communications and Media Authority is
conducting a review into the standards, with a draft report expected early next year.
An independent Bond University review of international research on children's marketing presented to
the authority found that real-life and animated characters were positively associated with products
advertised to children between the ages of two and six. The paper also found "a fairly clear associative,
but not causal, link between television advertising and pester power".

Key identifiers for this text type

Usually informative and unbiased, current news, event or personal story written
in third person
The main article tries to give you the basic information of Who, What, Where,
When, Why, How . This form of structure is sometimes called the "inverted
pyramid," to refer to decreased importance of information as it progresses.
And includes other things like eye witness accounts, direct quotes , and advice
from authorities

1. Write an editorial for a newspaper. Pick an issue or problem, then

research the topic before writing your letter. Use moderate
language, facts, and strong, logical arguments in your editorial.
Prompts: Headline, Explain the problem, Explain the other side and
its weakness, Explain your solution and its strengths, Support your
solution with facts, examples, Restate your position plus you view of
the future.

2. Write an editorial for a newspaper. Pick an issue or problem, then

research the topic before writing your letter. Use moderate
language, facts, and strong, logical arguments in your editorial.
Prompts: Headline, State the issue and your position or solution,
Explain the other side and its weakness, State the reasons (facts)

supporting your position, Support your position with examples,

Restate your position plus you vision of the future

Text Type: Opinion/ Letters to the Editor

Letter to the Editor

Junk food menace

Delicious pasta, mouth-watering burgers, yummy pizzas aren't these the foods liked by the young?
Canteens in city schools and colleges contribute to the fast spreading junk food and aerated drinks
menace. Traditional lunch boxes are out of fashion, while canteen food is the in thing. Nutritional
experts have affirmed that chips, burgers, and the like are the commonest foods consumed by the
young.
These lead to obesity and other health hazards. Schools can make a beginning by stopping the supply of
junk food. They can sell fresh fruit juice, lemonade and nutritious food.
Supriya Kapoor,
New Delhi

Key identifiers for this text type

Has a definite point of view

biased
Usually uses I
Has suggestions on how to fix the problem
Generally makes fun of the other side of the issue
Has overloaded with emotional appeals
Can present the issue as a joke
Has the authors name at the bottom of the article and their suburb

Text Type: Opinion/Editorial

The Sunday Age

The indigestible truth about junk food ads and our kids
June 10, 2007
HARDLY a week passes that we are not confronted by yet another government policy seeking to
impose a measure of control on an aspect of our lives most of us feel perfectly capable of regulating on
our own. We call it the encroachment of the "nanny state", and this desire by legislators to protect us
from many of the so-called vices we face day to day is something The Sunday Age has long opposed.
Two recent examples of the encroachment of the nanny state we have opposed are the cricket
authorities' ban on that insouciant pleasure known as the Mexican wave, and Victoria's 19th-century
drinking laws.
Yet today we face a challenge to our own opposition to the nanny state. It is the question of junk food
advertising aimed at children and whether it should be banned, or at least restricted. Until now the
Howard Government has rightly refused to accede to those interest groups pushing for a ban on junk
food advertising, citing the need for individuals to learn to decide for themselves what is right for their
bodies. As Health Minister Tony Abbott said last year: "The point I make is that we've got to accept a
certain amount of sub-optimal outcomes because we live in a free society and, to some extent, people
need to be able to make their own mistakes." This is to say nothing of the right of food and drink
producers employers, exporters and creators of products so delectable that some might argue life
would not be worth living without them to market and sell their products.
Instead of imposing bans on junk food advertising, Prime Minister John Howard and Mr Abbott have
an approach that encourages greater community awareness of healthy lifestyles. Yet it is perhaps time to
face the fact that this approach has not worked. It is depressing, but true, to say that two-thirds of adult
males, half of adult females and a quarter of our children are overweight. Many of the habits we

indulge as adults we picked up as children a fact keenly recognised by fast-food purveyors who use
a plethora of child-friendly characters and gimmicks to buy the loyalty of pre-pubescent consumers into
adulthood. And while we might argue that after 50 years of television advertising no one is taken in by
those tricks any more, advertisers well know that no audience is easier to beguile than one that is
smugly confident of its own sophistication. Perhaps, then, it is time we confronted the reality that we
are losing the battle against childhood obesity and introduced new restrictions on the way junk food is
marketed to children.
It is not that long since libertarians argued passionately against banning cigarette advertising or laws
requiring individuals to wear seatbelts in cars. Yet, decades after these changes, the net effect of these
reforms has been of almost incalculable benefit to our society. Not only in terms of public health but
also in slashing the cost of treating tobacco-related illness and fewer road-trauma victims. Unless we
take more aggressive action, an obesity epidemic could be another public-health disaster just over the
horizon. Prevention is better than cure. The best way to prevent obesity may well include developing a
better way to market food and drink treats which, consumed in excess, can cause so much unhappiness.

Key identifiers for this text type

Editorials are often used to spotlight one aspect of a story that has been
overlooked.
An editorial is a way for a reporter to get her own personal opinion into a story,
rather than the objective approach used with other newspaper stories. These are
normally written by the staff reporters, though community leaders or experts in
certain fields are occasionally invited to craft an editorial.

There are six elements to writing an Editorial

Keep the topic relevant. The topic of an editorial should normally be about a
current news story or event. This doesn't have to be a major story or event, but it
should be something with a broad appeal to the readership. If it uses a past
topic then it is done on the anniversary or a reoccurring event that is similar
Use personal opinion. The main difference between an editorial and a news
story is that there is room to try to persuade readers with your personal opinion.
use emotion, but in a limited manner. An editorial written out of anger or
another strong emotion is not going to hold the persuasive power of one written
with a limited range of emotion. Editorials express distaste and or
disappointment rather than strong emotions and that keeps the readers engaged

Use persuasive language. Using clear, active language is far more persuasive
than a weak narrative that rambles. Editorials get to the point.
Get your facts straight. If you are discussing people or businesses in your
editorial, be sure that all facts are correct and are attributed. If you are writing
negative opinions about people or businesses, be sure to begin by stating that it
is your opinion. Opinions can be neither proved nor disproved
Try to be entertaining. Keeping all of the above steps of clarity, relevance and
fact-checking in mind, there is still room to write in an entertaining manner.
Readers usually expect to get more out of an editorial than simple facts, so don't
disappoint. You can use humor to illustrate your points if appropriate.

Newspaper Glossary
above the fold - The top half of the first page.
ads - Paid notices promoting items available for sale or lease or candidates for office.
article - A written piece about a topic.
beat - The specialization of a reporter, for example, government, business, or sports.
byline - The name of a reporter as credited near the top of a newspaper article.
caption - An explanation of a picture or illustration, usually placed under the picture.
classified ads - Advertisements placed by people and businesses to let people know
about items for sale and available jobs.

cropped - shortened. Articles are oftened cropped by an editor so that they will fit onto
the newspaper page.

deadline - The time at which an article is due.

editor - The person in charge of the content of the paper.

editorials - Opinion articles, written by the publisher, editors, and columnists of the
paper.

feature article - Non-news general interest pieces, for example, an article on stamp
collecting.

five W's - Who, what, when, where, and why.

freedom of the press - In the USA, the freedom of the press is guaranteed by the
First Amendment to the US Constitution. In many countries around the world, there is no
freedom of the press.

headline - The title of an article; it is set in large, bold type.

hook - Something written early in an article that grabs the reader's attention and makes the
reader want to read the rest of the article..

interview - A conversation with a person in order to obtain information. Reporters

interview people to find out about the topic they are writing about.

interviewee - The person who is being interviewed.

interviewer - The person who is conducting the interview.
inverted triangle - A diagram shaped like an upside-down triangle that notes the
content of a newspaper article, listing the most important items first.

lead (or lede) - The first paragraph of each newspaper article (the first paragraph); the
lead should summarize the main facts of the article, telling the 5 W's (who, what, when,
where, and why) and how..

letters to the editor - Letters from readers - they appear in the letters to the editor
portion of the op-ed section of the newspaper.

news article - A piece that describes and explains a current news event.
newspaper - A newspaper is a daily or weekly publication that contains news articles,
editorials, and other items. Newspapers are printed on large sheets of inexpensive paper that
are folded. Ads (and to a much lesser extent, subscriptions) pay the costs of operating a
newspaper. Synonyms for newspaper are paper and rag (this is a disparaging term).

nut graf - The paragraph that contains the core information about the story and tells the
reader why the story is important.

op-ed - The opinions/editorials section of a newspaper.

publisher - The owner of a newspaper.
quote - The exact words of your subject (the interviewee).
rag - a disparaging slang term for a newspaper.
reporter - A person who researches and writes an article for a newpaper.
scoop - A news story that no other reporter has discovered yet!
sidebar - A story that accompanies a main story, perhaps detailing a background event or
a related topic.

supporting paragraphs - Paragraphs following the lead; these paragraphs go into

more detail about the topic, often including quotes and interesting facts. The less important
information should appear later in the article, since the article may be cropped (shortened)
by the editor.

Structure of a Newspaper

First section - with major news, world news and sometimes, editorials
(where the newspaper editors and others offer their opinions on various
topics - published with the op-eds, short for opinions-editorials). The
most important news articles are on the first page; the top half of the
first page is referred to as "above the fold."
Local news section -with local news and weather.

Sports section.

Lifestyle section - often containing feature articles (non-news general

interest pieces, for example, an article on stamp collecting or visiting
New York City), entertainment, travel, fashion information, cooking,

useful household hints, advice columns, the comics, puzzles, and

reviews of movies and books.

Classified ads section in which people and businesses advertise items

for sale and post job notices.

Paid advertisements are scattered throughout the paper except on first

pages (the ads generate most of the revenue that keeps a newspaper in
business).

Text Types
Different assignments may require different text types. The following table lists some categories of text
types. Research Assignments usually require a factual text type.
Categories of Text Types

Literary Text
Narrative

Factual Text
Factual description

Literary Recount

Information report

Observation

Procedure

Literary description

Procedural recount

Personal Response

Factual recount

Review

Explanation

Exposition

Discussion

Description of Factual Text Types

Text Type

Purpose

Features

Factual
Description

Describe living,
nonliving or natural
phenonema
(Describes something
or someone)

Introductory paragraph about

subject
Series of paragraphs describing
different aspects of subject
Optional concluding paragraph
e.g. Texts in information books

Information
Report

Classify and describe

general classes of
phenonema
(Describes a class of
things)

Opening general definition or

classification
Sequence of related statements
about topic
Concluding statement
e.g. text books

Procedure

To instruct how
things are done
through a series of
steps
(Tells how to do
something)

Opening statement of goal or

aim
Materials required are listed in
order of use
Series of steps listed in
chronological order eg recipe

Procedural
Recount

Record steps taken to

achieve a goal or
outcome
(Tells how something
was achieved)

How things were made

To recount in sequential order
the steps taken to achieve a
particular goal/outcome after
doing a procedure.
e.g scientific experiment

Factual
Recount

Retell a series of
events in the order
they occurred
(Tells what happened)

Orientation - background
information about who, where
and when
Series of events in chronological
order
A personal comment
e.g. Historical report

Explanation

To explain
scientifically how
technologically and
why natural
phenomena came into
being
(Explains how things
happen and why they
are as they are)

A general statement
Series of paragraphs explaining
how or why
Series of events in chronological
order
Concluding statement

Exposition

To argue a case for or

against a point of
view about an an
issue
(Argues a point of
view)

Point of view is stated

Justifications of arguments
presented in logical order
Summing up of argument and
reinforcement of point of view

Discussion

To present issues for

more than one
perspective and make
recommendations
based on evidence
(Discusses different
points of view and
makes a judgement)

statement of the issue and a

preview of the main points
arguments for and supporting
evidence
arguments against and
supporting evidence
(alternatively argument/counter
argument a point at a time)
recommendation - summary and
conclusion

Letter to the Editor

(Response genre)
A letter to the editor is an example of a formal letter expressing an opinion, a complaint, an
argument or giving information
Structure
Use the conventions of a formal letter
Introduce the topic and your opinion early
May be a reference to a previous letter or article
Usually a mix of fact and opinion
Organise paragraphs with details to support your opinion
Paragraph length may vary
Language features
Formal term of address (Dear Sir or Dear Editor)
Persuasive language
Subjective but not too emotional

 Language should be formal

A direct appeal to the editor or readers

Exposition (Argument)
(Factual genre)
An exposition argues or persuades for or against
Structure
A lead-in sentence to state the topic and capture interest
Introduction should include signpost sentences to the issues to be raised
One paragraph per main idea.
Each paragraph starts with a topic sentence containing an assertion
Arguments should show logical progression
Prioritise and sequence arguments
Conclusion summarises content
Conclusion contains no new information
Conclusion restates your view in different words
Language features
It is best to avoid using the first person
Use strong modal verbs such as must, should, will not
Use words expressing certainty: definitely, ultimately, undoubtedly, unequivocally
Linking words and phrases expressing cumulation: Furthermore; In addition; Moreover
Acknowledge sources of information
Avoidance of I is not always possible in an argument essay e.g. I believe

Speech
(Factual and Response genres)
A speech is an oral presentation of information or a response

Structure
Statement to inform the reader of the topic and purpose
Opening sentence to engage the audience
Ideas and information organised and linked
Short chunks of information which the audience can digest
Pausing for effect and to check audience response
Ideas not always fully developed as in an essay
Conclusion may include an example a recommendation
Language features
Address the audience group (class; ladies and gentlemen)
Repetition and restatement of ideas
Personal language (I, you, we)
Some colloquial language

 Phrases and short sentences or isolated words may be used for effect
Questions may help to set up a conversation with the audience

Narrative
(Story genre)
Structure
Orientation
Complication(s) or conflict
Sequence of events
Resolution
Coda (optional): a comment or evaluation of events in the story
Language features
Opening words capture readers interest
May use storytelling conventions (especially in Myths, Fairytales: Once upon a time)
First or third person storyteller or voice
Process or action verbs to recount events
Most often in the past tense, but may be in the immediate present for effect
Vary sentences length: simple, compound or complex
Short sentences increase tension; longer sentences provide contrast and detail
Time words connect events (e.g. After that; Then; A few moments later)
Noun groups describe characters and settings (e.g. the noisy children playing in the park)
Dialogue develops action and characters
Tense may change within the dialogue

Research
(Information Literacy)
Information literacy is the ability to access, evaluate, organise and use information
Structure
1. DEFINING your topic
underline the key words in the task
brainstorm what is already known about the topic
pose questions to investigate
2. LOCATING your information
determine the range of possible sources
list keywords and search terms
identify which sources best answer the question
3. SELECTING your information
select a variety of resources (books, online sources, journals...)
skim and scan the text looking for keywords and phrases
select information that answers your focus questions
ensure information is recent, relevant, accurate and unbiased
record sources in a bibliography
4.ORGANISING your information

organise notes under headings

determine which information is most important
check that the focus questions have been answered
use own words or cite references

5. PRESENTING your information

determine the presentation format that is appropriate/required
check bibliography is in alphabetical order
6. EVALUATING your work
check that the question was answered
relect on new skills learnt
reflect on skills that need to be improved

Recount
(Story genre)
A recount retells past events in the order in which they happened
Structure
Orientation: sets the scene
Sequence of events in the order in which they happened
(optional) a final personal comment or reflection
Language features
Opening words capture readers interest
May use the first person
Most often in the past tense, but may be in the immediate present for effect
Vary sentences length: simple, compound or complex
Short sentences increase tension; longer sentences provide contrast and detail
Time words connect events (e.g. As soon as.; Eventually; Then; A few moments later)
Noun groups describe people and places (e.g. the noisy children playing in the park)
May include reported or direct speech (He said .)

Procedure
(Factual genre)
A procedure gives instructions
Structure
A lead-in sentence to state the goal
Start with a list of materials
Series of sequential sentences which may be numbered
Check the order of the sentences
Concluding sentence expresses success
Language features
Use command words (Cut..; Pour; Fold)
Most sentences start with a verb
Use correct technical terms
Linking words and phrases expressing sequence (first; then; next; finally)
Exact details or information

Interview
(Factual, Story or Response genres)
An Interview is a process for obtaining information, a story or a response
Structure
Background information to avoid questions about well-known facts
Clear idea of the purpose of the interview
Carefully prepared questions
Ask questions in an appropriate manner
Record and interpret answers
Identify key points
Reconstruct the results
Language features
Register : politeness and formality
Body language and inter-personal manner
Open-ended and closed questions
Modality; care in the use of why questions
Follow-up questions and unexpected leads
Transition strategies when switching topics

Information Report
(Factual genre)
A report presents information about a subject
Structure
Opening statement
- Lead in sentence to state the topic and capture interest
- may include a short description of the subject
- may include definition
- may include classification or categorisation of types
Paragraphs
- each paragraph is about a different aspect of the subject.
- begins with a topic or a preview sentence
- focus is on facts not opinion
Conclusion
- Summarises the information presented
- Does not include any new information
Language features
Technical language related to subject
Formal and impersonal language
Uses timeless, present tense e.g. Adelaide is popular with international students.
Often uses the passive voice e.g. are being created
Many being and having verbs

Film Review
(Response genre)
A book review gives information about a film and offers critical appraisal
Structure
Lead-in sentence to state the topic and capture interest
Introduction identifies the title, type of film and maybe the actors
Introduction should include signposts the rest of the review
Brief plot summary: only main events and a few details for interest
May include a summary of theme
May include a discussion of the actors
Do not divulge the ending
Includes a recommendation
Language features
Includes opinion and subjective language (exhilarated, disappointed)
Technical film terms (close-up; unfolds; angle; landscape)
Present or past tense to retell the story (used consistently)
Chronological linking words for retelling events (later, then)
Thinking, feeling, observing verbs (anticipated; shuddered; thrilled)

Explanation
(Factual genre)
An Explanation explains processes
Structure
A lead-in sentence to state the topic and position the reader
Introduction should include signpost sentences
Start with known information
Series of sequential paragraphs
Conclusion summarises content
Conclusion contains no new information
Language features
Avoid using the first and second person; generalised participants
Use timeless present tense
Use passive voice (is made; is placed)
Use correct technical terms
Linking words and phrases expressing sequence (after..; then; next; finally)
Exact details or information

Discussion
(Factual and response genres)
A discussion explores several sides of an issue
Structure
Lead-in sentence to state the topic and capture interest
No view on the question in the introduction
Should include signposts to the issues to be raised
A balanced presentation of the issues
One argument per paragraph
Paragraphs must have a topic sentence followed by elaboration with evidence and examples
Conclusion summarises the main points with new information
The conclusions ncludes your own view for/ against / on the fence. It should be a strong
statement (e.g. It can be concluded that
Language features
Keep a distance from the topic
No emotional language
Occasional dramatic questions for effect (rhetorical questions)
Write about the topic in general terms
Verbs iclude agree disagree (It is believed that ; Experts agree that)
Nominalisation of concepts

Description
(Factual genre)
Describes a person, place or thing
Structure
Statement to inform the reader of the topic being described
Opening sentence should engage readers interest
A series of paragraphs each giving details of different aspects
Does not contain opinion or evaluation
Language features
Rich choice of words and synonyms
Vary the foregrounding in sentences to add interest
Opportunity to expand word choice
o Nouns and noun groups
o Adjectives
o Adverbs and adverbial groups
Often written in the present tense
Verbs which express feeling and being / existing
May contain subjective language
More information
More ideas and examples about descriptions can be found in:
Targeting text (series), Blake Education, Glebe N.S.W.
Anderson, M 1997, Text types in English, Macmillan, 1998.
English Elements (series), Jacaranda Wiley, Milton, Qld.
Whitfield, M 2001, Targeting writing across the curriculum, Blake Education, Glebe, N.S.W.

 Schill, J 1998, On track: working with texts, Heinemann, Port Melbourne.

Excel essential skills (series), Pascal, Glebe, N.S.W.

Book Review
(Response genre)
A book review offers information about a book and critical appraisal
Structure
Lead-in sentence to state the topic and capture interest
Introduction identifies the title, author and type of book
Brief plot summary: only main events and a few details for interest
May include a summary of theme
May include a discussion of characters
Comment on authors style
Conclusion includes a recommendation
Language features
Includes opinion and subjective language
May include quotations
Present or past tense to retell the story (used consistently)
Chronological linking words for retelling events (later, then)

http://www.sac.sa.edu.au/Library/Library/Topics/Literacy/book_review.htm