Genre Writing
Genre writing refers to a specific style, form or topic of a text within a text type. A genre has a characteristic style, a particular purpose and an identified audience of readers. The NSW English K–10 Syllabus defines a genre as the categories into which texts are grouped based on similarities in premise, structure and function.
For example within the:
narrative text type, genres include fairy tales, fables, science fiction, mystery stories.
recount text type, genres include diary entries, news articles, personal letters and autobiographies.
procedure text type, genres include recipes, instruction manuals and game rules.
response text type genres includes book reviews, emails and editorial articles.
Genres are an effective way to teach students how to write. This is because a genre provides a clear structural framework and specific language features that support a writer to organise ideas into a coherent text.
A genre can be understood as a step-by-step template that guides students through the writing process. It helps them to sequence information and use the conventions that are required for effective and impactful communication.
For example, by using the genre of a scientific explanation, students have a way to communicate information about a scientific phenomenon. Using the structure of this genre, students will logically sequence information as a series of paragraphs that explain each stage or aspect of a scientific phenomenon. Using the language features of this genre, they will include scientific vocabulary and terminology, and causality to show logical cause and effect relationships.
Genre writing enables students to develop a deep understanding of important, substantive concepts, skills and ideas within key learning areas (KLAs) other than English, including Mathematics, Science and Technology, Personal Development, Health and Physical Education, Creative Arts, Human Society and Its Environment (History & Geography). When students write about a topic, they are actively organising and constructing their knowledge. As students write, they are engaging in higher-order thinking and communicating substantively about what they are learning.
Writing proficiency is central to student success during the school years. Good writing enables students to generate knowledge, express ideas, construct arguments, solve problems, think creatively, analyse possibilities, draw conclusions and be reflective. Writing in a genre provides a scaffold that supports students to be good writers, as they create texts that effectively communicate to achieve their intended purpose.
Australian Education Research Organisation (AERO) Ltd. (2022), Writing and writing instruction: an overview of the literature, edresearch.edu.au
Cheung, Y. L. (2016). Teaching Writing. In W. A. Renandya, & H. P. Widodo (Eds.), English Language Teaching Today: Building a Closer Link Between Theory and Practice. New York, NY: Springer International.
Anthropic. (2025). Claude [Large language model]. claude.ai
Quality teaching in NSW public schools (May 20023) Professional Support and Curriculum Directorate.
australiancurriculum.edu.au/curriculum-information/understand-this-general-capability/critical-and-creative-thinking