meaning of genre essay

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Ai, ethics & human agency, collaboration, information literacy, writing process.

• © 2023 by Joseph M. Moxley - University of South Florida

Genre may reference  a type of writing, art, or musical composition; socially-agreed upon expectations about how writers and speakers should respond to particular rhetorical situations; the cultural values; the epistemological assumptions about what constitutes a knowledge claim or authoritative research method; the discourse conventions of a particular discourse community . This article reviews research and theory on 6 different definitions of genre, explains how to engage in genre analysis, and explores when during the writing process authors should consider genre conventions. Develop your genre knowledge so you can discern which genres are appropriate to use—and when you need to remix genres to ensure your communications are both clear and persuasive.

Genre Definition

G enre may refer to

• by the  aim  of discourse
• by discourse conventions
• by  discourse communities
• by a type of technology
• a social construct
• the situated actions of writers and readers
• the situated practices and epistemological assumptions of discourse communities
• a form of  literacy .

Related Concepts: Deductive Order, Deductive Reasoning, Deductive Writing ; Interpretation ; Literacy ; Mode of Discourse ; Organizational Schema; Rhetorical Analysis ; Rhetorical Reasoning ; Voice ; Tone ; Persona

Genre Knowledge – What You Need to Know about Genre

Genre plays a foundational role in meaning-making activities, including interpretation , reading , writing, and speaking.

In order to communicate with clarity , writers and speakers need to understand the expectations of their audiences regarding the appropriate content, style, design, citation style, and medium. Genres facilitate communication between writers and readers, authors and audiences, and writers/speakers and readers/listeners. Genre and genre knowledge increase the likelihood of clarity in communications .

Writers use their knowledge of genre to jumpstart composing: a genre presumes a formula for how to organize a document, how to develop and present a research question , how to substantiate claims–and more. For writers, genres are an efficient way to respond to recurring situations . Rather than reinvent the wheel every time, writers save time by considering how others have responded in the same or a similar situation . Genres are like big Lego chunks that can be re-used to start a new Lego creation that is similar to past Lego creations you’ve created.

In turn, readers use genres to more quickly scan information . Because they know the formula, because they share with the author as members of a discourse community a common language, common topoi , archive , canonical texts , and expectations about what to say and how to say it in, they can skip through a document and grab the highlights.

Six Definitions of Genre

1. genre refers to a naming and categorization scheme for sorting types of writing.

“… [L]et me define “genres” as types of writing produced every day in our culture, types of writing that make possible certain kinds of learning and social interaction.” (Cooper 1999, p. 25)

G enre  refers to types of writing, art, and musical compositions. For instance

• alphabetical texts may be categorized as Expository Writing, Descriptive Writing, Persuasive Writing, or Narrative Writing .
• movies may be categorized as Action & Adventure, Children & Family Movies, Comedies, Documentaries, Dramas.
• music may be categorized as Artist, Album, Country, New Age, Jazz, and so on.

There are many different ways to define and sort genres. For instance, genres may defined based on their content, organization, and style. Or, genres may be defined and categorized based on

• Examples: Drama, Fable, Fairy Tale, etc.
• Move 1 Establish a territory
• Move 2 Establish a niche
• Move 3 Occupy the niche (Swales and Feak 2004)
• A research article written for a scientific audience most likely uses some for of an “IMRAC structure”–i.e., an introduction, methods, results, and conclusion
• An article in the sciences and social sciences would use APA  style for citations
• by the type of technology used by the sender and the receiver of the information.

2. Genre is a Social Construct

“Genres are conventions, and that means they are social – socially defined and socially learned.” (Bomer 1995:112) “… [A] genre is a socially standard strategy, embodied in a typical form of discourse, that has evolved for responding to a recurring type of rhetorical situation.” (Coe and Freedman 1998, p. 137)

Genre is more than a way to sort types of texts by discourse aim or some other classification scheme: Genres are social, cultural, rhetorical constructs. For example,

• writers draw on their expectations about what they believe their readers will know about a genre–how it’s structured ( what it’s formula is! ) and when it’s socially useful.
• readers draw on their past experiences as readers and as members of particular discourse communities. They hold expectations about the appropriate use of particular textual patterns in specific situations.

Or, consider this example: in the social situation of seeking a job, an applicant knows from  the archive , the culture,  the conversations about job seeking , that they are expected to create a  letter of application  and a  résumé . More than that, they know the  point of view  they are to take as well as the  tone –and more.

Writers and readers develop textual expectations tacitly — by reading and speaking with others — and formally: by studying genres in school. Students are inculcated in textual practices of particular disciplines (e.g., engineering or biology) as part of their academic and professional training.

3. Genres Reflect the Situated Actions of Writers and Readers

“a rhetorically sound definition of genre must be centered not on the substance or the form of discourse but on the action it is used to accomplish” (Miller 1984, p. 151)

Carolyn Miller (1984) extends this social view of genre in her article Genre as Social Action by operationalizing genre from a rhetorical perspective. Miller asserts genres are the embodiment of situated actions. In her rhetorical model of genre, Miller theorizes

• writers enter a rhetorical situation guided by aims (e.g., to persuade users to support a proposal ). The writer assesses the rhetorical situation (e.g., considers audience , purpose , voice , style ) to more fully understand the situation and the motives of stakeholders.
• For instance, a researcher could dip into a research study seeking empirical support for a claim . A graphic designer could open a magazine looking for layout ideas.

4. Genres Embody the Situated Practices and Values of Discourse Communities

“Genre not only allows the scholar to report her research, but its conventions and constraints also give structure to the actual investigations she is reporting” (Joliffe 1996, p. 283).

The textual practices of discourse communities reflect the epistemological assumptions of practitioners regarding what constitutes an appropriate rhetorical stance , research method , or knowledge claim . For instance, a scientist doesn’t insert their subjective opinions into the methods section of a lab report because they understand their audience expect them to follow empirical methods and an academic writing prose style

Academic documents, business documents, legal briefs, medical records—these sorts of texts are grounded in the situated practices of members of particular discourse communities . Practitioners — e.g., scientists in a research lab, accountants in an accountancy firm, or engineers in an engineering firm— share assumptions, conventions, and values about how documents should be researched, written, and shared. Discourse communities develop unique ways of communicating with one another. Their daily work, their situated practices, reflect their assumptions about what constitutes knowledge , appropriate research methods, or authoritative sources . Genres reflect the values of communities . They provide a roadmap to rhetors for how to engage with community members in expected ways. (For more on this, see Research ).

5. Genre Knowledge Constitutes a Form of Literacy

Genres  are created in the forge of recurring  rhetorical situations . Particular  exigencies  call for particular  genres . Applying for a job? Well, then, a résumé and cover letter are called for. Trying to report on an experiment in organic chemistry? Well, then a lab report is due. Thus, being able to recognize which  genre  is called for by  a particular exigency, a particular call to write , is  a form of literacy : If you’re unfamiliar with a genre and your reader’s expectations for that genre, then you may as well be from mars.

Genre Analysis – How to Engage in Genre Analysis

When we enter a rhetorical situation , guided by a sense of purpose like an explorer clutching a compass, we invariably compare the present situation to past situations. We reflect on whether we have read the work of other writers who have also addressed the same or somewhat equivalent rhetorical situation , the topic, we’re facing. If you have a proposal due, for instance, it helps to look at some samples of past proposals–particularly if you can access proposals funded by the organization from whom you are seeking support. 

For genre theorists, these are acts of typification –a moment where we typify a situation: “What recurs is not a material situation (a real, objective, factual event) but our construal of a type” (Miller 157).

In other words, genres are conceptual tools, ways we relate situated actions to recurring rhetorical situations. When first entering a situation, we assess whether this is a recurring rhetorical situation and whether past responses will work equally well for this new situation—or if we’ll need to tweak our response, our text, a bit. For instance, if applying for a job, you might look at previous drafts of job application letters

Genres are like prefabricated Lego pieces that we can use to jumpstart a new Lego masterpiece.

We abbreviate the experiences of our lives by creating idealized versions–i.e., metatexts that capture the gist of those experiences. Or, we access the archive , or our memory of the archive, and seek exemplars — canonical texts , the works of others who addressed similar exigencies , similar rhetorical situations.

To make this less abstract, let’s consider what might go through the mind of a writer who wants to write a New Year’s party invitation. If the writer were an American, they might reflect on the ritual ball drop in Times Square in New York City. They might recall past texts associated with New Year’s celebrations (party invitations, menus, greeting cards, party hats, songs, and resolutions) as well as rituals (fireworks, champagne, or a New Year’s kiss). They might even conduct an internet search for New Year’s Eve party invitations or download a party template from Google Docs or Microsoft Word. Over time, that writer’s sense of the ideal New Year’s party invitation becomes typified —a condensation of the texts and rituals and stories.

Because we tend to have unique experiences and because we have different personalities, motives, and aims , our sense of an ideal New Year’s Eve invitation might be somewhat different from those of our friends and family—or even the broader society. Rather than assuming it’s a good time to go out and party and dance, you may think it’s a good time to stay home and meditate. After all, as writers, we experience events, texts and rituals subjectively and uniquely. Thus, we don’t all have the same ideas about what should happen at a New Year’s party or even what the best party invite should look like. Still, when we sit down to write a party invitation for New Year’s Eve, this is a reoccurring situation for us, and we cannot help but be influenced by all of the past invitations we’ve received, what our friends and loved ones have recommended, and what we see online for party invite templates (if we engage in strategic searching).

Sample Genre Analysis

Below are some sample questions and perspectives you may consider when engaging in Genre Analysis.

1. When During Composing Should I Engage in Genre Analysis?

Early in the writing process — during prewriting — you are wise to identify the genre your audience expects you to follow. Then, engage in strategic searching to identify exemplars and canonical texts that typify the genre.

Next, you might begin your first draft by outlining the sections of discourse associated with the genre you’re writing in. For example, if you are writing an Aristotelian argument for a school paper, you might jumpstart your first draft by listing the rhetorical moves associated with Aristotelian argument as your subject headings:

• Introduce the Topic
• Introduce Claims
• Appeal to Ethos & Persona to Establish an Appropriate Tone
• Appeal to Emotions
• Appeal to Logic
• Present Counterarguments
• Search for a Compromise and Call for a Higher Interest
• Speculate About Implications in Conclusions

That said, it’s important to note that some people prefer not to think about genre at all during drafting. Research in writing studies has found that there is no single, ideal writing process . Instead, our personalities, rhetorical stance , openness to information , rhetorical situation (e.g., contextual factors such as time available and access to information )–and more — influence how we compose.

You may not want to think much about genre when

• You’re the type of writer who needs to write your way to meaning. For you, writing is rewriting
• Your audience may have specific expectations in mind that you haven’t addressed. You may be unfamiliar with how other writers have addressed that situation in the past. You may lack access to the information you need to research how others typically respond to the rhetorical situation you are facing

In summary, thinking about genre and reading the works of other writers addressing similar rhetorical situations will probably help you jumpstart a writing project. However, at the end of the day, only you can decide how to work with genres of discourse.

Coe, R., & Freedman, A. (1998). Genre theory: Australian and North American approaches. In M. L. Kennedy (ed), Theorizing composition: A critical sourcebook of theory and scholarship in contemporary composition studies (p p. 136-147). Greenwood Press.

Joliffe, D. A. (1996). Genre. In T. Enos (ed), Encyclopedia of rhetoric and composition: Communication from ancient times to the information age (pp . 279-284). Garland Publishing.

Miller, R. (1984). Genre as social action. Quarterly Journal of Speech, 70 , 151-167.

Swales, J., & C. Feak (2004). Academic writing for graduate students: Essential tasks and skills . University of Michigan Press

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Definition of Genre

Genre originates from the French word meaning kind or type. As a literary device, genre refers to a form, class, or type of literary work. The primary genres in literature are poetry, drama / play , essay , short story , and novel . The term genre is used quite often to denote literary sub-classifications or specific types of literature such as comedy , tragedy , epic poetry, thriller , science fiction , romance , etc.

It’s important to note that, as a literary device, the genre is closely tied to the expectations of readers. This is especially true for literary sub-classifications. For example, Jane Austen ’s work is classified by most as part of the romance fiction genre, as demonstrated by this quote from her novel Sense and Sensibility :

When I fall in love, it will be forever.

Though Austen’s work is more complex than most formulaic romance novels, readers of Austen’s work have a set of expectations that it will feature a love story of some kind. If a reader found space aliens or graphic violence in a Jane Austen novel, this would undoubtedly violate their expectations of the romantic fiction genre.

Difference Between Style and Genre

Although both seem similar, the style is different from the genre. In simple terms, style means the characters or features of the work of a single person or individual. However, the genre is the classification of those words into broader categories such as modernist, postmodernist or short fiction and novels, and so on. Genres also have sub-genre, but the style does not have sub-styles. Style usually have further features and characteristics.

Common Examples of Genre

Genres could be divided into four major categories which also have further sub-categories. The four major categories are given below.

• Poetry: It could be categorized into further sub-categories such as epic, lyrical poetry, odes , sonnets , quatrains , free verse poems, etc.
• Fiction : It could be categorized into further sub-categories such as short stories, novels, skits, postmodern fiction, modern fiction, formal fiction, and so on.
• Prose : It could be further categorized into sub-genres or sub-categories such as essays, narrative essays, descriptive essays, autobiography , biographical writings, and so on.
• Drama: It could be categorized into tragedy, comedy, romantic comedy, absurd theatre, modern play, and so on.

Common Examples of Fiction Genre

In terms of literature, fiction refers to the prose of short stories, novellas , and novels in which the story originates from the writer’s imagination. These fictional literary forms are often categorized by genre, each of which features a particular style, tone , and storytelling devices and elements.

Here are some common examples of genre fiction and their characteristics:

• Literary Fiction : a work with artistic value and literary merit.
• Thriller : features dark, mysterious, and suspenseful plots.
• Horror : intended to scare and shock the reader while eliciting a sense of terror or dread; may feature scary entities such as ghosts, zombies, evil spirits, etc.
• Mystery : generally features a detective solving a case with a suspenseful plot and slowly revealing information for the reader to piece together.
• Romance : features a love story or romantic relationship; generally lighthearted, optimistic, and emotionally satisfying.
• Historical : plot takes place in the past with balanced realism and creativity; can feature actual historical figures, events, and settings.
• Western : generally features cowboys, settlers, or outlaws of the American Old West with themes of the frontier.
• Bildungsroman : story of a character passing from youth to adulthood with psychological and/or moral growth; the character becomes “educated” through loss, a journey, conflict , and maturation.
• Science Fiction : speculative stories derived and/or inspired by natural and social sciences; generally features futuristic civilizations, time travel, or space exploration.
• Dystopian : sub-genre of science fiction in which the story portrays a setting that may appear utopian but has a darker, underlying presence that is problematic.
• Fantasy : speculative stories with imaginary characters in imaginary settings; can be inspired by mythology or folklore and generally include magical elements.
• Magical Realism : realistic depiction of a story with magical elements that are accepted as “normal” in the universe of the story.
• Realism : depiction of real settings, people, and plots as a means of approaching the truth of everyday life and laws of nature.

Examples of Writers Associated with Specific Genre Fiction

Writers are often associated with a specific genre of fictional literature when they achieve critical acclaim, public notoriety, and/or commercial success with readers for a particular work or series of works. Of course, this association doesn’t limit the writer to that particular genre of fiction. However, being paired with a certain type of literature can last for an author’s entire career and beyond.

Here are some examples of writers that have become associated with specific fiction genre:

• Stephen King: horror
• Ray Bradbury : science fiction
• Jackie Collins: romance
• Toni Morrison: black feminism
• John le Carré: espionage
• Philippa Gregory: historical fiction
• Jacqueline Woodson: racial identity fiction
• Philip Pullman: fantasy
• Flannery O’Connor: Southern Gothic
• Shel Silverstein: children’s poetry
• Jonathan Swift : satire
• Larry McMurtry: western
• Virginia Woolf: feminism
• Raymond Chandler: detective fiction
• Colson Whitehead: Afrofuturism
• Gabriel García Márquez : magical realism
• Madeleine L’Engle: children’s fantasy fiction
• Agatha Christie : mystery
• John Green : young adult fiction
• Margaret Atwood: dystopian

Famous Examples of Genre in Other Art Forms

Most art forms feature genre as a means of identifying, differentiating, and categorizing the many forms and styles within a particular type of art. Though there are many crossovers when it comes to genre and no finite boundaries, most artistic works within a particular genre feature shared patterns , characteristics, and conventions.

Here are some famous examples of genres in other art forms:

• Music : rock, country, hip hop, folk, classical, heavy metal, jazz, blues
• Visual Art : portrait, landscape, still life, classical, modern, impressionism, expressionism
• Drama : comedy, tragedy, tragicomedy , melodrama , performance, musical theater, illusion
• Cinema : action, horror, drama, romantic comedy, western, adventure , musical, documentary, short, biopic, fantasy, superhero, sports

Examples of Genre in Literature

As a literary device, the genre is like an implied social contract between writers and their readers. This does not mean that writers must abide by all conventions associated with a specific genre. However, there are organizational patterns within a genre that readers tend to expect. Genre expectations allow readers to feel familiar with the literary work and help them to organize the information presented by the writer. In addition, keeping with genre conventions can establish a writer’s relationship with their readers and a framework for their literature.

Here are some examples of genres in literature and the conventions they represent:

Example 1: Macbeth by William Shakespeare

Tomorrow, and tomorrow, and tomorrow , Creeps in this petty pace from day to day To the last syllable of recorded time, And all our yesterdays have lighted fools The way to dusty death. Out, out , brief candle! Life’s but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more: it is a tale Told by an idiot, full of sound and fury, Signifying nothing.

The formal genre of this well-known literary work is Shakespearean drama or play. Macbeth can be sub-categorized as a literary tragedy in that the play features the elements of a classical tragic work. For example, Macbeth’s character aligns with the traits and path of a tragic hero –a protagonist whose tragic flaw brings about his downfall from power to ruin. This tragic arc of the protagonist often results in catharsis (emotional release) and potential empathy among readers and members of the audience .

In addition to featuring classical characteristics and conventions of the tragic genre, Shakespeare’s play also resonates with modern readers and audiences as a tragedy. In this passage, one of Macbeth’s soliloquies , his disillusionment, and suffering is made clear in that, for all his attempts and reprehensible actions at gaining power, his life has come to nothing. Macbeth realizes that death is inevitable, and no amount of power can change that truth. As Macbeth’s character confronts his mortality and the virtual meaninglessness of his life, readers and audiences are called to do the same. Without affirmation or positive resolution , Macbeth’s words are as tragic for readers and audiences as they are for his own character.

Like  M a cbeth , Shakespeare’s tragedies are as currently relevant as they were when they were written. The themes of power, ambition, death, love, and fate incorporated in his tragic literary works are universal and timeless. This allows tragedy as a genre to remain relatable to modern and future readers and audiences.

Example 2: The Color Purple by Alice Walker

All my life I had to fight. I had to fight my daddy . I had to fight my brothers. I had to fight my cousins and my uncles. A girl child ain’t safe in a family of men. But I never thought I’d have to fight in my own house. She let out her breath. I loves Harpo, she say. God knows I do. But I’ll kill him dead before I let him beat me.

The formal genre of this literary work is novel. Walker’s novel can be sub-categorized within many fictional genres. This passage represents and validates its sub-classification within the genre of feminist fiction. Sofia’s character, at the outset, is assertive as a black woman who has been systematically marginalized in her community and family, and she expresses her independence from the dominance and control of men. Sofia is a foil character for Celie, the protagonist, who often submits to the power, control, and brutality of her husband. The juxtaposition of these characters indicates the limited options and harsh consequences faced by women with feminist ideals in the novel.

Unfortunately, Sofia’s determination to fight for herself leads her to be beaten close to death and sent to prison when she asserts herself in front of the white mayor’s wife. However, Sofia’s strong feminist traits have a significant impact on the other characters in the novel, and though she is not able to alter the systemic racism and subjugation she faces as a black woman, she does maintain her dignity as a feminist character in the novel.

Example 3: A Word to Husbands by Ogden Nash

To keep your marriage brimming With love in the loving cup, Whenever you’re wrong, admit it; Whenever you’re right, shut up.

The formal genre of this literary work is poetry. Nash’s poem would be sub-categorized within the genre of humor . The poet’s message to what is presumably his fellow husbands is witty, clear, and direct–through the wording and message of the last poetic line may be unexpected for many readers. In addition, the structure of the poem sets up the “punchline” at the end. The piece begins with poetic wording that appears to romanticize love and marriage, which makes the contrasting “base” language of the final line a satisfying surprise and ironic twist for the reader. The poet’s tone is humorous and light-hearted which also appeals to the characteristics and conventions of this genre.

Synonyms of Genre

Genre doesn’t have direct synonyms . A few close meanings are category, class, group, classification, grouping, head, heading, list, set, listing, and categorization. Some other words such as species, variety, family, school, and division also fall in the category of its synonyms.

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What is a Genre? Definition, Examples of Genres in Literature

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Genre definition: Genre is the organization and classification of writing.

What is Genre in Literature?

What does genre mean? Genre is the organization of literature into categories based on the type of writing the piece exemplifies through its content, form, or style.

Example of Literary Genre

The poem “My Papa’s Waltz” by Theodore Roethke fits under the genre of poetry because its written with lines that meter and rhythm and is divided into stanzas.

It does not follow the traditional sentence-paragraph format that is seen in other genres

Types of Literary Genre

There are a few different types of genre in literature. Let’s examine a few of them.

Poetry : Poetry is a major literary genre that can take many forms. Some common characteristics that poetry shares are that it is written in lines that have meter and rhythm. These lines are put together to form stanza in contrast to other writings that utilize sentences that are divided into paragraphs. Poetry often relies heavily on figurative language such as metaphors and similes in order to convey meanings and create images for the reader.

• “Sonnet 18” is a poem by William Shakespeare that falls within this category of literature. It is a structured poem that consists of 14 lines that follow a meter (iambic pentameter) and a rhyme scheme that is consist with Shakespearean Sonnets.

Drama : This literary genre is often also referred to as a play and is performed in front of an audience. Dramas are written through dialogue and include stage directions for the actors to follow.

• The Importance of Being Earnest by Oscar Wilde would be considered a drama because it is written through dialogue in the form of a script that includes stage directions to aid the actors in the performance of the play.

Prose : Prose is a type of writing that is written through the use of sentences. These sentences are combined to form paragraphs. This type of writing is broad and includes both fiction and non-fiction.

• To Kill a Mockingbird by Harper Lee is an example of fictional prose. It is written in complete sentences and divided through paragraphs.

Fiction : Fiction is a type of prose that is not real. Authors have the freedom to create a story based on characters or events that are products of their imaginations. While fiction can be based on true events, the stories they tell are imaginative in nature.

Like poetry, this genre also uses figurative language; however, it is more structural in nature and more closely follows grammatical conventions. Fiction often follows Freytag’s plot pyramid that includes an exposition, inciting incident, rising action, climax, falling action, resolution, and dénouement.

• The novel Slaughterhouse Five by Kurt Vonnegut is an example of a fictional story about the main character’s experience with his self-acclaimed ability to time travel.

Nonfiction : Nonfiction is another type of prose that is factual rather than imaginative in nature. Because it is more factual and less imaginative, it may use less figurative language. Nonfiction varies however from piece to piece. It may tell a story through a memoir or it could be strictly factual in nature like a history textbook.

• The memoir Night by Elie Wiesel is a memoir telling the story of Wiesel’s experience as a young Jewish boy during the Holocaust.

The Function of Genre

Genre is important in order to be able to organize writings based on their form, content, and style.

For example, this allows readers to discern whether or not the events being written about in a piece are factual or imaginative. Genre also distinguishes the purpose of the piece and the way in which it is to be delivered. In other words, plays are meant to be performed and speeches are meant to be delivered orally whereas novels and memoirs are meant to be read.

Summary: What Are Literary Genres?

Define genre in literature: Genre is the classification and organization of literary works into the following categories: poetry, drama, prose, fiction, and nonfiction. The works are divided based on their form, content, and style. While there are subcategories to each of these genres, these are the main categories in which literature is divided.

Final Example:

The short story “The Cask of Amontillado” by Edgar Allan Poe is a fictional short story that is written in prose. It fits under the prose category because it is written using complete sentences that follow conventional grammar rules that are then formed into paragraphs.

The story is also identified as fictional because it is an imagined story that follows the plot structure.

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Understanding What is Meant by the Word "Genre"

What do we mean by genre? This means a type of writing, i.e., an essay, a poem, a recipe, an email, a tweet. These are all different types (or categories) of writing, and each one has its own format, type of words, tone, and so on.  Analyzing a type of writing (or genre) is considered a genre analysis project. A genre analysis grants students the means to think critically about how a particular form of communication functions as well as a means to evaluate it.

Every genre (type of writing/writing style) has a set of conventions that allow that particular genre to be unique. These conventions include the following components:

• Tone: tone of voice, i.e. serious, humorous, scholarly, informal.
• Diction : word usage - formal or informal, i.e. “disoriented” (formal) versus “spaced out” (informal or colloquial).
•   Content : what is being discussed/demonstrated in the piece? What information is included or needs to be included?
•   Style / Format (the way it looks): long or short sentences? Bulleted list? Paragraphs? Short-hand? Abbreviations? Does punctuation and grammar matter? How detailed do you need to be? Single-spaced or double-spaced? Can pictures / should pictures be included? How long does it need to be / should be? What kind of organizational requirements are there?
•   Expected Medium of Genre : where does the genre appear? Where is it created? i.e. can be it be online (digital) or does it need to be in print (computer paper, magazine, etc)? Where does this genre occur? i.e. flyers (mostly) occur in the hallways of our school, and letters of recommendation (mostly) occur in professors’ offices.
• Genre creates an expectation in the minds of its audience and may fail or succeed depending on if that expectation is met or not.
• Many genres have built-in audiences and corresponding publications that support them, such as magazines and websites.
• The goal of the piece that is written, i.e. a newspaper entry is meant to inform and/or persuade, and a movie script is meant to entertain.
• Basically, each genre has a specific task or a specific goal that it is created to attain.
• Understanding Genre
• Understanding the Rhetorical Situation

To understand genre, one has to first understand the rhetorical situation of the communication. 

Below are some additional resources to assist you in this process:

• Reading and Writing for College

Genre Analysis

Genre analysis:  A tool used to create genre awareness and understand the conventions of new writing situations and contexts.  This a llows you to make effective communication choices and approach your audience and rhetorical situation appropriately

Basically, when we say "genre analysis," that is a fancy way of saying that we are going to look at similar pieces of communication - for example a handful of business memos - and determine the following:

• Tone: What was the overall tone of voice in the samples of that genre (piece of writing)?
• Diction : What was the overall type of writing in the three samples of that genre (piece of writing)? Formal or informal?
•   Content : What types(s) of information is shared in those pieces of writing?
•   Style / Format (the way it looks): Do the pieces of communication contain long or short sentences? Bulleted list? Paragraphs? Abbreviations? Does punctuation and grammar matter? How detailed do you need to be in that type of writing style? Single-spaced or double-spaced? Are pictures included? If so, why? How long does it need to be / should be? What kind of organizational requirements are there?
•   Expected Medium of Genre : Where did the pieces appear? Were they online? Where? Were they in a printed, physical context? If so, what?
•   Audience:   What audience is this piece of writing trying to reach?
• Purpose :  What is the goal of the piece of writing? What is its purpose? Example: the goal of the piece that is written, i.e. a newspaper entry is meant to inform and/or persuade, and a movie script is meant to entertain.

In other words, we are analyzing the genre to determine what are some commonalities of that piece of communication. 

For additional help, see the following resource for Questions to Ask When Completing a Genre Analysis . 

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• Literary Terms
• Definition & Examples
• When & How to Write Within a Genre

I. What is a Genre?

A genre is a category of literature identified by form, content, and style. Genres allow literary critics and students to classify compositions within the larger canon of literature. Genre (pronounced ˈzhän-rə) is derived from the French phrase genre meaning “kind” or “type.”

II. Types and Examples of Genres

Literature could be divided into countless genres and subgenres, but there are three main genres which preside over most subgenres. Here are the main genres in literature:

As poetry has evolved, it has taken on numerous forms, but in general poetry is the genre of literature which has some form of meter or rhyme with focus based on syllable counts, musicality, and division of lines (lineation). Unlike prose which runs from one end of the page to the other, poetry is typically written in lines and blocks of lines known as stanzas .

Here is an excerpt from Maya Angelou’s “Still I Rise”:

You may write me down in history

With your bitter, twisted lies,

You may trod me in the very dirt

But still, like dust, I’ll rise.

Does my sassiness upset you?

Why are you beset with gloom?

‘Cause I walk like I’ve got oil wells

Pumping in my living room.

Just like moons and like suns,

With the certainty of tides,

Just like hopes springing high,

Still I’ll rise.

Prose encompasses any literary text which is not arranged in a poetic form. Put simply, prose is whatever is not poetry. Prose includes novels, short stories, journals, letters, fiction and nonfiction, among others. This article is an example of prose.

Drama is a text which has been written with the intention of being performed for an audience. Dramas range from plays to improvisations on stage. Popular dramas include Shakespeare’s Romeo and Juliet , Lorraine Hansberry’s A Raisin in the Sun , and Tennessee Williams’ A Streetcar Named Desire.

III. The Importance of Using Genres

Genres give writers a specific type of literature to work within. They allow writers to specialize in one genre or to dabble in others. Students in creative writing may focus in a variety of genres from poetry to prose to nonfiction to playwriting. Genres allow us to classify literature, to deem what is appropriate for a certain type of literature, and to judge the merit of literature based on its genre. In general, genre is a classifying tool which allows us to compare and contrast works within the same genre and to study how works broaden or challenge certain genre-based constraints. New genres like media (writing for television, film, websites, radios, billboards, etc.) and the graphic novel (comic books) are expanding what we consider literature today.

IV. Genres in Literature

The three main genres in literature are prose, poetry, and drama, but there are many more subgenres, or genres within genres. Here are a few examples of other genres in literature:

Maus: A Survivor’s Tale by Art Spiegelman

Maus is an example of a literary genre called the graphic novel, sometimes better known as the comic book. In Maus , Spiegelman tells the story of the Holocaust using animal characters .

Speak by Laurie Halse Anderson

THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL 1. We are here to help you. 2. You will have time to get to your class before the bell rings. 3. The dress code will be enforced. 4. No smoking is allowed on school grounds. 5. Our football team will win the championship this year. 6. We expect more of you here. 7. Guidance counselors are always available to listen. 8. Your schedule was created with you in mind. 9. Your locker combination is private. 10.These will be the years you look back on fondly.   TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL 1. You will use algebra in your adult lives. 2.Driving to school is a privilege that can be taken away. 3. Students must stay on campus during lunch. 4. The new text books will arrive any day now. 5. Colleges care more about you than your SAT scores. 6. We are enforcing the dress code. 7. We will figure out how to turn off the heat soon. 8. Our bus drivers are highly trained professionals. 9. There is nothing wrong with summer school. 10. We want to hear what you have to say.

Speak is an example of young adult fiction, another subgenre of prose. YA fiction appeals to young adults from the ages of twelve to eighteen with coming-of-age stories about various subjects from high school struggles to family conflict to relationships.

There are numerous genres in literature, including poetry and prose, fiction and nonfiction, short stories and novels, dramas, fables , fairytales, legends , biographies, and reference books. The list goes on with countless genres and subgenres categorizing literature in numerous ways based on numerous characteristics and styles of writing.

V. Genres in Pop Culture

Genres are not limited to literature. There are genres of movies, television shows, and songs as well. Here are a few examples of genres in pop culture.

Nicholas Sparks’ The Notebook is considered by many to be the quintessential example of the romance genre in both fiction books and movies. Other movie genres include drama, comedy, romantic comedy, sci-fi, animated, and fantasy.

The are a lot of musical genres. The following are some of the most popular genres:

• Hip hop music
• Classical period
• Country music
• Classical music
• Popular music
• Rhythm and blues
• Heavy metal
• Electronic dance music
• Alternative rock
• Instrumental

VI. Related Terms: Style vs. Genre

Often, an aspect of what allows us to define a genre is the specific style of the writing. The mystery genre purposely uses suspense and withholding certain information from the reader. Different subgenres of poetry are written in different styles: haikus tend to be peaceful or playful, sonnets are often romantic, and free verse is free to hop styles with or without rhyme, with or without line breaks. The difference between style and genre is that genre is an overarching type of literature, whereas style can be considered an aspect of a genre or even of a specific writer’s voice. Here is an example of style versus genre:

We have no idea what’s going on! Who knows? Who could possibly know? Who murdered Mr. Brown?! Everyone is panicking! No one knows what to do! This is insane!

The style of this writing is choppy, overly dramatic, and panicked.

This story investigates the murder of Mr. Brown, who was found dead in the library. 

The genre, on the other hand, is the murder mystery.

VII. In Closing

Genres allow us to divide various types of literature, music, movies, and other art forms into classifiable groups. Beyond the classical genres of prose, poetry, and drama in literature, there are numerous subgenres ranging from fantasy to nonfiction.

List of Terms

• Alliteration
• Amplification
• Anachronism
• Anthropomorphism
• Antonomasia
• APA Citation
• Aposiopesis
• Autobiography
• Bildungsroman
• Characterization
• Circumlocution
• Cliffhanger
• Comic Relief
• Connotation
• Deus ex machina
• Deuteragonist
• Doppelganger
• Double Entendre
• Dramatic irony
• Equivocation
• Extended Metaphor
• Figures of Speech
• Flash-forward
• Foreshadowing
• Intertextuality
• Juxtaposition
• Literary Device
• Malapropism
• Onomatopoeia
• Parallelism
• Pathetic Fallacy
• Personification
• Point of View
• Polysyndeton
• Protagonist
• Red Herring
• Rhetorical Device
• Rhetorical Question
• Science Fiction
• Self-Fulfilling Prophecy
• Synesthesia
• Turning Point
• Understatement
• Urban Legend
• Verisimilitude
• Essay Guide
• Cite This Website

Literary Devices

Literary devices, terms, and elements, definition of genre.

A genre is any stylistic category in literature that follows specific conventions. Examples of genre in literature include historical fiction, satire , zombie romantic comedies (zom-rom-com), and so on. Many stories fit into more than one genre. The conventions that works follow to be a part of a certain genre change over time, and many genres appear and disappear throughout the ages.

The word genre comes from French, in which it means “kind” or “sort.” Originally, the word came from the Greek word γένος ( génos ) in which it has the same meaning. The Ancient Greeks created the definition of genre in order to classify their literature into the three categories of prose , poetry, and performance. From this early classification, more genres arose, such as the split between comedy and tragedy .

Types of Genre

There is wide proliferation of genre examples in the field of literature. Genre can be split by tone, content, length of novel, and literary technique. Note that genre is not defined by age (children’s literature, young adult, etc), nor by format (graphic novel, picture book, novel). Here is a short and non-exhaustive list of different genre examples in literature:

Common Examples of Genre

Genre is a term used in many different forms of entertainment, including movies, music, and television. Here is a list of different genres in film with examples of each genre:

• Romantic comedy : Love, Actually; When Harry Met Sally; Pretty Woman
• Musical : West Side Story; Hello, Dolly!; Fiddler on the Roof
• Crime : The Godfather; Goodfellas; Pulp Fiction
• Horror : Scream; I Know What You Did Last Summer; Saw
• War : Saving Private Ryan; Platoon; Schindler’s List
• Western : The Great Train Robbery; True Grit; The Good, the Bad, and the Ugly
• Documentary : An Inconvenient Truth; The Cove; Super Size Me

Significance of Genre in Literature

Genre conventions began to be defined in Ancient Greece to classify the theme of each work of literature. Greek playwrights agreed that some speech patterns were more suited to tragedy, while others were better for comedies, and indeed the themes of plays were divided by genre as well. In fact, genre was so important in Ancient Greek drama that actors were allowed only to perform only in one genre. Comedic actors did not perform in tragedies, and tragic actors did not perform in comedies.

Since the time of Ancient Greece the variety of genre examples has widened considerably, so that no list could be all-encompassing. There are many subcategories of each drama as well. For example, in the genre of science fiction we could find stories classified as apocalyptic ( War of the Worlds ), space opera ( Star Wars ), future noir ( Blade Runner ) and techno-thriller ( The Hunt for Red October ), to name just a few. Every work of literature can fit into a genre, and more than one genre can often be applied to a work. Genre shapes the reader’s expectations for that work, while authors also usually try to play with and push against the conventions in new ways.

Examples of Genre in Literature

PRINCE: A glooming peace this morning with it brings; The sun, for sorrow, will not show his head: Go hence, to have more talk of these sad things: Some shall be pardon’d, and some punished: For never was a story of more woe Than this of Juliet and her Romeo.

( Romeo and Juliet by William Shakespeare)

William Shakespeare’s plays are split into three genres: comedy, tragedy, and history. Each type of play had its own conventions. In Shakespeare’s tragedies, such as Romeo and Juliet , always end with the death of one or more characters. Comedies, on the other hand, end with one or more marriages. There was also frequent cross-dressing in Shakespearean comedies for humorous purposes, which was not a part of his tragedies. There are also more examples of foolish characters in Shakespeare’s comedies, whereas in his tragedies and histories this stereotypical character was not as prevalent.

At that time Macondo was a village of twenty adobe houses, built on the bank of a river of clear water that ran along a bed of polished stones, which were white and enormous, like prehistoric eggs. The world was so recent that many things lacked names, and in order to indicate them it was necessary to point.

( One Hundred Years of Solitude by Gabriel García Márquez)

Gabriel García Márquez’s novel One Hundred Years of Solitude is an example of the genre of magical realism. This is a genre that was created in the mid-20th century in Latin America, and involves supernatural events and characters. García Márquez sets up the expectations of this example of genre by showing that the fictive world in which the action takes place is different from the normal world, and has magical elements to it. The above paragraph shows that the village of Macondo is prelapsarian (e.g., before “Original Sin”) and thus there is a supernatural quality to the setting .

Now we walk along the same street, in red pairs, and no man shouts obscenities at us, speaks to us, touches us. No one whistles. There is more than one kind of freedom, said Aunt Lydia. Freedom to and freedom from. In the days of anarchy, it was freedom to. Now you are being given freedom from. Don’t underrate it.

( The Handmaid’s Tale by Margaret Atwood)

Margaret Atwood’s novel The Handmaid’s Tale is an example of narrative that can be described with more than one genre. It can be called a dystopian thriller, feminist science fiction, or post-apocalyptic. There are obvious indications that things are quite different in this world than in the modern United States, as the social norms have changed. However, there is a chilling dystopian aspect to it, as the character of Aunt Lydia notes that women now are free from men (yet they are enslaved in other ways).

As someone who had spent his life exploring the hidden interconnectivity of disparate emblems and ideologies, Langdon viewed the world as a web of profoundly intertwined histories and events. The connections may be invisible, he often preached to his symbology classes at Harvard, but they are always there, buried just beneath the surface.

( The Da Vinci Code by Dan Brown)

Dan Brown’s popular novel The Da Vinci Code includes some aspects of mystery and thriller. The protagonist of the novel, Robert Langdon, is supposed to be a “symbologist” at Harvard University, and uses the study of ancient symbols, especially in religion, to solve a modern-day mystery. Many thrillers, such as The Da Vinci Code , put an emphasis on plot over character development and using twists in the narrative to keep the readers excited.

“But this is touching, Severus,” said Dumbledore seriously. “Have you grown to care for the boy, after all?” “For him?” shouted Snape. “Expecto Patronum!” From the tip of his wand burst the silver doe: She landed on the office floor, bounded once across the office, and soared out of the window.

( Harry Potter and the Deathly Hallows by J.K. Rowling)

J.K. Rowling’s Harry Potter series is an example of the fantasy genre. It is categorized as young adult fiction, but again, this is not the genre of the novel. Indeed, while it is suggested as a good series for young adults and children, people of all ages enjoy these novels. The fantasy genre is represented by many different aspects of the series. In the above excerpt we can see fantastical and magical elements such as the use of spells and wands. J.K. Rowling also uses other conventions of the fantasy genre, such as the fight between good and evil, epic quests, and an alternate world in which different rules are possible.

Test Your Knowledge of Genre

1. Which of the following statements is the best genre definition? A. A category of literature that follows certain conventions. B. A way of classifying the appropriate age range of a work of literature. C. A system of differentiating literature from film and music.

2. Which of the following labels is an example of genre in literature? A. Young adult novel B. Graphic novel C. True crime thriller

3. Which of the following events usually concludes a Shakespearean comedy? A. One or more deaths B. One or more weddings C. A humorous epilogue

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What are Genres?

Key Outcomes

By the end of this chapter, you will be able to:

• Describe the concept of genre.
• Recognize differences across genres.
• Understand the concept of corollary genres.
• Identify and differentiate between writing genres and their particular conventions.

Introduction to Genres

Welcome to the genre chapter! At this point you might be asking yourself, “What exactly is a genre?” Or you might be thinking, “I have an idea of what genre means, but I’m not sure what genres do and why that’s important to writing.” Well, regardless of how confident you feel or don’t feel about your knowledge of genre, you’re probably more familiar with genre than you might think.

First off, a genre is a way to classify media, texts, documents, films, and many other written or artistic forms of expression. Think about a movie that you really enjoy watching and why. Is it because of the plot or  story? The characters? The organization, structure, or dynamic visual effects? Is it because you can relate to it fairly easily? Or because it brings you comfort or feelings of nostalgia? There are numerous reasons why we might enjoy a certain type of movie, and many of us develop a predilection for films that share similar characteristics. In other words, we tend to prefer certain genres of movies.  As Aristotle would proclaim, we humans are creatures of classification: Genres help us organize, enjoy, and compose texts or other forms of media more effectively and efficiently.

Now, think back to that movie you really enjoy watching. What classification, or genre, would you assign it to? Rom-com, horror, action? None of the above? Let’s say you chose 50 First Dates as your movie you enjoy watching. What would we classify this movie as? Probably a rom-com right? Why, though? What makes it rom-com? For one, there’s a romantic plot about love. The writers of the rom-com also sprinkled in some humor and a few  barriers the lovers have  to overcome before they can actually win each others’ affections. There are also the romance elements: wooing, tokens of appreciation, playing hard to get, exchanging saliva, and more. We can see here that certain movies have certain characteristics or traits that earn them a specific classification.

What happens, though, when we come across a genre that doesn’t quite fit the bill? How do we feel when the genre excludes or bends standard expectations or characteristics? Are we disappointed, upset, or intrigued? Why? Well, audiences have certain expectations for particular genres. When these expectations are not met, the audience reacts to or reads a text differently, which impacts the success of the work either positively or negatively. Thus genre classifications require conventions or defining characteristics that meet and/ or surpass an audience’s standard expectations. By understanding these conventions in terms of audience and other aspects of the rhetorical situation, we can more easily navigate, analyze, and use genres, especially when we want to use them to compose our own work.

A genre is a particular kind of text created for a particular audience and purpose, often with certain identifying features. However, genres are more than categories. According to the Writing Commons, “Genres reflect shared textual expectations between readers and writers. Genre reflects the histories, activities, and values of communities of practitioners” (“Genre and Medium”). As we see through these movie examples above, genres can reflect community values as much as they create and sustain communities. Genres “provide a roadmap to rhetors for how to engage with community members in socially acceptable ways” (“Genre and Medium”).

Genres of writing include, for example, a research article; a short story; a movie review; an email; a business report; a press release; and a diary entry. You’ll be asked to produce writing in different genres for different purposes (public, academic, and professional) throughout your writing career. Rather than try to predict which genres you’ll encounter, this chapter will provide you with tools to identify the key features and characteristics of writing genres. After reading through this chapter and completing the activities, you will be able to recognize different writing genres, understand the concept of corollary genres, and determine the expectations for writing genres you’ll encounter in your life.

Reading and Writing in College Copyright © 2021 by Jackie Hoermann-Elliott and TWU FYC Team is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Module 3: Critical Reading

What is genre, learning objectives.

Differentiate between the goals and purposes of various genres of texts

Like movies and books, music is often grouped by genre. How many musical genres can you name?

One important way to empower yourself as a reader (and also a writer) is to learn how to understand genres . The word “genre” (pronounced “john-ruh” with a soft j, like “zhaan-ruh”) comes from the French and roughly means type, kind, category, or class (in keeping with the fact that it’s related to the Latin word genus , which you might recognize from biology). You’re probably already familiar with the term in connection with movies, which are grouped into various genres: horror, Western, drama, romantic comedy, documentary, and so on. Music, as well, has genres: you’ve probably heard of hip-hop, jazz, pop, rap, and rock… but how about glitch hop, vaporwave, lowercase, or pirate metal? Genres can be quite broad, like popular music or instrumental music, or very specific, like soukous or vegan straight edge.

Have you ever watched a movie where you have no idea what the genre is? It can be pretty disconcerting. You don’t know whether you should get ready to laugh, cry, or scream. Similarly, when you go to read something, it can be helpful to know something about the genre in advance. Your approach will change depending on whether you’re reading a research paper, a blog post, a novel, or a grocery list. Each of the four types of writing just named represents a genre (type, category). You can probably think of many more, from biographies to self-help books to cookbooks. (This brings up an important point: “Genre” can refer to the overall form of a text, such as a novel or a textbook, or it can refer to a specific subcategory of that form, such as a mystery novel or a math textbook. Here, we’re more concerned with the first of these, genre-as-form.)

Genres help us communicate better both as readers and as writers. As a reader, you can understand text more easily by developing genre awareness . For example, when you pick up a biography, you know it’s going to tell the life story of a real person, so you approach it with a different set of expectations than you would a novel, which tells a fictional story. If you mistook a biography for a novel, you’d fundamentally misconstrue what you were reading. On the writer’s end, genre awareness helps to plan, organize, and craft the text better, because each genre embodies a set of rules and guidelines for fulfilling a specific purpose and meeting readers’ expectations.

Not incidentally, that’s also your best working definition as we move forward: A genre represents a pattern or set of rules that a given text follows in order to communicate its message effectively to its intended audience . When you read any written text, the aspects of rhetoric that you may have learned about in previous composition classes—purpose, audience, context, and so on—lead you to approach the reading with a certain set of expectations. The concept of genre encompasses these things and provides the added benefit of a pattern or “recipe” for you to follow.

The first step to enjoying this benefit is simply to become more genre-aware. Learn to recognize that virtually everything you read follows the rules of a certain genre. Use this recognition to approach and attack your reading more enjoyably and intelligently.

The Goals and Purposes of Different Academic Genres

The key to understanding a genre is first to understand its purpose. Each genre sets out to accomplish something specific. For example, as mentioned above, the purpose of any biography is to tell someone’s life story. You have to understand this at the outset to understand what you’re reading.

You’ll improve your success as a college student if you understand the goals and purposes of the genres that you’re most likely to encounter in the college setting. These include textbooks, scholarly articles, reference works, journalism, and works of literature. Each of these displays typical features that are related to its primary purpose.

A Note about Academic Genres

When thinking about genres, remember two things about the reading and writing that you’ll do in this class, and also in the entirety of your college career.

First, academic writing forms of its own subset of genres. In a composition class, you may read texts belonging to any or all of the genres you’ve been learning about here. You may also write texts in a variety of genres, including genres that have been developed mainly for classroom learning purposes, such as the five-paragraph essay, the informative research paper, and the persuasive research paper. As you learned in the first section of this module, there’s also an entire world of professional academic/scholarly writing. Student academic writing and professional scholarly writing both follow their own sets of genre recipes for producing writing with specific characteristics to fulfill specific purposes within the educational context.

Second, academic writing is not intrinsically more intelligent, more important, or otherwise “better” than other types of writing. Rather, it’s just one subset of genres among many. It’s a collection of genres that are useful within their intended contexts, for their given purposes. And as with any genre, to be successful in academic ones, it’s simply the case that you need to become familiar with their rules and patterns (such as the use of an academic citation format — MLA, APA, Chicago style, or another — when writing a research paper or scholarly article).

• Video: Understanding genre awareness. Provided by : CAES HKU. Located at : https://youtu.be/Daut5e0kWBo . License : All Rights Reserved . License Terms : Standard YouTube License
• Image: Textbooks. Authored by : Logan Ingalls. Located at : https://flic.kr/p/cStoi . License : CC BY: Attribution
• Enyclopedia Britannica International Chinese Edition. Authored by : Hawyih. Located at : https://commons.wikimedia.org/wiki/File:Enyclopedia_Britannica_International_Chinese_Edition.jpg . License : CC BY-SA: Attribution-ShareAlike
• Polish sci-fi and fantasy books. Authored by : Piotrus. Located at : https://commons.wikimedia.org/wiki/File:Polish_sci_fi_fantasy_books.JPG . License : CC BY-SA: Attribution-ShareAlike
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• More and More Genres. Authored by : lukatoyboy. Located at : https://flic.kr/p/4ACv8C . License : CC BY-SA: Attribution-ShareAlike
• What is Genre?. Authored by : Matt Cardin. Provided by : Lumen Learning. License : CC BY: Attribution

• University Writing Center
• The Writing Mine

How To: Genre Analysis  

Although most of us think of music styles when we hear the word “genre,” the word simply means category of items that share the same characteristics, usually in the arts. In this context, however, we are talking about types of texts. Texts can be written, visual, or oral.  

For instance, a written genre would be blogs, such as this one, books, or news articles. A visual genre would be cartoons, videos, or posters. An oral genre would be podcasts, speeches, or songs. Each of these genres communicates differently because each genre has different rules.   

A genre analysis is an essay where you dissect texts to understand how they are working to communicate their message. This will help you understand that each genre has different requirements and limitations that we, as writers, must be aware of when using that genre to communicate.    

Sections of a genre analysis   

Like all other essays, a genre analysis has an introduction, body, and conclusion.  

In your introduction, you introduce the topic and the texts you’ll be analyzing.  

In your body, you do your analysis. This should be your longest section.  

In your conclusion, you do a short summary of everything you talked about and include any closing thoughts, such as whether you think the text accomplished its purpose and why.   

Content  

All professors ask for different things, so make sure to look at their instructions. These are some areas that will help you analyze your text and that you might want to touch base on in your essay (most professors ask for them):

1. Purpose of the text 

What did the creator of the text want to achieve with it? Why was the text created? Did something prompt the creator to make the text?  

Sometimes, the texts themselves answer these questions. Other times, we get that through clues like the language they use, the platforms the creator chose to spread their text, and so on. Make sure to include in your essay what features of the text led you to your answer.  

If we take this blog post as an example, we can say that its purpose is to inform students like you about what a genre analysis is and the content it requires. You probably figured this out through the language I’m using and the information I’m choosing to include.  

2. Intended audience 

Who is the creator of the text trying to reach? How did you figure that out?  

The audience can be as specific as a small group of people interested in a very niche topic or as broad as people curious about a common topic.   

With this blog, for example, I’m trying to reach students, particularly UTEP students who have this assignment and are trying to understand it. My causal and informative tone, as well as the fact that the blog is posted on UTEP’s Writing Center blog, probably gave this away.   

3. Structure 

How is the text organized? How does that help the creator achieve the text’s purpose?  

You need to know the information at the top of this blog post to understand what comes after, so this blog post is organized in order of complexity.   

4. Genre conventions 

Is the text following the usual characteristics of the genre? How is this helping or impeding the text to achieve its purpose?  

Like most blogs, this one is using simple language, short paragraphs, and illustrations. My use of all these elements is helping me be clear and specific so you can understand your assignment.  

5. Connection 

Do the ideas in the text come from somewhere else? Can the reader or consumer interact with the text? Is the text inviting that interaction?  

Most of the time, when the ideas come from another source, the text will make that clear by mentioning the text. In terms of interaction possible with the text, think about if it would be easy for you to say something back to the text.   

For instance, if you wanted to ask a question about this blog post, you could type it in our comment section. I might not explicitly say that many ideas in this blog come from the guidelines your professor gives you for this assignment, but you probably gathered that because I mention that these areas are things most professors are looking for.   

Hopefully, this information helps you tackle your assignment with a clearer idea of what your professor is looking for. Make sure to address any other areas the professor is asking you to.  

If you still have questions or want to make sure you are on the right path, come visit us at the University Writing Center.   

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This vidcast explains two tools that writers can use as they revise their documents: genre analysis and reverse outlining. Genre analysis involves looking at model texts to gain an understanding of how a particular document might be composed. Reverse outlining helps writers look at their organization throughout a document by looking at what sections are doing as well as what they are saying. Several handouts provide additional explanation of both topics and explain how to create a database of sentence templates to do particular kinds of rhetorical work. 

Note:   Closed-captioning and a full  transcript  are available for this vidcast. 

Genre Analysis (PDF)

Genre analysis is a way of examining a type or style of writing in order to better understand the conventions, expectations, purpose, and target audience for that genre. This handout briefly outlines some steps for two approaches to genre analysis: (1) the global vs. local approach, which analyzes what a style of writing is doing on a large and small scale, and (2) the reverse outlining approach, which analyzes what a style of writing is both saying and doing at the paragraph level in relation to an overarching purpose. 

Questions for Genre Analysis (PDF)

This handout contains questions that are intended to help guide writers working with model texts. It is recommended for use in conjunction with the Genre Analysis (PDF) linked in the preceeding section. The questions range from global rhetorical concerns to sentence structure and voice. 

Organization & the CARS Model

This resource provides strategies for revising introductions. The CARS Model ensures that writers adequately put their research into a wider context, address what's missing in the surrounding scholarship in relation to the topic at hand, and explain how their writing seeks to address those gaps. 

Reverse Outlining

Reverse outlining is a strategy that helps writers distill main ideas into short, clear statements.This tool is especially helpful for refocusing an argument and the overall organization of a text. This resource explains the steps for creating a reverse outline so that writers are empowered to revise their own work. 

Creating a Database of Templates (PDF)

Scholarly writing features many sentences that follow a particular form, pattern, or template, such as when it indicates a gap in research or makes a counter-claim. This handout outlines how one can learn to write within a discipline by creating a database of template-sentences in their field. 

Florida State University

FSU | Writing Resources

Writing Resources

The English Department

• College Composition

Genre Knowledge: Linking Movies and Music to Genres of Writing

• Genre Scavenger Hunt 

Genre and Rhetorical Situation: Choosing an appropriate Genre

• Genre and Reflection Exercise: Using Reflection to Understand Genre 

Comparing Digital Genres: Facebook, Twitter, and Text Messaging

Purpose of Exercise:  This exercise helps students understand that writers use genre to reach a variety of different audiences (themselves, friends, peers, instructors, employers, parents, and more) with lots of different expectations. To reach an audience effectively, writers need to be flexible -- they need to be able to analyze and make decisions about how to approach any writing situation. Developing genre knowledge prepares students to assess the writing situations they’ll encounter in college and beyond.

Description:  Students work in small groups to identify conventions of various movie genres and discuss audience expectations. Each group presents the conventions of their genre to the class, and class discussion allows for identification of similarities/differences/connections between genres. The discussion shifts to genres of music, where conventions are identified but also the “blurriness” of genres is discussed. All this discussion about the familiar – movies and music – gets students to identify what a genre is, how we might define it or at least qualify it, and finally what an audience expects from a particular genre. Students have some confidence about the concept of genre for the next step, the discussion of the less familiar writing genres. In groups, students identify conventions of various genres of writing – the academic essay, a text message, a newsletter, a poster, a web site, a lab report, an obituary, a magazine article – and report back. The class then discusses what these genres include, how they might be defined, and what audiences expect from each genre. 

Suggested Time:  30-50 for exercise; plus 20 minutes suggested for journal writing which can be assigned in–class or as homework

Procedure:  Divide students into small groups. Assign each group a movie genre (horror, romantic comedy, drama, action, thriller, comedy, documentary, or other). Have students answer the following questions:

• Genre: What are the conventions of your group’s movie genre?
• Audience: Who goes to/rents/watches this type of movie?
• Audience Expectation: What does an audience expect to experience/feel/learn/see from this genre?
• Evidence: Provide 3 examples of movies that fit this type and explain why they fit. 

Move to class discussion – ask each group to present their genre while you note their points on the board; once all groups are done, engage in class discussion to add more conventions or expectations, draw connections between genres, and allow students to come up with genres and conventions you did not originally assign. 

Next, ask students to look at their iPods or phones or wherever their music is stored. Ask for some favorite songs and write them on the board. Then ask students to define the genre of each, or ask in which genre the song is categorized in their iPod? Continue class discussion by asking for other genres of music, with conventions and song examples. Ask the class to come up with a “genre bleeder” or song that is difficult to categorize (i.e. Jimmy Buffett’s “Margaritaville straddles country and pop, Black–Eyed Peas’ “Boom Boom Pow” straddles R&B, Hip Hop, and Pop, Kid Rock’s “Roll On” is a country song often categorized as Rap because of the artist’s other work). At this point, the instructor may choose to move back to the movie discussion to identify “genre bleeders” but only for a minute or two so the discussion can move to writing.

Next, move the class into a discussion of genres of writing. Ask them to identify different types of writing – from class reading assignments, to writing they do every day, to writing they see in public. Then organize into categories – genres and subgenres – on the board. This exercise often requires more prompting than movies and music – students don’t always think about writing genres when they encounter them. If necessary, break them off into small groups again to identify as many types of writing as they can in 2 minutes. Then come back together.

On the board, as you categorize writing into genres and subgenres, ask students to direct you. Prompt them to consider which genres are parallel and which are subgenres of another. Be sure to ask them for a wide range of examples – genres of fiction, genres of professional writing, genres of personal writing (they never see texting as writing so it’s a good one to start with), etc. As they begin to make sense of writing genres, they will offer more examples. The board should become crowded with examples and arrows drawing connections between genres. 

Ask students to identify the one element that is always a factor in deciding on a genre to compose in, whether you are composing in writing, in music, or in film: Audience. 

Finally, ask students to complete a journal, in class or as homework. The following prompts can be used:

• How do you define genre?
• Does your definition hold true for movies, music, and writing, or does it differ between media?
• What makes a genre definable, or what makes us able to categorize a genre? Provide an example of a genre of writing and illustrate its categorization.
• List 10 genres of writing you use here at FSU regularly, both in and out of class.
• What are the audiences for the genres you mention above?
• What genre are you writing in now? Define it and identify its audience.
• What is the role of audience in considering genre? Why does audience matter?

Back to Top

Genre scavenger hunt.

Purpose of Exercise: This exercise is a great way to get students actively thinking outside of their understanding of genre in music and movies. It is meant to get them outside of the classroom and up and moving around. More importantly, it is great exercise to show students how writing is public and that writing can take many forms including everyday use. The exercise helps students begin to make connections between the writing they do in the classroom and the writing they do outside the classroom. 

Description:  Have students in groups of two or three and give them a list of things they must “find” relating to genre within the Williams Building. 

Suggested Time:  30-40 minutes; plus 20 min reflection to bring it all together

Procedure:  Put students into groups of two or three. Let them know they will be working in these groups and can’t expand to include two groups in one. Tell them they will be doing a “genre scavenger hunt” and in order to complete it they must venture into the halls of Williams. Anywhere in Williams is fair game but they can’t leave the building. The first two teams back wins

**Note: you don’t have to have a “prize” but you can if you would like. Candy works or bonus points on homework on in-class assignments.

**Note: the hunt works best if students use their cell phones to take pictures and videos, but a pen and paper works just as well. So if one group doesn’t have a phone that has these functions they can still participate. 

Students need to come back with the following items—

• 5 different examples of genres—they must document them by taking pictures with one of the group members phones. Note: Some examples they could find—someone on a laptop, someone texting, a professor teaching, a literature book, a poster, etc. 
• Find one person in the Williams building to define genre theory (they have to get a name of the person)—they must document this by video recording them with their phone or jotting notes while the person talks
• Find an example of an “old” genre and “new” genre—they must document them by taking pictures and jotting down on a piece of notebook paper why they represent old and new genres (these must be different than the 5 examples of genre they found in #1) **Note: newer genres can include digital genres, so for example a picture of a text message 
• Find two examples of genres in action in other words find two examples of people working in genres (you can give them a hint: could be someone typing up a note)—they must document them by taking pictures 
• Predict a new genre based on your understanding of genre theory 

The Reflection:  In a quick reflection, respond to the following questions: 

What did you learn about genre in the scavenger hunt? Why might the scavenger hunt have been useful? Redefine genre. How, if at all, does your definition of genre keep expanding? 

Purpose of Exercise:  This exercise helps students understand that genre is linked to rhetorical situation, and that the choice of genre is one a writer must carefully decide using a variety of factors. Key to making the appropriate choice is audience, message, and occasion – all factors in the rhetorical situation. In order for students to write successfully beyond the FYC classroom, they must understand how to make choices appropriate to the writing situation. Understanding the factors that determine the rhetorical situation and how genre and audience connect within each situation, will help students make choices that will lead to successful writing in other contexts.

*Some knowledge of Lloyd Bitzer’s article “The Rhetorical Situation” is especially helpful for this activity—whether it’s the teacher’s familiarity or whether the article is assigned as reading is up to you.

Description:  Students work at “stations” in the classroom, using the same overall scenario to write using a different genre for each rhetorical situation the scenario has created. The scenario is a car accident which requires communication to different audiences, and forces students to think about the rhetorical situation and how it changes based on audience and genre. 

Suggested Time:  50 minutes; plus 20 minutes suggested for reflection writing which can be assigned in–class or as homework

Procedure:  Before class starts, post each scenario (on paper) at different points in the classroom, creating a “writing station” for each. Forcing students to physically move between stations emphasizes the change in rhetorical situation, and it allows students to write at their own pace and collaborate with a new group at each station. 

Note:  For computer classrooms, adapt this exercise by creating one handout/Discussion Board post that students can use as a guideline to write on computers. Add in a small group discussion about the assignment before they being writing so there is an element of collaboration, the assignment is understood, and questions can be brought up (or stop the class for a minute after each “station” to discuss the next. 

(Instructions to give students: A message is communicated successfully if it is received by its intended audience. The message conveyed in two different genres might involve the same content, but the conventions used to communicate this message may be drastically different depending on factors of the rhetorical situation. In this exercise we’ll analyze the ways conventions are used to communicate messages, the underlying assumptions associated with different genres, and the choices we must make when writing based on the audience for which we are writing.  For all scenarios, stick to the details in the story provided but tailor your writing appropriately. Write each piece to the specific audience, analyzing before and as you write, how considering your audience and your genre varies.)

Divide students into small groups at each station so everyone starts at different places. Encourage them to collaborate in discussing genre conventions, while the instructor circulates to get involved in the discussion at each station. The overall rhetorical situation is as follows: 

Earlier today you were in a car accident while driving your grandmother’s car on your way to take your Biology midterm. Luckily you were not hurt, nor were any others, but your vehicle and another have significant damage and are headed to the repair shop. Since you were texting your friend while driving instead of paying attention, you ran through a red light, so the accident was your fault. Police responded to the scene and your insurance company has been notified. Your grandmother’s car was towed away to get repaired.

Use the following scenarios for each station:

Scenario #1 

You now have to write a letter to your grandmother telling her about the accident. Write this in the genre of a letter, whichever of those you would use to communicate with Grandma. Some things to consider as you write: 

• What content should be included for this genre? (What information and details are relevant in this letter to your grandmother?)
• What is the style of the language used?
• What format is it written in? How could I tell by looking at it that it is a letter? 

Scenario #2

Because of the car accident, you are missing your Biology midterm. Your professor is old and ornery, and you are pretty sure he said “if you miss the midterm or final, your grade is zero - no make-ups” at the beginning of the semester. You are stressed out! By the time the police clear the accident scene, the mid-term is over and you are headed home. Write an email to your Biology professor, explaining what happened and appealing to him for another chance to take the mid-term or to make it up somehow. Write the email, considering the audience and the situation as well as the following:

• What content should be included? What details are relevant? Or too much?
• What style of language should you use for this email?
• What else is appropriate? 

Scenario #3 

Write a text message to a friend – you are finished at the accident scene and need a ride. Write this in the genre of a txt msg explaining what you need, why, and from where to where. Some things to consider: 

• What content should be included for this genre? (What info/details are relevant in a text message?)
• What is the style of the language used in a text message to a friend?
• What format is it written in? How could I tell by looking at it that it is a text message? 

Scenario # 4 

You are now writing about the accident in the diary/journal you keep to record your thoughts every night before you go to bed. You have had a rough day, and you’re trying to make sense of things before going to sleep. Write this in the genre of a “journal entry.” Some things to keep in mind: 

• What content should be included for this genre? What details are relevant?
• What is the style of the language used? Who is the audience?
• What format is it written in? How is it obviously a journal entry? 

Scenario #5 

You are doing some online research about car accidents a few weeks after your accident happened because it had a big impact on you even though you were unhurt. You stumble across a blog where people share their stories about how car accidents have impacted their lives. There is an open forum for anyone who wants to post an entry to do so. You read about some horrific accidents that left people with permanent damage or loss. You are struck by the fact that your car accident, while inconvenient and a bit scary, was nothing as bad as it might have been. You decide to tell your story. Write a blog entry detailing your experience and explaining its impact on you. Some things to keep in mind: 

• What content would you include in this genre? Why? 
• What is the style of the language used? What format is it written in? 
• What are the conventions of a blog?
• Who is the audience?

Scenario #6

You are assigned an essay for your Psychology class on the topic of human behavior and what makes people change learned habits. The assignment requires that you indicate why the topic is important to you as the writer of it. You decide to write about distracted driving, and you include your story about texting and driving as the introduction, using this personal experience to set the stage for your essay and explain your interest in the topic. It is significant for you because the accident reminds you of another time in your life when you had a close call that left you with a greater sense of appreciation for life. But you still engaged in texting while driving, so it occurs to you that you didn’t learn the lesson. Write the introduction to this Psych essay, keeping the following in mind: 

• What genre are you writing in and what are its conventions? 
• Who is the audience and what are its expectations?
• What details are relevant to this introduction?
• What does this part of the essay need to do? How will you achieve that goal? 

Reflection on Rhetorical Situation and Genre:

Reflect on the experience of writing in different genres for each rhetorical situation. Use the following prompts as a guideline:

• How did you know what was appropriate for each genre?
• For each scenario, how did your audience impact what and how you chose to say?
• Compare any two scenarios and discuss the significant differences in rhetorical situation (discuss purpose, audience, intended outcome, and appropriateness of writing style for each).
• How does your understanding of genre, audience, and rhetorical situation influence the choices you make in writing?
• What 5 elements from this exercise can you apply to a writing assignment you are currently working on in any other class? In other words, what did you learn by doing this that you can now transfer to another writing situation? 

Genre and Reflection Exercise: Using Reflection to Understand Genre

Purpose of Exercise:  This exercise helps students articulate how genre plays a role in their understanding of their own writing and writing process(es). Using reflection as the method by which they explore their understanding of genre and key terms in writing, students can begin to make connections to how the understanding of genre aids their ability to write more successfully. 

Description:  This is a four step exercise that normally spans at least two-three class periods and is most often helpful when done during week two or week three of the semester. Additionally, it works best if you have the students read several different readings that are in several different genres. So for example have students read a short memoir, a newspaper article, and an inquiry-based essay as homework during this week of class, so they have a variety of genres that you know they have read.

Note: This activity works well when used alongside the activity “Genre Knowledge: Linking Movies and Music to Genres of Writing.”

Suggested Time:  25-30 minutes per class period; plus 30 min discussion at the end of the second class and a 20 min reflection to bring it all together

Procedure: 

**Note: if you do not teach in a computer classroom you can have the students write in a notebook. 

Step 1: Key Terms

During the second week of class have students take 20 min or so to respond to the following questions:

In this quick reflection, think about words or terms that you believe are important in creating "good" writing (think about your own writing and your method of writing...what terms would you associate with this?). Generate a list of 5-10 terms and define them. Next give specific examples of authors and/or pieces that you believe use these terms and do so in a  good  way. Finally, tell why you believe the list you have created is important to writing, specifically your own writing.

After having students generate this list have them hold onto it until the next class. 

Step 2: Understanding Genre

Have the students pull up their list from the first day and reflection to the following questions: 

If you had to define genre based on your readings and your own understanding of genre, what would that definition be? Think about each of the readings and their specific genre and support your definition with examples from the three readings so far. Be specific. Talk through how each author uses genre.

Step 3: Class Discussion

Lead a class discussion using the following questions as a guideline:

Why is it important that you learn about different genres of writing? Why learn about key terms such as genre, audience, purpose, rhetorical situation, etc? What does it do for your writing to understand these key terms? How do these terms contribute to your development as a writer?

Step 4: Bringing it Together

After the class discussion has the students reflect on the following questions:

Revisit your key terms and your reflection on good writing. How has this changed or morphed? Would you add/delete any key terms—why or why not? Walk through your writing process. How does your new understanding of genre affect your writing process? 

Purpose of Exercise:  This activity provides students with a chance to develop and apply genre knowledge to digital genres to see how they are both similar to and different from each other and“analogue” genres. By comparing the digital genres of the Facebook status update, the tweet, and the text message, students are able to see how digital writing responds to diverse purposes and audiences. 

Description:  In this activity, students compare (their own or others’) the Facebook statuses, tweets, and text messages and complete a series of writing and discussion tasks to look at the genres that shape their own (and others’) writing in digital media.

Suggested Time:  20-30 minutes, but flexible

First, have students collect a certain number of Facebook statuses, tweets, and texts messages—either their own or from others. If you are in a computer classroom, this can be done in-class. If not, it may be useful to give students a homework assignment in which they collect—and maybe even print out—these snippets of text.

Next, have students take a moment to write about if and how they use these three kinds of writing. You might prompt them with one (or several) of the following questions: 

Do they Facebook? Tweet? Write text messages? When and with what digital technologies? Do they use them for the same purposes? Do they use them for different purposes and in different situations? Who do they plan to reach when they write a Facebook status, tweet, or text message? In short, how do they decide whether to write a Facebook status, tweet, or text?

Third, have students take a minute to write about how these genres are both similar to and different from each other. You might prompt them with one (or several) of the following questions: 

What kind of writing does each venue allow you to do? What doesn’t it allow you to do (that is, what constraints does it put on you)? How does each genre allow you to connect texts with each other? How do they incorporate (or not) images? What do you think is the history of this genre?

Finally, bring students together for a discussion and reflection. What kind of patterns emerge as they share what they’ve written? Are there generalizations that can be drawn about the way we use these particular digital genres? And, finally, how do the uses of Facebook statuses, tweets, and text messages differ from the genres they use in school? And why might that be?

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14.2: Genre, Genre Sets, Genre Systems

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• DeSilva et al.
• Central Oregon Community College via OpenOregon

Put simply, writing researchers study genres –what they are, and how they are used by people acting in, and interacting with, the world around them. In other words, genres are their main object of study. So what are they? In the following sections I provide some explanation of genres and the different ways that you might encounter them. In a subsequent section, I describe the tools and strategies that researchers use to analyze and understand genres.

Genres: Texts or Actions?

When you hear or read the word “genre,” what comes to mind? For most of us, the word makes us think of kinds–or types–of music, books, or films. Typically we use this word to differentiate between country, rock, classical, or hip hop music; between science fiction, romance, biography, or self-help books; between comedies, dramas, action/adventure films, or documentaries. But when writing researchers use the term “genre,” they mean something a little different.

For researchers, “genre” refers to a typical way of organizing, presenting, and using language in situations that recur–or repeat–over time. Still confused? Don’t despair. Genre is a theoretical term for something that is actually pretty concrete, so let’s consider some examples before returning to a working definition:

• A complaint letter
• An insurance claim
• A job description
• An annual review
• A legal brief
• A receipt or a bill-of-sale
• A lab report
• A medical record
• A letter of acceptance
• A personal statement
• A scholarship application
• A restaurant menu
• A to-do list

In every one of the examples above, you can pretty easily imagine who uses the text, where, when, and for what purposes. A job description is created by a company to advertise a particular position and/or to outline the responsibilities for the person applying/hired. It is either an official document (when used for an employee) or it is a tool used to hire somebody (both company/organization and potential candidates use the description to decide if a person is qualified).

In other words, genres are really texts-in-use, or texts that facilitate achieving some kind of purpose or goal for people. They are not just descriptions –they are actions . So while it is tempting to think of the forms you fill out at the doctor’s office describing recent symptoms as just a simple text or a piece of writing, when we really study writing, we have to think about how that piece of writing facilitates the doctor-patient relationship.

Or, take your course syllabus as an example. This genre is used by teachers and students to facilitate communication about course expectations. Students are, then, the primary audience for the course syllabus. The syllabus is a way of bringing the course “to life,” so to speak. But there are other audiences for the syllabus: other teachers of the course, the instructor’s supervisor, administrators . . . the list goes on. This one document is actually responsible for a tremendous amount of work–and it is that work that writing researchers are interested in. The study of genres is at the core of the study of writing. Only by thinking about examples of writing as genres–as actions–rather than as simply documents or forms, can we develop an appropriate stance from which to learn how to write them.

Knowing who uses a text and why they use it helps us to figure out what the content of a piece of writing needs to be as well as how to present that content. Consider the job description again: It typically begins with an overview of the job as well as minimum qualifications. Why does it begin there? Why isn’t this information at the end, or in the middle somewhere? The overview acts as a kind of advertisement; it is there to attract candidates to the position. But the minimum qualifications quickly help candidates to consider whether or not they should apply–which in turn saves the company extra work identifying people who do not qualify. In that sense, the minimum qualifications help both the job searcher and the company work more efficiently.

But, some of you might be thinking, sometimes the minimum qualifications are found later in the job description. That is true. Can you imagine a reason for that? . . . If so, then you are doing the work of a writing researcher. And, you have identified another important principle that applies to genres: they aren’t formulas . In other words, there is not one exact way to write them. Instead, genres are governed by what are called “conventions” or guiding principles. We can speak generally about how to write any given genre, but there are always likely to be exceptions, which is why adopting a curious attitude about writing, instead of simply looking for the “right way” to write something, will serve you better as a writer (and a professional). It will also help alleviate frustration when what you thought was the “right way” to write something ends up requiring editing or modification.

Here is a relatively effective test for identifying a genre: ask yourself, Who uses this text? If you can answer with a particular profession, it is probably a genre. An easy, and maybe familiar, example is “the 5-paragraph essay,” which many students learn at some point in their educational careers. If we ask who uses that text, we would have to answer students and teachers–but those are very broad categories, and what the text does is lead to a particular grade. It is not, however, an example of any kind of writing done outside the classroom setting. The text that most closely resembles the 5-paragraph essay but that has real rhetorical purpose is the scholarly research article. Who uses this text? Well, professors, scholars, or researchers write them in order to communicate the results of their research to other professors, scholars, and researchers, and there are all kinds of real-world consequences tied to the publication of those articles: tenure, funding, and professional status, to name a few.

Make a list of all the different kinds of writing that you do in a day. Then, for each, jot down a note or two about who uses that writing and why. Does every text on your list make the cut for defining a genre?

Workplace Writing

What about an email: is an email a genre? A text message? A tweet? Well . . . maybe. Here is where things can get tricky in the study of writing. An email might contain a job announcement, after all. Or you might use an email to communicate with your doctor about your ongoing symptoms. So while there are “rules” or conventions that apply to an email or a tweet (or a blog or a text message), it is important to realize that often these are simply platforms–or mediums–for communicating a particular genre.

Still, it is worth noting that some of these other platforms or mediums form a large portion of the kind of writing that happens for people in a wide variety of settings. Work simply would not get done without them. So it is helpful sometimes to recognize and differentiate between technical or professional writing (writing that is specific to an industry or job), on one hand, and “workplace writing,” on the other hand. Generally speaking, we can refer to emails, notes, and some memos and informal reports as the kind of writing that facilitates the production of other more public or “polished” texts (for external audiences) than we have in mind when we write or say “technical writing.”

Comparing Workplace Writing and Technical Writing

Genres are at the heart of the study of writing, and another useful way for thinking about them and developing your ability as a writer is to identify which genres “go together.” To put it another way, every profession or occupation requires someone to communicate in a number of different genres. The collection of those genres is referred to as a “genre set.”

Why might knowing the genre set for a particular job or position be useful? Practically speaking, it is helpful when considering a job to know just what the writing requirements are. Once working in a certain position, taking time to understand the relationship between the different genres can help you to identify areas of overlap and thereby help you to be a more effective and efficient communicator. Furthermore, studying the genre set can help us to understand how the writing in that position upholds the goals of the company or organization—or undermines them.

Below are some examples of some different genre sets to get you thinking creatively about the amount and diversity of writing/communication work that is involved in any profession (even ones we do not typically think of as writing-intensive!).

Teacher/Instructor

• Course Calendar
• Lesson Plans
• Assignment Sheets
• Presentations
• Student Assessments/Progress Reports
• Lecture Notes
• Discussion Notes
• Recommendation Letters
• Grading/Feedback
• Shift Report
• Patient Notes
• Charting & Documentation
• Incident Reports
• Peer Review
• Training/Continuing Education Exams
• Discharge Instructions
• Project Descriptions
• Action Reviews
• Progress Reports
• Inspections Reports
• Proposals/Plans
• Recommendations
• Meeting Notes

Find a friend or family member who works in a profession you are not that familiar with. Ask them to try and list all the different kinds of writing they do as part of their job. If they are stumped, you can prompt them with a couple examples, and remind them that any use of language–even if it is filling out a form–“counts” as writing.

Students are often surprised to find out that an occupation they thought did not require much writing is actually quite writing intensive. Is there an industry or job that you are interested in pursuing as a career? Spend 10-15 minutes on the internet searching for what kind of writing is involved for a professional in that field.

Genre Systems

As Chapter 2, “Audience Analysis,” makes clear, the more you can think about writing-in-use (how your writing will be read), the better your writing will be. Imagining your audience is an important part of that process, and so is thinking about the other genres with which your writing will “work” or interact. For example, a job description (genre 1) often prompts a job applicant to put together a resume (genre 2) and cover letter (genre 3). The candidate will be contacted that they have been selected in some fashion—typically a letter (genre 4) and perhaps asked to provide further application materials, such as letters of recommendation or documentation of training/experience (genres 5, 6 . . .).

The term given to the intersecting genres that facilitate a particular kind of work is “genre system.” Often this term is used to refer to the genres that work together to form the work of a particular organization–which often involves the intersection of genre sets . While you may never actually use the term “genre system,” the idea of a genre system is something that all writers in workplace settings are aware of to some degree. For example, knowing that a report you create may prompt follow-up documentation can help you craft your writing in a way that helps the company or organization complete its work successfully.

The more you can anticipate all the different contexts and situations that might be impacted by the writing you do, the more quickly you will advance as a writing professional, because you will be able to think critically about the audience for your writing and connect your writing choices to your writing goals.

CHAPTER ATTRIBUTION INFORMATION

This chapter was written by Allison Gross, Portland Community College, and is licensed CC-BY 4.0 .

18.1 Mixing Genres and Modes

Learning outcomes.

By the end of this section, you will be able to:

• Address a range of audiences using a variety of technologies.
• Adapt composing processes for a variety of modalities, including textual and digital compositions.
• Match the capacities of different print and electronic environments to varying rhetorical situations.

The writing genre for this chapter incorporates a variety of modalities. A genre is a type of composition that encompasses defined features, follows a style or format, and reflects your purpose as a writer. For example, given the composition types romantic comedy , poetry , or documentary , you probably can think easily of features of each of these composition types. When considering the multimodal genres, you will discover that genres create conventions (standard ways of doing things) for categorizing media according to the expectations of the audience and the way the media will be consumed. Consider film media, for example; it encompasses genres including drama, documentaries, and animated shorts, to name a few. Each genre has its own conventions, or features. When you write or analyze multimodal texts, it is important to account for genre conventions.

A note on text: typically, when referring to text, people mean written words. But in multimodal genres, the term text can refer to a piece of communication as a whole, incorporating written words, images, sounds, and even movement. The following images are examples of multimodal texts.

Multimodal genres are uniquely positioned to address audiences through a variety of modes , or types of communication. These can be identified in the following categories:

Linguistic text : The most common mode for writing, the linguistic mode includes written or spoken text.

Visuals : The visual mode includes anything the reader can see, including images, colors, lighting, typefaces, lines, shapes, and backgrounds.

Audio : The audio mode includes all types of sound, such as narration, sound effects, music, silence, and ambient noise.

Spatial : Especially important in digital media, the spatial mode includes spacing, image and text size and position, white space, visual organization, and alignment.

Gestural : The gestural mode includes communication through all kinds of body language, including movement and facial expressions.

Multimodal composition provides an opportunity for you to develop and practice skills that will translate to future coursework and career opportunities. Creating a multimodal text requires you to demonstrate aptitude in various modes and reflects the requirements for communication skills beyond the academic world. In other words, although multimodal creations may seem to be little more than pictures and captions at times, they must be carefully constructed to be effective. Even the simplest compositions are meticulously planned and executed. Multimodal compositions may include written text, such as blog post text, slideshow text, and website content; image-based content, such as infographics and photo essays; or audiovisual content, including podcasts, public service announcements, and videos.

Multimodal composition is especially important in a 21st-century world where communication must represent and transfer across cultural contexts. Because using multiple modes helps a writer make meaning in different channels (media that communicate a message), the availability of different modes is especially important to help you make yourself understood as an author. In academic settings, multimodal content creation increases engagement, improves equity, and helps prepare you to be a global citizen. The same is true for your readers. Multimodal composition is important in addressing and supporting cultural and linguistic diversity. Modes are shaped by social, cultural, and historic factors, all of which influence their use and impact in communication. And it isn’t just readers who benefit from multimodal composition. Combining a variety of modes allows you as a composer to connect to your own lived experiences—the representation of experiences and choices that you have faced in your own life—and helps you develop a unique voice, thus leveraging your knowledge and experiences.

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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Table of contents

Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

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Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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Definition of genre

Did you know.

Genre , as you might guess from the way it sounds, comes straight from French, a language based on Latin. It's closely related to genus , a word you may have encountered in biology class. Both words contain the gen- root because they indicate that everything in a particular category (a genre or a genus) belongs to the same "family" and thus has the same origins. So the main genres of classical music would include symphonies, sonatas, and opera, and the major genres of literature would include novels, short stories, poetry, and drama. But within the category of novels, we could also say that detective novels, sci-fi novels, romance novels, and young-adult novels are separate genres.

• description

Examples of genre in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'genre.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

French, from Middle French, kind, gender — more at gender

1770, in the meaning defined at sense 1

Phrases Containing genre

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Dictionary Entries Near genre

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“Genre.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/genre. Accessed 17 Apr. 2024.

Kids Definition

Kids definition of genre, more from merriam-webster on genre.

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What is an Essay?

10 May, 2020

11 minutes read

Author:  Tomas White

Well, beyond a jumble of words usually around 2,000 words or so - what is an essay, exactly? Whether you’re taking English, sociology, history, biology, art, or a speech class, it’s likely you’ll have to write an essay or two. So how is an essay different than a research paper or a review? Let’s find out!

Defining the Term – What is an Essay?

The essay is a written piece that is designed to present an idea, propose an argument, express the emotion or initiate debate. It is a tool that is used to present writer’s ideas in a non-fictional way. Multiple applications of this type of writing go way beyond, providing political manifestos and art criticism as well as personal observations and reflections of the author.

An essay can be as short as 500 words, it can also be 5000 words or more.  However, most essays fall somewhere around 1000 to 3000 words ; this word range provides the writer enough space to thoroughly develop an argument and work to convince the reader of the author’s perspective regarding a particular issue.  The topics of essays are boundless: they can range from the best form of government to the benefits of eating peppermint leaves daily. As a professional provider of custom writing, our service has helped thousands of customers to turn in essays in various forms and disciplines.

Origins of the Essay

Over the course of more than six centuries essays were used to question assumptions, argue trivial opinions and to initiate global discussions. Let’s have a closer look into historical progress and various applications of this literary phenomenon to find out exactly what it is.

Today’s modern word “essay” can trace its roots back to the French “essayer” which translates closely to mean “to attempt” .  This is an apt name for this writing form because the essay’s ultimate purpose is to attempt to convince the audience of something.  An essay’s topic can range broadly and include everything from the best of Shakespeare’s plays to the joys of April.

The essay comes in many shapes and sizes; it can focus on a personal experience or a purely academic exploration of a topic.  Essays are classified as a subjective writing form because while they include expository elements, they can rely on personal narratives to support the writer’s viewpoint.  The essay genre includes a diverse array of academic writings ranging from literary criticism to meditations on the natural world.  Most typically, the essay exists as a shorter writing form; essays are rarely the length of a novel.  However, several historic examples, such as John Locke’s seminal work “An Essay Concerning Human Understanding” just shows that a well-organized essay can be as long as a novel.

The Essay in Literature

The essay enjoys a long and renowned history in literature.  They first began gaining in popularity in the early 16 th century, and their popularity has continued today both with original writers and ghost writers.  Many readers prefer this short form in which the writer seems to speak directly to the reader, presenting a particular claim and working to defend it through a variety of means.  Not sure if you’ve ever read a great essay? You wouldn’t believe how many pieces of literature are actually nothing less than essays, or evolved into more complex structures from the essay. Check out this list of literary favorites:

• The Book of My Lives by Aleksandar Hemon
• Notes of a Native Son by James Baldwin
• Against Interpretation by Susan Sontag
• High-Tide in Tucson: Essays from Now and Never by Barbara Kingsolver
• Slouching Toward Bethlehem by Joan Didion
• Naked by David Sedaris
• Walden; or, Life in the Woods by Henry David Thoreau

Pretty much as long as writers have had something to say, they’ve created essays to communicate their viewpoint on pretty much any topic you can think of!

The Essay in Academics

Not only are students required to read a variety of essays during their academic education, but they will likely be required to write several different kinds of essays throughout their scholastic career.  Don’t love to write?  Then consider working with a ghost essay writer !  While all essays require an introduction, body paragraphs in support of the argumentative thesis statement, and a conclusion, academic essays can take several different formats in the way they approach a topic.  Common essays required in high school, college, and post-graduate classes include:

Five paragraph essay

This is the most common type of a formal essay. The type of paper that students are usually exposed to when they first hear about the concept of the essay itself. It follows easy outline structure – an opening introduction paragraph; three body paragraphs to expand the thesis; and conclusion to sum it up.

Argumentative essay

These essays are commonly assigned to explore a controversial issue.  The goal is to identify the major positions on either side and work to support the side the writer agrees with while refuting the opposing side’s potential arguments.

Compare and Contrast essay

This essay compares two items, such as two poems, and works to identify similarities and differences, discussing the strength and weaknesses of each.  This essay can focus on more than just two items, however.  The point of this essay is to reveal new connections the reader may not have considered previously.

Definition essay

This essay has a sole purpose – defining a term or a concept in as much detail as possible. Sounds pretty simple, right? Well, not quite. The most important part of the process is picking up the word. Before zooming it up under the microscope, make sure to choose something roomy so you can define it under multiple angles. The definition essay outline will reflect those angles and scopes.

Descriptive essay

Perhaps the most fun to write, this essay focuses on describing its subject using all five of the senses.  The writer aims to fully describe the topic; for example, a descriptive essay could aim to describe the ocean to someone who’s never seen it or the job of a teacher.  Descriptive essays rely heavily on detail and the paragraphs can be organized by sense.

Illustration essay

The purpose of this essay is to describe an idea, occasion or a concept with the help of clear and vocal examples. “Illustration” itself is handled in the body paragraphs section. Each of the statements, presented in the essay needs to be supported with several examples. Illustration essay helps the author to connect with his audience by breaking the barriers with real-life examples – clear and indisputable.

Informative Essay

Being one the basic essay types, the informative essay is as easy as it sounds from a technical standpoint. High school is where students usually encounter with informative essay first time. The purpose of this paper is to describe an idea, concept or any other abstract subject with the help of proper research and a generous amount of storytelling.

Narrative essay

This type of essay focuses on describing a certain event or experience, most often chronologically.  It could be a historic event or an ordinary day or month in a regular person’s life. Narrative essay proclaims a free approach to writing it, therefore it does not always require conventional attributes, like the outline. The narrative itself typically unfolds through a personal lens, and is thus considered to be a subjective form of writing.

Persuasive essay

The purpose of the persuasive essay is to provide the audience with a 360-view on the concept idea or certain topic – to persuade the reader to adopt a certain viewpoint. The viewpoints can range widely from why visiting the dentist is important to why dogs make the best pets to why blue is the best color.  Strong, persuasive language is a defining characteristic of this essay type.

The Essay in Art

Several other artistic mediums have adopted the essay as a means of communicating with their audience.  In the visual arts, such as painting or sculpting, the rough sketches of the final product are sometimes deemed essays.  Likewise, directors may opt to create a film essay which is similar to a documentary in that it offers a personal reflection on a relevant issue.  Finally, photographers often create photographic essays in which they use a series of photographs to tell a story, similar to a narrative or a descriptive essay.

Drawing the line – question answered

“What is an Essay?” is quite a polarizing question. On one hand, it can easily be answered in a couple of words. On the other, it is surely the most profound and self-established type of content there ever was. Going back through the history of the last five-six centuries helps us understand where did it come from and how it is being applied ever since.

If you must write an essay, follow these five important steps to works towards earning the “A” you want:

• Understand and review the kind of essay you must write
• Brainstorm your argument
• Find research from reliable sources to support your perspective
• Cite all sources parenthetically within the paper and on the Works Cited page
• Follow all grammatical rules

Generally speaking, when you must write any type of essay, start sooner rather than later!  Don’t procrastinate – give yourself time to develop your perspective and work on crafting a unique and original approach to the topic.  Remember: it’s always a good idea to have another set of eyes (or three) look over your essay before handing in the final draft to your teacher or professor.  Don’t trust your fellow classmates?  Consider hiring an editor or a ghostwriter to help out!

If you are still unsure on whether you can cope with your task – you are in the right place to get help. HandMadeWriting is the perfect answer to the question “Who can write my essay?”

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Students obtaining degrees in fine art and art & design programs most commonly need to write a paper on art topics. However, this subject is becoming more popular in educational institutions for expanding students’ horizons. Thus, both groups of receivers of education: those who are into arts and those who only get acquainted with art […]

Exploring Different Essay Genres: Your In-Depth Guide

Essays, as a literary form, have deep historical roots. Their origins can be traced back to ancient Greece and Rome, where philosophers and scholars penned texts that shared knowledge, insights, and reflections. Over the centuries, essays have evolved into a versatile medium for expressing ideas, emotions, and information. This evolution has led to the development of various essay genres, each tailored to serve a distinct purpose.

Imagine the ancient Greek philosophers like Plato and Aristotle or the Roman statesman and philosopher Seneca using essays to convey their profound thoughts and philosophical musings. Fast forward to modern times, and we see how essays have adapted to our changing world, becoming a cornerstone of communication and education.

Exploring Different Essay Genres: Short Description

In this article, we'll unravel various essay genres, from narrative to expository, argumentative to descriptive, and many more. We'll break them down by explaining what they are and what makes them unique. You'll find examples that show how these essays work in the real world, along with tips to help you become a pro at writing them. Whether you're a student looking to ace your assignments or a writer seeking to sharpen your skills, we've got you covered with all you need to know about different kinds of essays.

What Type of Essays Are There: The Diversity of Essay Genres

Before we dive into the specifics of different essay genres, let's take a moment to appreciate the rich tapestry of essay writing. Essays come in various forms, each with its own unique characteristics and purposes. From narratives that tell compelling stories to expository essays that explain complex topics and persuasive essays that aim to change minds, custom essay writers of our persuasive essay writing service will explore this diverse landscape to help you understand which genre suits your needs and how to master it.

• Essays Are Like Handy Tools : Think of essays as tools that can help you communicate in many different ways. Just like a Swiss Army knife has different functions, essays can be used for various purposes in writing.
• Choose Your Words Wisely : Different situations need different ways of talking or writing. Essays let you choose the best way to say what you want, whether you're telling a personal story, explaining something, or trying to convince someone of your point of view.
• Boost Your Writing Skills : Learning about different essay types can make you a better writer. It can help you write more effectively, whether you're working on a school assignment, a blog post, or an important letter.
• Essays Have Made History : Throughout history, essays have been a big deal. They've shaped our culture and society. From old classics to modern essays, they've had a big impact.
• Stand Out in the Online World : In today's digital world, where there's a lot of information and not much time, knowing how to write different types of essays can help you get noticed. Being good at different styles of writing is a useful skill in a world full of information.

The Descriptive Essay

In a descriptive essay, the objective is to immerse the reader in the experience of what you're describing. For instance, when contemplating how to write an article review , utilizing descriptive writing allows you to vividly depict the subject matter, creating a rich and immersive portrayal through words.

A. Definition and Characteristics

• What is it? A descriptive essay is like a word painting. It uses lots of details and vivid words to create a picture in the reader's mind.
• Characteristics:
• Lots of sensory details: Descriptive essays make you feel like you're right there by using words that describe what you can see, hear, smell, taste, or touch.
• Vivid language and imagery: They use colorful words and phrases to make the reader really imagine what's being described.

B. Examples and Use Cases

• When do we use it? Imagine describing your favorite place, like a cozy cabin in the woods, or a memorable experience, like your first day at school. These are common subjects for descriptive essays.
• Describing a beautiful sunset over the ocean.
• Painting a picture of your childhood home, room by room.

C. Tips for Writing an Effective Descriptive Essay

• Show, Don't Tell: Instead of just saying something is 'nice,' show why it's nice by describing the details that make it special.
• Organize Details: Arrange your descriptions in an order that makes sense. Start with the big picture and then focus on the smaller details.

Engage the Senses: Make sure your writing appeals to all the senses. Describe how things look, sound, smell, taste, and feel to create a complete picture.

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The Expository Essay

In an expository essay, your job is to be a great teacher. You're presenting information in a way that's easy to understand and follow so the reader can learn something new or gain a deeper insight into a subject.

• What is it? An expository essay is like a friendly explainer. It provides clear and factual information about a topic, idea, or concept.
• It's all about facts: Expository essays rely on solid evidence, data, and information to explain things.
• Clear and organized: They follow a logical structure with a clear introduction, body, and conclusion.
• When do we use it? Think of when you need to explain something, like how photosynthesis works, how to bake a cake, or the causes of climate change. These topics are perfect for expository essays.
• Explaining the steps to solve a math problem.
• Describing the history and significance of a famous landmark.

C. Tips for Writing an Effective Expository Essay

• Clear Thesis Statement: Start with a strong and clear thesis statement that tells the reader what your essay is all about.
• Organized Structure: Divide your essay into clear sections or paragraphs that each cover a specific aspect of the topic.
• Supporting Evidence and Citations: Use reliable sources and provide evidence like facts, statistics, or examples to back up your explanations.

The Argumentative Essay

In this example of essay type, your goal is to persuade the reader to agree with your point of view or take action on a specific issue. It's like being a lawyer presenting your case in court, but instead of a judge and jury, you have your readers.

• What is it? An argumentative essay is like a debate on paper. It's all about taking a clear stance on a controversial topic and providing strong reasons and evidence to support your point of view.
• A strong thesis statement: Argumentative essays start with a clear and assertive thesis statement that tells the reader your position.
• Counter Arguments: They also consider opposing viewpoints and then refute them with evidence.
• When do we use it? Imagine you want to convince someone that your favorite book is the best ever or that recycling should be mandatory. These are situations where you'd use an argumentative essay.
• Arguing for or against a particular law or policy.
• Debating the pros and cons of a controversial technology like artificial intelligence.

C. Tips for Writing an Effective Argumentative Essay

• Strong Thesis: Make sure your thesis is clear, specific, and debatable.
• Evidence and Logic: Back up your arguments with solid evidence and use logical reasoning.
• Address Counterarguments: Acknowledge opposing views and explain why your perspective is more valid.

The Narrative Essay

In a narrative essay, you assume the role of the storyteller, guiding your readers through your personal experiences. This style is particularly apt when contemplating how to write a college admission essay . It offers you the opportunity to share a piece of your life story and forge a connection with your audience through the captivating art of storytelling.

• What is it? A narrative essay is like sharing a personal story. It's all about recounting an experience, event, or moment in your life in a way that engages the reader.
• It's personal: Narrative essays often use 'I' because they're about your own experiences.
• Storytelling: They have a beginning, middle, and end, just like a good story.
• When do we use it? Think of moments in your life that you want to share, like a funny incident, a life-changing event, or a memorable trip. These are perfect for narrative essays.
• Sharing a personal childhood memory that taught you a valuable lesson.
• Describing an adventure-filled vacation that had a big impact on your life.

C. Tips for Writing an Effective Narrative Essay

• Engaging Start: Begin with a captivating hook to draw the reader into your story.
• Show, Don't Tell: Use descriptive language to help the reader visualize the events and feel the emotions.
• Reflect and Conclude: Wrap up your narrative by reflecting on the experience and why it was meaningful or significant.

The Contrast Essay

In this type of essays, your goal is to help the reader understand how two or more things are distinct from each other. It's a way to bring out the unique qualities of each subject and make comparisons that highlight their differences.

• What is it? A contrast essay is like a spotlight on differences. It's all about showing how two or more things are different from each other.
• Comparison: Contrast essays focus on comparing two or more subjects and highlighting their dissimilarities.
• Clear Structure: They often use a structured format, discussing one point of difference at a time.
• When do we use it? Imagine you want to explain how two cars you're considering for purchase are different, or you're comparing two historical figures for a school project. These are situations where you'd use a contrast essay.
• Contrasting the pros and cons of two different smartphone models.
• Comparing the lifestyles and philosophies of two famous authors.

C. Tips for Writing an Effective Contrast Essay

• Choose Clear Criteria: Decide on the specific criteria or aspects you'll use to compare the subjects.
• Organized Structure: Use a clear and organized structure, such as a point-by-point comparison or a subject-by-subject approach.
• Highlight Key Differences: Ensure you emphasize the most significant differences between the subjects.

The Definition Essay

In a definition essay, you take on the role of a language detective, seeking to unravel the intricate layers of meaning behind a term. It's a chance to explore the nuances and variations in how people understand and use a specific word or concept.

• What is it? A definition essay is like a word detective. It's all about explaining the meaning of a specific term or concept, often one that's abstract or open to interpretation.
• Clarity: Definition essays aim to provide a clear, precise, and comprehensive definition of the chosen term.
• Exploration: They explore the various facets, interpretations, and nuances of the term.
• When do we use it? Think of terms or concepts that people might misunderstand or have different opinions about, like 'freedom,' 'happiness,' or 'justice.' These are great candidates for definition essays.
• Defining the concept of 'success' and what it means to different people.
• Exploring the various definitions and interpretations of 'love' in different cultures and contexts.

C. Tips for Writing an Effective Definition Essay

• Choose a Complex Term: Select a term that has multiple meanings or interpretations.
• Research and Explore: Investigate the term thoroughly, including its history, etymology, and various definitions.
• Provide Examples: Use real-life examples, anecdotes, or scenarios to illustrate your definition.

The Persuasive Essay

In a persuasive essay, your goal is to be a persuasive speaker through your writing. You're trying to win over your readers and get them to agree with your perspective or take action on a particular issue. It's all about presenting a compelling argument that makes people see things from your point of view.

• What is it? A persuasive essay is like a friendly argument with facts. It's all about convincing the reader to agree with your point of view on a particular topic or issue.
• Strong Opinion: Persuasive essays start with a clear and strong opinion or position.
• Evidence-Based: They rely on solid evidence, logic, and reasoning to support their argument.
• When do we use it? Think of situations where you want to persuade someone to see things your way, like convincing your parents to extend your curfew or advocating for a cause you believe in. These are scenarios where you'd use a persuasive essay.
• Arguing for stricter environmental regulations to combat climate change.
• Convincing readers to support a specific charity or volunteer for a cause.

C. Tips for Writing an Effective Persuasive Essay

• Clear Thesis Statement: Start with a strong thesis statement that clearly states your opinion.
• Evidence and Logic: Back up your arguments with solid evidence, statistics, and logical reasoning.
• Address Counterarguments: Acknowledge and respond to opposing views to strengthen your argument.

How to Identify the Genre of an Essay

Identifying the genre of an essay is like deciphering the code that unlocks its purpose and style. This skill is crucial for both readers and writers because it helps set expectations and allows for a deeper understanding of the text. Here are some insightful tips on how to identify the genre of an essay from our thesis writing help :

1. Analyze the Introduction:

• The introductory paragraph often holds valuable clues. Look for keywords, phrases, or hints that reveal the writer's intention. For example, a narrative essay might start with a personal anecdote, while a synthesis essay may introduce a topic with a concise explanation.

2. Examine the Tone and Language

• The tone and language used in the essay provide significant clues. A persuasive essay may employ passionate and convincing language, whereas an informative essay tends to maintain a neutral and factual tone.

3. Check the Structure

• Different genres of essays follow specific structures. Narrative essays typically have a chronological structure, while argumentative essays present a clear thesis and structured arguments. Understanding the essay's organizational pattern can help pinpoint its genre.

4. Consider the Content

• The subject matter and content of the essay can also indicate its genre. Essays discussing personal experiences or emotions often lean towards the narrative or descriptive genre, while those presenting facts and analysis typically fall into the expository or argumentative category.

5. Identify the Author's Intent

• Sometimes, the author's intent becomes apparent when considering why they wrote the essay. Are they trying to entertain, inform, persuade, or reflect on a personal experience? Understanding the author's purpose can be a powerful tool for genre identification.

6. Recognize Genre Blending

• Keep in mind that some essays may blend multiple genres. For instance, a personal essay might incorporate elements of both narrative and descriptive writing. In such cases, it's essential to identify the dominant genre and any secondary influences.

7. Seek Contextual Clues

• Context can provide valuable insights. Consider where you encountered the essay — in a literature class, a news outlet, or a personal blog. The context can often hint at the intended genre.

8. Ask Questions

• Don't hesitate to ask questions as you read. What is the author trying to achieve? Is the focus on storytelling, providing information, arguing a point, or something else? Questions like these can guide you toward identifying the genre.

Final Thoughts

In the tapestry of writing, we've unraveled the threads of diverse essay styles, from the vivid descriptions of the descriptive essay to the informative clarity of expository pieces. Each genre brings its unique charm to the literary world. Embrace this versatility in your own writing journey, adapting your style to engage, inform, and persuade. In the realm of essays, your creative potential has boundless opportunities. Should you ever require help with the request, ' write papers for me ,' you can be confident that our professional writers will deliver an exceptional paper tailored to your needs!

According to Stephen King, This Is Why We Crave Horror Movies

The horror king breaks down our obsession with the macabre.

Stephen King and horror are synonymous. Are you really able to call yourself a fan of horror if one of his novels or film adaptations isn't among your top favorites? The Maine-born writer is hands down the most successful horror writer and one of the most beloved and prolific writers ever whose legacy spans generations. Without King, we might not be as terrified of clowns and or think twice about bullying the shy girl in school. One could say that King has earned the moniker, "the King of Horror." In addition to all he's written, King has also had over 60 adaptations of his work for television and the big screen and has written, produced, and starred in films and shows as well. He has fully immersed himself in the genre of horror from all sides, and it's unlikely that we will ever have anyone else like Stephen King. But did you know that King wrote an essay that was published in Playboy magazine about horror movies?

In 1981, King's essay titled " Why We Crave Horror Movies " was published in Playboy magazine as a variation of the chapter " The Horror Movie As Junk Food" in Danse Macabre . Danse Macabre was published in 1981 and is one of the non-fiction books in which that wrote about horror in media and how our fears and anxieties have been influencing the horror genre. The full article that was published is no longer online, but there is a shortened four-page version of it that can be found.

RELATED: The Iconic Horror Movie You Won't Believe Premiered at Cannes

Stephen King Believes We Are All Mentally Ill

The essay starts out guns blazing, the first line reading "I think that we're all mentally ill; those of us outside the asylums only hide it a little bit better." From here, he describes the general behaviors of people we know and how mannerisms and irrational fears are not different between the public and those in asylums. He points out that we pay money to sit in a theater and be scared to prove a point that we can and to show that we do not shy away from fear. Some of us, he states, even go watch horror movies for fun, which closes the gap between normalcy and insanity. A patron can go to the movies, and watch someone get mutilated and killed, and it's considered normal, everyday behavior. This, as a horror lover, feels very targeted. I absolutely watch horror movies for fun and I will do so with my bucket of heart-attack-buttered popcorn and sip on my Coke Zero. The most insane thing about all of that? The massive debt accumulated from one simple movie date.

Watching Horror Movies Allows Us to Release Our Insanity

King states that we use horror movies as a catharsis to act out our nightmares and the worst parts of us. Getting to watch the insanity and depravity on the movie screen allows us to release our inner insanity, which in turn, keeps us sane. He writes that watching horror movies allows us to let our emotions have little to no rein at all, and that is something that we don't always get to do in everyday life. Society has a set of parameters that we must follow with regard to expressing ourselves to maintain the air of normalcy and not be seen as a weirdo. When watching horror movies, we see incredibly visceral reactions in the most extreme of situations. This can cause the viewer to reflect on how they would react or respond to being in the same type of situation. Do we identify more with the victim or the villain? This poses an interesting thought for horror lovers because sometimes the villain is justified. Are we wrong for empathizing with them instead?

Let's take a look at one of the more popular horror movies of recent years. Mandy is about a woman who is murdered by a crazed cult because she is the object of the leader's obsession. This causes Red ( Nicolas Cage ) to ride off seeking revenge for the love of his life being murdered. There are also movies like I Spit On Your Grave and The Last House On The Left where the protagonist becomes the murderer in these instances because of the trauma they experienced from sexual assault. Their revenge makes audiences a little more willing to side with the murderer because they took back their power and those they killed got what was deserved. This is where that Lucille Bluth meme that says "good for her" is used. I'll die on the hill that those characters were justified and if that makes me mentally ill then King might be right!

What Does Stephen King Mean When He Tells Us to "Keep the Gators" Fed?

At the end of the essay, King mentions he likes to watch the most extreme horror movies because it releases a trap door where he can feed the alligators. The alligators he is referring to are a metaphor for the worst in all humans and the morbid fantasies that lie within each of us. The essay concludes with "It was Lennon and McCartney who said that all you need is love, and I would agree with that. As long as you keep the gators fed." From this, we can deduce that King feels we all have the ability to be institutionalized, but those of us that watch horror movies are less likely because the sick fantasies can be released from our brains.

With that release, we can walk down the street normally without the bat of an eye from walkers-by. Perhaps this is why the premise for movies like The Purge came to fruition. A movie where for 24 hours all crime, including murder, is decriminalized couldn't have been made by someone who doesn't get road rage or scream into the void. It was absolutely made by someone who waited at the DMV for too long or has had experience working in retail around Black Friday. With what King is saying, The Purge is a direct reflection of that catharsis. Not only are you getting to watch a crazy horror movie where everyone is shooting everyone and everything is on fire, but it's likely something you've had a thought or two about. You can consider those gators fed for sure.

Do Horror Movies Offer Us True Catharsis or Persuasive Perspective?

Catharsis as a concept was coined by the philosopher Aristotle . He explained that the performing arts are a way to purge negative types of emotions from our subconscious, so we don't have to hold onto them anymore. This viewpoint further perpetuates what King is trying to explain. With that cathartic relief, the urgency to act on negative emotion is less likely to happen because there is no build-up of negativity circling the drain from our subconscious to our reality. However, some who read the essay felt like King was just being persuasive and using fancy imagery rather than identifying an actual reason why horror is popular. Some claim the shock and awe factor of his words and his influence on horror would cause some readers to believe they are mentally ill deep down. I have to say, as a millennial who rummages through the ends of social media multiple times a day, everyone on the internet thinks they're mentally ill, and we all have the memes to prove it. It is exciting and fascinating to watch a horror movie after working a 9-5 job where the excitement is low. Watching Ghostface stalk Sidney Prescott ( Neve Campbell ) in Scream isn't everyone's idea of winding down, but for the last 20-something years, it has been my comfort movie when I'm feeling sad or down. The nostalgia of Scream is what makes it feel cathartic to me and that's free therapy!

What is the Science Behind Loving Horror Movies?

Psychology studies will tell us that individuals who crave and love horror are interested in it because they have a higher sensation-seeking trait . This means they have a higher penchant for wanting to experience thrilling and exciting situations. Those with a lower level of empathy are also more likely to enjoy horror movies as they will have a less innate response to a traumatic scene on screen. According to the DSM-V , a severe lack of empathy could potentially be a sign of a more serious psychological issue, however, the degree of severity will vary. I do love rollercoasters, but I also cry when I see a dog that is just too cute, so horror lovers aren't necessarily the unsympathetic robots that studies want us to be. Watching horror films can also trigger a fight-or-flight sensation , which will boost adrenaline and release endorphins and dopamine in the brain. Those chemicals being released make the viewers feel accomplished and positive, relating back to the idea that watching horror movies is cathartic for viewers.

Anyone who reads and studies research knows that correlation does not imply causation, but whether King's perspective is influenced by his position in the horror genre or not, psychology and science can back up the real reasons why audiences love horror movies. As a longtime horror lover and a pretty above-average horror trivia nerd, I have to wonder if saying we are mentally ill is an overstatement and could maybe be identified more as horror lovers seeking extreme stimulus. Granted, this essay was written over 40 years ago, so back then liking horror wasn't as widely accepted as it is today. It's possible that King felt more out of place for his horror love back then and the alienation of a fringe niche made him feel mentally ill. Is King onto something by assuming that everyone has mental illness deep down, or is this a gross overestimation of the human psyche? The answer likely falls somewhere in between, but those that love horror will continue to release that catharsis through the terrifying and the unknown because it's a scream, baby!