Transactional writing: structural and organisational features for different non-fiction forms (articles, letters, speeches, reports, reviews)

What you'll learn

Each non-fiction form — article, letter, speech, report and review — has its own structural and organisational features. In Edexcel GCSE English Language Paper 2 Section B, the task names a form, and Assessment Objective 5 rewards writing that is organised appropriately for it. This guide explains the conventions of each form, how to structure paragraphs and whole texts, how to use discourse markers and topic sentences for cohesion, and how to open and close each form effectively. Templates and short examples, written for this guide, show what each form looks like in practice.

Following conventions is not about filling in a template; it is about showing the examiner that you understand how real writers communicate with real audiences.

Key terms and definitions

Form — The type of text, with its expected features.

Conventions — The typical features readers expect in a form.

Headline — The title of an article, designed to attract attention.

Strapline — A short line below a headline that adds detail.

Subheading — A heading that introduces a section.

Salutation — The greeting at the start of a letter ("Dear…").

Valediction — The closing phrase of a letter ("Yours sincerely").

Topic sentence — The first sentence of a paragraph, stating its main idea.

Discourse markers — Words and phrases that link ideas: "Firstly", "However", "In addition", "Finally".

Cohesion — The way a text holds together through linking words, repeated ideas and logical order.

Core concepts

Articles

Conventions: a headline (often using puns, alliteration, questions or bold statements), an optional strapline, an engaging opening paragraph, optional subheadings, and paragraphs developing points.

Structure:

1. Headline and strapline.
2. Opening — hook (anecdote, question, statistic) and viewpoint.
3. Main body — developed points, evidence, perhaps quotes from invented experts or people affected.
4. Counter-argument — if arguing.
5. Conclusion — summary, call to action or memorable final line.

Headline example: "Screen Time or Scream Time? Why Families Are Battling Over Phones"

Letters

Formal letters (to a head teacher, council, newspaper or company):

• optional addresses and date;
• salutation: "Dear Mr Patel" (named) or "Dear Sir or Madam" (unnamed);
• an opening paragraph stating why you are writing;
• clear paragraphs developing points;
• a closing paragraph with a request or call to action;
• valediction: "Yours sincerely" after a named greeting; "Yours faithfully" after "Dear Sir or Madam";
• your name.

Informal letters to friends or family are rarely set, but if they are, use a warmer register while keeping paragraphs and Standard English.

Speeches

Conventions: address the audience directly at the start ("Good morning, Year 10"), use signposting so listeners can follow ("My first point…", "Finally…"), use rhetorical devices that work aloud (repetition, triplets, rhetorical questions), and finish with a memorable close and thanks.

Structure:

1. Greeting and hook.
2. Statement of purpose — what you will argue or encourage.
3. Points, clearly signposted.
4. Counter-argument (where relevant).
5. Rousing conclusion and call to action.
6. "Thank you for listening."

Reports

Reports present findings and recommendations to a specific audience, such as a head teacher or committee.

Conventions: a title, an introduction stating purpose and scope, sections with subheadings, objective and formal tone, evidence from (invented) surveys or observations, and recommendations.

Structure:

1. Title — "Report on Lunchtime Facilities".
2. Introduction — purpose and method ("This report examines… based on a survey of 120 students").
3. Findings — sections with subheadings.
4. Recommendations — numbered or clearly separated.
5. Conclusion.

Reviews

Conventions: a title (often including the name of what is reviewed), context, description, evaluation, a recommendation, and sometimes a rating.

Structure:

1. Hook and introduction — what, where, when.
2. Paragraphs on key aspects — description and evaluation.
3. Balanced judgement.
4. Recommendation — who would enjoy it.

Leaflets and guides

Conventions: a clear title, subheadings for sections, short paragraphs, direct address, practical information and advice. In exam conditions, use subheadings and clear sections rather than trying to draw a layout.

Paragraphing and cohesion

In every form:

• start each paragraph with a topic sentence stating its focus;
• develop the point with explanation and evidence;
• link paragraphs with discourse markers: Firstly, Furthermore, However, On the other hand, As a result, Above all, Finally;
• order paragraphs for impact, often building to the strongest point;
• use a short paragraph occasionally for emphasis.

Openings and endings by form

Worked examples

All examples were written for this guide.

Example 1: Formal letter opening and close

Dear Councillor Ahmed,

I am writing on behalf of the students of Riverside Academy to ask you to reconsider the proposed closure of the Hillside Library.

…I would be grateful if you would meet with our student council to discuss alternatives. Thank you for considering our request.

Yours sincerely,

Jordan Clarke

Example 2: Report section

Findings: Lunchtime Queues

The survey showed that 68% of students wait more than fifteen minutes for food. Many reported that they had insufficient time to eat before afternoon lessons.

Recommendations

1. Introduce a second serving point. 2. Stagger lunch times by year group.

Example 3: Speech signposting

My first reason is simple: it saves money. My second reason matters even more: it saves lives. And my final reason? It's the right thing to do.

Example 4: A complete formal letter

Task: "Write a letter to your head teacher arguing that the school should introduce a weekly 'phone-free day'."

Model response written for this guide:

Dear Mrs Okafor,

I am writing on behalf of the Year 10 student council to propose that our school introduces a weekly phone-free day, beginning next term.

Over the past month, the council has listened to students in every year group. Many told us that they feel distracted by notifications during lessons and that break times often involve groups of students staring silently at their screens. One Year 7 student told us that she found it hard to make new friends "because everyone is on their phone". These conversations persuaded us that a small change could make a real difference.

A phone-free day would encourage students to talk to one another, take part in clubs and activities, and concentrate fully in lessons. Several schools nearby have trialled similar schemes, and their students report feeling calmer and more connected. Furthermore, a single day each week is a modest step: it would not prevent parents contacting their children in an emergency, since messages could still be passed through the school office.

We recognise that some students and parents may be concerned. To address this, the council would be happy to run an assembly explaining the scheme and to organise lunchtime activities — board games, sports and a quiet reading room — so that the day feels positive rather than restrictive.

We would be grateful for the opportunity to discuss this proposal with you at the next student council meeting. Thank you for taking the time to consider our request.

Yours sincerely,

Amaya Clarke Year 10 Student Council Representative

Features to notice:

• correct salutation and valediction (named recipient → "Yours sincerely");
• an opening paragraph that states the purpose immediately;
• paragraphs with clear topic sentences: evidence from students, benefits, response to concerns, request;
• a formal, respectful register that remains persuasive;
• a specific, reasonable request at the end.

Choosing between forms when the task gives options

Sometimes a task allows you to write in a form of your choice. Choose the form whose conventions you know best and that suits the purpose: a speech gives scope for rhetoric; a letter suits formal requests and complaints; an article suits argument with a wide audience; a review suits evaluation. Whatever you choose, use its conventions consistently from the first line.

Common mistakes and how to avoid them

• Writing an essay regardless of the form.
• Mismatched valedictions in letters.
• Missing headlines in articles.
• No signposting in speeches.
• Subjective, chatty tone in reports.
• Paragraphs without topic sentences, leading to drifting ideas.

Example 5: A short report, in full

Task: "Write a report for your head teacher on how the school could reduce its environmental impact."

Model response written for this guide:

Report on Reducing the School's Environmental Impact

Introduction

This report has been prepared by the Eco Committee at the head teacher's request. It is based on a survey of 200 students and 30 staff, and on observations made around the school over two weeks.

Findings

Energy use: lights and projectors are frequently left on in empty classrooms, particularly at lunchtime.

Waste: the canteen produces large amounts of food waste and single-use packaging. Recycling bins are available in only four locations.

Travel: over half of students who live within two miles of school are driven, mainly because parents are concerned about road safety.

Recommendations

1. Appoint "energy monitors" in each form to switch off lights and equipment. 2. Introduce recycling bins in every classroom and replace single-use packaging in the canteen. 3. Work with the council to improve safe walking and cycling routes, and introduce a secure bike shelter.

Conclusion

These changes are low-cost and would involve the whole school community. The Eco Committee would welcome the opportunity to present these findings to the governors.

Features to notice: a clear title; an introduction explaining purpose and method; findings organised under subheadings; numbered, practical recommendations; a formal, objective tone with no exaggeration; and a brief conclusion.

Article openings that work

• Anecdote: "At 7.30 every morning, Jamal waits at a bus stop that no bus has visited since March."
• Statistic: "One in four teenagers in our town says there is 'nothing to do' after school."
• Question: "When did you last see a child playing outside without a screen?"
• Bold claim: "Homework, as we know it, is broken."

Pick the opening type that best suits your audience and purpose — anecdotes for sympathy, statistics for authority, questions for engagement, bold claims for impact.

Exam technique for "Structural and Organisational Features of Non-fiction Forms"

• Identify the form and recall its conventions before planning.
• Plan paragraph topics and their order.
• Use topic sentences and discourse markers throughout.
• Craft an opening and ending suited to the form.
• Do not waste time on elaborate layout; focus on writing quality.

Quick revision summary

• Articles: headline, strapline, hook, developed points, strong conclusion.
• Letters: salutation, purpose, paragraphs, request, correct valediction.
• Speeches: greeting, signposting, rhetorical devices, call to action, thanks.
• Reports: title, purpose, subheaded findings, recommendations, formal tone.
• Reviews: context, description, evaluation, recommendation.
• Use topic sentences and discourse markers for cohesion.