Text types is generalized in two kinds; fiction and no-fiction. Fiction will be close relating to literature while non-fiction is deal more in technical usage of daily life.
Browsing over the Internet, I find a very useful source to learn text types in non-fiction summary. They are:

1. Report text, this kind of text is to describe the way things are, give detail description as they are
2. Procedure, this instructional text is to instruct or describe how to make something or how something is done through a series of sequenced steps or phases.
3. Recount, this text tries to retell events. Commonly the events happened in the past
4. Explanation, this kind of text surely explains the process involved in nature and how something works. Explanation text is composed a lot in natural phenomena.
5. Persuasion, as its word root, persuasive text tries to argue the case for a point of view and in higher point it makes to convince and persuade readers. Persuasion text is studied in two types; analytical exposition and hortatory text.
6. Discussion, a type of text which present argument and information from different points of view. Generally discussion text is accomplished with a recommendation
7. The other types of non-fiction text such as Internet material, leaflet, interview, diary, journalistic writing, biography and autobiography.

Text Types
For Stage 3 (usually Years 5 to 7, i.e. 9 – 12 year olds)
Literary Texts Factual Texts
Narrative
Literary Recount
Observation
Literary Description
Personal Response
Review
Factual Description
Information Report
Procedure
Procedural Recount
Factual Recount
Explanation
Exposition
Discussion

Narrative
To entertain, create, stimulate emotions, motivate, guide, teach
Stage 3:
• Students listen to more diverse, longer narratives.
• Students read a variety of less familiar contemporary and traditional narratives.
• Students jointly and independently construct narratives.
• Teacher deconstructs and models stages.
• Focus on rile of dialogue in character development and how it can guide action in narrative.
• Students develop a critical literacy in respect of character development and subject matter.
• The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides
Literary Recount
To entertain by dealing with a sequence of events that establish a relationship between a writer / reader / speaker / listener/ viewer.
Stage 3:
• Students give longer more involved recounts.
• Oral recounts are more clearly developed.
• Teacher and students jointly, then students independently, construct and read recounts.
• Focus on character development and development of critical literacy in respect of values and attitudes incorporated in the text.
Observation
To record events and respond to them in a personal way. Observation does not have a sequence of events.
Stage 3:
• Students and teachers focus on recount and narrative rather than observation.
Literary Description
To describe, in literary terms, natural, physical, cultural and individual phenomena.
Stage 3:
• Students give more detailed descriptions of a range of settings, people, etc.
• Students jointly and then independently construct and read detailed descriptions.
• The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides
Personal Response
To summarize and respond personally to a text.
Stage 3:
• Students give spoken subjective responses to literary texts in preparation for review writing.

Review
To summarize / analyze a literary text and assess its appeal and value.
Stage 3:
• Students give complex spoken and written reviews that include book knowledge, critical orientation to events, character development and assessment of dominant messages and values.
• Recommendation is made on the basis of the above information.
• Teacher and students jointly, then students independently, construct reviews.

Factual Text Types
Factual Description
To describe a particular living, non-living or natural phenomenon.
Stage 3:
• Students give more detailed descriptions of a range of things.
• Teacher and students jointly, then students independently, construct and read more detailed descriptions.
• Focus on including technical language in descriptions.
See Also:
• The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides
Information Report
To classify and describe general classes of phenomena.
Stage 3:
• Students research, listen to and give spoke information reports, often with the support of visual images.
• Teacher and students jointly, then students independently, construct more complex oral and written information reports based on unfamiliar researched topics.
• Texts are accompanied by diagrams and labeled sketches.
• Students may write about and present broadly based topics from KLAs.
See Also:
• Investigation Report

The descriptive text type
Based on perception in space. Impressionistic descriptions of landscapes or persons are often to be found in narratives such as novels or short stories. Example: About fifteen miles below Monterey, on the wild coast, the Torres family had their farm, a few sloping acres above the cliff that dropped to the brown reefs and to the hissing white waters of the ocean …
Purpose Description is used in all forms of writing to create a vivid impression of a person, place, object or event e.g. to: • describe a special place and explain why it is special • describe the most important person in your life • describe the animal’s habitat in your report Descriptive writing is usually used to help a writer develop an aspect of their work, e.g. to create a particular mood, atmosphere or describe a place so that the reader can create vivid pictures of characters, places, objects etc.
Features Description is a style of writing which can be useful for a variety of purposes: • to engage a reader’s attention • to create characters • to set a mood or create an atmosphere • to bring writing to life.
Language • aims to show rather than tell the reader what something/someone is like • relies on precisely chosen vocabulary with carefully chosen adjectives and adverbs. • is focused and concentrates only on the aspects that add something to the main purpose of the description. • sensory description – what is heard, seen, smelt, felt, tasted. Precise use of adjectives, similes, metaphors to create images/pictures in the mind e.g. their noses were met with the acrid smell of rotting flesh. • strong development of the experience that “puts the reader there” focuses on key details, powerful verbs and precise nouns.
The narrative text type
Based on perception in time. Narration is the telling of a story; the succession of events is given in chronological order.
Purpose The basic purpose of narrative is to entertain, to gain and hold a readers’ interest. However narratives can also be written to teach or inform, to change attitudes / social opinions e.g. soap operas and television dramas that are used to raise topical issues. Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. The common structure or basic plan of narrative text is known as the “story grammar.” Although there are numerous variations of the story grammar, the typical elements are: • Setting—when and where the story occurs. • Characters—the most important people or players in the story. • Initiating event—an action or occurrence that establishes a problem and/or goal. • Conflict/goal—the focal point around which the whole story is organized. • Events—one or more attempts by the main character(s) to achieve the goal or solve the problem. • Resolution—the outcome of the attempts to achieve the goal or solve the problem. • Theme—the main idea or moral of the story. The graphic representation of these story grammar elements is called a story map. The exact form and complexity of a map depends, of course, upon the unique structure of each narrative and the personal preference of the teacher constructing the map.
Types of Narrative There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience. Features • Characters with defined personalities/identities. • Dialogue often included – tense may change to the present or the future. • Descriptive language to create images in the reader’s mind and enhance the story.
Structure In a Traditional Narrative the focus of the text is on a series of actions: Orientation: (introduction) in which the characters, setting and time of the story are established. Usually answers who? When? Where? E.g. Mr. Wolf went out hunting in the forest one dark gloomy night.
Complication or problem: The complication usually involves the main character(s) (often mirroring the complications in real life).
Resolution: There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader. Further more, when there is plan for writing narrative texts, the focus should be on the following characteristics: • Plot: What is going to happen? • Setting: Where will the story take place? When will the story take place? • Characterization: Who are the main characters? What do they look like? • Structure: How will the story begin? What will be the problem? How is the problem going to be resolved? • Theme: What is the theme / message the writer is attempting to communicate?
The expository text type
It aims at explanation, i.e. the cognitive analysis and subsequent syntheses of complex facts. Example: An essay on “Rhetoric: What is it and why do we study it?”
The argumentative text type
Based on the evaluation and the subsequent subjective judgement in answer to a problem. It refers to the reasons advanced for or against a matter.