In primary classrooms, in addition to narrative and poetry, children learn about different text types, each of which has particular characteristics at text, sentence and word level: recount, instructions,non-chronological report,persuasive,explanations and arguments.This is a powerful basis for a literacy curriculum.However,the focus on specific text types can become an artificial exercise,unrelated to the ways in which texts are produced and used in the world outside school. The front page of a newspaper, for example, may well be composed of some actual ‘reporting’ (with no persuasive bias), a supposed report which is in fact expressing the viewpoint of the editor, one or more photographs with captions, and an advert.This mix of ‘text types’ within one text, including both the written and the visual, is typical of the texts children encounter both in paper and digital form. Even specific text types rarely occur purely as written text: instructional texts, for example,are almost always a mix of writing and illustration – witness any cookery book.