This study considers the ways in which teaching and learning methods can be appropriately elaborated on each text type in the texts that have appeared after the 2007 Revised National Curriculum. Especially, this study attempts to examine what is the nature and characteristics of the persuasive texts picked among the diverse types of text and how they should be approached in terms of teaching and learning. In connection with the nature and characteristics of the persuasive texts, the approaching methods of text typology are investigated, which explain the persuasive texts in the consideration of structural characteristics or both aspects of structure and function, in addition to the method of focusing on language use function as shown in the National Curriculum. Also, the characteristics of the persuasive texts are broadly dealt with in a diverse range from the logical to the emotional aspects, based on the various persuasive theories which have been developed in varied scholarly fields. In association with the selection of the texts for teaching and learning, the 2007 Revised National Curriculum is discussed to find out what kinds of persuasive text are chosen for the educational process. Through this discussion, this essay clarifies what changes have been made according to the nature of the National Curriculum and suggests what problems remain to be solved in light of choosing and arranging the right types of text. Finally, this study explores how teaching and learning contents for the persuasive texts should be categorized and organized, considering the characteristics of the texts employed as teaching and learning materials. For this purpose, the study examines how the types of text and the type-centric contents should be combined to be set up as teaching and learning contents, emphasizing the significance of contexts through an analysis of sentencing text as an example.