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Exposition
Texts
Structure and features
of exposition texts
PURPOSE
An exposition persuades a reader or listener by presenting one side of an argument. By taking a point of view and justifying it, we aim to convince others to see only that side of an issue. Some expositions speculate as to what might be and persuade others as to what should be.
TYPES OF EXPOSITION
Exposition texts vary according to whether they analyse, interpret or evaluate the environment surrounding us.They may also inform or persuade and explain how and why.
In an expository text the audience is being persuaded to a particular point of view.This may be persuading someone to act in a certain way or justifying an action. Exposition texts can be personal and emotive in tone and selectively explain and analyse events, issues and phenomena.The writer wants the reader to empathise with the emotions and reasons and to support the action. Students need to develop the ability to recognise that something is one- sided or biased and presents only one point of view, especially if they are being convinced to behave in a certain way, to buy something or to do something.
It is important that for the text to be persuasive the tenor must be at the appropriate level for the audience. Generally an impersonal style is used and the passive voice creates an authoritative tone. Conjunctions give the text coherence, while the vocabulary, which can be metaphorical, describes feelings and attitudes.
The modality expresses the writer’s attitude and reflects whether the discussion is open or authoritative and definite. Responding to persuasive writing helps develop a student’s critical thinking and clarity of expression. It encourages students to question, research and respond to an argument in a clear and logical way. There are different types of exposition texts:
- Expository writing can change the attitude people have or their point of view, by expressing an argument about a specific issue. This persuasive writing appears as newspaper editorials, political or campaign speeches, print, visual and oral media, information texts in books, letters to the editor, legal defences or sermons. Hopefully as students develop their skills they will become aware that facts can be interpreted in different ways and that a variety of opinions on an issue may be valid.
- Persuasive writing can promote and sell goods, services and activities; for example in advertisements and posters persuasive language convinces people to do or believe particular things. It has a positive emphasis or bias and is directed at a specific audience. Media advertisements are generally eye catching with catchy slogans and tunes.This draws people in and makes them identify with the messages and images portrayed.At times other texts are adopted, e.g. procedures, explanations and descriptions.An example is: Ten steps to a beautiful new body.
- Expository writing can plead a case, for example Don’t pollute our rivers. Persuasive expositions differ from discussions where the writer explores all sides of an issue and comes to a decision based on available evidence. Persuasive expositions have a point of view that is supported by logical arguments and evidence.The writer selects and omits information to support a position. Strong research skills and accurate note making are needed to write a persuasive exposition if issues relate to areas with which students have had no experience. Surveys and interviews about issues
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can be used to gather information while current materials gathered from newspapers, news and radio broadcasts form an invaluable resource. Students will need to check the validity of their sources of information and list a bibliography.
Structure of
exposition texts
Exposition texts generally begin with an introductory statement of position giving the author’s opinion or point of view.This previews the argument that will follow.The next section has a series of logical arguments that convince the audience why this position has been taken. A conclusion ties it all together by reinforcing or summarising the author’s point of view.
STATEMENT OF POSITION
Encourage students to start with a clear and forceful statement of position.This is often supported by some background information about the issue in question.The stand taken by the writer may preview in summary form the arguments to be presented. Students need to focus on developing a strong statement of position.They can ask themselves the following questions:
- Who am I trying to persuade?
- What am I trying to persuade them to think or do?
- What type of arguments will best catch their attention?
- Is the statement hard hitting and does it clearly state the position?
ARGUMENT STAGE
A number of points are generally made in the argument stage.The number of arguments is flexible and varies in each exposition. Arguments need to be logically developed and supported, and justified with reasons, examples, expert evidence and statistical information.
Frequently each argument begins with background information, followed by points that relate back to the statement of position and justify or elaborate on the statement. For arguments to be as effective as possible they should include supporting facts, examples, tables, visual images, quotes or evidence so that they appear convincing.Vague terms such as the general public, or a large group, should be used carefully, as the accuracy of these observations needs to be assessed. The arguments are ordered according to whether the writer believes they are persuasive or weaker arguments.The writer may wish to start with the strongest argument, linking the others. An alternative way is to start with the weaker and build with each argument to the strongest, or they may wish to intersperse the strong arguments with those that are weaker. It is important that each elaboration consists of a number of sentences. Each paragraph should be carefully structured with the topic sentence in each paragraph relating to the main idea and at times the preceding paragraph. Most paragraphs have one main idea that is argued and elaborated and forms part of the whole exposition. An important language feature is the use of connectives and conjunctions as they show the relationship between parts of the text.These conjunctions can link ideas, contrast concepts, sequence thoughts, add to ideas and connect cause and effect. Examples of these words are firstly, finally, in addition, because, as a result of, on the other hand.
REINFORCEMENT OF
THE STATEMENT OF POSITION
This is where the argument is emphasised.The summing up of the position in the light of the argument that has been presented reinforces the statement of position and often calls for some type of action on the part of the audience. In order to persuade their audience in oral presentations, students need to focus on reinforcing their statement of position and
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TEXT
ORGANISATION
LANGUAGE
FEATURES
Satement of position
Written in present tense, e.g. are, have Author speaks persuasively, e.g. we, human beings, our Use of word families of general nouns, e.g. environment, irreplaceable rainforests, polluted land and water Use of passive voice to keep focus, e.g. It saddens me to think… Use of emotive language, e.g. destroyed, annihilated Use of nominalisation, e.g. destruction High degree of modality, e.g. must, can
Use of action verbs, e.g. are polluting Use of conjunctions to show cause and effect, e.g. that, and Use of complex sentences Use of technical language, e.g. toxic waste, food chain, sewage Use of saying verbs, e.g. urge Use of evaluative language, e.g. to take responsibility Use of modality in conclusion, e.g. can
Background information
Reinforcement of statement of position
Sample Annotated Text
The Editor Greenpeace Australia News Locked Bag 199 ANNANDALE NSW 2038
Dear Lynette When are human beings going to accept responsibility for the environment and for the survival of animal species? It saddens me to think that in our short time on this planet we have annihilated thousands of animal species, punctured a hole in the ozone layer, destroyed vast areas of irreplaceable rainforests and polluted land and water —to name just a few of our crimes. The continual destruction of animal habitats to make way for spreading urban populations or increased farming lands for growing food concerns me greatly. People are encroaching on animals’ territory and soon animals will no longer have the space they need. People must work now to protect animal habitats. People are polluting the earth to such an extent that many waterways are not fit for swimming. Non-recyclable rubbish is growing at an incredible rate. People dump toxic waste at sea or bury it in the desert. Pumping sewage into our oceans causes the death of fish as well as animals further up the food chain such as whales. Rubbish such as plastic kills innocent creatures such as seals, birds and turtles. I urge all people to take responsibility for this earth we share with other creatures and which we hold in trust for our children and our children’s children. We can do it if we work together.
Eric, Manly
ear Editor
D
Argument 1 Background Point Elaboration
Argument 2 Background Point Elaboration
Name _________________________________________ Date _______________ BLM 52
Blake Education Fully Reproducible 79
Outcomes Checklist Exposition Texts
At the end of the units on exposition texts, students will have worked towards achieving the following National Level 4 (NSW Stage 3) outcomes.
SPEAKING AND LISTENING
NA 4.2 NSW 3.3 Considers aspects of context, purpose and audience when speaking and listening and discusses ways in which spoken language differs from written. NA 4.3 NSW 3.4 Controls and evaluates structures and features of spoken language. Interprets meaning and develops and presents ideas and information in familiar surroundings. NA 4.4 NSW 3.2 Interacts in different sized groups using effective communication skills and strategies and listening attentively.
READING AND VIEWING
NA 4.5 NSW 3.5 Reads an extensive range of texts with fairly complex structures and features, justifying own interpretation of ideas, information and events in the response to themes and issues. NA 4.6 NSW 3.7 Analyses and explains techniques to position the reader and to interpret experiences differently in texts. NA 4.7 NSW 3.8 Identifies the structures of different texts and with assistance discusses the grammatical structures and features that shape readers’ and listeners’ understanding of texts. NA 4.8a NSW 3.6 Selects a range of strategies appropriate for the texts being read. NA 4.8b Working with peers, is able to find information and resources for specific purposes.
WRITING
NA 4.9 NSW 3.9 Writes well structured literary and factual texts using challenging topics, ideas and issues for a variety of purposes and audiences. NA 4.10 NSW 3.13 Evaluates writing in terms of effectiveness of presentation of subject matter and adjusts to focus on context, purpose and audience. NA 4.11 NSW 3.14 Discusses and evaluates how texts have been constructed to achieve their purpose and shape readers’ and viewers’ understandings using grammatical features and structures. NA 4.12a NSW 3.10 Uses a range of strategies to plan, edit and proofread own writing. NA 4.12b NSW 3.11 Uses a range of strategies to spell unfamiliar words. NSW 3.12 Writes using a fluent and legible style.
BLM
61, 68, 69, 78, 85, 88, 89
68, 69, 84, 85, 89
67, 78, 84, 89
62, 66, 73
66, 79, 83, 88
60, 66, 73, 79, 83
62, 83
59, 61, 82
63, 69, 74, 75, 78, 80, 91 59, 60, 63, 67, 68, 70, 73, 74, 75, 91
59, 63, 66, 67, 69, 70, 75, 80, 90, 91
70, 73, 74, 75
67, 70, 90 60
DATE & COMMENTS
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Read sentences to students, asking them to place the modality, and then give students sentences to rewrite in a stronger or weaker modality.
IMPERSONAL VOICE
In expositions students should change their writing from a personal to a more impersonal voice.
e.g. I think the school needs more playground equipment. (Personal) The school needs more playground equipment. (Impersonal)
Ask students to rewrite these sentences in an impersonal voice using high modality:
I think we might regenerate the bush; Perhaps we might buy some new school desks; A number of people fear that the trip is too dangerous.
CONJUNCTIONS
Give students a number of simple sentences and encourage them to use conjunctions to link arguments in each paragraph more effectively as this will lead to a more cohesive text.
e.g. It is understood that the danger will pass because the water has subsided.
NOMINALISATION
Nominalisation features in expositions of more mature writers and is essential for dealing with abstract knowledge. It assists students to change from a purely speech oriented form of action based writing to one which is noun based. Students write more effectively and in a more authoritarian tone when using nominalisation, which is a process of forming a noun from a verb.
e.g. I removed the rock from the path. The removal of the rock from the path was essential. I have a need to play. Recreation is important for a child’s growth and development. I am building a tower. The tower’s construction will affect the daily life of many people.
Give the students a passage in which to underline the action verbs. Ask them to rewrite the passage using the features discussed above.
Session 3
Have your say
View a number of documentaries on various topics. Ask students to focus on whether the writer uses bias and visual images in the emotive text and whether exaggeration or omission of facts are used to influence the audience. Encourage students to focus on the use of technical terms in the text and to look at what amount and type of support is given to the reader to help understand the terms. Discuss with students if there is a presumption that the reader will understand the content. Ask students, as a group, to express their opinions about an event occurring at school, for example food to be available in the tuckshop. Ask them to give reasons that support their suggestions. Before the modelling of the writing of an exposition begins, encourage students to focus on who they are trying to persuade and the most effective way to persuade their audience. Discuss with them the different points of view and who is involved. Model for students the writing of an exposition supplying background information, expressing a point of view and ensuring that each time a point is made, it is elaborated. Focus on writing an authoritarian, impersonal point of view, e.g. Most adults agree...The general feeling is...We could report...It is normally carried through... Include the language features discussed above.
Session 4
Looking at the media
Advertisements create a need, entertain, inform and make money. A large amount of money and research is involved in campaigns to persuade people to buy a certain product.The advertiser selects a target group and the
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advertisement is designed to appeal to members of that group, and fills either an imaginary need created by the advertiser or a genuine need. It often manipulates the audience to aspire to a certain lifestyle.
Advertisements generally follow this format. They have a headline, the name of the product/service, a description of the product/service, the price of the product/service and the availability of the product/service.
Words are used that relate to the product, such as softer and luxurious.The words selected form the image and focus on the selling point of quantity, quality but value for your money. Emotive, factual, poetic, symbolic, colloquial, technical and created words and puns can be used. Spelling can be phonic and punctuation varies or may be left off. Slogans are often created which involve the repetition of words and use of ellipsis, e.g. would be an ideal gift for any child. Comparatives are used without any means of comparison.They do not say what they are faster than, smoother or bigger than.
An imperative form with high modality and certainty is used for commands leading to immediate action as it involves the reader. ‘You must buy now.The offer is for a short period.’ ‘We know you love the product.’ Questions may also be used to involve the reader. ‘Is it true you want to change the way you look?’
View a series of radio, television or magazine advertisements with students. Discuss the communication of these messages to the audience. Discuss the stated opinion and the reasons or arguments. In pairs ask students to sort the letters and articles according to the point of view of the writer (found in the statement of position).Ask students to find any conflicting information, persuasive language such as emotive words, and the use of modality by the writer.
With students, compile a list of all the techniques used in advertisements.The list may include the above techniques with the addition of the following: repetition of words and phrases; use of slogans and catchy phrases; using questions to provoke thought; appealing
emotively to the audience; quoting authorities; the audience’s need to act on the offer with immediacy; excessive use of adjectives; repeating rhythms; creating a problem which the product can solve; stereotyping; focusing on one aspect of the product being sold. Encourage students to attempt some of these activities:
- Write their own radio, television, or printed advertisements to sell products.
- Select advertisements from the property section of the newspaper in order to remove all emotive words, leaving only the information. Ask students to think about why certain words were selected and discuss how abbreviations and graphics have been used.
- Ask students to create a new and exciting imaginary product and decide on a target audience (elderly people, adults, children or teenagers).Their advertisement should persuade their audience and influence sales of the product.The persuasive technique would have to be different for each audience. Cartoons and exciting activities would appeal to the young, whereas teenagers would need to know something is in vogue and used by their peers. Adults would need to know that a product is healthy and good value for money.
Session 5
Point of view
Ask students to read the ‘Letters to the Editor’ section of the newspaper and collect letters that put forward a point of view. Encourage students to highlight these sections in the letters and to select a few letters and record the issue, opinions and elaboration in each, for example:
- Background information/Issue : Inadequate playground equipment.
- Point: The only equipment is a slide suitable for students to the age of eight.
- Elaboration: The students, having sat all morning, have a need to run around, and no balls, hoops, bats, climbing frames are available.
BLM 53 Name _________________________________________ Date _______________
84 Blake Education Fully Reproducible
Exposition Planning Frame
Statement of position and argument
Have you planned your exposition? Have you clearly stated a problem in your introduction? Have you established your point of view? Does your research support your arguments? What audience are you writing for? Are you writing in present tense?
Points and elaboration
Is each point supported by elaboration that adds details? Do expert opinions support the arguments? Are quotes used? Do cause and effect connect ideas? Are truthful facts and figures used? Is emotive and evaluative language used? Are words selected for the degree of certainty?
Can the line of argument be easily understood? Are the arguments supported by expert opinions? Are connectives such as so, like, causes, brings about found? Do words such as the advantages of...my point of view...there are many reasons for...it would seem that...and my opinion is...appear in the text?
Reinforcement of position
Is the stand clearly summarised? Is the position reinforced? Do you call on the audience to take action?
Name _________________________________________ Date _______________ BLM 54
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Exposition Scaffold
Introduction
The author presents a point of view of the argument. A question or emotional statement can be used to gain audience attention.
Series of arguments to convince the audience
Each paragraph begins with a topic sentence that introduces a new argument. Details follow, supporting the argument. Emotive words persuade the audience into believing the author.
Conclusion to sum up the arguments
The author restates his or her point of view. A summary of the above facts can be included here.
BLM 56
Blake Education Fully Reproducible 87
Exposition Writing Interview
Name Class Date
Self-assessment e.g.What content do you like writing in expositions? Do you find them difficult to write? How do you rate yourself as a writer of advertisements? How are your skills with persuasive arguments?
Range and preferences e.g.What type of audience do you find it easiest to write for? Do you find it easy to write using emotive language? What strategies do you use to make your writing clear and interesting?
Skills e.g. How do you plan your expositions? Do you research to support arguments? Is the subject of the text clear in the introduction? Do you make your point of view clear? How many points are made in the text? Is the argument supported with expert opinions? Are quotes used to add weight to arguments? Are cause and effect used to connect ideas? Are you using facts and figures truthfully? In the reinforcement of position, is the stand clearly summarised? How do you edit your work?
Current projects e.g.What are you writing now? What would you like to write?
Name _________________________________________ Date _______________
88 Blake Education Fully Reproducible
BLM 57
Research Grid
Questions 1 2 3
Interviewees’ Response Response Response names
