Expository Text

A. Definition

Expository text is nonfictional reading material. It is defined as presenting reasons, explanations, or steps in a process. Logical order should be used with appropriate sequencing of ideas or steps in a process. Effective expository writing should contain a main idea, supporting details, and conclusion.

Expository texts are written to inform, describe, explain, or persuade. They include essays, speeches, newspaper and magazine articles, government documents, directions, textbooks, encyclopedias, scientific books/journals, guides, biographies and lab procedures. Each type of text places different demands on the reader because of the unique ways it uses structure, features, conventions, and devices. Consequently, students need to understand the structure of expository text, how to prepare to read it, and how make meaning.

A well-written exposition remains focused on its topic and provides facts in order to inform its reader. It should be unbiased, accurate, and use a scholarly third person tone.

B. Samples of essay

Expository essays are simply essays that explain something with facts, as opposed to opinion. Samples of expository essays include:

• Essays that described how to do something.
• Essays that analyze events, ideas, objects, or written works.
• Essays that describe a process.
• Essays that explain/describe an historical event.

Expository essays are often written in response to a prompt that asks the writer to expose or explain a specific topic. Essay questions on tests are normally expository essays, and will look like the following:

• Explain the events leading up to the Revolutionary War.
• Explain how to balance a checkbook.
• Describe the composition and function of a chicken's egg.

An expository essay should have the same basic structure as any typical essay, with an introductory paragraph, body paragraphs, and a summary. The length of your essay can vary, according to context.

C. Patterns/ Types of Exposition Text

The two basic types of texts are narrative and expository. The main purpose of narrative text is to tell a story. Narrative text has beginning, middle and end, characters, plot or conflict, and setting. Usually, narrative texts are written from the authors’ imagination. The main purpose of expository text is to inform or describe. Authors who write expository texts research the topic to gain information. The information is organized in a logical and interesting manner using various expository text structures. The most common expository text structures include description, enumerative or listing, sequence, comparison and contrast, cause and effect and problem and solution.

1. Description text pattern: is a type of expository writing that enables the reader to feel whatever you are describing. One should write using all the senses: sight, smell, touch, hearing, and taste. One should also think about what makes the place you are describing important. Where are all the other objects compared to the one you are describing? What do you want the reader to feel? Is your essay descriptive enough to allow the reader to create a mental image in their mind? What does the setting remind you of? This includes main idea and detail such as the following:

"..... in my walk I Killed a Buck Goat of this Country, about the high of the Grown Deer, its body Shorter the Horns which is not very hard and forks 2/3 up one prong Short the other round & Sharp arched, and is immediately above its Eyes the Color is a light gray with black behind its ears down its neck, and its face white round its neck, its Sides and rump round its tail which is Short & white: Very actively made, has only a pair of hoofs to each foot, his brains on the back of his head, his Nostrils’ large, his eyes like a Sheep he is more like the Antelope or Gazelle of Africa than any other Species of Goat." Lewis and Clark As Naturalists

2. Enumerative/listing: Paragraphs in this pattern list pieces of information (facts, ideas, steps, etc.). The order of the fact listing may reflect the order of importance or simply another logical order. The author may signal this pattern through the following words: one, two, first, second, third, to begin, next, addition, furthermore, finally, most important, likewise, when, also, too, then, to begin with, for instance, for example, and in fact. This includes listing connected information, outlining a series of steps, or placing ideas in a hierarchy, such as the following:

By early 1803 Lewis was in Philadelphia. He took crash courses in medicine, botany, zoology, and celestial observation. He studied maps and journals of traders and trappers who had already reached as far up the Missouri River as the Mandan villages in North Dakota. By the time he left Washington he knew as much about the West, and what to do when he got there, as any man in America. Lewis and Clark: Preparations

3. Time Order or Sequence Text Pattern. The author traces the development of the topic or gives the steps in the sequence. This involves putting facts, events, or concepts in order of occurrence. The author may signal this pattern through the following words: on (date), not long after, now, as, before, after, when, first, second, last, then, finally, during and until. A timeline is another good way to present this information. Note that the events can be separated in years as in a historical time line; or in a series of actions taking only a few seconds, hours, days. Such is the example below:

January 18, 1803 - In secret communication to Congress, Jefferson seeks authorization for expedition – first official exploration of unknown spaces undertaken by United States government. Appropriation of $2,500 requested. (Final cost will be $38,000.)

Spring - Lewis, now picked as commander, is sent to Philadelphia for instruction in botany, zoology, celestial navigation, medicine from nation’s leading scientists. Also begins buying supplies to outfit the expedition. Lewis writes to former army comrade, William Clark, inviting him to share command of expedition. Clark writes to accept.

July 4 - News of Louisiana Purchase announced. For $15 million, Jefferson more than doubles the size of United States: 820,000 square miles for 3 cents an acre. The next day, Lewis leaves Washington. Timeline of the Trip

4. Question and Answer Text Pattern. The author asks a question and then answers it.

..Who is the intended? Who is the writer to? Who is the writer addressing? What type or group of people does he have in mind? Often, the level of language, the choice of words, and the complexity of the ides, example, or arguments included suggests the audience the writer wants to reach. Once you have identified a potential audience, it will be easier for you to decide what his/ her purpose is.

5. Comparison-Contrast Text Pattern. The author points out likenesses/ similar (comparison) and/or differences (contrast) among facts, concepts, events, people, etc. The author may signal this pattern through the following words: however, but, as well as, on the other hand, not only...but

also, either...or, while, although, similarly, yet, unless, meanwhile, nevertheless, otherwise, compared to, and despite. For instance:

In temperament Lewis and Clark were opposites. Lewis was introverted, melancholic, and moody; Clark, extroverted, even-tempered and gregarious. The better educated and more refined Lewis, who possessed a philosophical, romantic and speculative mind, was at home with abstract ideas; Clark, of a pragmatic mold, was more of a practical man of action. Each supplied vital qualities which balanced their partnership. Biography of Lewis and Clark

6. Cause-Effect Text Pattern. The author shows how facts, events, or concepts (effects) happen or come into being because of other facts, events, or concepts (causes). This may involve several reasons why an event occurred or several effects from on cause, and of course, as single cause/effects situation. The author may signal this pattern through the following words: because, cause, since, therefore, consequently, as a result, this led to, so, so that, nevertheless, accordingly, if....then, and thus.

For Example;

Captain Clarke and some of our men in a periogue went ashore with them; but the Indians did not seem disposed to permit their return they said they were poor and wished to keep the periogue with them. Captain Clarke insisted on coming to the boat; but they refused to let him, and said they had soldiers as well as he had. He told them his soldiers were good, and that he had more medicine on board his boat than would kill twenty such nations in one day. After this they did not threaten any more, and said they only wanted us to stop at their lodge, that the women and children might see the boat. The Journals: September 25, 1804, Patrick Gass

7. Problem and Solution Text Pattern. The author shows the development of a problem and the solution(s) to the problem. Authors use this technique to identify the problem, give possible solutions with possible results and finally, the solution that was chosen. The author may signal this pattern through the following words: because, cause, since, therefore, consequently, as a result, this led to, so, so that, nevertheless, accordingly, if....then, and thus. For example:

On June second they arrived at a major fork in the river, in north-central Montana, an estimated 465 river miles upstream from the mouth of the Yellowstone. It shouldn't have been there. No Indian informant had mentioned it. There was not even a hint of it from anybody. Yet it posed the most significant geographical question of the entire Expedition. Which of these rivers was the Missouri? The issue was fraught with danger. They needed to reach the Rockies, find the Shoshoni Indians,

get some horses, portage to the head of the Columbia, and reach the Pacific before winter closed in. To choose the wrong route would consume twice the time it would take to correct the mistake, and would, Lewis declared, not only lose them the whole of the present travel season, but "would probably so dishearten the party that it might defeat the expedition altogether." Decision at the Marias