InformativeExpositor y Essay 7 W 2 Write informativeexplanatory

Informative/Expositor y Essay 7. W. 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (7. W. 10)

What is an expository essay? The expository essay is a genre of essay that requires • investigate an idea, • evaluate evidence, • expand on the idea, and set forth an argument concerning that idea in a clear and concise manner.

Key Components (no notes) • Expository Writing defines and explains • Introductory or lead paragraph invites the reader to explore the topic • Thesis statement reveals overall purpose of the writing • Body consists of three or more points, descriptions, or examples • Concluding paragraph restates thesis and offers the reader the opportunity to reflect further on the topic

Expository Essay • The expository essay must be complete and logical, leaving no doubt as to its intent or argument.

Topic Sentence • A topic sentence tells the main idea of a paragraph. • Every paragraph should have a topic sentence. • A topic sentence (usually at the beginning of a paragraph) tells the reader what to expect.

Thesis • A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay. • Should be appropriately narrowed by the guide lines set forth in the assignment • Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

Transitions • Clear and logical transitions between the introduction, body, and conclusion • Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse.

Evidential Support • (expert quote) factual, logical, statistical, or anecdotal • Gives substance, authority and legitimacy to the writers point of view initially previewed in Thesis

Analysis in Body Paragraphs • Should be limited to the exposition of evidential support and how it relates to specific point • This will allow for clarity and direction throughout the essay. What is more, such conciseness creates an ease of readability for one’s audience. • It is important to note that the analysis each paragraph in the body of the essay must have some logical connection to thesis statement in the opening paragraph.

A conclusion that does not simply restate thesis • readdresses it in light of the evidence provided. • This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. • Do not introduce any new information into the conclusion; rather, synthesize and come to a conclusion concerning the information presented in the body of the essay.

Techniques • Pick evidence that clearly and directly proves your point • Paraphrase relevant facts or stories (Shorten quotes and stories) • Organization varies: chronological, order of importance, or order of familiarity • Address separate aspects of the topic in each paragraph –don’t intermix points • Paragraphs elaborate on key components –no rhetorical questions –stay with thesis • Specific details and examples support the main idea of each paragraph • Proofread and delete unrelated or unnecessary information

DO and DO NOT • DO stay in thesis order • DO keep analysis to evidence • DO keep quotes and titles at a reasonable lengths (use ellipses …) • DO use transitions from one point to another • DO wrap up thoughts in conclusion. • DO NOT use first person (I) • DO NOT use random quotes that initially confuse the reader • DO NOT start analysis with, “I chose this quote because” or “This quote means” • DO NOT use casual words (dumb)

Ou tlin t he II Point one es wr ke t r a i A. Citation of evidence ck ter ep on B. Analysis (So what? –how does this relate to the point? ) I Thesis –Specific and Narrowed to the topic C. Final thought –transition to second point III Point two A. Citation of evidence B. Analysis (So what? –how does this relate to the point? ) C. Final thought –transition to third point OR conclusion IV Conclusion –Synthesize information in restated thesis

Ex po am th in pl unnecessary em t m e e icr for o- 2 I There are several reasons why children should not take risk. II Children are too young to make a life threatening decision a. Citation: “Parenthood requires invoking maturity where child lacks” b. Parents protect their children every day in mundane situations c. Risky situations require even more protection III Children are mentally unprepared for unnecessary risks a. Citation: “despite experience, children are still mentally unprepared” b. Scientific studies show the brain does not fully develop until 25 years old c. Panic Could turn a dangerous situation into a hazardous situation IV Xxxxxxx a. Citation: “X. xxx” b. Xxxxxx

References https: //owl. english. purdue. edu/owl/resource/685/02/