1、Unit 3 Expository WritingLearning Aims and Objectives Studentswhohaveengagedsuccessfullywiththelearningactivitiesproposedinthisunitshouldbeableto:Haveanoverallunderstandingofexpositoryorganizationalpatterns;Toidentifymainideasandsupportformainideasinexpositoryessays;Toorganizeandwriteanexpositoryess
2、ay;Toexplainorsupportageneralizationbyillustration,definition,classificationanddivision;Toexpoundbydescriptionofprocessorbycomparisonandcontrast;Tousetransitionstoincreasecoherence.I.Lead-in Activities II.Guidance for Expository WritingIII.PracticeIV.Assignments I.Lead-in Activities Activity 1:Choos
3、e one of the following two questions and talk about it with your partners.1.Whatkindofextra-curricularactivitiesareheldoncampus?Chooseoneofyourfavoriteactivitiesandwriteaboutwhyyoulikeit.2.Whatkindofvoluntaryjobsorsocialactivitieshaveyouexperienced?Tellyourclassmatesaboutoneofthesejobs/activitiesand
4、explainwhyyoufoundittobeenjoyable.3.Whatkindsofnaturaldisastershaveyouexperiencedorwitnessed?Adisastroussnowstorm;Adevastatinghurricaneortyphoon;Aseveredrought;Arampantflood.Discusswithyourpartnerthecauseandeffectofonesuchexperience.Activity 2:Listen to the following passage “Stroke Prevention Tips”
5、by Carol Pearson adapted from VOA news.Unit3expository.mp3 Whataretheproblemsmentionedinthispassage?Howdothepollutionparticlesintheairenterthebody?Whatisthenextstepforscientistsintheirwork?II.Guidance for Expository Writing1.Definition of Expository Writing Expositoryessaysrequirethatthewritergivein
6、formation,explainthetopicordefinesomething.Theyarebestdevelopedbytheuseoffactsandstatisticalinformation,causeandeffectrelationshipsorexamples.Sincetheyarefactual,theyarewrittenwithoutemotionandusuallyinthethirdperson.Theuseofthepronoun“I”isnotusuallyfoundinthisformofessay.Expositoryessaysinclude:Ess
7、aysthatdescribehowtodosomething.Essaysthatanalyzeevents,ideas,objects,orwrittenworks.Essaysthatdescribeaprocess.Essaysthatexplain/describeanhistoricalevent.Essaysthatconveyinformationandexplainthetopic.Essaysthatreportaboutanevent/situation.2.MainPatternsofanExpositoryWritingPatternDescriptionClassi
8、ficationEmphasisonthesimilaritiessharedbyallthemembersofaclass;forexample,cats,dogs,andbirdscanbeclassifiedasanimals.IllustrationUseofspecificandsubstantialexamplestosupporttheideasofthewriterortoexplaindifficultpointsorunfamiliarconcepts.Comparison and ContrastComparisonandcontrastbetweentwoapparen
9、tlysimilarthingstorevealtheirsignificantdifferences,orbetweentwoseemingly.Cause and Effect Alistofoneormorecausesandtheresultingeffectoreffects.DefinitionClarificationofagiventermwithastatementorstatements.Process AnalysisUseofstep-by-stepprocesstoanalyzeandexplainhowsomethingisdone.Problem andSolut
10、ionIdentificationofaspecificproblemfollowedbyadiscussionthatoffersapossiblesolution.3.Guidance for Expository Reading Writing is based on reading.The process of expository reading involves:1)Unpacking the Title.Askyourself:Whatistheessaytopic?Thentrytopredicthowthewriterwilldevelophis/herexpository.
11、2)Thesis.Locatethethesisstatementandanalyzetheorganizationoftheessay.3)Prediction.Trytopredictthecontentoftheessaybasedontheinformationgiveninthethesisstatement.4)Analysis.Analyzehowthethesishasbeenelaborateduponorwhatevidencehasbeenusedtosupportit.5)Conclusion.Drawaconclusionforyourselfbeforereadin
12、gtheendoftheessay,andcomparethedifferences/similaritiesbetweenyourideasandthoseofthewriter.6)Reviewing.Afterreadingtheessay,thinkaboutthestructureandcontentoftheessay.7)Reflection.Reflectuponwhetheryouarenowclearabouthowtoillustrateaneventoraprocessorhowtoanalyzeanevent,idea,orobject.4.Guidance for
13、Expository WritingThefollowingisadiagramofthebasicexpositoryessaystructure:IntroductionBodyBodyConclusionBody1)Preparation Chooseasuitablethesisstatement.Outlineyouressayandrefertotheoutlineconstantlysothatyouwontomitanythingimportantorstrayawayfromyourtopic.Layoutaplanforthewholepieceofwritinginthe
14、introductoryparagraphofyouressayandcarryitoutthroughouttheessay.2)Introduction Theintroductionparagraphhasatleast3sentences.Firstisthemostgeneralsentencewiththepurposeofcatchingattention;Thesecondistoinformreadersofthetopicandthusmoredetailed.Thethirdandlastsentenceisyourthesisstatement.Makesurethat
15、yourthesisstatementiswelldefinedandnarrowenoughtobesupportedandmanagedwithintheword-lengthoftheessay.3)Elaboration.Whenelaboratinguponyourthesis,payattentiontothefollowingpoints:Good structure:Towriteawell-structuredexpositoryessaygiveadistinctcontrollingtopictoeachofthesupportparagraphs.Aimtokeepab
16、alancebetweenthegeneralstatementsandthespecificdetailsinyourwriting.Nevermakeageneralizedstatementifyoudonothaveenoughdetailstosupportit,norincludedetailsthatdonotservetoillustrateandclarifyyourpoint.Substantial content:Selectsubstantial,concrete,interesting,livelyandsupportiveexamplestomakeyourpoin
17、tsconvincing,andremembertopresentinformationwithoutofferinganopinionorargument.Logical reasoning:Presentyourideasinalogicalsequenceandwithinawell-designedstructure.Smooth transitions:Useappropriatetransitionalwords/phrasestosignalanyshiftsinyourthoughttoensureasmoothtransitionfromonepoint/idea/itemt
18、oanother.4)Conclusion Brieflyrestatethethesisandthemainsupportingideasintheconcludingparagraph.Finishwithastatementthatreinforcesyourpositioninameaningfulway.A.Guideline for Writing a Cause-and-Effect Expository Causeandeffectessaysareconcernedwithwhythingshappen(causes)andwhathappensasaresult(effec
19、ts).Itisimportantthatyourtonebereasonable,andthatyourpresentationbe factualandbelievable.Todeterminethecauseask:Whydidthishappen?Todeterminetheeffectask:Whathappenedbecauseofthis?Inregardtoyourchosentopicaskyourself:Whatarethecauses?Whataretheeffects?Whichonesshouldbeemphasized?Aretheresingleormulti
20、plecausesandeffects?Doesthesituationinvolveachainreaction?Inyourthesisstatementmakeitclearthatyouarediscussingcausesandeffects,andintroduceyourmain idea.Gatherandorganizesupportingdetailstobackupyourthesisstatement.Useappropriatetransitionstoblenddetailssmoothly.Thefollowingwordsandphrasesareafewsug
21、gestions:For“causes”:because;onecauseis;since;dueto;for;first;second;For“effects”:asaresult;thus,asaconsequence;consequently,resultedin;ledto;oneresultis;anotheris;therefore.Fourorganizationpatternstochoosefromwhenwritingacause-and-effectessay:Single-causeanyeffects Multiple-causesSingle-effect Caus
22、alchain Single-causeSingle-effectKeep the following suggestions in mind when writing your essay:Makesuretoclarifywhetheryouarewritingtoinformortopersuadeyourreader.Strengthenyouressaybyusingsupportingevidence.Offerfactsorstatistics;provideexamplesorpersonalobservationsthatsupportyourideas.Qualifyorl
23、imityourstatementsaboutcauseandeffect,unlessthereisfirmevidencethatoneeventisrelatedtoanother.Qualifyingstatementsincludesuchphrasesas:Itappearsthatthecausewas;Itseemslikelythat;Availableevidencesuggests,etc.B.Guidelines for Writing a Comparison and Contrast Essay Acomparisonandcontrastessayrelatess
24、omethingunfamiliartosomethingfamiliarinorderthatthereadercangainanappreciationfortheuniquefeaturesoftheunfamiliarthingsandanewperspective,anewunderstanding,ofthings.Italsorevealssimilaritiesanddifferencesbetweenthingsinordertoevaluatetheirvalue,rank,usefulnessorsignificance.Therearetwodifferentpatte
25、rnsofcomparisonandcontrast:Subject-by-subjectcomparison;Point-by-pointcomparison.Outlineofsubject-by-subjectpattern:a.Hehastherichboyscontemptformoney.b.Hebuyswithouthesitation.c.Hebuyswhathewants.a.Hehasthepoorboysreverenceformoney.b.Hehesitatesandcomparesprices.c.Hebuyswhathecanafford.1.Johnsattit
26、udetowardsmoney2.MarksattitudetowardsmoneyOutlineofpoint-by-pointpattern:1.Johnhastherichboyscontemptformoney;Markhasthepoorboysreverenceformoney.2.Johnbuyswhathewants;Markhesitatesandcomparesprices.3.Johnbuyswhathewants;Markbuyswhathecanafford.Useappropriatetransitionstomovesmoothlyfromoneitemtoano
27、ther.Thefollowingwordsandphrasesareoftenusedincomparisonandcontrastessays:For comparison:both,each,atthesametime,accordingly,like,as,too,equally,comparedwith,similar(ly);For contrast:ontheotherhand,theopposite(of),incontrast(with),instead(of),onthecontrary,yet,but,unlike,although,while,whereas,howev
28、er,nevertheless.III.Practice 1.Reading,Evaluation and Discussion:Task 1:Readthepassages“Alfred Nobel A Man of Contrasts”.Task 2:EvaluationEvaluatethepassagebyansweringthefollowingquestions:Whatisthethesisstatementofthispassage?Doesthewriterpresentthetopicinthefirstparagraph?Doesthewritermakethecontr
29、astbyfollowingasubject-by-subjectpatternorapoint-by-pointone?Whatisthetopicsentenceofeachparagraph?Doesthewritergivespecificandeffectiveevidencetostrengthenhis/herpoint?Doesthewriterusepropertransitionstomovefromoneitemtoanother?Doesthewriterre-strengthenthetopicinthelastparagraph?Isitaneffectivecon
30、cludingmethodforthewritertoendthepassagethisway?2.Writing PracticeWriteanexpositoryessayononeofthefollowingtopics.Topic 1:How to Cope with Campus Depression Pointssuggestedforconsideration:1)Causes of Problem:movingtoanewenvironment;beingseparatedfromfamilyandclosefriends;differentrequirementsofuniv
31、ersitystudy;inabilitytoformnewfriendships;incompatibleroommatesindormitory;lackofunderstandingaboutsubjectsordislikeofmajor.2)Effects:lackofincentivetostudy;lackofdesiretocommunicatewithotherstudents;inclinationtoeatjunkfood;playcomputergamesorwatchmovies;lackofinterestinphysicalactivity;lowselfeste
32、em,lackofenergy;brokensleeportoomuchsleep.3)Solution:a.At Student level:physicalexercise;eathealthyfood;joinauniversityorganizationtodevelopnewinterestsandtoformnewfriendships;part-timejob;speakingtoafriendorateacheryoufeelyoucantrust;limitingtimespentoncomputersjusttoplaygamesortosurfthenet;makeati
33、metableforstudysothatsomethingpositiveisachievedeachday.b.At University level:provideeasilyavailablefreeprofessionalhelpforstudentson-campus(i.e.counseling);ensurethatstudentsareawareofwhotheycancalltoaskforhelp.Topic 2:Two Big CitiesShanghai and Hong KongPointssuggestedforconsideration:1)Botharemod
34、ern,withtoweringskyscrapers,andarestrongincommerce.2)BothwereoncecoloniesofGreatBritain.3)Bothareportcities.4)Bothareever-evolvingsymbolsofChinastechnologicaldevelopment.5)Eachhasdifferentgovernmentalpolicies.6)Eachhasadifferentformationofpopulation.7)Eachhasdifferentgeographicalfeaturesandareas.8)E
35、achhasdifferentfocusondevelopingitseconomy.9)Eachhasadifferentlandproportionforfarming.3.Checking and reviewing Peer Review Whenyouhavefinishedwritingthefirstdraftofyouressay,giveittoaclassmatetoreadandreview.UsethepeerreviewchecklistinAppendixItorespondtoeachothersdraft.Self-AssessmentUsethischeckl
36、isttohelpyoutogivesuggestionstoyourpeersandtoreviseyourownessay.Expository Writing Assessment OutcomesPoints to ConsiderYesNoIhavemadeaclearandconcisethesisstatement.Ihavegiventopicsentencestoeachparagraph.Ihaveprovidedspecificandeffectiveevidencetostrengthenmypoint.Ihavepresentedfactsorstatistics,o
37、rprovideexamplesorpersonalobservationsthatsupportmyideas.Ihavequalifiedorlimitedmystatementsaboutcauseandeffect.Ihavekeptabalancebetweenthegeneralstatementandthespecificdetails.Ihaveusedpropertransitionstomovefromoneitemtoanother.Ihavekepttheessayconsistentwiththetopicsuggestedinthetitleoftheessay.I
38、havewrittenthefirstandlastparagraphsinawaythatmakesthepassageanintegralpiece.Myconclusioniseffective.Myessayisinformativeandpersuasive.Ranking of the essay GradeSelfassessmentPeerassessmentTeacherscommentsExcellentGoodFairPoorUnacceptableIV.Assignments1)Writea5paragraphcauseandeffectessay(300-400wor
39、ds).Choosefromoneofthefollowingtopics:Thelinkbetweendrink-drivingandcar-accidents;ThelinkbetweenChinasrapideconomicgrowthandpollution;ThecauseandeffectofChinasonechildpolicy;ExplainthecausesforthepopularityofWestern-stylefastfoodrestaurantsandtheireffectsonChineseyouth;Chinesetraditionalcultureandwe
40、sterninfluences;ThecausesandeffectsoftheInternetrevolution.Orconsideroneofthefollowingquestions:Whydoesauniversitydegreenotguaranteeagoodjobforgraduates?Whathasbroughtaboutanincreaseinstudentcheatinginexams?2)Write an expository of 250 words on the following topics.Topic 1:Negative Effect of the Int
41、ernet on Students and Possible Ways-out Points offered for consideration:Problem:Becausethenetoffersanunlimitedsupplyofinformationandiseasilyaccessible,manystudentshavecometoreplysolelyonthisasameansofresearch.Studentsareinclinedtoacceptanythingtheyfindonthewebatfacevalue,withoutevaluatingityetmucho
42、fitisofpoorqualityandnotalwaysaccurate.Effect:Easyaccesshasmadesomestudentsintellectuallylazy,theydownloadessaysstraightfromthenet,ratherthanattemptingtodeveloptheirownskillsofanalysisandwriting.Manystudentswasteunnecessarytimesurfingthenet.Manywebsitesofferessaysforsaleonanytopic.Somestudentshavebe
43、comeinternetjunkies.Solution:Essaystakenfromthewebshouldbeheavilypenalized.Studentsshouldbemadeawarethatplagiarismisundesirableandwillnotleadtoacademicexcellenceoradvancement.Studentsshouldtakethetimetoproperlyevaluateinformationfoundontheweb-checkifitcomesfromareliablesourceandiftheinformationisup-
44、to-dateandaccurate.Theyshouldalsomakesurethattheirresearchincludesothermethodsofgatheringdataandknowledgeaboutanygiventopic.Itcannotbedeniedthattheinternetisawonderfulresourcetool,butitneedstobeusedwithcommonsense.Limityourtimeontheweb;makesureyoudonotgetsidetrackedintoareasthatarenotrelevanttoyoura
45、reasofstudy.Trytowritedownyourownresponsestoanessaytopicorpieceofwritingbeforeturningtotheweb.Aswithallcriticalmaterialmakesurethatanythingyoudousefromthewebisproperlyacknowledged.Topic 2:On Getting Prepared for Our Future JobsPointssuggestedforconsideration:1)Causes of the problem:increasingnumbers
46、ofuniversitygraduates;studentsexpectationstoohigh(i.e.desiretoinstantlybecomeamanager);mostgraduateswanttofindworkinmajorcitiesorattractivecoastalareas;companiesexpectinggraduatestohaveexperience,whichishardtoachievewhileyouarestudying;discriminationintheworkforceagainstwomen;studyingmajorsforwhicht
47、hereisalowjobintake.2)Effects:Graduateshavingtoacceptjobsthattheydonotenjoy;lowersalariesthanexpected;havingdifficultiespayingbackuniversityloans;feelingthatithasallbeenawasteoftime.3)Solutions:Graduates:Havereasonableexpectations,andbepreparedtoworkinlesspopularregionsofthecountrywhereopportunities
48、couldbehigher;improveEnglishspeakingandwritingskills.Universities:Regularlyupdatethecoursesofferedinordertomeetthejobmarket,whichinChinasfastdevelopingeconomyisinastateofflux;universitypolicyonstudentschangingtheirmajorscouldbemoreflexible;offeratrainingcourseforseniorsoninterviewtechniquesandresume
49、preparation.Employers:Takeamorereasonableattitudetowardstherequirementforgraduatestohavepriorworkexperience;bepreparedtoofferinitialtrainingtonewemployees.2)Write a comparison and contrast essay of 300 words on one of the following topics:CompareTwofigures,onefromChinaandtheotherfromanyEnglish-speakingcountries,in EducationorLiteratureorHistory;AcquiringAcademicKnowledgeVSGainingPracticalExperience;TwoTeachersyouknowfromeitherHighSchoolorUniversity;WritingLettersVsMakingCalls.Thank You!
