Expository text 1
Running head: USING EXPOSITORY TEXT IN THE SECONDARY CLASSROOM
Using expository text in the secondary classroom
Martin R. Hahm
Grand Canyon University
Adolescent Literacy
SED-535N
Alicia Leach
August 23, 2010
Expository text 2
Using expository text in the secondary classroom
Introduction
“Just the facts, ma'am, just the facts.” On “Dragnet,” one of the first TV shows
investigating crime, Sergeant Joe Friday and his partner interview witnesses asking for the facts,
just the facts (The Internet Movie Database [IMDb], 1990-2010). While each episode is
imbedded in a narrative adventure, the investigation pretty well summarizes an exclusive interest
in expository information, the facts. Even modern versions of criminal investigation as CSI
(Crime Scene Investigation) focus on using new technology to retrieve just the facts. The
information offered is expository. Classrooms today, especially upper elementary or middle
school and secondary, are intent on students growing in beneficial use of expository texts. It is a
requirement not only to increase learning from this medium, but also in producing evidence of
their learning and unique gifts and abilities by writing expository text. Reading expository text
and writing in the expository format is essential for college students today.
The definition
Is it just the facts? What is expository writing? “Exposition is a type of oral or written
discourse that is used to explain, describe, give information or inform” (Sanford University, n.d.)
It’s an alternative to narrative text. Most material read today is expository text and includes
textbooks for our students, essays, government materials, legal documents, speeches, lab
procedures, directions, journals, newspaper reports, and magazine articles among many
possibilities. Some characteristics are shared, but uniqueness of styles, structures and features
requires students learn how to read for maximum appreciation and benefit. “Expository texts,….
explain something by definition, sequence, categorization, comparison-contrast, enumeration,
process, problem-solution, description, or cause-effect. Where the narrative text uses story to
Expository text 3
inform and persuade, the expository text uses facts and details, opinions and examples to do the
same” (Burke, n.d.). Expository text is different from narrative; however, segmented expository
text may be found within narrative and narrative use expository text can also be used to provide
facts for its story. Documentaries and TV dramas provide examples of such mixing. Perhaps this
is a strategy which will yet be developed to assist students in comprehending expository text
better.
Disadvantages
Comprehending expository text is difficult for a variety of reasons. One is the variety of
text structures and content information that is still unfamiliar to students. “The organization and
structure of the text is inconsistent and unpredictable, and for the first time, children are required
to read to learn (Italicized instead of quotes)” (Bakken & Whedon, 2002, p. 230). A study
referenced by Joanna P. Williams stressed focusing on vocabulary and strategies for better
comprehension. “A rationale for teaching comprehension strategies is that readers derive more
meaning from text when they engage in intentional thinking (Italics added)” (2005, p. 6).
Vocabulary is especially important since many new terms and concepts are introduced, but that
can be turned to success for students in teaching syllabication and demonstrating how
morphemes and phonemes provide meaning and information even before finding suitable
definitions and explanations for terms and concepts. Thus links to prior knowledge become cords
being woven to acquire more learning even if these threads are fragile at first.
Other reasons expository text is difficult is not only structure and new vocabulary, but
that the students may also have fallen behind in decoding skills, have low level fluency and other
literacy problems (Irvin, Meltzer, & Dukes, 2007, p. 59-60). They suggest six aspects where text
becomes extra complex are: “Relationships:..Richness: ….Structure: ….Vocabulary: …
Expository text 4
Purpose:….” (2007, p. 61). These, of course, can be addressed with a positive view of using the
challenges to develop successful strategies in comprehending expository text and appreciating its
advantages.
Advantages
Almost all non-fiction literary material is expository. It’s the widest source of
information we have. We meet it every day in our lives. In school it’s a required part of earning
grades by doing reports, passing exams, and completing meaningful research projects. In the
everyday workplace information is provided and required with memos, reports and prospecti. In
politics and government speeches and legislation propose, expose and are exposited. (Sanford
University, n.d.). The information highway, the internet, likewise is paved with expository
writing lined with graphics to clarify and persuade. What vehicles will we offer? What
roadmaps to reach their destinations, to achieve goals and even go beyond to discover new
horizons?
More strategies for increasing comprehension of expository text
One strategy continues a practice commonly used in lower grades. The students are
encouraged to think aloud, to discuss what they’ve read. They interactively work with
classmates and teacher, practicing, modeling, emulating and developing learning skills as they
think out loud:
While thinking aloud during shared reading may seem like old news to teachers in
grades K–5, we found as we visited the classrooms of middle and secondary
teachers in three large urban schools (one middle and two high schools) that we
were unlikely to see this type of instruction (Lapp, Fisher, & Grant, 2008, p. 378).
Expository text 5
Thinking out loud may seem and become disruptive, but apparently it has proven
successful, especially where students are coming from a variety of cultures and linguistic
backgrounds.
Selecting content area texts and reading material with a purpose, to engage
students in material that will hold their interest, became this teacher’s goal in selecting a
new textbook series in 2007. This underscores what an adolescent literacy website
advocates: “The goal increasingly becomes for children to develop a real joy of reading
that propels them to read frequently and widely” (AdLit.org: Adolescent Literacy, 2002,
p. 1). Obvious strategies that need repeating are encouraging students to scan material
and not get bogged down or frustrated. Encouraging students to check pictures and
diagrams becomes an incentive to delve deeper to learning more of the content matter.
Checking the headings, sections or bold print can give clues for further follow-up.
Problems and solutions, main ideas, and self-monitoring can lead to retelling information,
sharing with partners in small groups or teacher and teacher assistant and making charts,
webs and outlines. Some students enjoy using their artistic talents with drawings with
which this essayist continues to be impressed among his Native American friends. Using
strategies to learn and review vocabulary, having students practice writing what they’ve
read or researched and cooperative learning, some of which has been considered, are
stressed by AdLit.org website (2002).
Graphic organizers offer a wide variety of opportunities to increase
comprehension as well as develop metacognitive methods for mind mapping (Mind Tools
Ltd, 1995-2010) and mastering concepts. Below, for example, a graphic organizer for
Expository text 6
description of a topic by listing characteristics, features, or examples. The Olympic
Symbol has five interlocking rings to be matched with colors, countries, etc.
Description:
The next can be for sequence, perhaps listing dates when Olympic Games were held. Or for
steps in carrying out a science experiment.
Sequence
The next would be comparing and contrasting. One could compare the games then with the
Olympic Games today. Or arachnids and insects.
Comparison:
Expository text 7
Using the following for a science project could illustrate man’s effect on the
environment. Or continuing with the Olympic Games, it shows how the games then and
now have an effect on the fans.
Cause and effect:
The problem and solution organizer could be used in science for showing problems of obtaining
fossil fuels compared to other sources of energy in cost or adding other problems with solutions
to be discussed or offered;
Problem—solution
The above graphic organizers and information about expository writing are from The Expository
Writing Program (EWP), a University of Michigan-sponsored program (Sanford University,
n.d.). In addition to the many sites suggested in the previous essay, Glencoe Publishing is
regularly offering copyrighted graphic organizers. In one the teacher provides the questions and
students the answer with pages referenced. In a bulls-eye graphic organizer the main ideas is at
the center with questions about headings, subheadings to the outer rings. (Glencoe/McGraw-Hill,
2000-2005). If the saying about necessity being the mother of invention is in any way somewhat
true, developing original organizers with more specific purposes will continue to make
Expository text 8
comprehending expository text more lucid. That’s a fact, even if the source of that saying is
unknown.
Conclusion with The facts
Ivey and Fisher ask in Appendix B of their textbook, “Why isn’t appropriate literacy
instruction already being provided to adolescents” (2006, p. 127)? They present their case. They
offer seven principles to state the facts about what adolescents deserve. Of the seven principles
proposed the seventh rounds them all out: “Adolescents deserve homes, communities, and a
nation that will support their efforts to achieve advanced levels of literacy and provide the
support necessary for them to succeed” (Ivey & Fisher, 2006, p. 127-136). How will our
students cruise down the superhighway of information? The facts, just the facts, continue the
drama of life in a world of information-sharing, placed out there, exposited, by and for students
of all ages.
Expository text 9
References
AdLit.org: Adolescent Literacy. (2002). http://www.adlit.org/article/3416
Bakken, J. P., & Whedon, C. K. (2002, March). Teaching text structure to improve reading
comprehension. Intervension in School and Clinic, 37, 229-233. Retrieved from
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=3&hid=17&sid=0299aed
d-2f5d-4fa1-83afcc2ff6d6bf9a%40sessionmgr13&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXR
l#db=ehh&AN=6298013
Burke, J. (n.d.). Reading reminders: Tools, tips, and technique. Retrieved August 21, 2010, from
http://www.englishcompanion.com/room82/readexpository.html
Glencoe/McGraw-Hill. (2000-2005). Reading success with expository texts. Retrieved August
25, 2010, from http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/146
Irvin, J. L., Meltzer, J., & Dukes, M. (2007). Taking action on adolescent literacy. [Adobe
Digital Edition]. doi: 1009-0001-148C-0000148D
Ivey, G., & Fisher, D. (2006). Creating literacy-rich schools for adolescents. [Adobe Digital
Edition]. doi: 1009-0001-1556-00001557
Lapp, D., Fisher, D., & Grant, M. (2008, February). “You can read this text—i’ll show you
how”:Interactive comprehension instruction. J O U R N A L O F A D O L E S C E N T &
A D U L T L I T E R A C Y, 51, 372-383. Retrieved from
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true
&db=ehh&AN=29345979&loginpage=Login.asp&site=ehost-live&scope=site
Mind Tools Ltd. (1995-2010). Mind maps: A powerfull approach to note taking. Retrieved
August 25, 2010, from http://www.mindtools.com/pages/article/newISS_01.htm
Expository text 10
Sanford University. (n.d.). Information about expository writing. Retrieved August 25, 2010,
from http://www.stanford.edu/~arnetha/expowrite/info.html
The Internet Movie Database. (1990-2010). Dragnet TV series 1951-1959. Retrieved August 25,
2010, from http://www.imdb.com/title/tt0043194/
Williams, J. P. (2005, Spring). Instruction in reading comprehension for primary-grade students:
A focus on text structure. The Journal of Special Education, 39, 6-18. Retrieved from
Criteria
Achievement Level
Unsatisfactory Less than Satisfactory
Satisfactory
An overview 0 points
of expository An essay
text and the discussing
advantages expository text
was not
and
disadvantages completely
of its use in developed.
content-area
classrooms.
Five uses for
expositorytext
application
and
associated
graphic
organizer.
0 points
Five uses for
expository text
in content-area
classrooms and
the associated
graphic
organizers were
not developed.
0 points
Thesis
Development Paper lacks any
and Purpose discernible
overall purpose
or organizing
claim.
Argument 0 points
Logic and Statement of
Construction purpose is not
justified by the
conclusion. The
1.56 points
1.8 points
An essay
An essay
discussing the discussing the
advantages
advantages
and
and
disadvantages disadvantages
of using
of using
expository text expository text
in content-area in content-area
classrooms
classrooms
was created, developed and
but lacked
balanced.
balance.
Good
Excellent
2.04 points
2.4 points
An essay
An essay discussing the advantages and disadvantages of
discussing the using expository text in content-area classrooms was welladvantages
defined, balanced in its presentation, well-researched, and
and
fully developed.
disadvantages
of using
expository text
in content-area
classrooms
was welldefined, wellbalanced, and
welldeveloped.
1.17 points
1.35 points
1.53 points
1.8 points
Five
Five
Five
Five applications for using expository text effectively in
applications for applications for applications for content-area classrooms were fully described and
using
using
using
applications documented for them to connect graphic
expository text expository text expository text organizers for use in practicum activities.
effectively in effectively in
effectively in
content-area content-area
content-area
classrooms
classrooms
classrooms
were described were described were fully
but were not and graphic
described and
connected to organizers
graphic
the use of
examined for organizers
graphic
use in
presented
organizers
practicum
appropriately
examined for activities.
for use in
use in
practicum
practicum
activities.
activities.
0.27 points
0.32 points
0.36 points
0.42 points
Thesis and/or Thesis and/or Thesis and/or Thesis and/or main claim is comprehensive; contained
main claim is main claim is main claim is within the thesis is the essence of the paper. Thesis
insufficiently apparent and clear,
statement makes the purpose of the paper clear.
developed
appropriate to forecasting
and/or vague; purpose.
development
purpose is not
of the paper. It
clear.
is descriptive
and reflective
of the
arguments and
appropriate to
the purpose.
0.31 points
0.36 points
0.41 points
0.48 points
Sufficient
Argument is
Argument
Clear and convincing argument that presents a persuasive
justification of orderly, but
shows logical claim in a unique and compelling manner. All sources are
claims is
may have a few progressions. authoritative.
lacking.
inconsistencies. Techniques of
Expository text 11
conclusion does
not support the
claim made.
Argument is
incoherent and
uses noncredible
sources.
Mechanics of 0 points
Surface errors
Writing
(includes are pervasive
enough that
spelling,
punctuation, they impede
grammar, communication
language use) of meaning.
Inappropriate
word choice
and/or sentence
construction.
Paper Format: 0 points
Template is not
(Use of
appropriate used
style for the appropriately or
major and documentation
assignment) format is rarely
followed
correctly.
Research 0 points
Citations No reference
page; no
(In-text
citations for citations
paraphrasing
and direct
quotes,
Reference
page listing
and
formatting; as
appropriate to
assignment
and style)
Argument
lacks
consistent
unity. There
are obvious
flaws in the
logic. Some
sources have
questionable
credibility.
The argument argumentation
presents
are evident.
minimal
Smooth
justification of progression of
claims.
claims from
Argument
introduction to
logically, but
conclusion.
not thoroughly, Most sources
supports the
are
purpose.
authoritative.
Sources used
are credible.
Introduction
and conclusion
bracket thesis.
0.2 points
0.23 points
0.26 points
0.3 points
Frequent and Some
Prose is
Writer is clearly in command of standard, written academic
repetitive
mechanical
largely free of English.
mechanical
errors or typos mechanical
errors distract are present, but errors,
the reader.
are not overly although a few
Inconsistencies distracting to may be
in language
the reader.
present. Uses
choice
Correct
a variety of
(register),
sentence
sentence
sentence
structure and structures and
structure,
audienceeffective
and/or word
appropriate
figures of
choice are
language.
speech.
present.
0.2 points
0.23 points
0.26 points
0.3 points
Appropriate
Appropriate
Appropriate
A broad understanding of APA format and style is evident
Template is
Template is
Template is
in use of level headings and lists, for example.
used, but some used;
fully used;
elements are Formatting is There are
missing or
correct,
virtually no
mistaken; lack although some errors in
of control with minor errors
formatting
formatting is may be
style.
apparent.
present.
0.2 points
0.23 points
0.26 points
0.3 points
Reference
Reference
Reference
In-text citations and a Reference Page are complete. The
page is
Page is
Page is
documentation of cited sources is error-free
present;
included which present and
Citation is
lists sources
fully inclusive
inconsistently used in paper; of all cited
used
Sources are
sources;
appropriately Documentation
documented, is appropriate
although some and citation
errors may be style is usually
present
correct
Martin,
Great Job! I enjoyed reading your paper and truly love the connection you made in your
introduction to “Dragnet”.