Expository text is the most common form of text used in most secondary classrooms. It is most often in the form of a text book. They are designed to explain and educate others about a certain subject. The authors of the book research information and write logical facts about a given subject. The facts include cause and effect, lists, problems and solutions, sequence of events, and descriptions (Expository Text Structures, n.d.). Most school systems provide expository texts to be used in the classroom and teachers are comfortable using them. Due to the vast amount of accurate information that is found in expository text, they can be of great benefit to the content area classroom.
Teachers use the text in the middle school levels to provide students with more accurate information. With the pressures of standardized testing, time is of the essence in these grades. The teachers must teach students numerous goals and standards in order for the child to pass the tests. Expository text that has already been approved for that particular class is a great way to meet those needs because all of the information is present and ready to use in one convenient place. This is only one of the advantages of using expository text.
Expository texts benefit students by allowing them to develop logic skills, help to ensure that students are receiving accurate information, enable students to form and support their own arguments, and allow the student to become familiar with different structures of writing and identify the concepts of the text. Since expository texts are written logically, students are capable of receiving information in a logical manner and hence allow he or she to make appropriate connects between facts. The more that students ...
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... or she will read will be good factual materials. The teachers can incorporate a variety of texts to help students better understand the materials that need to be covered. This will help students who struggle with expository text to be less bored and keep up with the rest of the class.
References
Expository Text Structures (n.d.). EXPOSITORY TEXT STRUCTURES. Retrieved March 28, 2014, from http://www.homepages.dsu.edu/venekaml/Lewis%20and%20Clark/EXPOSITORY%20T EXT%20STRUCTURES.htm
Abella, A. (2014). The Advantages of Expository Text in Classrooms | eHow. Retrieved March 28, 2014,
from http://www.ehow.com/info_8303289_advantages-expository-text-classrooms.html
Tonarely, K. (2014). The Disadvantages of Expository Text in Classrooms | eHow. Retrieved March 28, 2014, from
http://www.ehow.com/info_8691938_disadvantages-expository-text-classrooms.html
Through these resources, activities, and strategies, students are able to make progress into distinguishing the main idea and supporting details in reading texts. Through this they are also able to organize thoughts to develop a topic sentence and moreover use supporting facts and details. Many of the resources and activities done in this lesson allowed the students to think for themselves and make educated guesses based on the information given. Moreover they were allowed multiple opportunities to share with one another about heir thought
Objective 2: As the students engage in think, pair, share activities they will refer to the text to complete the assignment. They will learn from each other, receive feedback, and will also have a chance to engage in public speaking while discussing the story. This instructional strategy will encourage the students to reflect about the questions, share their ideas with their partner, fill out a worksheet with 5 questions, and then share their ideas with the rest of the class. Some of the questions on the worksheet will include:
Structure is essential for both literary text and informative text. The informative text provides facts laid out in
There are several advantages to using narrative text in the middle school classroom environment. The first advantage is that the reader is entertained when reading narrative text. Second advantage involves narrative text attains and contains the interest of the reader. Third advantage consists of narrative text teaching or instructing the reader. Fourth advantage focuses on narrative text inconstant demeanor or social opinions of the reader. For example soap operas. The Bold and the Beautiful displayed in one of the episodes concerning homeless people and how their circumstances caused these individ...
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
The authors of this article discuss using a strategy for writing called the open-mind portrait technique. Most commonly, this technique is used to help students as they begin to craft narrative text, but in this case, the authors recognize that this technique can be a used to improve student’s expository writing skills; skills which become increasingly critical through middle and high school and finally into higher education and in most careers. Students struggle with writing in an expository manner, in reporting facts and making connections without expressing their own emotions or opinions. Furthermore, expository writing is inherently linked with the ability to read and comprehend information in a text book, something with which students
Helps instill in students the desire to read complex material by providing them with a framework to analyze difficult texts.
Students are taught to synthesise information. Students are able to use multiple sources. Students also develop writing skills in the essay portion of the test.
Even the most experienced teachers may be required to modify their lessons when students don’t achieve the intended learning goals. By identifying and altering specific lesson plan details, students can be more successful with news concepts. In Mrs. Peterson’s third grade ELA classroom, students have recently begun studying writing structure. During the most recent lesson, the student’s learning objectives were to successfully identify the main idea and the supporting details of an article entitled The Frog and the Toad. Although the lesson as a whole was informative, there were a couple of elements that Mrs. Peterson could have done differently to conduct a more streamlined, engaging lesson.
I started the semester not knowing how I would adjust going from a high school writing class to a college level writing class. I felt my writing was above average, but writing was never one of my strong suits. I had no way of knowing if my writing competency could hold up to college academic standards. I took expository writing with Professor James Brady. Over the course of the semester, multiple learning objectives were learned through my essays. These learning objectives were subject matter knowledge, writing process knowledge, rhetorical knowledge, genre knowledge, and meta-cognition.
Students in Eleventh Grade College Preparatory English classes will be able to read a writing prompt and understand what it is asking them to do. They will demonstrate this by being able to restate the prompt into a topic sentence and articulate their response with an appropriate thesis statement. In addition they will be able to organize their paper and support their ideas with evidence from the text provided.
Vocabulary- it is very difficult to understand a given text if a student is stopping at every other word because a student does not know those words. This is a very critical component and will be discussed later in this paper.
... formulate their argument by first explaining the differences between the genres and acknowledging the opposing arguments. The author does this to answer any general questions the reader may have about such an english class and also provides the benefits. The author’s purpose to writing this piece was to persuade people that the way english classes are taught needs to be changed from covering general english subjects to introduction to different types of writing. The author believes students would benefit more from these classes and prepares them better for future classes and also writing in their professional careers.
I really don't have any idea on where to start this paper, where it should go, and how it should end. It seems that I'm having a slight problem grasping the idea of expository writing. It's like when you were a kid trying to make it all the way across the monkey bars. You want to be able to reach that next rung and you try very hard, but somehow you just can't reach it. I seem to be having that problem. Right now, as I write, I'm not exactly sure I'm reaching the goal of this assignment, but this may be the best that it gets.
It is important that when selecting complex text educators look for specific factors that would meet each reader’s needs. These factors include language proficiency, background knowledge and experiences, and level of motivation. Depending on the factors mentioned, the educators can differentiate the instruction to meet the needs of the students where they could read a text and apply strategies learned. It is important to understand the text complexity because we do want readers to read text which are not challenging enough or that are extremely challenge that would make their self-efficacy low. Therefore, when Fisher & Frey (2012) stated the factors to take into consideration when selecting a text are established, readers would interact with the text. Moreover, the use of comprehension strategies like question and answer relationships (Reutzel & Cooter, 2016) would help the readers comprehend the text as they read