an essay is not expository in nature

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Understanding the Common Core’s Writing Genres and Blended Text: Expository, Narrative, and Argument

The Common Core State Standards (hereafter CCSS) use Three Text Types:

1.    Informational/Explanatory Writing (Expository) 2.    Narrative Writing 3.    Argument

Did you know that writers can blend together these three text types to create original and effective writing? The CCSS’s “Definitions of the Standards’ Three Text Types” states the following: “Skilled writers many times use a blend of these three text types to accomplish their purposes.”

Why must students understand this? There are two reasons: 1) Students read! and 2) Students write! Since blended text is commonplace in what students read, it cannot be ignored. Clearly, what we teach students about writing should match what they see when they read. Looked at another way, real writers blend text, and our goal is to develop real writers.

Please note that the CCSS uses the term blended text , but the concept also goes by the term mixed form , and both are quite similar in theory to multi-genre or mixed-genre . I will be using the term blended text . Additionally, although I am primarily interested in blended text as relates to teaching writing, I address this topic with students when reading with them across the curriculum. Across the curriculum, we analyze texts and discover how writer really write. It’s not difficult to find examples of blended text.

Blended Text vs. Overlapping Classification Systems

When the CCSS talks about blended text, they are talking about blending modes of discourse or blending genres. They are not talking about the fact that a narrative can be informational, as with a newspaper article, as opposed to how a narrative can be a fictional narrative story intended to entertain, as with a novel. That issue has more to do with the many classification systems found in the world of writing. Making this matter even more confusing is the fact that many writing classification systems overlap with other classification systems, and most classification systems are composed of other classification systems.

In writing, the classification systems are endless and imperfect. It’s exhausting to sort through and evaluate the multitude of writing classification systems that theorists have developed over the millennia. It’s even more exhausting to figure out how they all connect and what “important truth” is found inside each of these classification systems. These conceptual, abstract systems are a far cry from the objective, verifiable classification systems found in science and math.

The 4×4 Model for Understanding Blended Text ™ by Pattern Based Writing: Quick & Easy Essay

Although academics and theorists have touched on blended text for hundreds of years, this 4×4 Model for Understanding Blended Text ™ is the first model that addresses the topic concretely in a way that makes sense to students.

Students need to understand blended text as both readers and writers. To understand blended text, students must understand two models:

1. The Four Main Genres: 1) Expository, 2) Narrative, 3) Descriptive, and 4) Argument 2. The Four Levels of Text: 1) Whole Composition, 2) Paragraph, 3) Chunk, and 4) Sentence

Of course, we could make this model more complicated by adding more genres and more levels of text. But let’s not. Let’s keep things simple.

The Four Main Genres

In his 1866 book, English Composition and Rhetoric , Alexander Bain introduced the Four Modes of Discourse model, which has remained the foundation of writing instruction ever since. The CCSS Three Text Types are the same Four Modes of Discourse, but with descriptive writing playing a smaller role.

Please Note: I call Bain’s Four Modes of Discourse the Four Main Genres. It just makes more sense to people.

Understanding blended text requires that we understand each of the Four Main Genres, along with how they contribute to creating a whole composition. To be clear, most whole compositions are primarily one main genre. However, the longer the piece of writing is, the more likely that the writer will blend in other main genres.

Let’s take a closer look at our Four Main Genres:

1.  Expository: We inform and explain to help others understand things in the same way that we do. We teach them. (Teach)

2.  Narrative: We tell what happened. (Tell)

3.  Descriptive: We use words to create mental images of sights, sounds, smells, tastes, textures, and feelings in the minds of our readers. We use words to make places, things, activities, and people seem real and vivid in the minds of our readers. (Describe)

4.  Argument: We make claims, give reasons, and provide evidence to prove our claims. (Prove)

In its simplest form, writing comes down to just four verbs or goals: 1) Teach, 2) Tell What Happened, 3) Describe, and 4) Prove. Every sentence we write achieves one of these four goals. Truthfully, many sentences will contribute to achieving several of these goals or possibly all of these goals. But let’s keep things simple. In short, one Main Genre should jump out as being the primary Main Genre.

The Four Levels of Text

Have you taught your students how to create an outline? If you have, then you have probably used the term LEVELS. We speak of outlines as having levels, and we teach students that outlines have levels: e.g., a one-level outline, a two-level outline, a three-level outline, etc.

Outlines represent the levels of text or ideas in a piece of writing. For this reason, every piece of writing has a hidden outline inside of it, and that outline is composed of levels. When teachers teach students about levels, they are teaching students about outlines. That’s win-win!

Once again, let’s keep things simple. Although we could add in more levels of text, we will use just four. In teaching students to write, these are The Four Important Levels of Text :

Level 1: Whole Composition Level 2: Paragraph Level 3: Chunk Level 4: Sentence

If you wish to learn more about hierarchical levels in writing, you may want to read The Four Levels of Text .

Blended Text: See It and Believe It

Once again, I introduce my students to blended text because it exists in real writing. And we learn about it while we are reading real writing. It’s not difficult to find. At the sentence level, blended text exists in almost every single piece of writing. We just need to take a moment to show our students this blended text. In the end, this saves us time, as we don’t have to teach so many inauthentic writing lessons.

Here are a few examples that illustrate what teachers should look for in their texts:

1. The class is reading an expository chapter on the Plains Indians, and we come across a nice description of what they wore.   2. The class is reading a narrative story, and two characters disagree. Each character presents a compelling argument full of claims, reasons, support, and evidence.   3. The class is reading a descriptive essay about Niagara Falls. We see that the writer provides background information ( expository text ) about the falls at the beginning of the text. Later, the writer narrates ( narrative ) the journey of an old log traveling downstream and going over the falls. The writer ends with a two-sentence argument in favor of cherishing nature.

Hopefully, Pattern Based Writing: Quick & Easy Essay’s 4×4 Model ™ (Four Genres x Four Levels) will remind you to take a closer look at the text you are reading and see the truth. Let’s teach our students the truth about writing while we are reading.

Read Like a Writer and Write Like a Reader and a Writer

Students must read and write to become effective writers. This is no secret. You may want to read my entire Nine-Sentence Blueprint for Teaching Writing . Here are the first two sentences I added to my blueprint:

Nobody but a reader ever became a writer.    – Richard Peck – 2001 Newberry Award Winner   You can only learn to be a better writer by actually writing.    – Doris Lessing – 2007 Nobel Prize in Literature Winner

Without a doubt, a reading-writing connection exists. Teachers and theorists have created many words over the years to help us connect reading and writing: e.g., The Reading-Writing Connection, Read Like a Writer, Close Reading, and Writing from Sources. Recently, a new saying has entered the reading-writing lexicon. David Coleman, president of the College Board and one of the lead architects of the CCSS has put it this way: “Read like a detective. Write like an investigative reporter.”

Pattern Based Writing: Quick & Easy Essay’s 4×4 Model ™ (Four Genres x Four Levels) provides a fantastic foundation for seeing what is going on in a piece of writing. The 4×4 Model is simple, universal, and comprehensive in scope. If one is willing to Read Closely and analyze a piece of writing down at the sentence level, it becomes clear that most writing is blended text.

Opening Our Eyes to Genre and Blended Text

There is nothing new in the CCSS Three Text Types or what the CCSS says about blended text. As the following quotes demonstrate, the CCSS simply reflects what people have been saying for centuries:

»   Brooks (1905): Such a description is in effect an enlarged definition, and is exposition…   »   Brooks (1905): Such general narration is really exposition.   »   Scott and Denny (1909): Both description and narrative may be used for expository purposes.   »   Scott and Denny (1909): Between exposition and argument it is often hard to distinguish…   »   Tanner (1917): Narration and description, frequently argument, contribute a considerable share to the essay.

My goal here is not to make things complicated for students, but instead, to open up teachers’ eyes so that they see what is right in front of them. Once again, most whole compositions are PRIMARILY one main genre. In other words, if we step back and look at a whole composition, we should be able to classify the whole thing as being PRIMARILY expository, narrative, descriptive, or argument.

But after we do that, we may want to take a closer look and see what that whole composition is composed of. How does the writer make points? Explain things? Prove things? Entertain the reader? Create interest? Make confusing concepts clear?

Understanding the 4×4 Model (Four Genres x Four Levels) will help readers examine and understand what is going on in a piece of writing. This lets readers analyze exemplars and mentor texts, and in the process, learn from them.

Blended Text and Complicated Genres: Years 1905 to the CCSS

Genre is one of the most interesting and important topics in writing. The truth about genre is that writers do whatever they need to do to create effective writing. As writing teachers, we have two approaches for teaching writing: 1) concrete strategies, and 2) natural strategies. I use both—because I want to teach my students the truth about writing in a way that makes sense to my students.

Pattern Based Writing: Quick & Easy Essay  is a concrete writing curriculum that makes sense to students. It gets results fast and leaves students saying, “I finally get it! I can even read what I was writing before!” But equally important, it creates a foundation and framework that teachers can build on all year long. It creates the foundation and framework that lets teachers teach natural strategies such as blended text by analyzing the texts that are right in front of them. Truthfully, teaching writing is relatively easy once you get your students writing in a way that makes sense to them.

Now let’s see what composition scholars have been saying about genre from 1905 right up until the Common Core. Please keep this mind: A writer’s goal is never to blend text or to avoid blending text. A writer’s goal is always to communicate effectively. We want our student writers to be able to answer questions like these: How do writers make points? Explain things? Prove things? Entertain their readers? Make confusing concepts clear?

YEAR: 1905 – Composition-Rhetoric by Stratton D. Brooks

General Description: If an object is described more for the purpose of giving a clear conception of the class of which it is a type than for the purpose of picturing the object described, we have a general description. Such a description is in effect an enlarged definition, and is exposition rather than description. It is sometimes called scientific description because it is so commonly employed by writers of scientific books.

YEAR: 1909 – Paragraph Writing: A Rhetoric for Colleges by Fred Newton Scott and Joseph Villiers Denny

The four main types occur sometimes in the pure form, sometimes commingled. A composition which as a whole is narrative, may contain, and generally does contain, especially if it is long, a great deal of description, more or less exposition, and not infrequently passages of argument. Both description and narrative may be used for expository purposes, and argument, as in a lawyer’s plea for the conviction of a criminal, may be thrown into the form of a story. Between exposition and argument it is often hard to distinguish, for we may not be able to determine until the end of the composition is reached, whether the writer’s purpose was to bring about a change of opinion or merely to expound a principle, or set of facts, the truth of which is taken for granted. It may even happen that what is exposition for one reader is argument for another; Bryce’s American Commonwealth, for example, is for Americans an exposition of self-evident truths, but for many Englishmen it is a more or less convincing argument.

YEAR: 1917 – Essays and Essay-Writing by William M. Turner, M.A.

The essay, though essentially expository in nature, is rarely pure exposition. It usually includes a combination of exposition with one or more of the other forms of discourse. In such familiar essays… the narrative element may seem to predominate; but in essays of this kind it will usually be found that narration really contributes by way of illustration to the essay that is impliedly, at least, expository. Narration and description, frequently argument, contribute a considerable share to the essay.

YEAR: 2010 – The CCSS’s “Definitions of the Standards’ Three Text Types”

Skilled writers many times use a blend of these three text types to accomplish their purposes.

YEAR: 2010 – CCSS English Language Arts Standards » Writing » Grade 9-10

CCSS.ELA-Literacy.WHST.9-10.2 : Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

YEAR: 2010 – CCSS Grades 6-12

Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

YEAR: 2012 – CCSS Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3–12

Informational/Explanatory Writing, Narrative Writing, Argument: These forms of writing are not strictly independent; for example, arguments and explanations often include narrative elements, and both informing and arguing rely on using information or evidence drawn from texts.

Let’s Take a Look at a Blended Text Outline

Writing begins with having something to say. We don’t plan to blend text, but we do plan our writing. We prewrite, we plan, and we organize. We also think about what we are trying to communicate and we make choices. Writers answer this question: What is the best way to communicate my message to my audience? Here is one possible answer to that question in outline form. This is just one possible way to communicate an emotionally powerful argument. This essay would most certainly be an example of blended text!

Ten Paragraph Argument-Persuasive Essay Outline

¶ P1 – Introduction ¶ P2 – Narrate a tear-jerking situation and events ¶ P3 – Inform using facts and statistics 1 ¶ P4 – Inform using facts and statistics 2 ¶ P5 – Narrate possible future 1 – a bad future ¶ P6 – Narrate possible future 2 – a good future if changes are made ¶ P7 – Compare and contrast the two possible futures ¶ P8 – Explain necessary steps to take 1 (How-to) ¶ P9 – Explain necessary steps to take 2 (How-to) ¶ P10 – Conclusion

Once again, such an essay can only be created when one fully understands the topic and the audience, along with truly having something to say.

You may also want to check out some blended text in action. The CCSS provide two examples of blended text. You can find them here:

• CCSS Appendix B – p. 132 – Author and Title: Dash, Joan. The Longitude Prize .
• CCSS Appendix C – p. 60 – Title: Fact vs. Fiction and All the Grey Space in Between .

But please keep in mind, if you open up a book of fiction or non-fiction literature and read closely, you will soon find your own examples of blended text. Oh, and by the way, if you teach elementary school writing or teach struggling middle school writers, be sure to check out Pattern Based Writing: Quick & Easy Essay on the homepage!

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ENGL000: Pre-College English

ENGL000 Study Guide

Unit 5: introductions and conclusions, 5a: craft effective introductions and conclusions.

• What are some examples of introduction strategies to hook the reader?
• What is a thesis statement?
• When should your essay include a thesis?
• What are the characteristics of an effective thesis statement?
• What are some examples of writing devices or strategies for writing effective conclusions?
• What are some examples of ineffective strategies to avoid when writing conclusions?

An introduction sets the expectations for the rest of an essay. It conveys the topic, tone, main ideas, and organization of your argument. The first few sentences of an essay are an opportunity to catch your reader's attention and invite them to think about your topic. A writing device or strategy that engages your reader is called a hook. When your writing includes a thesis statement, the thesis should appear in the introduction.

Effective writers end their essays with a concluding paragraph, rather than ending abruptly after they have finished making their main points. A conclusion should briefly summarize the argument made in the essay, but conclusions do more than just reiterate the thesis and main ideas. The conclusion is an opportunity to offer reader some take-aways: help the reader understand the purpose, implications, and significance of the argument.

To review, see  Writing Introductions and Conclusions , Introduction Strategies , and Conclusions .

5b: Differentiate among different types of academic essays with respect to purpose and writing elements

• What are the basics elements of expository essays?
• What is the purpose and writing elements of narrative essays?
• What is the purpose and writing elements of descriptive essays?
• What is the purpose and writing elements of reflective essays?

Many of the essays college students write are some form of expository writing. Expository writing is meant to explain and inform; it is organized around a central argument, and ideas are supported with evidence and examples. College students may be tasked with writing many types of essays, each with a different purpose. Some of these types of essays will be expository in nature, while others will not be organized around a debatable claim.

Research papers are a form of expository writing. Research papers generally follow a set format, with several writing elements not commonly used in most other types of academic writing. Research papers include abstracts, literature reviews, and a section on methodology.

To review, see Types of Essays ,  What is a Research Paper? , Elements of Expository Essays , and Reflective Writing .

5c: Revise drafts to ensure effective organization

• What strategies are there for revising your writing?

Revision is the fourth step of the writing process. Once you have completed a draft of an essay, you should review your draft for organization, message, and tone. While you revise, bear in mind the purpose and audience for your writing. Think of revision as an opportunity to re-envision your writing: try to see it again with fresh eyes.

To review, see Reorganizing Drafts  and Revising .

5d: Proofread to ensure spelling and usage appropriate to different writing contexts

• What are some strategies for effective proofreading?
• What is the difference between proofreading and revision?

Proofreading is a distinct phase of the writing process that is different than revision.

To review, see Revising .

5e: Write well-organized analytical paragraphs in response to writing prompts

• What is a main idea?
• What is a major detail?
• What is a minor detail?
• What are the relationships between main ideas and subordinate ideas?
• What is a topic sentence?
• What are transitions?
• What is the function of transitions
• What are some examples of transitional expressions that signal different types of relationships?
• What are the elements of a grammatically complete sentence?
• What are two types of sentences?
• What are some strategies for sentence variation?

To review, see Adventure of the Speckled Band Reflective Essay .

5f: Demonstrate principles of active reading

• What is active reading?
• What is the difference between reading actively and reading passively?
• What are some strategies for reading actively, especially in online reading environments?
• What are the steps of the Cornell Note-taking System?

To review, see The Adventure of the Speckled Band Quiz .

5g: Craft short essays employing a variety of organizational patterns

• What are the steps of the writing process?
• What are three writing elements necessary in any type of argumentative essay?

College students are tasked with writing many different types of essays. Each discipline, instructor, and assignment will have different expectations. The most effective writers know how to tailor writing skills and techniques to different writing contexts.

To review, see Essay Based on the Works of Sir Arthur Conan Doyle .

Unit 5 Vocabulary

This vocabulary list includes terms that might help you answer some of the review items above and some terms you should be familiar with to be successful in completing the final exam for the course.

• active reading
• argumentative writing
• compare and contrast essay
• Cornell Note-taking System
• descriptive essay
• expository writing
• introduction
• major detail
• minor detail
• narrative essay
• persuasive essay
• proofreading
• reflective writing
• research paper
• thesis statement
• topic sentence
• transitions
• writing process

expository essay

What is expository essay definition, usage, and literary examples, expository essay definition.

An  expository essay  [ik-SPOZ-ih-tohr-ee ess-ay] is an essay in which the writer researches a topic and uses evidence to inform their readers or clarify the topic. They can take many forms, including a how-to essay, an essay that defines something, or an essay that studies a problem and offers a solution.

The Five-Paragraph Model

Most expository essays follow the five-paragraph essay model:

• Introduction:  The introduction contains the thesis statement or main point of the essay. Here, the writer describes the subject and gives necessary  context .
• Body:  This section is usually three or more paragraphs and offers supporting evidence for the thesis.
• Conclusion:  The conclusion revisits the thesis and summarizes the writer’s main points.

Types of Expository Essays

There are several types of expository essays that can be written.

• Cause and Effect:  These essays question why something happened and the outcome of that occurrence. For example, an essay of this type might question why there’s a large homeless population in Seattle and what effects it has on the city and its citizens.
• Classification:  These break a broad subject down into several, in-depth subcategories. A classification essay might study the various kinds of movies, define genres, and break the most common genres down by subgenre (for example, action thriller and action adventure as subgenres of the action genre).
• Compare and Contrast:  These essays lay out the similarities and differences of at least two subjects. One such essay might compare two different novels by the same author. These essays can explore the pros and cons of different choices as well, like living in the city versus living in the country.
• Definition:  As indicated, a definition essay describes or defines something. For example, it might define the internet and provide a detailed explanation of how it works.
• How-To:  Also called a process essay, a how-to essay gives the reader steps for creating or doing something. For example, a process essay might walk its reader through setting a table, step by step.
• Problem and Solution:  This type of essay explores a problem and, using evidential support, offers potential solutions. For example, a writer might consider the example of Seattle’s homeless population, cite a solution that other cities have used successfully, and propose that same solution for Seattle.

Other Forms of Expository Writing

In addition to the aforementioned, there are other uses for expository writing. Most commonly:

• Newspaper articles
• Encyclopedic entries
• Manuals/assembly instructions

Expository vs. Argumentative Essays

Expository essays are like argumentative essays in that they both require research. Unlike argumentative essays, expository essays are meant to inform their audience rather than persuade it.

Argumentative essays are often controversial and contain the writer’s personal opinions, whereas expository essays give factual information and explore a topic from many  perspectives . Educational spheres often use expository essays to test writing ability, reading comprehension, and/or the writer’s understanding of a topic.

Examples of Expository Essays

1. Susan Sontag, “Notes on ‘Camp’”

This is a definition essay that explores the meaning and usage of the slang word  camp . When she wrote the essay in 1964, people used the word to describe a person or thing as exaggerated, effeminate, or theatrical. Sontag suggests that camp isn’t a solid concept but rather a sensibility, and she acknowledges its connection to contemporary gay culture. Her definition of camp is given in the following passage:

[Camp] is not a natural mode of sensibility, if there be any such. Indeed the essence of Camp is its love of the unnatural: of artifice and exaggeration. And Camp is esoteric–something of a private code, a badge of identity even, among small urban cliques.

2. David Foster Wallace, “Consider the Lobster”

Herein, Wallace reviews the 2003 Main Lobster Festival and questions the morality of boiling lobsters alive. He examines the problem from all facets, including whether a lobster feels pain, without directly asserting his opinion. After descriptions of the festival, physical properties of lobsters, and the common use of the crustaceans, Wallace poses the main question of the essay:

So then here is a question that’s all but unavoidable at the World’s Largest Lobster Cooker, and may arise in the kitchens across the U.S. Is it all right to boil a sentient creature alive just for our gustatory pleasure? A related set of concerns: Is the previous question irksomely PC or sentimental? What does “all right” even mean in this context? Is it all just a matter of individual choice?

3. Rebecca Solnit, “The Longest War”

From Solnit’s 2014 book of essays,  Men Explain Things to Me , “The Longest War” explores issues of male violence against women. Solnit uses both statistical and  anecdotal  evidence to inform her audience of the issue, which supports some of her argumentative essays that appear later in the book:

[T]hough a rape is reported only every 6.2 minutes in this country, the estimated total is perhaps five times as high. Which means that there may be very nearly a rape a minute in the United States. It all adds up to tens of millions of rape victims. A significant portion of the women you know are survivors.

Further Resources on Expository Essays

You can find more examples of expository essays on  LiteraryDevices.net .

Bibme.org  offers guidance for writing expository essays.

Essaytigers.com  provides step-by-step writing instructions and an additional argumentative essay and expository essay comparison.

Related Terms

• Argumentative Essay
• Expository Writing

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Expository Essays

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What is an expository essay?

The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, example, the analysis of cause and effect, etc.

Please note : This genre is commonly assigned as a tool for classroom evaluation and is often found in various exam formats.

The structure of the expository essay is held together by the following.

• A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

• 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.

• Body paragraphs that include evidential support.

Each paragraph should be limited to the exposition of one general idea. 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 each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph.

• Evidential support (whether factual, logical, statistical, or anecdotal).

Often times, students are required to write expository essays with little or no preparation; therefore, such essays do not typically allow for a great deal of statistical or factual evidence.

• A bit of creativity!

Though creativity and artfulness are not always associated with essay writing, it is an art form nonetheless. Try not to get stuck on the formulaic nature of expository writing at the expense of writing something interesting. Remember, though you may not be crafting the next great novel, you are attempting to leave a lasting impression on the people evaluating your essay.

• A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students will inevitably begin to struggle. 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.

A complete argument

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of the Great Depression and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the exposition in the middle of my second point, questions would arise concerning the current effects on those who lived through the Depression. Therefore, the expository essay must be complete, and logically so, leaving no doubt as to its intent or argument.

The five-paragraph Essay

A common method for writing an expository essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of:

• an introductory paragraph
• three evidentiary body paragraphs
• a conclusion

How to Write Excellent Expository Essays

WHAT IS AN EXPOSITORY ESSAY?

An Expository essay ‘exposes’ information to the reader to describe or explain a particular topic logically and concisely.

The purpose of expository writing is to educate or inform the reader first and foremost.

Though the term is sometimes used to include persuasive writing , which exposes us to new ways of thinking, a true expository text does not allow the writer’s personal opinion to intrude into the text and should not be confused.

Expository Writing follows a structured format with an introduction, body paragraphs presenting information and examples, and a conclusion summarising key points and reinforcing the thesis. Common expository essays include process, comparison/contrast, cause and effect, and informative essays.

EXPOSITORY ESSAY STRUCTURE

TEXT ORGANIZATION Organize your thoughts before writing.

CLARITY Use clear and concise wording. There is no room for banter.

THESIS STATEMENT State position in direct terms.

TOPIC SENTENCE Open each paragraph with a topic sentence.

SUPPORTING DETAIL Support the topic sentence with further explanation and evidence.

LINK End each body paragraph by linking to the next.

EXPOSITORY ESSAY TYPES

PROCESS Tell your audience how to achieve something, such as how to bake a cake.

CAUSE & EFFECT Explore relationships between subjects, such as climate change and its impact.

PROBLEM & SOLUTION Explain how to solve a problem, such as improving physical fitness.

COMPARE & CONTRAST Compare and contrast two or more items, such as life in China life vs life in the United States or Australia.

DEFINITION Provides a detailed definition of a word or phrase, such as self-confidence.

CLASSIFICATION Organizes things into categories or groups, such as types of music.

STRUCTURE & FEATURES OF EXPOSITORY WRITING

While there are many types of expository essays, the basic underlying structure is the same. The Hamburger or 5-Paragraph Essay structure is an excellent scaffold for students to build their articles. Let’s explore the expository essay outline.

INTRODUCTION:

This is the top bun of the burger, and here the student introduces the exposition topic. This usually consists of a general statement on the subject, providing an essay overview. It may also preview each significant section, indicating what aspects of the subject will be covered in the text. These sections will likely relate to the headings and subheadings identified at the planning stage.

If the introduction is the top bun of the burger, then each body paragraph is a beef patty. Self-contained in some regards, each patty forms an integral part of the whole.

EXPOSITORY PARAGRAPHS

Each body paragraph deals with one idea or piece of information. More complex topics may be grouped under a common heading, and the number of paragraphs will depend on the complexity of the topic. For example, an expository text on wolves may include a series of paragraphs under headings such as habitat, breeding habits, what they eat, etc.

Each paragraph should open with a topic sentence indicating to the reader what the paragraph is about. The following sentences should further illuminate this main idea through discussion and/or explanation. Encourage students to use evidence and examples here, whether statistical or anecdotal. Remind students to keep things factual – this is not an editorial piece for a newspaper!

Expository writing is usually not the place for flowery flourishes of figurative imagery! Students should be encouraged to select a straightforward language that is easy for the reader to understand. After all, the aim here is to inform and explain, and this is best achieved with explicit language.

As we’ve seen, several variations of the expository essay exist, but the following are the most common features students must include.

The title should be functional. It should instantly inform the reader what they will learn about in the text. This is not the place for opaque poetry!

A table of contents in long essays will help the reader locate helpful information quickly. Usually, the page numbers found here will be linked to headings and subheadings to be found in the text.

HEADINGS / SUBHEADINGS:

These assist the reader in finding information by summarizing the content in their wording.

Usually listed alphabetically, the glossary defines unusual or topic-specific vocabulary and is sometimes accompanied by pictures, illustrations etc.

The index lets the reader identify where to find specific information in longer texts. An index is much more detailed than a table of contents.

VISUAL FORMS OF INFORMATION

Expository essays sometimes support the text with visuals, such as:

• Pictures / Illustrations / Photographs:

These can be used to present a central idea or concept within the text and are often accompanied by a caption explaining what the image shows. Photographs can offer a broad overview or a close-up of essential details.

Diagrams are a great way to convey complex information quickly. They should be labelled clearly to ensure the reader knows what they are looking at.

• Charts and Graphs:

These are extremely useful for showing data and statistics in an easy-to-read manner. They should be labelled clearly and correspond to the information in the nearby text.

Maps may be used to explain where something is or was located. 

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Types of expository essay

There are many different types of expository texts (e.g. encyclopaedias, travel guides, information reports , etc.), but there are also various expository essays, with the most common being.

• Process Essays
• Cause and Effect Essays
• Problem and Solution Essays
• Compare and Contrast Essays
• Definition Essays
• Classification Essays

We will examine each of these in greater detail in the remainder of this article, as they have slight nuances and differences that make them unique. The graphic below explains the general structure for all text types from the expository writing family.

THE PROCESS ESSAY

This how-to essay often takes the form of a set of instructions. Also known as a procedural text , the process essay has very specific features that guide the reader on how to do or make something.

To learn more about this type of writing, check out our information-packed article here .

Features of a process essay

Some of the main features of the process essay include:

• ‘How to’ title
• Numbered or bullet points
• Time connectives
• Imperatives (bossy words)
• List of resources

Example Expository Process Essay:

The cause and effect essay.

The purpose of a cause-and-effect essay is to explore the causal relationships between things. Essays like this often bring the focus back to a single cause. These essays frequently have a historical focus.

The text should focus on facts rather than assumptions as an expository essay. However, cause-and-effect essays sometimes explore hypothetical situations too.

There are two main ways to structure a cause-and-effect essay.

The Block Structure presents all the causes first. The writer then focuses on the effects of these causes in the second half of the essay.

The Chain Structure presents each cause and then immediately follows with the effects it created.

Example Expository Cause and Effect Essay:

The problem and solution essay.

In this type of essay, the writer first identifies a problem and then explores the topic from various angles to ultimately propose a solution. It is similar to the cause-and-effect essay.

While the problem and solution essay can use the block and chain structures as outlined above – substitute cause with problem and effect with a solution – it will also usually work through the following elements:

• Identifies a problem
• Contains a clear thesis statement
• Each paragraph has a topic sentence
• Supports with facts, examples, evidence
• The conclusion summarizes the main points

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Example Expository Problem and Solution Essay:

The compare and contrast essay.

In this type of essay, students evaluate the similarities and differences between two or more things, ideas, people, etc. Usually, the subjects will belong to the same category.

The compare-and-contrast expository essay can be organized in several different ways. Three of these are outlined below.

In the three structures outlined, it is assumed that two subjects are being compared and contrasted. Of course, the precise number of paragraphs required in the text will depend on the number of points the student wishes to make and the number of subjects being compared and contrasted.

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DEFINITION ESSAYS

This type of essay provides a detailed description and definition of a word or phrase. It can be a concrete term, such as car or glass, or a more abstract concept, such as love or fear .

A definition essay comprehensively explains a term’s purpose and meaning. It will frequently contain some or all of the following elements:

• A definition of the term
• An analysis of its meaning
• The etymology of the term
• A comparison to related terms
• Examples to illustrate the meaning
• A summary of the main points

Example Expository Definition Essay:

CLASSIFICATION ESSAYS

Like definition essays, a classification essay sorts or organizes things into various groups or categories and explains each group or category in detail.

Classification essays focus on:

• Sorting things into functional categories
• Ensuring each category follows a common organizing principle
• Provides examples that illustrate each category.

Example Expository Classification Essay:

One of the best ways to understand the different features of expository essays is to see them in action. The sample essay below is a definition essay but shares many features with other expository essays.

EXPOSITORY WRITING PROMPTS

Examples of Expository Essay Titles

 Expository essay prompts are usually pretty easy to spot.

 They typically contain keywords that ask the student to explain something, such as “define,” “outline,” “describe,” or, most directly of all, “explain.”

 This article will examine the purpose of an expository essay and its structure. It will also examine the primary language and stylistic features of this vital text type.

 After this, we’ll explore five distinct tips for helping your students get the most out of writing their expository essays.

Expository Essays vs Argumentative Essays

 Expository essays are often confused with their close cousin, the argumentative essay. Still, it’s easy to help students distinguish between the two by quickly examining their similarities and differences.

 In an expository essay, students will attempt to write about a thing or a concept neutrally and objectively, unlike an argumentative essay where the writer’s opinions permeate the text throughout. Simple as it sounds, this may take some doing for some students as it requires the writer to refine their personal voice almost out of existence!

 Luckily, choosing the correct viewpoint from which to write the essay can go a long way to helping students achieve the desired objectivity. Generally, students should write their expository essays from the third-person perspective.

Contrastingly, argumentative essays are subjective in nature and will usually be written from the first-person perspective as a result.

 In an expository essay, the text’s prime focus is the topic rather than the writer’s feelings on that topic. For the writer, disassociating their personal feelings on a topic is much easier when they’re a step removed from the narration by using the third-person POV rather than the first-person POV.

Expository Essay Tips

Follow these top tips from the experts to craft an amazing expository essay.

 Tip #1: Choose the Right Tool for the Job

Surprising as it may seem, not all expository essays are created equal.

 In fact, there are several different types of expository essays, and our students must learn to recognize each and choose the correct one for their specific needs when producing their own expository essays.

 To do this, students will need to know the 5 types of expository essays:

• The Cause and Effect Essay : This type of essay requires that the writer explain why something happened and what occurred due to that event and subsequent events. It explores the relationship between people, ideas, events, or things and other people, ideas, events, or things.
• The Compare and Contrast Essay: In a compare and contrast essay, the writer examines the similarities and differences between two subjects or ideas throughout the body of the piece and usually brings things together in an analysis at the end .
• The Descriptive Essay: This is a very straightforward expository essay with a detailed description or explanation of a topic. The topic may be an event, place, person, object, or experience. This essay’s direct style is balanced with the freedom of the writer can inject some of their creativity into the description.
• The Problem and Solution Essay : In this expository essay, the student will work to find valid solutions to a specific problem or problem.
• The Process Essay : Also called a how-to essay, this essay type is similar to instruction writing, except in essay form. It provides a step-by-step procedure breakdown to teach the reader how to do something.

 When choosing a specific topic to write about, students should consider several factors:

 ●      Do they know the topic well enough to explain the ins and outs of the subject to an unfamiliar audience?

 ●      Do they have enough interest in this topic to sustain thorough research and writing about it?

 ●      Is enough relevant information and credible sources available to fuel the student’s writing on this topic?

Tip # 2: Research the Topic Thoroughly

Regardless of which type of expository essay your students are working on, they must approach the research stage of the writing process with diligence and focus. The more thorough they are at the research stage, the smoother the remainder of the writing process will be.

A common problem for students while researching is that sometimes they don’t have a clear understanding of the objective of their research. They lack a clear focus on their efforts.

Research is not mindlessly scanning documents and scrawling occasional notes. As with any part of the writing process, it begins with determining clear objectives.

Often, students will start the research process with a broad focus, and as they continue researching, they will naturally narrow their focus as they learn more about the topic.

Take the time to help students understand that writing isn’t only about expressing what we think; it’s also about discovering what we think.

When researching, students should direct their efforts to the following:

• Gather Supporting Evidence : The research process is not only for uncovering the points to be made within the essay but also the evidence to support those points. The aim here is to provide an objective description or analysis of the topic; therefore, the student will need to gather relevant supporting evidence, such as facts and statistics, to bolster their writing. Usually, each paragraph will open with a topic sentence, and subsequent sentences in the paragraph will focus on providing a factual, statistical, and logical analysis of the paragraph’s main point.
• Cite Sources : It’s an essential academic skill to be able to cite sources accurately. There are several accepted methods of doing this, and you must choose a citation style appropriate to your student’s age, abilities, and context. However, whatever style you choose, students should get used to citing any sources they use in their essays, either in the form of embedded quotations, endnotes, or bibliography – or all three!
• Use Credible Sources: The Internet has profoundly impacted knowledge sharing as the Gutenberg Press did almost 600 years ago. It has provided unparalleled access to the sum total of human knowledge as never before, with each student having a dizzying number of sources available at their fingertips. However, we must ensure our students understand that not all sources are created equal. Encourage students to seek credible sources in their research and filter out the more dubious sources. Some questions students can ask themselves to help determine a source’s credibility include:

●      Have I searched thoroughly enough to find the most relevant sources for my topic?

●      Has this source been published recently? Is it still relevant?

●      Has the source been peer-reviewed? Have other sources confirmed this source?

●      What is the publication’s reputation?

●      Is the author an expert in their field?

●      Is the source fact-based or opinion-based?

Tip #3: Sketch an Outline

Every kid knows you can’t find the pirate treasure without a map, which is true of essay writing. Using their knowledge of the essay’s structure, students start whipping their research notes into shape by creating an outline for their essay.

The 5-paragraph essay or ‘Hamburger’ essay provides a perfect template for this.

Students start by mapping out an appealing introduction built around the main idea of their essay. Then, from their mound of research, they’ll extract their most vital ideas to assign to the various body paragraphs of their text.

Finally, they’ll sketch out their conclusion, summarize their essay’s main points, and, where appropriate, make their final statement on the topic.

Tip #4: Write a Draft

Title chosen? Check! Topic researched? Check! Outline sketched? Check!

Well, then, it’s time for the student to begin writing in earnest by completing the first draft of their essay.

They’ll already have a clear idea of the shape their essay will take from their research and outlining processes, but ensure your students allow themselves some leeway to adapt as the writing process throws up new ideas and problems.

That said, students will find it helpful to refer back to their thesis statement and outline to help ensure they stay on track as they work their way through the writing process towards their conclusions.

As students work through their drafts, encourage them to use transition words and phrases to help them move smoothly through the different sections of their essays.

Sometimes, students work directly from an outline as if on a checklist. This can sometimes be seen as the finished essay resembling Frankenstein. That is an incongruous series of disparate body parts crudely stitched together.

Learning to use transitions effectively will help students create an essay that is all of a whole, with all the joins and seams sanded and smoothed from view.

Tip #5: Edit with a Fresh Pair of Eyes

Once the draft is complete, students enter the final crucial editing stage.

But, not so hasty! Students must pencil in some time to let their drafts ‘rest’. If the editing process occurs immediately after the student finishes writing their draft, they’ll likely overlook much.

Editing is best done when students have time to gain a fresh perspective on their work. Ideally, this means leaving the essay overnight or over a few nights. However, practically, this isn’t always possible. Usually, though, it will be possible for students to put aside their writing for a few hours.

With the perspective that only time gives, when returning to their work, students can identify areas for improvement that they may have missed. Some important areas for students to look at in the editing process include:

• Bias : Students need to remember the purpose of this essay is to present a balanced and objective description of the topic. They need to ensure they haven’t let their own personal bias slip through during the writing process – an all too easy thing to do!
• Clarity : Clarity is as much a function of structure as language. Students must ensure their paragraphs are well organized and express their ideas clearly. Where necessary, some restructuring and rewriting may be required.
• Proofread: With stylistic and structural matters taken care of, it’s now time for the student to shift their focus onto matters of spelling , vocabulary choice, grammar, and punctuation. This final proofread represents the last run-through of the editing process. It’s the students’ final chance to catch mistakes and errors that may bias the assessor (aka You! ) against the effectiveness of the piece of writing. Where the text has been word-processed, the student can enlist inbuilt spelling and grammar checkers to help. Still, they should also take the time to go through each line word by word. Automatic checkers are a helpful tool, but they are a long way from infallible, and the final judgement on a text should employ the writer’s own judgement.

Expository essays are relatively straightforward pieces of writing. By following the guidelines mentioned above and practising them regularly, students can learn to produce well-written expository essays quickly and competently.

Explaining and describing events and processes objectively and clearly is a useful skill that students can add to their repertoire. Although it may seem challenging at first, with practice, it will become natural.

To write a good expository essay, students need a good understanding of its basic features and a firm grasp of the hamburger essay structure. As with any writing genre, prewriting is essential, particularly for expository writing.

Since expository writing is designed primarily to inform the reader, sound research and note-taking are essential for students to produce a well-written text. Developing these critical skills is an excellent opportunity for students through expository writing, which will be helpful to them as they continue their education.

Redrafting and editing are also crucial for producing a well-written expository essay. Students should double-check facts and statistics, and the language should be edited tightly for concision.

And, while grading their efforts, we might even learn a thing or two ourselves!

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Expository Essays: Overview

What is exposition writing.

Exposition can be either oral or written. It is used to explain, interpret, inform, or describe. An expository writer must assume that the audience has no prior knowledge regarding the topic being discussed. So the topic must be written in a clear manner explaining how things work (you can however, leave out  common knowledge –you probably are not writing for first graders). Exposition reaches beyond the obvious. Its underlying purpose in explaining, interpreting, informing, or describing is to reveal aspects of substance. Exposition does not simply provide a definition of the term “fake news”; it explores the inherent danger in using a terms that grossly oversimplifies the true nature of news. In an essay one would explore how the term “fake news” should but often does not refer to unreliable news sources, rumor mills, and blogs or social media sites that purposely spread unsourced stories to fulfill a political or personal agenda. One might also write that “fake news” is a term applied to news that is sourced but that someone simply choices to openly discredit.

As most academic terms, exposition can acquire various definitions depending on the context in which a writer is using the word. The HarperCollins Collins English Dictionary defines exposition in seven different disciplinary contexts.

• Within the Communication Arts / Journalism & Publishing discipline exposition is defined as: a systematic, usually written statement about, commentary on, or explanation of a specific subject
• The act of expounding of setting forth information or a viewpoint
• (Business / Commerce) of a large public exhibition, especially of industrial products or arts and crafts
• The act of exposing or the state of being exposed
• (Performing Arts / Theatre) the part of a play, novel, etc., in which the theme and main characters are introduced.
• (Music / Classical Music) Music the first statement of the subjects or themes of a movement in sonata form or a fugue
• (Christianity / Roman Catholic Church) RC Church the exhibiting of the consecrated Eucharistic Host or a relic for public veneration (Harper Collins Dictionary)

TYPES OF EXPOSITION

• Description  – The author explains a particular topic by showing characteristics, features, and examples.
• Comparison  – The author shows how two or more topics are alike.
• Contrast  – The author shows how two or more topics are different.
• Cause and Effect  – The author demonstrates the cause while showing the effects of the cause.
• Problem and Solution  – The author explains a problem, then explores possible solutions.
• Analytical  – The author evaluates a topic or argument revealing its strengths and weaknesses.
• Classification  – The author sorts things into useful categories, makes sure all the categories follow a single organizing principle, and gives examples that fit into each category.
• Sequence  – The author lists items or events in numerical or chronological order.

FIND A TOPIC, READ, DISCUSS, AND RESEARCH

First you must find a specific aspect of a topic that would interest you. This means you will and must read about the topic. You will have to research the topic extensively so that you can explain it—what exposition is all about. Research your topic extensively if necessary. You will probably have to spend quite a bit of time, but remember that the researching can be exciting. The general initial researching may even provide some valuable information that you want to explain. Researching is like exercising: at first it hurts, but with time you become stronger and it’s easier to flex your researching muscles. After you have decided upon a topic, you can create a thesis.

When you read, read critically and actively as was discussed in the previous chapter. Question the author’s points, consider conflicting viewpoints and support evidence. Analysis and exposition is built upon disagreement. Don’t avoid it; explore it with an open mind.

Like reading and writing, writing and talking work in unison. Teachers often observe classes that actively read and then discuss what they have read are often much stronger writers. Moreover, some students find that discussion is an important step in articulating their ideas and galvanizing their viewpoints on a topic.

An expositional paper is most easily written when you have a “tight” thesis. This means that the focus of your topic is extremely specific. When your thesis is concise, you can write at length because you know exactly what you should be writing about. But when you have a sloppy, vague thesis, you can become lost and your writing reflects this. This goes back to choosing a topic focus that deals with something specific, and not overly general. A thesis makes a claim regarding your focus and is supported by details and facts. It is written in one or two complete sentences. An example of a thesis would be: “Gardening can be a rewarding hobby because of the creativity involved, the variety of plants, and the many uses of plants.”

Create a Sketchy Outline

After you write your thesis, create a sketchy outline so that you have a game plan for your paper. Your outline should have information that you want to include for each part of your thesis. For our thesis example, we could find lots of information that could support the different parts of gardening. Notice the word  could –just because we have the information doesn’t mean we must use it in the paper. This is a rough outline after all.

Start Writing

Too often we don’t begin writing because we are stuck—don’t be, just start writing. You can begin anywhere. Start writing where you feel the most comfortable. When you have your outline, as sketchy as it may be, it reminds you of ideas that you want to include in your paper. Remember though that readers are interested in what YOU have to say—they don’t want to read regurgitated quotes and opinions of others, so make sure that your point is being heard.

STRUCTURE OF AN ANALYTICAL/EXPOSITORY ESSAY

The structure of an expository piece consists of first an introduction that contains the most crucial element—the thesis—the main point you wish to convey. After the introduction is the body, in which you clarify the different aspects of the thesis in great detail. The final piece, the conclusion, restates and rephrases (using different words) the thesis and ties up any “loose ends”.

Thesis Statements

A thesis statement is one of the most important elements of any successful expository essay. A thesis statement controls the subject matter of the essay and states something significant to the reader. It is the one statement that summarizes the main point of the essay and states why the essay is important and worth reading. An essay that lacks a strong thesis will have broad scope and lack focus.

The following are qualities of a well-crafted thesis statement:

• A thesis statement should identify a specific purpose for the essay.
• A thesis statement should assert something about the essay, and it should be something with which others can reasonably disagree.
• A thesis statement should be clear and easily identifiable by a reader.
• A thesis statement generally comes toward the end of the introduction and is usually the final sentence.
• A well-focused thesis statement, key to organizing an essay, contains two elements: a clear subject and a clear perspective on the topic.
• o Vague – Ecological disasters are a major concern today.
• o Precise – Pollution of underground water supplies threatens cities on the American West Coast.

A thesis should have the following characteristics:

• *It should be simple or complex,  BUT  never compound.
• *It should be stated positively.
• *It should be restricted, precise, and unified.
• *It should not contain figurative language.

INTRODUCTION

The very first part of your introduction should have an attention-grabbing device (a hook) to engage your readers. Hooks can be statistics, facts, questions, or unusual details. Don’t make general statements such as “it is clear that…” because you are trying to explain something that perhaps your reader doesn’t know, so it would not be clear to them. Instead be informative. The introduction will also contain your thesis. Good topic referring to Rhetoric. One can check it at the essays writing companies and already written essays accomplished by writing service writers.

Be creative in your introduction: use an anecdote, a provocative statement, a surprising or insightful quote, or even a shocking statistic. Bring the audience up to speed on the broader aspects of the subject on which you are basing your essay.

Consider starting with a criticism. For example, in Malcolm Gladwell’s book  Outliers , people view his research as a key to unlocking human potential, but that’s an overstatement. One might consider challenging the more common and popular interpretations of the book as being a “self-help” book.

Consider starting with praise. The book  Outliers  is the first widely read and very honest discussion of the commonly held belief that success in America is only a matter of hard work. The reader is confronted with the reality that even in America, privilege provides opportunities poverty cannot. Such an introduction establishes a viewpoint while introducing an important element of the book.

Now that you have your specific thesis, along with your sketchy outline, you must support your thesis claim by using concrete evidence and examples. You should exfoliate your thesis. Remember that expositional writing assumes that your readers have no prior knowledge regarding your topic, so you must explain things very clearly. Parallelism can be very important in your paper. It can give the readers a feeling of structure and importance. Pick a method of organization and stick with it.

In our example, we would explain in detail how much creativity is involved in gardening. We could write about the style of impressive European or Oriental gardens. Next, we would show how there are a variety of plants. We could write about plants found in different climates. Finally, we would explain the many uses of plants. We could write about floral bouquets and vegetables.

Because exposition’s purpose is to inform, you will want to establish common ground with your readers. You should write objectively, which will fulfill the purpose of explaining things.

Topic Sentence:

It may help to use a topic sentence to focus each paragraph and to keep the writer and the reader on point. This is a statement of the point you’ll make usually in the introductory paragraph.

Support should always come from the articles you found in your research, your author research, and through passages from the text. BE SPECIFIC when you refer to any text.  Paraphrase with detail, and use direct quotes when necessary. This is very, very important.

Developing Paragraphs:

To develop paragraphs, consider one of the following forms of support for your point of view:

• Use examples and illustrations (exemplification)
• Cite data (facts, statistics, evidence, details, and others)
• Examine testimony or authoritative statements and published passages (what other people say such as quotes and paraphrases)
• Use an anecdote or story (narrative)
• Define terms in the paragraph. These terms should be important to the topic under discussion.
• Compare and contrast (describe and explain the characteristics of two objects or ideas to draw attention to similarities and differences)
• Evaluate causes and reasons for the occurrences of an issue or condition in the world. What do you or others believe causes anything from car accidents or racism or juvenile diabetes.
• Examine effects and consequences of a particular action or state of being
• Analyze the topic, supporting texts or common beliefs about some aspect of your topic. For examples, tackle a stereotype or a common belief about the topic.

In each paragraph, explain what you believe the support means. Many of you were already doing this in your paragraphs.

A conclusion wraps up your paper by recalling your main points, but do not use the identical words that you used in your introduction. Conclusions and introductions are like frames, they should tie your whole paper together. You should explain your main points briefly and freshly. Don’t be sloppy–this is the last impression you are making.

Some combination of the following is always helpful:

• Refer back to your thesis.
• Tell us what you ultimately think about the topic under discussion.
• Tell us what readers can and should take from this discussion in terms of how we view the world, our families, specific populations, etc. Consider addressing these questions: What would you like us to learn from your discussion on the book? What points should we remember? What particular insights on the subject were most important?
• How can you make your reader remember this essay?

Sources Used to Create this Chapter

The majority of the content for this section has been adapted from the following OER Material:

• Let’s Get Writing by Elizabeth Browning et. al., which was published under a CC-BY-NC-SA 4.0 license.
• English Composition by Ann Inoshita et. al., which was published under a CC-BY 4.0 license.
• Expression and Inquiry    by Sally Pierce and Melissa Lucken, which was published under a CC-BY 4.0 license.

Starting the Journey: An Intro to College Writing Copyright © by Leonard Owens III; Tim Bishop; and Scott Ortolano is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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expository in nature

Read and carefully follow the instructions. Doing a great job that doesn’t meet the requirements of the assignment doesn’t earn you any points. Almost all writing should be done in the third person; avoid “I” and “you.” There will, however, sometimes be questions that ask for your specific perspective on a topic. In those cases you may use the first person in your writing. An example of this might be, “what is your interpretation of ……” Much of the writing and discussions that are done in this course are expository in nature. That means your written assignments and discussion questions will be explaining a process, object, or idea. Keep this in mind as you craft your written work. The more focused and clearly written your responses are, the better it will be. It is suggested that whenever practical, written work follow the standard five-paragraph essay format. One place to find this is 5 Paragraph Essay format The following is a sample of the introductory paragraph of a well-written paper.

The book, The Three Signs of a Miserable Job by Lencioni, has a theory about the direct correlation between three factors (root causes) in having a miserable job. In the following paper, each of the three factors will be identified, defined, and explained. Additionally, these factors will be discussed in terms of how each impacts morale and feelings of being appreciated. The paper then goes on to develop the points listed in the opening paragraph. The paper also has a summary paragraph wrapping up and restating the main points of the paper.

Expectations: Read the instructions carefully and follow them! 1. Papers will conform to accepted English and grammar mechanics and will be in proper APA format. 2. Weekly Written Assignments should be 1-2 pages in length. 3. The papers address the following areas: a. Was the actual assignment topic addressed? (Please ensure that you read and understand the assignment) b. Was the topic covered in sufficient detail and depth? (Superficial or minimal information suggests rushed efforts, and fails to demonstrate integration of information). c. Was there evidence of reading and subject materials in the product? (Verification of student preparation for the assignment.)

4. Demonstrate the ability to apply material or concepts in the manner instructed by the assignment.

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Nature Essay for Students and Children

500+ words nature essay.

Nature is an important and integral part of mankind. It is one of the greatest blessings for human life; however, nowadays humans fail to recognize it as one. Nature has been an inspiration for numerous poets, writers, artists and more of yesteryears. This remarkable creation inspired them to write poems and stories in the glory of it. They truly valued nature which reflects in their works even today. Essentially, nature is everything we are surrounded by like the water we drink, the air we breathe, the sun we soak in, the birds we hear chirping, the moon we gaze at and more. Above all, it is rich and vibrant and consists of both living and non-living things. Therefore, people of the modern age should also learn something from people of yesteryear and start valuing nature before it gets too late.

Significance of Nature

Nature has been in existence long before humans and ever since it has taken care of mankind and nourished it forever. In other words, it offers us a protective layer which guards us against all kinds of damages and harms. Survival of mankind without nature is impossible and humans need to understand that.

If nature has the ability to protect us, it is also powerful enough to destroy the entire mankind. Every form of nature, for instance, the plants , animals , rivers, mountains, moon, and more holds equal significance for us. Absence of one element is enough to cause a catastrophe in the functioning of human life.

We fulfill our healthy lifestyle by eating and drinking healthy, which nature gives us. Similarly, it provides us with water and food that enables us to do so. Rainfall and sunshine, the two most important elements to survive are derived from nature itself.

Further, the air we breathe and the wood we use for various purposes are a gift of nature only. But, with technological advancements, people are not paying attention to nature. The need to conserve and balance the natural assets is rising day by day which requires immediate attention.

Get the huge list of more than 500 Essay Topics and Ideas

Conservation of Nature

In order to conserve nature, we must take drastic steps right away to prevent any further damage. The most important step is to prevent deforestation at all levels. Cutting down of trees has serious consequences in different spheres. It can cause soil erosion easily and also bring a decline in rainfall on a major level.

Polluting ocean water must be strictly prohibited by all industries straightaway as it causes a lot of water shortage. The excessive use of automobiles, AC’s and ovens emit a lot of Chlorofluorocarbons’ which depletes the ozone layer. This, in turn, causes global warming which causes thermal expansion and melting of glaciers.

Therefore, we should avoid personal use of the vehicle when we can, switch to public transport and carpooling. We must invest in solar energy giving a chance for the natural resources to replenish.

In conclusion, nature has a powerful transformative power which is responsible for the functioning of life on earth. It is essential for mankind to flourish so it is our duty to conserve it for our future generations. We must stop the selfish activities and try our best to preserve the natural resources so life can forever be nourished on earth.

{ “@context”: “https://schema.org”, “@type”: “FAQPage”, “mainEntity”: [ { “@type”: “Question”, “name”: “Why is nature important?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “Nature is an essential part of our lives. It is important as it helps in the functioning of human life and gives us natural resources to lead a healthy life.” } }, { “@type”: “Question”, “name”: “How can we conserve nature?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “We can take different steps to conserve nature like stopping the cutting down of trees. We must not use automobiles excessively and take public transport instead. Further, we must not pollute our ocean and river water.” } } ] }

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4: Expository Writing

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Rhetorical modes refer to the different styles and techniques we use when we write. This chapter will discuss different modes of expository writing, explaining the specific aspects and techniques involved in these methods of communication. As you read about these, remember that the rhetorical mode a writer chooses depends on his/her purpose for writing. Some assignments ask students to use a specific rhetorical mode, such as contrasting two concepts, but most essays incorporate several different rhetorical modes to express an idea. Overall, the rhetorical modes are a set of tools that allow you different methods to effectively communicate information to your audience.

• 4.1: Compare and Contrast Comparison in writing discusses elements that are similar, while contrast in writing discusses elements that are different. A compare-and-contrast essay, then, analyzes two subjects by comparing them, contrasting them, or both.
• 4.2: Comparison and Contrast Essays
• 4.3: Cause and Effect A cause is something that produces an event or condition; an effect is what results from an event or condition. The purpose of the cause-and-effect essay is to determine how various phenomena relate in terms of origins and results.
• 4.4: Cause and Effect Essays
• 4.5: Classification The purpose of classification is to break down broad subjects into smaller, more manageable, more specific parts. We classify things in our daily lives all the time, often without even thinking about it.
• 4.6: Classification Essays
• 4.7: Process Analysis The purpose of a process analysis essay is to explain how to do something or how something works. In either case, the formula for a process analysis essay remains the same. The process is articulated into clear, definitive steps.
• 4.8: Process Essays
• 4.9: Definition The purpose of a definition essay may seem self-explanatory, to simply define something. But defining terms in writing is often more complicated than just consulting a dictionary. In fact, the way we define terms can have far-reaching consequences for individuals as well as collective groups.
• 4.10: Definition Essays