Exposition by Example and Definition

Introduction Exposition refers to prose whose purpose is to give information. The writers purpose of writing an expository essay is to convince the readers that his essay explains the subject matter in the clearest way. Actually much of our college writing may be classified as exposition: book reports essay exams and even research papers. The purpose of an expository essay may be accomplished by explaining a process comparing or contrasting two items identifying a cause!effect relationship explaining with examples dividing the classifying or defining. "epending upon the particular type of expository essay being written the order of presentation of supporting details may vary. #owever an essay is usually developed by several strategies combined rather than a single one. $o in the explanation of the strategies we identify the kind of essay by its primary strategy of development. Each unit introduces two strategies. %n this unit exposition by example and definition will be introduced. This unit is divided into two sections: $ection &: Exposition by example' $ection (: Exposition by definition. $ection & Expository by example )art % *ead! in Purpose: This part serves as unit orientation the purpose of which is to re!activate students existing knowledge and experience in the related area so as to get them actively involved in the process of teaching which emphasi+es exposition by example. *ead!in activity should take no more than ,- minutes. Task & Suggestions for teaching Ask the students first to brainstorm individually and then share each other s knowledge in group and make comment on each example following the suggested .uestions in $tep ,. )art %% $ample writing Suggestions for teaching The approach adopted here is that of induction/ 0 that is the teacher should help the students find out how the author has tried to achieve unity by examples. $tudents should be encouraged to think discover and then draw a conclusion. Task ( Suggested answers to the questions &. The last sentence of )aragraph &. (. Three: &0 1ordless phone' (0 The %nternet' ,0 1omputer!designed magnesium wheels. ,. 1ons. 2or example in )aragraph , the writer offers an advantage of the %nternet i.e. limitless access to information. 3ut he offers more disadvantages i.e. users are glued to their computers' users can never feel on top of things and users become obsessed 4. 5another example6 in )aragraph , and 4. 7. The writer points out the advantage of the cordless phone at first. Then he uses 5 however6 to
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show the reader the disadvantages. After the illustration he lists the first disadvantage: we lose privacy. The word 5also6 leads us to the second disadvantage. And the word 5then6 transfers us smoothly to the third disadvantage. Task , The answer is open Part IV In-class Activities Task 4 Suggested answers to the questions &. The second paragraph. %t provides examples to illustrate the central point. (. $even examples ,. 8o. They are a series of short examples. 4. They help to explain the general statement clearly and make the point convincing. Also the examples can arouse the readers interest. Task 7 Suggested answers &. The chandelier is too low. !!!!! % slammed my head into the chandelier !!!!! % must duck to avoid hitting my head on a door frame. (. 3eds are also not made with the very tall in mind. !!!!! % have to sleep across a double bed to keep my feet from dangling/0 off the end. ,. 1ars do not have enough space for the tall. !!!!! % have to recline my seat and push it back to keep my head from scraping the ceiling. !!!!! % drive with the sunroof open. !!!!! % have to fold myself over to get into the car. Task 9 $uggested answers &. a (. c Task : The answer is open Task ; The answer is open Task < Suggested answer 1oming to my weaknesses. % reali+e that % have .uite few too. % am a little over!cautious. There have been times when because of this % have lost opportunities. % often spend too much time thinking deeply even on matters where % have to decide .uickly. =ften it has happened that by the time % decided on the issue the time for the decision had passed. % spend three days thing of the pros and cons /merit and demerit0 of each and then % was told that the recruitment for both the
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organi+ations was over. Anyone would have learnt from this but * did not. % went on to make the same type of mistake many more times. Another weakness of mine is the fear out on a lot of fun and games. 2or example % was too scared to go for the parachuting course though % was offered. % missed the chance of a lifetime and now have to live with a lot of regret. Task &Suggested answers to the questions &. >ain idea: #ow she comes to understand >urphys *aw. ?es her thesis communicates this main idea. (. Three examples: a. >y car had a breakdown on our way back from @ashington ".1. b. % caught the flu hours before a date. c. % lost my way when % was driving to my new school. All the examples focus on how >urphys *aw influences her life. ,. ?es. $he opens her essay wit an extended example to show how >urphys *aw functions in her life. *ater in paragraph , she provides two short examples. %n )aragraph 4 she gives a more extended example to show the function of >urphys *aw. =verall she gives enough examples to make her point. 4. The examples are arranged in chronological order. The first event happened in summer. Then the second happened later that summer. The third event happened on August (< at the end of the summer. )art A After!class activities Task && A sample essay "angers on the Boad =nce % saw a television program where a skydiver jumped out of a plane without a parachute. #e got a parachute from an associate who had dived out earlier. After the feat #e was interviewed by a journalist. The skydiver told the journalist that his act was safer!much safer! than driving or walking along the road. =n thinking a little while about it % reali+ed that though there are so many skydivers all over the world every day the accident rate in such a dangerous act is very low. %n contrast hundreds are killed or maimed/ 0 on the road every day. The road is a dangerous place. The first danger on the road is peoples attitudes. Talking with people it became clear to me that everyone seems to think that accidents happen to other people never to them. %n truth accidents can happen to anyone. All the people that % talk to seem to think how unfortunate it is that accidents happen but never have % heard anyone say that he or she could be involved in an accident. $uch a thought seems to be remote. #ence % believe that the attitudes of road user are the first danger on the road. 1areless drivers are another source of danger. % have friends who boast that since they had never had any accidents they are obviously good drivers. #aving sat in their cars % reali+e that nothing could be further from the truth. $ome of the drivers that % know are reckless and drive without the least consideration to other road users. The machines they drive are death machines and they do not reali+e it. Their proud brag/ 0that they have never been involved in an accident is empty when % reali+e that this is only because there are other responsible road users out there. All % can see is that there are a lot of accidents waiting to happen when two or more e.ually
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irresponsible road users meet. Boad conditions contribute to dangers on the road too $ingapore roads are fairly well maintained. #owever there are lesser used road which are neglected. =ne has only to go to some country roads like Curong and see the deteriorating conditions of the road. These are roads that serve as shortcuts to the factories and thus used by heavy vehicles. The heavy vehicles cause damage to the roads and this is dangerous especially at night. $peaking of night driving at night under poor visibility is a danger in itself. This is especially so in residential roads where there a lot of trees. Even though the trees add to the beauty of the roads they also obstruct drivers view as they drive around corner. "angers on the road are real. @hat make them more so is the tendency of road users to thik that there are no dangers on the road. #ence unlike when we do dangerous activities we are likely to be careless. And that is where the danger is. $ection ( Exposition by "efinition )art % *ead!in Purpose: This part serves as unit orientation the purpose of which is to reactivate students existing knowledge and experience in the related area so as to get them actively involved in the process of teaching which emphasi+es exposition by definition. *ead!in activity should take no more than ,- minutes. Task & Suggestions for teaching Ask the students to choose one term that interests them give it a definition by providing a synonym antonym and a simile or metaphor. 3ased on the information the student can develop an outline. Then ask students to illustrate each point from their own experience and develop the outline into an essay. )art %% $ample writing Suggestions for teaching The approach adopted here is that of induction' that is the teacher should help the students find out how the author has tried to achieve unity by examples. $tudents should be encoufraged to think discover and then draw a conclusion. Task ( Suggested answer to the questions &. To show the positive aspects of bookworms. (. The last sentence in the first paragraph. The writer provides specific examples to support it. 2or example in )aragraph, the writer says that bookworms use what they have learned from books to do a lot of good in the world. ,. &0 The first sentence in )aragraph &. (0 The first sentence in )aragraph (. ,0 The first sentence in )aragraph , 4. The writer gives peoples negative definition of bookworms at the beginning of each paragraph
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and then he refuses peoples misunderstanding. Then the writer presents the positive aspect with specific examples. 7. The writer gives the general definition of bookworms and then human bookworms in the first paragraph. Then he give the thesis statement which shows that name is slowly to those people who loves books. Then in the text two paragraphs the writer refuses peoples misunderstanding and establishes his own view. %n the last paragraph a suggestion is given to people on how to view bookworms. Task , The answer is open )art %A %n!class Activities Task 4 Suggested answers &. %t is a feeling of excitement as you hear 1hristmas carols./0 (. %t is the tingle you get when you see the snow and tinsel/0 in store windows. ,. %t is the hope for a white "ecember (7 for the beauty of snowflakes. 4. %t is the joy for helping people. 7. %t is the special excitement people feel as they look forward the day of peace and love. Task 7 Suggested answer "efinitions & 4 7 are effective because each of them presents the distinguishing character of them. "efinition ( and , are ineffective. %n ( the word 5 where6 does not indicate that the following part is a definition. %mproved version: A greenbelt is a band of parks farmland or unused land surrounding a community. %n , the sentence offers a circular definition instead of explaining distinguishing features. %mproved version: )op music refers to modern music that is like by a lot of people especially young people. Task 6 Suggested answer $hakespeares se.uence of &74 sonnets/ 0 is a narrative of events and emotions involving himself a dark lady and another young man or 5rival poet.6 The story however is loosely constructed and it is not as important as $hakespeares overall treatment in the sonnets of the themes of life love beauty and friendship. The highly compressed format of the sonnet is a perfect vehicle for bringing these emotions to life through figurative language. %n 5sonnet &&9 6 $hakespeare compares love to a guiding star 5 constant to the edge of doom.6 #e also personifies love in the same sonnet saying 5 *oves not Timss fool6 and 5*ove alters not with his brief hours and weeks.6 The beautiful construction of these sonnets helps convey $hakespeares uni.ue understanding of human nature.

Task : Suggested answer to the questions &. ?es the last sentence of the first paragraph shows the writers attitude towards alcoholism. #e thinks it devastating both to the alcoholic and the family. (. %n the first paragraph the writer gives general background information and then narrow the topic to the alcoholics family. %n the second paragraph she shifts to first person to reveal specific details about her life. , "efinition. 4. The writer ends the essay with a personal lesson. The not of forgiveness provides a positive ending to the topic. )art A After!class Activities Task ; A sample essay Mot er !ove Love cannot be forced, love cannot be coaxed and teased. It comes out of Heaven, unasked and unsought. ------ earl !uck @hat is mother loveD %s it a feeling an emotion or the dedication of an entire lifetimeD %s it bad or good imaginary or genuineD =ne thing is certain' mother love is difficult to define especially to those who have not experienced it. 8one of the dictionaries seem to think mother and love should be combined into the phrase mother love .?et there is motherhood mother lode /E F 0 and motherland. 1ould any of these words be more fitting to combine with mother than the word loveD )sychiatrists/ 0 define mother love doctors prescribe/stipulate0 it lawyers divide it children bask/be interested in0 or drown in it and fathers observe it. )erhaps even a mother cannot define it but some still try. *oves as only a mother can feel begins for some women with the first knowledge of pregnancy. 2or others it comes with beholding the charm of their own soft sweet!smelling baby. The baby dose not have to be beautiful to inspire great love. )erhaps mother love at this stage of life is a myriad/endless0 of feelings: infant dependency mothers pride of accomplishment and primitive emotions that have been basic to the human race since its beginning. @hatever the reason loving a baby seems very easy. The real growth of mother love begins later. >uch of the time during a childs life no one seems to love him or her except the mother. True mother love develops over many years and through many trials. @hen a toddler throws a fit/ 0 in a store shouts a loud 58o6 or dampens a neighbors carpet mother love is put to a test. 3ut even in this stage the child is very appealing to her. # ere a few facet of love begins pride in the childs independence. The early school years strain the most patient mother. After the thumb!sucking leg!hugging insecure years come the years of grade cards teacher conferences show and tell and four hundred papers to be praised and hung up. >any older mothers say to younger mothers 5%f you think things are bad now just wait till hes a teenagerG6 3ut the young mothers often counter with 58othing could be worse.6 This lack of foresight must be a tool of >other 8ature. =therwise only the very brave would dare to have a
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child. >other love seems never to end. %t usually begins with the birth of a child and continues to encircle and entwine the mothers heart down through the years. $trangely enough the only person who can appreciate the real meaning of mother love is a mother.