Expository Writing Module

EXPOSITORY WRITING FOR CANVAS
Module 3 - MODELING the text {Extended Definition Essay (EDE), Literature Review, Research
Introduction, other Multidisciplinary Genres}
Professor Shirley Paguirigan-Aglibot
Department of English, Centro Escolar University
MODULE 3
In this module, you will learn the basic structure of Extended Definition Essay
(EDE), the elements of a Literature Review, the parts of a Research Introduction and
other Multidisciplinary Genres which you will need in your higher academic professional
course subjects. The writing activities in this module will also prepare you for the world
of work after you have earned your college degree as well as for the advanced
academic requirements in graduate school for those who seek to obtain post-
baccalaureate diplomas.
Part of the preliminary task for this module is your exposure to the sample write
ups that will show the basic structure of each of the writing genres. Since writing always
requires reading, you will have to demonstrate your knowledge of the genre by first
exhibiting competence in comprehending the text. Thus, you will be assessed first for
your comprehension of the text and then for your analysis of the structure of the written
composition.
Generally, there are two main segments of this module. First is your exposure to
the target writing genres through textual comprehension and analysis of the target
writing genre structure. Second is the writing activity which you will undergo in two
phases. Initially, you will be guided by your instructor in the finalization of your chosen
subject or topic to write about and the formulation of the thesis statement that will serve
as your outline in the writing of your essay draft. The second and final part is the actual
writing wherein you are expected to compose your essay by yourself. This is called
independent writing stage, the real yardstick of your ability in writing as an essential
element in communicative competence.
Below are sample texts that will serve as models for the target writing genres. As
mentioned earlier, you will be exposed first to the structure of an Extended Definition
Essay (EDE). You are then directed to read each of the whole texts paying attention to
the main subject matter or topic that each composition presents. Two EDE model
essays will be provided for you.
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I. Modelling
As mentioned above, tasks in this module commence with modelling of target
writing genres. As preliminary reading task, you will be asked to answer few priming
questions. This will be followed by the actual reading to be finally capped by post-
reading comprehension questions.
1. Model extended definition essay (EDE) –
Definition Essay: Example #1:
Priming Questions
1. What do you know about Japan and its people? Write your answers in the
appropriate box below opposite each item on the left columns.
WHAT I KNOW ABOUT JAPAN WHAT I KNOW ABOUT THE JAPANESE

Location External Features
Economy Remarkable Values
Tourist Destination
Top Export
Religion
Traditional Wear
Currency
2. Why I want to go to Japan?

3. What do I like about the Japanese/What is admirable about the Japanese?
4. What do I know about Ishindenshin?
Ishindenshin
Ishindenshin is a common Japanese word. It describes a Japanese concept used

to refer to communication without words or a “reading of the heart.” We Japanese do
not always say exactly what we think or feel. People can guess and receive what is in a
sender’s heart. People can understand each other without words. This is not a familiar
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concept in western cultures, where people are generally encouraged to state exactly
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what they mean. The phenomenon of ishindenshin works well when Japanese are
communicating in Japan, but it can present certain challenges when Japanese are
communicating outside of their country.
Ishindenshin was born as a Buddhist word. The story goes that when Buddha
preached to a lot of disciples about Buddhism, it was too hard to express the depth of
the religion in words, so he showed them a lotus flower to communicate a point.
Although most of his disciples could not understand what he meant, there was one who
could understand. After that, Buddha preached his teachings only to the enlightened
disciple instead of to many disciples.
There are many ways that Japanese demonstrate ishindenshin in their daily
lives. For example, when people ride on a bus, they stand up and give their seats to
someone who is old or has a physical disability. Ishindenshin works especially well in
situations like this where people do not know one another. It is like telepathy because
people do not say anything. In Japanese culture, we seldom say negative words to
other people because we are observant about hurting someone, but non-verbal
communication will often get a negative point across. For example, my mother often
has a sore shoulder. When she does, she shakes her head and takes a few deep
breaths. At this point, all of us in the family know what she wants us to do, so she gets a
massage.
Ishindenshin is a very useful concept. Understanding each other without

explaining feelings is a convenient tool in communication. However, at the same time, it
does sometimes cause misunderstandings. When I came to the United States the first
time when I was 13, an American family welcomed me into their home as a family
member. When I felt hungry and wanted to get something to eat, I expressed my
feelings with the words, “I am beginning to get hungry,” but my host mother did not give
me anything to eat. I felt so strange. Even though my English was not good, I knew that
I had said the words clearly. I thought that she was so mean and did not want to give
me any food, especially when my host sister got snacks for her and not for me. Then I
thought about whether there was something wrong with my communication and decided
to ask her directly for something to eat. I learned that there was no ishindenshin in
American culture, so I had to say exactly what I wanted. I realized that outside of my
own country, I had to adjust my communication style.
A Japanese overseas study coordinator that I know said that Japanese students
may not be as good at English as many other international students because they are
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accustomed to the concept of ishindenshin. He also said that it is very hard for
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Japanese students to express every idea that they wish to communicate. There are
many differences between the cultures of the U.S. and Japan; however, to know new
things about other cultures is very interesting, so Japanese living in other countries
need to get accustomed to talking in different ways.
Ishindenshin has mostly good effects but can also have a few bad ones for
Japanese living outside of their country. Using this telepathy too much can have
unfortunate consequences, but I believe it is important to use a moderate amount. We
sometimes have to use our emotional intelligence and interpret feelings without words
because there are situations in all people’s lives when there are no words to express
exactly how we feel.
- Chisako Hayakawa
Assessing comprehension of the text

In complete sentences, write your answers to each of the following questions.
1. What makes ishindensin as a form of communication challenging among non

Japanese?
2. How is the concept of ishindensin related to Buddhism?
3. What examples of ishindensin are mentioned in the text?
4. Although the speaker believes ishindenshin works well, which line in the third
paragraph indicates her belief that communication without using words is
vulnerable to misunderstanding among interlocutors?
5. Do you think ishindensin is a useful concept? Why or why not?
6. What makes the concept of ishindensin a barrier in the development of the
Japanese fluency in English?
7. According to the speaker, what should a Japanese living outside of his/her
country do to be able to interact well with non-Japanese?
8. Can you cite concrete situations to illustrate good and bad effects of ishindensin?
9. Prove that ishindensin is part of people’s emotional intelligence or EQ.
Assessing analysis of the text structure:

1. What is the hook used in the introduction?
2. What kind of hook is used?
3. Why is it an effective hook?
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4. What is the main idea of the essay?

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5. What is the topic of the essay?

6. What is the denotative meaning of the word or concept being defined?

7. What is the connotative meaning of the word or concept?
8. What are the topic sentences used building the main body of the essay?
9. What method was used to elaborate the topic sentences?
10. What method of paragraph development was mainly used in the essay?
11. Prove that comparison as a method of development is effectively used in this
essay.
12. What sentence restates the thesis statement?
13. What sentence summarizes the idea of the whole essay?
14. What sentence states the final thought of the writer?
Kudos for completing the first reading task! You have been immersed to an
extended definition essay which exemplifies an abstract word of concept that has been
defined based on its denotative and connotative meaning. Basically you learned the
structure of an extended definition essay beginning from the introduction parts to the
conclusion components. You have also learned some approaches in developing the
main body of an EDE which can serve as your paradigm in developing your own essay
for the independent writing phase of this module.
Before you proceed further to the other writing genres, here is another extended
definition essay which aims to reinforce your takeaways in the first EDE. Good luck and
enjoy learning!
Definition Essay: Example #2
Priming Questions
1. What makes an individual perfect?
2. Can standards be exacted to qualify perfect individuals?
3. To be a perfect wife or husband, what characteristic values should someone have?
In this next essay, a perfect husband is characterized to be perfect with certain

qualities. Find out these qualities and be able to evaluate the truthfulness of the writer’s
claim.
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A Good Husband
"I love you so much!" my elementary school friend said to my husband, and she
kissed my husband's lips. After we came out of her house, I urged my husband to
answer my questions. "What was that? Why did she do that? What relationship is
between the two of you?" My husband answered that there was nothing, and that my
friend was lonely because she had just become alone. I shouted toward my husband,
"Are you protecting her, now?" My husband raised his voice to me, “Why are you
shouting at me? I told you there was nothing between your friend and me!" I got angry
so much that I took my stuff and rushed out of my house. I shouted, "I can't live with you
anymore!" But he didn't even try to stop me and let me go. I couldn't believe what was
happening to me. I was going crazy, I yelled "Ah a a a k!!" With a scream I woke up and
saw that my husband was sleeping beside me with his usual snore. I thanked God that
it was just a terrible dream. He may not be perfect but at least he does not have an
affair with my friend. What makes a good husband? I think a good husband should be a
best friend who should be respected by his wife and be sincere to his married life.
A good husband should be a best friend to his wife. When a man and a woman
meet and fall in love, they feel that they can do everything with their burning love.
However, after marriage they can find themselves in reality and realize that their burning
love is not eternal. They might find each other's weak points and become disappointed.
They also might try to fit their spouse into their own personality under the name of love.
However even when married, if you have a mindset of being best friends, that could
give more serenity of mind to each other than lovers because they respect each other's
privacy. A good husband, like a good friend, acknowledges his wife's weak points and
accepts those as her personality. Also a good husband will respect his wife's sense of
values, emotions, thoughts and desires like a friend.
A good husband should have his wife’s respect. For the wife, respecting her
husband is sometimes more important than loving her husband because a woman can't
keep on loving her husband without first respecting him. It doesn't mean a good
husband has to be very successful in his life. Most men think making a lot of money is
the only way to make their wives happy. Making a lot of money is important, but it is not
everything. A woman can be satisfied with just a rose from her husband. Like that, a
wife's emotional satisfaction is just as important. If a husband makes less money than
other men, but his wife respects and is proud of her husband's honesty or sincerity that
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may be enough for her happiness.

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A good husband is sincere to his married life. He must keep his marriage vows.
Whether he is happy or going through a hard time, he should always share his feelings
with his wife. When trouble comes to him and his wife, he should be patient about
solving the problems with his wife, and he never should have an affair with any other
woman, of course. Until one of them is dead, he should always love and be faithful to
his wife.
A good husband's characteristics are not only suitable for a good husband but
also for a good wife. There is no perfect husband and wife. It is impossible. In my case,
if I give a grade to my husband, he will get a “C+”. If that is true, then what would my
grade be? In my country when couples marry, they swear in such a way, "Until the black
hair turns to white...." I think that even though no one is perfect, if you try you will be a
good husband. A good husband has an open mind like a friend, should be respected by
his wife and sincere to his married life.
- Jieun Yoo
Assessing comprehension of the text

1. According to the writer, what are the qualities of a perfect husband?
2. How can a husband become his wife’s best friend?
3. In what ways do husband respect their wife?
4. Until when should husbands become loyal to their wives?
5. Which sentence indicates the conviction of the writer about human perfection?
6. What does the sentence, “In my case, if I give a grade to my husband, he will get a
“C+”. If that is true, then what would my grade be?” signify regarding the woman’s
conviction about married couples?
Knowledge of essay structure

1. What kind of hook is employed by the writer?
2. What makes it an effective attention grabbing approach?
3. What is this essay’s thesis statement?
4. For the thesis statement, what is the topic or the subject matter?
5. What is the opinion of the writer with regard to the topic?
6. What is the first topic sentence?
7. What is the second topic sentence?
8. What is the third topic sentence?
9. What is the dominant method used by the writer in developing the main body of
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this essay?
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10. Why is this composition called a 1-3-1 essay?

Knowledge of the target writing genre
Definition Essay
A definition essay goes beyond just a dictionary definition of a word. Usually a

word or concept can be defined in just one sentence. A definition essay, however,
needs to be several paragraphs. Therefore, the definition must be extended to include
examples, details, personal experience, description, causes, effects, analysis, etc.
Above all, a definition essay must demonstrate a detailed account of your own
opinion about the word or concept. For example, if you are writing an essay about
“love,” the thesis and the details must be based upon your personal ideas of what “love”
is.
Topics for definition essays are always general. In other words, you can write
about “Love” or “Truth” or “Justice,” but not “My love for my wife” or “The truth about
violence on T.V.”
Definition essays are also subjective: you need to assert and support your own
opinions about the concept.
Definition essays have two basic parts:

1. The denotation, or direct explanation of the meaning, and
2. The connotation, or the ideas that the word implies or includes.
For example, you may say that “love” means “an affection for a person or thing”
(denotation). However, what does the word “love” imply? Does it imply loyalty,
dedication, gift-giving, sexual passion (connotation)? Do any of these not mean “love”
for you? You can check in a thesaurus for words of similar meanings that may show
connotations.
Organizational pattern for definition essay:
1st paragraph:
Introduction: “hook” - anecdote, interesting facts, humorous story, personal experience
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Thesis statement: topic + your definition

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Body paragraphs:
Begin each paragraph with a topic sentence.
Develop body paragraphs in some of these ways:
a) analyze: divide into parts and define each part;
b) compare: show similarities and/or differences with other ideas;
c) exemplify: use examples to illustrate each body paragraph;
d) negate: define what the topic is not so you can clarify what it is;
e) illustrate: describe the subject in detail, giving specific information; and
f) give background: relate the history of the word or idea
Conclusion:
Summary, prediction, anecdote, comparison, etc.
You have completed the tasks on the extended definition essay. You are now
ready to proceed to the other target writing genre – the literature review, part of
academic writing program. Usually a requirement in conducting research, the literature
review shows the breadth of one’s knowledge and expertise in a particular field of study.
No research activity is done without a literature review. In fact it is the foundation of a
research activity since it is through which a researcher can identify gaps in existing
studies.
Similar to the activities you have accomplished in learning the extended definition
essay in the foregoing, you will also be exposed to sample literature review where you
are expected to exhibit knowledge of the contents as well as knowledge of the structure
of the sample literature review texts.
2. Model Literature Review –
Here is a model literature review about the benefits of educational institutions

through service learning programs. In the Philippines, this is popularly known as on-
the-job training (OJT) in most tertiary educational institutions all over the country in
which graduating students will render more than a hundred hours in one semester
working as real employees in their field of specialization.
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Do you know someone or a relative who has gone through OJT? What are their
experiences? What can you say about service learning as a method in tertiary
education?
Sample Literature Review (Short Version)

(1) Prior studies have identified many benefits for educational institutions from
service-learning programs. These benefits include positive perceptions of the university
by the community (Miron & Moely, 2006), enhanced student retention rates (Eyler et al.,
2001), positive teaching and learning outcomes such as greater student involvement
and participation in class (Caruso et al., 2007), and increased opportunities for
meaningful research and scholarly activities (Strand et al., 2003).
________________________________________________________________
2) In this study and related research, the individuals serving are university
students who are collaborating with the community partner. The studied benefits to
individuals serving include cultural awareness sharing (Crabtree, 2008), as well as
networking opportunities and application of classroom learning to real-world issues
(Bowen et al., 2009). Ultimately, service-learning stimulates student learning and
engages students in their surrounding communities. Service learning creates new goals
for students such as personal development, career development, moral development,
academic achievement, and “reflective civic participation” (Lamb et al., 1998). These
types of projects allow students to utilize material learned in the classroom to improve
societal conditions.
________________________________________________________________
(3) Integrating concepts and theories learned in the classroom with everyday life
makes students more capable of highlighting the importance of each course.
Additionally, material learned in business courses can be applied to benefit the
community through a variety of tangible services, such as business planning or
marketing new programs. Service learning is an excellent way for students to apply their
course lessons to real-world situations and concurrently benefit the community.
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________________________________________________________________
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Comprehension of the text
After reading the text, answer these questions
1. Based on research, what is proven about the relevance of schools?

2. The study conducted is significant for some reasons. Cite at least two.
3. How do schools help translate in students their classroom learning to societal
concerns?
4. Why is service learning effective in the pragmatic application of theories
learned in the classroom to real-life experiences?
Knowledge of the target writing genre structure
Reread the text above. What do you think is the thesis statement
appropriate to the text? This time you have to underscore the purpose of each
paragraph. Write your idea in the blank provided.
Like any essays, literature reviews follow the conventional format of an essay
where you have an introduction, body and conclusion. For reasons of brevity, the
sample literature review provided below begins with a thesis statement. You will find
below the thesis statement a table that shows sample paragraphs concretizing parts of
a literature review which you need to bear in mind when you write your own literature
review. Although there are other parts depending on the nature of the research to be
conducted, the three elements exemplified in the following are essential in the literature
review of research papers both in the undergraduate and graduate school programs.
Thesis Statement: Service-learning programs implemented in American

undergraduate universities since 2000 have not only proven beneficial for the
individuals or organizations being served but also for the participating students
by offering opportunities for academic, emotional, and social growth.
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Prior studies have identified many benefits for educational Summary of key
institutions from service-learning programs. These benefits research
include positive perceptions of the university by the
community (Miron & Moely, 2006), enhanced student
retention rates (Eyler et al., 2001), positive teaching and
learning outcomes such as greater student involvement and
participation in class (Caruso et al., 2007), and increased
opportunities for meaningful research and scholarly
activities (Strand et al., 2003).
In this study and related research, the individuals serving Evaluation and
are university students who are collaborating with the application to
community partner. The studied benefits to individuals thesis/topic
serving include cultural awareness sharing (Crabtree,
2008), as well as networking opportunities and application
of classroom learning to real-world issues (Bowen et al.,
2009). Ultimately, service-learning stimulates student
learning and engages students in their surrounding
communities. Service learning creates new goals for
students such as personal development, career
development, moral development, academic achievement,
and “reflective civic participation” (Lamb et al., 1998). These
types of projects allow students to utilize material learned in
the classroom to improve societal conditions.
Integrating concepts and theories learned in the classroom Analysis and Synthesis
with everyday life makes students more capable of
highlighting the importance of each course. Additionally,
material learned in business courses can be applied to
benefit the community through a variety of tangible
services, such as business planning or marketing new
programs. Service learning is an excellent way for students
to apply their course lessons to real-world situations and
concurrently benefit the community.
Reference:
Key, K.L., et al., (2010). Use of Propofol and emergence agitation in children: A
literature review. AANA Journal, 78(6). www.aana.com. Sample Literature Review.pdf
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Knowledge of the target writing genre
What is a literature review?

A literature review is a survey of everything that has been written about a
particular topic, theory, or research question. It may provide the background for larger
work, or it may stand on its own. Much more than a simple list of sources, an effective
literature review analyzes and synthesizes information about key themes or issues. A
literature review surveys all relevant literature to determine what is known and not
known about a particular topic. A literature review is an objective, critical summary of
published research literature relevant to a topic under consideration for research. Its
purpose is to create familiarity with current thinking and research on a particular topic,
and may justify future research into a previously overlooked or understudied area.
Why write a literature review?

1. To discover what has been written about a topic already
2. To determine what each source contributes to the topic
3. To understand the relationship between the various contributions, identify and (if
possible) resolve contradictions, and determine gaps or unanswered questions
What is involved in writing a literature review?

1. Research – to discover what has been written about the topic
2. Critical Appraisal – to evaluate the literature, determine the relationship between the
sources and ascertain what has been done already and what still needs to be done
3. Writing – to explain what you have found
Steps to writing an effective literature review:

1. Gathering sources
 Focus your topic: A literature review aims to cover all of the research
on a given topic. If the topic is too large, there will be too much material
to cover it adequately.
 Read with a purpose: Although you will need to briefly summarize

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sources, a good literature review requires that you isolate key themes
or issues related to your own research interests.
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2. Evaluating sources
For each book or article consider:
 Credentials: Is the author an expert?
 Argument/Evidence: Does the evidence support the conclusion? Is the
argument or evidence complete?
 When comparing sources, consider:
 Conclusions: Does all research arrive at the same conclusion or are
there differing opinions? What evidence or reasoning are the
differences based on?
 Gaps or omissions: What questions are raised by the literature?
Reference:
Allyson Skene. The Writing Centre, University of Toronto at Scarborough. See terms
and conditions for use at http://www.utsc.utoronto.ca/~ctl/twc/terms.htm
Organizing Principles in Writing a Literature Review
One of the baffling tasks for neophyte researchers is how they organize their
ideas in a literature review. More often they get entangled with the saturating ideas that
do not work on their advantage until they have learned adeptly the principles on how
they can achieve coherence in their compositions. Researchers should be guided by
certain principles on how they get their ideas organized. Below are guidelines when a
researcher can use thematic approach, methodological approach or chronological
approach in presenting their literature review. To provide you with a clear
understanding of these organizing principles, a brief write up exemplifying the principle
is included on the third column.
Spend time to read the contents of this table, so that you can get a glimpse of
how to organize your thoughts in writing your literature review.
Principle When to Use Example
Theme When explaining key A literature review of 31

themes or issues relevant articles published
relevant to the topic between January 1999 and
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March 2004 identified 12

This is the most categories of neighborhood
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common way to organize characteristics relevant to

literature reviews. maternal and child health:
income/wealth,
employment, family
structure, population
composition, housing,
mobility, education,
occupation, social
resources, violence and
crime, deviant behavior and
physical conditions.
[Example adapted from

Rajaratnama, J.K., Burke,
J.G. & O’Campo, P. (2006).
Maternal and child health
and neighborhood context:
The selection and
construction
of area-level variables.
Health and Place, 12, 547-
556.]
Methodology When discussing In dentistry, fluorescent
(also called a Interdisciplinary imaging been used for
methodology approaches to a topic or many applications revealing
review) when discussing a number a variety of information
of studies with a different about bonded restorations.
approach. This review evaluates the
different methods used in
this area with the intent of
determining if standardized
methodologies exist.

D’Alpino, P.H.P. et al
15
(2006).Use of fluorescent
compounds
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in assessing bonded resin-

based restorations: A
literature review Journal of
Dentistry,
34 623-634.]
Chronology When historical changes A literature review is
are central to explaining the presented on the evolution
topic. of water pollution
management and its impact
on land pollution from 1900
to 2000 within a hypothesis
of whether we could have
done more, sooner.
Stream pollution science in
the context of the
fundamental sanitary
engineering concepts of
reasonable use and
assimilative capacity is
examined in light of
evolving regulatory
frameworks from the early
1900s, when regulation and
standards were mostly
lacking, to the zero
discharge goals and
comprehensive federal
command/control
regulations of the late 20th
century.

Shrifin, N.S. (2005).
Pollution Management in
the Twentieth
Century. Journal of
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Environmental Engineering,
131, 676-691.]
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Conclusion
The conclusion should provide a summary of YOUR findings from the literature review.
Explain what your analysis of the material leads you to conclude about the overall state
of the literature, what it provides and where it is lacking. You can also provide
suggestions for future research or explain how your future research will fill the gaps in
the existing body of work on that topic.
Remember:
 The conclusion summarizes the key findings of the review in general
terms. Notable commonalities between works, whether favorable or not,
may be included here.
 This section is the reviewer’s opportunity to justify a research proposal.

Therefore, the idea should be clearly re-stated and supported according to
the findings of the review.
Reference:
Allyson Skene. The Writing Centre, University of Toronto at Scarborough. See terms
and conditions for use at http://www.utsc.utoronto.ca/~ctl/twc/terms.htm
3. Model Research Introduction –
Way to go dear learner! You have gone this far in this challenging module. This
is the final segment of the tasks allotted for you to accomplish to finally close this
module. You should be excited that you see yourself improving in honing your writing
competence. Increase your diligence in wrapping up this module because this will
equip you with not only knowledge of the most important writing genres in your
academic career but also with the actual production of written outputs that serve as
barometer in evaluating your obtained communicative competence.
Below is a sample introduction for a research paper. You are going to

accomplish two tasks for this writing genre. First, read the whole text and answer the
questions following it. After you have answered all the questions, reread the whole text
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this time determining the author’s purpose as indicated or implied in every paragraph.
This activity is directed towards determining your comprehension of the text as well as
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your analysis of the structure of the composition. Be reminded of the basic structure of
essays. Write your thoughts in the blank space provided. Be a keen observer. You
can write more than one sentence for your analysis.
(1) Many things interrupt people’s ability to focus on a task: distractions,

headaches, noisy environments, and even psychological disorders. To some extent,
people can control the environmental factors that make it difficult to focus. However,
what about internal factors, such as an empty stomach? Can people increase their
ability to focus simply by eating regularly?
________________________________________________________________
(2) One theory that prompted research on how food intake affects the average
person was the glucostatic theory. Several researchers in the 1940s and 1950s
suggested that the brain regulates food intake in order to maintain a blood-glucose set
point. The idea was that people become hungry when their blood-glucose levels drop
significantly below their set point and that they become satisfied after eating, when their
blood-glucose levels return to that set point. This theory seemed logical because
glucose is the brain’s primary fuel (Pinel, 2000). The earliest investigation of the general
effects of food deprivation found that long-term food deprivation (36 hours and longer)
was associated with sluggishness, depression, irritability, reduced heart rate, and
inability to concentrate (Keys, Brozek, Henschel, Mickelsen, & Taylor, 1950). Another
study found that fasting for several days produced muscular weakness, irritability, and
apathy or depression (Kollar, Slater, Palmer, Docter, & Mandell, 1964). Since that time,
research has focused mainly on how nutrition affects cognition. However, as Green,
Elliman, and Rogers (1995) point out, the effects of food deprivation on cognition have
received comparatively less attention in recent years.
________________________________________________________________
(3) The relatively sparse research on food deprivation has left room for further
research. First, much of the research has focused either on chronic starvation at one
end of the continuum or on missing a single meal at the other end (Green et al., 1995).
Second, some of the findings have been contradictory. One study found that skipping
breakfast impairs certain aspects of cognition, such as problem-solving abilities (Pollitt,
Lewis, Garza, & Shulman, 1983). However, other research by M. W. Green, N. A.
Elliman, and P. J. Rogers (1995, 1997) has found that food deprivation ranging from
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missing a single meal to 24 hours without eating does not significantly impair cognition.
Third, not all groups of people have been sufficiently studied. Studies have been done
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on 9–11 year-olds (Pollitt et al., 1983), obese subjects (Crumpton, Wine, & Drenick,
1966), college-age men and women (Green et al., 1995, 1996, 1997), and middle-age
males (Kollar et al., 1964). Fourth, not all cognitive aspects have been studied. In 1995
Green, Elliman, and Rogers studied sustained attention, simple reaction time, and
immediate memory; in 1996 they studied attentional bias; and in 1997 they studied
simple reaction time, two-finger tapping, recognition memory, and free recall. In 1983,
another study focused on reaction time and accuracy, intelligence quotient, and problem
solving (Pollitt et al.).
________________________________________________________________
(4) According to some researchers, most of the results so far indicate that
cognitive function is not affected significantly by short-term fasting (Green et al., 1995,
p. 246). However, this conclusion seems premature due to the relative lack of research
on cognitive functions such as concentration and perseverance. To date, no study has
tested perseverance, despite its importance in cognitive functioning. In fact,
perseverance may be a better indicator than achievement tests in assessing growth in
learning and thinking abilities, as perseverance helps in solving complex problems
(Costa, 1984). Another study also recognized that perseverance, better learning
techniques, and effort are cognitions worth studying (D’Agostino, 1996). Testing as
many aspects of cognition as possible is key because the nature of the task is important
when interpreting the link between food deprivation and cognitive performance (Smith &
Kendrick, 1992).
________________________________________________________________
(5) Therefore, the current study helps us understand how short-term food
deprivation affects concentration on and perseverance with a difficult task. Specifically,
participants deprived of food for 24 hours were expected to perform worse on a
concentration test and a perseverance task than those deprived for 12 hours, who in
turn were predicted to perform worse than those who were not deprived of food.
________________________________________________________________
19
Page
Compare your observations to what is written on the left column opposite each
paragraph in the given sample research introduction.
Knowledge of the target writing genre structure
The (1) Many things interrupt people’s ability to focus on a

introduction task: distractions, headaches, noisy environments, and
states the even psychological disorders. To some extent, people
topic and can control the environmental factors that make it difficult
the main to focus. However, what about internal factors, such as
questions to be explored. an empty stomach? Can people increase their ability to
focus simply by eating regularly?
The (2) One theory that prompted research on how food

researchers intake affects the average person was the glucostatic
supply theory. Several researchers in the
background 1940s and 1950s suggested that the brain regulates food
information intake in order to maintain a blood-glucose set point. The
by discussing past idea was that people become hungry when their blood-
research on the topic. glucose levels drop significantly below their set point and
that they become satisfied after eating, when their blood-
glucose levels return to that set point. This theory
seemed logical because glucose is the brain’s primary
fuel (Pinel, 2000). The earliest investigation of the
Extensive general effects of food deprivation found that long-term
referencing food deprivation (36 hours and longer) was associated
establishes with sluggishness, depression, irritability, reduced heart
support for the rate, and inability to concentrate (Keys, Brozek,
discussion. Henschel, Mickelsen, & Taylor, 1950). Another study
found that fasting for several days produced muscular
weakness, irritability, and apathy or depression (Kollar,
Slater, Palmer, Docter, & Mandell, 1964). Since that time,
research has focused mainly on how nutrition affects
cognition. However, as
20
Green, Elliman, and Rogers (1995) point out, the effects

of food deprivation on cognition have received
Page
comparatively less attention in recent years.

The (3) The relatively sparse research on food deprivation

researchers has left room for further research. First, much of the
explain how research has focused either on chronic starvation at one
their study end of the continuum or on missing a single meal at the
will add to past research other end (Green et al., 1995). Second, some of the
on the topic. findings have been contradictory. One study found that
skipping breakfast impairs certain aspects of cognition,
such as problem-solving abilities (Pollitt, Lewis, Garza, &
Shulman, 1983). However, other research by M. W.
Green, N. A. Elliman, and P. J. Rogers (1995, 1997) has
found that food deprivation ranging from missing a single
Clear meal to 24 hours without eating does not significantly
transitions impair cognition. Third, not all groups of people have
guide readers been sufficiently studied. Studies have been done on 9–
through the 11 year-olds (Pollitt et al., 1983), obese subjects
researchers’ (Crumpton, Wine, & Drenick, 1966), college-age men
reasoning. and women (Green et al., 1995, 1996, 1997), and
middle-age males (Kollar et al., 1964). Fourth, not all
cognitive aspects have been studied. In 1995 Green,
Elliman, and Rogers studied sustained attention, simple
reaction time, and immediate memory; in 1996 they
studied attentional bias; and in 1997 they studied simple
reaction time, two-finger tapping, recognition memory,
and free recall. In 1983, another study focused on
reaction time and accuracy, intelligence quotient, and
problem solving (Pollitt et al.).
The (4) According to some researchers, most of the results
researchers so far indicate that cognitive function is not affected
support their significantly by short-term fasting (Green et al., 1995, p.
decision to 246). However, this conclusion seems premature due to
focus on the relative lack of research on cognitive functions such
concentration and as concentration and perseverance. To date, no study
perseverance. has tested perseverance, despite its importance in
cognitive functioning. In fact, perseverance may be a
better indicator than achievement tests in assessing
21
growth in learning and thinking abilities, as perseverance

helps in solving complex problems (Costa, 1984).
Page
Another study also recognized that perseverance, better

learning techniques, and effort are cognitions worth

studying (D’Agostino, 1996). Testing as many aspects of
cognition as possible is key because the nature of the
task is important when interpreting the link between food
deprivation and cognitive performance (Smith &
Kendrick, 1992).
The researchers (5) Therefore, the current study helps us understand

state their how short-term food deprivation affects concentration on
initial hypotheses. and perseverance with a difficult task. Specifically,
participants deprived of food for 24 hours were expected
to perform worse on a concentration test and a
perseverance task than those deprived for 12 hours, who
in turn were predicted to perform worse than those who
were not deprived of food.
Writing Research Paper Introductions
Purpose of Research Paper Introduction

The introduction leads the reader from a general research issue or problem to
your specific area of research. It puts your research question in context by explaining
the significance of the research being conducted. This is usually done by summarizing
current understanding (research to date) and background information about the topic.
This is followed by a statement of the purpose of your research issue or problem. This is
sometimes followed by a hypothesis or a set of questions you attempt to answer in your
research. You may also explain your methodology (how you will research this issue)
and explain what your study can reveal. It also may contain a summary of the structure
of the rest of the paper.
Questions Answered in the Research Paper Introduction

Think of the introduction as a mental road map that answers these four
questions:
1. What am I studying?
2. Why is this topic important to investigate?
22
3. What do we already know about this topic or what have other experts
Page
discovered about the topic?

4. How will my research advance new knowledge or new ways of

understanding?
Components of the Research Paper Introduction:

For an easier understanding of the structure of a research introduction, always
remember these five components besides the purposes of the writer already shown to
you in the preliminary portion of this learning segment.
Component #1: Establish the problem  Highlight the importance of the

or issue you want to research: problem/issue, and/or
 Make general statements about the
problem/issue, and/or
 Present an overview on current
research on the issue or problem.
Component #2: Provide an overview of

existing thinking about and/or research
into your research problem.
Component #3: Identify a gap,  “The previous research has mistakenly

problems or unresolved issues in the assumed that….” or “Although most
existing knowledge/research that your experts in the field believe …., they
research can fill or identify a research have overlooked …”
focus that will be useful:  “None of the previous research has
examined ……”
 “Despite prior observations of voter
behavior in local elections in urban
Detroit, it remains unclear why do
some single mothers choose to
avoid....” and/or
 “Consequently, these factors need to
examined in more detail....” or
“Evidence suggests an interesting
correlation, therefore, it is desirable to
23
survey different respondents....”

Page
Component #4: State your research  State the intent of your study, including
question, your hypothesis and your the research question and your
knowledge claim, making sure to place hypothesis,
your research within the gap in existing  Outline the key characteristics of your
knowledge. study,
 Describe important results that you
have found or hope to find
Component #5: Stress the value and
relevance of your research. Why is your
research relevant? What will it
contribute to the field (and beyond)?
Why should we care about your
research?
Remember the following Strategies for Positioning Your Knowledge Claim/Thesis

for the best introductions are likely to make the knowledge claim stand out in some way.
Here are several ways in which writers position their knowledge claims so that they
stand out:
 Inquisitive Thesis – shows that the subject in question is “important,
curious, or otherwise interesting.”
Sample statement:
“The previous research suggests an interesting correlation between A
& B; therefore, my research will....”
 Paradoxical Thesis – focuses on the way in which your research will go
against what is commonly believed in the field. This form of introduction
searches for unlikely perspectives on the subject.
Sample statement:
“Although most experts in the field believe …., they have
overlooked …. My research will ….”
 Corrective Thesis – shows that the subject has been neglected,
misunderstood, or misrepresented by others. This approach addresses
the pre-conceptions of readers that the subject is trite or hackneyed.
“Despite the intense focus on X, few researchers have examined
Problem Y ……My research will …”
24
Reference: UCLA Undergraduate Writing Center.

Page
II. JOINT CONSTRUCTION
You have been exposed to the three target writing genres. First you tackled
extended definition essay (EDE), then you proceeded to learning the nature,
components and guidelines in writing a literature review as well as the introduction of a
research study report.
Having gained both knowledge and comprehension of the components and

structure of each of the three target writing genres, however, remains to be a paltry
amount of skills if you fail to be able to produce your own written texts of the three
genres. Knowledge and comprehension are both skills where you see yourself as mere
consumer of other’s ideas and suggestions. Hence, you need to produce your own
compositions of the three genres in order to manifest concrete evidence of learning.
Only then can you claim that you are an independent writer – a clear manifestation that
you have learned from this module.
❖ Finalization of the topic
By this time, you have already been exposed to the three target writing genres
that you are expected to learn in this module: the extended definition essay, the
literature review, and the research introduction. Perhaps you have realized the
relevance of these writing genres in your academic life as well as in your pursuits of
higher professional career. As a writer, you have to be able to render some focus in
your impulses. Meaning, that you can temper yourself in choosing what topic or subject
matter you have to write about. As there is an overwhelming number of topics available
for you to choose from and write about, you have to remind yourself of the nature of the
essay you are learning. Since you are learning the extended definition essay in which
you are expected to explain a word or a concept due to its general meaning, historical
background, and cultural perception, you are required to follow simple steps including:
1) choosing the word or concept; 2) research for definition essay; 3) personal point of
view in definition essay; 4) finalization of the definition essay.
So that it is easier for you to finalize your topic, you have to choose an abstract
term or a concept. The cardinal principle in writing an EDE is that you must never
attempt at defining a word which you cannot understand nor have no opinion about. In
25
other words, choose a word or a concept that you have knowledge about, a significant
human experience that has evoked deep feelings in you, something that you have
Page
experienced through life (love, hatred, anger, jealousy, joy, etc.), something you
consider important in life (family, children, parents, home, stability, career, contentment,
etc.), or other human encounter and social events that have left great impact in your life
(discrimination, embarrassment, bullying, etc.). You may also choose a topic which
your close friends want to understand. Just ensure that you are interested about the
topic. Your motivation to let your friends know about topics they are interested about
will fire you up further to make your composition better.
The next step is for you to research for the definition essay. This requires you to
use different dictionaries to get a survey of how the topic or concept is understood.
Compare the definitions you gleaned. Etymologies are important add ons for readers to
have a historic origin of the word. Part of research is the inclusion of how the word is
viewed or defined by philosophers, scientists and legal practitioners. Ideas from these
experts can also be included. As words are dynamic, you may also show how ideas
embedded in the word have changed through time highlighting societal, political and
cultural events have caused such changes of the word meaning.
The third step is for you to present your own understanding of the word or
concept. How have you experienced the concept in your own life? Write your
understanding of the word or concept based on your own personal experience or
encounter of it in real life. This portion is where you explicate the factors that
contributed to the formation of your perception of the word.
The fourth and final step in writing EDEs is for you to summarize everything you
have written. Ensure that you have defined every important concept that is connected
to the word you are defining.
❖ Writing the thesis statement
After you have chosen your topic, you have to inform your professor about
your desire to write about that topic. This will engender deliberation between the two
of you. Expect some queries from your professor that will lead you to set definitely
your mind on the topic you have chosen. When you have finalized your topic, you
are bound to write your thesis statement. As you know the thesis statement is a
summary of the main point of an essay or the claim of the writer on a certain topic.
26
The ideas included in the thesis statement will provide contour to the content of the
main body of the essay as well as guide the coherence of the whole essay
Page
composition.
❖ Constructing the outline

Your outline shows your plan for your essay. This is where you make the
structure and organize the main points in your paragraphs. The essay outline
should be based on the thesis statement. In a 1-3-1 essay, the essay structure
should look like this:
I) Introduction
A) Attention Grabbing Statement
B) General or Connecting Information
C) Thesis Statement
II) Body
A) First Topic Sentence
1) Supporting Detail, Reason, or Example:
3) Supporting Detail, Reason, or Example :
Transition:
B) Second Topic Sentence

Transition:
C) Third Topic Sentence

Transition:
27
III) Conclusion
A) Restate Thesis Statement
Page
B) Summarize Main Points/Make a Prediction/Add an Evaluation,

Opinion, or Solution
C) Final Thought
❖ Writing the parts of the essay (drafts)
For your starting point, formulate a sentence for each of the portions and
subportions in your essay outline that you believe will capture the main essence of
your thesis statement. You will notice that each segment of the essay (introduction,
body, and conclusion) has three parts. Taking your thesis statement as your main
guidepost, ruminate on sentences you can write for each portion. That way, you can
arrive at a sentence outline which will facilitate much easier your writing.
❖ Documenting the paper
In the preceding particularly in choosing the topic or concept for your EDE,
you were urged to quest for word meanings and etymologies in different dictionaries.
Of course that includes other sources of information related to the topic you choose.
It is indispensable that you will cite borrowed ideas from sources. Because of this,
you are required to give due recognition to your sources as you cannot lay claim
ownership of other’s original ideas. In the world of academic and professional
writing, strict compliance to and adherence to the principle of professionalism
requires that writers acknowledge their sources by citing them appropriately
following certain citation guidelines imposed by institutionalized organizations such
as the APA, Chicago Manual Style of Documentation, MLA, Turabian, IEEE, etc. In
your case, you have to abide by the style of documentation imposed by the
American Psychological Association, otherwise known as APA Style.
There are two kinds of citations that you need to learn and incorporate in your
essay. One is the in-text citation which requires you to cite the original source of
idea you mention in your article. Second, is the end text citation which shows in
alphabetically-arranged fashion the complete list of authors whose ideas you cited in
your paper. For your reference and guidance on the proper citation of your sources
of information, you have to follow this link to direct you to the online 17 th edition of
the APA Manual of Documentation Style: __________________. If this link is
28
unavailable, seek the guidance of your professor or writing adviser. For a quick
guide to APA Citation 7th edition, redirect yourself to this useful link at
Page
https://libguides.csudh.edu
This ends your intimate interaction with your professor as regards

mentoring you with the necessary knowledge and guidelines in your production
of writing tasks. You are now to be weaned from the aegis of your professor as
you are now expected to be soar with your own wings with respect to effective
production of original written manuscripts.
It is imperative that you bear in mind the structure of the writing genre you
are writing. Knowledge of structure will give you clarity on which zones you are
hitting. Knowledge of the genre segments is thus an enabling knowledge or an a
priori knowledge necessary to go on with the writing task. So perhaps it would
be of advantage if at this point, you pause for a while and think about the
structure of an EDE, a literature review, and a research introduction which you
have already learned previously. In case you have forgot some of the genres
details, you can always revert to the preceding pages of this module to review
important details regarding each writing genre.
Close your eyes and think about the structures of the target writing
genres. Can you enumerate the sections of an EDE? What about essential
parts of a literature review? What should you include in a research introduction?
Once you can orally list the part or sections of the three genres, you can
trust yourself you will be able to achieve coherence in your writing, a very
important quality of composition writing.
All the best in your actual writing production!
III. INDEPENDENT CONSTRUCTION (choose one genre above)
❖ Writing the whole paper (consolidating the parts of the drafts; adding
appropriate transitional devices)
Now that you have made your essay outline, you are ready to substantiate
your essay with ideas to let your readers know exactly what you want to share to
them. Follow the parts of your outline and decide thoughtfully what you include
in every part. Be guided by your thesis statement as it is the heart and soul of
29
your whole essay composition. Make sure that the ideas you write in each
Page
portion of your essay is connected to or interrelated intimately with your thesis so

as to come up with a unified expressed idea in your composition. As you write

your draft, be aware of grammatical correctness, conventional mechanics,
preferred orthography, and politically correct diction. Beef up your composition
with neologisms sparingly and only if necessary.
❖ Editing and Revising
Congratulations! You have already written your whole essay draft. You
are about to submit your written output to your writing coach/adviser for
feedback. The next step is for you to accomplish two important steps under the
post writing phase: revising and editing. Both of these skills are composite of
the writing competence that you are trying to train yourself. What exactly are you
expected to do? When revising your manuscript, you are changing the meaning
or the way in which the reader perceives, experiences and interprets your
message. You can accomplish this by adding sentence and words, removing
words and sentences you believe the article does not need, changing a word or
moving the placement of a sentence, and substituting words or sentences for
new ones. Remember, the real idea of revision is for you to make sure that your
writing style matches the goal and purpose of your written composition.
What do you do when you edit? Editing involves minor task compared to
revising because most of what to be altered in the whole essay are minor
concerns such as capitalization, usage, punctuation, spelling and sentence
structure.
Unless these post writing tasks are accomplished, one cannot claim that
the writing activity is done. Besides it is the responsibility of a write to revise and
edit his/her composition write up.
❖ Submission of the final paper
Before you submit your work to your writing adviser, you have to read your
work three times. Or you may ask someone whose expertise in writing is trusted
to read your work and piint out to you aspects for improvement, both for content
and grammar.
30
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EXPOSITORY WRITING FOR CANVAS

1. Model extended definition essay (EDE) –

Definition Essay: Example #1:

WHAT I KNOW ABOUT JAPAN WHAT I KNOW ABOUT THE JAPANESE

2. Why I want to go to Japan?

Ishindenshin is a common Japanese word. It describes a Japanese concept used

Ishindenshin is a very useful concept. Understanding each other without

Assessing comprehension of the text

1. What makes ishindensin as a form of communication challenging among non

Assessing analysis of the text structure:

4. What is the main idea of the essay?

5. What is the topic of the essay?

6. What is the denotative meaning of the word or concept being defined?

Definition Essay: Example #2

In this next essay, a perfect husband is characterized to be perfect with certain

may be enough for her happiness.

Assessing comprehension of the text

Knowledge of essay structure

10. Why is this composition called a 1-3-1 essay?

Knowledge of the target writing genre

A definition essay goes beyond just a dictionary definition of a word. Usually a

Definition essays have two basic parts:

Organizational pattern for definition essay:

Thesis statement: topic + your definition

2. Model Literature Review –

Here is a model literature review about the benefits of educational institutions

Sample Literature Review (Short Version)

Comprehension of the text

After reading the text, answer these questions

1. Based on research, what is proven about the relevance of schools?

Knowledge of the target writing genre structure

Thesis Statement: Service-learning programs implemented in American

Knowledge of the target writing genre

What is a literature review?

Why write a literature review?

What is involved in writing a literature review?

3. Writing – to explain what you have found

Steps to writing an effective literature review:

 Read with a purpose: Although you will need to briefly summarize

Organizing Principles in Writing a Literature Review

Theme When explaining key A literature review of 31

March 2004 identified 12

common way to organize characteristics relevant to

[Example adapted from

[Example adapted from

in assessing bonded resin-

[Example adapted from

 This section is the reviewer’s opportunity to justify a research proposal.

3. Model Research Introduction –

Below is a sample introduction for a research paper. You are going to

(1) Many things interrupt people’s ability to focus on a task: distractions,

Knowledge of the target writing genre structure

The (1) Many things interrupt people’s ability to focus on a

The (2) One theory that prompted research on how food

Green, Elliman, and Rogers (1995) point out, the effects

comparatively less attention in recent years.

The (3) The relatively sparse research on food deprivation

growth in learning and thinking abilities, as perseverance

Another study also recognized that perseverance, better

learning techniques, and effort are cognitions worth

The researchers (5) Therefore, the current study helps us understand

Writing Research Paper Introductions

Purpose of Research Paper Introduction