Exposition texts are written for the purpose of presenting a point of view in favour or against a specific topic. The ultimate aim is to try to convince the reader to agree with your opinion, or take a certain course of action, by giving reasons and examples to support your ideas. Exposition texts: are emotive are biased sound authoritative EXPOSITION OR ARGUMENT!
emotive adjective arousing or able to arouse intense feeling: animal experimentation is an emotive subject the issue has proved highly emotive expressing a persons feelings rather than being neutrally descriptive: the comparisons are emotive rather than analytic EXPOSITION OR ARGUMENT!
biased adjective unfairly prejudiced for or against someone or something: we will not tolerate this biased media coverage EXPOSITION OR ARGUMENT!
sound authoritative adjective able to be trusted as being accurate or true; reliable: clear, authoritative information and advice, an authoritative source commanding and self-confident; likely to be respected and obeyed: his/her voice was calm and authoritative EXPOSITION OR ARGUMENT!
Structure Introduction include a statement to give the authors opinion preview important arguments engage the readers attention This is what I am going to say………….. EXPOSITION OR ARGUMENT!
Structure Body include a series of paragraphs give a new idea or argument with evidence and examples to support it in each paragraph use persuasive language use researched, quoted or reported speech use cohesive language to link ideas between paragraphs Now I am saying it………………… EXPOSITION OR ARGUMENT!
Structure Conclusion restate the position of the writer sum up the main arguments include request action to be taken by the reader (optional) do NOT give any new information This is what I have just said………… Activity 1 EXPOSITION OR ARGUMENT!
Activity 1 EXPOSITION OR ARGUMENT! TitleEveryone must save energy Introduction - Position statement The position the writer is taking, background information and a preview of the main body/arguments is presented. Energy use at school must be reduced. There is much that can be done to save power and reduce energy consumption in schools. Technology in schools uses a lot of power, as do appliances that make our lives comfortable. We, students and teachers, can do a lot to save energy. Main body – Arguments Expands and elaborates the points made by the writer in the introduction. To strengthen the argument the elaboration may include statistics, quotes, evidence and examples. *Remember each new idea is a new paragraph. Technology such as computers, Smart Boards and projectors use a lot of energy. Therefore, to save energy this equipment should be turned off, or placed on standby, when not in use. Lights, air-conditioners, fans and heaters keep us comfortable but they also use energy in our schools. Students and teachers can turn off these appliances when they are not using the room to save on running costs. Conclusion Summarises and restates the position of the writer and sums up the main arguments. It may include a request for action to be taken by the reader. It does NOT give any new information. We can all save energy if we are contentious about how much we use the technology and appliances in our schools. This can be achieved by opening blinds to let in natural light, windows for air flow and by installing energy efficient appliances in the classroom. As a community we must start reducing energy consumption now! The power is in your hands.
Activity 1 Title:Drugs in sport should be banned! Introduction: Include three points Performance enhancing drugs give teams, or individuals, an unfair advantage. They could be harmful to the players. Damages the image of the game. Main body – Arguments: Performance enhancing drugs give teams, or individuals, an unfair advantage. ________________________________________________ They could be harmful to the players ________________________________________________ Damages the image of the game ________________________________________________ Remember each new idea is a paragraph and your paragraphs should include two or three sentences which may include statistics, quotes, evidence and examples too support your argument. Conclusion: Summarises and restates the position of the writer and sums up the main arguments. It may include a request for action to be taken by the reader. It does NOT give any new information EXPOSITION OR ARGUMENT!
Discussion texts are written for the purpose of presenting different opinions, points of view, or perspectives on a specific issue. These may be: in favour against unsure Ideas and arguments from all sides are evaluated before a decision is made. DISCUSSIONS
Discussion texts: can examine controversial topics use arguments directly related to the topic need to be convincing sound authoritative DISCUSSIONS
Structure Introduction include a statement to define the topic. give background information to the reader about the topic. show the different points of view to be examined. This is what I am going to say………….. DISCUSSIONS
Structure Body include a series of paragraphs include 2 or 3 paragraphs with arguments in favour and reasons or examples to support these ideas include 2 or 3 paragraphs with arguments against and reasons or examples to support these ideas use researched, quoted or reported speech use persuasive language use cohesive language to link ideas or to show change of opinion Now I am saying it………………… DISCUSSIONS
Structure Conclusion give a summary of arguments from both sides. evaluate which arguments are the most effective. may recommend one point of view over the other because of the arguments presented. This is what I have just said………… DISCUSSIONS
Unlike an argument discussions present more than one side of an issue before coming to a position. N.B.Remember exposition writing requires the author to already have a position before they start. Discussions may use evidence from both sides of the issue to persuade the reader to form an opinion. Or simply highlight all sides of the argument so people can make informed choices. DISCUSSIONS
Activity 2 DISCUSSIONS TitleIs TV bad for children? Introduction - Position statement Introduces the issue and previews different opinions, points of view, or perspectives on a specific issue. TV watching for children is a hot topic. While some people believe TV is a bad influence encouraging violence, sexualising children and promoting sedentary lifestyles, others believe TV provides educational material, models good behaviour and promotes healthy choices through advertising. Main body – Arguments Expands and elaborates the points made in the position statement. To strengthen the argument the elaboration may include statistics, quotes, evidence and examples from all sides discussed in the position statement. This should include two or three paragraphs for and against the issue. *Remember each new idea is a new paragraph. Conclusion Summarises and restates the position of the writer and sums up the main arguments. It may include a request for action to be taken by the reader. It does NOT give any new information.
Conjunctions are words that link ideas. They bring one idea or piece of information into some kind of relationship with another idea or piece of information. In this way, they help to create continuity or flow in a text. CONJUNCTIONS
1.Conjunctions of addition and replacement additive conjunctions simply add more information to what is already there. Examples of additive conjunctions include: and, also, in addition, not only … but also, moreover, further, besides. Example Video games have been shown to increase hand eye co- ordination. Furthermore, evidence suggests video games can enhance a childs problem solving abilities. CONJUNCTIONS