EXPOSITORY PROSENOMBRE: Eliana Pinza Tapia
CHARACTERISTICS• It has the goal of presenting information about  a topic or explaining ideas.• It is central for students...
Different ideas can be presented by using the             following patterns:  Illustration                   Definition  ...
To become more efficient interpreters of Englishexpository prose students need to become morefamiliar with the structure o...
• Recognizing whether an argument is inductive or  deductive• Recognizing rhetorical patterns Comparison and Contrast Caus...
Activities• General claims versus the data used to support  those claims Topic sentence: _________________________ Example...
• Inductive versus deductive arguments  –Students need to analyze different   paragraphs and then they need to decide if  ...
• Rhetorical patterns   Comparison and contrast   – Students have to examine a passage provided     by the teacher , then ...
Chronological Order– Ask students to complete a timeline or place  events in sequence.Classification– Ask students to comp...
Process– Ask students to reproduce the process or to  describe it for some else who must carry it outDefinition– Ask stude...
• Journal articles   Introduction   – Teacher can ask students to bring journal     articles and examine a series of intro...
REFERENCESSilberstein, S. (1994). Techniques and      Resource in Teaching Reading. Oxford University Press.Nesterenko, N....
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Expository reading

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Expository reading

  1. 1. EXPOSITORY PROSENOMBRE: Eliana Pinza Tapia
  2. 2. CHARACTERISTICS• It has the goal of presenting information about a topic or explaining ideas.• It is central for students who will use English for academic purposes.• It contains many facts and details
  3. 3. Different ideas can be presented by using the following patterns: Illustration Definition ContrastComparison Process Cause/Effect Classification
  4. 4. To become more efficient interpreters of Englishexpository prose students need to become morefamiliar with the structure of texts; for this reason,they need to learn about how to: • Distinguish between general claims and the data used to support those claims • Demonstrate their understanding of the relationships among ideas within a text (semantic maps)
  5. 5. • Recognizing whether an argument is inductive or deductive• Recognizing rhetorical patterns Comparison and Contrast Cause and Effect Chronological order Classification Process• Identifying the main section of journal articles » Introduction » Materials and Method » Results » Discussion
  6. 6. Activities• General claims versus the data used to support those claims Topic sentence: _________________________ Examples: 1. ____________________________________ 2. ____________________________________ 3. ____________________________________
  7. 7. • Inductive versus deductive arguments –Students need to analyze different paragraphs and then they need to decide if the organization of each one of the paragraphs is deductive or inductive.
  8. 8. • Rhetorical patterns Comparison and contrast – Students have to examine a passage provided by the teacher , then they are asked to locate items being compared and areas of contrast, and finally they need to complete a table by using the information they have already located. Cause and effect – Ask students to identify causes and effects and then evaluate whether the claims for causation prove convincing.
  9. 9. Chronological Order– Ask students to complete a timeline or place events in sequence.Classification– Ask students to complete charts, outlines, diagrams, or to create their own semantic maps
  10. 10. Process– Ask students to reproduce the process or to describe it for some else who must carry it outDefinition– Ask students to guess the focus of passages that have had the key terms omitted
  11. 11. • Journal articles Introduction – Teacher can ask students to bring journal articles and examine a series of introductions Materials and Method – Ss can work in groups or pairs describing to each other procedures Results – Ss can evaluate the claims made on the basis of the results Discussion – Ss can develop their own Discussion sections before reading the published one.
  12. 12. REFERENCESSilberstein, S. (1994). Techniques and Resource in Teaching Reading. Oxford University Press.Nesterenko, N. (2011). Methodology II Didactic Guide. Loja, Ecuador: Editorial de la Universidad Técnica Particular de Loja

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