The Expository Essay – All You Need to Know About Expository Essay
We are glad to introduce to you a form of essay writing known as Expository Essay. We will be discussing all the necessary things to know about expository essay writing. Read carefully and leave your comments below. Also see Orders of Paragraph Development
The Expository Essay
Expository essay or information paper, is an essay that explains. They are composed to answer, the question of how, why or what. Exposition is used to organize Information about a report, describe how something is done or define an object. Publications, encyclopedias, handbooks, articles, etc. are written in the expository form. In expository, the use of informal language (slang and non-technical jargon, for instance) is avoided. The dominant tense here is the present except where an opinion of uncertainty’s, being expressed.
Types of expository papers include the feature article, personality profile and process papers.
Feature Article Is information paper. It discusses issues that are current and topical. It is written in a journalistic and direct style after some investigation has been conducted on the issue or topic.
The process paper, according to Wassen (in Ekpa, 1997: 68) is “the explanation, step by step of the way in which something happens”. It shows how to do something or how a thing happens or works.
Information in the process paper is arranged following the time order and presented in specific and precise terms, illustrations such as maps, diagrams or charts are used where relevant for explanation purpose.
In writing, a direction or process paper, the introduction identifies the process, states its usefulness and specifies implements or tools as well as its, method of operation. The conclusion is usually summative. The writer should not assume that the reader win understand him. He should be exact and clear, stating his procedure in unambiguous terms.
A personality profile is a composition about an individual unlike a biography, a profile is ordered chronologically, ft alms at highlighting the peculiar qualities of the subject or individual written about. The following titbits are important in writing affective personality profiles:
- Highlight the peculiar (not the general) qualities of the subject and recorded accomplishments.
- Present such qualities in a striking style by adopting various foregrounding techniques.
- Provide enough information about the subject.
- The subject must have “distinguished himself effectively, in his chosen career or interest. Subjects may range from educationists, philanthropists, sports persons, etc.
- Writer should have background knowledge about the subject to avoid the error likely to occur when information from secondary sources are utilized.
- Support profile with statement about and or from the subject to give it an air of authenticity.
- The introduction should introduce the subject state, why he is unique and describe how he can be identified.
- The conclusion is summative.
- The middle paragraphs amplify the incidents in the subject’s life and gives further details about him.
Expository writing is carried out through the following patterns; enumeration’ or examples, analyses, division and classification, definition, comparison and contrast, etc. (See the section on paragraph development for the explanation of these patterns of exposition).
Example of Exposition
The teaching Institution is faced with an onslaught of freshmen who are impelled -toward, the campus for a great variety and complexity of reasons. What happens to them? There is something not even they can predict or expect they enter College as adolescents. When they leave some four years later, with or without a degree they are young adults. Some of this is simple maturation, of course, but some is also the direct result of their college experience. College experience itself is partly the experience of learning, the acquisition of a certain amount of ordered knowledge. It is also a combination of other forces not directly related to the classroom and the library, forces whose Impact is more diffused but no less Important. The are essentially part of the hurly – buriy of campus life.
It is the students’ first meeting, most likely, with a national perhaps International group of men and women of their own age. Excepting those fortunate enough to have attended a very superior and international prep school “(and only a tiny minority have), a high schooler’s contacts are likely to have been restricted to other inhabitants of the same town, even of the same neigbourhood In a longer town, It is small wonder, then, that living in a dormitory with and attending class with, say, a Pakistani an Italian, or a Norwegian, makes students overwhelmingly aware of a difference of lives opinions and values.
Even the shift in the kind of curriculum is upsetting. The students are used to having the day arranged for them from, say nine to three, high school fashion. They now find themselves attending classes for .only fifteen hours or so a week. The concentration is depth on a few subject is a new idea to them. The requisite self-discipline is often something they learn only after painful experience.
Furthermore, College is the students’ first encounter with live intellectuals. They meet individual members of the faculty who have written important books or completed important pieces of research. The various intellectual fields become matters of personal experience. The students learn that work does not Just happen to get done. They find that the productive intellectual is not a superman but an everyday figure. They will also make the discovery that there are those who consider intellectual pursuits reasons enough for an entire life. Students are nearly always surprised to find such pursuits valued so highly.
Students are surprised, too, at their first meeting with really violent political opinion of all possible varieties. Their parents and/or their friends may have held violent political preference, but it isn’t until! College that they see the full range of political possibility. Through student organizations and student publications, they meet for the first time with Democrats and Republicans with conservatives and radicals. They are urged to take sides, if not as voters, then at least as partisans.
It is in College, too, that the sharp, bitter sting of failure is first experienced to any appreciable extent. A good high school student may “find himself only a passing College scholar. Inequalities become painfully obvious. It is perhaps a matter of capacities. Those who develop long legs could become runners; those with short legs could not. Some are born with excellent Intellectual capacities; some are not. One student will make good grades without any effort; another will fail even though he sits up most of the night with his books. The recognition of native inequalities is often hard for students to accept.
James K. Felleman: “What happens in College” in Smith and Liedlich(eds), From Thought to Theme (Hew York: Harcourt
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