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ADVANCED EXPOSITORY WRITING

ADVANCED EXPOSITORY WRITING. ENGL367/447 SECOND SEMESTER ENGLISH DEPARTMENT. INTRODUCTION. Familiarisation/personal presentations Dos and don’ts/ rules: course rep, punctuality, sanctions, full participation On preparation pre/post class sessions Objectives Purpose . Objectives aims.

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ADVANCED EXPOSITORY WRITING

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  1. ADVANCED EXPOSITORY WRITING ENGL367/447 SECOND SEMESTER ENGLISH DEPARTMENT

  2. INTRODUCTION • Familiarisation/personal presentations • Dos and don’ts/ rules: course rep, punctuality, sanctions, full participation • On preparation pre/post class sessions • Objectives • Purpose

  3. Objectives aims • By the end of the course we expect you to confidently: • Develop good paragraphs, • Develop viable/ attractive titles • Compose essays which incorporate various expository styles: Examples, Narration, Definition, Classification, Description, Analogy, Cause and effect, Process Analysis

  4. Purpose • To develop in you the skill of writing which you will need both in school and after school (long essays, exams, term papers, graduate programs, professional life) • Consequently, to equip you for the job market since all of you will require it, but some of you will land communication related jobs • To kill in you the fear of putting pen on paper (writing mania), and cause you to develop fluidity on paper/PC

  5. The purpose of speaking/writing (communication) • Seven basic functions: • To interact • To inform • To find out • To influence • To regulate • To entertain • To record The important first step to take when planning to write is to determine the purpose/audience which to a large extent will gauge the written product

  6. Expository writing, what it is • Expository (expose) is a type of writing which is aimed at explaining, unveiling a topic/issue. • It deals with facts, ideas and beliefs. • Expo writing: • Explains analyses defines compares illustrates • As a result of these functions, the following paragraphs are explored/mastered in expo writing:

  7. Types of exposition • Exemplification (examples) • Narration • Definition • Classification • Description • Analogy • Cause and effect • Process Analysis

  8. Evaluation • Quiz

  9. The Paragraph • Since this is a writing course and writing depends on the paragraph, we will whetting our paragraph skills first, before we continue with expository writing • What you will do before next week’s class is get the following information:

  10. Assignment • The structure of an essay, • paragraph structure, • topic sentence, • Development • Paragraph unity: coherence, transitions

  11. Quiz • Identify the structure of the essay: • How many parts has the paragraph? Name them • What elements combine to achieve coherence in a paragraph (transitional devices, pronouns, repetition, synonyms,) • The topic sentence is invariably initially placed. True/False • Topic sentence is the same as thesis statement. True/False

  12. The structure of the essay: intro, body, conclusion • Each of these units has a unique behaviour • THE BODY • The body explains/supports the thesis in the intro • The body comprises several paragraphs • Each paragraph has the ff elements, structured in the author’s own unique way:

  13. Paragraph • ELEMENTS: • The topic sentence i. states the main idea ii. limits the main idea to one aspect of the subject that can be covered in one paragraph iii. controls all the other sentences in the paragraph iv. Is more general than the sentences that develop it

  14. Elements of the paragraph • The supporting sentences: explain develop, or prove the topic sentence with specific details, events, facts, examples, reasons, comparisons and contrasts, etc 3. The concluding sentence adds a strong ending by restating, re-emphasising, or summarising the main idea. NB: each paragraph constitutes a complete thought on its own

  15. Development • Inadequate development: too general Some years ago, child labour practices led to a gruelling life for many Ghanaian children. Many children worked instead of going to school, and they had hard jobs. They also worked long hours for little pay. Since their families often needed the money, these children had little choice but to work hard. Eventually, some laws were passed that put an end to some of the child labour practices.

  16. Paragraph unity • All supporting sentences shd relate directly to the topic sentence

  17. Coherence • All ideas in a paragraph should be smoothly and logically related. • Hinges on: • logical organisation, and • effective transitional devices.

  18. Logical organisation Ff methods may be used: • Chronological order • Spatial order • Order of importance • Developmental order

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