“Through early, successful experiences with expository writing, children not only learn how to write reports but also gain knowledge in different subject areas” (Tompkins, p. 73). Students can do many activities individually or collaboratively, and all activities should include reading and writing to learn about the characteristics of each genre firstly. Also, students should be taught five expository patterns: Description, Sequence, Comparison, Cause and effect, and Problem and solution, with their cue words. Expository writing is one of the most common in everyday life, so they should be informed of the danger of plagiarism, as well as its rubrics that guide them the right direction and of expository writing.
My colleague Anica said, expository writing “could be very helpful for students who do not write formally to be taken use of since they can think like this is kind of fun.” Through multigenre projects, teachers can increase students’ interests in expository writing well. Not finished with one try, they can develop their ideas back to back to gain different understandings, remember facts to a deeper, and enhance critical comprehension level (Tompkins, p. 182). Overall process can not only give students rich and keen information from researches for answering the questions, but provides them with enjoyment of paraphrasing or making their own version. This repetend “helps move students closer to mastering the hows, whens, and wheres to select different oral and written expository styles for a variety of real world contexts” (Marshall, n.d.).
http://www.stanford.edu/~arnetha/expowrite/index.html
Tompkins, G. (2008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.
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