CURRICULUM PLANNING AND DEVELOPMENT DIVISION

SECTION C

EXPOSITORY WRITING

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OVERVIEW OF EXPOSITORY WRITING

What is Expository Writing?

Expository writing is a type of writing that is used to explain, describe, inform and it
presents facts. The objective of this type of writing is to examine and explain information by
presenting an idea, relevant evidence, and appropriate discussion. There are no personal opinions
in this type of writing. It is the most frequently used type of writing by students in schools.
Expository writing is used to:
 inform
 explain
 clarify
 describe
 instruct
 direct
It facilitates understanding. REPORTS

TERM
PAPERS
INSTRUCTIONS

EXAMPLES
OF
EXPOSITORY
WRITING
PROJECTS DIRECTIONS

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CORE ELEMENTS OF EXPOSITORY WRITING

RELEVANT CONTENT
FORMAL TONE
For example in report writing only
Tone is the writer’s attitude toward the topic.
specific, relevant details must be
The writer’s attitude is expressed through the included.
words and details he or she selects. For
example, textbooks are usually written with a
formal tone which includes facts and
reasonable explanations. Formal tone is ORGANISATION
impartial. It does not show any feelings for or
against a topic; therefore, it is unbiased or Introduction with a main idea;
neutral. Often formal tone uses higher level Body with supporting
words and avoids pronouns such as I and you, paragraphs; Conclusion-restate
creating a formal environment. main idea and sub-topics and
remind the reader of the writer’s
point.

MAIN/ CENTRAL CORE

IDEA
ELEMENTS
An expository piece must OF
have a main /central idea EXPOSITORY
WRITING GRAMMAR &
TOPIC SENTENCE MECHANICS
A statement that discusses
Proper punctuation, usage
the main idea of each
and sentence construction
paragraph

PARAGRAPH CONSTRUCTION
VOCABULARY/ WORD CHOICE
Topic sentence in each paragraph, varied
Use words that convey precise meaning,
sentence types, unity and coherence,
also use the technical vocabulary
adequate development of paragraphs and
required for example in report writing.
use of transitions to shift from one to the
next.

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EXPOSITORY WRITING CHECKLIST

Use this as a guide when you are looking over your expository piece.

RELEVANT CONTENT

I used content information specific to the topic.

I used specific examples and details to explain each of my points.

I used relevant supporting details for each of the points I made

I used an introduction in my piece.

My composition was organised so that it made sense.

I used paragraphing to help organise my thoughts.

I used an introduction that had a clear main or central idea which

explained what I wrote about.

I used a conclusion that successfully tied my ideas together and

reminded my reader of my point.

GRAMMAR AND MECHANICS

I spelt familiar words correctly.

I used the same verb tense throughout my piece of writing.

I spelt higher-level words the way they sound.

I used capitalisation and punctuation correctly.

I made sure that the subject of the sentence agreed with the verb.

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PARAGRAPH CONSTRUCTION

I used paragraphs in my piece.

I used a topic sentence in each of my paragraphs.

I used paragraphs that are well developed.

I used varied sentences in my paragraphs.

I used transitions /connecting words to connect my sentences and

paragraphs so that my composition flowed smoothly when I read it.

VOCABULARY/ WORD CHOICE

I used words correctly and purposefully.

I used words relevant to the content.

I used words suitable to the context/ setting/situation.

I did not use the same words over and over again.

MAIN IDEA AND TOPIC SENTENCE

I used a main/ central idea in my piece.

I used a topic sentence in the beginning of each paragraph.

I used a topic sentence that contains the main idea of each paragraph

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Learning Outcomes, Objectives and Proficiencies

Report Writing

Learning Outcomes: Students will write an informative report.

Learning Objectives: Students will be able to:

 Write a logical, informative report using specific relevant details.

 Use formal tone.
 Use clear, precise and suitable language.

Learning Proficiencies / Skills:

Students will demonstrate proficiencies / skills in:

 Creating a clear, focused introductory and concluding paragraph.

 Selecting relevant details.
 Sequencing details logically.
 Using transitions (connecting words).
 Using clear, literal and precise language.

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GUIDELINES FOR REPORT WRITING

What is a Report?

A report is an organized presentation of facts learned/determined about a specific event/

subject. A report aims to inform as clearly and succinctly as possible. It provides information,
on a particular subject, that is both precise and concise. It uses only information that supports its
focus or the point being made, with enough depth to inform its intended audience. Report writing
is an essential life-skill. For example, students can be asked to write a report about accident/
incident they witnessed or a report about a competition they participated in recently.

CORE ELEMENTS OF REPORT WRITING

Clearly focussed Formal Tone-

introduction, Tone is the writer’s attitude
conclusion and towards the topic.
For example, textbooks are
coherent
Specific details usually written with a formal
paragraphs. tone which includes facts
relevant to
and reasonable explanations.
topic (precise & Often formal tone uses
concise) higher level words and
avoids pronouns such as I
and you.

Summary REPORT WRITING

skills-main idea
Suitable use of
and relevant
supporting (TO INFORM) grammar (i.e.
use the past
details tense)

Details Uses connecting

words/ transitions
sequenced (e.g. next, then)
Information
logically
about facts

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A PROCESS APPROACH TO WRITING A REPORT

(Each step must be modelled by the teacher to the students).
Task: Write a report to your teacher about something that happened during lunch time that you
feel she needs to know about.

Include information on:

- The date, time, and the place it happened at.

- How it started.
- The person/persons that took part in it.
- What happened during the experience.
- How it ended.

Step 1: Prewriting Strategies (Brainstorm)

Write your question on the board and underline key terms for understanding the task.

Step 2: Generate ideas through discussion (Brainstorm)

Generate ideas through class discussions. Ask students what the task requires of them to do.

.
Step 3: Use Graphic Organisers (Brainstorm)

You can use a graphic organiser to assist with this process. The teacher can put key terms in a
symbol and have students fill in what they comprehend. For example

Date:
Person/s An incident at
involved lunch time at Time:
school
Place:

How it What happened? How it started?

ended?

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Step 4: Sequencing

You must sequence your ideas and this can be done by using a sequencing graphic organiser.

Step 5: Drafting

At this stage the teacher must model and scaffold how to write the report as a representation of
what is expected of the student. Starting with the introduction, the teacher must highlight key
terms that must be included. For the body, students must be shown where to place topic
sentences and supporting details. For the conclusion, students must be shown how to use
appropriate transitional phrases and how to sum up points without adding new information. Each
stage is done separately.

You can use examples of transitional words, technical vocabulary and graphic organisers as
supporting tools.

Step 6: Revising

Teacher must look at the external structure first. You can use the ARMS revising tool (Faigley &
White, 1981) A-Add, R- Remove, M-Move/Shift, S-Substitute. You can give instructions for
group/peer or self-revision. Teacher must engage in one- on –one where needed. A self-revision
checklist is useful, highlighters, different colour pen.

Step 7: Editing

You must focus on grammar usage, mechanics and refining language. Teacher can start with
circling and correcting spelling and then follow on to capitalisation etc. A self-editing checklist
can be used, ask a peer, teacher-student.

Step 8: Publishing

Teacher must increase student’s motivation to write by publishing their work. For example: on
the walls of classrooms, library, bulletin boards, newsletter, magazine and can be read on the P.A
system at an assembly.

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Self/ Peer Revising Checklist

The report has an introduction, body and

conclusion.

The paragraphs are indented.

All of the necessary information is included in

my introduction.

The body has three main ideas along with

supporting details or examples.

The ideas in the paragraphs are in a logical

order.

The tone used is formal and no information

irrelevant to the topic.

The conclusion is brief and has all the details

needed. There is no new information included
here.

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SELF/PEER EDITING CHECKLIST

The report is edited for capitalization.

eg. sally (Sally)

The report is edited for the correct use of

words.
eg. He one the medal (won)

The report is edited for punctuation.

eg. Ted Fred and Kate were inolved
Ted, Fred and Kate were involved.

The report is edited for spelling.

eg. caried (carried)

The report has extensive use of appropriate

vocabulary.
eg. It was big (It was enormous)
The report has consistent use of appropriate
tense.
eg. The competition is on June 6th
(The competition was on June 6th).

The report is edited for effective use of

varying sentence types.
eg. simple, compound and complex

The report is edited for appropriate use of

connecting words (transitional words).
see transitional words table.

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TRANSITIONAL WORDS FOR REPORTS

TIME COMPARE CONTRAST EMPHASIZE A CONCLUDE/ ADD CLARIFY

POINT SUMMARIZE INFORMATION
while likewise but again finally again That is
after like however To repeat lastly also For instance

next also still truly As a result As well In other

words
before as yet In fact therefore next
during while although especially To sum up another
first similarly otherwise To All in all and
emphasize
second In the same On the other For this In besides
way hand reason conclusion

third even though because finally

now For instance

until moreover
meanwhile Along with

as soon as In addition
when For example
suddenly
next week additionally

yesterday other

soon
later
afterwards

about
finally
then

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An Annotated Report
Time
At approximately quarter past twelve on Monday the twenty fifth of
Introduction Date
June, 2012, an accident involving Justin Ali, Daniel Maraj and Adrian Charles took

place on the JJ Primary School’s play field. Place

During the lunch period, Justin, Daniel and Adrian were playing a game

called ‘Ride Over’. This game is played when two children hold both hands facing

each other as another child runs towards them and either jumps over or burst

through their hands. While playing this game, Justin tried to jump over Daniel

and Adrian’s hands. As he attempted to jump, Daniel and Adrian raised their

hands higher, and as a result, Justin tripped, fell over and burst his lower
Body How it started.
lip. His lip began to swell and bleed immediately.

As soon as the accident took place, Andrew Bijaram ran to the

cafeteria and got a piece of ice for Justin to put on his lip. While Andrew

was attending to Justin, Aaliyah Dick ran to the teachers’ staff room and
What
reported the accident to Ms. Diana Francis, Justin’s class teacher. Ms. happened
during the
Francis called for Ms. Ramon, the school’s principal and Justin was then experience.

taken to the principal’s office where the teachers attended to him. After he

was attended to, the principal called Justin’s mother and reported the

incident. About ten minutes later, his mother came and took him home.

At the end of the lunch period, the principal called an assembly; informed
How it ended.
all the students about the incident and instructed that ‘Ride Over’ was not to be

Conclusion played during school hours anymore. She thanked Andrew and Aaliyah for

assisting Justin and asked students to be more careful when playing with each

other.

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SAMPLE WRITING TASKS (REPORT WRITING)

1. Write a report for your principal on a competition in which your school participated.

Include information about:

- The type of competition.

- The date, time and the venue.
- The schools involved.
- What happened during the competition.
- How the competition ended.

2. Write a report to your teacher about something that happened during lunch time that you feel
she needs to know about.

Include information on:

- The date, time, and the place it happened.

- How it started.
- The person/persons that took part in it.
- What happened during the experience.
- How it ended.

3. Write a report for your principal on a field trip your recently went on.

Include information about:

- Date of the field trip and the time you left school.
- The place(s) visited.
- What happened during the field trip.
- What was learnt.
- How the field trip ended

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RUBRIC FOR REPORT WRITING

CRITERIA Superior Competent Satisfactory Emerging Makes an Attempt
10-9 8-7 6-5 4-3 2-1

Writing Uses the writing process. Uses the writing process. Uses the writing process. Uses the writing process. Uses the writing
process.
Process

Content Details are specific to topic Details are related to topic Some relevant details Few, insufficient or Unable to find specific
and provide all the and provide most of the presented. minor details presented. details relevant to
necessary information. necessary information. topic.
Language Use Uses formal language that Uses formal language Adequate use of formal Insufficient use of formal Inability to use
conveys precise meaning appropriately in conveying language relevant to report. language relevant to language accurately.
relevant to report. meaning relevant to report. report.

Grammar And Effective use of Few errors in punctuation, Some errors in punctuation, Errors in punctuation, Little or no use of
Mechanics punctuation, spelling, spelling, capitalisation and spelling, capitalisation and spelling, capitalisation, punctuation, spelling,
capitalisation and grammar. grammar do not impede grammar do not impede and grammar impede capitalisation and
meaning. meaning. meaning. grammar.

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