總主編劉美巖通用學(xué)術(shù)英語寫作（初階）研究生通用學(xué)術(shù)英語系列教程EssaywritingUnit3Anessayisashortpieceofwritingonanyparticularsubject,mostlyascholarlypiece.

Therearedifferenttypesofessaysbasedondifferentpurposes.Thedifferencesdonotsimplylieinthewayofdictionandexpression,butinthewayofwholestructureorganization.Accordingtothefunctions,purposesandcharacteristics,essayscanbeclassifiedintofourbroadtypes:argumentativeessay,descriptiveessay,narrativeessayandexpositoryessay.3.2Expositionwriting3.1Argumentativeessaywriting3.3DescriptivewritingCONTENTS目錄3.4NarrativewritingArgumentativeessaywriting3.1Anargumentativeessayis

agenreofwritingwhichusesevidenceandfactstosupporttheclaimit’smaking.Itisoneofthemostpopulartypesofessaypresentingbothprosandconsoftheissueunderanalysis.Itspurposeistopersuadethereadertoagreewiththeargument,anditisdesignedtopresentadisputabletheme.InAmericancollegewritingclasses,five-paragraphargumentativeessaysareverycommonandoftenusedinmostexams,suchastheTOEFL,andSAT.Aformalfive-paragraphargumentativeessayiscomposedofthreebasicparts:an

introductionparagraph,threebodyparagraphs,andaconclusionparagraph.3.1.1StructureofargumentativeessaysIntroductoryParagraph

IntroductionThesisstatementPlanofdevelopmentTheintroductionattractsthereader’sinterest.Thethesisstatement(orthesissentence)statesthemainideaadvancedinthepaper.Theplanofdevelopmentisalistofpointsthatsupportthethesis.Thepointsarepresentedintheorderinwhichtheywillbedevelopedinthepaper.FirstBodyParagraphTopicsentence(point1)SpecificevidenceThetopicsentenceadvancesthefirstsupportingpointforthethesis,andthespecificevidenceintherestoftheparagraphdevelopsthatfirstpoint.SecondBodyParagraphTopicsentence(point2)SpecificevidenceThetopicsentenceadvancesthesecondsupportingpointforthethesis,andthespecificevidenceintherestoftheparagraphdevelopsthatsecondpoint.ThirdBodyParagraphTopicsentence(point3)SpecificevidenceThetopicsentenceadvancesthethirdsupportingpointforthethesis,andthespecificevidenceintherestoftheparagraphdevelopsthatthirdpoint.ConcludingParagraphSummary,Conclusion,orbothAsummaryisabriefrestatementofthethesisanditsmainpoints.Aconclusionisafinalthoughtortwostemmingfromthesubjectofthepaper.SampleessayMyJobattheCrescentFallsDinerandTruckStop1Inthecourseofworkingmywaythroughschool,IhavetakenmanyjobsIwouldratherforget.2Ihavespentninehoursadayliftingheavyautomobileandtruckbatteriesofftheendofanassemblybelt.3Ihaveriskedthelossofeyesandfingersworkingapunchpressinatextilefactory.4Ihaveservedasawardaideinamentalhospital,helpingcareforbrain-damagedmenwhowouldbreakintoviolentfitsatunexpectedmoments.5ButnoneofthesejobswasasdreadfulasmyjobattheCrescentFallsDinerandTruckStop.6Theworkwasphysicallyhard;thepaywaspoor;and,mostofall,theworkingconditionsweredismal.7First,thejobmadeenormousdemandsonmystrengthandenergy.8Fortenhours,Iwaitedontables,carriedheavytraysoffoodanddirtydishes,cleanedbathrooms,andunloadedheavycartonsfromdeliverytrucks.9Thetraysweighedfromtwentytofiftypounds.10Thecartonsoffoodandrestaurantsuppliescouldweighasmuchas75pounds,andIsometimesunloadedfulltrucktrailersbymyself.3.1.1StructureofargumentativeessaysSampleessay11Iwouldnothavemindedthedifficultyoftheworksomuchifthepayhadnotbeensopoor.12Iwaspaidminimumwage,plustips.13Atfirst,Ithoughtthiswouldbefine,butthenIlearnedthatIwouldhavetosharemytipswiththekitchenstaffandcashiers.14Thefirstnight,Imadeover$50intips,butIbroughthomelessthan$8.15Tomakeenoughmoneyforthefollowingsemester’scollegetuition,Ihadtoworkaboutsixtyhoursperweek.16IfIworkedovertime,Iwaspaidmyregularhourlysalary.17Therewasnoovertimebonus.18Butevenmorethanthelowpay,whatupsetmeaboutmyjobwastheworkingconditions.19Sometimes,Ihadtowashdishesinacornerofthekitchenthatwasextremelyhotandsteamy.20Once,whenunloadingalargedeliverytruck,Istrainedmybackandwaslaidupforaboutaweek—withoutpay,ofcourse!21Finally,themanagerwasatyrant.22Ineverseemedtogetmyordersoutquicklyenoughforhim,norcouldIevercleanthetablestohissatisfaction.23Hedislikedandenviedcollegestudents,andhewentoutofhiswaytofavorotheremployeesoverme.24Forexample,whilesomeofmyco-workersgotoffforholidays,Iwasexpectedtowork.25WhenIaskedfortwodaysofftoattendaweddinginGeorgia,hethreatenedtofireme.26HemadenegativecommentsaboutthewayIcombed3.1.1StructureofargumentativeessaysSampleessaymyhairandtheclothesIwore.27Onceheevenmadeasluraboutmyrace.28Istayedonthejobforfivemonths,allthewhilehatingthedifficultyofthework,thelowpay,andtheconditionsunderwhichIworked.29BythetimeIquit,Iwasdeterminednevertodosuchdegradingworkagain.(ExploringWriting:SentencesandParagraphs(2ndedition).NewYork:McGraw-Hill,2009)

3.1.1StructureofargumentativeessaysMyJobattheCrescentFallsDinerandTruckStopIntroduction(Para.1)S1-4attractsthereader’sinterest.S5:thesisstatementS6:

planofdevelopmentFirstBodyParagraph(Para.2)S7:topicsentence(point1)SecondBodyParagraph(Para.3)S11:topicsentence(point2)ThirdBodyParagraph(Para.4)S18:topicsentence(point3)ConcludingParagraph(Para.5)Summary,Conclusion,orboth

S28:restatethethesisS29:finalthoughtTheintroductioniswhereyoulaythefoundationforyourargument.It’smadeupofahook,backgroundinformation,andathesisstatement.3.1.2Componentsofanintroductoryparagraph3.1.2ComponentsofanintroductoryparagraphAhookisusedtograbthereader’sinterestsothatthereaderwantstokeeponreadingtheentiretext.

Itcanbe

arhetoricalquestion,literaryquote,joke,anecdote,metaphor,simile,afamousperson’ssaying,fact,orstatistic.3.1.2ComponentsofanintroductoryparagraphBackgroundinformation

referstoalltheinformationthatareaderneedstoincreasehisorherawarenessofthetopictobeexplainedinanessay.Itisplacedshortlyafterthehookorattentiongrabber.Bothareintertwined,asthehookcannotbeseparatedfromthebackgroundinformation.3.1.2ComponentsofanintroductoryparagraphA

thesisstatementisonesentencethatexpressesthemainpointorclaimofanargumentativeessay;itisoftenputattheendofanintroductoryparagraph.

It

servestwopurposes.

First,itestablishesanessay’stopic.

Second,itpresentsthewriter’sargumentoropinion.(1)Collegeentranceexaminations

arethebestwaytocheckastudent’sreadinessforuniversitystudy.(2)Owingapethasseveralbenefits.(3)Celebrities

areoftenpoorrolemodels.(4)Thepreservationofourplanet

isthemostimportantaspectofkeepingMotherNatureincheckandavoidingdraconian

disasters.Ineachoftheseexamples,theitalicizedpartsshowthewriter’sopinionorclaimabouttheunderlinedtopic.Forexample3.1.2ComponentsofanintroductoryparagraphMakestatementratherthanannouncementBeclearandspecificBedisputableDeveloponlyoneideaFourattributesofagoodthesis3.1.2Componentsofanintroductoryparagraph3.1.2Componentsofanintroductoryparagraph(2)

AgoodthesisstatementshouldbeclearandspecificAthesisstatementtellsthereaderexactlywhatyouaregoingtoargue,summarizingpointsthatareabouttobemadeinyourpaper,andsupportedbyspecificevidence.Forexample,ifyourthesisisAllretireesshouldrelocatetoFlorida.Thisthesisstatementistoobroad,andthereadersdonotknowwhyallretireesshouldrelocatetoFlorida.Youmayreviseitlikethis:RetireesshouldrelocatetoFlorida,where75%ofAmericanschoosetosettle,becauseyouwillaffordyourselftheopportunitytodevelopawidearrayoffriendships.3.1.2ComponentsofanintroductoryparagraphFromtherevisedthesis,youcanintroduceaparagraphontheimportanceoffriendshipandthencitestudiesortestimonialsdescribinghowpeoplecandiscovertheseimportantnewrelationships.3.1.2Componentsofanintroductoryparagraph(3)AgoodthesisstatementshouldbedisputableAgoodthesisstatementisopentodifferentinterpretations.Forexample,ThehuntingofwolvesintheArcticshouldbestoppedbecauseofthedangerofthewolfs’extinction.3.1.2Componentsofanintroductoryparagraph3.1.2ComponentsofanintroductoryparagraphOnewaytorevisethethesiscouldbe:TheInternetisfilledwithtremendousmarketingpotential,socompaniesshouldexploitthispotentialbyusingWebpagesthatofferbothadvertisingandcustomersupport.Thisisastrongthesisbecauseitshowsthatthetwoideasarerelated.Notethatagreatmanyclearandengagingthesisstatementscontainwordslikebecause,since,so,although,unless,andhowever.3.1.2ComponentsofanintroductoryparagraphBeginwithafunnelmethodAskoneormorequestionsStartwithaquotationUseanincidentorabriefstoryExplaintheimportanceofyourtopictothereaderStartwithanopinionorasituationoppositetotheoneyouplantodevelop3.1.3Commonmethodsofintroduction(1)BeginwithafunnelmethodAfunnelintroductionbeginswithverybroadsubjectmatterorabroadintroductiontothefieldorthetopic.Thenitnarrowsthesubjectandgetsmorespecificwitheachsentence,endingwithamorespecificthesisstatement.3.1.3CommonmethodsofintroductionWeAmericansloveourfastfood.Insteadofpickingupgroceriesonthewayhome,wepickupabucketofcrispyfriedchickenandasideofmashedpotatoesandgravy.Insteadofmakingasandwichonwhole-grainbread,weorderathree-toppingpizzawithextracheese.Iffastfoodwerenutritious,therewouldnotbeaproblem,butmostofthefastfoodweloveisloadedwithtoomuchfat,sodium,andsugar.ThesadrealityisthatatleastathirdofallAmericansarebattlingobesity,andfastfoodisaleadingculprit.Ifweprepareourmealsathome,wecancontrolthefoodweeat.WeAmericans,therefore,shouldsaynotofastfoodandyestohome-cookedmeals.Example3.1.3CommonmethodsofintroductionThisintroductionparagraphfirstprovidesreaderswiththebackgroundinformationthroughthebroadstatement:WeAmericansloveourfastfood.Thenitnarrowsthetopictodiscussingthenegativeeffectsaboutfastfood.Finally,itadvancesthethesisstatementinthelastsentence.3.1.3Commonmethodsofintroduction(2)AskoneormorequestionsQuestionscan

catchthereaders’attentionandmakethemkeeponreading.Isbullyinganatural,unavoidablepartofgrowingup?Isitsomethingthateveryonehastoendureasavictim,practiceasabully,ortolerateasabystander?Doesbullyingleavedeepscarsonitsvictims,orisitfairlyharmless?Doesbeingabullyindicatesomedeep-rootedproblems,orisitnotabigdeal?Theseandotherquestionsneedtobelookedatasweconsiderthethreeformsofbullying:physical,verbal,andsocial.(ExploringWriting:SentencesandParagraphs(2ndedition).NewYork:McGraw-Hill,2009)Example3.1.3CommonmethodsofintroductionThesequestionsintheintroductorypartarethought-provoking.Theynotonly

arousereaders’interestsandmakethemkeepreadingtheparagraph,butalsopresentthetopic:bullying.Inaddition,thesequestionsleadtothethesisstatementinthelastsentence.Readersknowthattheessaywilldiscussthreeformsofbullying:physical,verbal,andsocialbully.3.1.3Commonmethodsofintroduction(3)StartwithaquotationQuotationscanbesomethingyoureadorheard,orfavoriteexpressionsbyyourparents,authoritiesorexperts.Theycanmakeyourargumentmoreconvincing.

Thesignificantinscriptionfoundonanoldkey“IfIrest,Irust”wouldbeanexcellentmottoforthosewhoareafflictedwiththeslightesttaintofidleness.Eventhemostindustriousmightadoptittoserveasareminderthat,ifoneallowshimselftorest,liketheironintheunusedkey,hewillsoonshowsignsofrustand,ultimately,cannotdotheworkrequiredofhim.Example3.1.3Commonmethodsofintroduction(4)UseanincidentorabriefstoryTelling

interestingstoriescanappealtoreader’scuriosity.Ananecdoteinyourintroductionwillarousethereader’sattentionatonce.Thestoryshouldbebriefandrelevanttoyourargument.Youcantellyourpersonalexperience,somethingyouhaveheardaboutorreadaboutinamagazineorbooks.3.1.3CommonmethodsofintroductionInFebruary2019,theSciencereportedthatUSauthoritieshadquietlyapprovedtheavianinfluenzavirusmodificationexperiment.ThisexperimenttendedtotransformtheH5N1virussothatitcouldbemorecapableofinfectingmammals.Itwascontroversialandconsideredextremelydangerous.Someexpertsbelievethatthemodificationmayincreasetheriskofhuman-to-humantransmissionofthevirus.Therefore,peoplebegintoquestionwhytheUSgovernmentdecidedtounfreezetheexperimentfouryearsafteritstopped.——/jwywpd/2020-05/01/content_9805134.htmExample3.1.3Commonmethodsofintroduction(5)ExplaintheimportanceofyourtopictothereaderIfyoucanconvinceyourreadersthatyourtopicisrelevanttotheminsomeway,ortheyshouldknowit,theywillkeepreadingit.3.1.3CommonmethodsofintroductionDiseaseslikescarletfeverandwhoopingcoughusedtokillmoreyoungchildrenthananyothercause.Today,however,childmortalityduetodiseasehasbeenalmostcompletelyeliminatedbymedicalscience.Instead,caraccidentsarethenumber-onekillerofourchildren.Andmostofthechildrenfatallyinjuredincaraccidentswerenotprotectedbycarseats,belts,orrestraintsofanykind.Severalstepsmustbetakentoreducetheseriousdangerscaraccidentsposetoourchildren.Everyonewhohaschildrenmaybeinterestedinthetopicandwantstocontinuetoreadthepassageandknowhowtoreducethecaraccidents.Example3.1.3Commonmethodsofintroduction(6)StartwithanopinionorasituationoppositetotheoneyouplantodevelopThismethodworksbecauseyourreaderswillbeinterestedandsurprisedbythecontrastbetweentheopeningideaandthethesis.3.1.3CommonmethodsofintroductionWhenIdecidedtoreturntoschoolatagethirty-five,Iwasn’tatallworriedaboutmyabilitytodothework.Afterall,Iwasagrownwomanwhohadraisedafamily,notaconfusedteenagerfreshoutofhighschool.ButwhenIstartedclasses,Irealizedthatthose“confusedteenagers”sittingaroundmewereinmuchbettershapeforcollegethanIwas.Theystillhadalltheirclassroomskillsinbright,shinycondition,whileminehadgrownrustyfromdisuse.Ihadtolearnhowtolocateinformationinalibrary,howtowriteareport,andevenhowtospeakupinclassdiscussions.（JohnLangan.1993）Example3.1.3CommonmethodsofintroductionBycomparingherlearningdifficultieswithyoungpeople’squicklearningability,theauthorsuccessfullydrawsthereaders’attentiononherstudyexperienceatagethirty-five.3.1.3CommonmethodsofintroductionBodyparagraphsaretheparagraphsbetweentheintroductionandtheconclusion,theonesinwhichyoudemonstrateyourpointswithampleevidence,proof,examples,descriptionanddetails.Theyarethefleshofanessay.

Strongbodyparagraphsdothefollowingthings:3.1.4BodyparagraphswritingFocusonasinglepoint.Openwitha

topicsentencethatstatesthemainideaofyourparagraph.Giveconcreteexampleswithdescriptivedetailstodemonstrateyourmainideaintheparagraph.Explainhowtheexamplesrelatetoyourmainpoint.ABCDbodyparagraphsshould3.1.4BodyparagraphswritingHerearesomeofthecommonmethodsofwritingabodyparagraph.UsefactsandstatisticsUseexamplesandillustrationsUsetransitionswherenecessary3.1.4Bodyparagraphswriting（1）UsefactsandstatisticsEvidencebasedoncrediblefactsandstatisticsisconvincing.Youcanfindthesefactsandstatisticsduringtheresearchprocess,andyoucannotuseyourpersonalknowledgeorinformationbasedonyourexperience;therefore,youshouldchoosesourcescarefully.3.1.4BodyparagraphswritingWHODirector-GeneralTedrosAdhanomGhebreyesusreiteratedthattheepidemicisathreatforeverycountry,richandpoor,addingthat“evenhighincomeEuropeancountriesarenotimmunetotheepidemic.ItalyremainstheEuropeancountryhardesthit,withmorethan3,000casesand107deaths.OnThursday,France’sHealthMinistry

reportedtwomoredeaths,takingthetotaltosix,with92newconfirmedcasestakingthenationaltotalto377,andtheUnitedKingdomalsoreporteditsfirstdeath,asthenumberofpositivecasesroseto115,25ofwhichareinLondon.High-incomecountriesshouldexpectsurprises.(ChinaDaily2020-03-0602)Example3.1.4Bodyparagraphswriting--ThefactsandstatisticsintheaboveexamplearealertenoughforsomerichcountriesthathavenottakenthethreatposedbyCOVID-19seriously,thusstronglysupportingWHODirector-General’sopinion.3.1.4Bodyparagraphswriting（2）Useexamplesandillustrations

Whenexamplesandillustrationsarecombinedwithotherevidence,theycanaddfleshtotheskeletonofanargumentandmakeitmoreconvincing.Vividexamplescaneasilyattractthereaders’attention.Ifyousaycarracingisverydangerous,youshouldgiveexamplestoproveit,suchashowsomeathleteswereseverelyinjuredinanepisodeofcarracing,orthatsomepeoplelosttheirlivesincarracing.Youcanalsolistmoredetailsoftheinjurycausedbyaccidentsincarracing,suchasbrokenbonesandcrashednoses.Thesedetailscanconvincethereaderthatcarracingisreallydangerous.3.1.4Bodyparagraphswriting（3）UsetransitionswherenecessaryTransitional,orlinkingsentencesareusedtotiethesupportingparagraphstogether.Suchtransitionalsentencescanaddcontinuity,flowandreadabilitytoyourargumentionsothatreadersareabletomovefromthemainideainoneparagraphtothemainideainthenext,andtransitionalsentencesareusuallyputneartheendofoneparagraphoratthebeginningofthenext.3.1.4BodyparagraphswritingForexample,intheessay“MyJobattheCrescentFallsDinerandTruckStop”,therearetwotransitionalsentences:a.Iwouldnothavemindedthedifficultyoftheworksomuchifthepayhadnotbeensopoor.b.Butevenmorethanthelowpay,whatupsetmeaboutmyjobwastheworkingconditions.3.1.4BodyparagraphswritingThekeywordsinsentencea“thedifficultyofthework”echothemainideainthefirstsupportingparagraphand“pay”tellsreadersthemainpointtobediscussedinthesecondsupportingparagraph.Thekeywords“l(fā)owpay”insentencebremindusthemainideainthesecondsupportingparagraphand“workingconditions”introducethemainideainthethirdsupportingparagraph.3.1.4BodyparagraphswritingTheconcludingparagraphrestatesthethesisandsometimessummarizesthemainsupportingpointsintheessay.Itshouldconvincethereadersthattheauthor’sstandistrueandright;moreover,itshouldmotivatethemtodofurtherreflectionorurgethemtotakecertainaction.3.1.5Concludingparagraphwriting

Thefollowingareafewcommonmethodsofwritingaconcludingparagraph.（1）Restatethethesis（2）Endwithasummaryandfinalthought3.1.5Concludingparagraphwriting（1）Restatethethesis

Hereistheintroductionparagraphoftheessay“TheHazardsofBeinganOnlyChild”:Manypeoplewhohavegrownupinmulti-childfamiliesthinkthatbeinganonlychildisthebestofallpossibleworlds.Theypointsuchbenefitsasthechild’sannualnewwardrobeandthelackofcompetitionforparentallove.Butsingle-childstatusisn’tasgoodaspeoplesayitis.Insteadofhavingeverythingtheywant,onlychildrenaresometimesdeniedcertainbasicneeds.3.1.5ConcludingparagraphwritingConcludingparagraph:Beinganonlychildisn’tasspecialassomepeoplethink.It’snofunbeingwithoutfriends,withoutprivacy,andwithoutpowerinone’sownhome.Butthechildwhocantriumphoverthesehardshipsgrowsupself-reliantandstrong.Perhapsforthisreasonalone,thehazardsareworthit.—Thethesis“Insteadofhavingeverythingtheywant,onlychildrenaresometimesdeniedcertainbasicneeds.”is

statedagainbyusingdifferentwordsorphrasesintheconclusionparagraph.3.1.5Concludingparagraphwriting（2）Endwithasummaryandfinalthought

Eventhoughbeingastay-at-homemommayhaveperiodsofloneliness,boredom,frustration,andfeelingsoffutility,therewardsofbeingpersonallyinvolvedwithraisingone’sownchildrengreatlyoutweighthenegatives.Oneofthegreatestaccomplishmentsinlifeisbeingastay-at-homemomwhereonecanteachandmodelgoodbehaviorandmoralfortitude.Byemulatingthesemoralsandvalues,childrenenterintoadulthoodwiththenecessarytoolsneededtoproduceasuccessfulsociety.Astoughasthisunpaidtaskmaybe,thisself-sacrificeofstayingathometoraiseones’childrencanbethemostsocietyenhancingjobawomancando.Example3.1.5ConcludingparagraphwritingTheauthorsummarizesthemainrewardsofbeingastay-at-homemomandthinksitisasocietyenhancingjob.3.1.5ConcludingparagraphwritingExpositionwriting3.2(1)Whatisanexpositoryessay?Anexpository

essayisanexplanatoryessay.The

functionistoclarifyandexposethings,ideas,persons,andplacesthroughdescription,definition,process,explanation,andcomparison/contrast.Theobjectiveofthistypeofessayistohelpreadersgetinformationprovidedintheessay.Wealwaysseethistypeofwritingintextbooksandhow-toarticles.Itisthemostfrequentlyusedtypeof

academicwritingbystudentsincollegesanduniversities.3.2.1Introduction(2)Examplesofexpositorywritinginclude:textbookwritinginstructionmanualshow-toarticlesencyclopediaarticlesrecipesnewsstories(notincludingopinionoreditorialpieces)business,technical,orscientificwriting3.2.1IntroductionExpositorywritingischaracterizedbyneutralobjectivestylewiththemainaimtoofferinformation,guidanceorinstruction.Theauthorusually

writesinastraightwayanduses

realdatatoshowthefacts.Doyouknowthedifferencesbetweenargumentativeessaysandexpositoryessays?D3.2.2FeaturesofexpositorywritingFeaturesExpositoryEssayArgumentativeEssayFocusinformation,factsopinion,adebatableclaimPurposetoinform,introduce,explaininaneutralandobjectivewaytopresentopinionsandpersuadeotherstobelieveitinasubjectivewayObjectivesanswersthequestionof"what”answersthequestionof"why”PointofViewthirdpersonorsecondpersonfirstpersonStructureIntroduction:introducetheobjectorphenomenonBody:giveinstructionsorstepsorproceduresordetailedknowledgeaboutthetopicConclusion:summarizethemainpointsIntroduction:proposethethesisstatementBody:supporttheviewpointwithreasoning,examplesorstatisticsConclusion:restatetheoverallargument3.2.2FeaturesofexpositorywritingFromtheabovetable,wecanseethatexpositoryessayfocusesoninformationandfacts,explainingthetopicinastraightforwardmannertothereader.Inaddition,thirdpersonpointofviewisusuallyusedinsteadoffirst-person

perspectivelike(e.g.“Istronglybelieve…”,“Inmyopinion…”,“Idonotagreewith…”,etc.).

Italsodifferentiatesfromargumentativeessayintheintroductionpart:theopeninglineinanexpositoryessayintroducestheinformationtopic,andtheopeningsentenceinanargumentativeessaystatestheargument.3.2.2FeaturesofexpositorywritingForexample,theopeninglineinanexpositoryessaycangolikethis:J.K.Rowling’sHarryPotterseriesandJ.R.R.Tolkien’sTheLordoftheRingstrilogyareamongthebest-sellingworksoffantasyliterature.Bothserieshavehadwideappealandbeenadaptedintoprofitablefilms.While,theopeninglineinanargumentativeessaymaysoundlikethis:Muchoffantasyliterature,suchasHarryPotterseriesandTheLordoftheRingstrilogy,featuresanover-simplisticbinaryofgoodversusevil,whichreducesitscharacterstoone-dimensionaldidacticdevices.3.2.2Featuresofexpositorywriting(1)CharacteristicsofanexpositoryessayThirdpersonperspectiveorsecondpersonwith“you”:whenwritingexpositoryessays,itisbesttousethethirdpersonpronouns(“he,”“she,”or“it”),orsecondpersonwith“you”,andavoid“I”sentences.Factsonly:

Expositorywritingisinformational,whichpresentsthefactsonlywithoutpersonalopinions.Logicflow:Anexpositoryessayfollowsthelogicflowofanintroduction,abodypart,andaconclusion.3.2.3Writingstrategies(2)WritingstrategiesThemostcommonwaysincludedescription,definition,process,classification,explanation,andcomparison/contrast.3.2.3WritingstrategiesAnalysis:Inparagraph1,thewriterexplainswhatanandroidisbydefinition.Inparagraph2,thewriterrefersbacktowhenandhowandroidwasfirstdevelopedandpromotedasafreeopensourceoperatingsystem.Thelastsentencefurtherexplainsthefeatureandapplicationsofandroid.Example1:DefinitionandDescriptionRead:

Android3.2.3WritingstrategiesAnalysis:Thisisahow-toessayinwhichthewriterstartswithanintroductorypart

explainingtheGPSfeatureamongdifferentcell-phonebrands.ThenthewriterintroducesthethreestepsofusingtheGPSsoftwareonebyone.Thewhol