Expository Writing - Text Production

Unit Outlinewriting4504.jpg

This unit will explore the text production form of Expository Writing.
We will examine the FEATURES of Expository Writing.
Be given TWO or THREE input scenarios to practice with.
Produce a final SUMMATIVE TASK in class.


This type of task involves a number of key steps:
  • Skim reading the material to understand the SCENARIO and get a feel for the various arguments and facts associated with it.
  • Make a detailed TABLE OF ARGUMENTS.
  • REREAD the material very carefully with highlighter and then write key arguments in the table. This includes direct quotes from the input material
  • OWN IDEAS on the issue. Include these in the table
  • Take the information from the table and ORGANISE it into paragraphs
  • Choose an appropriate FORMAT for responding
  • Leave yourself time enough to Edit/Proofread.

Observations and Tips for a successful examExamIcon.12.jpg

1. Preparation

  1. Make sure your laptop is charged - there will be no access to power on the day;
  2. Have 2 coloured highlighters (for identifying for/against arguments in the input material) and 2 black/blue pens just in case your computer dies;
  3. Make sure you have practised using the tasks from this wikipage and the inclass exercises;
  4. Use the feedback you get on formative work, and information about successful completion of this task to your advantage;
  5. Bring your water bottle - hydrated brains work better.
  6. DO NOT BRING IPODs, Earphones etc. You cannot listen to anything during an exam.

2. On the day

  1. Take your time. You have 1 1/2 hours to complete ONE task - so be thorough and systematic in your approach to it.
  2. Follow the steps from above. Use your two highlighters to identify the arguments. Create a For/Against table. DO NOT START WRITING THE FINAL RESPONSE STRAIGHT AWAY.
  3. SAVE your work continually. Make it a habit to save every five minutes or so.
  4. Put the following information as a header - Your name and HG, Your teacher's name and the Topic choice number.
  5. Give yourself time to edit/proofread carefully at the end.
  6. Use all the time you have available to you - this is not a race to finish first!
  7. When satisfied - send your response to the teacher.


Some examples of the FORM you can use to respond to the scenarios:
  1. Speech - normally to be given to a public audience. Primarily Persuasive.
  2. Letter to a Newspaper. Primarily Opinionative.
  3. Report - to a committee or organisation. Primarily Informational with some elements of Recommendation.

The Internet is awash with sites that offer great tips for writing memorable speeches. Just do a Google search for "How to write a great speech" and go from there. You will have word count limitations for your final task, so the speech needs to be within them. Always remember that a speech is designed to be read aloud.

Being an OPINIONATIVE piece, any letter to the editor of a newspaper needs to express your understanding of the issue AND your solution.
It needs to follow the format of real world letters and be able to articulate the writer's point of view.
It doesn't necessarily aim to PERSUADE - it doesn't matter if no one else follows your point of view.
What is important is that you have put your case logically and fluently.

This is an excellent link to The Age's letters to the editor section.
By reading these carefully you will get a real sense of the TONE required for an effective letter.

Click here for the link


A formal report will present the issue more comprehensively than other forms of response.
Usually you would:
  • Give some background to the scenario (similar to the description at the beginning of the input material). You will state the problem here.
  • Present a range of views on the issue - again, the appropriate use of the input material is important.
  • Come up with a series of recommendations as solutions to the stated problem.

Again - the Net is full of examples and how to's for completing a successful report of this type but here is a link that might be a good start.
Click here for the link

Assessment Tasks

Formative Assessment - practice scenarios in the Student Resource Booklet PLUS these TWO HERE