2. CHARACTERISTICS
• It has the goal of presenting information about
a topic or explaining ideas.
• It is central for students who will use English
for academic purposes.
• It contains many facts and details
3. Different ideas can be presented by using the
following patterns:
Illustration Definition
Contrast
Comparison
Process
Cause/Effect Classification
4. To become more efficient interpreters of English
expository prose students need to become more
familiar with the structure of texts; for this reason,
they need to learn about how to:
• Distinguish between general claims and the data
used to support those claims
• Demonstrate their understanding of the
relationships among ideas within a text (semantic
maps)
5. • Recognizing whether an argument is inductive or
deductive
• Recognizing rhetorical patterns
Comparison and Contrast
Cause and Effect
Chronological order
Classification
Process
• Identifying the main section of journal articles
» Introduction
» Materials and Method
» Results
» Discussion
6. Activities
• General claims versus the data used to support
those claims
Topic sentence: _________________________
Examples:
1. ____________________________________
2. ____________________________________
3. ____________________________________
7. • Inductive versus deductive arguments
–Students need to analyze different
paragraphs and then they need to decide if
the organization of each one of the
paragraphs is deductive or inductive.
8. • Rhetorical patterns
Comparison and contrast
– Students have to examine a passage provided
by the teacher , then they are asked to locate
items being compared and areas of contrast,
and finally they need to complete a table by
using the information they have already
located.
Cause and effect
– Ask students to identify causes and effects
and then evaluate whether the claims for
causation prove convincing.
9. Chronological Order
– Ask students to complete a timeline or place
events in sequence.
Classification
– Ask students to complete charts, outlines,
diagrams, or to create their own semantic
maps
10. Process
– Ask students to reproduce the process or to
describe it for some else who must carry it out
Definition
– Ask students to guess the focus of passages
that have had the key terms omitted
11. • Journal articles
Introduction
– Teacher can ask students to bring journal
articles and examine a series of introductions
Materials and Method
– Ss can work in groups or pairs describing to
each other procedures
Results
– Ss can evaluate the claims made on the basis of
the results
Discussion
– Ss can develop their own Discussion sections
before reading the published one.
12. REFERENCES
Silberstein, S. (1994). Techniques and
Resource in Teaching Reading.
Oxford University Press.
Nesterenko, N. (2011). Methodology II
Didactic Guide. Loja, Ecuador:
Editorial de la Universidad Técnica
Particular de Loja
