D. Expository
Writing Glossary
In an expository paragraph you
give information. You explain a subject, give directions, or show how something
happens. In expository writing, linking words like first, second, then, and
finally are usually used to help readers follow the ideas (except for our
purposes those words cannot be used).
This paragraph, like the others,
organizes itself around three parts. A topic sentence allows the reader to
understand what you are writing about. The middle part of the paragraph
contains sentences that follow one another in a logical sequence of steps. The
final sentence closes your subject with an emphasis on the final product or
process desired by the topic.
There are six kind of expository
writing glossary; concluding or transitional sentence, concrete detail,
context, interesting creating device, major support, quotation, statement of
organization, topic sentence, and the last is transision.
1.
Concluding or Transitional Sentence
A sentence that concludes each body paragraph should
restate topic sentence idea and can transition in new idea of next body
paragraph. A concluding or transitional sentence can also be placed at the end
of the introduction.
Example:
a.
In conclution, Lizabeth
illustrates one of life’s gretest gains and losses as she moves from childhood
innocence to adult reality.
b.
Finally, there are all kinds of special fees added onto the bill at
registration time. A college student might have to pay a $50 insurance fee, a
$20 activity fee, a $15 fee to the student government association and anywhere
from $500 to $100 for parking. There is another fee if a student decides to add
or drop classes after registration. The fees required to attend college never
seem to end.
c.
In conclution, cars should be banned from the city for the reasons listed.
2.
Concrete Detail
A specific reference to a particular event or detail in
the literature.
Example:
a.
When she childishly
taunts Miss Lottie during an attack on the old lady’s beautiful marigolds, she
confesses, “I lost my head entirely”
b.
When he looking for
me, at the middle of night, he mentioned “I will kill you at this time”,
suddenly, my mother open my door’s room.
3.
Context
It introduces the quotation or concrete detail and
informs the reader where in the story the quotation occurs.
Example:
a.
When she
childishly taunts Miss Lottie during an attack on the old lady’s beautiful
marigolds, she confensses, “I lost my
head entirely”
b.
When she
exchanges her ignorance for compassion, she can only stand and face Miss Lottie
and look “beyond myself and into the
depths of another human being”.
4.
Interest Creating Device (ICD)
Used at the beginning of a paragraph to attract the
attention of the reader. It must be relevant to the paragraph’s topic, it must
be smoothly transitioned, through analysis or explanation, into the topic.
5.
Major Support
Focuses on one important aspect of the topic.
Example:
a.
In Eugenia
Collier’s short story “Marygolds,” Lizabeth gaints a new awareness of
comparison. Early in the story, Lizabeth is a self-centered child.
b.
Chocolate cake with
vanilla/almond frosting provides a tasty treat for any occasion. Follow the
directions for making any flavor of chocolate cake.
6.
Quotation
A passage copied exactly from another text, enclosed in
quotation marks, and cited properly.
Example:
a.
When she childishly
taunts Miss Lottie during an attack on the old lady’s beautiful marigolds, she
confensses, “I lost my head entirely”.
b.
In Lizabeth eyes,
Miss Lotie transforms from a witch to a “broken old woman” who had “dared
to create beauty” in her poverty-striken surroundings.
c.
When she exchanges
her ignorance for compassion, she can only stand and face Miss Lottie and look “beyond
myself and into the depths of another human being”.
7.
Statements of Organization
Three separate sentences placed in the introduction (in a
five-paragraph essay with three body paragraph) which function are as the
arguable topic sentences of the body paragraphs. Statements of organization
should relate to each other and should work together to argue thesis.
8.
Topic Sentence
States the main point to be argue/proved in the
paragraph. The topic sentence is the most general statement of the paragraph.
It is the key sentence because it names the topic and the central idea: the
writer’s main idea, opinion, or feeling about that topic.
The topic sentence can come at the beginning or at the
and of the paragraph, or even in the middle. It is even possible not to have a
topic sentence at all, and then we say that the topic sentence is implied or
suggested. As a beginning writer, you should write a topic sentence at the
beginning of your paragraph for two reasons. First, it will thell the reader
what are you going to say. Second, you can look back at the topic sentence
often as you write the supporting sentences. It will help you stick to the
topic as you write.
A topic sentence contains both a topic and a
controlling idea. It names the topic and then limits the topic to a specific
area to be discussed in a single paragraph. The statement that limits the topic
in a topic sentence is called the controlling idea. Let’s take a topic like
badminton. There are too many things to say about badminton to put in a single
paragraph. Therefore you need to limit your discussion about badminton to a
specific aspect of it. The following example
illustrate
what has just been explained. Study them carefully and you will see why you
should limit a topic to a specific area only.
Example:
a.
In Eugenia
Collier’s short story “Marygolds,” Lizabeth gaints a new awareness of
comparison. Early in the
story, Lizabeth is a self-centered child. (M.s)
b.
Chocolate cake with
vanilla/almond frosting provides a tasty treat for any occasion. Follow the directions for making any flavor of chocolate cake. (M.s)
c.
A disease that causes chronic
gastrological disorders, IBD, is envisioned in a spectrum of severities. Cats can vomit heavily, and suffer from continuous diarrhea.
d.
There are so
many subject to study at university, it is difficult to choose one for my
major. I’ve always made good grades
in match, but i don’t like it very much.
e.
Cars should be
banned in the city. As we all know,
cars create pollution, and cause a lot of road deaths and other accident.
9.
Transition
A word or phrase used
to logically connect two or more ideas, sentences, or paragraph. o improve your
writing you need to make sure that your ideas, both in sentences and
paragraphs, stick together or have coherence and that the gap between ideas is
bridged smoothly. One way to do this is by using transitions - words or phrases
or techniques that help bring two ideas together. Transitional words and
phrases represent one way of gaining coherence. Certain words help continue an
idea, indicate a shift of though or contrast, or sum up a conclusion. Check the
following list of words to find those that will pull your sentences and
paragraphs together.
To show location:
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Above
across
against
along
among
around
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away from
behind
below
beneath
beside
betwen
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beyond
by
down
in back of
in front of
inside
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into
near
off
onto
on top of
outside
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over
throughout
to the right
under
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To show time:
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About
after
at
before
during
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first *
second *
third *
till
until
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meanwhile
today
tomorrow
next week
yesterday
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soon *
later *
afterward
immediately
finally
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then *
next *
as soon as
when
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To compare things:
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in the same way
similarly
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likewise
like
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as
also
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To contrast things:
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But
on the other hand
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otherwise
however
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although
yet
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even though
still
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To emphasize a point:
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for this reason
to emphasize
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again
to repeat
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truly
in fact
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To conclude or
summarize:
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as a result
therefore
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finally *
last / lastly *
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to sum up *
all in all
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in conclusion *
in summary *
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To add information:
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Again
also
additionally
equally important
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in addition
another
and
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besides
for example
for instance
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moreover
next *
likewise
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finally *
as well
along with
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To clarify:
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in other words
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put another way
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for instance
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that is
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Example: (the used of transition in paragraph)
The Road to Experience
In Eugenia Collier's short
story "Marigolds," Lizabeth gains a new awareness of compassion. Early in the story, Lizabeth is a self-centered child. When she childishly taunts Miss Lottie during an attack on the old
lady's beautiful marigolds, she confesses, "I lost my head
entirely". As a child, Lizabeth does not think of the
consequences of her actions or the effect of her outburst on Miss
Lottie. Instead, she acts on impulse, as one without experience is
apt to do. Because Lizabeth has no experience of cruelty and
believes selfishness is the only form of contentment, she has no
compassion. Hence, Lizabeth's taunting of Miss Lottie reveals her lack of
compassion. Suddenly, however, she
understands the extent of the damage she has done. In Lizabeth's eyes, Miss Lottie transforms from a witch to a "broken
old woman" who had "dared to create beauty" in her poverty-stricken
surroundings. After Lizabeth returns to completely demolish the
marigolds, she sees Miss Lottie in this new light. For the first time
Lizabeth feels shame and remorse for her actions. Finally,
Lizabeth feels for someone else for the first time. When she exchanges her ignorance for compassion, she can only stand and face
Miss Lottie and look "beyond myself and into the depths of another
human being. Due to the haggard look on Miss Lottie's face, Lizabeth
realizes that another human being suffers, that all people suffer. From this
new insight, she gains empathy. In conclusion, Lizabeth illustrates one of life's greatest gains and losses as
she moves from childhood innocence to adult reality.
Reference:
·
M. Syafi’i S, M.
Fauzan Ansyari and Jonri Kasdi. The
Effective Paragraph Developments: The Process of Writing for Classroom
Settings. Pekanbaru : English Language Institute, july 2011.
