CRAFTING EXPOSITORY ARGUMENTS

Moving away from writing

“Just a 5 Paragraph Essay”

Moving toward Exposition and Mastery

WHY DO WE NEED TO BE ABLE TO WRITE WELL?

• When you leave the classroom, you will be asked in almost all professions to :

• Write exposition

• Move from data to conclusion with clarity and sophistication

• Draw conclusions from facts

• Reorder information

• Argue from information

• Expand and describe

LEVEL 1 – 2 - 3Transition with ease

AKA

You never knew it was so easy

THE GOAL FOR THIS CLASS IS TO MOVE YOU FROM LEVEL ONE TO

LEVEL THREE• Level one focuses on identifying evidence that you observed.

This is done by observing diction, imagery, and details

• Level two focuses on identifying the conceptual associations between ideas, qualities and conditions that emerge from diction, imagery, and details.

• Level three focuses on identifying the relationships among diction, imagery, and details, as well as, the concepts associated with them and the rest of the text

THIS IS ACTUALLY A SIMPLE CONCEPT. OBSERVE…

• Level one:

What color is this flag?

What is the center image?

• Level two:

When you think about the color black what comes to mind?

When you think about the image in the middle, what comes to mind?

• Level 3:

How do the two images work together?

How do the two images contrast?

Why are they used together?

LET’S APPLY THIS NOW WITH A POEM

• Hence Burgundy, Claret, and Port, Away with old Hock and madeira, Too earthly ye are for my sport; There's a beverage brighter and clearer. Instead of a piriful rummer, My wine overbrims a whole summer; My bowl is the sky, And I drink at my eye, Till I feel in the brain A Delphian pain - Then follow, my Caius! then follow: On the green of the hill We will drink our fill Of golden sunshine, Till our brains intertwine With the glory and grace of Apollo! 

• Turn to your partner and tell them what you think the poem ‘s subject is and what the attitude is towards that subject.

Burgundy, claret, port, hock, and madeira are all different types of wine

Rummer: A large cup for drinking

Delphian: Obscure or to be associated with prophesy

Caius: A pope and saint who has a pyramid that was built for him.

Apollo: The Greek and Roman god of poetry and civilization

LEVEL ONE

• Hence Burgundy, Claret, and Port, Away with old Hock and madeira, Too earthly ye are for my sport; There's a beverage brighter and clearer. Instead of a piriful rummer, My wine overbrims a whole summer; My bowl is the sky, And I drink at my eye, Till I feel in the brain A Delphian pain - Then follow, my Caius! then follow: On the green of the hill We will drink our fill Of golden sunshine, Till our brains intertwine With the glory and grace of Apollo! 

• L1: Again these are the important words in the poem, but how do you decide what is important and what is not. The answer is one part observation and one part intuition. You know that the words “and, with, are, on, etc” are not important because they are words that help the sentence but don’t actually mean anything. So, this is what the poem looks like without all of those words

• Burgundy, Claret, Port, Away old Hock madeira, earthly ye are my sport; beverage brighter clearer. Instead piriful rummer, My wine overbrims whole summer; My bowl sky, I drink my eye, I feel brain Delphian pain - follow, Caius! follow: green hill We drink our fill golden sunshine, our brains intertwine glory grace Apollo! 

• Big Note! I am not advocating that you do this I am just showing you that this is where you are going to find your L1’s

LEVEL ONE

• Hence Burgundy, Claret, and Port, Away with old Hock and madeira, Too earthly ye are for my sport; There's a beverage brighter and clearer. Instead of a piriful rummer, My wine overbrims a whole summer; My bowl is the sky, And I drink at my eye, Till I feel in the brain A Delphian pain - Then follow, my Caius! then follow: On the green of the hill We will drink our fill Of golden sunshine, Till our brains intertwine With the glory and grace of Apollo!

• L1

• Burgundy

• Earthly

• Sport

• Brighter

• Overbrims

• Summer

• Bowl = sky

• Delphian pain

• Green

• Golden Sunshine

• Glory

• Grace

• Apollo

LEVEL TWO: MAKING ASSOCIATIONS

• L1 L2

• Burgundy Fancy, Rich Wine

• Earthly Base, lower, worse

• Sport Activities, things I enjoy

• Brighter More light, better, good

• Overbrims Overflows, wealth, blessings, water pouring out of my cup, too much

• Summer The best, prime, wonderful

• Bowl = sky

• Delphian pain Prophecy, unexplainable

• Green Fresh, alive, new

• Golden Sunshine Beautiful, wonderful, perfect

• Glory Streams of light, majesty, wonder, power

• Grace Forgiveness, delicate power, Godly, beauty

• Apollo Poetry, art, culture, civilizations, positive

LEVEL THREEJUXTAPOSING WORD CHOICE

L1 L3

Burgundy, Earthly, Sport: Contrast

The wine is good, it is full of refinement and culture

Sport is good

Earthly is bad. Typically an earthly drink would be malt liquor

Here, Keats takes something that is typically something positive associate with culture, wine, but here he makes it a negative.

LEVEL THREEJUXTAPOSING WORD CHOICE

• L1: Brighter Overbrims, Summer, Delphian Pain, Green, Golden Sunshine, Glory, Grace, Apollo

• L3: Keats says “My wine overbrims a whole summer, My bowl is the sky”

• He juxtaposes real wine with the wine of nature; specifically the sky.

• All of the words are positive: Summer, Green, Golden Sunshine

• They invoke an heavenly quality: Apollo, Glory, Grace, Delphian

BACK TO THE ORIGINAL QUESTION

• Turn to your partner and tell them what you think the poem’s subject is and what the attitude is towards that subject.

• Subject: The sky

• Attitude: The sky is wonderful, intoxicating, and has the ability to transcend the viewer into a heavenly realm.

• Chances are your answer is very nearly the same as what you originally discussed. The beauty of using these levels is that you already know the answer, this just gives you the words to describe what you inherently understand.

THE ESSAY

SOME COMMON DEFINITIONS

• Thesis Statement: This is the writers approach to how they will approach the topic. This is the writers distinct viewpoint.

• It follows this formula: Thesis statement = Topic + Debatable Opinion

• Topic Sentence: The body paragraphs of an expository paper are the subdivisions of the thesis statement’ argument. The topic sentence of a body paragraph states the key idea of the thesis.

• Commentary: The sentences where you transition from L1-L3. This is where you answer the question of the prompt and add insight and connections which show that you are a well-read individual who deeply understands something.

• Insight: The capacity to demonstrate an accurate and deep understanding of a person or thing. Insight is your ability to see what the big picture the author is trying to convey, and explain why that issue is important enough to ask in the first place 

HOW TO WRITE THE EXPOSITORY PARAGRAPH

THE BODY PARAGRAPH – THE STEPS BEFORE YOU PUT PEN TO PAGE

•ToGO is the acronmy that I want you to remember for writing body paragraphs

• Topic + Gather Evidence + Organize= Clear Paragraph

1.Create the Topic sentence. This is in response to the question of the prompt

2.Gather evidence that supports the topic sentence.• While gathering information that supports your topic sentence, consider the following

questions AND answer them before you write your paragraph:

• Where does the evidence occur in the plot or poem

• What actions of a character support the topic? When do these actions occur? Why do they occur?

• What words or images reflect and are associated with the concept in the topic sentence and how do you know those words or images show what you think they show?

• What does a character say that supports the topic? When does the character say it? Why is it said?

• What is reveal by the narrator that provides supporting evidence?

• What words or images reflect, or are associated with, the concept in the topic sentence?

THE BODY PARAGRAPH – THE STEPS BEFORE YOU PUT PEN TO

PAGE

• When writing about UNITY, I gave you this equation:

• You will need to know which organizational method you will use + the aspect of the thesis you will cover.

3.Pick your Organizational method.

• There are three organizational methods1.Time: You use this method when you are organizing your essay

around the chronology of the work.

1. Use the following transitional words when you write this kind of essay: first, second, next, later, after, afterward, at first, as, before, finally, immediately, now previously soon, and then.

1. Take a look at example 2 to see how this is achieved

THE BODY PARAGRAPH – THE STEPS BEFORE YOU PUT PEN TO

PAGE2. Place is the second method and is uses diction indicating location or setting.

1. Use the following words when writing about place: above, ahead, among, beyond, down, elsewhere, farther, here, in front or in the background, near, nearby, next to, there.

2. Look at example three to see how this is done

3. Idea divided into its specific components.

1. In this method you look at the ideas introduced in the topic sentence and prompt. You then use the words of the those two and extend them into your body paragraph.

1. This method requires you to know if you are writing a definition, analogy, comparison/contrast, a classification, or a cause and effect.

2. Look at the examples for each of these elements and bold the transitional words.

Once you have met all three requirements, write the paragraph

Now, some of you will say to me, “that will take too long or I don’t do it that way.“

I say to you, “well you have gotten into some bad habits and it is time to break them. “

PRACTICE PARAGRAPHSELECTION FROM CH. 3 BNW

• Read the text on page 42 of BNW, starting with “Of course he does” near the top of the page, and ending with “stable in contentment” near the bottom of the page.

• Prompt: Huxley juxtaposes two conversations plus narration in this brief section. What is his purpose? What is he able to convey to the reader?

LET’S TAKE A LOOK AT TWO EXAMPLES

• Read the poems Helen and The Chimney Sweeper and make any and all notes that you feel is important or ways that you would break down the poems for an essay.

• Now, let’s read two essays that do what I have been showing you.

• Let’s work backwards from the essay to its creation by identifying the ToGO