1. Informative/Expository Essay
7.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (7.W.10)

2. What is an expository essay?
The expository essay is a genre of essay that requires
investigate an idea,
evaluate evidence,
expand on the idea, and set forth an argument concerning that idea in a clear and concise manner.

3. Key Components Expository Writing defines and explains
Introductory or lead paragraph invites the reader to explore the topic
Thesis statement reveals overall purpose of the writing
Body consists of three or more points, descriptions, or examples
Concluding paragraph restates the thesis and offers the reader the opportunity to reflect further on the topic

4. Expository Essay
The expository essay must be complete and logical, leaving no doubt as to its intent or argument.

5. Topic Sentence A topic sentence tells the main idea of a paragraph.
Every paragraph should have a topic sentence.
A topic sentence (usually at the beginning of a paragraph) tells the reader what to expect.

6. Thesis
A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.
Should be appropriately narrowed by the guide lines set forth in the assignment
Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

7. Transitions
Clear and logical transitions between the introduction, body, and conclusion
Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse.

8. Evidential Support
(expert quote) factual, logical, statistical, or anecdotal
Gives substance, authority and legitimacy to the writers point of view initially previewed in Thesis

9. Analysis in Body Paragraphs
Should be limited to the exposition of evidential support and how it relates to specific point
This will allow for clarity and direction throughout the essay. What is more, such conciseness creates an ease of readability for one’s audience.
It is important to note that the analysis each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph.

10. A conclusion that does not simply restate the thesis
readdresses it in light of the evidence provided.
This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical.
Do not introduce any new information into the conclusion; rather, synthesize and come to a conclusion concerning the information presented in the body of the essay.

11. Techniques Pick evidence that clearly and directly proves your point
Paraphrase relevant facts or stories (Shorten quotes and stories)
Organization varies: chronological, order of importance, or order of familiarity
Address separate aspects of the topic in each paragraph –don’t intermix points
Paragraphs elaborate on key components –no rhetorical questions –stay with thesis
Specific details and examples support the main idea of each paragraph
Proofread and delete unrelated or unnecessary information

12. DO and DO NOT DO stay in the thesis order DO keep analysis to evidence
DO keep quotes and titles at a reasonable lengths (use ellipses …)
DO use transitions from one point to another
DO wrap up thoughts in conclusion.
DO NOT use first person (I)
DO NOT use random quotes that initially confuse the reader
DO NOT start analysis with, “I chose this quote because” or “This quote means”
DO NOT use casual words (dumb)

13. Outlines keep the writer on track
I Thesis –Specific and Narrowed to the topic
II Point one
A. Citation of evidence
B. Analysis (So what? –how does this relate to the point?)
C. Final thought –transition to second point
III Point two
C. Final thought –transition to third point OR conclusion
IV Conclusion –Synthesize information in restated thesis
Outlines keep the writer on track

14. II Children are too young to make a life threatening decision
I There are several reasons why children should not take unnecessary risk.
II Children are too young to make a life threatening decision
a. Citation: “Parenthood requires invoking maturity where child lacks”
b. Parents protect their children every day in mundane situations
c. Risky situations require even more protection
III Children are mentally unprepared for unnecessary risks
a. Citation: “despite experience, children are still mentally unprepared”
b. Scientific studies show the brain does not fully develop until 25 years old
c. Panic Could turn a dangerous situation into a hazardous situation
IV Xxxxxxxxxxxx
a. Citation: “X.xxx”
b. Xxxxxxxxxxx
c. Xxxxxxxx
V Children are too young and lack maturity to make risky decisions that could cost their life.
Example for 2 point micro-theme

15. References