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ENGLISH
Quarter 2 – Module 5:
Writing Exposition Using Key Structural
Elements and Language Features

Department of Education - MIMAROPA Region

Subject – English 10
Alternative Delivery Mode
Quarter 2 – Module 5: Writing Exposition Using Key Structural Elements and
Language Features
First Edition, 2020

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Office Address: Department of Education, MIMAROPA Region – (CLMD)
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Email Address: [Link]@[Link]

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Introductory Message
For the Learner:

Welcome to the Grade Self-learning Module on Writing Exposition Using Key

Structural Elements and Language Features.
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module. Facilitator or teacher should also pay attention
on the cards the students will place in every activity for you to find out which activity is
difficult for them to do that needs your guidance and assistance.

For the learner:

Welcome you to your new exciting learning journey!
This module is specifically created for you grade 10 students as a modality of
learning in response to the crisis that we are facing due to COVID-19 Pandemic. This
module contains engaging and interesting activities that will develop your skills and
intellect that is useful and appropriate in the new normal.

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This module was written suitable for a 21st Century learners like you that aims for
the students to be multi-skilled and globally competitive in all aspects of learning. The
lessons to be discussed in this module will assist you in understanding how to evaluate
and make judgment about a range of texts using sets of criteria through various methods
and strategies appropriate to your abilities and capabilities.
As you work on each activity presented in this module, you will feel the real
enjoyment and pleasure it offers. Discover and realize the true meaning of your own
learning journey.
Are you now ready to discover and enhance the writer in you? This module will
guide and help you.

What I Need to Know

To have a clear focus on the lesson, this module will allow you to write an
exposition on a familiar issue to include key structural elements and language
features.

Specifically, as you engage yourself in this module, you are expected to:
1. Identify and discuss familiar issues in our society;
2. Identify structural elements and language features of expository texts;
3. Accomplish the given tasks by following instructions;
4. Compose a well-written expository essay.

What I Know

Let us measure how much you know about the lesson you are about to
take by accomplishing these tasks.
TASK 1: TERMS OF TRANSITIONS

Directions: Below are the signal words that are most often used by the writers
to convey the structure of an expository text. Place each word under its proper
heading below.

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for example therefore as a result lastly
however such as similarly to fix the problem
afterward consequently

Cause-and- Comparison/ Description Problem- Chronology

Effect Contrast Solution /
Sequence

TASK 2: A. RECOGNIZE TEXT STRUCTURE

Directions: Read the text in each item and identify its text structure. Encircle
the letter of the correct answer.

1. To be happy, adolescents must be realistic about the achievements they

are capable of, about the social acceptance they can expect to receive, and
about the kind and amount of affection they will receive. Of the three,
social acceptance is the most crucial. Well accepted adolescents will
automatically receive affection from those who accept them, and their
achievements will win approval if not claim.

a. Description c. Compare-and-Contrast
b. Cause-and-Effect d. Sequence

2. Sleep has always been a fascinating topic. We spend about one-third of

our adult lives sleeping. Most animals sleep in a similar fashion – they
collapse and relax their muscles. In contrast, birds and horses sleep
upright, with their antigravity muscles at work. Most of us complain when
we have not gotten several hours of sleep. Yet some people sleep an hour
or less a day and lead otherwise healthy and normal lives.

a. Description c. Compare-and-Contrast
b. Cause-and-Effect d. Sequence

3. Atherosclerosis is the result of the buildup of fat, fibrin, parts of dead cells,
and calcium on the inside of the arteries. No one knows what causes this
disease, but a number of things can speed its development. These include

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smoking cigarettes and eating animal fat and cholesterol. Others include
age, hypertension, diabetes, stress, and heredity.

a. Problem-Solution c. Compare-and-Contrast
b. Cause-and-Effect d. Sequence

4. Although the resources of our world are limited, the wants of people are
not. Indeed, one of the most important assumptions of economics is that
the total human wants can never be satisfied. No matter how much we
have, we seem to want more. As people’s income increase, so does their
desire for more better goods and services.

a. Description c. Compare-and-Contrast
b. Cause-and-Effect d. Sequence

5. Changes in social ideas about acceptable health result changes in the

problems of illness. Twenty years ago, coal miners and workers in
cotton mills accepted cancer of the lung as part of life. In a vague way
they knew longtime workers got short of breath and coughed up blood,
and they wrote folk songs about brown lung disease. But as a
consequence of a new awareness about occupational diseases and a
social movement against cotton dust and coal dust, an accepted fact of
life was transformed into an unacceptable illness.

a. Problem-Solution c. Compare-and-Contrast
b. Cause-and-Effect d. Sequence

B. PARAJUMBLES
Directions: Arrange the sentences by writing A, B, C, D and E on the blank
before the number to form a logical sequence and to construct a
coherent paragraph.

__________ 1. Whatever the reasons may be, the effects are disastrous leading to
both physical and mental ailments like insomnia, hypertension, and nervous
breakdown.
__________ 2. According to psychologists it is the result of fear due to
inexperience, deprivation, isolation and feeling of inferiority among them
__________ 3. It is a matter of grave concern that ‘stress’ or ‘mental pressure’ has
emerged as a deadly and silent killer for teenagers of the day.
__________ 4. In order to prevent these catastrophic diseases, children need to be
taught to ‘destress themselves’ through meditation or cultural activities and this

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will inculcate feelings of self-confidence in them and inspire them to face the
realities of life in a better way.
_________ 5. If they are observed closely, this all owes to undue pressure on
their mind due to unhealthy competitions and sky rocketing expectations of their
parents and teachers for them.

What’s In

You have learned in your early years in Junior High that for you to write
effectively, you must consider a good coherence. That is, your ideas must not
only be properly arranged but they must also be linked by proper transition or
signal words.

Remember that transition or signal words are used to show the relation of
thought between sentences or paragraphs. They help you carry your mind from
one idea to the next.

Let us see how much you remember about transition or signal words
through this activity.

TASK 3: WHAT’S IN TEXT

Directions: Read the paragraph below and identify the signal words used.
Opposite each signal word, identify what relationship it shows: cause-and-effect,
comparison/contrast, description, problem/solution, chronology/sequence, or
addition.

Many of the restless and dissatisfied sons and daughters of these

middle, upper middle, and upper class homes had never known
poverty. Consequently, they could not understand their parents’
emphasis upon money, status, and work. Parents, on the other hand,
could not understand how some of their children could be indifferent,
even hostile, to such practical things as formal education and
preparation of work.
(2 signal words)

Answers:
1. __________________________________________________________

2.___________________________________________________________

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Lesson 1 Exposition: Structural Elements
and Language Features

Do you know what the experts say? “Writers aren’t born with a special
writing gene or blessed by the writing fairy. Some seem to come by the ability to
write more easily than others, but it is still a skill that we must all practice.”

People who become good and developed great skills at something began
their journey from the basic and essential foundations of what they have become
today. The same thing applies to bring out the best writer in you.

What this lesson offers you is to teach and help you improve your
expository writing skills as you identify and observe current issues we are
experiencing at this challenging time.

What’s New

One of the issues concerning our present situation is the status of our
nation’s labor force. In this time of crisis, when all of us are affected by the
COVID-19 pandemic, we realize clearly that manpower is what makes our nation
either progress or regress.
TASK 4. COMPREHENSION CHECK
Directions: Read the expository paragraph below and answer the questions that
follow.

Manpower contributes to national strength in many ways. First and most

obviously, it plays a physical role, either in terms of economic production or as
the basis of military power. Manpower makes a second contribution by its
intellectual capacity; that is, intelligent educated people are able to apply past
experiences to present and future problems, they can better organize and manage
their personal, national, and international affairs, and they can communicate
their knowledge and experience to subsequent generations. Finally, manpower
both contributes to the profits from national philosophy that forms the spirit, the
nature, and the morale of the people.
(From: Edmund Burke’s Speech on “Moving His Resolutions for
Conciliation with the Colonies”, Edmund Burke’s Selections, Charles
Scribner’s Sons, 1925, p. 133)

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1. What is the main idea of the paragraph?

______________________________________________________________________________

__________________________________________________________________

2. Are the ideas presented organized? Explain your answer.

______________________________________________________________________________

__________________________________________________________________

3. What are the signal words used in this paragraph? What relationships do

they show?

______________________________________________________________________________

__________________________________________________________________

4. Did the writer use precise, direct on the subject, and specific vocabulary
or words to clearly convey his message? Why do you say so?
______________________________________________________________________________

__________________________________________________________________

5. How would you categorize the structure of this text? Check the box that
corresponds to your answer.

Description
Sequence
Compare and Contrast
Cause-and-Effect

Problem and Solution

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What Is It

If you want to write an effective expository text, knowing its key structural
elements and language features will surely help you understand the basics and
apply them when writing your exposition.

Exposition

The word exposition is derived from “exponere” meaning to set

forth. It is a form of writing or oral composition which sets forth,
explains, or interprets facts or ideas. (Robles 1985)
Expository writing explains an idea and thing with a thorough
analysis. It is written to instruct or enlighten people and also includes
relevant evidences and mainly, it gives a clear conception about the
topic.

Source:
[Link]
cteristics%20of%20Expository%[Link]

Structural elements in expository text vary. You can learn to recognize

them by analyzing the signal words contained within the text.

Text Structures of Expository Text

Text Structures Descriptions Signal Words

1. Description The author for example
describes a topic characteristics
by listing are
characteristics,
features, and
examples.
2. Sequence The author lists First
items or events Second
in numerical or Third
chronological Next
order. Then
finally
3. Compare-and- The author Different
Contrast explains how two In contrast
or more things Alike
are alike and/or Same as
how they are On the other
different. hand

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4. Cause-and-Effect The author lists Reasons why
one or more if…then
causes and the as a result
resulting effect/s. therefore
because
5. Problem-Solution The author states problem is
a problem and dilemma is
lists one or more puzzle is solved
solutions for the question…answe
problem. A r
variation of this
pattern is the
question-and-
answer format in
which the author
poses a question
and then answers
it.

Source: [Link]

The ability to identify and use these text structures in expository texts
will not only help you write easily but will also help your reader retain
and comprehend the text you wrote.

Language Features of Exposition Text

The language being used in writing an expository text is another factor

to write effectively. You should consider precise language, focused on
the subject, and use domain-specific vocabulary rather than figurative
language.

Here are some important language features you should consider in

writing expository text:

✔ Generally, the text is written in the present tense but may change to
past tense for recounted events or historical evidence. It may be written
in the future tense if predictions are being made.

✔ The personal pronoun ‘I’ is often removed.

✔ Connectives and signal words are evident to join one part of a sentence
to another. They help link the flow of ideas.

✔ The beginning focus of the clause is changed from active to passive.

e.g. We must recycle… — Recycling has been…

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I am afraid… — Fear has been expressed that…

✔ Word chains of synonyms and antonyms and word families of general

nouns are used.

✔ Emotive words are used to involve the audience

e.g. The overuse of our resources will destroy the land.

✔ Evaluative language adding the voice of authority is found

e.g. It is important that all people…

Sources:
[Link]
pdfs/upper/exposition_text_information_and_overview-[Link].

What’s More

TASK 5. COMPLETE THE STEPS

Complete the following organizer by filling each box with the correct
statements of the steps of writing expository text or essays in proper
order. Choose your answer from the given below.

Develop a thesis Find evidence or support

statement. to your thesis.

Write a conclusion. Introduce a topic with an

analytical question

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TASK 6. ISSUES 101
On your notebook, write five issues in our society nowadays that you
think are relevant and interesting. Then, beside each issue that you have
identified, write one possible question that you want to discuss for possible
answer.
For example:
1. Opening of classes during pandemic- Should opening of classes be
resumed despite COVID 19 crisis?

After this, try to share your answers with your classmates via chat
group or group page on any reliable social media platform.

TASK 7. LET WRITING BEGIN

When writing the draft, consider the following suggestions:
✔ The most important sentence in the introductory paragraph is the
topic sentence, which states the thesis or the main idea of the essay.
✔ Each of the body paragraph should cover separate point that develops
the essay’s thesis. This should offer facts and examples in support of the
topic.
✔ The concluding paragraph should restate or sum up the most
important ideas.

Now, based on the list of issues that you have identified in Task 6, write the
first draft of your expository essay observing correct structural elements
and language features.

TASK 8. SHARE AND CHECK

At this point, pair up with your classmate and exchange drafts for peer
checking. Or you may send a copy of your draft to your partner via email
for long distance setting.

Use these questions as your guide:

✔ What is the writer trying to present or discuss?
✔ Is the main point and the writer’s purpose clearly stated?
✔ Is there evidence to support the topic? What are these
pieces of evidence and how do they appeal to you as
reader?
✔ Are there introduction, body (reasons), and concluding
paragraphs?
✔ Is the structure properly framed and developed?
✔ Are there important details/ reasons that are missing or
points to be deleted?
✔ Is the use of language features properly observed in
sentences and paragraphs?

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✔ What is/are your over-all comments and suggestions on
the written work?

What I Have Learned

Complete the statement below.

Writing exposition is
____________________________________________________
____________________________________________________
___________________________________________________
_________________________________.

What I Can Do

TASK 9. REVISE AND POLISH

● Add needed information.

● Delete unnecessary information.
● Clarify the details.
● Organize your essay.
● Write the final copy of your expository essay on a familiar issue.
Submit your output on task 9 to your teacher for assessment.

The following rubric will be used for rating.

CRITERIA 5 4 3 2 1 TOTAL
Focus/ Content (states clear topic at the
beginning until the end of the work, topic
captures the reader’s attention)
Techniques Used (Uses strong and
effective writing techniques, details
support the thesis)
Development/ Organization (has strong
organizational plan, has logically arranged
statements from the most important to the

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least important or vice versa; develops the
topic thoroughly with examples and
supports)
Clarity of Ideas (presents clear details
and evidences are authentic)
Emphasis (has interesting and attention-
grabbing introduction; has strong
conclusion)
Language Mechanics and Convention
(displays minor spelling, punctuation, and
grammatical errors; uses language
features correctly)
Total

Legend: Rating and Description

5- Excellent 4- Very Impressive 3- Convincing 2- Developing 1-
Beginning
Formula= F+T+D+C+E+L= TOTAL/6= ____

What I Can Do On My Own

A. Text Structure of Expository Text
Directions: For items 1-5, answer the following questions based on what you
have learned about the structure of expository text. Encircle the letter of the
correct answer.
1. Which of the following best defines an exposition?
a. A formal paper that explains a process.
b. A new way of writing stories.
c. A form of writing or oral composition which sets forth, explains, or
interprets facts or ideas.
2. Which of the following is untrue of expository essays?
a. You will not need to write a thesis statement.
b. You should end your essay with a conclusion paragraph.
c. The length of the essay can vary.
3. Which of the following is not an example of an expository text?
a. An essay describing your new computer.
b. An essay arguing why I think ‘The Godfather’ is a better movie than
‘Citizen Kane’.
c. An essay contrasting a day trip to the city with a day trip to the
beach.
4. An essay that goes into great detail about your summer vacation in
Palawan would be an example of what type of text structure of an
expository text?
a. Descriptive
b. Cause-and-Effect
c. Problem-Solution

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5. What do you need to have a good exposition?
a. details and dialogue
b. monologue and dialogue
c. details and description

B. Language Features of Expository Text

Directions: For items 6-10, answer the following questions based on what you
learned about the language features of expository text. Encircle the letter of
the correct answer.

6. Language features of an expository text should consider precise language,

focused on the subject, and use domain-specific vocabulary rather than
figurative language. Which one of the choices below would be the best
example of expository writing?
a. A fictional novel
b. A science textbook
c. A dictionary

7. What emotive word/s is/are used in this quoted line?

“…we all love our country and we are all proud of our achievements…”
a. Our achievements b. all proud c. we all love our country

8. What words in these quoted lines show time sequence?

“…we must resolve our difficulties before they become worse. First we need
to… Then we must. After this we have to…”
a. before, become, need
b. before, then, after this
c. first, then, after this
9. What signal word is used in this sentence to show cause-and-effect
relationship?
You will fail unless you follow my suggestion.
a. will
b. fail
c. unless
10. Which of the following shows an “up-to-date” language feature of an
exposition?
a. “…the latest statistics prove that…”
b. “...some people disagreed with…”
c. “…the past situation was not satisfactory…”

C. Logical Paragraph
Directions: Arrange the jumbled sentences below to form a logical and
coherent paragraph. Write A, B, C, D and E before each number to show
the order of your answer.

__________ 1. With the passage of time, vices become more apparent and
virtues become objects of jealousy and envy, thereby causing contempt
and hatred in the hearts of each other.

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__________ 2. They become familiar with not only strengths but also
weaknesses of each other’s characters.
__________ 3. Generally, people think that familiarity should breed love,
mutual understanding, and tolerance.
__________ 4. They expect that coming together of two persons should bring
them closer and forge the bond of kinship between them.
__________ 5. But when two persons come closer, they come to know not only
strengths but also weaknesses of each other’s character.

What I Can Do More

TASK 10. LET’S PUBLISH

Publish your work in any school prompt or send it through email or blog.
TASK 11. MY REFLECTIONS
Having identified the familiar issues through writing exposition and
discussion about them, the time has come for you to also assess insights that
you have realized in this lesson. Write your responses in the graphic organizer
below.

P (PLUS) M (MINUS) I (INQUIRY)

Parts of the lesson that Parts of the lesson that Parts of the lesson that
are very helpful still need reinforcement need clarification

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Answer Key

What I Know
TASK 1: TERMS OF TRANSITIONS

Cause-and- Comparison/ Description Problem- Chronology/

Effect Contrast Solution Sequence
therefore however for example to fix the problem lastly
consequently similarly such as afterward
as a result

TASK 2: A. RECOGNIZE TEXT STRUCTURE B. PARAJUMBLES

1. A 1. C
2. C 2. B
3. B 3. E
4. A 4. A
5. B 5. D

What’s In
TASK 3: WHAT’S IN TEXT
1. Consequently – cause-and-effect
2. On the other hand – compare-and-contrast

What’s New
TASK 4. COMPREHENSION CHECK
1. Manpower contributes to national strength in many ways.
2. Answers may vary.
3. first, finally – chronology
that is – description
4. Answers may vary
5.
Description

What I Can Do on My Own (Post Assessment)

1. C 1. C
2. A 2. D
3. B 3. E
4. A 4. B
5. C 5. A
6. B
7. C
8. C
9. C
10. A

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References

Murray, Andrew. High School Subjects for Self-Study. Vol. 1, Success Unlimited
Enterprises, 2014. 4 vols.
Robles, Felicidad. Developing Proficiency in College. Goodwill Trading Co., Inc.,
1985.
“Information about Expository Writing.” [Link] , Accessed 30 July 2020,
[Link]
“Recognizing Transitions or Signal Words.” CalPolyPomona, Accessed 30 July
2020, [Link]
[Link].
“Exposition Texts.” [Link], Accessed 30 July 2020,
[Link]
pdfs/upper/exposition_text_information_and_overview-fp-
[Link].
“Characteristics of Expository Text.” mcnair5thgrade,yolasite,com, Accessed 30
July 2020,
[Link]
%20Expository%[Link].
Nelson, S., and M. Wells. “Reading Expository Text.” SlideShare, July 5, 2013,
[Link]
reading-power-point.
Rui, Goh Bang. “English Language Exposition/Expository Writing.” SlideShare,
Accessed July 28, 2020,
[Link]
expository-writing?from_m_app=android.
“Expository Essays: Types, Characteristics & Examples.” [Link]. Accessed
July 28, 2020, [Link]
characteristics-of -[Link].
Educational Consultant. “Paragraph- Rearrangement of Jumbled Sentences to
Make a Meaningful Paragraph.” Accessed July 27, 2020,
[Link] -of-
jumbled- sentences-cat-para-jumble- questions/
Celebrating Diversity through World Literature- Grade 10 English Learner’s
Material. 2015. REX Book Store, Inc. Department of Education-
Instructional Materials Council Secretariat

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For inquiries or feedback, please write or call:

Department of Education, MIMAROPA Region – (CLMD)

Meralco Avenue, corner St. Paul Road, Pasig City

Telephone Nos.: (02) 631-40-70; (02) 637-3093

Email Address: [Link]@[Link]