Chapter 8 Expository Writing

 

I used to think that children couldn’t write any reports without learning basic writing skills and I presumed that they only liked fiction not informational nonfiction, so I thought teachers should teach children simple writing skills with interesting fiction like a fairy tale. However, Donovan (2001) and Kamberelis (1998) changed my fixed idea arguing, “Too often, teachers assume that children are more comfortable writing stories instead of nonfiction, but researchers have provided compelling evidence that children even those in kindergarten and first grade, can write expository text” (citing Tomkins, 2008, p. 172). In addition, if teachers have students write about what they like, the writing will be more comfortable and easier. O’Brien (2010) said, “By making expository writing relevant to them, you can teach your students to be better writers and better communicators.” Thus, teachers should throw away such a stereotype and help children develop their potential giving them basic data such as expository writing form and features, and plagiarism.

According to Wooje Joe, writers need to build up a well organized structure in expository writing so as to help readers understand writing clearly. He suggested using graphic organizers for a well built structure. I have the same opinion as him. Graphic organizers can have writers think up a variety of ideas about a topic and can help organize those ideas in an orderly way. Moreover, writers can see all the ideas and writing structure directly.  

References

O’Brien, M. (2010). How to teach expository writing for the second grade. eHow, Inc. Retrieved from http://www.ehow.com/how_4460949_teach-expository-writing-second-grade.html

Tomkins, G. E. (2008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.