Analytical Exposition Text

Analytical Exposition Text

Definition of Analytical Exposition
Exposition is a text that elaborates the writer‘s idea about the phenomenon surrounding. Its social function is to persuade the reader that the idea is important matter.

Generic Structure of Analytical Exposition
1. Thesis: Introducing the topic and indicating the writer’s position
2. Arguments: Explaining the arguments to support the writer’s position
3. Reiteration: Restating the writer’s position

Language Features of Analytical Exposition

• Using relational process
• Using internal conjunction
• Using causal conjunction
• Using Simple Present Tense

 - Is Smoking Good for Us?
Before we are going to smoke, it is better to look at the fact. About 50 thousands people die every year in Britain as direct result of smoking. This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking.
Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non smoker. If we smoke twenty cigarettes a day, the risk is nineteen
greater. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smokers are two and half times more likely to die of heart disease than non smokers.
Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as much as substance causing cancer as if he had smoked fifteen cigarettes.
Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for every body else.

Adjective Clauses

Adjective Clauses

At a certain point in your writing in English, you should be able to identify every sentence you write as simple, compound, or complex.  Two additional structures, adjective clauses and appositives, will give you a much greater sentence variety within which to accomplish your writing objectives.  This page contains a small amount of information about adjective clauses along with just ten very difficult exercises.  First, we will define what adjective clauses are and how they work.

An adjective clause is a dependent clause that modifies a noun.  It is possible to combine the following two sentences to form one sentence containing an adjective clause:              

The children are going to visit the museum.
They are on the bus.

The children who are on the bus are going to visit the museum.
                  | adjective clause |

In the sentence above, there are two other ways to write the sentence correctly using the second sentence as the adjective clause. 

The children that are on the bus are going to visit the museum.
The children       on the bus       are going to visit the museum.

Some other sentences can be combined into a sentence using adjective clauses in a variety of ways, and they are all correct.  Note the variety of ways in which the following two sentences can be combined.

The church is old.
My grandparents were married there.

The church where my grandparents were married is old.
The church in which my grandparents were married is old.
The church which my grandparents were married in is old.
The church that my grandparents were married in is old.
The church my grandparents were married in is old.

In the sentences above, the adjective clauses are underlined.  All answers are correct.  Note the use of the word "in" and how and where it is used.

IMPORTANT NOTE ABOUT PUNCTUATION

Managing simple, compound, and complex sentences, and then adding adjective clauses into the mix can result in some confusing situations regarding punctuation.  There are some specific rules when punctuation is permissible or required around adjective clauses (when the information in the adjective clause is non-essential information); however, in my composition classes, I insist that students NOT use commas around adjective clauses for several reasons.

First, non-essential information should generally be avoided in academic writing, at least in the short essays required for these composition classes.  Thus, not including the commas will more often be right than wrong.

Second, my Spanish speaking students have a natural tendency to write long sentences using many commas inappropriately.  By not using commas around adjective clauses, students can perhaps more readily recognize when a period is required.

Third, I believe it is easier to learn to apply commas later when they are required than the other way around.  Indiscriminate use of commas is a hard habit to undo in my experience.  Therefore do not use commas around adjective clauses, at least for one semester.

Are you ready to take the quiz?

This quiz is very difficult.  These sentences are actually the hardest I could find (in the sense that you need to know ALL the rules in order to get them all correct), so please follow the directions carefully.

1.  Do not use commas in any of the completed sentences.
2.  Make adjective clauses of the second sentence in every case.  (Obviously, any of these sentences could be written using the first sentence as the adjective clause; however, making adjective clauses of the second sentence is harder because it requires knowledge of all the "rules" of writing adjective clauses.)
3.  Spell correctly!  This quiz is "graded" by computer, so any spelling mistake or punctuation error, like forgetting a period at the end of a sentence, will be counted wrong.

Take the QUICK QUIZ now!

Finally, for those interested in more information about writing adjective clauses, a Google search of "adjective clauses" and "quiz" yields over 385 hits available here.

DESCRIPTIVE

Borobudur Temple

Borobudur is Hindu – Budhist temple. It was build in the nineth century under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia.

Borobudur is well-known all over the world. Its construction is influenced by the Gupta architecture of India. The temple is constructed on a hill 46 m high and consist of eight step like stone terrace. The first five terrace are square and surrounded by walls adorned with Budist sculpture in bas-relief. The upper three are circular. 

Each of them is with a circle of bell shape-stupa. The entire adifice is crowned by a large stupa at the centre at the centre of the top circle. The way to the summit extends through some 4.8 km of passage and starways. The design of borobudur which symbolizes the structure of universe influences temples at Angkor, Cambodia.

Borobudur temple which is rededicated as an Indonesian monument in 1983 is a valuable treasure for Indonesian people.

NARRATIVE

SNOW WHITE


Once upon a time there lived a little, named Snow White. She lived with her aunt and uncle because her parents were died.
One day she heard her aunt and uncle talking about leaving Snow White in the castle because they wanted to go to America and they didn’t have enough money to take Snow White with them.
Snow White didn’t want her uncle and aunt to do this. So she decided to run away. The next morning she run away from home when her aunt and uncle were having breakfast, she run away into the wood.
In the wood she felt very tired and hungry. Then she saw this cottage. She knocked but no one answered so she went inside and felt asleep
Meanwhile seven dwarfs were coming home from work. They went inside. There, they found Snow White woke up. She saw the dwarfs. The dwarfs said; “What is your name?”. Snow White said; “My name is Snow White”. One of the dwarfs said; “If you wish, you may live here with us”. Snow White told the whole story about her. Then Snow white ad the seven dwarfs lived happily ever after.

Generic Structure Analysis
1. Orientation; introducing specific participants; Snow White
2. Complication; revealing a series of crisis: Snow White’s aunt and uncle would leave her in a castle, Snow White run away, Snow White felt hungry in the wood.
3. Resolution; the crisis is resolve: the dwarfs permitted Snow White lived in their cottage lived happily
Language Feature Analysis
o Using saying verb; answered
o Using thinking verb; decided
o Using action verb; run away
o Using time conjunction; once upon a time, one day
o Using connectives; then, meanwhile
o Using past tense; she heard her uncle

REPORT TEXT

Tyrannosaurus Rex
Tyrannosaurus rex, sometimes just called T-rex, is believed to be the largest and most fearsome predator on Earth's land ever to have existed.

This dinosaur once lived in the Creataceous period approximately 68 to 65 million years ago. The T-rex lived in a humid, semi-tropical environment, in open forests with nearby rivers and in coastal forested swamps. The seasons were mild.

Tyrannosaurus rex was up to 40 feet (12.4 m) long, about 15 to 20 feet (4.6 to 6 m) tall. The arms were only about 3 feet (1 m) long. Tyrannosaurus rex was roughly 5 to 7 tons in weight.

As a carnivorous dinosaur, this giant predator most likely ambushed their prey, and devoured them with jaws full of white sharp teeth. With it's fast ability to run at an astonishing speed of 32 mph (50 kmh), a perfect slim and stiff tail that gave it an excellent balance and allowed it to make quick turns, equipped this gigantic predator and made it even more deadly, like a killing machine.

SPOOF

American & Russian Submarines
German fisherman was at the sea with a small boat. After some time American submarine surfaced near him.
The captain asked the fisherman: “Which way is Alaska?”
The fisherman points his finger: “That way!”
“Thanks!” says the American, shouts “South-South-East, bearing 159.5 degrees!” down the hatch and the submarine submerges.
Ten minutes later a Soviet submarine emerges. The Russian captain opens the hatch and asks the fisherman: “Where did the American submarine go?”
The fisherman replies: “South-South-East bearing 159.5 degrees!”
“What?”, asked Russian captain.
“I said, they went to South-South-East bearing 159.5 degrees!”
“What did you mean of that? You’d better show us the direction with your finger, if
you don’t want us to sink you!”
Orientation : German fisherman… surfaced near him.
Event 1 : The captain asked… submarine submerges.
Event 2 : Ten minutes later… bearing 159.5 degrees!”
Twist : “What did you mean of that? You’d better show us the direction with your finger, if
you don’t want us to sink you!”
Buying A Broom
A woman was buying a broom in a store.
“Show me that one, please,” she says to the salesgirl.
The salesgirl brings it to her.
“No, that’s not what I want,” says the woman.
“Perhaps this one?” suggests the salesgirl.
“No, not that one either.”
“What about this one then?” The girl keeps on trying.
After twenty minutes more of this the woman says: “Very well, this one will do.”
“Madam,” says the harassed salesgirl, “Shall I wrap it for you or will you fly it home?”
Orientation : A woman was buying a broom in a store.
Event : “Show me that… one will do.”
Twist : “Madam,” says the harassed salesgirl, “Shall I wrap it for you or will you fly it home?”
For Rent
There was an advertisement at the newspaper : Apartment for rent, just for a family without children.
A man visited to that apartment, think for a moment, then agree with the rules. But tomorrow, he move to the apartment with his wife and seven kids!! The owner of apartment gets angry.
“Sir, yesterday I was telling you! This apartment was just for rent for a family without children!”
“What children?” answer the man. “You said this seven are children? No!! They’re monsters!”
Orientation : There was an… without children.
Event : A man visited to… a family without children!”
Twist : “What children?” answer the man. “You said this seven are children? No!! They’re monsters!”

NOUN PHRASE

Complete Reference: The Noun Phrase

Full References

The discussion of the choice of language noted that a single concept is often signaled by a variety of words, each word possessing slightly different connotations. We can indicate that people are less than content by saying they are angry , irate , incensed , perturbed , upset , furious , or mad. The broader our vocabulary, the greater our options and the more precisely we can convey our meaning. And yet no matter how wide our vocabulary may be, a single word is often insufficient. A single word, by itself, can appear somewhat vague, no matter how specific that word might seem. The term “dog” may be specific compared to “mammal,” but it is general compared to “collie.” And “collie” is general compared to “Lassie.” Then again, many different dogs played Lassie!

Suppose you want to indicate a female person across the room. If you don’t know her name, what do you say?   

That girl.

If there were more than one, this alone would be too general. It lacks specificity.

                          The girl in the blue Hawaiian shirt…

                        The taller of the two cheerleaders by the water cooler…

When a single term will not supply the reference we need, we add terms to focus or limit a more general term. Instead of referring to drugs in a discussion, we might refer to hallucinogenic drugs. We might distinguish between hard drugs and prescription drugs . In so doing we modify the notion of a drug to describe the specific one, or ones, we have in mind. (Then again, at times we are forced to use many words when we cannot recall the one that will really do, as when we refer to that funny device doctors pump up on your arm to measure blood pressure instead of a sphygmomanometer ).

This section examines how we construct full and specific references using noun phrases. An ability to recognize complete noun phrases is essential to reading ideas rather than words. A knowledge of the various possibilities for constructing extended noun phrases is essential for crafting precise and specific references.

Nouns

To begin our discussion, we must first establish the notion of a noun.   

English teachers commonly identify nouns by their content.    They describe nouns as words that "identify people, places, or things," as well as feelings or ideas—words like salesman , farm , balcony , bicycle , and trust.    If you can usually put the word a or the before a word, it’s a noun. If you can make the word plural or singular, it's a noun. But don't worry...all that is needed at the moment is a sense of what a noun might be.   

Noun Pre-Modifiers

What if a single noun isn't specific enough for our purposes?      How then do we modify a noun to construct a more specific reference?    

English places modifiers before a noun.    Here we indicate the noun that is at the center of a noun phrase by an asterisk (*) and modifiers by arrows pointed toward the noun they modify.

white   house

       *

large     man

       *

Modification is a somewhat technical term in linguistics. It does not mean to change something, as when we "modify" a car or dress. To modify means to limit, restrict, characterize, or otherwise focus meaning. We use this meaning throughout the discussion here.

Modifiers before the noun are called pre-modifiers.    All of the pre-modifiers that are present and the noun together form a noun phrase .

NOUN      PHRASE

pre-modifiers noun

     *

By contrast, languages such as Spanish and French place modifiers after the noun

casa blanca       white house

*    

homme grand       big man

*      

The most common pre-modifiers are adjectives, such as red , long , hot . Other types of words often play this same role.    Not only articles

the       water

        *

but also verbs

running      water

       *

and possessive pronouns

her      thoughts

           *

pre-modifiers limit the reference in a wide variety of ways.   

                          Order:                            second, last

                          Location:                        kitchen, westerly

                          Source or Origin:            Canadian

                          Color:                            red, dark

                          Smell:                             acrid, scented

                          Material:                         metal, oak

                          Size:                               large, 5-inch

                          Weight:                          heavy

                          Luster:                            shiny, dull

A number of pre-modifiers must appear first if they appear at all.

                          Specification:                              a, the, every

                          Designation:                                this, that, those, these

                          Ownership/Possessive:               my, your, its, their, Mary’s

              Number:                                     one, many

These words typically signal the beginning of a noun phrase.   

Some noun phrases are short:

                                      the table

                                      ®       *            

Some are long:

the second shiny red Swedish touring sedan

     *

a large smelly red Irish setter

     *

my carved green Venetian glass salad bowl

     *

the three old Democratic legislators

        *

Notice that each construction would function as a single unit within a sentence.    (We offer a test for this below,)

The noun phrase is the most common unit in English sentences.    That prevalence can be seen in the following excerpt from an example from the section on the choice of language:

The stock market’s summer swoon turned into a dramatic rout
Monday as the Dow Jones industrial average plunged. The stock market’s summer swoon turned into   a dramatic rout    *                                *
Monday as the Dow Jones industrial average plunged.
     *                    *

To appreciate the rich possibilities of pre-modifiers, you have only to see how much you can expand a premodifier in a noun phrase:

the book
the history book
the American history book
the illustrated American history book
the recent illustrated American history book
the recent controversial illustrated American history book
the recent controversial illustrated leather bound American history book

Noun Post-Modifiers

We were all taught about pre -modifiers: adjectives appearing before a noun in school.    Teachers rarely speak as much about adding words after the initial reference.    Just as we find pre -modifiers, we also find    post -modifiers—modifiers coming after a noun.

The most common post-modifiers are prepositional phrases:

the book on the table

   *      

civil conflict in Africa

       *     

the Senate of the United States

      *       

Post-modifiers can be short

a dream deferred

     *

or long, as in Martin Luther King Jr.’s reference to

a dream that one day on the red hills of Georgia the sons of former slaves

    *    

and the sons of former slaveowners will be able to sit down together

at a table of brotherhood.

What does King have?    A dream?    No. He has a specific dream. Once we are sensitive to the existence of noun phrases, we recognize a relatively simple structure to the sentence.   Here we recognize a noun phrase with a very long post-modifier—thirty-two words to be exact.

We do not get lost in the flow of words, but recognize structure. At the point that we recognize structure within the sentence, we recognize meaning. (Notice also that post-modifiers often include clauses which themselves include complete sentences, as in the last example above.)

Post-modifiers commonly answer the traditional news reporting questions of who , what , where , when , how , or why .    Noun post-modifiers commonly take the following forms:

prepositional phrase                the dog in the store

              *   

_ing phrase                              the girl running to the store

              *   

_ed past tense                          the man wanted by the police

              *   

wh - clauses                              the house where I was born

                *      

that/which clauses                  the thought that I had yesterday

               *     

If you see a preposition, wh - word ( which, who, when where ), -ing verb form, or that or which after a noun, you can suspect a post-modifier and the completion of a noun phrase.  

The noun together with all pre- and post-modifiers constitutes a single unit, a noun phrase that indicates the complete reference. Any agreement in terms of singular/plural is with the noun at the center.

The boys on top of the house    are .............

     *   

Here the noun at the center of the noun phrase is plural, so a plural form of the verb is called for (not a singular form to agree with the singular house) .

The Pronoun Test

In school, we were taught that pronouns replaced nouns .    Not so.    Pronouns replace complete noun phrases .    Pronoun replacement thus offers a test of a complete noun phrase. Consider:

The boy ate the apple in the pie.

What did he eat?   

                          The boy ate                the apple in the pie.

              *      

Want proof? Introduce the pronoun “it” into the sentence.    If a pronoun truly replaces a noun, we’d get                                  

*The boy ate                  the it in the pie.

No native speaker would say that!    They’d say

              The boy ate               it.

The pronoun replaces the complete noun phrase, the apple in the pie .

This pronoun substitution test can be particualrly useful. Not all prepositional phrases after a noun are necessarily part of the noun phrase – they could be later predicate or sentence modifiers. In other words, we must not only identify noun phrases, we must parse out other material, and in that act recognize broader aspects of sentence structure. The web page on distinguishing sentence and predicate modifiers (www.criticalreading.com/sentence_predicate_modifiers.htm) discusses the three sentences:

1. 1. The boy ate the apple in the pie.
2. 2. The boy ate the apple in the summer.
3. 3. The boy ate the apple in a hurry.

Only the first includes a noun phrase longer than two words: the apple in the pie.

Boxes Within Boxes: Testing for a Complete Noun Phrase

The goal of reading, we noted above, is not to recognize grammatical features, but to find meaning.    The goal is not to break a sentence or part of a sentence into as small pieces as possible, but to break it into chunks in such a way that fosters the discovery of meaning.   

Consider one of the examples above of a prepositional phrase as a post-modifier:

                          the book on the table

Book is a noun at the center of the noun phrase.    But table is also a noun.    If we analyze the noun phrase completely, on all levels, we find:

                          the book on the table

             *    

on the table

         ®    *

We can have prepositional phrase within prepositional phrase within prepositional phrases:

                          …the book on the table in the kitchen…

              *     

                                           on the table in the kitchen…

             *   

                                                                 in the kitchen …

                        *

We don't want to recognize every little noun phrase.   We want to recognize the larger ones that shape the meaning.     The book is not "on the table."    The book is "on the table in the kitchen."

The Senate of the United States is composed of two legislators from each State.

Question: Who is in the Senate?   

          a) two legislators

           b) two legislators from each State?

The answer is b). The full Senate consists of two from each state (100 people), not simply two! We read the sentence as

The Senate of the United States         is composed of          

two legislators from each State.

    *         

If we read the sentence as

The Senate of the United States         

is composed of two legislators            

from each State.

we miss the meaning.

Earlier we noted that pre -modifiers in noun phrase can be expanded to significant length. For the most part, we increased the length of the pre-modifier by adding additional adjectives, a word or two at a time.    Noun phrase post -modifiers can be expanded to much greater lengths.    We can add long phrases which themselves contain complete sentences.

              the park where I hit a home run when I was in the ninth grade .     

     *   

The sentence within the post-modifier is printed in boldface.

The following sentence indicates something was lost.    What was lost?

He lost the book by Mark Twain about the Mississippi that he took out of the library on Sunday before the game so that he could study during half time when his brother was getting popcorn.

The answer is the complete phrase

……… the book by Mark Twain about the Mississippi that he took out of the library on Sunday before the game so that he could study during half time when his brother was getting popcorn.

The base term book is modified as to author (Mark Twain), topic (about the Mississippi), as well as intent or purpose (that he took out of the library on Sunday before the game so that he could study during half time when his brother was getting popcorn.)    We assume that he has another book by Twain about the Mississippi that he did not lose.    Want proof?    What would be replaced by “it”?   

The full reference of a noun phrase is often “conveniently” ignored in movie advertisements. Janet Maslin, movie critic for The New York Times , complained when an advertisement for the video tape of John Grisham’s "The Rainmaker" quoted her as describing the movie as director Francis Ford Coppola’s “best and sharpest film,” when, in fact, her review stated:

John Grisham’s "The Rainmaker" is Mr. Coppola’s best and sharpest film in years. (1)

The original quotation does not refer to the “best and sharpest film” of Coppola’s career, but to his “best and sharpest film in years.”

Implications For Reading and Writing

The above discussion introduces a number of concepts crucial to effective reading and writing.   

• We do not read texts word by word, but chunk by chunk.    We must read each grammatical construction as a single unit. Deciphering sentences involves isolating phrases within a sentence and recognizing where long phrases begin and end.


• To write well is not to string words together, but to string together larger phrases, to create full references that carefully distinguish one idea from another, going beyond talking in vague generalities.    We can increase the clarity and sophistication of our thought by using extended phrases instead of single words.

Sophisticated thought is qualified thought. Intelligent discussion goes beyond either/or or black-or-white views of the world to recognize nuances and distinctions.

Remarks can be

• extended (made broader or more general) ,
• qualified (restricted in some way), or
• limited (made more specific or less encompassing).

We don’t really make sentences longer by adding at the end so much as expanding each chunk Good writers carefully distinguish between all, most, many , some, few, and one. They specify the specific time, condition, or circumstances an assertion is true. Some claims are made for certain, some "in all probability" or "within a specific margin of error," some for given conditions.
Good writers carefully distinguish between all, most, many, some, few, and one. They specify the specific time, condition, or circumstances an assertion is true. Some claims are made for certain, some "in all probability" or "within a specific margin of error," some for given conditions.
When drawing careful distinctions, authors are not being wishy-washy or nit picking. They are simply being precise. They are saying exactly what they want to say or feel secure in saying based on the available evidence. Weak writers can achieve an immediate gain in the level of thought of their writing by taking advantages of the opportunities for adding pre- and post-modifiers.
For writers, this model is a reminder of the opportunity to extend, limit, or otherwise shape a specific idea. You can greatly increase the sophistication and depth of thought of your work by taking advantage of these pre- and post-modifier "slots". Having written a statement, you might go back in editing to see how you can further shape your thoughts by making use of these slots.

The Constitution is the nation’s charter, and lawmakers should resist the temptation to push for amendments every time an election year rolls around.

Notice how much richer the next sentence is (additional modifiers in bold face) .

The Constitution of the United States is the nation’s bedrock charter, and devoted lawmakers sworn to uphold it should resist the dangerous temptation to push for pandering amendments every time an election year rolls around.