Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

10 Zest for Progress

Z P
eal of artnership

English
Quarter 2 - Module 2:

Structures and Language Features

of an Exposition

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
 What I Need to Know

This module was designed to help you identify key structural elements e. g.
exposition – statement of position; arguments; restatement of positions and language
features of an argumentative text, e. g. modal verbs; usually, probably, etc.; attitudes
expressed through evaluative language; conjunctions or connectives to link ideas –
because, therefore, on the other hand, etc.; declarative statements, rhetorical
questions; passive voice.
After going through this module, you are expected to:
• define exposition text;
• identify the language structure and features of an exposition text; and
• dissect an exposition text based on its structure and features.
.

What’s In
Before going any further, try to answer first the questions that follow by encircling
the letter of your answer.

1. What do you call the words can, could, will, would, shall, should, etc.?
a. modals c. conjunctions
b. connectives d. prepositions
2. Which is NOT a structure of an exposition?
a. introduction c. body
b. counterclaim d. conclusion
3. Which is a conjunction?
a. but c. firstly
b. on the contrary d. finally
4. I strongly believe that reading
wrong materials is vanity.
What do you call the underlined verb?
a. modal verb c. action
b. thinking d. linking

1
 5. What language feature is used when the writer states what he/she thinks or
feels about the issue?
a. material process c. mental process
b. relational process d. transitional signal
6. In which part of the exposition can the position of the writer be found?
a. Introduction
b. Body
c. Conclusion
For items 7-10, refer to the text inside the box that follows.
(1) Schools are giving students much more homework. This is because parents
believe more homework is better for the future. But this is not as good as it seems.
(2) One solution is to make a new law that says how much homework all children
have to do.
(3) Because they get too much work, children are having their time for play stolen
from them. Children need their play time, to exercise and to meet their friends.

7. Which paragraph should be the introduction?

a. 1 c. 3
b. 2 d. Any of these
8. Which paragraph should be the body?
a. 1 c. 3
b. 2 d. Any of these
9. What is the correct arrangement of the paragraphs above?
a. 1-2-3 c. 2-3-1
b. 1-3-2 d. 3-1-2
10. What language feature is used in the underlined sentence in the text?
a. Use of mental process
b. Use of modal verbs
c. Use of material process
d. Use of connecting words

What’s New
Activity1 - Complete Me

Complete the following words by filling out the blanks with the omitted letters. Once
filled out, read them aloud, and then try to search for the meanings of the words
unfamiliar to you.
1. f e a _ _ r e 4. _ r o c e s _
2. _ _ p o s i t i o _ 5. a _ _ u m e n t
3. e _ i d e n _ e 6. s t r _ _ t u r e

2
Activity 2 – Dig Deep on Me

Children and Social Media

Like it or not, social media is putting children at risk of crimes, bullying or even
radical views. The Indonesian Child Protection Commission (KPAI) has detected
a rise in the number of crimes perpetrated against children that take advantage of
social media activities, from 100 cases in 2011 to 322 in 2014. The real figure
could be higher, as many cases might have gone unreported or have been swept
under the carpet.

Parents, schools and the state alike are aware of the danger facing children when
they access social media, but there is no consensus yet as to how to work
together to protect kids from harm in the cyber world.

Authorities can block or even ban websites that are deemed to be endangering
children, but information technology has advanced so quickly that such an
approach is ineffective. A thousand websites may be shut down today, but 10,000
sites carrying the same content will arise tomorrow.

Parents and schools should play the key role in protecting children against
adverse impacts of social media. Either party, however, cannot do it all alone;
only if the two trust and help each other can they fulfill their bid to keep children
safe and sound.

Information technology does lead children to new knowledge that will expand their
horizon, but parental and school guidance is crucial.

Source: "Editorial:Children and Social Media," The Jakarta Post,last

modified July 25, 2017, https://www.thejakartapost.com/academia
/2017/07/25/editorial-children-and-social-media.html)
Guide Questions:

1. What is the exposition about?

2. What do you feel about the writer’s negative stand about children using social
media?
3. What do you call the underlined words in the text? How about the italicized ones?
4. Has the article presented only one side of the issue or the other way around?
Prove your answer
5. What do we call a text that presents only one side of an issue?

What is it
What is an exposition?

❑ An EXPOSITION persuades a reader or listener by presenting one side of

an argument. By taking a point of view and justifying it, we aim to convince
others to see only that side of an issue. Some expositions speculate as to
what might be and persuade others as to what should be.

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What are the structures of an exposition?
These are the structures of an exposition:

1. Introduction
✓ Statement of position. Introduce the topic and make it clear what
your position is.
2. Body (Series of Arguments)
✓ In this section you can make a number of points. Begin each
paragraph with a key statement or general statement. Give
supporting reasons in the rest of the paragraph.
✓ Then make a new point in the opening sentence of the next
paragraph and give supporting reasons, and so on.
3. Conclusion
✓ Sum up your argument. You could make a statement about what
you see as a solution to the problem or what might happen if the
situation is not resolved. You could call for some form of action
from the audience.

What are the language features of an exposition?

An exposition or argument includes particular language features. Aim to
include some of these features in your exposition.

1. The use of material process. State what happened.

2. The use of relational process. State what is or should be.
3. The use of simple present tense. State the point using simple present
tense.
4. The use of transitional signals to show contrast. (e. g. although,
however, but, etc.)
5. The use of mental process. State what you think or feel about the issue.
6. The use of connecting words. Connective words link ideas in an
argument. (e. g. firstly, for that reason, for example, as a consequence,
because of this, in particular, therefore, finally)
7. The use of emotive words. These are words that causes emotional
reaction from the readers.
8. The use of modal verbs. Modal verbs express the writer’s attitude to the
topic. (e.g. can, could, should, must, might)
9. The use of evaluative language. Evaluative language suggests the
degree of approval or helps compare ideas (e. g. important, best, most,
truth, largest, more popular)
10. The use of thinking verbs. Verbs used to express what the writer thinks
about the issue. (e. g. believe, consider, decide. dream, forget, forgive.
guess, imagine, know. notice, realize, remember)
11. The use of conjunctions. Conjunctions (or joining words) join one part of
a sentence to another. They link the flow of the argument (e. g. and, so,
because, therefore, if, and, but)

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 What’s More

Activity 3: Identify Me

Directions: Read carefully and be ready to dissect the structure of the article below.

Aggressive Driving Should be Avoided

(1) Aggressive driving is a phenomenon, which has only recently got the
public worried. (2)The National Highway Traffic Safety Council (NHTSC) defines
aggressive driving as “the operation of a motor vehicle in a manner that
endangers or is likely to endanger persons or property”. (3)Actions such as
running red lights, improper passing, overtaking on the left, improper lane
change, failing to yield, improper turns, running stop signs, tailgaiting, careless
driving and speeding are examples of aggressive driving.. (4)Such actions are
dangerous to other road users. (5)Aggressive driving should be avoided because
it causes crashes, injuries and fatalities.

(6)The first reason why aggressive driving should be avoided is it causes

crashes. (7)According to NHTSC between 78 percent (excessive speed) and 100
percent (improper passing) of the cases of aggressive driving resulted in traffic
crashes and 96 percent of the drivers cited for “following too closely” or tailgaitng
caused crashes as a result of their aggressive driving. (8)Moreover, “running red
light”, “improper passing”, and “overtaking on the left” topped other categories of
aggressive driving in contributing to traffic crashes.
(9)Another reason why aggressive driving should be avoided is it causes
injuries.(10) NHTSC states that the percentages of the injuries caused by
aggressive driving are, in almost all categories of aggressive driving, above 100
percent. (11)Furthermore, the Department of Highway Safety (DHS) reports that
this is due to the fact that each motor vehicle crash accounts for one or more
injuries. (12) It was found that of the ten categories of aggressive driving,
“running red light”, “failing to yield”, and “running stop signs” are the most serious
factors contributing to injuries.
(13)Yet another reason why aggressive driving should be avoided is it
causes fatalities. (14)”Overtaking on the left” appears to be the most important
contributing factor in traffic fatalities as it relates to aggressive driving. (15)
“Improper lane change”, “running stop sign” and “running red light” rank second
through four in terms of their contribution to traffic fatalities (DHS, 2008).
(16)The above evidence shows that aggressive driving causes crashes,
injuries and fatalities. (17) Hence, aggressive driving should be avoided.
(18)Since the opening of the North-South Highway, the number of kilometers of
roads in the country has increased by one percent while the number of vehicle
miles driven has increased by 35 percent. (19) More cars and more drivers are
also on the road, leading to more aggressive drivers.

Source: Liza R. Almonte et al, English 10 LM - Celebrating Diversity through

World Literature,. Rex Book Store, Inc.,2015, 131-132.

5
Guide Questions:
1. How many paragraphs does the article have?
2. Which paragraph is the introduction?
3. Which paragraph/s is/are the body?
4. Which paragraph is the concluding one?

Activity 4: Think Me
Directions: The following lines are lifted from the text above. Find out the language
feature/s being used.

Lifted Lines from the Language

Text Feature/s

The above evidence shows that

aggressive driving causes
crashes, injuries and fatalities.

Aggressiv driving should

e avoided because it causes b
crashes, injuries and fatalities.

More cars and more drivers are

also on the road, leading to more
aggressive drivers.

Furthermore, the Department of

Highway Safety (DHS) reports
that this is due to the fact that
each motor vehicle crash
accounts for one or more
injuries.
The first reason why aggressive
driving should be avoided is it
causes crashes.

6
Activity 5: Rehearse the Basics
Directions: Choose a topic of your choice. Then write lines to represent the following
language features of an exposition.

Use of material
process

Use of relational
process

Use of mental
process

Use of thinking
verbs

Use of emotive
words

Use of modal
verbs

Use of
connectives

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Activity 6: Dissect It!
Directions: Read and analyze the lines inside each box and label according to its
structure whether introduction, body, or conclusion. Write your
answer inside the box provided for.

One solution is to make a new law that says how much homework all children
have to do.

Because they get too much work, children are having their time for play
stolen from them. Children need their play time, to exercise and to meet
their friends.

Schools are giving students much more homework. This is because

parents believe more homework is better for the future. But this is not as
good as it seems.

What I Have Learned

Activity 7: Log Me In
Directions: Write a portion of your daily log about the concepts you’ve learned from
this lesson. You may also include newly-learned terms if you wish to.
Make sure correct grammar, punctuations and other mechanics are
observed.

In this lesson, I have learned that . . .

•
•
•
•
•

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Activity 8: Memoria Fotografia Test
Directions: Complete the following sentences with the information or concepts
learned from this lesson. Try not to scan the previous pages for answers.
1. An exposition aims to _ _
2. The three structures of an exposition are
3. The language features of an exposition are _

What I Can Do
Activity 9: Let’s Count!
Directions: Compose at least three-paragraph exposition article observing the
structures and language features. Be guided by the rubric.
Exposition Writing Rubric

Category 3 2 1
Structures are One structure is 2 or more structures
Structure
complete. missing. are missing.
Language All language features 1 to 2 language 3 or more language
Features are used. features are unused. features are unused.
Information clearly Information is Information is not
Content relates to the main somewhat related related to the main
idea but only has one and has two details and provides
supporting details unorganized details no supporting details
Grammar,
Punctuation, Very few notable
10 to 15 errors More than 16 errors
Spelling and errors
Conventions

Assessment
Directions: Read each item carefully. Choose the letter of the best
answer and write it on the blank before the number.
If there is no proper discussion on sex that will be done between families,
churches, and schools, we can expect more minors contracting HIV-Aids or
other forms of sexually transmitted diseases due to lack of knowledge on sex
and committing pre-marital sex.
Source:https://www.sunstar.com.ph/article/1773236/Davao/
Opinion/Editorial- Sex-among-the-youth)

_____1. What language feature is used in the quoted lines above?

A. Mental process
B. Material process
C. Relational process
D. Use of conjunctions

9
 We should not be ashamed to discuss sex because if we do not foster
2. an environment where it can be healthily discussed, then there could be
an increase in the number of young people and minors contracting
HIV/Aids.

What do you call the underlined words in the text?

A. Modals C. Verbs
B. Conjunctions D. Prepositions
3. What is stand of the writer based on the given text in item 2?
A. Sex should be discussed to prevent the rise of minors contracting
HIV/AIDS.
B. Sex should not be talked about especially among young people.
C. Sex is best discussed only among adults.
D. Sex is best not discussed.
_4. What is the purpose of an exposition?
A. To entertain C. To explain
B. To persuade D. To expound
_5. Which is NOT a structure of an exposition?
A. Introduction C. Conclusion
B. Body D. Opinion
_6. What is mental process as a language feature of an exposition?
A. What happened C. What is and should be
B. What the writer thinks or feels D. What should not be
_7. In which part of the exposition does the writer usually put his/her stand?
A. Introduction C. Conclusion
B. Body D. Opinion
_8. “Another reason why aggressive driving should be avoided is it causes
injuries.” Where should this statement be found?
A. Introduction C. Conclusion
B. Body D. Opinion

For items 9 & 10, refer to the text below.

Society as a whole has not also done anything to address the problem. Families
and churches shy away from any decent discussion on sex with the young people.
It is these two institutions that must be at the forefront on the discussion of sex and
the importance of keeping yourself for the person who you will marry.

_9. What language feature is dominantly used in the text?

A. Mental process C. Relational Process
B. Material process D. Use of conjunction

_____10. What’s the stand of the writer?

A. Families and churches must be quiet about sex.
B. Families and churches should lead a decent discussion about sex.
C. Families and churches have done their best to address the problem
about HIV/AIDS.
D. Families and churches are important units of the society.

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References:

Almonte, et. al., Celebrating Diversity through World Literature, Meraclo Avenue,
Pasig City: REX Bookstore, 2015, 131-132
Editorial Article
https://www.sunstar.com.ph/article/1773236/Davao/Opinion/Editorial- Sex-among-
the-youth
Exposition Texts. pdf
https://assets.readingeggsassets.com/teacher_resources/rex/writing/pd fs/upp
er/exposition_text_information_and_overview-fp-222c3d8f.pdf
Lecture on exposition. Google search (n. d.). Google
https://assets.readingeggsassets.com/teacher_resources/rex/writing/pd fs/up
per/exposition_text_information_and_overview-fp-222c3d8f.pdf
Sample Expository .Google search. (n.d.). Google.
https://www.thejakartapost.com/academia/2017/07/25/editorial- children-
and-social-media.html)

Development Team
Writer: Jonito A. Junio
San Antonio National High School

Editors/QA: Marjorie R. Daligdig

Garend E. Temporada

Reviewer: Evelyn F. Importante

OIC-CID Chief EPS
Illustrator:
Layout Artist:
Management Team:
Raymond M. Salvador
OIC-Assistant Schools Division Superintendent

Jerry C. Bokingkito
OIC-Assistant Schools Division Superintendent

Dr. Jeanelyn A. Aleman, CESE

OIC-Schools Division Superintendent

11

My Final Farewell
Farewell, dear Fatherland, clime of the sun
caress'd Pearl of the Orient seas, our Eden lost!,
Gladly now I go to give thee this faded life's
best, And were it brighter, fresher, or more blest
Still would I give it thee, nor count the cost.
On the field of battle, 'mid the frenzy of fight,
Others have given their lives, without doubt or heed;
The place matters not-cypress or laurel or lily white,
Scaffold or open plain, combat or martyrdom's
plight, T is ever the same, to serve our home and
country's need.
I die just when I see the dawn break,
Through the gloom of night, to herald the day;
And if color is lacking my blood thou shalt
take, Pour'd out at need for thy dear sake
To dye with its crimson the waking ray.
My dreams, when life first opened to me,
My dreams, when the hopes of youth beat high,
Were to see thy lov'd face, O gem of the Orient
sea From gloom and grief, from care and sorrow
free; No blush on thy brow, no tear in thine eye.
Dream of my life, my living and burning
desire, All hail ! cries the soul that is now to
take flight; All hail ! And sweet it is for thee to
expire ;
To die for thy sake, that thou mayst aspire;
And sleep in thy bosom eternity's long
night.
If over my grave some day thou seest
grow, In the grassy sod, a humble flower,
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb
below The touch of thy tenderness, thy breath's
warm power.
And when the dark night wraps the graveyard
around With only the dead in their vigil to see
Break not my repose or the mystery profound
And perchance thou mayst hear a sad hymn
resound 'T is I, O my country, raising a song unto
thee.
And even my grave is remembered no
more Unmark'd by never a cross nor a
stone
Let the plow sweep through it, the spade turn it
o'er That my ashes may carpet earthly floor,
Before into nothingness at last they are blown.
Then will oblivion bring to me no
care As over thy vales and plains I
sweep;
Throbbing and cleansed in thy space and air
With color and light, with song and lament I
fare, Ever repeating the faith that I keep.
My Fatherland ador'd, that sadness to my
sorrow lends
Beloved Filipinas, hear now my last good-by!
I give thee all: parents and kindred and friends
For I go where no slave before the oppressor
bends, Where faith can never kill, and God reigns
e'er on high!
Farewell to you all, from my soul torn away,
Friends of my childhood in the home
dispossessed ! Give thanks that I rest from the
wearisome day !
Farewell to thee, too, sweet friend that lightened
my way;
Beloved creatures all, farewell! In death there is rest!

Let the moon beam over me soft and serene,

Let the dawn shed over me its radiant
flashes, Let the wind with sad lament over me
keen ; And if on my cross a bird should be
seen,
Let it trill there its hymn of peace to my
ashes. Let the sun draw the vapors up to the
sky,
And heavenward in purity bear my tardy protest (This is the 1911 translation by Charles Derbyshire
Let some kind soul o 'er my untimely fate sigh, of the Spanish original of José Rizal's poem, Mi
And in the still evening a prayer be lifted on Ultimo Adiós)
high From thee, 0 my country, that in God I may
rest.

Pray for all those that hapless have died,

For all who have suffered the unmeasur'd pain;
For our mothers that bitterly their woes have
cried,
For widows and orphans, for captives by torture tried
And then for thyself that redemption thou mayst
gain.

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