10

English
Quarter 2 – Module 4
Write an exposition or
discussion on a familiar issue
to include key structural
elements and language
features
English – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 4: Write an exposition or discussion on a familiar issue to
include key structural elements and language features
First Edition, 2020

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 10

English
Quarter 2 –Module 4

Write an exposition or
discussion on a familiar issue to
include key structural elements
and language features
Introductory Message

For the facilitator:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Module on Writing
an exposition or discussion on a familiar issue to include 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.
For the learner:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Module on Writing
an exposition or discussion on a familiar issue to include key structural
elements and language features!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module, you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the different concepts about writing an exposition. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is focused on:

Lesson 1 – Write an exposition or discussion on a familiar issue to include key

structural elements and language features.

After going through this module, you are expected to:

1. determine what an exposition is;
2. identify language structures in exposition;
3. determine language features in argumentative text;
4. write an exposition on familiar issues with structural element and
language feature;
5. determine types of exposition; and
6. express one’s stand in the recent issues.

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. It persuades a reader or a listener by presenting one side of the issue or conflict.

a. exposition c. panel discussion
b. debate d. poem recitation
2. It is a language feature that tells positive or negative language that judges the
worth of something.
a. conjunction c. modal
b. evaluative language d. thinking verb
3. It gives a more “up-to-date” feel to your writing.
a. modal verbs c. present tense
b. passive voice d. thinking verbs
4. The following verbs are used to express the writer’s attitude except _________.
a. am c. could
b. can d. must
5. What structural element is shown in the statement: “Considering the facts above,
protect your children with some of the following steps”?
a. argument c. statement of position
b. beginning d. reinforcement of the statement of position
6. This language feature creates a dramatic effect to make a point.
a. conjunction c. modal
b. evaluative language d. rhetorical question
7. It is a language feature that expresses the writer’s attitude towards the topic.
a. argument c. structure
b. modal d. tense
8. What language feature is the statement: “Is it important to know what your kids
are watching?”
a. conjunction c. modal
b. evaluative language d. rhetorical question
9. Expositions can be presented in the following except ___________.
a. diary c. essay
b. brochure d. letter to the editor
10. What language feature is presented in this sentence? “One should be responsible
in his/her action.”
a. action c. one
b. be d. should

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Lesson
EXPOSITION
1

What’s In

In this lesson, you will apply your knowledge on the previous modules about language
features and structural elements of exposition through writing.

https://www.google.com/search?q=Exposition+structure+template&sa=X

Notes to the Parents/Guardian

Let the students review their previous lessons on key structural elements of
expositions and language features of an argumentative text. Ask them to reflect on
the following pictures for their guide in choosing familiar issues as a subject of
their writing.

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 What’s New

Identify what issues are portrayed in the following pictures.

https://www.bing.com/images/search?q=slavery https://www.bing.com/images/search?q=covid%2019&q https://www.google.com/search?q=technology+addiction+clipart&tbm=i

s _ _v_ _ _ p _ _ _ _ _ _ c a_ _ _ _ _ i _ n
What is your point of view in each issue?
How did you express those views?

What is It

https://www.bing.com/images/search?view=detailV2&ccid=J%2bx2j5Ic&id

EXPOSITION persuades a reader or a listener by presenting one side of the issue or

context. It tries to change the reader’s mind by convincing the reader to agree with the
writer’s opinion.

These are written to present a logical argument by developing ideas with supporting
details to persuade the readers or the audience.

It generally begins with an introductory statement of position giving the author's opinion
or point of view. This previews the argument that will follow. The next section has a series
of logical arguments that convinces the audience why this position has been taken.

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An exposition can be presented as:

memoir essay biography autobiography

memorandum note newsletter research report
advertisement brochure speech letter to the editor

Key Structure of an Exposition

There are three main parts to an exposition:

a. Statement of position – introduces the topic and makes it clear what your position is.
You need:

• a strong opening sentence that provokes your reader’s interest or captures your
reader’s attention, and
• an overview of your argument on the topic and the points you will make.

Provide a brief outline of the key points to be covered by your argument. This gives your
reader a preview of where you are going to take them. This also enables you to show the
reader that your exposition is structured logically.

b. Argument

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.
c. Reinforcement of the statement of position

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 action of the audience.

Since the goal of an exposition or argumentative text is to convince others to believe in

your stand, you have to make sure that the content of your text is engaging, convincing,
interesting, and easy to follow and understand.

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Example 1

https://www.bing.com/images/search?view=detailV2&ccid=73dWtb4W&i

Example 2

Watching TV

Statement of Position:
Is it important to know what your kids are watching? Of course, it is. Television can
expose your children to things that you have tried to protect them from, especially
violence, drug abuse, etc.
Argument 1:
One study demonstrated that watching too much TV during the day or at bedtime
often causes bedtime resistance, sleep onset delay and anxiety around sleep, followed
by shortened sleep duration.
Argument 2:
Another study found a significant association between the amount of time spent
watching television during adolescence and early adulthood, and the likelihood of
subsequent aggressive acts against others.

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Argument 3:
Meanwhile, many studies have found an association between kids watching a lot of
TV, being inactive and overweight.
Recommendations:
Considering some facts above, protect your children with some of the following tips:
1. Limit television viewing to 1-2 hours each day.
2. Do not allow your children to have a TV set in their bedrooms.
3. Review the ratings of TV shows that your children watch.
4. Watch television with your children and discuss what is happening during the
show.

Ways to Present Exposition

The word "exposition" comes from the Latin and means "to place." It informs,
describes, and explains. Regardless of the type of exposition you write, the writing
needs to be concise and easy to understand.

Types of Exposition:

• Description exposition - The writer explains the characteristics of a topic,

shows examples, and describes features.
Example:
The U.S. flag consists of thirteen alternating stripes of red and blue,
representing the 13 original states. In the top left of the flag, there is a field of
blue with fifty stars, one for each state.

• Comparison exposition - The writer shows how two topics are alike or
different.
Example:
The alligator has a u-shaped, round snout and tends to live in freshwater
swamps and streams. The crocodile has a long, V-shaped nose and can live in
saltier waters as well as freshwater habitats.

• Cause and effect exposition - The writer explains the cause of an event and
thoroughly investigates the effects.
Example:
The Civil War was caused because of conflicts between states on the subjects
of states' rights and slavery. Before the war, the southern states relied on slaves
to plant and harvest the crops. These southern states wanted to make decisions
separate from the northern states and banded together as The Confederates,
threatening to leave the U.S. The northern soldiers were victorious in the Civil
War, re-establishing that states in the South had to confirm to U.S. laws,
including the abolishment of slavery.

• Problem and solution exposition - The author sets forth a problem, and then
explains possible solutions to it.
Example from Mark Brake of Newsweek:
“We buried my cousin last summer. He was 32 when he hanged himself
from a closet coat rack in the throes of alcoholism, the fourth of my blood
relatives to die prematurely from this deadly disease. If America issued drinking
licenses, those four men—including my father, who died at 54 of liver failure—
might be alive today."
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• Sequence exposition - The writer shows events in either chronological or
numbered order.
Example # 1:
The timeline of the Civil War included these key timeframes:
1600s - States begin to adopt laws regarding slavery that are appropriate for
their individual states.
1700s - Some states are beginning to express thoughts that slavery should be
abolished.
1800s - Rebellion starts against slavery with seven states threatening to secede
from the U.S. Lincoln was inaugurated. The Civil War began, which the North
eventually won.

Example # 2
Hotels and transportation on trips can be expensive if you don’t book them
plenty of time in advance. When you go on a trip, first you need to think about
how much money to allot for things like transportation, food, and hotels.
It is important to plan your trips carefully. Planning your trip carefully will
allow you to have a more relaxed trip. Another thing to plan for is how much
time you want to spend sightseeing and doing different sorts of activities.
Finally, even though you may want to do everything, you have to remember
that there are only so many hours in the day!

Language Features of an Argumentative Text Example

Present Tense
This gives a more “up-to-date” feel to your
writing.
Conjunctions (joining words) join one part of a
sentence to another. They link the flow of the
argument.
Modal Verbs express the writer’s attitude to the
topic; used to express ability, possibility,
permission or obligation.
Evaluative language is positive or negative
language that judges the worth of something;
suggests the degree of approval or helps
compare ideas.
Thinking verbs
Connective words (like adverbs) link ideas in
an argument
Passive Voice
A passive voice construction occurs when you
make the object of an action into a subject of the
sentence.
Rhetorical Question is a question asked in
order to create a dramatic effect to make a point
rather than to get an answer.
As the earth’s atmosphere heats
up, it collects, retains and drop
more water.
so, because, therefore, if, and
but, however, similarly, etc.
can, could, should, must,
might, may
important, best, most, truth,
largest, more popular
know, believe, feel, people
think, agreed
firstly, for that reason, for
example, as a consequence,
because of this, in particular,
therefore, finally
The passive voice is used to
show interest in the person or
object that experiences an
action rather than the person
or object that performs the
action.
Do you really want this to
happen to our country? If not
now, when? If not us, who?

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Example:

Smoking is Not Allowed

Smoking in restaurants is just not on. It must not be allowed because it is

rude, harmful to others, and dangerous to the smoker.

Firstly, smoking in a restaurant is impolite. The smell of the smoke affects

all people and can turn them off their food. People pay to taste (good) food and not
to be put off by (foul) smelling smoke.

Another reason smoking should not be allowed in restaurants is the harm it

can do to others. Passive smoking, that is, breathing in smoke made by a smoker
can lead to asthma attacks and even cancer.

Finally, smoking is (dangerous) and a health risk to the smoker. Cigarettes

cause health and lung disease and people should not smoke anywhere, not just in
restaurants.
Notes:

• Italicized phrases show the author’s attitude by the use of modalities.

• Words in bold are examples of verbs in the present tense.
• The underlined phrases show the use of connective words or adverbs.
• On the other hand, words enclosed with parentheses are examples of evaluative
language.
• Remember, the goal of an exposition is to convince your audience to believe your
point of view. So, it is important to use these language features in your text.

What’s More

Activity 1
Identify the italicized word/s as to what language features. Write your answer on a
sheet of paper.

1. People must always wear face masks.

2. What have you done to prevent the spread of Corona virus?
3. Toxic wastes are dumped and buried in the safest place.
4. The government did the best action in responding to the crisis.
5. Common signs of infection include respiratory symptoms, fever, cough,
shortness of breath and breathing difficulties.

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Activity 2 - Feeling In
Fill in the missing words to complete the ideas of the following expository texts. Write
your answer on a sheet of paper.

violent strongly technology

banned elders extremely

1. Due to the advancement in ________, people become generally exposed to modern

things like the internet. Almost everything is available online now. Anyone from
kids to _______ can have an easy access to it. Nevertheless, the fact that children
are mostly affected and addicted to the internet, especially internet gaming (or
usually called online gaming), is inevitable. I ________ believe that online gaming
should be banned as it causes bad things.

2. Firstly, online games should be _______ because they are a way to violence and are
an _______ bad influence on children. When children play violent games they find
them fun so they copy what the characters do and grow up to be a _______ people.
But if we ban online games, children will not experience violence in a fun way and
will grow up to be kind men.

What I Have Learned

SELF-CHECK

Evaluate your learning on this module. Choose your feeling below and draw it in
your notebook with brief explanation of your choice.

A HAPPY face means you are now ready to move to the next module. Explain
in one paragraph your learning.

A SAD face means you need some reinforcement in some topics. State in
one paragraph those topics need reinforcements.

A CONFUSED FACE means you are confused with some topics. Write
briefly those topics and what made these topics confusing to you.

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 What I Can Do

Study the following list of issues. Choose one or you may choose any familiar
issue happening in your community and write a five-paragraph exposition regarding
your chosen topic. Consider the structural elements and language features. Write
your exposition on a long bond paper.

Suggested topics:
Pandemic Strict implementation of a waste segregation
Internet Addiction Impounding of stray dogs and cats
Social Media Management of time for online games
Curfew for teenagers

Rubrics for Exposition Writing

CONTENTS Above Standards Meet Standards Approaching Below
(10pts.) (8 pts.) Standards Standards
(6pts.) (4 pts.)
The opening The opening One of the Two or more
paragraph has a paragraph has all required parts of required parts
strong hook, a the required the opening of the opening
transition to parts (hook, paragraph is paragraph are
thesis, and a transition, and missing or missing or
Opening thesis statement thesis incomplete: hook, incomplete:
Paragraph with a clear, statement), but it transition, or hook,
strong statement is weak, thesis statement. transition, or
and the author’s rambling, or thesis
position on the inappropriate for statement.
topic. The thesis the audience.
statement names
the body
paragraph.
All of the Most of the At least one of the Evidence and
evidence and evidence and pieces of evidence examples are
examples are examples are and example is not relevant
Evidence specific, relevant specific, relevant relevant and has and/or not
and and explanations and explanations an explanation explained.
Examples are given that are given that that shows how
show how each show how each that piece of
piece of evidence piece of evidence evidence supports
supports the supports the the author’s
author’s position. author’s position. position.
Includes 3 or Includes 3 or Includes 2 pieces Includes 1 or
more pieces of more pieces of of evidence (facts, fewer pieces of
evidence (facts, evidence (facts, statistics, evidence (facts,
statistics, statistics, examples, real-life statistics,
examples, real- examples, real- experiences) that examples, real-
Support for life experiences) life experiences) support the life
Position that support the that support the position experiences).

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 position position statement.
statement. The statement.
writer anticipates
the reader’s
concern, biases
and arguments.
Arguments and Arguments and A few of the Many of the
support are support are support details or support details
provided in a provided in a arguments are or arguments
logical order that fairly logical not in an are not in an
Sequencing makes it easy order that makes expected or expected or
and interesting to it reasonably logical order, logical order,
follow the easy to follow the distracting the distracting the
author’s train of author’s train of reader and reader and
thought. thought. making the essay making the
seem a little essay seem very
confusing. confusing.
All sentences are Most sentences Most sentences Most sentences
well- constructed are well- are well- are not well-
Language with varied constructed and constructed, but structured or
Features language there are some there is no varied.
features. varied language variation of
features. language
features.
The closing The closing One of the Two or more of
paragraph has a paragraph required parts of the required
strong includes all the closing parts of the
connection to the required parts paragraph is closing, and call
statement of (connection to missing or to action
Conclusion position, hook, hook, re-stated incomplete: paragraph are
re-stated thesis, thesis and call to connection to missing or
and includes all action), but it is hook, re-stated incomplete:
required parts. weak, rambling thesis and call to connection to
or in appropriate action. hook, re-stated
for audience. thesis.
M.U.G.S Mechanics, Mechanics, Mechanics, Mechanics,
Usage, Grammar, Usage, Grammar, Usage, Usage,
Spelling Spelling Grammar, Grammar,
Spelling Spelling

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 Assessment

Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. One of these is NOT an example of expository text.

a. biography
b. campaign ads
c. news article
d. poem

2. This text shows how one event or action creates a result or a following
situation or something else to happen.
a. cause and effect
b. chronological order
c. compare and contrast
d. problem/solution

3. This text shows order of steps or process.

a. cause and effect
b. chronological order
c. compare and contrast
d. problem/solution

4. It is written to present a logical argument by developing ideas with

supporting details in order to persuade the readers or the audience.
a. act
b. exposition
c. fiction
d. narration

5. What language feature is the underlined word: Firstly, smoking in public

places is prohibited?
a. adverb
b. conjunction
c. modal
d. passive voice

6. It is a question asked to create a dramatic effect to make a point rather than

to get an answer.
a. argument
b. interrogative
c. rhetorical question
d. thesis

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7. The author sets forth a problem, and then explains possible solutions to it.
a. cause and effect
b. chronological order
c. descriptive
d. problem/ solution

8-10 – Read the exposition carefully. Answer the questions below.

Internet for Students

Nowadays, in the modern era, I think internet is very important for

students.
As we all know internet has many functions for supporting our life.
First, it gives us various information, news, knowledge, etc. Students
can search anything or something from the internet. Take for example, they
search about education, entertainment, knowledge, etc. that is in the world.
Second, they can add their friends in all countries in the world by
internet. Chatting, e-mail, Facebook, twitter, interpals are some examples of
internet facility to have many friends. Besides, they can share,
communicate, discuss and so on.
From my arguments above, as students, we should use the internet
facility well to get knowledge, friends, information, etc.

8. What is the statement of position in the above exposition?

a. Internet for students
b. We should use the facility well to get knowledge.
c. Nowadays, in the modern era, I think internet is very important for
students.
d. First, it gives us various information, news, knowledge, etc.

9. The word think in the first sentence is________________.

a. evaluative language
b. modal verb
c. passive voice
d. thinking verb

10. Second, they can add their friends in all countries in the world by
internet. This statement is an example of______________.
a. argument
b. conclusion
c. thesis
d. none of the above

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 - 21 -
What More What I Know
Activity 1 1. a
1.modal 2. b
2. Rhetorical
3. c
Question
3. Passive Voice 4. a
4.Evaluative
Language 5. d
5. Present Tense 6. b
Activity 2
1.technology 7. b
elders
8. d
strongly
2. banned 9. a
extremely
10.d
violent
Answer Key
References:
Book
Santos, Marlon B. (2016). World Literature. Philippines: The Library Publishing
House, Inc.

Electronic Sources:
https://examples.yourdictionary.com/examples-of-exposition.html

https://quizizz.com/admin/quiz/5e15f01220a48b001c63d065/expository-text-
features-structures
https://resource.acu.edu.au/acuskills/grammar/2.0/expo1.html
https://sangpemimpikehidupan.blogspot.com/2015/03/hortatory-exposition-
definition-purpose.html

https://www.feelgoodteaching.com/2020/03/peer-review-persuasive-essays.html

https://www.pinclipart.com/maxpin/bmJhh/https://www.google.com/search?q=s
ad+face+clipart&tbm=isch&ved=2ahUKEwj_25Owl9

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph