Example of expository text about insomnia.

INSOMNIA

If you suffer from difficulty sleeping occasionally, you are not alone. One in three adults has had
trouble sleeping, either getting to sleep or staying asleep. This is known as insomnia.

Lack of sleep can interfere with your ability to work, the speed of your reflexes (for example, when
driving), your intellectual and concentration skills, and your overall sense of well-being. When
insomnia is persistent, it is important to consult a doctor, since lack of sleep can lead to abuse or
inappropriate use of medicines and even alcohol or other drugs that can perpetuate or increase
the problem.

But do we really need sleep? Experts think so. There are several theories as to why. One of them
refers to the body's need to recover. And how long do we need to sleep? The time needed is
different for each person; On average, it takes between seven and nine hours a day. The
important thing is how the person feels.

Among the causes of insomnia

Factors based on our lifestyle: smoking, drinking coffee or caffeinated beverages, alcohol,
changes in work schedule or consequences of time change due to travel (jet lag).

-Environmental factors. noise (from traffic), changes in temperature or light, stay in a hospital.

-Physical factors: due to medical problems, whether respiratory, chronic pain. hot flashes during
menopause, etc., and even certain medicines.

-Psychological factors: job changes or loss, an exam, family or personal worries or problems,
health concerns, an operation, or even concern about insomnia itself.

If you have trouble sleeping, there are certain things that can help:

-Avoid caffeine completely or at least six hours before bedtime.

-Avoid alcoholic beverages and smoking, or at least avoid them two hours before bedtime.
– Don't take a nap.

– Establish a certain routine before bed, such as reading or taking a bath.

– Don't go to bed until you feel sleepy. Do not use the bed to watch television.

– Wake up at about the same time every day regardless of what time you go to bed.

– Increase your physical activity, especially in the morning.

– If you tend to think about all your problems as soon as you go to bed, take a few minutes at
another time of the day, such as after dinner, to write down the problems and possible solutions.

– If you cannot fall asleep after ten or fifteen minutes, do not stay in bed, go to another room to
read or watch television until you feel sleepy.

Dr: Aliza A. Lifshitz, www.laopinion.com

This example of an expository text about insomnia is extracted from a web page and presents the
characteristics of an expository text: use of the third person, order in the exposition, informative
nature, etc.

If you liked this example of an argumentative text

about insomnia, I invite you to go to the following
link where you will find more examples.
Examples of expository texts
September 14, 2013 by Ana 29 Comments

Examples of expository texts: They are usually scientific in nature and their function is to offer
clear and precise information that allows the reader to know certain things. These types of
expository texts are common in popular magazines, newspapers and of course on specialized
websites. , as the following examples show:

Example of expository texts: Big-bang theory

The Big Bang , literally big explosion, constitutes the moment in which all matter emerges from
“nothing”, that is, the origin of the Universe. Matter, until that moment, is a point of infinite density,
which at a given moment “explodes” generating the expansion of matter in all directions and
creating what we know as our Universe.

The length of the expository texts can be variable according to the information that needs to be
transmitted.

Examples of expository texts: Child malnutrition

Despite the progress in child malnutrition that has been experienced in recent years, the truth is
that the figures continue to be alarming in some sectors of the population. In the age group of
five to fourteen years, chronic malnutrition is 7.25% in urban populations, and the figure
doubles in rural populations . The risk of an indigenous boy or girl dying from diarrhea,
malnutrition or anemia is three times greater than among the non-indigenous population.

Examples of expository texts: Forest preservation

…“With good management of forests , we guarantee their long-term productivity, the maintenance
of their forest wealth – timber and non-timber – and the conservation of all their resources such as
fauna, flora, water channels”; said Adolfo Moreno, Director ai from WWF Bolivia. "In addition to the
important benefits for man, such as the provision of pure air, production and purification of drinking
water, regulation of climate - temperature, rain, solar radiation, humidity," he noted...

Examples of expository texts: Global warming

… The warming of the climate system is unequivocal, as is already clear from the observed
increase in global average air and ocean temperatures, widespread melting of snow and ice, and
rising global average sea levels.

For the IPCC, the term “climate change” denotes a change in the state of the climate that is
identifiable (for example, by statistical analysis) following a change in the mean value and/or
variability of its properties, and that persists over an extended period, usually decades or longer. It
denotes any change in climate over time, whether due to natural variability or a consequence of
human activity...

Examples of expository texts: Healthy pregnancy

The doctor will examine you and perform a pelvic exam. The doctor will also order blood tests,
urine tests, and tests to check for the presence of sexually transmitted diseases (STDs), which
include an HIV test, a condition that is increasingly common in adolescent girls. (Because some
STDs can cause serious health problems in newborns, it is important to receive proper treatment
to protect the baby.)

INSTRUCTIONS FOR WRITING

EXPOSITIVE TEXTS

Meaning of expository text: they are of the informative type aimed at an audience that is
interested in the topic but does not specialize in it.

The public is interested in a topic that is unknown to them and that is why they turn to these types
of texts from books, a review, a conference or a newspaper article.

In the case of a specialized audience, it will involve a text in the same order and therefore greater
knowledge will be needed, such as a humanistic, legal or scientific text.

Characteristics of expository texts

 Examples of expository texts, characteristics
Expository texts present linguistic characteristics such as:

The use of the third person verbal in writing.

A type of denotative lexicon, that is, objective in order to be able to communicate reality in a clear
way so that the message can be understood by all readers or listeners in the case of a
conference.

All types of symbology are left aside, since they would not fit reality.

There is no creation in the words or literary resources, which are used in literary texts (visit:
examples of literary texts ) to notice the difference between them.

Enunciative and impersonal sentences are then used.

They are also characterized by the use of the indicative verbal mode and a timeless present.
Except when a description of certain processes is required, in which case the imperfect is used.

Although literary devices are not used, connectors are used as resources such as enumerations,
definitions, examples and comparisons when necessary.

During the school stage it is common to know it as an informative text, since it is about informing
knowledge.

Function of expository texts

 Examples of expository texts, function
Its function is to inform, without only limiting itself to citing data on a specific topic, but also with an
inductive intention, since own ideas are added to the data collected that will lead to finalizing the
topic.

It can be quadrative or framed when the topic is presented at the beginning and then developed in
the course of the text.

It can also be parallel when it is a structure in which ideas are presented without order of hierarchy
or importance.

Classification of expository texts

They can be informative when the intention is to provide information on a topic of interest to the
public sector that does not have acquired knowledge on that topic. These include collectibles,
conferences, encyclopedias, textbooks or notes.

The specialized ones differ from the previous one because they require certain knowledge about
the topic, since they are aimed at an audience with prior knowledge that needs to expand it, for
which they resort to scientific research or specialized reports on the topic in question.

Structure of expository texts

Examples of expository texts, structure

In general, since it depends on its purpose, the person who writes it must have comprehensive
knowledge about the subject, so that in turn they can take the writing into account from having an
idea of the possible knowledge that the writer may have. receiver.

After this introductory presentation, the development of the topic continues in a clear and precise
manner, using, if required, connectors such as examples and enumerations, among others, to
reach the conclusion on the topic.
Examples of expository texts:

Biography of Julio Cortazar

Julio Cortazar is an Argentine writer who was born in 1914 in Belgium where his father worked as
an official at the Argentine embassy in this country, coinciding with the start of the First World War.
Due to the beginning of the War, he remained with his parents in Europe until the age of 4, until in
1918 he returned to Argentina where he settled in Banfield.

After finishing his primary studies, he continued studying literature and teaching, working as a rural
teacher for five years. In 1951 he obtained a scholarship and traveled to Paris. At the end of the
scholarship he works at UNESCO as a translator and establishes his estate in Paris.

He published the series of short stories and The Kings as “Julio Denis” (his pseudonym) and also
at this time he already published Bestiario, a work that marks the influence of Jorge Luís Borges.

During the 1960s he was recognized internationally and was ranked as one of the great writers
along with Jorge Luís Borges, Carlos Fuentes, Juan Rufo, Mario Vargas Llosa and Gabriel García
Márquez, all belonging to the so-called boom of Latin American literature.

He adopted French nationality in 1981 but did not renounce his Argentine nationality. Widowed by
his second wife Carol Dunlop, he died shortly after on February 12, 1984 in Paris.

Example of expository text:

The cell
The cell is defined as the functional and morphological unit of every living being. Living organisms
are classified according to the number of cells. Unicellular if they have one cell like bacteria or
protozoa or multicellular when they have more than one cell like nematodes that have hundreds of
cells or billions of cells like in humans. The cell size is usually 10 µm.

According to cell theory all organisms are made up of cells. Each of them comes from others and
therefore the vital functions of living beings have to do with cells.
The first living organism arises from the birth of the first cell. Under a certain type of suitable
environmental conditions, inorganic molecules were transformed into organic ones, then they
associated to give rise to entities capable of self-replication.

Examples of expository texts: air pollution

Air is a combination of gases essential for life on Earth, it mainly combines oxygen and nitrogen. It
is colorless, tasteless and odorless in small volumes. In large spaces it is visible with a bluish color
due to the diffraction of light exerted on gas molecules. It is also made up of certain particles,
ozone, helium, krypton, neon, carbon dioxide, water vapor, argon.

This composition of gases makes up the Earth's atmosphere, which thanks to the force of gravity
is maintained around the Earth. The gases are mixed but not chemically combined, that is, it is not
a compound.

Its physical properties are expansion, contraction, fluidity, volume, density, mass and atmospheric
pressure.

Its components are divided into fundamental ones such as oxygen and nitrogen; secondary ones
such as carbon dioxide and noble gases; pollutants such as carbon monoxide, ammonia, nitrogen
dioxide, sulfur dioxide, ozone and nitrogen monoxide; universal ones such as atmospheric dust
that include among other microorganisms, spores, fine sand, salt, smoke and pollen.

Air pollution is an environmental problem that arises from various human activities such as
agriculture, farming, domestic, commercial and industrial.

Air pollutants considered primary are emitted by a source and remain in the atmosphere without
any modification, such as hydrocarbons, nitrogen oxide, carbon monoxide and sulfuric acid, as
well as other particles that are part of the primary air pollutants. the atmosphere.

There are also atmospheric pollutants considered secondary, since they are affected by chemical
changes such as short-lived radicals (ozone) and photochemical oxidants.
Example of expository text:
The ostrich
The ostrich is the largest strutioniform bird in the family. It is a flying Struthionidae bird. Its height
can reach 3 meters with a weight of 180 kilos.

It is distributed in semi-arid and warm areas. They can live in savannahs and deserts and also in
plains where there is not much vegetation such as in Arabia and Africa.

The largest percentage of ostriches live below the equator in Africa.

Like every bird it has no teeth, it does not chew. Once it takes food, it directs it directly to the
esophagus. It is a herbivore but with the ability to eat remains of carnivorous animals and even
consumes minerals or rocks that, when retained, can crush food.
The ostrich in the wild endures long periods without consuming water. It also does not have a crop
like most birds, therefore it stores food in its gizzard and proventiculus. It is these organs that store
and ferment it.

The ostrich does not hide its head under the ground, it only lowers it to the ground to hide its
presence from predators and look like a bush or it simply runs or attacks with its legs.

The female is silent, meaning she does not make a sound, but the adult male emits sound to
establish his territory and to keep his young under control. At this moment it makes a sound like a
roar. Females are only given a clucking sound when they are compared.

The white or yellow ostrich egg can measure up to 23 cm. weighing one or two kilos.

When the egg opens, it hatches and it is the male who takes care of the babies, helping the
female. Even a pair of ostriches often take care of the young of other pairs of ostriches. That is
why it is common to see pairs of ostriches with more than a hundred offspring of various sizes.
 Example of expository text
The following is an example of expository text. In it you will recognize its structures and characteristics.

 Second cycle

 Last update: 05/28/2010

 Print
Example of expository text
They warn that exposure to ozone increases the risk of death from respiratory illness

The presence of ozone gas on the Earth's surface has a harmful effect, since it is toxic and affects human health.

Long exposure to ozone, a component of smog, increases the risk of death from respiratory diseases, according to research
published today by the "New England Journal of Medicine."
In the upper layers of the atmosphere, ozone gas is a natural component that protects against ultraviolet radiation, which is
harmful to life.

However, its presence on the earth's surface has a very different effect, it is toxic and affects human health.

Man is precisely the culprit of the ozone concentrations in the lower layers of the atmosphere since the gas is formed as a
consequence of chemical reactions that occur, in the presence of sunlight, between oxygen and nitrogen dioxide from the
vehicle and factory exhaust pipes.

Although it contributes to the greenhouse effect, ozone is considered a secondary pollutant due to the time it takes to form.

Ozone
Now, a team of researchers from various institutions, including the universities of New York and Ottawa (Canada),
discovered that long-term exposure to ozone has negative consequences for human health.

Previous studies had shown that after a day in which high ozone levels were reached, there were more cases of heart attacks
and asthma, but they had not analyzed the impact of long-term ozone exposure on mortality.
"Our research shows that to protect public health we must not only reduce peak ozone levels, but also reduce long-term
cumulative exposure," said one of the authors, George D. Thurston.
Researchers followed 450,000 people over the age of 30 and residents of 96 metropolitan areas in the United States for 18
years.
The team correlated the deaths that occurred (48,884 from cardiovascular causes and 9,891 from respiratory diseases) with
ozone concentration data from the places where the deceased lived.

Deaths
After taking into account various factors such as age, race, education or diet, scientists discovered that there is a higher risk
of death from respiratory causes in areas with higher ozone concentrations.

The work separated the effects that ozone and particulate matter in the air (dust, soot) have on health: the former influences
respiratory diseases and the latter influences cardiovascular diseases.
When the ozone concentration level increases by 10 parts per billion, the risk of death from respiratory causes increases by
4%, especially from pneumonia or chronic obstructive disease.

The ozone levels recommended by the United States Environmental Protection Agency (EPA) are 75 parts per billion.

However, in areas near Los Angeles and Houston, where there is plenty of sun, gas levels range between 62.5 and 104 parts
per billion.
EXPOSITIVE TEXTS

WATER
Water is one of the most important elements on Earth: in fact, it covers three quarters of our planet

and, without water, no living being could live.

The total amount of water on Earth is, more or less, always the same, but it is not always in the same

place.

Most of the water is in the seas and oceans, in rivers and lakes, but there is also water below the

ground: men get it from there, digging holes that we call wells.

With the heat of the sun, water evaporates and rises through the atmosphere: upon reaching a certain

height, with the cold, the vapor condenses again into water droplets, thus forming clouds.

Those clouds move, pushed by the wind. If they reach somewhere colder (for example, if a mountain

forces them to climb even higher) or if the droplets, when gathered, increase their volume too much,

rain occurs: the droplets fall to the ground.

If the layer of air where the cloud arrives is very cold, the water droplets crystallize into snowflakes.

Sometimes, a layer of frozen air sneaks between the cloud and the ground: the water droplets that fall

from the cloud, when crossing that cold air, freeze and fall in the form of hail.

When water from rain or snow falls to the ground, when it melts, it slides or filters into the ground,

always downwards.

In this way, through the rivers the water returns to the sea and the cycle begins again.

The greatest rainfall occurs around the equator and in temperate zones close to the oceans, but there

are areas where it hardly rains: they are arid zones.

It does not always rain in the same way: there are drizzles, showers, downpours, waterspouts and it

does not rain the same every year: sometimes several months go by without rain, it is the drought.

Other times it rains so much that the rivers overflow and cause flooding.

María Lucía Araña

Ozone
Now, a team of researchers from various institutions, including the universities of New York and Ottawa (Canada),
discovered that long-term exposure to ozone has negative consequences for human health.
Previous studies had shown that after a day in which high ozone levels were reached, there were more cases of heart
attacks and asthma, but they had not analyzed the impact of long-term ozone exposure on mortality.

"Our research shows that to protect public health we must not only reduce peak ozone levels, but also reduce long-
term cumulative exposure," said one of the authors, George D. Thurston.

Researchers followed 450,000 people over the age of 30 and residents of 96 metropolitan areas in the United States
for 18 years.

The team correlated the deaths that occurred (48,884 from cardiovascular causes and 9,891 from respiratory
diseases) with ozone concentration data from the places where the deceased lived.

Julian San Martin

Pen

A ballpoint pen, ballpoint pen, ballpoint pen, ballpoint pen, sphere, duster, ballpoint pen, quill pen or ballpoint pen is a
writing instrument. It is the most popular and used in the world, and is characterized by its loading tip, which contains
a ball, usually made of steel or tungsten , which, in contact with the paper , doses the ink as it is rolled, in the same
way. so that a roll-on deodorant. It can be fine, medium or diamond point.

Basically it is a plastic or metal tube that contains the ink, having at one end the writing tip, which encloses a small
sphere or ball, from which it takes its name, and which serves to regulate the output of ink to the paper in a manner
fluid and constant. This tube or "load" (of ink) is located inside a frame that allows it to be held comfortably. Said frame
can be two parts (base and cap) or a single part, with various mechanisms that extend or retract the tip of the load to
protect it from impacts and prevent it from staining when carried in the pocket. Massive production has made its cost
very low and has made it the universal manual writing instrument.

Tungsten : Metal.

Dosing : Graduate the amount of other things.

Engarza: Interlock one thing with another.

Laila Macario
 THE FLAMINGOS

Flamingos are highly specialized gregarious birds that inhabit saline systems from where they obtain

their food (generally composed of microscopic algae and invertebrates) and materials to develop their

reproductive habits. The three species of South American flamingos obtain their food from the silty

sediment at the bottom of lagoons or lacustrine-saline mirrors of salt flats. The flamingo's beak acts as

a filter pump. The water and surface sediments pass through lamellae in which the prey they ingest

are deposited. The diet consists mainly of different species of diatom algae, small mollusks,

crustaceans and larvae of some insects.

To ingest food, they open and close their beak constantly, producing a slight clicking sound in the

water, and then raise their head as if to ingest what is retained by the beak. Sometimes, a certain

aggressiveness can be observed between members of the same species and towards other species

when they are looking for food, possibly caused by territorial conflicts.''

Josefina Trucco

The Dolphins
DOLPHINS ARE MARINE ANIMALS AND BELONG TO A GROUP CALLED CETACEANS, THEY MEASURE BETWEEN 2 AND 9 METERS
LONG WITH A FUSIFORM BODY AND A LARGE HEAD, THE ELONGATED MUZZLE, AND A SINGLE BLOW OUT ON THE TOP OF THE
HEAD (IT IS THE HOLE THEY HAVE). ). THEY ARE CRNIVORES. THEY LIVE RELATIVELY CLOSE TO THE COAST AND OFTEN
INTERACT WITH HUMAN BEINGS. LIKE OTHER CETACEANS, DOLPHINS USE SOUNDS, DANCE AND JUMPING TO
COMMUNICATE, ORIENT AND REACH THEIR PREY; THEY ALSO HAVE A SIXTH SENSE OF ECHOLOCATION, THEY EMIT SOUND
INTO THEIR SURROUNDINGS AND INTERPRETE THE ECHOES GENERATED BY THE OBJECTS SURROUNDING THEM.
 AGUSTINA OBERTO

THE SOLAR SYSTEM

The Solar System is a planetary system in which the Earth is located. It consists of a group of astronomical objects
that rotate in an orbit , due to the effects of gravity , around a single star known as the Sun from which it gets its name.
It was formed about 4.6 billion years ago from the collapse of a molecular cloud that created it. The residual material
originated a protoplanetary circumstellar disk in which the physical processes that led to the formation of the planets
occurred.

These have various movements. The most important are two: rotation and translation.

By rotation , they rotate on themselves around the axis. This determines the length of the planet's day .

By translation , the planets describe orbits around the Sun. Each orbit is the year of the planet.

Each planet takes a different time to complete. The farther, longer.

They rotate almost in the same plane, except for Pluto, which has a more inclined, eccentric and elongated orbit.

Valentina Tamagnini

The Barn Owl

It is a medium-sized bird, about 33 to 35 cm in length and a wingspan of 80 to 95 centimeters, with an average
weight for adults of 350 grams , and with no apparent difference between the sexes.
It has a characteristic heart-shaped facial disc. The tarsi are feathered, and the toes are covered with grayish
modified feathers.
The wings, relatively short and rounded, do not facilitate long and powerful flights, although the particular
structure of the filofeathers, especially soft and fringed, gives this raptor a silent flight, so that when you see
them fly, it seems more like they were floating before to flap.

They emit a pitiful and shrill cry, although the great variety of sounds they produce makes identification
difficult, except for the unmistakable hiss they emit when they feel threatened or when the young ones ask for
food.

It nests in humanized areas such as bell towers, attics, barns, or ruins. More rarely, and outside of these
habitats, it prefers cleared and pasture forests, roosting - it does not make nests - in tree cuts and hollows.

It breeds at any time of the year, and lays between 4 and 7 eggs, which it will incubate for about 32 days.
Incubation is carried out exclusively by the female, while the male will hunt for the entire family.

Although the young are capable of flying at 50 days, they normally do not leave their
parents until they are 3 months old.

They feed mainly on small rodents , especially mice and shrews , although they also hunt small birds , insects
and, to a lesser extent, amphibians and reptiles .

Its hunting method consists of using its wide facial disc as a sophisticated parabola to receive the sounds
emitted by its prey, which it then locates to catch with its long fingers, after pounced on them in almost
absolute silence.

An adult owl eats approximately three mice a day. A couple that raises between 3 or 5 chickens will hunt
many more rodents.

Their ability to digest bones is very poor.

Paula Bernardi
 JELLYFISH

The Jellyfish is one of the most beautiful creatures that lives in the seas. Its transparent body , similar to the shape of
a zeta, takes on different shades of pink, violet and blue with the water. From its edges, a multitude of long and thin
tentacles grow, which create deadly traps for fish, because thanks to the poisonous cells, they immobilize any small
animal that touches them and, in larger fish, causes an annoying sting.

A kind of handle hangs from the central part of the jellyfish; At its end is the mouth and the handle itself constitutes the
esophagus.
Although there are some freshwater jellyfish, they are mainly marine. Jellyfish are found in all seas, but are most
abundant in warm seas.

Their size is diverse: they range from tiny ones measuring one centimeter in diameter to giant ones whose body
measures 2.5 meters and have tentacles that are 36 meters long. The most common thing is that they do not exceed
one meter in diameter.
The development process of jellyfish is very complicated. From the egg emerges a very small animal, a larva called a
planula, which swims happily from one side to the other. After a few days, the planula descends to the sea floor and
settles on a rock.
Later, between the mouth and the foot, some indentations appear that surround the polyp as if they were rings. These
rings are gaining depth. Until the animal is divided into several independent slices, but still joined together. The slices
take on the typical appearance of a jellyfish hat, while the long ribbons of the tentacles appear at the edges.
Upon reaching this point, they separate and many more jellyfish appear floating between two waters and, with
rhythmic contractions, they move from one side to the other in search of the fish that constitute their food.

Where you live? : In all the seas

Food: Fish and small aquatic animals

Customs: They live alone or in groups

Characteristics: Its body has a zeta appearance. In the legs there are cells

Poisonous, gelatinous constitution.

Ludmila Baigorria

They warn that exposure to ozone increases the risk of death from
respiratory illness
The presence of ozone gas on the Earth's surface has a harmful effect, since it is toxic and affects human health.

Long exposure to ozone, a component of smog, increases the risk of death from respiratory diseases, according to
research published today by the "New England Journal of Medicine."

In the upper layers of the atmosphere, ozone gas is a natural component that protects against ultraviolet radiation,
which is harmful to life.

However, its presence on the earth's surface has a very different effect, it is toxic and affects human health.
Man is precisely the culprit of the ozone concentrations in the lower layers of the atmosphere since the gas is formed
as a consequence of chemical reactions that occur, in the presence of sunlight, between oxygen and nitrogen dioxide
from the vehicle and factory exhaust pipes.

Although it contributes to the greenhouse effect, ozone is considered a secondary pollutant due to the time it takes to
form.

Ozone

Now, a team of researchers from various institutions, including the universities of New York and Ottawa (Canada),
discovered that long-term exposure to ozone has negative consequences for human health.

Previous studies had shown that after a day in which high ozone levels were reached, there were more cases of heart
attacks and asthma, but they had not analyzed the impact of long-term ozone exposure on mortality.

"Our research shows that to protect public health we must not only reduce peak ozone levels, but also reduce long-
term cumulative exposure," said one of the authors, George D. Thurston.

Researchers followed 450,000 people over the age of 30 and residents of 96 metropolitan areas in the United States
for 18 years.

The team correlated the deaths that occurred (48,884 from cardiovascular causes and 9,891 from respiratory
diseases) with ozone concentration data from the places where the deceased lived.

Deaths

After taking into account various factors such as age, race, education or diet, scientists discovered that there is a
higher risk of death from respiratory causes in areas with the highest concentration of ozone.

The work separated the effects that ozone and particulate matter in the air (dust, soot) have on health: the former
influences respiratory diseases and the latter influences cardiovascular diseases.

When the ozone concentration level increases by 10 parts per billion, the risk of death from respiratory causes
increases by 4%, especially from pneumonia or chronic obstructive disease.

The ozone levels recommended by the United States Environmental Protection Agency (EPA) are 75 parts per billion.

However, in areas near Los Angeles and Houston, where there is plenty of sun, gas levels range between 62.5 and
104 parts per billion.

Nicolas Carezzano

Canaries
Canaries belong to the genus Serinus, assigned to the finch family, and to the order of passerines. It is native to
the Canary Islands, the Azores Islands and the Madeira Islands. Currently considered a close relative of the
European vermin (Serinus serinus).

There are various theories about the origin of its common name. The most accepted and logical one says that it
comes from the Canary Islands. Since these islands were where the greatest number of this type of bird existed,
they gave it its name. Canary bird. The canary is considered, according to a law of the Government of the
Canary Islands, the natural symbol of the Canary Archipelago, together with the Canary Palm Tree. Its habitat in
the wild is made up of semi-open areas such as orchards and groves.
 Ivan Benegas

WATER
Water is one of the most important elements on Earth: in fact, it covers three quarters of our planet
and, without water, no living being could live.

The total amount of water on Earth is, more or less, always the same, but it is not always in the same
place .
Most of the water is in the seas and oceans, in rivers and lakes, but there is also water below the
ground: men get it from there, digging holes that we call wells.

With the heat of the sun, water evaporates and rises through the atmosphere: upon reaching a certain
height, with the cold, the vapor condenses again into water droplets, thus forming clouds.

Those clouds move, pushed by the wind. If they reach somewhere colder (for example, if a mountain
forces them to climb even higher) or if the droplets, when gathered, increase their volume too much,
rain occurs: the droplets fall to the ground.

If the layer of air where the cloud arrives is very cold, the water droplets crystallize into snowflakes.

Sometimes, a layer of frozen air sneaks between the cloud and the ground: the water droplets that fall
from the cloud, when crossing that cold air, freeze and fall in the form of hail.

When water from rain or snow falls to the ground, when it melts, it slides or filters into the ground,
always downwards.

In this way, through the rivers the water returns to the sea and the cycle begins again.

The greatest rainfall occurs around the equator and in temperate zones close to the oceans, but there
are areas where it hardly rains: they are arid zones.

It does not always rain in the same way: there are drizzles, showers, downpours, waterspouts and it
does not rain the same every year: sometimes several months go by without rain, it is the drought.
Other times it rains so much that the rivers overflow and cause flooding.

Maria Clara Maderna

THE BEE

Within the Animal Kingdom, we find insects. Within this group there are BEES

CHARACTERISTICS: the body of these insects is hairy, it has two antennae on its head that serve its sense of smell and thus locate
its flowers.

It has very thin and transparent wings. They live in colonies and there is a single queen, worker bees and drones.
THE WORKERS: they live no more than 50 days and are responsible for working constantly.

THE DRONES: They are male bees and are only intended to fertilize the queen bee.

THE QUEEN: she is female and there is only one per hive, her function is to lay eggs, she lives for about 4 years and can lay
200,000 eggs in her entire life.

FEEDING: feeds on pollen and nectar from flowers

HABITAT: They are found on all continents, except Antarctica and places where it is very cold.

REPRODUCTION: they are oviparous, since they are born from an egg.

Lihuen Nardi
April Aberastegui
Elina Picco
example of basic expository text
09/04/2013 Written by Santiago 10 Comments
The example of expository text that I am going to show you in this
article is intended to be a starting point or template for creating your
own expository texts. I always say that discursive modalities like
exposition can be learned, but they must also be taught.

The important thing when teaching an expository text to students is to

create a basic template so that all the texts produced have the same
form and the same starting point.
What do we need to create an example of a
basic expository text?
It is important to remember that the expository text is informative in
nature. Therefore, objectivity will predominate throughout the text. In an
expository text there is no room for personal opinion or the use of the
first person. Furthermore, we must avoid using verbs in the past
because we run the risk of telling instead of informing.

1. Title . The title will be brief and preferably a Noun Phrase with a
Core Complement (optional).

2. Paragraphs. Each paragraph will be separated by a blank space.

This makes it easier to read and understand.

 Paragraph 1. Introduction. The topic that the exhibition will deal

with is presented in an informative way.
 Part 2. Development. It is usually the longest part of the exhibition
because it delves deeper into the topic of what is being exhibited.
 Part 3. Conclusion. The expository text ends by focusing on some
aspect that appeared in previous paragraphs or adding some type
of new information.

3. Textual connectors .

 Paragraph 1. A textual connector will appear after the first

sentence.
 Paragraph 2. A textual connector will appear at the beginning of the
paragraph.
 Paragraph 3. A textual connector will appear at the beginning of the
paragraph.
4. Grammatical person . The third person singular will be used.

5. Verb tense . The present indicative will be used.

6. Other linguistic aspects :

 Parenthesis
 Acronym
 Photographs
 Graphs and diagrams

Here is an example of basic expository text. The data collection has

been extracted from Wikipedia :

Exclusive Content!

To unlock exclusive content you just have to perform one of these social actions. Thank you!

I like

+1

Tweet

mistake
If you want to see more examples of free texts
like this example of expository text, you can go to
examplesdetextos.com
1. Title . Brazil. It is an SN without Core Plugins. Its synonym in the text
is country (yellow).

2. Paragraphs.

 Paragraph 1. Introduction. Name, location and extension.

 Part 2. Development. Climate, Amazon rainforest, flora and fauna
and population.
 Part 3. Conclusion. Language, colonization and religion.

3. Textual connectors . (blue).

4. Grammatical person . The third person singular (green) will be

used.

5. Verb tense . The present indicative (green) will be used.

6. Other linguistic aspects : (brown).

 Parenthesis
 Acronym
 Photographs
 Graphs and diagrams

You see how easy it is to create an expository text. Once you have
decided on the topic and collected the data to be included in the text,
you just have to write it. To do this, I recommend that you use this
template as an example of expository text and increase its difficulty
depending on the course and the information you have available. And
don't forget that:

TOSO CAN BE LEARNED. EVERYTHING MUST BE TAUGHT

If you are a student or teacher, join the Justify your answer

Facebook Page at the following link . You're going to love it!

Expositive text
This type of text is known as informative in the school environment. The primary function of
informative text is to transmit information, but it is not limited to simply providing data but also
adds explanations, describes with examples and analogies.

It is present in: - All sciences, both physical-mathematical and biological, as well as social, since the
central objective of science is to provide explanations for the characteristic phenomena of each of
its domains. - In the subjects of the physical-mathematical area, the characteristic form that the
explanation takes is the demonstration.

Contact with this type of texts is therefore constant in school from the Initial Level until the end of
schooling, but despite this, students demonstrate serious difficulties in understanding them.

The main characteristics of expository texts are:

 declarative sentences predominate

 the third person is used · the verbs of the main ideas are conjugated in the Indicative Mood
 the registration is formal l · a large number of technical or scientific terms are used
 subjective expressions are not used

Functions of an expository text

a.- it is informative , because it presents data or information about facts, dates, characters,
theories, etc.;

b.- it is explanatory , because the information it provides incorporates significant specifications or

explanations about the data it provides;
c.- it is directive , because it functions as a reading guide, presenting explicit keys (introductions,
titles, subtitles, summaries) throughout the text. These keys allow us to differentiate fundamental
ideas or concepts from those that are not.

How is information organized in an expository text?

The information in this type of text is not always presented in the same way but we will observe
different forms of discursive organization, namely:

1) Description : consists of the grouping of ideas by mere association,

2) Seriation : presents organizational components referred to a certain order or gradation

3) Causality : exposes the reasons or foundations why the succession of ideas occurs

4) Problem – solution : first presents an unknown, then relevant data and finally provides possible
solutions

5) Comparison or opposition : presents similarities or differences between diverse elements, for

example:

In every expository text the presence of logical connectors is essential. This type of connectors
indicate the structural organization of the text. Which are the most frequent?

 For serialization: furthermore, after, also, likewise, in addition, . first, next, etc.
 For causality: then, therefore, therefore, therefore, so, because, in order to, etc.
 For problem/solution structure: in the same way, similarly, similar to, etc. But, despite, however, on the
contrary, on the other hand, although, etc.

Some teaching guidelines

The objective of reading an expository text is to expand one's knowledge of a topic, so reading
should be slow and reflective. We recommend going back over each paragraph, asking yourself
about what you read and establishing relationships with the previous knowledge we have.

Let's get our students used to following the following steps:

1. read each paragraph carefully

2. recognize the main ideas of each paragraph (you can point them out in the text and make
marginal notes that summarize the idea of that paragraph)
3. connect ideas with each other . thus allowing thematic progression
4. organize ideas hierarchically
5. recognize the plot that connects the main ideas to each other
6. identify the topic of the text
We will develop various reading comprehension strategies according to the type of text we
address. In the case of expository text we can reorganize the information through synoptic tables,
conceptual maps, timelines, according to the plot of the expository text.

Expository texts with a narrative plot usually develop historical processes or natural processes. For
these texts it is appropriate to develop a timeline or an outline that charts a sequence of steps.

Expository texts with a descriptive plot are those classificatory texts , which organize
information into classes and subclasses. This type of plot is very common in school.

We can work with our students with the definition of a dictionary and ask them to make a
semantic map that graphs the information in the following text. For example, below we quote a
definition of mollusk that is an expository text with a descriptive plot

Mollusk (from lat. Molluscus, soft) Zool. Animal type or filium with approx.
120,000 species, belonging to the deterostomes. Mollusks have soft, unprotected
skin, often covered by secretion from the mantle fold, the shell. They have
developed a special shape in the lower part of their body, called the foot, which
allows them to move by crawling. It is divided into two subtypes. Amphineurs
are more primitive. Exclusively marine, they are provided with two pairs of
nervous cords, which cross the body and form a kind of triple ladder nervous
system by means of connective cords. The classes solenogastros, with 140
species, and placophorans, with more than 1,000 species, and placophorans,
with more than 1,000 species, belong to this group. The second subtype,
shellfish, includes those mollusks with true continuous shells. Four classes are
distinguished: gastropods, with approx. 85,0000 species, the scaphopods, with
approx. 300 species; the bivalves, with approx. 25,000 species and cephalopods,
with approx. 8,500 species. (Taken from Clarín Encyclopedia, Volume 17. Bs. Ace.
1999)

Descriptive text
It refers to the characteristics or properties of an object, its structure is basically organized on the
spatial dimension. Description then always involves a form of analysis, since it involves the
decomposition of its object into parts or elements and the attribution of properties or qualities.

It is present:

 In the Language area

 It is very characteristic of the area of Natural Sciences and Geography.

It is a type of text that is acquired early but presents greater difficulties than narrative text, since
there is no basic criterion that facilitates comprehension or production. The selection and order of
presentation of the characteristics of the object to be described will be determined by the purpose
of the text. The description is usually more than an enumeration since it implies interrelation of
elements.

Let's go on to detail what are the elements that intervene in a descriptive text:

to. The observer: the position of the observer can be: · Inside the scene or
painting or outside of it · In first or third person · Fixed or moving

b. The real or imaginary world: the objects or elements to describe can be

landscapes, indoor or outdoor environments, people, objects, animals.
Elements can be still, moving, or both at the same time. They can also be seen
partially, in their entirety, in detail.

c. Resources: a large number of resources are used in descriptive texts, some

of which are their own or characteristic. The use of language is very detailed
and, in literary descriptive texts, an aesthetic goal is pursued, so the
deployment of resources is even greater.
What are those resources? We list them below:
 Profuse adjectives

 Images (auditory, tactile, visual, gustatory, olfactory) ·

 Comparisons

 Metaphors
Therefore, description requires lexical competence to name, since if we try to describe an object it
is necessary that we know its parts and the respective names of each of them. Philipe Hamon in
Introduction to the analysis of the descriptive states that describing basically consists of expanding
the name of an object through a nomenclature (specific words or terms that designate the parts)
and a series of predicates (what is said about those parts , that is, what they are like). This author
cites several examples, such as the poem “The Free Union” by André Breton, in which the poet
describes the body of a woman through the enumeration of the parts, each of them followed by
allusive metaphors:

“...My woman with firewood hair, thought of lightning bolts of heat, and an hourglass waist...”

In addition to taking examples from literature, Hamon cites and includes among the descriptive
texts classified ads for the sale of real estate, advertisements and riddles. In the case of riddles, the
object is not named but rather described. We recommend working with all types of descriptive
texts, taking advantage of their analysis not only from the area of Language, but also reflecting on
their characteristics when we read a description in the Natural Sciences book, for example. We can
ask them to look up a definition in the dictionary and analyze it, to see what resources were used;
When analyzing a classified ad for a property, pay attention to what elements were omitted, which
are present, etc.

Instructive texts
Instructions are present daily in our daily lives, both in school and outside of it. The scientific and
technological development of recent times increasingly requires the intervention of instructional
discourse in tasks that were previously carried out in contact with other people. Let's think about
everyday examples: the telephone repair service or the information service, searching for
information about our bank accounts through the Internet, the ATM, among many other cases.

The main characteristics of instructional texts are:

 special format
 development of procedures composed of steps that must be completed to achieve a result. In some
cases the sequence of steps is fixed and in others there are several alternative sequences (as in word
processors).
 the infinitive, the imperative mood, is used. (turn on the computer or turn on the computer). or
impersonal forms (the computer turns on)
 graphic markings such as numbers, asterisks, or hyphens are used to differentiate or sequence the
series of steps
 accompanying images to reinforce or clarify the steps to follow

Other texts close to instructions are: regulations and operating rules, which also indicate how to
act in a certain place or circumstance. The difference with instructions is that the objective is
prescriptive and is not to learn or do something.

Classroom activities
We can ask the kids to:

1. Think about a dessert or cake that you usually make. Take into account the ingredients in the
recipe, write them down. Describe the steps to follow and number them. Check if the
information is complete. Did they omit any relevant information? Are the steps ordered
correctly?
2. They will play cards with a friend who doesn't know the game. To do this, they must explain it
as clearly as possible. Ask them to write down all the details, giving it a clear and appropriate
format so that anyone can read the instructions and understand it. Share the experience with a
friend. Do you understand the game? What data did you omit? Rewrite the instructions.
3- Imagine that you have to explain to a person the operating rules of an ATM. Remember the
sequence of steps, make a note of them. Review them and make the necessary corrections.

by María Elena Camba

Argumentative text
It is a discursive type that encompasses the characteristics of other texts and makes them more
complex.

Characteristics

 The sender has two purposes: to take a position on a given topic and at the same time influence his
interlocutors regarding that topic.
 The sender develops a set of strategies to convince the receivers
 Different points of view are presented and a position is taken for one of them.
 Textual organization composed of a series of arguments or reasoning that end in a conclusion

Structure with a basic outline

1. fact (hypothesis)
2. demonstration with argumentative sequence(s)
3. conclusion

Fact or hypothesis
The fact or hypothesis, the object of the argument (also called proposition or thesis ), is the
assertion that is going to be accepted, refuted or questioned.

Demonstration
The demonstration is made up of the different argumentative sequences. These sequences are
formed by several procedures:

 clarification,
 exemplification,
 explanation,
 concession,
 denied,
 hesitation, etc.

In the same way as in expository texts , in argumentative sequences there are characteristic
connectors that indicate progress in the enunciation of ideas.
Connectors:

 Notice errors, clarify adverse arguments (clarification)

 It is true that...
 but not as to what....
 Exemplify, moving from general statements to particular cases (exemplification)
 That is to say,
 as,
 For example...
 In the same way that....,
 Explains or expands on an idea to facilitate understanding (explanation)
 so...,
 so...,
 in other terms .
 They partially object to some statement or concept of the author ( concession )
 Yes ok...,
 besides...,
 however...,
 although...
 They have advantages and disadvantages ( hesitation )
 It is true that...
 but...,
 from another point of view or way...
 They discard the validity of an argument (denial)
 In opposition to...,
 Contrary to...,
 it's not true that...

Conclusion
The conclusion constitutes the third part of the structure of argumentative texts. The author
returns to the initial hypothesis and demonstrates the validity of his proposal.

Keywords that announce the conclusion concluding to finish / finally summarizing, etc.

Suggested activities for the classroom

For Initial Level

1. We read a story or narrate it. Then we talked with the kids about him, what they liked the most and why,
if they thought it was good how the protagonist acted, how they would have acted in his place. We
 guide them in their responses, helping them to argue their opinions, ordering and prioritizing their
ideas, discovering little by little what they are trying to say. Then we write down the conclusions on the
blackboard. We read them again remembering each other's.
2. We can do the same activity with the projection of a movie or talking with them about the cartoons
they see.

First Cycle of Primary Level

1. Discuss a current topic of interest to the students. Read letters from readers, identifying opinions for or
against the previously mentioned event.
2. Propose to the kids that they write letters in which they express their opinions.

For Second Cycle of Primary Level and Middle Level

1. Search for editorials and letters from readers in newspapers. Point out the argumentative procedures.
2. Work on a current topic. Comment on different newspaper articles and discuss the topic as a group in
the classroom. Propose that the children write letters from readers and send them to the newspapers
for publication.
3. Present an argumentative text with the sequence out of order. Correctly order the argumentative
sequences.
4. Present a topic that is of interest to your students. Ask the kids to research it for a week. After that
period, divide the class into two groups: those who are in favor and those who are against. Each group
must look for arguments to defend their opinions and will record in writing the arguments in favor of
the thesis, the objections that can be raised and the responses to those objections. Then, the debate will
take place. The teacher will act as coordinator, dividing the blackboard in two to record the main
arguments of each group and will carry out a final evaluation, basing which group has stood out.

For Intermediate Level

Read the following article carefully:

The solidarity act of organ donation

Although transplants have become a common practice, there are still strong
fears among the population about donating organs. Achieving its
improvement is the key to increasing the number of solidarity givers needed to
save thousands of lives. The reasons that make the decision to be a donor
difficult are multiple. In many cases, they are rooted in religious, moral or
philosophical convictions that question donation. In others, they are based on
fear of the existence of organ traffickers, or distrust in the health system, which
leads to thinking that someone might not be assisted well or in time to obtain
their organs. There is also the frequent case of those who cannot feel solidarity
at the moment when they are going through the pain of the death of a loved
one, which is when they are required to arrange for the delivery of organs to
prolong the life of another human being. It is necessary, then, to clarify some
issues. First, the complexity of the ablation and transplant procedure, in which
several highly specialized medical teams are involved, makes the existence of
clandestine circuits very unlikely. Second, the necessary compatibility between
donor and recipient also eliminates the possibility of manipulations that could
lead to “on-demand” deaths. The last question is the most complex. Because
until now, even if someone has expressly expressed their willingness to donate,
it is the family that is consulted at the moment in which it can be made
effective. And such consultation comes at a crucial moment, generally not
conducive to deep reflections, especially if they have to lead to a quick
decision. When the presumed consent provided for in the law is in force, which
implies that only the refusal to donate must be expressly expressed, many of
these problems will be avoided. Meanwhile, public campaigns must clarify the
nature of the technical procedures, to dispel ghosts. But, essentially, they
should aim to raise awareness of what it means to save another life. Because to
decide at a critical moment, the idea must have been previously considered
and discussed, calmly and in depth. No one is exempt from the fact that the
life to be saved may be their own or that of a loved one. That is why it should
be noted that it is easier to regret not having consented to a donation in time
than to regret having done so.'' (Clarín. Opinion. Friday, July 26, 2002)

1. Identify the argumentative situation that arises

2. Arguments or points of view against the main statement appear in the text, list what they are.
3. What are the strategies that the journalist develops to convince readers?
4. What is the conclusion of all the arguments? Where in the text is it?
5. Indicate in the margin the parts into which this text is divided (fact, demonstration, conclusion)
6. In the argumentative sequences there are characteristic connectors that indicate the progress in the
enunciation of ideas. Point out which ones the writer uses, identify what type of connector it is and
justify its use in each case.