Mr.

Allen OGMS Social Studies --- Expository Essay Writing

Name: _____________________________________________________________ Period: ____

GUIDELINESFOR WRITING AN EXPOSITORY ESSAY

5 Paragraph Essay

An expository essay is a formal written piece that provides information about a specific subject or topic.
Basically, an essay uses many of the same rules as summarizing paragraphs, with one difference -- essay
paragraphs do not need ‘closing sentences’. Writing an expository essay requires a lot of preparation. It
includes gaining a deep understanding and critically thinking about the subject. The information and data
must be organized in a logical manner, and they must be written in a way that is clear and convincing to the
reader. Here’s the process: READ CAREFULLY

1) Develop your main idea from your learning and gather supporting details / examples
a) Read, take notes, and know your subject.
b) Develop your main idea about your subject -- (your thesis statement).
c) Gather your supporting details / examples
d) Organize your information for your essay using an outline or graphic organizer.

2) Type your draft essay

a) Write an Introductory Paragraph for your essay (Paragraph 1)
i) The sentence that states the main idea or subject of your essay is called the thesis
sentence. It must be clear and direct, as well as interesting. Throughout your essay, you
must direct your writing towards the thesis sentence.
ii) In the same introductory paragraph, state your main supporting points -- the three best
specific ideas/reasons that you have to support your thesis sentence. These ideas/reasons
become the topic (and topic sentences) of your “middle” (“body”) supporting paragraphs.
iii) The introductory paragraph should capture the reader’s interest and make him/her want to
read your essay.
b) Write the Body (middle) of the essay (Paragraphs 2, 3, 4)
Each of your 3 main supporting points should be developed into topic sentences for each
of your three body paragraphs. Use the same order that you had in your introductory
paragraph. Be sure to give supporting details and/or examples that are specific, relevant and
accurate. Body paragraphs are like summarizing paragraphs, except you do not need a
closing sentence in the paragraph.
c) Write a Concluding (closing) paragraph (Paragraph 5)
In the concluding paragraph, you need to restate your thesis sentence in a fresh way, and
summarize the main points of your essay. Do not introduce new material in the conclusion.
Do not copy the introductory paragraph. Be fresh. Remind the reader with a ‘clincher’
sentence that what you wrote was important and care about your topic.

3) Revise your draft essay, using the following checklist (modified from “Write Source”, 2000)
If your answer is “No” then go back and make corrections.
a) Does the opening paragraph have a thesis sentence? ___ Yes ___ No
b) Do the main points in the introductory paragraph support the thesis sentence? ___ Yes ___ No
c) In the body paragraphs, are the main points clearly identified as topic sentences and developed
with relevant details/examples? ___ Yes ___ No
d) Does the closing paragraph tie everything together and help readers understand the importance
of the subject? ___ Yes ___ No
e) Does the writing sound like I really care about my subject? ___ Yes ___ No
f) Is my grammar and spelling correct? ___ Yes ___ No
g) Did I avoid using personal pronouns? ___Yes ___ No
h) Is my essay interesting and enjoyable to read? ___Yes ___ No

4) Type your final version.

Mr. Allen OGMS Social Studies --- Expository Essay Writing

FORMATTING (see example model essay)

• Typed on 8 1/2 x 11 white paper,

• 1.25” margins throughout,
• 12 point Times New Roman,
• Paragraphs are double-spaced,
• Paragraphs are indented,
• Header (with your full name, period and date) is single spaced in the upper left hand corner,
• Title Centered and Capitalized,
• Stapled

TRANSITIONAL DEVICES (CONNECTING WORDS)

Transitional devices are like bridges between parts of your paper. Transitional devices help you
carry over a thought from one sentence to another, from one idea to another, or from one
paragraph to another with words or phrases. Also, transitional devices link your sentences and
paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.
Do not overuse. [http://owl.english.purdue.edu/handouts/general/gl_transition.html

To Add: and, besides, equally important, finally, furthermore, too, next, lastly, in addition,
To Compare/Contrast: but, yet, on the other hand, however, nevertheless, on the contrary,
where, compared to, but, although, after all, in contrast, similarly, in the same way
To Prove: because, for, since, obviously, in fact,
To Show Exception: yet, still, however, nevertheless, in spite of, despite, of course, once in a
while, sometimes
To Show Time: immediately, soon, finally, then, later, previously, formerly, first (second, etc.),
next, and then,
To Emphasize: definitely, extremely, obviously, in fact, in any case, absolutely, positively,
naturally, surprisingly, always, forever, eternally, never, unquestionably, without a doubt,
especially, certainly, undeniably
To Show Sequence: first, second, third, and so forth; next, then, now, at this point, after,
afterward, finally
To Give an Example, or Clarify: for example, for instance
To Conclude: on the whole, summing up, to conclude, in conclusion, therefore, consequently

‘DO NOTS’

• DO NOT use proper pronouns such as ‘I’ or ‘you’ in the essay.

• DO NOT write a vague thesis or topic sentence. For example: “The Native Americans were
very interesting.” “Martin Luther King Jr. was famous for many reasons.” “There are many
reasons why ….”
• DO NOT ramble on with unrelated information in your paragraph. [While a sentence or two
to give a little background is okay in your paragraph, try to stick to only those details that
support your main idea.]
• DO NOT end an essay (closing paragraph) with: “Now you know why…” “You can see
that…” “So that is why…” “These are the reasons why…” “This sums up why…”
 Mr. Allen OGMS Social Studies --- Expository Essay Writing

Name __________________________ Period: ___ Essay Writing Organizer

Introduction -- Paragraph 1
Main Idea (Thesis Sentence):

Supporting Point 1:
Supporting Point 2:
Supporting Point 3:

Body-- Paragraph 2 Body-- Paragraph 3 Body-- Paragraph 4

Topic Sentence (Supporting Pt 1): Topic Sentence (Supporting Pt 2): Topic Sentence (Supporting Pt 3):

3 Details / Examples: 3 Details / Examples: 3 Details / Examples:

Conclusion -- Paragraph 5
Restate Main Idea:

Sum up major points:

"Clincher":

Name __________________________________________ Period: ____ Date: ________________

Mr. Allen OGMS Social Studies --- Expository Essay Writing

ESSAY ORGANIZER #2 – 5 PARAGRAPH FORMAT

Introduction -- Paragraph 1
Thesis Sentence (Main Idea): ______________________________________________________
_________________________________________________________________________________
Main Supporting Points you intend to use and expand upon in your body paragraphs:
1] ______________________________________________________________________________
2] ______________________________________________________________________________
3] ______________________________________________________________________________

Body -- Paragraph 2
Topic Sentence (Supporting Point 1):
_________________________________________________________________________________
Details/Examples:
1] _______________________________________________________________________________
2] _______________________________________________________________________________
3] _______________________________________________________________________________

Body -- Paragraph 3
Topic Sentence (Supporting Point 2):
_________________________________________________________________________________
Details/Examples:
1] _______________________________________________________________________________
2] _______________________________________________________________________________
3] _______________________________________________________________________________

Body -- Paragraph 4
Topic Sentence (Supporting Point 3):
_________________________________________________________________________________
Details/Examples:
1] _______________________________________________________________________________
2] _______________________________________________________________________________
3] _______________________________________________________________________________

Conclusion – Paragraph 5
Restate Thesis (Main Idea):
________________________________________________________________________________
________________________________________________________________________________

Restate Main Supporting Points:

1] ______________________________________________________________________________
2] ______________________________________________________________________________
3] ______________________________________________________________________________
 Mr. Allen OGMS Social Studies --- Expository Essay Writing
4 3.5-3.0
• Writer identifies a clear and
focused main idea in an
original, creative way,
capturing the interest of the
reader.
• A thesis sentence in the
introductory paragraph
clearly states the main idea;
there are three (or more)
excellent supporting points
relevant to the thesis
sentence; the introductory
paragraph is creatively
written to grab the reader.
• There are three body
paragraphs, each with a well
defined topic sentence to lay
out the supporting points (in
the order they were listed in
the introductory paragraph);
each body paragraph gives
strong, relevant details and
examples to support the topic
sentence; well organized
• A closing paragraph recaps
the main idea in an original,
creative way. Uses a
‘clincher’ sentence to show
that what you wrote was
important and you care about
your topic.
• Correct spelling and
grammar; excellent sentence
fluency; neatly written; proper
use of conventions;
demonstrates a higher grade
level of word choice; formal
voice
• See level 5-6 of the Six-
Traits Writing Rubric.
• Follows all writing guidelines
in the essay packet.
• Follows all essay formatting
instructions.
• Level 1: Incomplete or missing introductory, body and closing paragraphs. Content undeveloped. Little or no
effort is put into the development of the essay. Does not follow the writing guidelines from the essay packet.
Does not follow the essay format instructions. See level 1-2 of the Six Traits Writing Rubric.
Rubric: Five Paragraph Expository Essay
• A thesis sentence in the
introductory paragraph
identifies a clear and
focused main idea; there
are three supporting
points relevant to the
thesis sentence; well
organized and developed
to gain the reader’s
interest.
• There are three body
paragraphs, each with a
clear topic sentence that
supports the main points
of the introductory
paragraph (in the order
they were listed in the
introductory paragraph);
each body paragraph
gives relevant details and
examples to support the
topic sentence; organized
throughout and easy to
follow.
•
A closing paragraph recaps
the main idea without being
overly repetitive. Ideally,
has a ‘clincher’ sentence to
show that what you wrote
was important and you
care about your topic.
• Correct spelling and
grammar; good sentence
fluency; neatly written;
proper use of conventions;
demonstrates grade level
vocabulary use; avoids
personal pronouns; formal
voice.
• See level 4-5 of the Six-
Traits Writing Rubric.
• Follows the writing
guidelines in the essay
packet.
• Follows essay format
instructions.
2.9-2.5
• A thesis sentence in the
introductory paragraph
states the main idea and
there are three supporting
points relevant to the thesis
sentence. However, they
not as fully developed as
could be.
• There are three body
paragraphs, each with a
topic sentence. However,
they do not always support
the main points of the
introductory paragraph;
each body paragraph
provides some details and
examples to support the
topic sentence; can be
somewhat difficult to follow.
• A closing paragraph is
present but may lack
development, too short, or
copies the introductory
paragraph.
• Some spelling and grammar
errors; some awkward
sentences; neatly written;
conventions errors evident;
demonstrates word choice
at or slightly below grade
level; occasional use of s
personal pronouns;
occasional informal voice.
Generally flows okay.
• See level 3-4 of the Six-
Traits Writing Rubric.
• Follows most, but not all, of
the writing guidelines in the
essay packet.
• Follows many, but not all,
essay format instructions
(Typed, white paper, 1.25”
margins throughout, 12
point Times New Roman,
double spaced, proper
header single-spaced, Title
Centered and Capitalized)
2.4 – 2.0
• A thesis sentence is
weak or does not fully
identify the main idea;
introductory paragraph is
minimal or missing.
Supporting points are
minimal, missing or are
not relevant to the thesis
sentence. Introductory
paragraph weak.
• There is one, two or
three body paragraphs;
topic sentences for body
paragraphs are missing
or not relevant to the
thesis sentence; details
and examples to support
the topic sentence are
missing or not relevant;
confusing organization;
minimal development.
• A closing paragraph is
present but wonders or
simply copies the
introductory sentences.
• Incorrect spelling and
grammar; lacks sentence
fluency; not neatly
written; improper use of
conventions;
demonstrates poor word
choice; inappropriate use
of personal pronouns.
Errors disrupt the flow of
the essay and make it
difficult to read.
• See level 2-3 of the Six-
Traits Writing Rubric.
• Does not follow the
writing guidelines from
the essay packet.
• Does not follow two or
more of the essay format
instructions.