The Expository Text. Structure and Characteristics

THE EXPOSITORY TEXT. STRUCTURE AND CHARACTERISTICS

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TOPIC 35. THE EXPOSITORY TEXT. STRUCTURE AND CHARACTERISTICS.

INTRODUCTION

Topic 35 deals with the expository text, its structure and characteristics, and it is linked with other topics related to text types such as number 31, 32, 33, 34, and 36, dealing with narrative, descriptive, argumentative, and dialogic texts.

First I will provide an outline of my speech. To start with, I will place the topic within the Spanish legal framework. Then, I will research the content of the title, starting with a definition of the term expository text, talking about text and context, and giving an outline of the principles of an expository text. After that, I will focus on the structure of this text type, its characteristics, and the language of the expository discourse. To conclude, another relevant aspect to be dealt with is the applications of the expository text in the English classroom. Finally, I will include the bibliography and webgraphy that I have used to develop the topic.

One of the most important challenges of the Spanish educational system is to reach the goals set in the European Education and Training 2020 (ET 2020), built on the achievements of the “Efucation and Training 2010”, which is based upon the strategic objectives of making lifelong learning and mobility a reality, and improving the quality and efficiency of education and training. On the other hand, the language portfolio is a means of applying the Common European Framework of Reference (CEFR), which describes what people need to learn in order to be able to communicate. One of its main objectives is to promote the multilingualism and interculturalism of European citizens.

In a national level, our teaching activity is framed within the Organic Law of Education (LOE) 2/2006, 3rd May, and the Organic Law for the Improvement of Quality in Education (LOMCE) 8/2013, 9th December. The Law promotes a communicative approach to the teaching of foreign languages and puts emphasis on the acquisition of strategies to face all types of texts. In addition, texts are significant resources to develop the key competences stated in Royal Decree 1105/2014, 26th December, such as the Linguistic Competence in the way that students improve their communicative skills and learn how language is structured, to use appropriate language conventions according to each situation, and to adapt their discourse to suit different contexts. Moreover, texts are also basic tools to develop students’ Cultural Awareness and Expression Competence, as they transmit sociocultural and literary aspects, and their Social and Civic Competence, as they are used for communication.

The Law also recognises that the purpose of both the primary and the secondary curriculum in the

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