b. A series of arguments to convince the audience This is the main part of the analytical exposition paragraph. It is the
content of the paragraph that exposes the argument to support the thesis statement. A new paragraph is used for each new argument with each topic sentence that
introduces the argument. The thesis statement is followed by the supporting details.
c. A conclusion summing up the arguments This past is the last section. Here, the author restates his or her thesis
point of view and give a summary of what has been stated in the section above may include here.
d. The Language Features of Analytical Exposition
The language features usually found in expository text are:
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1. Using relational process, e.g. don’t interfere, etc. 2. Using internal and causal conjunction, e.g. therefore, etc.
3. Using general and abstract nouns, e.g. car, policy, etc. 4. Using technical verb, e.g. species.
5. Using relating verbs, e.g. that is important, etc. 6. Using actions and thinking verbs, e.g. I believe, etc.
7. Using modal verbs and modal adverbs, e.g. we must preserve, etc. 8. Using connectives, e.g. firstly, secondly, etc.
9. Using evaluating language, e.g. important, valuable, etc. 10. Using passive voice and simple present tense.
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Amarain and Friends, Op.cit., 2009. p. 10.
g. The Affecting Factors in Reading
When reading a text, the readers will use their reading skill to comprehend the text. There are also the factors that affect in comprehending a text. Here some
factors that can affect in reading. David divides the factors which affect reading comprehension into two
categories; inside and outside of mind. The inside factors are linguistic competence that the readers have, interest about various topics,
motivation how much the reader care about the reading task, and the reader’s reading ability. The outside factors fall into two categories – the
element on the page and the qualities of the reading environment. The elements on the page –textual characteristics- include factors like text
readability and text organization. The qualities of reading environment include factors like the things the teacher does before, during, or after
reading to help students understand what is the text; the ways peers react to the task; and the general atmosphere in which the task is to be
completed.
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From the explanation above, the factors that affect reading are divided into two. The inside of mind, what the readers have in their mind and their feeling to
the text. Then, the outside factors related to the text itself and the environment or reading situation.
B. Know Want Learn Plus Technique
a. The Understanding of Know Want Learn Plus Technique
Know Want Learn originally was conducted by Donna M. Ogle in 1986. She assumed that this easy procedure helps teacher become more responsive to
students’ knowledge and interest when reading expository material, and it models for students the active thinking involved in reading for information.
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Then in 1987, Ogle and Carr completed the K-W-L by adding two sections: mapping and summarizing. They stated “we have developed a reading-
thinking strategy called K-W-L Plus which focuses on the student as learner. The
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Pearson P. David, Teaching Reading Comprehension, New York: Hollt, Rinehart and Winston, 1978, p. 9.
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Donna M. Ogle, K-W-L: Teaching Model That Develops Active Reading of Expository Text, The Reading Teacher, Vol. 39, No. 6 Feb., 1986, p. 564.
