In educational terms, a new experience such as a new historical text, an exposition in science, or a problem rider in geometry begins by seeming relatively formless and unstructured.
While the songs themselves dramatize the narrative's scenes, the printed text handles exposition and summary transitions, in an idiosyncratic manner that allows Mr. Young to speak directly to the reader.
Chen and Foley (2004) argue that it is important to teach how to write an exposition text and how grammatical items contribute to the construction of an exposition text.
Figure 20 Extract from the analysis of a historical exposition (text and contextual structure analysis from Coffin, 2006: 79-80).
Bunch and Willett (2013) analysed exposition texts written by forty L2 middle school students.
However, exposition texts may be represented by micro-genres such as explanations and information reports.
Exposition texts written for assignments in tertiary education in an Australian university were found to include descriptive micro-genres to connect arguments in the texts (Woodward-Kron 2005).
The analysis revealed that the students utilised linguistic resources which they learnt in various school subjects when they wrote exposition texts.
In an EFL context, Emilia and Hamied (2015) reported that a genre-based teaching in an Indonesian university, which focused on the teaching of exposition texts improved learners' writing ability.
However, the word limits for the writing tasks, which were usually around one hundred and fifty words may limit examiners from including micro-genres such as explanations and information reports in exposition texts.
