PAES Competencia Lectora | Texto Expositivo | Clase 1

Main ideas & lessons (what the class teaches)

Purpose of the session

The class introduces PAES/PSU-style reading comprehension focused on expository (informational) texts—including:

• what they are
• how they’re structured
• what to look for when reading them for the exam

Context about the syllabus/tests

• The posted syllabus indicates 7 texts total in the reading comprehension test.
• Those 7 texts include:
  • expository texts, plus
  • other genres—especially 1 narrative; the rest are mostly non-literary, including argumentative texts.
• Expository texts remain part of the agenda.
• The class is updated to the new reading comprehension syllabus, but expository texts themselves are not changed.

What expository texts are (core definition)

Expository texts present factual information about a topic. They are typically:

• clear
• didactic
• precise
• concise
• focused on reality, not fiction

They can appear in many forms, such as:

• encyclopedias (including fragments)
• news/articles
• guides and manuals
• laws
• instructions
• timelines
• academic introductions

(as long as they deliver information rather than storytelling)

No “shortcut” reading strategy

The teacher emphasizes:

• There is no magic formula.
• You must read the entire text.

They specifically discourage:

• reading questions first, then skimming the text (because you may miss interpretive information)

How to save time without skipping reading

Instead of shortcuts, the teacher recommends:

• active reading, such as:
  • underlining/highlighting
  • annotating or making notes
  • marking ideas
  • writing short notes
  • creating diagrams
• Improvement is gradual, not a sudden jump—practice consistently.

Structure of expository texts (exam-relevant)

Expository texts generally follow a predictable didactic outline:

1. Introduction: defines the topic and sets scope (e.g., “this text will cover…”)
2. Development: expands with additional ideas and details
3. Conclusion: summarizes/evaluates/critiques, or projects what follows

This structure is maintained even when the exam uses text fragments.

What to pay attention to inside expository texts (evaluation points)

Key aspects include:

• Denotative language Simple/direct wording that names things without metaphor or excessive interpretation.

• Vocabulary comprehension If you don’t understand a term, the text usually explains it somewhere else or provides context.

• Sender’s voice (neutrality) Expository texts usually avoid personal opinions (“I think…”, “it seems…”). If strong first-person opinion appears, it may indicate a different genre.

• Explanatory phrases Added explanations often appear in sentences set off by commas.

• Sender–receiver relationship The sender typically holds informational authority and guides the receiver step-by-step (the text is designed to teach).

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Instructional methodology (detailed checklist)

1) How to read for PAES expository texts

Do this

• Read the full text first, not partially.
• Use active reading, such as:
  • underline or highlight key elements
  • write notes in margins or with brief annotations
  • mark important definitions or names
  • draw diagrams/schematics if helpful
  • re-express ideas in your own words while reading
• If questions are coming, you can anticipate what they may ask—but still keep reading the text.

Avoid

• Don’t read questions first and then skim.
• Don’t assume you can skip portions and still answer correctly.

2) How to manage the exam time while respecting the reading

Instead of shortcuts:

• read actively so you understand and retain information faster
• practice steadily over time (score growth is slow and cumulative)

3) How to decide where to start during the test (personal strategy)

Because the test includes longer and shorter texts, the teacher allows different approaches:

• Start with the text you feel most confident in.
• Some students begin with shorter texts to “warm up.”
• Others may start with longer texts first if they expect to get tired later.

4) Specific underlining/highlighting suggestion

Underline/highlight proper nouns (people, places, institutions, etc.), since PAES questions may ask:

• why they appear
• how they relate/connect
• who/what they are

5) How to interpret the “sender’s voice” properly

• Check whether the text is neutral/didactic.
• If it relies heavily on subjective framing (“I think,” “I believe,” “I feel…”), be cautious—it may not be purely expository.
• Expository senders often speak from an authority/teaching position.

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Example used in the class (what it illustrates)

• Example text type: Expository (information/guide)
• Title mentioned: “Civic Education Guide: The Person and Human Rights” (from DEMRE materials)

What the teacher points out

• The text is identifiable as expository via headings/genre labeling.
• The introduction defines “person/human being” and includes explanatory sentences (including a clarification of Homo sapiens).
• The development explains human characteristics (fragility, need for parental care, association/community).
• The conclusion/closing returns to the central idea: humans need others for fulfillment.
• Expository texts often repeat core ideas with purpose, helping the reader infer main points.

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“Surprise” / additional information shared

The teacher explains that released PAES exam files sometimes omit certain texts.

• Named unreleased expository text from the prior year: “Intimate History. From the Corset, a journey through its origin”

• They also mention another unreleased text exists and that it is argumentative, but they postpone it for later.

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Speaker(s) / sources featured (as stated in the subtitles)

Speakers / teachers

• Fernanda Azokar (identified as the reading comprehension teacher)
• Mentioned names during discussion (possibly students in chat): Abigail, Benja, Ignacio, Constanza, Miguel, Yaray, Alonso (including a question from Alonso), Josefa, Francis, Miguel (asked about strategy and other aspects)

Chat/host references:

• “Uncle” / staff roles: Uncle Monteje Nacional, Uncle Score

Institutions / sources

• Puntaje Nacional (platform / Instagram / booking of classes and materials)
• DEMRE (Department of Measurement, Evaluation and Educational Records)
• Wikipedia (used as an example of expository structure: introduction/development/conclusion)
• Instagram / TikTok (used as examples of expository-like tutorials/instructions, with caution about reliability)

Exam references

• PAES / PES reading comprehension (context for “National Score” electoral/regular processes)
• National Scoring book (teaching material aligned with the syllabus)

Video soundtrack

• Background music (no specific artist named)