Some thinking skills to teach for expository essay writing

1. So that students can support their position (main claim) in an essay:

• Identify what part of the main claim needs to be supported. / Identify key ideas in claim.
• Identify reasons for claim, asking "Why do I think/say that .......[main claim]......?"
• Recall prior knowledge; select information relevant to supporting the main claim.
• Transform the information/knowledge so that it serves the support function. / Manipulate/re-word/re-organise the knowledge so that it can function as support for the main claim. (Knowledge can be 'facts', the words of an authoritative figure or source, statistics, generally held beliefs, personal observation, etc.)  
• Evaluate the link between the main claim and the support propositions. Ask and answer: Why do I say that fact x supports my claim that....? 
• Apply own social knowledge related to the topic to generate support propositions. (Examples of social knowledge: Knowing how people are likely to react to your opinion on an issue if they have a different view; knowing how most teachers/parents/school principals (representing examiners) tend to think about the issue in the essay topic.)

2. So that students can counter an opposing view (a view opposed to their own position, or a potential objection or query):

• Recall/anticipate possible opposing views; recall prior knowledge or/and apply social knowledge.
• Select potential/significant opposing view to rebut in essay; judge what reader (examiner) is likely to regard as significant.
• Select the aspects of the opposing view that I have to concede.
• Plan strategy of rebutting opposing view so that the writer's  position in the essay stands. Ask and answer: How can I show the reader that the opposing view is untrue/unreliable/unimportant?
• Apply social knowledge related to the topic to generate support propositions.
• Imagine (hypothesize) the negative consequences of the opposing position. 
• Manipulate/transform knowledge to make it serve as evidence that the opposing view is untrue/unreliable. (Example: A news report of a family murder cum suicide after the bread winner became heavily indebted through gambling; this news report is presented as illustration of the potential harm that a casino can cause, rebutting the view that a casino is a fun place.)

The next step for the teacher is to plan how to teach at least some of the above thinking skills and to devise learning activities that give students practice in thinking along the lines described.