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Expository texts are the primary sources of learning in and out of school. Knowing the structure of expository texts may make it easy for a student to understand how the text he is listening to or reading is organized and to keep that text in his memory. It may be stated that the most important instruments that may help students become familiar with the structures of expository texts are the reading and listening texts in their Turkish course books. Importance should be given to each of the expository text structures in the Turkish course books, and teaching should not be carried out by focusing only on one type of text structure. The main goal of this study was to determine to what extent expository text types and knowledge about their structures were included in those course books. In this study, basic qualitative research which is one of the qualitative research methods was used. In determining the materials to be examined, the criterion sampling method, which is one of the purposive sampling methods, was used and six Turkish course books used in the 2019-2020 academic year were thus included in the study. The data were collected through document analysis, which is one of the data collection methods in qualitative research and analyzed through descriptive analysis. The results showed that in all course books expository texts were included much less compared with narrative texts. In addition, it was determined that descriptive expository texts were the most frequent type and that the number of process, cause and effect, problem-solving and comparison and contrast texts very few in number. It was also observed that, in terms of expository text variety, the 6th grade Turkish course book published by the Ministry of National Education included the largest number of text types and examples.

An Investigation on the Expository Texts Types and their Structural Analyses in Turkish Course Books