The explanation book revised basic Sue Palmer

tells how or why something happens (or how something works). Explanation text tells how or why something happens (or how something works). It is in time order.

“question & answer” articles and leaflets These texts are often ‘explanation texts’… “question & answer” articles and leaflets write-up of science equipment encyclopaedia entry explanation science text book parts of a non-fiction book (e.g. geography, biology) technical manual (e.g. for car or washing machine)

Explanation text needs Purpose a title telling what it’s about clear layout (e.g. sections, paragraphs) showing stages in the process to explain how or why something happens or how something works (a process) paragraphs start with a topic sentence A topic sentence sums up what the paragraph is about. pictures or diagrams (with labels) can help to help the reader understand the process organisational devices helping to make it clear (e.g. bullet points, subheadings) to keep the reader interested in the explanation. closing sentence, to round it off

* or even if you know something about them. e.g. age, interests. Explanation writing Audience If you know the reader* that helps you work out how much detail they need Who will read it? it may affect how formal your writing is. How well do you know them? * or even if you know something about them. e.g. age, interests. How will this effect the way you write? If you don’t know the reader Think about your audience when you plan the layout. How can you make it easy for them to read? you’ll have to give plenty of detail writing might have to be formal.

Planning explanations arrows showing how one stage links to another diagrams sometimes easier to understand than words S/he jots memory-joggers about each stage in and around the blob. Writer makes sure s/he understands the process. S/he looks back at flowchart – could it be improved? Writer breaks it into stages. gives each stage a blob in a flow-chart maybe needs several tries to get it right Memory joggers can be words, phrases, pictures, symbols. If so, writer starts again.

Planning and organising explanations Simple explanation: More complex explanations e.g. a series of logical steps Reversible effects This happens this this this leading to leading to leading to possibly other causes and effects at each stage. More than one cause Probably... labelled diagram(s) Cycle

Organising explanation text Intro defines the process Intro End Jot memory-joggers in and around the blobs. When you have made your flowchart skeleton, each blob gives you one paragraph (or section) in your writing. neat last line To turn the skeleton into writing, make the memory joggers into sentences. End

Explanation language features present tense verbs ...so_________ (unless you are writing about history) When......, _____ time connectives to show stages in the process If...., then______ the language of cause and effect .... . This causes____ .... . This makes explain the meanings of any difficult words But beware! Sometimes the effect comes before the cause! third person writing – he, she, it, they _____ because..... The reason that____ is that.... grown-up words, e.g. Therefore... However...

Other ‘skeleton’ note-taking frameworks effects c a u s e * cause and effect grid * ‘clockface’ cycle * labelled diagram(s) (often with arrows) * sequence of pictures * cross section

Example of ‘skeletons’ in use Taken from ‘How to teach Writing Across the Curriculum’ by Sue Palmer, with many thanks to David Fulton Publishers

How do babies grow? Newborn babies are very small. Most of them weigh round about 3½ kilograms and are only about 53 centimetres from head to toe. Some are even smaller. However, soon after they are born, babies are ready to eat! Their food is milk, which they suck from their mummy’s breast or from a bottle. The milk helps the baby grow, so by 3 months old it weighs about 6 kilograms and is around 60 centimetres long. Its tummy is growing stronger too. This means mum can give the baby some solid food as well as milk. The food is special mushy baby food because the baby does not have any teeth, so it cannot chew it yet. At 6 months old a baby is about 8 kilograms and 68 centimetres long. Its body is stronger now so it can sit up and play. Its little teeth are starting to come through. This means it can have some hard food like rusks as well as baby food and milk. By one year old, most babies weigh around 9½ kilograms and measure about 72cms. They can stand up, and will soon start to walk. They usually have several teeth, so they can eat the same food as older children, as long as it is cut up small. As they eat more and more, they will grow heavier, taller and stronger. Skeleton

3 months 6 months 1 year Newborn 3½ kg 53 cm 6 kg 60 cm 8 kg 68 cm 9½ kg 72 cm 3 months 6 months 1 year Newborn All different sizes tummy stronger some teeth some hard food + mush + milk teeth cut up food suck milk no teeth can’t chew milk + mushy food sits up, plays stands Text

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