1. The
explanation
book
revised
basic
Sue Palmer

2. 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.

3. “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)

4. 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

5. * 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.

6. 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.

7. 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

8. 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

9. 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...

10. 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

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

12. 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

13. 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

14. The End