Explanation Texts

Language features

1. Present tense
2.Causal language e.g. if...then..., this results in, the reason
Writing stimulus that
3. Sequential connectives e.g. firstly, then, next, later
4. Impersonal language e.g. The liquid was placed in the
1. Using a film clip to write an container (passive voice)
explanation of how a tsunami occurs 5. Technical vocabulary e.g. layers of the earth's crust
for a geography text book
2. Using a set of pictures to sequence
the life cycle of a plant and then write
an explanation of this Organisation
3. Using a film clip of a doctor explaining
to his patient how he has repaired a Explanation 1. A series of logical steps
broken
finger 2. Clear layout
3. Use of labelled diagrams, keys,
Audience and colour coding etc
4. Use of boxes for extra informati
purpose
1. Write up of a
science experiment
Purpose -to help the reader
understand a process as
Examples 2. leaflet or article e.g.
why do ...
easily as possible 3. parts of a non-fiction
Text types
Audience - someone who wants book e.g. geography, science
to understand a process - how 1. Explanation of how
4. Technical manual
or why something happens/works e.g. to explain how
a toaster works from something works
a technical manual 5. encyclopedia entry
2. Explanation of how a 6. parts of a non-fiction
spider spins a web from an book e.g. geography, science
encyclopaedia
 Purpose

Audience

to help the reader

understand a process as
easily as possible

someone who wants to understand

a process - how or why something
happens/works
 encyclopedia entry parts of a non-fiction
book e.g.
geography,science

Technical manual
e.g. to explain how
something works

Explanation Texts

leaflet or
article e.g.
why do...
Write up of a
science experiment science text book
 Based on work by Sue Palmer

This happens... this... this...

leading to... leading to...

A series of logical steps... Labelled diagrams

 Based on work by Sue Palmer
An alternative planning frame
 Based on work by Sue Palmer

Layout Features

1. Clear layout

2. use of labelled diagrams, keys, colour

coding etc

3. use of boxes for extra information

Explanation Language Features
Based on work by Sue Palmer

1. Present tense

2.Causal language e.g. if...then..., this results in,

the reason that

3. Sequential connectives e.g. firstly, then, next,

later

4. Impersonal language (see next page for more

examples)

5. Technical vocabulary e.g. layers of the earth's

crust
Impersonal Language

1. Third person

2. Passive voice e.g. The liquid was placed in the continer.

The motor was operated by...

3. Formal vocabulary e.g. The jar was 'placed' instead of

'put'.

4. Formal connectives e.g. furthermore, consequently

Based on work by Sue Palmer
Heading outlining aim Clear layout Diagram Information in boxes
of instructions

Cearly sequenced paragraphs - sometimes numbered

Sequential
connectives

Technica
l
language

Impersonal
language -
e.g passive
voice
Click here to watch a short video clip of a tsunami.

Can you use this clip to help you to plan and

write an explanation of how a tsunami
occurs.

These pictures may also help you to include

some of your own diagrams.

Remember to use the organisation and language features you have learnt.

http://www.pbs.org/wnet/savageearth/animations/tsunami/main.htm
l
These statements are in the wrong order. Can you
sequence them to help you write you explanation?
Click here to watch an animated diagram of
the life cycle of a plant

Here are some pictures which show the

different stages of the life cycle of a bean
plant. Can you sequence the pictures into the
correct order and then use them to plan and
write an explanation of the life cycle of a
plant for a science text book.

Remember to use the organisation and

language features you have learnt.

http://www.bbc.co.uk/schools/ks2bitesize/science/revision_bites/life_cycles1.shtml
Click here to watch an short clip of a doctor
explaining to his patient what he has done in order
to repair her broken fingers.

The problem is that the film clip is faulty and there

is no sound!

Can you work with your partner to plan and write the
explanation to go with the film clip? Maybe you could
record your voices reading it out over the film clip
to see if it fits?

Don't forget to use the language features you have

learnt.
Why is the sky blue?

Why are leaves green?

Why do feet smell?

http://www.howstuffworks.com/