The document provides guidance on writing explanation texts, outlining key language features like using the present tense and causal language, organizational structures involving logical steps and diagrams, and examples of explanation text types for science experiments, articles, manuals, and encyclopedia entries. It also includes planning frames and examples to help write explanations of processes like how a tsunami occurs and a plant's lifecycle.

1. Explanation Texts

2. 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

3. 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

4. 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

5. Based on work by Sue Palmer
This happens... this... this...
leading to... leading to...
A series of logical steps... Labelled diagrams

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

7. 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

8. 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

9. 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

10. Based on work by Sue Palmer

11. Heading outlining aim Clear layout Diagram Information in boxes
of instructions
Cearly sequenced paragraphs - sometimes numbered

12. Sequential
connectives
Technica
l
language
Impersonal
language -
e.g passive
voice

13. 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

14. These statements are in the wrong order. Can you
sequence them to help you write you explanation?

15. 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

16. 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.

17. Why is the sky blue?
Why are leaves green?
Why do feet smell?
http://www.howstuffworks.com/