An explanation text answers questions about how or why something works or happened. It begins with a general statement introducing the phenomenon and consists of a series of sequenced statements explaining the process. Diagrams and charts can clarify information. The purpose is to explain processes or events. Key features include technical vocabulary, present tense verbs, and connectives showing cause and effect.
The document explains how rain forms through the water cycle. It states that rain is the primary source of fresh water and provides suitable conditions for ecosystems. The water cycle involves the sun heating surface water, which evaporates into water vapor in the atmosphere. The water vapor condenses into liquid water droplets as it cools, becoming heavy enough to fall as precipitation like rain or snow. However, some rain evaporates before reaching the surface in hot, dry regions in a phenomenon called virga.
This document provides information about NJ ASK standardized testing for grades 3-5. It outlines the testing schedule, with Language Arts Literacy tests on May 10th and 11th. It also defines "everyday text" as materials like magazines and newspapers that convey information through nonfiction writing around 700-1400 words. The document discusses common challenges students face with everyday texts, such as vocabulary, charts and diagrams, and informational text structures. It also reviews various patterns of text organization, including description, time order, comparison/contrast, cause/effect, and problem/solution. Sample passages are provided to illustrate each pattern.
1. The document introduces explanation text as a genre that explains processes relating to natural, social, scientific, and cultural phenomena.
2. Explanation text serves to explain "why" and "how" phenomena occur. Examples given include processes of snowfall, earthquakes, volcanic eruptions, how tsunamis happen, and how televisions display images and sound.
3. The document then discusses the generic structure of explanation texts, including a title, introduction, series of explanatory paragraphs, and optional conclusion. It also notes language features like use of simple present tense and temporal/causal conjunctions.
The document provides explanations of different text types including reports, explanations, and the features that characterize their structure and language. It then provides examples of each type. For reports, it analyzes a text about platypus that describes its physical characteristics and habitat. For explanations, it examines a sample about the process of making paper from woodchips. It also analyzes why summer daylight is longer than winter daylight.
The document explains that explanation texts describe how and why natural, social, scientific, and cultural phenomena occur. They are often found in textbooks and include a general statement about a phenomenon followed by a sequenced explanation of the steps. The example text explains why summer daylight is longer than winter daylight by stating it is due to the tilt of the Earth, not its proximity to the sun, which actually changes over the seasons.
The document explains what an explanation text is. It aims to explain how or why something occurs. The generic structure includes a general statement introducing the phenomenon to be explained, followed by a sequence of steps that provide the explanation. Language features include using generic participants, chronological connectors, passive voice and simple present tense. An example text explains how day and night occur due to the Earth's rotation on its axis.
Resource 10 Essay On Evolution & Changeteacherlizz
1. The document provides instructions for students to plan an essay explaining how their local natural landscape in New Zealand has evolved and changed over time.
2. It includes questions for students to answer to understand the task, and describes the components of a well-structured paragraph and essay.
3. Students are asked to plan their essay using Point-Evidence-Explanation structures and include any diagrams, thinking about how many paragraphs are needed to explain the evolution and change of the landscape over time.
This document provides information about explanation texts. It defines explanation texts as texts that explain processes relating to natural, social, scientific, and cultural phenomena by answering "why" and "how" questions. It outlines the generic structure of explanation texts, including a general statement, explanation sequence, and concluding statement. It also describes two common types of explanation texts: sequential explanations, which explain occurrences or how things work; and cause and effect explanations, which explain why things happen. The document contrasts explanation texts with procedure texts, noting that explanation texts explain how or why something is while procedure texts explain how to make or do something.
The document explains how rain forms through the water cycle. It states that rain is the primary source of fresh water and provides suitable conditions for ecosystems. The water cycle involves the sun heating surface water, which evaporates into water vapor in the atmosphere. The water vapor condenses into liquid water droplets as it cools, becoming heavy enough to fall as precipitation like rain or snow. However, some rain evaporates before reaching the surface in hot, dry regions in a phenomenon called virga.
This document provides information about NJ ASK standardized testing for grades 3-5. It outlines the testing schedule, with Language Arts Literacy tests on May 10th and 11th. It also defines "everyday text" as materials like magazines and newspapers that convey information through nonfiction writing around 700-1400 words. The document discusses common challenges students face with everyday texts, such as vocabulary, charts and diagrams, and informational text structures. It also reviews various patterns of text organization, including description, time order, comparison/contrast, cause/effect, and problem/solution. Sample passages are provided to illustrate each pattern.
1. The document introduces explanation text as a genre that explains processes relating to natural, social, scientific, and cultural phenomena.
2. Explanation text serves to explain "why" and "how" phenomena occur. Examples given include processes of snowfall, earthquakes, volcanic eruptions, how tsunamis happen, and how televisions display images and sound.
3. The document then discusses the generic structure of explanation texts, including a title, introduction, series of explanatory paragraphs, and optional conclusion. It also notes language features like use of simple present tense and temporal/causal conjunctions.
The document provides explanations of different text types including reports, explanations, and the features that characterize their structure and language. It then provides examples of each type. For reports, it analyzes a text about platypus that describes its physical characteristics and habitat. For explanations, it examines a sample about the process of making paper from woodchips. It also analyzes why summer daylight is longer than winter daylight.
The document explains that explanation texts describe how and why natural, social, scientific, and cultural phenomena occur. They are often found in textbooks and include a general statement about a phenomenon followed by a sequenced explanation of the steps. The example text explains why summer daylight is longer than winter daylight by stating it is due to the tilt of the Earth, not its proximity to the sun, which actually changes over the seasons.
The document explains what an explanation text is. It aims to explain how or why something occurs. The generic structure includes a general statement introducing the phenomenon to be explained, followed by a sequence of steps that provide the explanation. Language features include using generic participants, chronological connectors, passive voice and simple present tense. An example text explains how day and night occur due to the Earth's rotation on its axis.
Resource 10 Essay On Evolution & Changeteacherlizz
1. The document provides instructions for students to plan an essay explaining how their local natural landscape in New Zealand has evolved and changed over time.
2. It includes questions for students to answer to understand the task, and describes the components of a well-structured paragraph and essay.
3. Students are asked to plan their essay using Point-Evidence-Explanation structures and include any diagrams, thinking about how many paragraphs are needed to explain the evolution and change of the landscape over time.
This document provides information about explanation texts. It defines explanation texts as texts that explain processes relating to natural, social, scientific, and cultural phenomena by answering "why" and "how" questions. It outlines the generic structure of explanation texts, including a general statement, explanation sequence, and concluding statement. It also describes two common types of explanation texts: sequential explanations, which explain occurrences or how things work; and cause and effect explanations, which explain why things happen. The document contrasts explanation texts with procedure texts, noting that explanation texts explain how or why something is while procedure texts explain how to make or do something.
A sentence is defined as a group of words that expresses a complete thought through a statement, question, instruction or exclamation. It typically contains a subject and a verb. Sentences can contain multiple thoughts and ideas. The key parts of a sentence are the subject, predicate, object, and complement. There are different types of sentences such as simple, compound, complex and complex compound sentences. Proper sentence structure is important for clear academic writing.
This document provides guidance on reading and writing skills for comparing and contrasting patterns across different text types. It discusses 9 different text types: paragraph development, narration, description, definition, classification, comparison and contrast, cause and effect, problem-solution, and persuasion. For each text type, it provides learning objectives and guidelines. It also includes sections that provide more detailed guidance on writing paragraphs, narration, description, definition, classification, comparison and contrast, cause and effect, problem-solution, and persuasion.
This document provides information about analogies and examples of different types of analogy relationships:
1. It defines an analogy as a comparison between two things that have some type of relationship or relating factor.
2. It describes several primary categories of relationships used to form analogies, including function, degree, characteristic, part to whole, antonyms/synonyms, and classification.
3. Examples are given for each category to illustrate the relationships, such as "performer is to action as painter is to paint" for function and "empty:full::awkward:graceful" for antonyms.
4. Two assessment exercises are included for the reader to practice identifying analogy relationships and completing analogy statements.
I cannot confidently endorse the claim that aliens built the pyramids. Here are a few reasons why most historians and scientists accept that ancient Egyptians constructed the pyramids:
- There is extensive archaeological evidence that the pyramids were built by ancient Egyptians, including artifacts, tools, hieroglyphs, and the remains of the builders themselves found at construction sites. The pyramids fit with other monumental structures built by the Egyptians.
- Ancient Egyptian texts and artworks depict the construction process and workers, which match the archaeological evidence. This suggests the Egyptians themselves documented and represented building the pyramids.
- While the scale of the pyramids is immense, engineering analysis has demonstrated the
The document discusses animal movement and locomotion. It covers how different animals move on land, in water, and in the air. It explains that land animals like arthropods, amphibians, reptiles, birds, and mammals use legs or abdominal muscles to move. Aquatic animals like fish use fins and propel themselves through water. Flying animals like bats and birds use wings made of skin or feathers to generate lift from the air and fly. Cetaceans like whales also use fins to move in water.
An explanation provides a logical series of steps to describe how or why something occurs. It uses present tense verbs and causal connectives. The structure includes an introductory statement, followed by a series of steps that continue until reaching a final outcome or conclusion. When writing an explanation, the author should consider using diagrams, charts or illustrations to aid understanding. They should introduce the topic, explain the key details in a logical order, and end by relating the topic back to the reader.
An explanation provides a logical series of steps to describe how or why a natural or social phenomenon occurs. It uses present tense verbs and causal connectives. The structure includes an introductory statement, followed by a series of steps that continue until reaching a final outcome or conclusion. When writing an explanation, the author should consider using diagrams, charts or illustrations to aid understanding. The introduction should intrigue the reader and set up the topic. The body should explain what is needed, how and why it works, when and where applicable, and what it is used for. Interesting details can be added, and it should relate back to the reader.
The document summarizes key points about analyzing the structure of sentences and identifying clause elements. It defines the five main clause elements - subject, verb, object, complement, and adverbial - and explains how they combine to form the seven basic sentence patterns in English. It also provides an example table to illustrate how words can function differently than their form.
Supplementary material of ESP for the student of engineering Forouzan Dehbashi
this supplimentary matterial has been developed for the students of Engineering to understand the contents of their book in a better way and improve their language ability by the followinng undergraduate students of Islamic Azad university central Tehran branch.
Amir Mohammad Khosheghbal
Molana Ariyanpoor
Mostafa Lotfi
Elham shirazi
Mohadese Zamanshoar
This document provides information about paragraphs, including their structure and components. It defines a paragraph and explains that paragraphs have a topic sentence, supporting sentences, and a concluding sentence. The topic sentence introduces the main idea, while supporting sentences contain details and evidence about the topic. The concluding sentence summarizes the key points. Effective paragraphs demonstrate unity, coherence, and emphasis through clear organization around a central idea.
week 1- patterns of written text across discipline.pptxsweetyrose
This document provides information on developing effective paragraphs. It defines a paragraph and explains that a paragraph should have a topic sentence, supporting details, and a concluding or clinching sentence. It provides an example of identifying these elements in a sample paragraph about trees. The document also covers different types of paragraph development, including narrative, descriptive, and compare/contrast paragraphs. It provides guidance on incorporating sensory details and appealing to emotions for descriptive paragraphs.
This document discusses grammatical signals and their uses in developing ideas in writing. It defines grammatical signals as writing devices that maintain text coherence and signal relationships between sentences. There are two types: sentence connectors and clause connectors. Examples are given of different types of grammatical signals and their uses, including general to particular, claim and counterclaim, problem-solution, compare and contrast, continuation signals, and cause and effect. Appropriate word signals are provided for each type.
This document describes an experiment conducted with a unit on the states of matter. It proposes improvements and experiments new activities in the classroom. The results of the experimentation show that the students engaged more actively and with more interest in novel activities like role-playing states of matter and using word searches, compared to more traditional activities. However, some of the planned speaking and listening activities in English were not tested in the classroom.
The document discusses how reading is an interactive process between the reader and the text that is influenced by factors such as the reader's prior knowledge, attitudes, purpose for reading, and linguistic properties of the text. It explains that comprehension occurs through the interaction of the reader's schema and knowledge with the content, structure, and language features of the text. Various examples are provided to illustrate how a reader's background knowledge can help them understand and make inferences about an unseen text.
GEOG102 Week 9 1
Lab week 9: A Pacific Northwest Geologic Mystery
Lab Purpose and learning objectives
1. Report, describe, and interpret your observations of several features found in the Pacific
NW.
2. Formulate a hypothesis explaining how several landform features relate to each other and
explain what took place to create them (Your story).
3. Use the scientific method to structure your exploration and explanations.
Instructions and Overview
Step 1. a. You are going to investigate and solve a mystery about a geological phenomenon in
our “backyard”. You will be given several pieces of evidence and multiple clues and
hints containing geologic information for you to observe, formulate hypotheses about,
and interpret.
b. Using the eight pieces of evidence provided, and the large map of the Northwest with
their locations, make observations and interpretations and record these in the table
provided (see page 6). You will type these up and upload these to Canvas.
c. Hints are provided along with the evidence to help guide your group and should be
used for discussion when making your observations and interpretations. You do not need
answer these questions in your report. However, discuss each question as a group to
learn about each piece of evidence so that you can come up with plausible interpretations
and observations.
Step 2. Once you have investigated all eight pieces of geological evidence and have recorded
your observations and thoughts, sit down with your group and develop a narrative of
what you think happened based on the evidence. Include the ways each piece of evidence
supports your description, i.e., what does your clue indicate about the larger picture. For
example, the presence of a sesame seed on my shirt might mean that I recently ate a Big
Mac, but it could also mean I ate a sesame bagel.
Step 3. Using the scientific method (see page 5) write, independently of the group, a clear 500-
600 word lab report compiling this information into a narrative explaining, or solving, the
Pacific Northwest Geologic Mystery. Note the typed tables of should be attached as
Name: _____________________________________________________
Lab Day:_________________________ Lab Time:____________________
GEOG102 Week 9 2
appendices and can be referred to in the report, but do not count towards the 500-600
words.
Grading:
10% Neatness, spelling, and grammar
30% Your observations and interpretation must be typed following the attached sheet
(page 6)
60% The 500-600 typed summary connecting the hints into a cohesive explanation of the
Pacific Northwest Geologic Mystery
What to hand in at Wednesday lecture during the last week of class
□ Typed observations and interpretations on attached sheet.
□ 500-600 word typed lab report
Lab Report Requirements
1. Lab reports must be typed. Standard one inch margins, double spaced, size 12 fonts are
requi ...
The document discusses drawing conclusions from findings in research. It provides lessons on identifying concluding paragraphs, the purpose of conclusions, and examples of summarizing findings and matching them to appropriate conclusions. Students participate in an activity where they review scenarios and situations to derive conclusions. They are assessed on organizing their thoughts, cooperation, and overall understanding. The importance of drawing conclusions is reflected on, noting they are not limited to academic purposes and help in various areas.
This document provides information about report text structures and features. It discusses the generic structure of report texts, which includes a general classification section and description section. It also mentions that report texts use simple present tense and focus on describing phenomena factually and objectively. Examples of report texts are provided to illustrate these elements.
The document outlines the objectives, content, learning resources, and procedures for a lesson on Earth's four major subsystems - atmosphere, geosphere, hydrosphere, and biosphere. The teacher will lead the class in an activity where students are divided into groups to watch a video and complete a concept map explaining the interconnection of the four subsystems. The lesson aims to help students identify, differentiate, and appreciate the importance of each subsystem and how they work together to sustain life on Earth.
The document discusses the key components of a well-written paragraph, including a topic sentence, supporting details, and a concluding sentence. It explains that a paragraph should have unity, coherence, and adequate development. Unity means the ideas logically fit together and flow from one to the next. Coherence means the sentences stick together through transitions and logical ordering. Development means including enough details and evidence to support the topic sentence without leaving the reader wanting more information.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A sentence is defined as a group of words that expresses a complete thought through a statement, question, instruction or exclamation. It typically contains a subject and a verb. Sentences can contain multiple thoughts and ideas. The key parts of a sentence are the subject, predicate, object, and complement. There are different types of sentences such as simple, compound, complex and complex compound sentences. Proper sentence structure is important for clear academic writing.
This document provides guidance on reading and writing skills for comparing and contrasting patterns across different text types. It discusses 9 different text types: paragraph development, narration, description, definition, classification, comparison and contrast, cause and effect, problem-solution, and persuasion. For each text type, it provides learning objectives and guidelines. It also includes sections that provide more detailed guidance on writing paragraphs, narration, description, definition, classification, comparison and contrast, cause and effect, problem-solution, and persuasion.
This document provides information about analogies and examples of different types of analogy relationships:
1. It defines an analogy as a comparison between two things that have some type of relationship or relating factor.
2. It describes several primary categories of relationships used to form analogies, including function, degree, characteristic, part to whole, antonyms/synonyms, and classification.
3. Examples are given for each category to illustrate the relationships, such as "performer is to action as painter is to paint" for function and "empty:full::awkward:graceful" for antonyms.
4. Two assessment exercises are included for the reader to practice identifying analogy relationships and completing analogy statements.
I cannot confidently endorse the claim that aliens built the pyramids. Here are a few reasons why most historians and scientists accept that ancient Egyptians constructed the pyramids:
- There is extensive archaeological evidence that the pyramids were built by ancient Egyptians, including artifacts, tools, hieroglyphs, and the remains of the builders themselves found at construction sites. The pyramids fit with other monumental structures built by the Egyptians.
- Ancient Egyptian texts and artworks depict the construction process and workers, which match the archaeological evidence. This suggests the Egyptians themselves documented and represented building the pyramids.
- While the scale of the pyramids is immense, engineering analysis has demonstrated the
The document discusses animal movement and locomotion. It covers how different animals move on land, in water, and in the air. It explains that land animals like arthropods, amphibians, reptiles, birds, and mammals use legs or abdominal muscles to move. Aquatic animals like fish use fins and propel themselves through water. Flying animals like bats and birds use wings made of skin or feathers to generate lift from the air and fly. Cetaceans like whales also use fins to move in water.
An explanation provides a logical series of steps to describe how or why something occurs. It uses present tense verbs and causal connectives. The structure includes an introductory statement, followed by a series of steps that continue until reaching a final outcome or conclusion. When writing an explanation, the author should consider using diagrams, charts or illustrations to aid understanding. They should introduce the topic, explain the key details in a logical order, and end by relating the topic back to the reader.
An explanation provides a logical series of steps to describe how or why a natural or social phenomenon occurs. It uses present tense verbs and causal connectives. The structure includes an introductory statement, followed by a series of steps that continue until reaching a final outcome or conclusion. When writing an explanation, the author should consider using diagrams, charts or illustrations to aid understanding. The introduction should intrigue the reader and set up the topic. The body should explain what is needed, how and why it works, when and where applicable, and what it is used for. Interesting details can be added, and it should relate back to the reader.
The document summarizes key points about analyzing the structure of sentences and identifying clause elements. It defines the five main clause elements - subject, verb, object, complement, and adverbial - and explains how they combine to form the seven basic sentence patterns in English. It also provides an example table to illustrate how words can function differently than their form.
Supplementary material of ESP for the student of engineering Forouzan Dehbashi
this supplimentary matterial has been developed for the students of Engineering to understand the contents of their book in a better way and improve their language ability by the followinng undergraduate students of Islamic Azad university central Tehran branch.
Amir Mohammad Khosheghbal
Molana Ariyanpoor
Mostafa Lotfi
Elham shirazi
Mohadese Zamanshoar
This document provides information about paragraphs, including their structure and components. It defines a paragraph and explains that paragraphs have a topic sentence, supporting sentences, and a concluding sentence. The topic sentence introduces the main idea, while supporting sentences contain details and evidence about the topic. The concluding sentence summarizes the key points. Effective paragraphs demonstrate unity, coherence, and emphasis through clear organization around a central idea.
week 1- patterns of written text across discipline.pptxsweetyrose
This document provides information on developing effective paragraphs. It defines a paragraph and explains that a paragraph should have a topic sentence, supporting details, and a concluding or clinching sentence. It provides an example of identifying these elements in a sample paragraph about trees. The document also covers different types of paragraph development, including narrative, descriptive, and compare/contrast paragraphs. It provides guidance on incorporating sensory details and appealing to emotions for descriptive paragraphs.
This document discusses grammatical signals and their uses in developing ideas in writing. It defines grammatical signals as writing devices that maintain text coherence and signal relationships between sentences. There are two types: sentence connectors and clause connectors. Examples are given of different types of grammatical signals and their uses, including general to particular, claim and counterclaim, problem-solution, compare and contrast, continuation signals, and cause and effect. Appropriate word signals are provided for each type.
This document describes an experiment conducted with a unit on the states of matter. It proposes improvements and experiments new activities in the classroom. The results of the experimentation show that the students engaged more actively and with more interest in novel activities like role-playing states of matter and using word searches, compared to more traditional activities. However, some of the planned speaking and listening activities in English were not tested in the classroom.
The document discusses how reading is an interactive process between the reader and the text that is influenced by factors such as the reader's prior knowledge, attitudes, purpose for reading, and linguistic properties of the text. It explains that comprehension occurs through the interaction of the reader's schema and knowledge with the content, structure, and language features of the text. Various examples are provided to illustrate how a reader's background knowledge can help them understand and make inferences about an unseen text.
GEOG102 Week 9 1
Lab week 9: A Pacific Northwest Geologic Mystery
Lab Purpose and learning objectives
1. Report, describe, and interpret your observations of several features found in the Pacific
NW.
2. Formulate a hypothesis explaining how several landform features relate to each other and
explain what took place to create them (Your story).
3. Use the scientific method to structure your exploration and explanations.
Instructions and Overview
Step 1. a. You are going to investigate and solve a mystery about a geological phenomenon in
our “backyard”. You will be given several pieces of evidence and multiple clues and
hints containing geologic information for you to observe, formulate hypotheses about,
and interpret.
b. Using the eight pieces of evidence provided, and the large map of the Northwest with
their locations, make observations and interpretations and record these in the table
provided (see page 6). You will type these up and upload these to Canvas.
c. Hints are provided along with the evidence to help guide your group and should be
used for discussion when making your observations and interpretations. You do not need
answer these questions in your report. However, discuss each question as a group to
learn about each piece of evidence so that you can come up with plausible interpretations
and observations.
Step 2. Once you have investigated all eight pieces of geological evidence and have recorded
your observations and thoughts, sit down with your group and develop a narrative of
what you think happened based on the evidence. Include the ways each piece of evidence
supports your description, i.e., what does your clue indicate about the larger picture. For
example, the presence of a sesame seed on my shirt might mean that I recently ate a Big
Mac, but it could also mean I ate a sesame bagel.
Step 3. Using the scientific method (see page 5) write, independently of the group, a clear 500-
600 word lab report compiling this information into a narrative explaining, or solving, the
Pacific Northwest Geologic Mystery. Note the typed tables of should be attached as
Name: _____________________________________________________
Lab Day:_________________________ Lab Time:____________________
GEOG102 Week 9 2
appendices and can be referred to in the report, but do not count towards the 500-600
words.
Grading:
10% Neatness, spelling, and grammar
30% Your observations and interpretation must be typed following the attached sheet
(page 6)
60% The 500-600 typed summary connecting the hints into a cohesive explanation of the
Pacific Northwest Geologic Mystery
What to hand in at Wednesday lecture during the last week of class
□ Typed observations and interpretations on attached sheet.
□ 500-600 word typed lab report
Lab Report Requirements
1. Lab reports must be typed. Standard one inch margins, double spaced, size 12 fonts are
requi ...
The document discusses drawing conclusions from findings in research. It provides lessons on identifying concluding paragraphs, the purpose of conclusions, and examples of summarizing findings and matching them to appropriate conclusions. Students participate in an activity where they review scenarios and situations to derive conclusions. They are assessed on organizing their thoughts, cooperation, and overall understanding. The importance of drawing conclusions is reflected on, noting they are not limited to academic purposes and help in various areas.
This document provides information about report text structures and features. It discusses the generic structure of report texts, which includes a general classification section and description section. It also mentions that report texts use simple present tense and focus on describing phenomena factually and objectively. Examples of report texts are provided to illustrate these elements.
The document outlines the objectives, content, learning resources, and procedures for a lesson on Earth's four major subsystems - atmosphere, geosphere, hydrosphere, and biosphere. The teacher will lead the class in an activity where students are divided into groups to watch a video and complete a concept map explaining the interconnection of the four subsystems. The lesson aims to help students identify, differentiate, and appreciate the importance of each subsystem and how they work together to sustain life on Earth.
The document discusses the key components of a well-written paragraph, including a topic sentence, supporting details, and a concluding sentence. It explains that a paragraph should have unity, coherence, and adequate development. Unity means the ideas logically fit together and flow from one to the next. Coherence means the sentences stick together through transitions and logical ordering. Development means including enough details and evidence to support the topic sentence without leaving the reader wanting more information.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
1. LK 1: Lembar Kerja Belajar Mandiri
Judul Modul English on Academicon Text
Judul Kegiatan Belajar
(KB) 2. Explanation Text
No Butir Refleksi Respon/Jawaban
1 Daftar peta konsep
(istilah dan definisi)
di modul ini
a. Definition
Explanation answer the question on “ how “ something
works or “ why “ something happened. Its introduction
contains a general statement that introduces or identifies the
scientific or technical phenomenon. The body of an
explanation text consist of a series of sequenced statements
about the process explained . An optional concluding
statement can tie up the explanation . labelled diagrams and
flow charts can be used to clarify information not included in
the explanation .
b. Generic Structure
An Explanation text comprises three main parts:
1. General statement; stating the
phenomenon issues which are to be
explained.
2. Sequenced explanation; stating a
series of steps which explain the
phenomena.
3. Concluding statement.
c. Social Function
An Explanation Text is intended by the writer/speaker:
d. Language Features
Explanation text has its characteristics,
especially in terms of grammar, vocabulary, and
expressions.
i) Grammar
The grammatical points that are typical of this text type:
Use of passive voice pattern
Use of the Simple Present Tense
Use of technical terms
Use of words that show cause and effect
Use of abstract noun
Use of action verb
2. Use of noun phrases
ii) Mini-Dictionary [Vocabulary]
Notice a few words/phrases that often appear:
First /ˈfɜːst/
Then /ðen/
Next /nekst/
As a consequence /es ə kənsɪ.kwəns/
Because /bɪˈkəz/; /bɪˈkɒz/
Lead to /liːd tu/
However /ˌhaʊˈev.ər/
Include /ɪnˈkluːd/
…similar to… /ˈsɪmɪlə tu/
… differs from… /dɪfəs frəm/
…resulted in …/riˈsʌltɪd ɪn/
iii) Common Expressions
Expressions with the following style
are typical to Explanation Text:
For example /fɔːr ɪgˈzɑːmpl/
These include /ðiːz ɪnˈkluːd/
For instance / fɔːr ˈɪnstəns/
As shown by … /æz ʃəʊnbaɪ/…
… Such as … … /sʌʧ æz/; /sʌʧ əz/
On the other hand, … /ɒn ði ˈʌðə hænd/, …
Including ….. /ɪnˈkluːdɪŋ/ …..
2 Daftar materi yang
sulit dipahami di
modul ini
1. Definition, Generic structure page 57
2. Language features page 58
3 Daftar materi yang
sering mengalami
miskonsepsi
1. Task 1 Understanding nature of explanation text (
no recourcessfor the slides )
2. Task 2 Language features
3. Task 3 poin d Lets speak up
3. ATTACHMENT
EXPLANATION TEXT
Learning Activity 3. Explanation Texts
Task 1. Understanding the Nature of Explanation Texts
In this task, you will be learning for a better understanding of and deeper insights into the
characteristics of explanatory texts. Attached is a file of power-point slides on ‗Explanation
Texts‘. Open the file and study the slides content.
Based on your viewing on the slides, decide whether the following statements about
explanation texts are TRUE or FALSE. Put a √ in the box provided when you think the
statements are TRUE, and a X when you think they are FALSE.
Statements True False
1 Explanations answer the questions on ‗how‘ something works or
‗why‘ something happens.
V
2 An example of natural explanation text would have a title like ‗How
ice flowers are formed‘.
V
3 An example of mechanical explanation text would be a short text
titled ‗How to prepare pancakes‘.
X
4 An explanation text begins with a general statement that introduces
the phenomenon to discuss in the text.
V
5 The first paragraph has a general statement that introduces or identifies
the scientific or technical phenomenon.
V
6 The body of an explanation text consists of a series of sequenced
statements about the process explained.
V
4. 7 ‗Present tense‘ is used to describe actions involved in the process. V
8 Connectives such as first, then, after, finally, so, as a consequence
are used to show cause and effect relationship in explanations
V
9 The use of passive voice is a must in explanations X
10 Graphic organizers (GO) such as tables, charts and diagrams
are commonly used in explanations as decorations.
X
Task 2. Getting the General Picture of Explanation Texts
Look closely at the following reading text and colored boxes. To help you check your
understanding of explanation texts structure, please add the necessary signs (e.g. colors and
arrows) to refer to the parts in more details.
Title
STRUCTURE
LANGUAGE
FEATURES
Use of
specialised
words
HOW IT WORKS
Frogs are delightful creatures. Our country
is home to more than 220 named species,
and they can be found in almost any
Austrian landscape. Most frogs lay eggs on
land or in the water. Then, after the eggs
hatch, tadpoles enter the water for two
weeks to six months, depending on the
temperature, before emerging as frog lets
(baby frogs). Not all frogs do this. Thehip-
pocket frog is a very interesting example of
parental care. After the female hip-pocket
frog has spawned, the male will lie on her
eggs and about eight tadpoles wriggle up
into each pocket where they grow into
baby frogs, Australia‘s two species of
gastric brooding frogs are even more
amazing. They swallow their fertilised eggs
and hatch the tadpoles in their stomachs.
A general
statement
Statements telling
where, when, how,
why
A series of
explanations
Biological names
for the creatures
5. Task 3. Building Explanation Texts
a. Creating an Academic Poster
Below is an academic poster, i.e. a graphic and textual method of
presenting information. An effective academic poster balances the
content (information) and the layout (how the information is
presented). Now, study the academic poster and answer the questions
Conclusion
Use of the present
tense to explain
the actions
Water travels in a cycle. It is on a continuous journey from the sky
to land and back again.
Precipitation Water falls to the earth as rain, snow,
sleet, or
Evaporatio
n
Water change from a liquid to a gas as it is
heated
Condensation Water vapor changes from a gas to a liquid
and
Run
Off
Water drains from a high point of land and
flows
Accumulation Water collects on the earth’s surface
such as
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the leaves, and then turned into water vapor
and
released into the atmosphere.
1. Mention at least 3 technical terms used in the poster !
( Precipitation , Evaporation , Condensation )
2. Mention the so-called general statement (if any) !
Water travels in a cycle
3. Does the picture help your understanding of the content?
Yes, It does
4. Can you formulate a concluding statement? Please try.
Water travels in a cycle. It is on a continous journey from the sky
to land and back again.
b. Considering the poster and answers to questions
above, create a poster ofyour own that has
something to do with explanation of an event or
thing.
1. Mention at least 3 technical terms used in the poster !
( Brush , Spit, Drink )
2. Mention the so-called general statement (if any) !
5 tips to keep you smiling
7. 3. Does the picture help your understanding of the content?
Yes, It does
4. Can you formulate a concluding statement? Please try.
5 tips to keep you smiling
c. Let‘s Get Started to Write.
You are provided with a text with many missing
parts. The text deals with the picture below. Now,
complete the text with words/phrases that most
possibly make sense. You may need to open a
dictionary or other sources.
A solar eclipse ( occurs ) when the moon passes between the
( sun ) and the ( earth ) This can only happen
during new moon. The moon may partially or entirely
block the sun during solar eclipse. At this time, the
shadow of the moon ( falls )
on the earth. When the outer shadow or the ( penumbra ) of the moon
( falls ) on the earth a partial solar eclipse is ( witnessed )
Partial ( eclipses ) occur when the moon is not completely in
( line ) with the sun and the earth. When the inner
shadow or the umbra of the moon ( falls ) on the earth
a ( total )solar
eclipse occurs. At this time, the moon completely
8. blocks the view of the sun.
Sometimes, when the sun and the moon are exactly in
line, the appearance size of the moon is smaller than
the sun does, the sun appears as a bright ring or
(annulus ) and we ( witness ) an annular eclipse.
Solar eclipse do not occurs very often, this is primarily ( because )
the
moon orbit is titled at an angle of 5 ( degrees ) As the moon
( revols ) around the earth it is quiet rare for the ( sun
), the moon, and the earth to fall in straight line.
An eclipse is a natural ( phenomenon ) Nevertheless,
in some ancient and modern cultures, solar eclipses
have been ( attributed ) to supernatural causes or (
regarded ) as bad omens. A total solar eclipse can be
frightening to people who are unaware of its
astronomical explanation, as the Sun seems to (
disappear ) during the day and the sky ( darkens
) in a matter of minutes. Looking directly at the sun
when solar eclipse occurs can lead eye (
damage ) even
blindness ( because ) of the intense visible and invisible ( radiation )
that the photosphere ( emits ) So, we must use any optical aid like
( telescope ) and eclipse ( glasses ) when looking solar eclipse.
9. Reflection
No. LEARNING JOURNAL
1. Within this learning material and activity, I have learned:
Explanation answer the question on “ how “ something works or “ why “ something happened.Its
introduction contains a general statement that introduces or identifies the scientific or technical
phenomenon. The body of an explanation text consist of a series of sequenced statements about the
process explained . An optional concluding statement can tie up the explanation . labelled diagrams
and flow charts can be used to clarify information not included in the explanation .
2. The key features of the material include:
Definition of the explanation
Explanation answer the question on “ how “ something works or “ why “ something happened.Its
introduction contains a general statement that introduces or identifies the scientific or technical
phenomenon. The body of an explanation text consist of a series of sequenced statements about the
process explained . An optional concluding statement can tie up the explanation . labelled diagrams
and flow charts can be used to clarify information not included in the explanation
Social function
Explain how and why something works or happened
Text Structure
Title
General statement introducing or identifying the phenomenon
Series of sequences statements
Concluding statement
Labelled diagrams and flow charts
Language features
Vocabulary : general nouns , technical language,noun groups
Grammar : action verbs, timeless present tense,passive,adverbial phrases,causaland temporal
connectives
3. What I like most of this material and activity is/are:
Create posterand answer based on the poster
4. What I need to improve/learn/practice more is/are:
Vocabulay
Pronounciation