Explanation are written for how cotton is processed to

become articles of clothing, why we should

exercise and eat a healthy diet and how cheese

Texts is processed from milk.

Explanations are written by members of a

number of professions to explain processes.
Medical researchers write explanations for
Structure and features doctors, nurses and health workers about how
medical problems develop. Weather forecasters
of explanation texts explain weather patterns and changes for
farmers, students and scientists. A biologist will
describe how butterflies develop from cocoons
for students and conservationists.
PURPOSE
An explanation is written to explain how and Students should be writing detailed and
why something in the world happens. It is accurate sequences of events and at this stage
about actions rather than about things. should be writing explanations showing causal
Explanations play a valuable role in building and relationships as well as sequential ones. Causal
storing our knowledge. Technical and scientific relationships explain natural happenings such as
writing are often expressed in this form. tornadoes, earthquakes or a lunar eclipse.

Technical terms play an important role in

TYPES OF EXPLANATION explanation texts. A glossary of terms may be
When writing explanations we establish that the included at the back of the book or writers may
phenomenon exists and then explain why or write a definition of terms within the text.
how this came about. The writer should acquire
a great deal of content knowledge before It is important that students understand that
beginning the explanation. explanations can be part of a larger text. It is
quite usual to find explanations within a report
There are different types of explanation. One to explain some aspects of the information.
type explains an occurrence or how something They are frequently found as an integral part of
works. It may be mechanical explaining how a a procedural text, the procedure explaining to
lawn motor works, technological describing the reader how to do something and the
how a computer works or natural when explanation detailing how it works.
describing how avalanches occur. A second
type explains why things happen, for example
why objects expand and contract and why STRUCTURE OF
bathroom mirrors mist up when we shower.Yet EXPLANATION TEXTS
another type may explain the similarities and
Explanations have the following structure:
differences between objects and a final type
• title
would explain how to approach a problem that
• general statement introducing or identifying
has to be resolved.
the phenomenon
• series of sequenced paragraphs
This text type links with Science and
• concluding paragraph
Technology topics where explanations of
• labelled diagrams and flow charts.
natural or non-natural phenomena are
explored, for example how a television works,
why earthquakes occur, how tornadoes are Title
formed and how sound moves through a variety Explanations have a title that prepares and leads
of materials. It also has links with Human the reader to the text. This can appear in a
Society and Environment where explanations variety of forms from a heading that names the

50
action to a how and why question or a problem and illustrations are important as they support
that is to be answered by the explanation. the text.

General statement Students will need to research the topic, making

notes, drawing diagrams and making drawings.
The first paragraph has a general statement
They can make use of the scaffolds and outlines
that introduces or identifies the scientific or
to assist with the development of these skills.
technical phenomenon. It gives the audience
a brief introduction to the event or thing and
an understanding of the type of text that is
to follow. LANGUAGE FEATURES OF
EXPLANATION TEXTS
Sequenced statements • Use of present tense.
At this stage students’ explanations are • Use of complex noun groups to build
developing causal relationships as well as detailed descriptions, e.g. The enormous
sequential ones. The logically sequenced expanse of arid land; The rampaging,
paragraphs explain why or how something threatening river.
happens rather than focusing on an object. The • Use of abstract nouns, e.g. heat, earthquakes.
explanation sequence should consist of a series • Use of pronouns for words already
of happenings, actions, causes or processes that introduced in the text.
are the focus of the text type. This chain of • Usually the subject is not human, e.g.
actions, causes or events results in the mountains, rain, video.
phenomenon about which the explanation is • Use of sentences that have a clear subject and
written. Events may be related according to verb agreement.
time or cause or through both and should be • Use of action verbs to explain cause, e.g.
detailed and accurate, ensuring that all elements from, started from.
have been included. Sequences often develop by • Use of adverbial phrases of time and place to
explaining how the events happen over a period tell where and when actions occurred, e.g. It
of time: first this happens and then this is is to be found in North America.
followed by the next event. It is important that • Use of connectives to link time sequences in
in addition to researching the facts, students a cause and effect sequence, e.g. first, then,
understand the reasons behind them. Attention after, finally, so, as a consequence.
should be focused on writing these reasons in • Use of passive voice and nominalisation to
their explanations. link the events through cause and effect.
• Use of time conjunctions, e.g. when, as, to
It is important that students realise that they sequence and link events and to keep the
will need to make thoughtful decisions about text flowing. Placing of these conjunctions
what to write and the order in which the first in the sentence in order to focus the
information should be presented. Generally reader’s attention, e.g. When he reached the
there is no human involved in the process summit of the mountain, he felt exhilarated.
of events. • Use of technical terms or word chains
about a subject, e.g. a spider falls into the
family of arachnids.
Concluding statement
An optional concluding statement can tie up
the explanation.

Labelled diagrams
Labelled diagrams and flow charts can be used
to clarify information or to add additional
information not included in the explanation.
Particularly in scientific texts accurate diagrams

Blake Education Fully Reproducible 51

Sample Annotated Text
TEXT LANGUAGE
ORGANISATION
HOW DO WE FEATURES

breathe?
General statement The nose, trachea and lungs are Title
introducing phenomenon Use of present
the main organs which make up the tense, e.g. are,
allows
respiratory system. This system Use of action
allows the exchange of gases which verbs, e.g.
sends, pull
are needed for us to live. Use of
conjunctions of
time, e.g. when,
Series of sequenced Breathing happens when the brain sends a message because
paragraphs through the nerves to the intercostal muscles which Use of adverbial
lie between the ribs and diaphragm. When the phrases of place,
e.g. outwards,
instruction is received, the muscles pull the ribs bigger
outwards and the diaphragm relaxes so that the space Use of pronouns
in the chest gets bigger. Because the pressure in the for words already
introduced,
chest gets lower, air rushes in to fill the lungs. e.g. It

This air is first taken in through the nose or mouth. Use of technical
words, e.g.
It then travels into the throat (the pharynx) and on epiglottis,
trachea
through the voice box (the larynx). The opening to the
voice box has a cover over it called the epiglottis. Use of time
connectives to
link time
This cover opens when a breath is taken. In this way, sequences, e.g.
after, as a result
the air is able to flow down the trachea but food is
kept out. Use of noun
groups, e.g.
small blood
After passing down the trachea the air travels into the vessels, the main
organs
lung down either the right or left bronchus, through
Use of clear
the bronchioles and at last into tiny air sacs called subject and verb
alveoli. These are covered with small blood vessels agreement, e.g.
muscles, push
called capillaries. From here, oxygen is finally taken
Use of abstract
into the blood stream and carbon dioxide is passed noun, e.g. breath
back to the lungs.
The intercostal muscles then push the rib cage back
inwards. As a result, the space in the chest gets
smaller and the pressure rises, thus pushing the
carbon dioxide back out of the lungs.
Concluding
sentence/paragraph And it all happens in the space of a single breath!

52
Name _________________________________________ Date _______________ BLM 36

Outcomes Checklist Explanation Texts

At the end of the units on explanation texts, students will have worked towards achieving
the following National Level 4 (NSW Stage 3) outcomes.

SPEAKING AND LISTENING BLM DATE & COMMENTS

NA 4.1 NSW 3.1 Communicates and interacts confidently for a 51, 54, 56
range of purposes and a variety of audiences to express well
developed, well organised ideas dealing with more challenging
topics.

NA 4.3 NSW 3.4 Controls and evaluates structures and features of 51, 56
spoken language. Interprets meaning and develops and presents
ideas and information in familiar surroundings.

NA 4.4 NSW 3.2 Interacts in different sized groups using effective 54, 56
communication skills and strategies and listening attentively

READING AND VIEWING

NA 4.5 NSW 3.5 Reads an extensive range of texts with fairly 58, 59, 64
complex structures and features, justifying own interpretation of
ideas, information and events in the response to themes and issues.

NA 4.7 NSW 3.8 Identifies the structures of different texts and 58

with assistance discusses the grammatical structures and features that
shape readers’ and listeners’ understanding of texts.

NA 4.8a NSW 3.6 Selects a range of strategies appropriate for the 49, 50, 55, 60, 64
texts being read.

NA 4.8b Working with peers, is able to find information and 50, 55, 60, 64
resources for specific purposes.

WRITING
NA 4.9 NSW 3.9 Writes well structured literary and factual texts 51, 55, 59, 61, 65,
using challenging topics, ideas and issues for a variety of purposes 66
and audiences.

NA 4.10 NSW 3.13 Evaluates writing in terms of effectiveness of 50, 51, 65, 66
presentation of subject matter and adjusts to focus on context,
purpose and audience.

NA 4.11 NSW 3.14 Discusses and evaluates how texts have been 49, 54, 55, 58, 59,
constructed to achieve their purpose and shape readers’ and viewers’ 61, 65
understandings using grammatical features and structures.

NA 4.12a NSW 3.10 Uses a range of strategies to plan, edit and 50, 55, 60, 61, 65
proofread own writing.

NA 4.12b NSW 3.11 Uses a range of strategies to spell unfamiliar 54, 56, 58, 60, 61,
words. 64

Blake Education Fully Reproducible 53

Background effect that thisTime
Section will have. Action
conjunction
Effect

The diaphragm

Lessons Muscles When Pull relaxes

Ask students to design a clearly labelled

Session 1 machine that will clear rubbish from shopping
aisles. Encourage them to deliver a detailed oral
Becoming familiar explanation of how the machine will work for a
specific audience, using palm cards, gesture and
with the text type expression. Students need to concentrate on
using clear vocabulary when describing the
Model the construction of an explanation. sections or parts to provide clarity for the
Ensure that students understand that each audience.
section has features and functions and is not
merely a description. Students should be given
the opportunity to identify the phenomenon, Session 3
the sequenced explanation and underline the
concluding statement. Correct
Follow this with an activity when students recon-
struct a model text that has been cut into
language usage
sections. They will need to select the sentence Discuss the aspects of language needed when
identifying the phenomenon to introduce the writing an explanation text.
text and follow this with logically sequenced Model for students how to use a glossary or
events. dictionary to find the meaning of technical
Take opportunities to work with students on words.
poorly constructed texts, modelling how to • Because so many technical words are used, it
improve the structure and flow of the language. is important that students develop their ability
to define these terms. The definition should
Session 2 include an explanation of the meaning,
followed by a description of the features or
Oral explanations structure. Students could develop their own
glossary on a subject by linking technical
When trying to find out information, oral words and their explanations.
language is used to inquire, to answer questions, Take, for example, a bobby pin. The meaning
to offer information, to explain to peers, to tell is an object that holds the hair in place. Its
peers to do things and to exclaim. structure can be explained as a metal hairpin
Model an oral explanation and ask students to with two slender prongs that clamp together.
assist you to build up the stages so they can Give students the opportunity to define terms
increase their confidence and desire to construct such as geography, pizza, cosmonaut, sunset,
their own texts. Students working in pairs tripod.
should research topics for oral explanations. • Develop students’ ability to create noun
They should produce clearly labelled visual groups by giving them a number of general
texts such as flow charts, timelines or diagrams nouns and asking them to develop noun
to represent causal and sequential explanations. groups adding adjectives or adjectival phrases,
To assist students to think through causal e.g. beach—hot parched gritty sandy beach.
explanations such as ‘How do we breathe?’, • Conjunctions are used to link clauses,
suggest they create a grid that will force them sentences and paragraphs. They change a list
to focus on what is doing the action and the

54
 of relevant facts to a reasoned explanation by
smoothly linking and helping the flow of one Session 4
part of the text to another in a way that builds
the logic and sense. Give students a number
Joint construction
of simple sentences and ask them to use Revise the structure of an explanation by writing
conjunctions to create more complex sentences. a text with the students. The teacher and students
• Frequently objects, sentences or ideas are need to establish knowledge of the topic,
compared or contrasted in explanations. the audience and purpose of the text before
Students may be asked to compare two starting. Students should read explanations
novels by the same or different authors or from a variety of sources, e.g. books, videos,
compare and contrast life styles and culture CD-ROMS, the Internet.
in different countries or even events taking This is a suggested outline for the joint
place in different areas, e.g. comparing and construction:
contrasting the benefits of reading and
watching television. Ask students to search • Write a how or why question for the topic.
for similarities and differences as they develop • Brainstorm current knowledge on the topic
paragraphs where they are contrasting these and jointly construct a sequenced flow chart,
or other ideas. fishbone design or timeline to represent
• Ask students to list connectives that link the sequenced events.
cause and effect sentences, for example because, • Model a note making activity for students,
so, so that, if, before, after, therefore, due to, focusing on key words.
consequently, as a result of. These words could
be used to make word banks (see example on • Plan an explanation by deciding how to
page 56). begin and by listing and ordering key points.
Decide how to combine notes from different
• Follow this with an activity where cause and resources that discuss the same point, and
effect sentences are cut up and ask students to how to deal with conflicting information.
link them, ensuring that the cause comes
before the effect. After this a suitable activity • Elaborate on points and link ideas using
would be to give students a series of causes conjunctions and connectives. Focus on
and ask them to write the effect, for example: words that indicate sequence in time, e.g.
then, next; those that link cause and effect
It has been raining for one week now so… such as because, due to, consequently; and
The girl slipped in the puddle and… action verbs such as force, cause. The aim is to
• Alternatively students can be given the effect work towards complex and detailed well
and can add a cause, for example: structured explanations.
The father was late for work because… • When editing drafts, focus on the use of
Jamie had no clean clothes for school as… commonsense definitions for technical words,
• Ask students to collect newspaper articles diagrams that illustrate technical points and
which they should summarise under these explanations that flow logically.
headings: firstly what it is referring to, then its • Visual texts should clearly show sequential or
cause or the effect it causal relationships and should be referred to
has and finally the in the text.
solution that is
offered. It is important for students to strive to become
critical writers who understand why one way of
expressing something is better than another.
They will need to focus on use of appropriate
vocabulary for the purpose and audience,
graphics that add to the understanding of the
text, structure, and well organised use of only
the necessary information.

55
 WORD BANK
Conjunctions Words linking cause Comparative/
and effect contrasting
conjunctions

alternatively because but

after consequently similarly
while so that is
then therefore whereas
previously because for example
because caused this alternatively
if led to in fact
although due to while
so so also
and created instead
like culminated in in other words
or encouraged on the other hand
whereas grew out of however
however influenced by
indeed inspired
therefore as a result of
subsequently shaped by
a source of
stemmed from
brought about

Action verbs Technical topic words

Words will vary depending on topic, Words will vary depending on topic,
for example: for example:
pull epiglottis
push trachea
sends pharynx
larynx

56
Session 5 knowledge they have gained about the stages of
an explanation. Notes should be written in
Independent point form and only take in key information.
Students should number the points beginning
constructions each one on a different line. The focus should
be on headings, subheadings and topic
Invite a guest speaker or view a video about a sentences. In oral texts students should listen for
phenomenon so that students have some words that will signal important information is
knowledge of technical language as a base. coming, for example The main reasons why…
Encourage the class to brainstorm a list of specific Students should create clearly labelled diagrams
how and why research questions to help them or a flow chart that can summarise information
focus on their research topic. Ideas should develop and sequence the events. Separate paragraphs
from Key Learning Areas but possible topics to can be written for each section and diagrams
include are: How you move; How cells release for each stage to clarify points. Have students
energy; How your heart works; Why we talk through illustrations, diagrams or flow
exercise. Encourage students to select a question charts and ask them to predict phenomenon
that is fairly focused and that they would like to identification, and how they will sequence a
research. logical series of steps. It is important that
students realise the importance of writing notes
This should be followed by the exploration of in their own words and not simply copying
relevant resources. Remind students to read passages from a book.
visual texts, for example life cycles, timelines
and flow charts, by interrupting the reading of a
written text in order to refer to concepts that
will assist comprehension.
Ask students to scan when researching using the

57
BLM 37 Name _________________________________________ Date _______________

Causal Wheel

58 Blake Education Fully Reproducible

Name _________________________________________ Date _______________ BLM 38

Fishbone Diagram (Causes of Given Effects)

TOPIC

Blake Education Fully Reproducible 59

BLM 39 Name _________________________________________ Date _______________

A Chain Sequence

60 Blake Education Fully Reproducible

Name _________________________________________ Date _______________ BLM 40

Flow chart

Blake Education Fully Reproducible 61

BLM 41 Name _________________________________________ Date _______________

Explanation Outline
Title
Is this a how or why question?

Introduction
Do you know your target audience? Have you described what you are going to explain?

Explain the events in the order that they occur.

Have you used connectives and conjunctions like when, then, next, firstly, secondly, another reason,
finally, previously, afterwards, a third point, meanwhile? Have you used action verbs? Have you used
adverbial phrases of time, e.g. at this time? Have you used adverbial phrases telling how something
happens, e.g. by osmosis? Have you used technical words? Are your paragraphs clearly organised?

First

Then

Concluding statement (optional)

Does this statement finish off the explanation?

Illustration, diagram or flow chart

Is it carefully labelled? Does it add additional information to the explanation?

Resources
Have you listed the sources you used for this research?

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Name _________________________________________ Date _______________ BLM 42

Explanation Scaffold
Title
A how or why question.

Introduction
A general statement introducing the subject.

Sequenced statements
Describe the actions in the order that they happen.

Concluding statement
End the explanation by describing how the subject will continue or explaining very briefly
what has happened.

Resources
List author, title and publisher of any resources used.

Blake Education Fully Reproducible 63

BLM 43 Name _________________________________________ Date _______________

Comparing and Contrasting Explanations

Title

Introduction
(This is a comparison of the countries…/food types…/political systems…)

The ways in which they are similar…

The ways in which they differ…

Conclusion

Visual aids

64 Blake Education Fully Reproducible

Name _________________________________________ Date _______________ BLM 44

An Explanation to Solve a Problem

Background (summarise the problem)

A paragraph explaining the reasons why the problem exists

A paragraph explaining the consequences of the problem

A paragraph offering a solution to the problem and its benefits.

Blake Education Fully Reproducible 65

BLM 45 Name _________________________________________ Date _______________

Food Chain and Ecosystem

66 Blake Education Fully Reproducible

 BLM 46

Explanation Skills Checklist

Name:
Class: Date/Level Date/Level Date/Level Date/Level
PURPOSE
Can name topics suitable as content of
explanations.
Demonstrates an understanding of the
purpose of an explanation.
STRUCTURE
Writes causal and sequential texts.
Uses a how and why question as a title
and focus.
Writes a clear opening sentence.
Writes the explanation in a logical
sequence.
Writes a concluding statement.
Includes sufficient information to show
knowledge of the field and evidence of
some research.
Recognises different types of explanations.
TEXT ORGANISATION
Plans for the writing of explanations.
Writes general statements or definitions
introducing the reader to the subject.
Writes clearly organised paragraphs.
Sequences all the events in the
correct order.
Shows knowledge of the field and evidence
of some research.
Uses clear visuals that contribute to the
understanding of the text.
LANGUAGE FEATURES
Writes in the present tense.
Uses complex noun groups for
descriptions.
Uses adverbial phrases of time and place.
Uses conjunctions and connectives to link
and sequence events.
Uses passive voice and nominalisation to
link cause and effect.
Introduces and uses technical words to
explain phenomena.
Uses action verbs.
Edits and proofreads the draft.

LEVEL CODES 1 Consistently evident 2 Sometimes evident 3 Not evident

Blake Education Fully Reproducible 67