WRITTEN OUTPUT Teaching Writing: (Instructions and Explanations) Members: DAJAC, Michelle ESPOSO, Kristina Gay LUBIANO, Sarah Jean NAVALES, Ma. Theresa E III-13 BSE - -English nglish
EXPLANATION TEXT I.
Features of the Text A. CONTENT 1. TOPIC -
Explanation
is a text which tells processes relating to forming of natural, social, scientif ic and cultural phenomena. Explanation text is to say 'why' and 'how' about the forming of the phenomena. It is often found in science, geography and history text books.
2. PURPOSE
-
-
To explain ³HOW´ or ³WHY´ something works or happens To explain the processes involved in natural and social phenomena, or to explain how something works To explain the process that occur in the formation or the activities associated with natural phenomena, the scientific world, socio-cultural, or other purpose explained
3. AUDIENCE
-
Explanation texts target generic audience
B. LANGUAGE
1. STRUCTURE
a. b.
General stat ement ; stating the phenomenon issues which are to be explained. nc ed e xplanation; stating series of steps which explain the S eq ue phenomena.
TITLE
General Statement
Sequenced Explanation
Explanation Texts should be written in proper time order. Descriptions should be detailed and complete.
Diagrams, charts and illustrations could be used in order to support the information/explanation provided in the text.
2. GRAMMAR
a. Uses passive voice pattern b. Uses simple present tense c. Uses the ³third grammatical person´ (e.g. he, she, it, they)
3. VOCABULARY
a. Makes use of technical or topic words b. Makes use of formal language c. Makes use of ³Time connectives´ (e.g. eventually, finally, suddenly, earlier, next, meanwhile, just -then, later, secondly, in the end, first, firstly, second, now, penultimately) d. Makes use of ³Causal Connectives´ (e.g. as a result (of), for, for this reason, owing to, because of this, therefore, hence, so, consequently and because) II.
ANNOTATED TEXT
General
Tsunami
Sentences are formed using simple present tense verbs.
Statement The term of ³tsunami´ comes from the Japanese which means harbour ("tsu") and wave ("nami"). A tsunami is a series of waves generated when water in a lake or a sea is rapidly displaced on a massive scale.
Sequenced Explanation (How does tsunami being formed?)
A tsunami can be generated when the sea floor abruptly deforms and vertically displaces the overlying water. Such large vertical movements of the earth's crust can occur at plate boundaries. Subduction
of earthquakes are particularly effective in generating tsunami, and occur where denser oceanic plates slip under continental plates. As the displaced water mass moves under the influence of gravity to regain its equilibrium, it radiates across the ocean like ripples on a pond. Tsunami always bring great damage. Most of the damage is caused by the huge mass of water behind the initial wave front, as the height of the sea keeps rising fast and floods powerfully into the coastal area. Conclusion; summing
(simplified from www.panda.org)
up of Details
Makes use of Technical/Topic Terms
III.
RUBRIC
FOR SCORING AN EXPLANATION TEXT
INSTRUCTIONS:
Rate the student·s output in creating an explanation text according to the following criteria.
SCALE INDICATORS CRITERIA
A. STRUCTURE (50%)
[4] Excellent
[3] Very Satisfactory
[2] Satisfactory
[1] Needs Improvement
Satisfies ALL of the following indicators:
Satisfies ONLY THREE of the following indicators:
Satisfies ONLY TWO of the following indicators:
Satisfies ONLY ONE or NONE of the following indicators:
Presents
Presents
Presents
Presents
a General Opening Statement that satisfactorily introduced the topic or issue to be explained Presents a series of steps/process that further explained the topic/issue Presents explanations in a sequenced/logical/ Chronological order Uses a diagram/chart/ illustration to support the explanations presented on the text
Satisfies ONLY THREE of the following indicators:
Satisfies ONLY TWO of the following indicators:
Satisfies ONLY ONE or NONE of the following indicators:
Uses the Passive Voice pattern in forming sentences Uses the Simple Present Tense of the verbs Uses the ´Third Grammatical Personµ of pronouns Uses a variety of sentence structures
a General Opening Statement that satisfactorily introduced the topic or issue to be explained Presents a series of steps/process that further explained the topic/issue Presents explanations in a sequenced/logical/ Chronological order Uses a diagram/chart/ illustration to support the explanations presented on the text
Satisfies ALL of the following indicators:
B. GRAMMAR (30%)
Uses the Passive Voice pattern in forming sentences Uses the Simple Present Tense of the verbs Uses the ´Third Grammatical Personµ of pronouns Uses a variety of sentence structures Satisfies ALL of the following indicators:
C. VOCABULARY (20%)
Uses variety of technical/topic
a General Opening Statement that satisfactorily introduced the topic or issue to be explained Presents a series of steps/process that further explained the topic/issue Presents explanations in a sequenced/logical/ Chronological order Uses a diagram/chart/ illustration to support the explanations presented on the text
Uses the Passive Voice pattern in forming sentences Uses the Simple Present Tense of the verbs Uses the ´Third Grammatical Personµ of pronouns Uses a variety of sentence structures
Satisfies ONLY THREE of the following indicators:
Satisfies ONLY TWO of the following indicators:
Uses variety of technical/topic
Uses variety of technical/topic
a General Opening Statement that satisfactorily introduced the topic or issue to be explained Presents a series of steps/process that further explained the topic/issue Presents explanations in a sequenced/logical/ Chronological order Uses a diagram/chart/ illustration to support the explanations presented on the text
Uses the Passive Voice pattern in forming sentences Uses the Simple Present Tense of the verbs Uses the ´Third Grammatical Personµ of pronouns Uses a variety of sentence structures
Satisfies ONLY ONE or NONE of the following indicators:
Uses variety of technical/topic
Satisfies ALL of the following indicators:
B. GRAMMAR (30%)
Uses the Passive Voice pattern in forming sentences Uses the Simple Present Tense of the verbs Uses the ´Third Grammatical Personµ of pronouns Uses a variety of sentence structures Satisfies ALL of the following indicators:
C. VOCABULARY (20%)
Uses variety of technical/topic terms Uses formal language Uses ´Time Connectivesµ Uses ´Causal Connectivesµ
Satisfies ONLY THREE of the following indicators:
Satisfies ONLY TWO of the following indicators:
Satisfies ONLY ONE or NONE of the following indicators:
Uses the Passive Voice pattern in forming sentences Uses the Simple Present Tense of the verbs Uses the ´Third Grammatical Personµ of pronouns Uses a variety of sentence structures
Uses the Passive Voice pattern in forming sentences Uses the Simple Present Tense of the verbs Uses the ´Third Grammatical Personµ of pronouns Uses a variety of sentence structures
Satisfies ONLY THREE of the following indicators:
Satisfies ONLY TWO of the following indicators:
Uses variety of technical/topic terms Uses formal language Uses ´Time Connectivesµ Uses ´Causal Connectivesµ
Uses variety of technical/topic terms Uses formal language Uses ´Time Connectivesµ Uses ´Causal Connectivesµ
Uses the Passive Voice pattern in forming sentences Uses the Simple Present Tense of the verbs Uses the ´Third Grammatical Personµ of pronouns Uses a variety of sentence structures
Satisfies ONLY ONE or NONE of the following indicators:
Uses variety of technical/topic terms Uses formal language Uses ´Time Connectivesµ Uses ´Causal Connectivesµ
SCORING PROCEDURE:
Below are the steps in grading the poster created by the students using Ana-Holistic Rubrics: 1. 2. 3. 4.
Rate the student·s output from 1-4 based on the given criteria. Multiply the rating given by the evaluators to the prescribed percentage for each criterion to acquire the weighted average. Add all scores to get the final grade. Once the final grade is determined, use the transmutation below to get your grade in percentage. Refer to the interpretation to consider the corresponding remark of your grade
SCALE EQUIVALENCE AND INTERPRETATION
SCORE
EQUIVALENT GRADE IN PERCENTAGE
4
100%
3.0 ² 3.9
90 ² 99%
INTERPRETATION Excellent. The student was able to correctly form his/her sentences. The student was able to produce a clear, logical and comprehensible series of steps to explain the topic/issue. The words chosen by the student are very much appropriate to the topic. Very Satisfactory. The student was able to correctly form most of his/her sentences. The student was able to produce a clear, logical and comprehensible series of steps to explain the topic/issue. The words chosen by the student are somehow appropriate to the topic. Satisfactory. The student was able to correctly form some of his/her sentences. The
SCORING PROCEDURE:
Below are the steps in grading the poster created by the students using Ana-Holistic Rubrics: 1. 2. 3. 4.
Rate the student·s output from 1-4 based on the given criteria. Multiply the rating given by the evaluators to the prescribed percentage for each criterion to acquire the weighted average. Add all scores to get the final grade. Once the final grade is determined, use the transmutation below to get your grade in percentage. Refer to the interpretation to consider the corresponding remark of your grade
SCALE EQUIVALENCE AND INTERPRETATION
SCORE
EQUIVALENT GRADE IN PERCENTAGE
4
100%
3.0 ² 3.9
90 ² 99%
2.0 ² 2.9
80 ² 89%
1.0 ² 1.9
70 ² 79 %
IV.
INTERPRETATION Excellent. The student was able to correctly form his/her sentences. The student was able to produce a clear, logical and comprehensible series of steps to explain the topic/issue. The words chosen by the student are very much appropriate to the topic. Very Satisfactory. The student was able to correctly form most of his/her sentences. The student was able to produce a clear, logical and comprehensible series of steps to explain the topic/issue. The words chosen by the student are somehow appropriate to the topic. Satisfactory. The student was able to correctly form some of his/her sentences. The student was somehow able to produce a comprehensible series of steps to explain the topic/issue. The words chosen by the student are somehow appropriate to the topic. Needs Improvement. The student wasn·t able to correctly form his/her sentences. The student failed to produce a clear, logical and comprehensible series of steps to explain the topic/issue. The words chosen by the student are somehow inappropriate to the topic.
ADDITIONAL INFORMATION
CHECKLIST:
EXPLANATION TEXT
Features of Explanation Writing
Does it have a title to tell you what the writing is about?
Is there a general opening statement?
Title ______________________________ _____________
IV.
ADDITIONAL INFORMATION
CHECKLIST:
EXPLANATION TEXT
Features of Explanation Writing
Title ______________________________ _____________
Does it have a title to tell you what the writing is about?
Is there a general opening statement?
Is it written in a series of logical steps?
Do the steps continue until the explanation is complete?
Is it written in simple present tense?
Does it use time connectives? e.g. then, next, after a while, etc. Does it use causal connectives? e.g. because, so, this causes, this results in, therefore« etc. Are there diagrams or illustrations to help with the explanation? ( Optional ) C reated
by: A. Gill (Mosborough School) and J. O¶Neill (Whiteways School) June 2005 Sheffield Learning Network
TIPS ON WRITING EXPLANATION TEXTS:
V.
Decide whether diagrams, charts, illustrations or a flow chart would help to explain. Use a title that indicates what you are writing about. Using how or why in the title helps. Try to make the title intrigue (interest) the reader, e.g. Why do sloths hang about?. Use the first paragraph to introduce your subject to the reader. Organise the writing and illustrations to explain: what you need, how it works, why it works (cause and effect), when and where it works, what it is used for. Add in extra, interesting information. Try to end by relating the subject to the reader. If you use specialised terminology a glossary may be needed. Interest the reader with exclamation, e.g. Beware - whirlwinds can kill! Or use questions, e.g. Did you know that«? Draw the reader in, e.g. strange as it may seem..., not many people know that... Finally... Re-read your explanation, pretending you know nothing about the subject
REFERENCES: Internet Sites: y
y
Chuz.iem@. (2009). General Characteristics of Explanation Text. Explanation Text. Retrieved from http://explanationtext.blogspot.com/2009/09/general-characteristics-ofexplanation.html SMA khzefa. (2010). Explanation Text. Integrated Language Skills: An English Discourse for Learners... Retrieved from http://khzefa.blogspot.com/2010/03/explanation-text_29.html
Printed Sources: y
y
Wargetz, L. G. (1989). Models for C lear Writing (2nd ed.). New Jersey, U.S.A.: Prentian Hall Inc. Holloway, B. R. (2002). T echnical Writing Form (2nd ed.). Pearson Education Inc.
Basics:
A Guide to Style and
