In this chapter we explore the language resources used in explanations of natural phenomena (eg volcanoes), of social phenomena (eg the taxation system), and of ‘built’ phenomena (eg escalators).

It is concerned with explaining, narrating, giving appropriate illustrations, examples and planned repetition where necessary. Leads from the known to the unknown.

Hierarchy of overlapping self-explaining committees. Continuous interaction and communication. When failure occurs, a story can be made, combining the member’s explanations.

Instructor Guidelines Using EXPLANATION to Promote Learning The act of explaining involves articulating the meaning of a concept, idea, solution o. other type of subject matter to oneself or …

What is explaining? To explain is to make an idea, concept, situation, relationship or meaning clear by communicating more in-depth information. To explain how to solve a problem might include writing …

Explaining to oneself: During the attempt to understand something (e.g., instructional material), an individual might try to explain it to him or herself. While self-explanations may frequently be …

Explaining and modeling are practices for making a wide variety of topics, academic practices, and strategies explicit to students. Teachers determine when explaining or modeling can help to make …