Consider the explanatory strategies you should use.

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To explain your concept, consider how you would define it, examples you can provide to help readers understand it, how it is similar to or different from other related concepts, how it happens or gets done, and what its causes or effects are. Keep in mind that your goal is not only to inform your readers but also to engage their interest. The following activities provide sentence strategies you may use to explore the best ways to explain your concept, and they may also get you started drafting your essay.

Ways In

What Writing Strategies Can I Use to Explain My Focused Concept?

What are the concept’s defining characteristics? What broader class does it belong to, and how does it differ from other members of its class? (definition)

  • [Concept] is a in which [list defining characteristics].

What examples or anecdotes can make the concept less abstract and more understandable? (example)

  • [Experts/scientists/etc.] first became aware of [concept] in [year], when (citation).
  • Interest in [concept] has been [rising/declining/steady] [because of/in spite of] [recent examples/a shortage of recent examples] like , , and .

How is this concept like or unlike related concepts with which your readers may be more familiar? (comparison and contrast)

  • Many people think the term [concept] means , but it might be more accurate to say it means .
  • [Concept] is similar in some ways to [similar concept]: [list areas of similarity]. However, unlike [similar concept], it [list areas of difference].
  • [Concept], a kind of [grown-up, children’s, bigger, smaller, local, international, or other adjective] version of [similar concept], [is/does/has] .

How can an explanation of this concept be divided into parts to make it easier for readers to understand? (classification)

  • Experts like [name of expert] say there are [number] [categories, types, subtypes, versions] of [concept], ranging from to (citation).

How does this concept happen, or how does one go about doing it? (process narration)

  • To perform [concept or task related to concept], a [person, performer, participant, etc.] starts by . Then [he/she/it] must [verb], [verb], and [verb]. [Insert or remove sections as necessary.] The process ends when [he/she/it] [verb].

What are this concept’s known causes or effects? (cause and effect)

  • [Concept or concept-related result] happens because .
  • Before [concept or concept-related result] can [happen/take place/occur], [identify a condition that has to be met first]. However, [that condition] isn’t enough by itself: [second condition] must also [happen/take place/be established].
  • Experts disagree over the causes of [concept]. Some, like [name 1], believe (citation). Others, like [name 2], contend that (citation).