explanations
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| functions essentially putting forward individual | explanations | and reasoned justifications are those |
| such as giving logical reasoned | explanations | formulating an individualised viewpoint and |
| phenomenon there are two types | explanations | of how and explanations of |
| types explanations of how and | explanations | of why they have a |
| alliteration to name two possible | explanations | conclusions having established that clustering |
| factual recounts factual descriptions reports | explanations | instructions discussions persuasive texts arguments |
| so since especially in why | explanations | instructions tell someone how to |
| e g giving facts or | explanations | about aspects of a topic |
| following finally especially in how | explanations | and cause effect relationships indicated |
| one of the more unusual | explanations | they d heard for not |
| language learning among the many | explanations | offered as contributory factors for |
| minimal as opposed to full | explanations | create an orientation which is |
| passed on verbally with no | explanations | what was understood was the |
| eu an assessment of alternative | explanations | paper presented at the uaces |
| on antelope buffaloes and zebras | explanations | give an account of how |
| about that one of the | explanations | for that is quality of |
| before there have been other | explanations | for the problems one such |
| are confident but not complacent | explanations | will be given about what |
| them wi his subtleties and | explanations | they trustit him on accoont |
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