5.1 Writing cause–effect sentences
In the next activity, you will practise combining causes and effects into sentences using connectives.
Activity _unit6.5.1 Activity 9
The following table shows some examples of the connectives that can be used to join cause and effect.
| Cause connectives | Effect connectives | Nouns for cause and effect | Verbs for cause and effect |
|---|---|---|---|
| due to | so | influence | influence |
| since | as a result (of) | effect | affect |
| because (of) | therefore | factor | cause |
| if | thus | consequence | lead to |
| hence | impact | resulted in | |
| consequently | |||
| accordingly |
The causes below contain information on how schools are intervening in the health of children. Alongside them are some of the effects that these interventions are having.
Combine each pair of cause and effect to make complete sentences, using some of the connectives given in the table to help you join them together. Type your combined sentences in the response boxes. Note, too, whether you choose to have the cause or the effect first in a sentence, and how this affects your choice of connective.
| 1. | Cause | Effect |
|---|---|---|
| Children in many schools have a greater variety of sports and exercise options than in the past | More healthy children |
Answer
Because children in many schools have a greater variety of sports and exercise options than in the past, there are now more healthy children.
| 2. | Cause | Effect |
|---|---|---|
| National Curriculum means less room for subjects like cookery and home economics | Less practical experience for children in nutrition, food handling and preparation – widely regarded as skills essential for healthy living |
Answer
The National Curriculum has meant less room for subjects like cookery and home economics, which has resulted in less practical experience for children in nutrition, food handling and preparation. These skills are widely regarded as essential for healthy living.
| 3. | Cause | Effect |
|---|---|---|
| The National Curriculum places a heavier workload on children | Less time available for play and exercise |
Answer
Due to the National Curriculum placing a heavier workload on children, they now have less time available for play and exercise.
| 4. | Cause | Effect |
|---|---|---|
| Education authorities given the right to sell off playing fields | More than 6000 sites have been sold |
Answer
Education authorities were given the right to sell off playing fields. Consequently, more than 6000 sites have been sold.
| 5. | Cause | Effect |
|---|---|---|
| Companies ‘donate’ equipment in exchange for vouchers that people collect by buying their products | Children eat more chocolate. An estimated 5440 chocolate bars, containing over 33 kg of fat and more than a million calories, would need to be eaten to get the most expensive item on offer |
Answer
The effect of companies ‘donating’ equipment in exchange for vouchers that people collect by buying their products is that children eat more chocolate. An estimated 5440 chocolate bars, containing over 33 kg of fat and more than a million calories, would need to be eaten to get the most expensive item on offer.
| 6. | Cause | Effect |
|---|---|---|
| Telephone companies put up phone masts on or near school premises | Fears that electromagnetic fields from the masts may pose a health risk |
Answer
There are fears that the electromagnetic fields caused by mobile phone masts that have been put up by telephone companies on or near school premises may pose a health risk.
| 7. | Cause | Effect |
|---|---|---|
| Vending machines selling ‘junk’ food installed in UK schools | Children consume more high-calorie drinks and junk food – reinforcing unhealthy eating patterns |
Answer
Since vending machines that sell ‘junk’ food have been installed in UK schools, children are consuming more high-calorie drinks and junk food. This is reinforcing unhealthy eating patterns.
Discussion
Your answers may differ from the ones suggested above, as you may have chosen different connectives. In the answers given here, the cause comes first in sentences 1–4 and 7 and the effect comes first in sentences 5 and 6.