Lesson video

Hello, everyone.

It's Mr. Brown here with your English lesson for today, and we are going to be planning, planning the first argument of a persuasive letter all about school uniform.

So, in our school uniform letter, there will be two arguments and we're going to be planning the first one in this lesson today.

So, let's get started.

The outcome for today's lesson is I can plan the first argument of a persuasive letter about school uniform.

The key words we will use are argument, point, explanation, proof, summary.

Let's say those together, my turn and then your turn.

Argument, point, explanation, proof, summary.

Amazing, well done.

The definitions for those words.

A written argument tries to convince the reader of something using strong reasoning to support.

A point is a main idea or opinion that is justified with one reason.

An explanation means giving reasons to help someone understand an opinion.

Proof refers to the evidence used to support an opinion.

A summary will briefly recap the main point of an argument.

The lesson outline, we will start by preparing to plan and then move on to writing the plan itself.

A persuasive letter will follow this structure.

We'll start with an introduction, then move on to the first argument, and that's what we're looking at today, the second argument, and finally the conclusion.

Now, the introduction is the first paragraph.

The sender introduces themselves and shares their purpose for writing.

Then, we have the paragraphs containing separate persuasive arguments.

Now these follow the PEPS structure that we'll look at in today's lesson and they support the purpose of the letter.

Finally, we have the conclusion, and this is the last paragraph that summarises the key information of the letter.

We are writing a persuasive letter to the prime minister to persuade them to make school uniform compulsory across the United Kingdom.

In this lesson, we'll be planning the first argument of our persuasive letter.

Now, the word argument suggests a disagreement, but a written argument has nothing to do with conflict.

A written argument tries to convince the reader of something using strong reasoning to support.

In this lesson, we'll be planning the first argument of our persuasive letter.

We will learn a structure to use when presenting our argument.

Now, structure is the way that something is organised.

Lots of things use structures to help them work better.

For example, a building has a structure to keep it standing.

A story often follows a structure.

A day at school follows a set structure.

And when debating, which is something that you may have done in your school, a speaker would follow a structure to organise their argument.

We are writing our argument, so we're not saying it out loud like you would do in a debate, but we'll still follow the same structure because doing so has many benefits, such as it helps our argument to flow and be easier for the reader to follow.

It ensures that key points aren't missed.

It helps to not let our argument become too long.

It demonstrates professionalism.

Let's check your understanding.

Which two of these are benefits of following a structure when writing an argument.

So, looking for two correct answers.

A, it ensures the reader is persuaded, B, it ensures that key points aren't missed, C, it eliminates the need for preparation, D, it appears prepared and professional.

What do you think? Two correct answers.

Pause the video and decide for yourself now.

Welcome back, everyone.

Let's see if you've found the right answers.

So, A, it ensures the reader is persuaded.

Well, there's nothing that we can do that will ensure the reader is persuaded.

That's down to our argument to be as persuasive as it can be, but we can't guarantee that the reader will be persuaded, so it's not A.

B, it ensures that key parts aren't missed.

Absolutely, following the structure will help to make sure that we aren't missing key parts of our argument.

C, it eliminates the need for preparation.

Well, absolutely not.

The structure is part of our preparation.

It certainly doesn't mean that we don't have to prepare at all, which means that D is the second correct answer.

It appears prepared and professional.

So, rather than just making up your argument on the spot, we're following a structure which makes you look prepared and professional.

So, well done if you said B and D.

There are four parts to the structure to follow when writing a persuasive argument.

Number 1, point, 2, explanation, number 3 is proof, and number 4, summary.

The acronym PEPS can help us to remember this structure and its order.

So, you can see PEPS is made up of P-E-P-S.

P for point, E for explanation, the second P for proof, and then S for summary, PEPS.

True or false, the four parts to the structure are point, explanation, proof, summary.

Is that true or is that false? Pause the video and decide now.

Welcome back, everyone.

Let's see if you found the right answer.

Point, explanation, proof, and summary is true, PEPS.

Well done if you said true.

Let's justify our answer.

This structure will help our argument flow and be easier for the reader to follow, or this structure will help our argument be very lengthy and detailed.

Is it A or is it B? How would you justify your answer? Pause the video and decide now.

Welcome back.

Let's see if you managed to justify your answer correctly.

Well, well done If you said A, this structure will help our argument to flow and be easier for the reader to follow.

B, the structure will help our argument be very lengthy and detailed.

Well, no, it shouldn't lengthen our argument to make it so long.

It might add detail, but A was the correct answer.

Well done if you said A.

For the first part of the PEPS structure, it involves making the main point of our argument.

That's point.

Each time we present an argument written all verbally, we start with a clear, concise statement.

That is our point.

A point is a main idea or opinion that is justified with one reason.

When writing our point, it is essential we give one reason to justify our opinion using the word because.

For example, "I believe having a uniform for all schools would be a good idea because it would be much cheaper for parents and carers as they wouldn't have to buy lots of different clothes." I have said that every school should have a uniform, and the reason for that, using the word because, is that it would be much cheaper for parents and carers as they wouldn't have to buy lots of clothes.

It's important to note that we do not begin explaining the full reasoning behind our opinion yet.

And the point should be just one sentence long.

Let me check your understanding on this.

Which word is used to justify your point? Is it A, and, B, but, C, so, or D, because? Pause the video and decide now.

Welcome back, everyone.

Which word is used to justify your point? Well, well done if you said D, because.

Because is the word we use to justify our point.

After making our point, we must now write an explanation that supports that point, and it does this by adding reasoning to persuade the reader.

This is not a new point and the reasoning given should support the point already made.

When writing an explanation to support our point, we may choose to use some linguistic techniques to persuade the reader.

These may include flattery, rhetorical questions, and presumption.

An explanation may be written over several sentences, so not like the point which is just one sentence, an explanation may be written over several sentences as the writer provides more detailed reasons to persuade the reader.

Here's an example.

"I am sure that someone as intelligent as you can understand that buying one or two sets of uniform is vastly cheaper than having to buy a child lots of different clothes.

Furthermore, uniform can also be passed down to younger siblings to wear.

The money that families save on this could be spent on books to help their children improve their reading or it could be spent on buying healthier, fresh food! I'm sure you'll agree that this makes sense." Once a speaker has delivered their point and explanation, they should now add proof to their argument.

So, proof is the same as evidence and it can be defined as something that is real, factual, and cannot be disputed.

There are many benefits to adding proof to an argument.

For example, reinforcing the key messages with facts, so backing up everything you've said with facts, helping to add credibility, further persuasion for an undecided reader, or appearing well prepared.

Again, it shows you researched, it shows you thoughts about your argument.

Let me check your understanding.

Adding proof will increase the credibility of a speaker's argument, is that true or false? Pause the video and decide now.

Welcome back.

Let's see if you're right.

Will adding proof increase the credibility of a speaker's argument? It absolutely will, it's true.

Well done if you said true.

Let's just justify our answers.

Adding proof makes it easier for the reader to trust the sender, or B, adding proof is considered rude and too forceful? Justify your answer with A or B.

Pause the video and decide now.

Welcome back.

Let's see if you managed to justify your answer correctly.

Well done If you said A, adding proof will make it easier for the reader to trust the sender.

B, adding proof is considered rude and too forceful, absolutely not, you can add proof to your argument, it will only help to persuade the reader.

In a written argument, there are different ways to add proof.

Now, the writer may choose to use facts or statistics.

These can be very persuasive and hard to dispute 'cause they're real.

The facts would need to be researched to ensure that they were completely accurate, but it's very hard to argue against something that is real and factual.

Now, remember, if you are using the internet to research, ask an adult to help ensure you are safe.

Anytime we're using the internet, particularly if we researching and we perhaps will use a search engine rather than a specific website, we need to ask an adult to just help us to make sure that we are safe.

You may also want to use yourself and your own life experiences as your proof.

This evidence will be persuasive as it will help to make your argument feel genuine and more personal.

If the argument is actually about you, then it's going to help make that argument feel much more genuine and personal.

You may wish to tell a short anecdote.

Now, an anecdote is a short personal story that serves to illustrate a point.

It should be a story about something real that happened to you or to someone else that you know, but it should be about you and your life.

Now, to end your written argument and the last part of the PEPS structure, we have a summary sentence.

To summarise something means to briefly and concisely convey the main point again.

We are summarising because we are taking a longer piece of content and condensing it down.

In a persuasive letter, a summary sentence will end your argument with a single sentence recapping the main point again for the reader.

There are lots of times when we listen to, watch, or read summaries, but we may not realise it.

For example, a teacher will often summarise their lesson at the end.

A news report will summarise the main headlines.

A football programme will summarise a match by showing the highlights.

A book's blurb will summarise the story to entice a person to read it.

And streaming platforms will summarise a movie or show to help viewers decide if they'd like to watch it.

The most challenging part of writing a summary sentence is how to summarise your point without simply repeating it word for word.

For example, if this is your point, "I believe having a uniform for all schools would be a good idea because it would be much cheaper for parents and carers as they wouldn't have to buy lots of different clothes." So, if that's your point, you can summarise it by saying, "I strongly feel that having a uniform for all children would make a huge difference to the financial situation of families, who would no longer need to buy lots of different clothes." So, I'm saying the same thing again, but I'm rewording it, I'm finding a fresh new way to say it.

The same message, same point, I want the readers to take away that point as the last thing I say 'cause it's so important, but I've found a new and interesting way to say it.

Let me check your understanding.

What should a writer use a summary sentence to do: A, repeat their argument in full, B, start a new argument, or C, briefly remind the reader of the point? Pause the video and decide now.

Welcome back.

Let's see if you found the correct answer.

So, what should a writer use a summary sentence to do? Well, they should use it to briefly remind the reader of the point.

They are not repeating their argument in full and they are definitely not starting a new argument, so it's C.

Well done if you said C.

Time for a practise task.

Order these parts of an argument to reflect the PEPS structure.

So, I have got four parts to my argument.

One of them is the point, one of them is my explanation, one is the proof, and one is the summary, but they're all jumbled up.

Your job is to order them correctly so they follow the point, explanation, proof, summary structure.

Let me read them to you.

The first one is, "I am sure you will agree that feeling included creates a sense of positivity.

Having a uniform for all children will ensure they are judged based on their character rather than their clothes and help to make sure nobody is left out." Hmm, do you think that's the point, the explanation, the proof, or the summary? How about this one? "Having a uniform will increase a sense of inclusion in schools, which can only be a positive thing and will lead to happier pupils." The next one we have is, "I believe that having a school uniform would help children to feel included because they would all be wearing the same thing." Then we have, "I always found non-uniform days very stressful as I would worry about what to wear and if I would look different to my friends." Okay, it's over to you now.

Take your time and decide how to order these so they reflect the PEPS structure correctly.

Pause the video and have a go at this task now.

Welcome back.

Let's see how you got on.

So, the first one we had was our point, and that was, "I believe that having a school uniform would help children to feel included because they would all be wearing the same thing." And the key here was the word because.

We know our point is one sentence long and uses the word because to give a reason for our opinion.

So, well done if you spotted that.

The explanation was, "I'm sure you will agree that feeling included creates a sense of positivity.

Having a uniform for all children will ensure they are judged based on their character rather than their clothes.

Therefore, an environment is formed where nobody is left out." The proof, well, that was, "I always found non-uniform days very stressful as I would worry about what to wear and if I would look different to my friends." Ah, so person has used themselves as their proof.

Which means the summary, "Having a uniform will increase a sense of inclusion in schools, which can only be a positive thing and will lead to happier pupils." Well done for completing that task.

Let's move on to writing the plan.

We will now plan the first argument of our persuasive letter to the Prime Minister, asking for school uniform to become compulsory.

We will write in note form and use the PEPS structure.

And here it is, point, explanation, proof, summary.

And you can see we have a row for each part of that structure, and that's where our notes will go.

Let me check your understanding.

When writing in note-form, we will, A, write in full sentences, B, not write in full sentences, or C, use full sentence punctuation? When writing in note-form, we will (pauses).

What do you think? Pause the video and decide now.

Welcome back.

Okay, let's see if you found the right answer.

When writing a note-form, we will not write in full sentences.

There is absolutely no need to write in full sentences, and you actually don't have the room on your planning structure quite often.

So, B, do not write in full sentences when you're writing in note-form.

Each time we present an argument, we start with a clear, concise statement that is our point.

A point is a main idea or opinion that is justified with one reason using the word because.

Now, you can choose your own point or you can use one of these.

So, a point could be that it would help with the cost for families 'cause they only need to buy one or two sets of uniform.

Having a uniform would stop competitiveness, and you could link that to bullying.

It would speed up morning routines for families, no clothing decisions necessary.

Pupils always arrive in appropriate clothing for school.

That could be a good one to use.

Recognisable on trips, that's a health and safety one.

Teaches discipline and pride in appearance.

Prepares pupils for the working world.

Exactly, a job where they may have to wear a uniform in the future, will they be prepared for that if they had a uniform at school? And promotes equality.

Now, after a point comes an explanation.

Now, this is the section where you may want to include some linguistic techniques to have a persuasive impact on the reader.

The techniques include presumption, flattery, veiled threats, and rhetorical questions, relative clauses, and conditional clauses.

Let me just check your understanding on those.

Which of these is not a linguistic technique used in a persuasive letter? Is it A, flattery, B, similes or C, presumption? Pause the video and decide now.

Welcome back.

Let's see if you are right.

Which of these is not a linguistic technique used in a persuasive letter? Well, it's similes.

We will use flattery and presumption, but we won't use similes.

That is the correct answer.

Well done if you said B.

Okay, time for you to now write notes in the planning template under the point and explanation sections.

So, we're just going to focus on point and explanation for now.

Once you've written your point, think about how you'll justify your opinion using the word because.

So, remember our list, we can go back to it just to have a look.

And there it is.

Which point are you going to choose? Take a moment now to have a think about which point you will use for your first argument.

You'll remember in this letter there'll be two points used.

So, if you are attached to two, don't worry, you can choose one for your first argument and then come back to one for your second argument when we move on to that later.

Which one will you choose? Feel free if you want to have a bit longer to pause the video and look at this list.

Okay, let's move back to our planning structure.

Now, the notes for the explanation section of your plan may contain these: dashes, brackets, and abbreviations.

Feel free if you want to use those.

The notes are personal to you.

As long as you understand them, that's all that matters.

So, it's over to you now to write your point and explanation notes in your planning structure.

Pause the video and complete this task now.

Welcome back, everyone.

Let's have a look at my example and see how close it is to yours.

Okay, so my point, I chose speeding up morning routines, and I've put because no need for a decision over what to wear.

I feel like that's a good point.

I feel like I can relate to it, I can make it personal, make it feel genuine, and I know I can add detail to that and talk about the impact that a quick and smooth morning routine may have on a child's day at school.

And my explanation, I've written have you ever felt rushed/stressed in the morning? I'm sure you can imagine.

And then I've put dot, dot, dot, I know I'll continue that.

I've put two to three kids, so I'm gonna say how if you had two to three children, that would make it really difficult.

I put difficult to make decisions, children may have favourite clothes, and then time with an explanation mark.

I want to make sure I emphasise that point.

So, you can see my notes are very loose and I understand them, and that's all that really matters because I'm be the one that will be turning those notes into full sentences when I come to write my letter.

Next, we'll make notes for the proof section of our plan.

Remember, your proof may be facts and statistics, but you can also use your own proof, your own life and share anecdotes from your own life experience.

For example, I was always late for school on non-uniform days.

Impact on my education plus emotional impact of being late, so I'm going to talk about how that felt for me to be able to be late on those days and to have to have a detention to catch up on the work I've missed.

And I'm gonna put found it hard to decide what to wear.

So, I'm gonna use myself as my proof.

Finally, we will complete the summary section of our plan.

To do this, we should look at our point again and find a way to reword and summarise it for the reader.

So, here's our point, speed up morning routine because no need for a decision over what to wear.

Now, I'm going to take that point, and here's my summary.

If you make this simple change and then I put an equal sign because I'm gonna say, "If you make this change then this thing will happen, huge difference to the morning routine of thousands of families." So, I'm going to take that point and turn it into that summary.

And, of course, I can't say this enough, these are just notes and they need to be personal to you so that you understand them and you will turn them into full sentences.

Okay, it's over to you now.

Write notes in the planning template under the proof and summary section.

I would like you to pause the video and complete this task now.

Welcome back, everyone.

Let's see an example and see how close my example was to yours.

So, for proof, I said, "I was always late for school on non-uniform days, dot, dot, dot," so I'll continue that, "impact on my education plus emotional impact of being late," so I'll talk about that, "found it hard to decide what to wear." And then, for summary, "If you make this simple change equals huge difference to the morning routine of thousands of families." And as you can see, there is the full PEPS structure with all my notes together.

Let's summarise the learning we've done today.

A written argument tries to convince the reader of something using strong reasoning to support.

The PEPS structure stands for point, explanation, proof, and summary.

When we write a plan, we use notes.

Brilliant work today, planning the first argument of your persuasive letter about school uniform.

I will see you again very soon.