Lesson video

Hello everyone.

It's Mr. Brown here with your English lesson for today and we are going to be planning, planning the second argument of a persuasive letter to the Prime Minister asking them to make school uniform compulsory.

We've written the first argument, so now it's time for a fresh new argument, still supporting that main purpose of our letter.

Let's go for it, shall we? The outcome for today's lesson is I can plan the second argument of a persuasive letter about school uniform.

The keywords 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.

Well done.

Let's look at the definitions.

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.

And a summary, we'll briefly recap the main point of an argument.

We will start today's lesson by preparing to plan and then move on to writing the plan itself.

Our persuasive letter will follow this structure.

We'll have an introduction, the first argument, the second argument, and that's what we're planning today and a conclusion.

The introduction is the first paragraph.

The sender introduces themselves and shares their purpose for writing.

Then we have the two arguments.

They are separate persuasive arguments and we'll have a good look today at how we choose which second argument to use based on the first, first argument we used.

Then we have our conclusion.

Now the conclusion is the last paragraph and that summarises the key information of the letter.

Now we've done our introduction and our first argument and we're onto the second argument today.

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

Now in this lesson, we will be planning the second argument of our persuasive letter.

The first argument has already been written and we should be aware that we do not want to repeat any points from our first argument.

We want our second argument to feel fresh and different, to be supporting the purpose of our letter in a different way.

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

Now, as with the first argument, we will follow this structure when writing our second persuasive argument.

Can you remember what it is? What structure do we follow when writing a persuasive argument? Point, explanation, proof and summary.

Well done.

That is how you will an argument.

You need all four of those things to write a complete argument.

Now the acronym PEPs can help us to remember this structure and its order.

Let's check your understanding what is missing from the pep structure.

We've got points, explanation, summary, and hmm, what was it? Is it proof, personal or preference? We know PEPS is P-E-P-S, so we're missing another word which starts with P.

Is it proof, personal or preference? Pause the video and decide now.

Welcome back.

Let's see if you were right, well done If you said proof, point, explanation, proof and summary, PEPS.

The first part of the PEPS structure involves making the main point of an argument.

Now, each time we present an argument written or 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 and it's just one sentence long.

It is important that the second argument of our persuasive letter is written around a different point to the first argument.

So have a think, what did you use for your first argument? Because your second argument will need to be different.

To convince the reader and make our persuasive letter successful, we will want our second argument to centre around a points that appeals to the reader in a different way.

Here is a list of points we generated previously to use when arguing for making school uniform compulsory.

So a list of points of reasons why school uniform is a good thing.

So we said it would help with the cost for families.

It wouldn't have to buy lots of different clothes, it would stop competitiveness.

And then we were gonna link that to bullying, which is obviously really important and something to be talked about in schools.

Speed up morning routines for families and that is highlighted because that's what I use for my first point.

Pupils always inappropriate clothes, recognisable on trips.

So a real health and safety point there.

Teaching discipline and pride in appearance.

So being able to present yourself professionally.

Prepares pupils for the working world.

Of course, lots of jobs require you to wear a uniform.

If you wear a uniform at school, you're used to it already and promotes equality.

Everyone's the same if they're all wearing the same thing.

Now, if our first point was about speeding up morning routines for families, we would want to go in a different direction for our second point.

Avoiding points around the benefits for families would be a sensible idea so that we don't end up repeating ourselves.

After making our point, we must now write an explanation that supports that particular 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.

You're just explaining your point, adding reasoning to support that point.

When writing an explanation to support our point, we may choose to use some linguistic techniques to persuade the reader, including flattery, rhetorical questions, presumption could be even more.

Once a speaker has delivered their point to an explanation, they should now add proof to their argument.

Now proof is 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, helping add credibility, further persuasion for an undecided reader and appearing well prepared.

True or false.

Adding proof will increase the credibility of a speaker's argument.

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

Welcome back.

Let's see if you were right.

Adding proof will increase the credibility of a speaker's argument is absolutely true.

It will.

You can't argue with proof, it's factual, it's real.

It's not your opinion.

You are giving statistics or facts or telling an anecdote that actually happened.

Let's justify our answer.

Adding proof makes it easier for the reader to trust the sender.

Adding proof is considered rude and too forceful.

A or B, how would you justify your answer? Pause the video and decide now.

Welcome back.

Let's see if you were right.

So adding proof does make it easier for the reader to trust the sender.

If the sender is including things that are real.

You build that trust.

In terms of B, adding proof is considered rude and too forceful.

Absolutely not.

It's absolutely fine to add some proof to your argument.

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

You can use facts, statistics, or your own life experience such as an anecdote.

Now facts and statistics are convincing 'cause they cannot be disputed and including anecdotes from your own personal experience is going to help make your argument feel genuine and personal, make it feel like it's really coming from you.

Now to end your written argument and the last part of the pet 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.

So that's the whole of our argument and we're 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.

Let's check our understanding.

What should a writer use a summary sentence to do? Is it A, repeat their argument in full.

B, start a new argument or C, briefly remind the reader of the point.

A, B, or C.

Pause the video and decide now.

Welcome back.

Let's see how you got on.

What should a writer use a summary sentence to do or they should use it to briefly remind the reader of the point, definitely not a repeat their arguments in full and definitely not B, start a new argument.

That's not what the summary is for.

It's for briefly reminding the reader of the point.

Okay, it is time for a practise task.

I would like you to think about the point you used for your first argument.

Consider and choose which point you will then use for your second argument so that you don't repeat yourself.

Then I want you to have a conversation and tell your partner the reasoning behind your choice.

For example, for my first argument, the point I chose was, and then you'll say what your first choice, first point was, and then therefore, so that's a fronted, a verbal of course, isn't it? Therefore, for my second point I will use.

So then tell us which one you're going to use and then use the word because to say why? Why are you going to use that one? Why is that one so different from your first point? You have a list of points on the screen for you to use as well.

Things like cost for families, stopping competitiveness, et cetera.

So you can work your way through that.

So now, think about what point you used for your first argument and then decide which one you'll use for your second.

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

Welcome back.

I hope you did lots of careful thinking and made a decision based on good reasoning.

Let's have a look at some examples.

So you may have said for my first argument, the point I chose was about stopping competitiveness and linking this to bullying.

Consequently, for my second point, I will use will help with cost for families because this focuses on the parents and carers and moves away from the life directly in school.

That's really clever.

So the first point was all about being in school and the competitive nature of children and how this might link to bullying taking place.

So this person has decided for the second argument to take the argument outta school entirely and focus on the parents and carers and how expensive it is to buy lots of different clothes instead of just one or two sets of uniform.

Really good.

Here's another example from my first argument.

The point I chose was about speeding up morning routines and how this would positively impact families.

Okay, that was the same as mine, wasn't it? Therefore, for my second point, I will use recognisable on trips 'cause this will focus on a different part of school life and health and safety in particular.

So the first one was all about being able to get ready for school quickly and if you were late for school, what impact that would have.

The second one's gonna be about trips, so something entirely different and the health and safety aspect of being able to instantly recognise someone who is from your class, if you're a teacher on a trip.

Let's move on to writing the plan.

We will now plan the second 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 pet structure.

And there you can see we have points, explanation, proof, and summary.

Now you already have decided on what your point will be for this part of your argument, and after the point comes the explanation.

This is the section where you may want to include something linguistics techniques to have a persuasive impact on the reader.

And these techniques include, and you are probably getting to know these quite well by now, presumption, flattery, veiled threats, rhetorical questions, relative clauses and conditional clauses.

So you may want to include some of these in your plan.

Let me just quickly check your understanding.

Which of these is not a linguistic technique used to have a persuasive impact on the reader? Is it A flattery, B metaphors or C presumption? Pause the video and decide which one of these is not a linguistic technique used to have a persuasive impact on the reader.

Pause the video now.

Welcome back everyone.

Let's see if you found the right answer.

So B metaphors that is not used to have a persuasive impact on the reader, whereas flattery and presumption absolutely are.

Time for a task.

Write notes in the planning template under the point and explanation sections.

Now once you've written your point, think about how you will justify your opinion using the word because.

The notes for the explanation section of your point may contain these dashes, bracket and abbreviations.

The notes are personal to you.

They may contain dashes, they may not contain dashes, whatever works and whatever helps to make your points clear for you.

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

Welcome back.

Let's see how you got on.

Let's have a look an example.

So for my point I've put parents, carers or parents/carers save money because, and then a dash only have to buy one or two sets of uniform quite clearly that is written in note form, but it tells me that I'm choosing as my point parents save money because they only have to buy one or two sets of uniform.

Explanation.

I've got 1-2 sets of clothes equals MUCH cheaper and I've put much in block capital.

So I want to emphasise that I may not even use the word much, I might use a more formal word like substantially cheaper.

Then I've got a new sentence here, new note uniform passed down to siblings too, then I've got money better spent elsewhere-books then bracket help with reading or fresh food in bracket healthier children.

So I may want to add those points in brackets to just reinforce my point.

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

And remember your proof may be facts and statistics, but you can also use your own proof, your own life experience and share an anecdote.

So the notes I've chosen to use are, at schools with no uniform-children wear football kit often-latest football kits equals 100 pounds in shirt alone costing 60 pounds.

So I've done some research to get my proof there.

How can families afford? That's a rhetorical question.

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

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

So my point was, parents, carers save money because only have to buy one or two sets of uniform.

Okay, great.

So let's turn that into my summary.

Having a child equals expensive-better things to spend money on.

So you can see my point is all about saving money.

So my summary is it has to be the same.

It has to be about saving money, but I've twisted it and talked about the things that you could spend that money you were saving on.

That's how to make a summary that reflects your point but is also interesting, fresh and new too.

Okay, over to you.

It is time for you to put notes into the proof and summary sections of your plan, exactly the same as you did with point and explanation.

But for proof and summary, pause the video and have a go now.

Okay, welcome back.

Let's have a look at what I use for my proven summary.

So remember I said, at schools with no uniform-children wear football kits often- latest football kits equals 100 pounds, shirts alone costing 60 pounds.

I put that in brackets.

I may add that, I may not.

That's the point about using your notes.

You don't have to, you're not into using any of these.

And then I've got a rhetorical question, how can families afford? Then for my summary, having a child equals expensive, better things to spend money on.

I feel like that could be quite a powerful ending to my argument.

Let's summarise the learning that 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.

Okay, that's our plan done.

We are now ready to write the second argument of a persuasive letter about school uniform and I will see you again to do that very soon.