Lesson video

Hello there, it's Mr. Brown here with your English lesson for today, and we are going to be writing.

We're gonna be writing the second persuasive argument of our letter.

It's a persuasive letter and we are trying to persuade the prime minister to make school uniform compulsory, which means everyone has to do it, compulsory for the United Kingdom.

So we'll be writing the second argument.

We've written the first argument and now we'll be writing the second argument.

So let's get started.

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

The key keywords we'll be using are argument, PEPS, conditional clause, relative clause.

Say those together, my turn and then your turn.

Argument, PEPS, conditional clause, relative clause.

The definitions for those keywords.

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

PEPS is the acronym for the structure you use for making an argument.

That stands for point, explanation, proof, summary.

A conditional clause is a type of subordinate clause that expresses a degree of possibility that something might happen.

A relative clause is a type of subordinate clause that starts with a relative pronoun.

We will start today's lesson by preparing to write and then move on to writing this second argument.

We're 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 writing the second argument of our persuasive letter.

Our letter will contain two arguments, both supporting the purpose of the letter, which is to make school uniform compulsory.

Each argument will be a paragraph long.

Today we will write the second one.

Our persuasive letter will follow this structure.

We'll start with an introduction, then we'll have our first argument, second argument, that's what we're working on today, and the conclusion.

The introduction is the first paragraph.

The sender introduces themselves and shares the purpose for writing.

Then we have the two arguments.

They are both going to be separate paragraphs and then we'll follow the PEPS structure when delivering that argument.

Then we have the conclusion, and that's the last paragraph, which summarises the key information of the letter.

When writing our second persuasive argument, we will follow this structure.

You might know it already by now, say with me.

Point, explanation, proof, summary.

Exactly.

That's PEPS.

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

I'm gonna show you an example so we know what we are aiming for.

So here is my point and remember, I'm putting my next point because this is the second argument.

I've already made one argument already.

My next point is that having a uniform will help families save money because they would only need to buy one set of clothes.

That's my point.

One sentence long, it uses the word because to add some reasoning to justify my opinion.

Then we have my explanation.

I am sure you can understand how much cheaper it would be to only buy one or even two sets of uniform rather than lots of different clothes.

Furthermore, younger siblings, who will most likely attend the same school, could have old uniform passed down to them.

If you think about what a difference this could make to a family's finances, the decision is obvious.

Having a uniform will save families considerable money, which can be better spent on other things, such as books to help them read or fresh, healthy food.

Okay, that's my explanation.

Then we move on to proof.

At the school I attended, which didn't have a uniform, the children would often wear the latest football kits.

Are you aware that these kits can cost up to 100 pounds, with the shirt alone costing 60 pounds? How can families afford this? Finally, we finish on a summary.

Having a child is expensive and the money currently being spent on clothes could be better used elsewhere, and that is my second argument.

Persuasive letters contain a variety of linguistic techniques to persuade the reader.

A linguistic technique is a language device used to have a desired impact on the reader.

In a persuasive letter, these may include a topic sentence, fronted adverbials, rhetorical questions, relative clauses, and that's what we'll focus on today, conditional clauses, the other one we'll focus on today, presumption, flattery, evidence and proof and veiled threats.

A relative clause is a type of subordinate clause that can be used to give additional information about the noun that comes before it.

A relative clause always starts with a relative pronoun.

We have learned just two relative pronouns that we can start relative clauses in relative complex sentences, and they are who and which.

Let's check your understanding.

Which of these words are relative pronouns? Is it A, who, B, and or C, which? A, B, or C? Pause the video and decide now.

Welcome back.

Okay, which of these words are relative pronouns? There are two correct answers.

So if you only have one, you can pause the video again to decide that second correct answer.

But let's find out.

Well done if you said who and which.

And is not a relative pronoun.

Who and which are relative pronouns, which start relative clauses in relative sentences.

Relative clauses can be added at the end of a main clause or embedded into the main clause.

For example, the main clauses clothes can be expensive for families, it could be a full stop.

It works on its own, doesn't it? But you can add a relative clause to add some more information.

Clothes can be expensive for families.

We know the relative clause is about the noun that has just come.

So it'll be families.

Clothes can be expensive for families, who have enough to buy already.

So the relative clause starts with who, because it's about families, and it is telling us that they already have enough to buy.

Let's have a look at an embedded relative clause.

So uniform, now, it's only one word, which means that the relative clause which comes next has to be about uniform.

The relative clause is always about the noun that it's just followed.

So uniform, which teachers can quickly identify, is essential on trips.

So the the main clause could just be uniform is essential on trips, but my relative clause is embedded into the middle of it.

The relative clauses need commas to separate them from the main clause.

For example, the relative clause at the end of the first sentence has a comma separating the main clause and the relative clause and the embedded relative clause, well, that has two commas separating it either side of each part of the main clause.

How do we know which relative pronouns are used? We've got who, we've a which, but how do we know which one to use? Well, who is if the noun is a person or character or group of people, like for example, children or teachers or parents, families, carers.

Which is if the noun is a place or a thing, for example, uniform, schools.

Let me check your understanding.

Which relative pronouns should be used to fill in the blank? The morning routine can be difficult for children, then we've got who, which or that may find it challenging to decide what to wear.

So which relative pronoun are you going to choose? Who, which, or that? Now, you can use the rules which we looked at on this page to help you.

Or you could say them out loud as well to be able to see which one sounds right.

I would suggest actually using the rules and double checking by saying it out loud.

The morning routine can be difficult for children, hmm may find it challenging to decide what to wear.

Which relative pronoun should be used? Pause the video and decide now.

Welcome back, everyone.

Let's see how you got on.

So we know that we have three relative pronouns here.

Who and which are the two that we've been focusing on mostly, but that is also a relative pronoun.

Now, that is the same as which.

It is used if the noun that you are adding the relative pronoun about is not a person or a noun.

It is a thing, an object or a place.

Who is used if the noun that you're adding the relative clause about is a person or an animal or a group of people.

So let's have a look.

The morning routine can be difficult for children, comma.

That's where my relative pronoun comes to start my relative clause.

So the noun that my relative clause is about is children.

So is children going to be a who, a which or a that? Well done if you said A, who.

Of course children are people, so therefore, who is the relative pronoun that's required.

Well done if you said A.

A conditional clause is a type of subordinate clause that expresses a degree of possibility that something might happen.

It follows the same rules as an adverbial clause as it doesn't make sense on its own and relies on a main clause.

It often starts a sentence and has a comma before the main clause.

So we know that a conditional clause is like a subordinate clause.

It's a type of subordinate clause.

It cannot work on its own.

It needs the main clause.

It is like a superhero sidekick who's a great sidekick but needs the main superhero to be able to go out and fight crime.

The conditional clause and the main clause.

The conditional clause comes first with a comma, then the main clause.

Conditional clauses often start with the subordinating conjunction if.

The outcome in the main clause happens as a result of the conditional clause taking place.

Here's an example.

If I eat too much, my tummy will ache.

So we have a conditional clause, if I eat too much, and the main clause, my tummy will ache.

My tummy will not ache unless that conditional clause happens.

So if I eat too much, my tummy will ache.

The conditional clause is very important for understanding that the main clause will only happen if the conditional clause also happens.

Let's look at the clauses within the sentence below, which is taken from a persuasive letter.

If you make this important change, you'll be responsible for helping thousands of families across the United Kingdom.

With out conditional clause, if you make this important change, then we have the main clause.

The main clause will not happen unless the conditional clause happens.

If you make this important change, you'll be responsible for helping thousands of families across the United Kingdom.

You will not be responsible for helping families across the United Kingdom if you don't make the according change.

If the conditional clause doesn't happen, the main clause won't either.

We know that the conditional clause is the subordinate clause.

It needs a main clause with it.

For example, let me just say to you, let's go back and have a look.

Imagine if the sentence were just, if you make this important change, full stop.

It wouldn't make sense.

It needs a main clause with it.

A conditional clause needs a main clause, just like our superhero sidekick needs the main superhero.

Using a conditional clause as a subordinate clause in a complex sentence is a persuasive technique that refers to the possibility of something.

It is persuasive because we can say, look, if this happens, then this thing is gonna happen and we can make the outcome, well, either very positive or very negative depending on how we want to persuade someone.

We can say if you do this, look at this amazing thing that will happen.

But we can also say, if you don't do this or if you ignore my warnings or if you choose to do something else, this will happen.

And look how terrible that is.

That's how to be persuasive.

Here are another two examples.

If you make uniform compulsory, it will ensure that children attend school in suitable clothing throughout the year.

Okay, great, well, we want children to attend school in suitable clothing throughout the year.

So we better do what it says in the conditional clause.

If you want the main clause to happen, you need to do what it says in the conditional clause.

Here's another example.

If all children wore school uniform, that's our conditional clause, they would be easily recognisable on trips, our main clause.

Of course we want to keep children safe on trips.

So therefore, because the main clause is something that we know we want to do, we know we have to do, it's very hard to argue against the conditional clause.

Let me check your understanding.

A conditional clause often starts with the subordinating conjunction if.

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

Welcome back.

Let's see if you're right.

A conditional clause often starts with the subordinating conjunction if.

Yes, it does, and let's justify our answer.

A conditional clause expresses a degree of possibility that something might happen.

That's A.

B, a conditional clause can make sense on its own.

Okay, pause the video and decide A or B.

How will you justify? Off you go.

Welcome back.

So a conditional clause expresses a degree of possibility that something might happen.

Absolutely.

A conditional clause can make sense on its own.

No, no, no.

B is incorrect.

A is the correct way to justify your answer.

Time for a task.

Verbally, which means out loud to a partner, finish off these sentences by adding an appropriate main clause to each of the conditional clauses.

So we have if you make school uniform compulsory, what will happen? And we have if you do not make school uniform compulsory, what will happen then? So two sentences, both with conditional clauses requiring a main clause but going in different directions.

Let's have a think, shall we? Pause the video, and complete this task now.

Welcome back.

Let's see what direction you decided to take these conditional clauses in.

So we had if you make school uniform compulsory and I went with it will help reduce competitiveness and stop children teasing each other because of their clothes.

Great, well, we definitely want that to happen.

Nobody wants to be in a school where the children are teasing each other because of their clothes.

So we better do what the conditional cause says.

Let's try B.

If you do not make school uniform compulsory, you will have ignored a prevalent issue in the education sector.

Now, this is very persuasive because we are saying to the prime minister that if you do not do what we are asking, then you will have ignored this big issue in the education sector.

And that is something that our prime minister cannot afford to do.

So two ways of using conditional causes to be persuasive.

Let's move on to writing the second argument.

When we write, we always try to do these things.

Plan and say each sentence before we write it.

Use punctuation where we know the rules.

Showcase each sentence type we know.

Write letters neatly on the line in joined handwriting.

Use spelling strategies to spell words accurately, and check and improve my writing when we think we've finished.

Here's the success criteria that we'll be using today.

I have used my PEPS plan to write my second argument.

I have included a relative clause.

I've included a conditional clause.

I have included a variety of linguistic techniques to persuade the reader.

These are the four things that we'll try to ensure we do in our writing today.

Using our PEPS plan.

Now, this is a plan you can use.

You may have your own already.

If not, you can use this one.

And this one is for the point of parents and carers saving money 'cause they only have to buy one set of uniform.

So feel free if you'd like to use this plan.

If you have your own and you've written that plan about a different point, that's absolutely fine too.

Which of the following should I not use when writing my persuasive letter? Is it A, success criteria, B, a plan, C, drawings.

Which should I not use when writing my persuasive letter? Pause the video and decide now.

Welcome back.

Let's see if you were right.

Which one should I not use? Well, you will need your success criteria and you will need your plan.

You won't need to be drawing any drawings.

So C was the correct answer.

Here is a model of the point and explanation parts of the argument.

We will then work together to check this against the success criteria.

I'll read to you now and you can see, this is the start of a new paragraphs, so there's an indent.

My next point is that having a uniform will help families save money because they would only need to buy one set of clothes.

I am sure you can understand how much cheaper it would be to buy one or even two sets of uniform rather than lots of different clothes.

Furthermore, younger siblings, who will most likely attend the same school, could have old uniform passed down to them.

If you think about what a difference this could make to a family's finances, the decision is obvious.

Okay, strong point and explanation.

Let's have a look.

Have I done anything? Have I used my PEPS plan? Well, I absolutely have.

I can tick that off.

I was carefully using my plan to make sure that I followed it and included the notes that I'd made.

Relative clause, I know a relative clause starts with a relative pronoun, which would be who or which.

Can you see a who or a which anywhere? And then if you can, is it a relative clause? Yes.

Furthermore, younger siblings, who will most likely attend the same school.

That's my embedded relative.

Good.

I can tick this off.

Conditional clause.

That's an if conditional.

There it is at the bottom.

Can you see it? If you think about what a difference this can make to family's finances, the decision is obvious.

Good.

And then linguistic techniques.

So the word I'm looking at is variety.

We really want to show that we've done a variety of linguistic techniques and I don't think we can show that after just writing the points and explanation.

So I'm going to hold back and wait and review that after I've written the proof and summary.

So let's have a look at the proof and summary.

Having a uniform will save families considerable money, which can be better spent on other things, such as books to help their children read or fresh, healthy food.

At the school I attended, which didn't have a uniform, the children would often wear the latest football kits.

Are you aware that these kits cost up to 100 pounds with the shirt alone costing 60 pounds? How can families afford this? Having a child is expensive and the money currently being spent on uniform could be better spent elsewhere.

Okay, so that's my point, explanation, proof and summary.

And the thing that we were looking for was I have included a variety of linguistic techniques to persuade the reader.

And what I like about this section of text is that you've got two rhetorical questions back to back.

Really powerful, really persuasive.

Are you aware that these kids could up to 100 pound with the shirt alone costing 60 pounds? That's a question.

Are you aware of this? And then how can families afford this? It's almost like I'm putting the pressure on.

We're saying, are you aware that this is happening? And then upping that pressure by saying, well, how can families afford this? Asking for an answer, rhetorically, of course, but still, I'm happy to tick that off.

Okay, it's over to you now.

I'd like you to write the second argument of your formal persuasive letter using your PEPS plan and success criteria to help you.

And here is your success criteria.

When you're finished, read back your work to check for any errors and mark your work against the success criteria.

It's over to you now.

Write the second argument of your persuasive letter.

Pause the video and do this now.

Welcome back.

How did you get on? How did you find it? Did you use the experience of writing your first argument to be able to help you be a bit more confident when you did this? Let's have a look at my second argument.

I will use the success criteria to be able to go through and see if I've achieved everything.

Okay, so I've made an indent because this is the start of a new paragraph.

Remember, each thought or each section of our persuasive letter is a paragraph on its own.

So we have the introduction, that's a paragraph.

We have argument one, first argument, and then second argument, thereby two separate paragraphs.

So the conclusion will be in paragraph two.

My next point is that having a uniform will help families save money because they will only need to buy one set of clothes.

I am sure you can understand how much cheaper it would be to only buy one or even two sets of uniform rather than lots of different clothes.

Furthermore, younger siblings, who will most likely attend the same school, can have old uniform passed down to them.

If you think about what a difference this could make to a family's finances, the decision is obvious.

Okay, so that's my point and explanation.

I have used my PEPS plan.

Yes, I have.

I've been following that very carefully.

How about relative clause? Let's have a look.

Yes, there it is.

Who will most likely attend the same school.

It's an embedded relative clause.

I give that a tick.

Conditional clause, if clause.

Yes, there it is.

If you think about what's difference this can make to a family's finances, the decision is obvious.

Good.

That's something ticked off.

Variety of linguistic techniques.

Let's hold back on that until we've checked this section, which is our proof and our summary.

Having a uniform will save families considerable money, which can be better spent on other things, such as books to help their children read or fresh, healthy food.

At the school I attended, which didn't have a uniform, the children would often wear the latest football kits.

I am sure someone as intelligent as you knows that these kits cost up to 100 pounds with the shirt alone costing 60 pounds.

How can families afford this? Having a child is expensive and the money currently being spent on uniform could be better used elsewhere.

Okay, let's have a look there.

You can see I am now starting to put together a real variety of linguistic techniques.

I have got flattery when I say, "I am sure someone as intelligent as you knows," and that I've got a question, a rhetorical question.

How can families afford this? And I say, "Having a child is expensive and the money currently being spent on uniform could be better used elsewhere." So I'm presuming that they are going to be able to use that money elsewhere.

That means that I can tick off and have everything in my success criteria ticked.

I also use some extra relative clauses in these two parts of the PEPS structure.

You can see having a uniform will save families considerable money.

And so now I'm writing a relative clause about money.

What am I saying? Which could be better spent than other things, such as books to have children read.

Well done.

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, summary.

A conditional clause is a type of subordinate clause that expresses a degree of possibility that something might happen.

And a relative clause is a type of subordinate clause that starts with a relative pronoun.

What super work today.

I will see you again very soon.