Lesson video

Hi, there, I'm Mr. Buckingham, and it's so nice to see you here for today's lesson.

Today, we're going to continue writing our essay, so this is our chance to show off our writing skills and to give our reader the next logical step in our argument.

I think we're gonna do some fantastic writing today, so let's make a start.

Today's lesson is called "Planning and writing the first main paragraph of an essay", and it comes by a unit called "The Amazon Rainforest: essay writing".

By the end of today's lesson, we'll be able to write the first main paragraph of an essay, including a range of linguistic features.

Now, you will want to have access to the notes from previous lessons where we research deforestation and set out our logical argument in response to an essay title.

But if you don't have those notes with you, please don't panic.

I'll be giving you lots of help within this lesson.

Let's make a start.

Here are our key words for today's lesson.

My turn, your turn.

Subject-specific vocabulary.

Evidence.

Agriculture.

Logging.

And linguistic features.

Well done.

Now, subject-specific vocabulary is vocabulary that relates to a particular subject, and evidence is information or facts to show something is true.

Agriculture is the practise of farming, so that's growing crops and rearing animals to sell.

And logging is the practise of cutting down trees for timber.

Linguistic features are the language structures that are used within a text.

Here's our lesson outline for today.

We're going to start off by planning our first main paragraph, and then we'll move on to writing it.

As you know, we're writing an essay in response to this title, "Explain how reducing deforestation in the Amazon rainforest could help reduce the impact of climate change." And we're going to try and create an authoritative tone in our essay, which means it will sound as if we really know what we're talking about, really have a good command of this subject.

And we can do that by doing these different things.

First of all, we're gonna give a step-by-step logical argument throughout our essay that leads to the conclusion that reducing deforestation will help tackle climate change, and we'll be providing a range of evidence along the way to support the steps of that logical argument.

And also, if we use some subject-specific vocabulary, that makes it clear to our reader that we really understand this subject.

All of these three together will lend us that authoritative tone.

Now, we've already created the outline of our logical argument for our essay where each paragraph builds on the last and addresses certain questions.

We had an introduction that explained, "What is deforestation, how does it happen, and how does it affect the Amazon rainforest?" And we've already written that.

In our Paragraph 1, the paragraph we write today, we're going to answer this question, "Why has deforestation happened in the Amazon rainforest?" In Paragraph 2, we'll say, "How does deforestation drive climate change?" So, we're linking now back into our essay title, and then, for the conclusion, we're going to bring it all together and say, "How can we reduce deforestation and how would doing that help reduce the impact of climate change?" Because that will answer our essay title directly.

We build up towards that conclusion, providing all the evidence along the way to support our logical argument.

So, true or false? "It does not matter which order our paragraphs are placed in to create our essay." Pause the video and have a think.

Well done, you're right.

Of course, that is false, but can you explain why? Which is the best justification for that? Pause the video and have a think.

Well done, you're right, it's B.

The information has to be placed in a logical order with each paragraph building on the last.

Now, the logical order we've chosen is not the only possible logical order.

You could have a different logical order, which should still build to that same conclusion, but we'll stick with the logical order we've got for now.

Well done.

Today, we're going to write the first main paragraph answering this question, "Why has deforestation happened in the Amazon rainforest?" In our introduction, we said the extent of deforestation in the Amazon rainforest, we said that 20% of it had already been destroyed, an area four times the size of the UK.

Now we're going to establish for our reader, well, why? What has driven all of that deforestation? And we know that deforestation has been carried out in the Amazon for a number of reasons.

First of all, to make way for cattle farming, with beef and leather from that cattle farming sold around the world.

We also know that growing soybeans has contributed to deforestation, and the soybeans themselves are largely used to feed the cattle on the cattle farms. And we can also call them cattle ranches and we can refer to it as cattle ranching as well.

And finally, we know that logging for valuable woods has contributed to deforestation.

So, which of the following causes of deforestation in the Amazon relate to agriculture? Pause the video and decide.

Well done, good job.

Cattle farming is agriculture.

Growing soybeans, also agriculture.

Logging for valuable woods is not agriculture, and that's because agriculture refers to growing crops and rearing animals, so for instance, growing soybeans and rearing cattle for leather and beef.

Logging is not agriculture.

That doesn't mean it doesn't cause deforestation.

It's just a different kind of category of a cause for deforestation in the Amazon.

Well done.

We want to ensure, as well as this basic information, that we've got evidence to support our point that agriculture in particular has contributed to deforestation in the Amazon.

So, I'm going to give you some evidence now, and you might have done some.

You might have found some of your own through your own research, but you can use mine as well.

We know that Brazil is a leading exporter, that means it sends it overseas, of beef and soybeans, and there is a lot of demand for these products all around the world.

That's what's driving all of this agriculture, is the demand around the world, particularly for Brazilian beef from Brazilian cattle.

Scientists say that 80% or more of deforestation is driven by this kind of agriculture in the Amazon, and 70% of the land that's been deforested, and remember, 20% of the Amazon has been deforested.

So, of that 20%, 70% of that is used for cattle ranching, so we could say the majority of that land is used for cattle ranching.

And Brazilian cattle ranching is actually the biggest driver of deforestation in the whole world.

If you take all of the deforestation that happens every year in the world, 14% of that is caused by Brazilian cattle ranching alone.

Now, if you think deforestation could be happening all across the world, that shows that this is a big chunk of that issue.

And finally, a report in 2006 by scientists revealed that clearing land for soybeans was contributing significantly to deforestation as well.

They looked at, usually aerial pictures, and they decided, "Oh, we can see that clearing land to grow soybeans is contributing to this problem as well." So, you got loads of evidence there that we can use to support our point that agriculture is a big driver of this deforestation.

Now, we know there are different types of evidence, for instance, a reference to a report, an explanation, a statistic, or an expert opinion.

And also, we could just have a fact.

Remember, a statistic is a numerical fact.

Which type of evidence is each of these? Pause the video and match them up.

Well done, really good job.

A says there's a huge demand around the world for Brazilian beef.

That's part of an explanation, isn't it? That's why this is all happening.

And B says, "A 2006 study found that," so already, we can see this is a reference to a report or a study, by scientists, usually.

And C says, "Scientists say 80% of deforestation is driven by agriculture." Well, that's an expert opinion.

The scientists are the experts, there.

Indeed, Brazilian cattle ranching is responsible for 14% of all deforestation.

That is a statistic, it's a numerical fact.

Now, it doesn't matter which ones we use here.

We just want to make sure we have a range of evidence in our essay.

We've taught through the evidence that agriculture contributes to deforestation.

But what about the evidence that logging valuable woods is contributing to deforestation in the Amazon as well? First of all, illegal roads are built deep into the untouched areas of rainforest in order to access particularly valuable woods, like teak and mahogany.

They're trying to find areas where teak and mahogany grow, and to get there, they have to build roads through untouched forest.

And these roads themselves, you can imagine, cause deforestation, because you have to cut down trees to build the road.

And then, once you've removed your trees that you want, you've made it much easier for other loggers, other logging companies to go in and remove more trees as well because the road's already built into what was untouched rainforest.

What happens is, for every valuable tree removed, so one mahogany tree that's removed, another 27 trees are damaged and 40 metres of road are built as well.

And actually, over 50% of the logging in the Amazon is done illegally, without a permit from their local governments.

The governments in the Amazon, like the Brazilian government, will issue permits to companies to log in certain areas, but actually, over half of all the logging that happens is done without a permit, so it is illegal logging.

And the reason that all this happens, that this illegal activity occurs, is how valuable these woods are.

A mahogany tree can be sold for over 2,500 pounds overseas, so you can see why some people are choosing to break the law in their country in order to do this, because they know it will make them and their companies very wealthy.

Can you complete these passages about logging in the Amazon? Pause the video and have a go at filling the gaps.

Well done, good job.

For A, we would say, "Logging is when valuable trees are cut down for their timber," and, "Mahogany trees can be sold for over 2,500 pounds." For B, we could say, "To access the valuable trees, roads are built into the rainforest.

For every valuable tree cut down, 27 more are damaged." And for C, "Most of this logging is done illegally without a permit," and, "Because the rainforest is so vast, it's hard to catch those responsible." That's part of the problem, here.

Remember, the Amazon rainforest is 28 times the size of the UK, so trying to catch people who are doing the wrong things in the rainforest is incredibly difficult for these governments to do.

Really well done if you filled those gaps in correctly.

Here's an example paragraph from a similar essay explaining the question, "Why did fossil fuels become widely used?" Just like the paragraph we're writing, this is a step in a bigger argument.

Let's read it through.

It says, "The widespread use of fossil fuels can be traced back to the Industrial Revolution." Ah, so that's automatically straight away telling me when they start to become widely used.

Then, it says: As societies moved away from farming and towards life in the city, demand for fuel grew.

Coal was the first fossil fuel to be used on a massive scale.

Soon, oil and natural gas were being extracted, too.

These fuels were full of energy and they were cheap to extract.

As a result, they became a vital building block for the modern way of life.

So, how is this structured? Well, we start off with a sentence that gave the main reason that these fossil fuels became widely used.

It was because of the Industrial Revolution.

And then, we've got an explanation that follows, and this is the evidence that supports this point.

It's explaining in what way was the Industrial Revolution the thing that drove the use of fossil fuels, here.

And all the way through, we've got bits of subject-specific vocabulary that show that we're authoritative writers, for instance, fossil fuels, energy, and extract.

We're going to try and do something similar in our own essays.

We saw there, in that paragraph, it started with a sentence that gave the main reason why fossil fuels had become widely used.

Let's think about our own paragraph, here.

Which of the sentences below gives the main reason why deforestation has occurred in the Amazon rainforest? We're thinking here, which sentence could come at the start of our paragraph explaining why deforestation has occurred in the Amazon? Pause the video and decide which is best.

Well done, good job.

It is not A, which is talking about roads.

It's not B, which is talking about car use.

It's at C, which is talking about the expansion of agriculture, because we saw in our evidence that 80% of deforestation is driven by agriculture.

Well done if you got that one.

That would be a great sentence to start our paragraph.

Let's plan this paragraph now.

We're going to write notes using the prompts I'm gonna give you below and based on the knowledge we've seen, including all the evidence we talked about.

We're going to try and include statistics and facts as evidence where possible, but it might also be an explanation.

And we're going to try and include the subject-specific vocabulary that we know is relevant, and I'll show you some you might want to use.

In this paragraph, remember, we're explaining why deforestation has occurred, so here's the prompts I'm gonna give you for your plan.

First of all, I want you to write a note to say what the main cause of deforestation is.

I want you to then say how agriculture has contributed to deforestation in the Amazon using your evidence, and then say how logging has contributed as well, using evidence as well.

And here's some subject-specific vocabulary you might want to use.

I've written agriculture, logging, cattle ranching, teak, demand, soybean, mahogany, and export.

But you might have more to use as well.

Pause the video and write your notes to answer those three prompts using your subject-specific vocabulary and using a range of evidence.

Have a go.

Well done, really good job.

Here's an example of the notes you might have written for your plan for this paragraph.

Maybe you started off by saying, "The main driver is agriculture." Then, we've got some evidence to show that agriculture is a problem.

"Scientists say 80% of deforestation =," is caused by, "Agriculture." And we know it's mostly for cattle ranching.

We know 40% of all deforestation around the world is driven by Brazilian cattle ranching and 70% of the deforested land in the Amazon is used for cattle ranching.

And all of that is driven by the global demand for beef.

We also know soybean growing is a problem.

That's used to feed cattle and to export as well.

And we saw that that 2006 study showed that this was becoming a serious problem.

And we know in addition, logging for valuable trees like teak and mahogany, which can be sold for over 2,500 pounds, is also a problem.

And we saw that illegal roads are built into untouched forest, and for every tree that's extracted for its valuable wood, 27 more are damaged, and this process is mostly illegal.

We've got loads of great notes, there, and loads of great evidence that we can use to build, now, a fantastic written paragraph.

Really well done for your effort with that plan.

It's gonna really pay off when we come to write.

Now we're ready to write our first main paragraph.

And when we write this first main paragraph, we're going to want to use a range of linguistic features, so let's review some quickly.

You might want some fronted adverbials of cause, for instance, "There is a huge demand for Brazilian beef around the world.

As a result, cattle ranches have expanded into the rainforest." You might want to use some fronted adverbials of time, for instance, "In 2006, a study was released that showed that using land to grow soybeans was also driving deforestation." We'll use some formal fronted adverbials, for instance, "Illegal roads destroy areas of forest.

In addition, they make it easier for future logging to take place." And finally, we might want to use parenthesis in brackets to add some extra information into a sentence.

For example, "Mahogany, a very rare wood found in the Amazon, can be sold for huge amounts of money." Can you match the examples to the types of fronted adverbials I've got shown here? Pause the video and have a go.

Well done, good job.

"In addition," and "However," are both formal fronted adverbials.

"In addition," shows us building onto the last point, "However," shows a contrast with the last point.

"In 2006," and "Over the past few decades," are both fronted adverbials of time, and "Due to this," and, "As a consequence of this," are both fronted adverbials of cause.

Really well done for matching those up.

Now, in addition to those, we might also see the following linguistic features, which I'm sure some of you will already know.

For example, a compound sentence.

We could say, "The majority of deforestation is linked to agriculture, but logging is also very damaging to the rainforest." We might see an adverbial complex sentence, which contains an adverbial clause starting with a subordinating conjunction.

For instance, "Because," there's a subordinated conjunction, "Some trees are extremely valuable, illegal loggers construct roads deep into the forest to find them." We might see a non-finite -ing complex sentence, which contains a non-finite -ing clause starting with a verb in its -ing form.

For instance, "Illegal roads destroy areas of forest, causing," -ing verb, "Damage to 27 additional trees for every tree cut down." And finally the final type of complex sentence is our relative complex sentence, which includes a relative clause starting with a relative pronoun.

For instance, "Mahogany, which can be sold for over 2,500 per tree, is considered particularly valuable by loggers." "Which," is our relative pronoun, there, starting others, of course.

What linguistic features that we've just discussed can you see used in this example paragraph? Pause the video and see how many you can find.

Well done, really good job.

Maybe you spotted the adverbial complex sentence, here, starting with "As" as the coordinating injunction.

Maybe you spotted a fronted adverbial of time, "Soon".

Maybe you spotted a compound sentence using "And".

And maybe you spotted a fronted adverbial of cause, here, "As a result".

We've used a range of different linguistic features there to connect up the ideas in our paragraph.

As we saw there, we can apply these linguistic features to our notes to connect ideas together into a paragraph.

If you take these two notes, "main driver = agriculture" and, "scientists say 80% of deforestation = agriculture", We could combine those like this.

"The main driver of deforestation is agriculture, which scientists say accounts for 80% of tree removal." There, I've got a relative clause at the end of my sentence, starting with "Which" as the relative pronoun.

I could take this note, which has lots of information packed in.

"Also soybeans used to feed cattle & export 2006 study = serious problem" Lots to say, there, So, I could say this as two separate sentences.

"In addition, using land to grow soybeans to feed cattle has contributed to deforestation." I'm imagining something has come before that and I'm building on it, and then I've got my fronted adverbial of time.

"In 2006, a study reported that this had become a serious problem." One note does not have to equal one sentence.

Here, we've got one note building into two sentences, each starting with a different type of fronted adverbial.

Can you try that now? How do you use some of our linguistic features to make these notes into complete sentences? Pause the video and have a go.

Well done, good idea.

Maybe you could say something like this: There is huge global demand for Brazilian beef.

Due to this, the majority of deforestation results from cattle ranching in Brazil, which is responsible for 14% of all deforestation worldwide.

Furthermore, 70% of deforested land in the Amazon is used for cattle.

Here, we've got a frontal adverbial of cause, "Due to this," we've got a relative clause starting with "Which", and we've got a formal fronted adverbial, "Furthermore," as our linguistic features to connect up those notes into complete sentences.

Again, we've taken one note, and here, we've made three separate sentences, so we've not stuck to one note, one sentence.

Here, we are going to connect the ideas in whichever way seems most appropriate.

Really well done for your ideas, there.

Now, we're ready to orally rehearse our paragraph so that we're well-prepared to write it.

You're going to use your plan notes or the ones I've shown you if you need to, and I want you to say the sentences you'd like to write.

They won't be perfect.

Give your first attempt.

And you want to try and use a formal tone by using a range of those linguistic features we've discussed, and that subject-specific vocabulary that you included in your plan.

I want you to try and connect the information up in a logical order, as you've seen in some of our examples.

You could start by saying, "The main driver of deforestation in the Amazon rainforest is," and then say what it is.

So, pause the video and have a go at orally rehearsing this paragraph.

Well done, really good job.

Here's an example of what you might have said: The main driver of deforestation in the Amazon is agriculture, which scientists say is responsible for up to 80% of all forest lost.

Cattle ranching in Brazil accounts for 14% of all deforestation worldwide, and 70% of all deforested land in the Amazon is used for cattle.

Because cattle are fed on soybeans, these are also grown in the area.

In 2006, a study reported that this was also contributing to deforestation.

Agriculture is responsible for the majority of deforestation, but logging also plays a role.

Illegal roads are built to find valuable trees, such as teak and mahogany, causing huge damage to the forests.

These trees can be sold for over 2,500 pounds each.

I started out with that sentence saying, what's the main driver? I gave the evidence that it was agriculture, and then I added on the bit about logging as well at the end to give a really broad range of evidence.

Now, yours won't sound just like that yet because you can see I wrote this down.

You're saying yours out loud.

When you come to write, you'll be able to make it really perfect, just like this.

Now we're ready to write this paragraph, and here's the success criteria we're going to use today.

It says: I have explained why deforestation has occurred in the Amazon, referring to agriculture and logging.

I've connected information using a range of linguistic features.

I have included subject-specific vocabulary to add to the formal tone, and I've included evidence to support my points.

And of course, we can tick that off as we write.

Let me show you how to write this paragraph.

Okay, so we have our success criteria here and we are ready to go.

I wanna start off with a sentence that really summarises what we're trying to say in this paragraph.

I want to say that the main cause of deforestation in the Amazon is, what? Yeah, it's agriculture, so I'm going to leave an indent and I'm going to start off just like that.

I could say, "The main cause," what would be another way of saying that? Yeah, I could say driver, couldn't I? So, I'm gonna say, "The main driver of deforestation in the Amazon is agriculture." Now, can you remember what proportion of the deforestation is thought to be attributable to agriculture? Yeah, you're right, it's 80%, or over 80%.

So, we could actually do a relative clause, couldn't we? At the end of this sentence, we could say, "The main driver of deforestation in the Amazon is agriculture," which is what? Yeah, we could say, "Which," or even, oh, we could use an expert opinion, could we? We could say, "Which scientists say," so that's a bit of evidence, isn't it? "Which scientists say," we could say, "Accounts for," or, "Is responsible for." What do you think? Yeah, let's do, "Accounts for".

"Accounts, accounts, which accounts for," it was over 80%, wasn't it? "Over 80% of all deforestation." Okay, let's lock that in with a full stop and read it back.

"The main driver of deforestation in the Amazon is agriculture, which scientists say accounts for over 80% of all deforestation." Oh, we've repeated that word "Deforestation," haven't we? What if we use an alternative instead this second time? "Of all," yeah, I could say, "Of all trees lost," couldn't I? "Of all trees lost," and it's not all around the world, is it? It's actually lost in the Amazon area.

So, I could say, "Trees lost there," then it's a bit more specific to where we're talking about.

Okay, I'm happy with that now.

Now we want to say what's driving that.

What is driving all this agriculture? Yeah, it's mostly the cattle ranching, isn't it, driven by that demand for Brazilian beef around the world.

So, I think I'm gonna start with, "Because".

What am I trying to say, here? Can you help me out? Because of what? What's expanded? Yeah, good, so I could say, "Because there is a high," what's the word we need? Yeah, good, "Demand," isn't it? Which means lots of people want it.

"Because there is a high demand for Brazilian beef," what's happened to cattle ranching? Yeah, it's expanded, hasn't it? So, I'm gonna put a comma after this fronted adverbial clause, and then I'm going to say, "Cattle ranching has expanded." Now, I think we had another fact we could use, here.

Yeah, it said 70%, didn't it, of all the deforested land is used for this.

Hmm, I think I could use a compound sentence, here.

I can use "And".

I could say, "And 70% of," we could say, "Land that's been deforested," but I think it's easier to say, "Deforested land," isn't it? "70% of deforested land is," what? Yeah, we could say, "Is used for this." Okay, let's check that back.

"Because there is a high demand for Brazilian beef, comma, cattle ranching has expanded and 70% of deforested land is used for this." Hmm, I wonder if it could be a bit more formal if maybe instead of just saying, "For this," I could say, not, "For this reason," but, "For this," Yeah, I like that, purpose! Well done.

Let's say, "For this purpose." Really nice.

Okay, so we've talked about cattle ranching, that's the main reason, isn't it? What other reason is there for the agriculture leading to the deforestation? Yeah, well done, it's the soybeans, isn't it? Now, I'm adding on another reason, so I'm going to use a formal frontal adverbial.

I'm going to use, "In addition".

I could say, "In addition to this," but, "In addition" is fine.

"In addition," it's farming for soybeans that's driving deforestation, so I think I'm just gonna say, "In addition, farming for soybeans is driving deforestation." And we had some evidence for that, didn't we? Do you remember what it was? Yeah, well done, it was that 2006 study.

I think I could do that as a non-finite -ing clause.

I could say, "In addition, farming for soybeans is driving deforestation, according to," what? Well done, yeah, "According to a 2006 study." We've got a lovely piece of evidence, there.

Okay, let's read that one back.

"In addition, farming for soybeans is driving deforestation, according to a 2006 study." But wait, what were the soybeans for? Yeah, it's to feed cattle, isn't it? So, maybe I could put a piece of parenthesis in brackets here.

So, "Soybeans to feed cattle is driving deforestation, according to a 2006 study." That's really helpful for my reader, isn't it, because it makes it clear that this is all linking back to the cattle.

Now, we're ready to talk about the final reason for deforestation, which is the logging.

Now, I'm gonna keep this bit quite brief.

You might do more in your own one, but I'm gonna keep it very simple.

I'm just going to say, "Illegal logging," and what is it they're logging for? Yeah, well done.

"For valuable woods," like what? Yeah, well done.

Let's do another piece of parenthesis, shall we? "Such as," what were the two? Good, "Mahogany and teak," is doing what? "Illegal logging for valuable woods, such as mahogany and teak," Yeah, it's contributing, isn't it? I could say, "Also contributes," and what does it, what gets built as a result of that logging? Yeah, all those illegal roads, so I think I'm gonna finish with a non-finite -ing clause.

I'm just gonna say, "Leading to roads being built," where? Yeah, it's through the pristine, untouched forest, isn't it? So, I'm gonna say, "Leading to roads being built through untouched forest." Okay, let's just read that sentence back.

"Illegal logging for valuable woods, such as mahogany and teak, also contributes, leading to roads being built through untouched forest." Well, hang on, it's not untouched anymore, is it? Maybe I could put in, "Previously-untouched," with a hyphen to connect those two words.

"Previously-untouched forest," okay, I'm happy with that.

Let's check we've met our success criteria.

Have we said why deforestation is happening, because of agriculture and logging? Yes, we have.

Have we used a range of linguistic features? Well, I can see I've got a relative clause here.

I had an adverbial complex sentence here.

I've got a couple of non-finite -ing complex sentences, and some piece of parenthesis.

So, yes, definitely, I have.

Have I used subject-specific vocabulary? Yes, I've used "Agriculture", I've used the "Soybeans", I've used "Cattle ranching" as well, so that's definitely there.

And I've got a range of evidence, haven't I? I had my study here, I had, "Scientists say," an expert opinion, and I've got some statistics and explanations as well.

So, yeah, I'm confident I've met my success criteria.

Okay, you've seen me do it.

Now, it's your turn.

You're going to use your plan that you have, or mine, if you need to, and the success criteria below to help you write.

I want you to say or think the sentences before you write, and then, of course, check them back afterwards.

And of course, it's okay to change things from your oral rehearsal from earlier.

Pause the video and have a go at writing this paragraph.

Fantastic job, well done.

Here's an example of how the start of the paragraph could look.

I've written: The expansion of agriculture is the main cause of deforestation in the Amazon rainforest.

Scientists say that agriculture is responsible for over 80% of deforestation in this area.

Because there's high demand for Brazilian beef around the world, cattle ranching has expanded, and it now accounts for 14% of all global deforestation.

In addition, 70% of deforested land is used for this purpose.

So I've started to say why agriculture, at least, is a problem, here.

I've used a range of linguistic features, for instance, "Because," "And," and, "In addition," so I've got an adverbial complex sentence, a compound sentence, and a formal fronted adverbial.

I've got some subject-specific vocabulary, such as "Demand" and "Cattle ranching".

And I've included some evidence, for instance, I said, "Scientists say," an expert opinion, and I've got, "Over 80%," which is a statistic as well in the same sentence.

Now, let's look at the rest of the paragraph.

I wrote: Furthermore, the expansion in cattle ranching has led to an increase in soybean farming to feed the cattle.

In 2006, a study reported that this was driving further deforestation.

Logging is also a major problem, leading to illegal roads being built deep into untouched rainforests.

Loggers who cut down valuable trees, like teak and mahogany, are mostly acting illegally.

Now, we can take off this one again 'cause I've mentioned logging.

I've used that range of linguistic features again, for instance, "Furthermore," "In 2006," "Leading," which is my non-finite -ing clause starter word, and I've got "Who" to start a relative clause as well.

I've got some more subject-specific vocabulary, such as "Soybean" and "Illegal", and I've got some evidence as well, for instance, that study, so I'm referring to an official report, there.

Really well done for managing to meet your success criteria, there.

Fantastic work.

Let's review our learning in this lesson.

We said that our essay gives one side of an argument in a logical order, connecting information using a range of linguistic features.

We know that our first main paragraph explains that deforestation in the Amazon is linked to both agriculture and logging.

We know that we can use subject-specific vocabulary and evidence to make our writing seem more authoritative.

And we know that before we write, we should plan our writing and already rehearse what we plan to write in order to make it as good as possible.

Really well done for your effort in this lesson.

I hope you're really pleased with the writing you've produced and I'd love to see you again in a future lesson.

Goodbye.