Lesson video

Hi there, I'm Mr. Buckingham and I'm so glad you've chosen to join me for today's lesson.

Now, today we're going to be continuing to write our journalistic reports about a climate protest, so this is a great opportunity for us to showcase our very best writing skills.

And I'll be here to help you the whole way through.

Let's get to work.

Today's lesson is called Writing the Second Part of a Journalistic Report About a Climate Protest, and it comes by a unit code Climate emergency: journalistic report writing.

By the end of today's lesson, we'll be able to write the second and third main paragraphs of a journalistic report about a fictional climate protest.

So this lesson builds on the plans and quotations that we wrote down in previous lessons.

So it would be good for you to have those in front of you.

If you don't have them then don't panic.

I'll provide you with lots of help and support to do some amazing writing in this lesson anyway.

You might also want to have access to the cohesive devices bank that you can find in the additional materials for this lesson.

So if you've got all your things ready, let's make a start.

Here are our keywords for today's lesson.

My turn, your turn.

Direct speech.

Reported speech.

And cohesive devices.

Well done.

So direct speech is when we write the exact words spoken by someone enclosed in inverted commas to indicate speech.

And reported speech is when we write what someone said without using the exact words they spoke and without using inverted commas.

And cohesive devices are language structures that contribute to text cohesion to the flow of our writing and how ideas are connected together.

So here's our lesson outline for today.

We're going to write two paragraphs today.

We're going to start up by writing the second main paragraph and then we'll write the third main paragraph.

So as you probably remember, a journalistic report follows this structure.

We've got introduction that summarises the key details which we've written.

Then we have main paragraphs that give different perspectives and extra details, and then a conclusion that tells the newest information and looks to the future.

So we're in these main paragraphs now and we've got three main paragraphs that give three different perspectives on the bypass protest.

A protestor, now we've done that paragraph.

A climate expert and a police spokesperson.

So we're going to focus on these two paragraphs today and we're going to use direct speech, reported speech, and our cohesive devices.

And of course we'll also keep using a formal tone and subject-specific vocabulary as we've been doing all along.

So we can present our direct speech in three different ways.

We could do speech first like this where direct speech comes first and the reporting clause comes afterwards.

We can do speech second where the reporting clause comes first and the direct speech comes second.

And we can do speech interrupted where the reporting clause comes in the middle.

And the reporting clause is always the part where we say who spoke.

So we've got explained Inspector Braddock, Inspector Braddock explained, and then Inspector Braddock explained again.

Now always when we use direct speech, there's always a capital letter at the start of the direct speech except where it's interrupted.

So can you see in the last example, we've got a capital U for Ultimately but not a capital P for protecting because it's been interrupted within a sentence there.

And then there's always some punctuation before we close the speech as well.

So in the first example, it's a comma because it's in the middle of a sentence.

For the other two, it's a full stop at the end of the last piece of direct speech because it's the end of a sentence.

Notice how in the speech, second sentence, we have a comma after the reporting clause, Inspector Braddock explained, comma.

And in the final example, speech interrupted, we have a comma after the first piece of speech ends, ultimately, comma, and then after the reporting clause, Inspector Braddock explained, comma.

So remember, a comma cannot come at the end of a sentence, it can only come inside the sentence.

And a full stop can't come in the middle of a sentence, it can only come at the end of a sentence.

So that's something to bear in mind when you think about which punctuation do I need.

So where should the inverted commas be added to show direct speech.

In these examples, they've I've added the other punctuation for you, but when you write yourself, you're gonna have to remember every single piece of punctuation for your direct speech.

So pause the video and decide where those inverted commas should be placed.

Well done.

Good job.

So for A, it's a speech first sentence.

So we've got inverted commas before thankfully and after peaceful.

And in fact after that comma that comes after peaceful.

For the second one, it is a speech second sentence.

So we've got, he said, comma, there's the reporting clause and then we've got inverted commas around that direct speech.

And C is speech interrupted so we've got thankfully, comma, and then we close our speech marks, our inverted commas.

Then we've got the reporting clause followed by the comma, and then we've got inverted commas around the rest of the speech.

Notice how that second piece of speech, the majority of protestors does not start with the capital letter because it's been interrupted.

That is halfway through the sentence.

So when we use direct speech, there is a lot to remember.

So try and make sure you get your inverted commas in the right place.

The capital letter of the start and punctuation before the closing speech marks.

Really well done for getting those in the right place.

So, our second main paragraph is going to give the climate expert's perspective.

We've done the protestor, now we're onto the climate expert.

So here's an example.

So in this paragraph we've done three main things.

We've introduced the person who the paragraph is giving the perspective of.

And here it's not right to the start, it's here.

We've said, Professor Jacqui O'Keefe, an urban sustainability expert, offered a scientific perspective, emphasising the role urban trees play in combating climate change.

We've also given some direct speech by that person.

"Trees in urban areas are not just beautiful: they absorb CO2, cool our cities, and support biodiversity." And notice how that's inside inverted commas.

And we've got some reported speech.

We've said, O'Keefe, who did not attend the protest, has argued for.

That's our hint that this is direct speech.

An increase in urban tree-planting as a means of reducing the severity of climate change.

Now we've missed out one sentence there.

That's because we've got also a factual statement at the start, which isn't really a perspective at all.

It says, the protest, which took place outside City Hall on Saturday lunchtime, has drawn attention from the academic community as well.

That reference to the academic community is hinting towards us introducing Professor O'Keefe but really this is just a factual statement.

It's giving some extra factual detail for our reader and we can try and plan for that as well.

So we can use a range of cohesive devices to connect our ideas in our paragraph.

Here are some examples.

We could use a colon to explain.

So here we can see that Professor O'Keefe has been quoted in some direct speech saying, "I have nothing but support for these activists:" colon, "we need direct action to this road being built." So, this second part explains why she has nothing but support for them.

Parenthesis can be used as well where we drop in some extra information that clarifies something about a noun phrase.

So here you said the road, a bypass around the city, is planned to go through Great Oak Wood, an historic area of forest.

So that parenthesis inside commas here, it could be bracket too, is clarifying something about that road.

And finally we could do a relative complex sentence.

We could say the road, which we'll go through in a historic area of forest, is intended to reduce traffic congestion in the city.

We know it's a relative complex sentence because this is a relative clause starting with that relative pronoun, which again, I could remove that relative clause just like I could remove the parenthesis and the sentence would still make sense.

And you could always refer to the bank of cohesive devices for some extra ideas about how to connect your ideas together.

So what cohesive devices can you see in this paragraph? Pause the video and I think.

Well done.

Good job.

So maybe you spotted a relative complex sentence like this one.

The protest, which took place outside City Hall on Saturday lunchtime.

There is a relative clause.

We've got also who did not attend the protest has another relative clause.

I've got some pieces of parenthesis like an urban sustainability expert.

We've got a colon to explain.

We've also got a non finite -ing complex sentence that contains a non-finite -ing clause starting with the verb emphasising in its -ing form, emphasising the role urban trees play in combating climate change.

And we've got an adverbial complex sentence as well with this subordinated conjunction as starting the adverbial clause? So loads of different ways of connecting our ideas together.

None of them is better than each other.

You have to choose which is right for you in the particular circumstances that you're doing it.

So your plan for this paragraph might look like this.

We've got notes about introducing the person, notes for some direct speech, and a reported speech note as well.

Now let's just quickly have a think.

What factual statement could we make to introduce the paragraph just like we saw for Professor O'Keefe? Pause the video and have a think of a factual statement you could use to start off this paragraph about our climate expert Well done.

Good job.

So maybe you thought things like this.

The protest has led to debates about climate change in the local area.

The protest which lasted several hours, has attracted widespread attention.

And that one's good because it introduces the idea that someone maybe who wasn't there is going to comment on this matter, which is Professor Li in that case.

Or you could just use something general like this one here, tree felling to allow the road to be built was due to begin today.

So that's gonna be useful for you to know 'cause it's some extra information we haven't covered elsewhere.

Really well done for your edits.

So, we're going to start off by already rehearsing this paragraph using our notes.

If you don't have your own notes you can use mine.

and of course refer to the bank of cohesive devices for ideas for this.

So you're gonna say aloud the sentences you want to write and you're going to try and start with a factual statement like we just had a look at.

And I want to try and connect your ideas together using cohesive devices wherever it's appropriate, and try and keep that formal tone and that subject-specific vocabulary as well.

So pause the video and see if you can say aloud the sentences you'd like to write for this paragraph.

Fantastic job.

Well done.

So here's an example of how you might have said this paragraph out loud.

I've written the protest which lasted several hours, has attracted widespread attention.

Professor Janet Li, a climate change expert, works at the University of Oakville.

She commented, "I applaud the protestors: we need to invest in public transport rather than in new roads like this." Professor Li explained that climate change is driven, in part, by vehicle use, which adds to the levels of greenhouse gases in the atmosphere.

Now don't panic if yours doesn't sound quite as fluent as that just yet.

Remember, it's hard to get things right first time when we're saying them out loud.

When we write down, we've got much more time to think and get things really perfect.

So don't worry if yours doesn't sound quite like that just yet.

Let's see what we've got inside this paragraph.

We've got a factual statement to start saying that it's attracted widespread attention.

We've introduced the person introducing Professor Janet Li saying she's the climate change expert.

We've got some direct speech inside inverted commas.

And then we've got our reported speech as well.

It doesn't matter which order you have your reported speech and your direct speech, you might have a piece of direct speech, then some reported speech, and then some more direct speech.

That's absolutely fine.

So really well done for your oral rehearsal.

That's gonna help you so much.

We'll be coming to write in a moment.

So we're ready to write.

Let's have a look at the success criteria we're going to use.

It says I have introduced the person who's perspective we're giving.

I have used a range of cohesive devices to connect ideas.

I've used the colon and parenthesis as cohesive devices.

So I've got a particular focus there for today on those two specific cohesive devices.

And then it says I've used direct and reported speech and of course we can tick these off as we go.

So now I'm going to show you how you can write this paragraph.

Okay, so I've written out my success criteria at the top of the page here and this paragraph is gonna be our paragraph about our climate expert.

So, we're gonna actually start with a fact, aren't we? So I think I'm going to start with a fact about the protest attracting lots of attention 'cause that will lead really well into introducing our expert.

So I'm going to leave an indent.

And then I'm going to start with the protest, but I'm actually going to put in a relative clause 'cause I want to give my reader a little bit more factual information about this protest.

So I'm going to say which was attended by and then I'm going to make up a number and I think I'm gonna say it was attended by hmm, over 50.

So it's attended by over 50 people.

Now 50 is a number over 10 so I'm gonna write in numbers, but I could say over 50 people but would be slightly more subject-specific than that.

Yeah, I could say activists, couldn't I? Or protestors would be fine but activist is slightly more subject-specific.

Okay and that's the end of my relative clause.

So I'm gonna put the comma there.

So the protest which was attended by over 50 activists and then I'm gonna say has attracted, I could say lots of attention, couldn't I? But that's not particularly formal.

So I could say much attention, that would be good.

Well, what about widespread? I like that.

So, has attracted widespread attention.

From whom? Yeah.

You say including from, oh, so Professor Li is my expert, the climate expert.

So I could say including from.

I could say from experts or I could say from the academic, yeah, well done.

The academic community.

And when we say that we kind of mean people who work at universities, people who study these things in detail.

Okay, let's lock that in with a full stop and read it back.

The protest, which was tended by over 50 activists, has attracted widespread attention, including from the academic community.

So I've actually got a non-finite -ing complex, <v ->ing clause here as well at the end of my sentence.

</v> So we're looking really good for our cohesive devices there.

Okay, so now I'm going to introduce the person, my first success criteria.

So I'm going to start off with the name.

Now, her name is Professor Janet Li in my plan.

So I need to give her capital letters obviously.

Okay and then I'm gonna do a piece of parenthesis to explain who she is.

So I could use brackets, but I think I'm gonna do commas.

I'm gonna say, a climate expert or a climate change expert.

Yeah, maybe just climate.

Hmm, let's do climate change because a climate expert could be someone maybe interested more in the weather.

So, let's put climate change expert I think.

So a climate change expert at, yeah, well done.

I could say at the University of Oakville.

And that's gonna have capitals for two of those words as well.

Okay, let's put the full stop there.

Let's check.

Professor Janet Li, a climate change expert at the University of Oakville.

Oh hang on, this is parenthesis.

So it's something that can be removed from my sentence.

It's extra information added in.

So I need to finish the sentence, don't I? So, what about her? Well, what does she say about this protest? She believes in the protest, I could say, but that's not quite right.

Yeah, I could say she agrees with the protest or I could say the demonstration, couldn't I, to be a little bit more subject-specific.

Okay, let's just check.

So let's see if we've used our parenthesis correctly this time.

I've written Professor Janet Li, a climate change expert at the University of Oakville, agrees with the demonstration.

If I remove the parenthesis it would say Professor Janet Li agrees with the demonstration and that makes sense.

So I think I've got it right now and we've got commas on either side of that piece of parenthesis.

It's a kind of phrase, isn't it? It's kind of clarifying a little bit about this noun phrase, Professor Janet Li.

So I think I've done that right.

Okay and now I'm going to do my direct speech by Professor Li.

So I'm going to do speech first.

So I'm going to put my reporting clause after this direct speech.

So opened my inverted commas here.

So I'm going to say, and I have this in my notes so I'm going to use it, I'm going to say, "I applaud this." Now I could say this protest.

I actually think I'm gonna use my subject-specific term direct action because actually there is direct action going on.

They have prevented the trees being uprooted, haven't they? So it is direct action, they're taking it into their own hands.

Then I'm going to use a colon because I want to explain why does she applaud it.

So I'm going to say, and I'm gonna try and be a little bit emotive here because this is someone speaking now.

So it's their perspective, they're allowed to be passionate.

So I'm gonna say, "It is absurd." And what is it absurd to do? What would Professor Li think is absurd to do? Yeah.

She might say, "It's absurd to," I could say pour money or invest money.

I think pour is slightly more emotive and passionate.

So I'm gonna say, it is absurd to pour money into, I could say into roads, but that's a bit unclear.

Maybe let's say road building.

And then I think I'll say during what? Well I'm going to say during a climate crisis.

Yeah, we could go even further, couldn't we? We could say during a climate emergency.

Okay, and then I'm gonna close my inverted commas and then I need my reporting clause.

And I think here I'm going to say she stated.

And lock the end with a full stop.

Okay, let's just check that back.

"I applaud this direct action: colon, it is absurd to pour money into road building during a climate emergency." I think I've used that colon perfectly.

It's introduced an explanation and both sides of the colon could be a complete sentence.

But hang on, I need something before I close my inverted commas here.

And because it's in the middle of a sentence, not the end, it's gonna have to be either a comma or an exclamation mark.

I think I'm gonna go for a comma here, making sure it goes before the inverted comma.

Okay, I'm happy with that now.

So I've done my direct speech and I've actually done a colon as well.

So let's try and do the reported speech now.

So I'm going to start this time with Professor Li and because it's reported speech, I'm going to say, I could say said that, I could say stated that, I could say explained that.

Now I'm going to start giving her explanation about climate change and how it works.

So I think explained is perfect here.

So I'm gonna say Professor Li explained that, now she's going to explain, isn't she, about how vehicles contribute to climate change.

So I'm gonna say Professor Li explained that vehicles I could say give off, but more such as specifically would be emit.

Giving out that word emissions, the verb is emit.

So vehicles emit greenhouse gases.

And then what do those gases do? Yeah, they contribute to climate change, don't they? So I could say which contribute to climate change or I could say a non-finite -ing clause and I could say contribute, well done, contributing to climate change.

And then I think I need to expand on that ever so slightly just to explain how having more roads links to having more vehicles.

So Professor Li explained that vehicles emit greenhouse gases contributing to climate.

Oh I've missed that word.

Not climate, to climate change.

So to climate change.

And then I'm going to use a semicolon to add a little bit of extra detail.

And I could say she argued that.

So it's kind of a second piece of reported speech here.

She argued that more roads would do what? Yeah, they would add to the problem or would worsen the problem.

I think that sort of would only add to the problem.

Okay.

So, we've covered Professor Li's opinion and I went a bit off of my plan there and I made up some ideas about what she might add and that's absolutely fine.

You should do the same thing to really make it your own.

Okay, I'm going to read it out loud, you can read with me and then we'll check if we've met our success criteria.

We've said the protest, which was attended by over 50 activists, has attracted widespread attention, including from the academic community.

Professor Janet Li, a climate change expert at the University of Oakville, agrees with the demonstration.

"I applaud this direct action: it is absurd to pour money into road building during a climate emergency," she stated.

Professor Li explained that vehicles emit greenhouse gases contributing to climate change; she argued that more roads would only add to the problem.

Okay, let's check.

Did we introduce the person? Yes we did.

We said Professor Janet Li.

A range of cohesive devices? Yes, we had a relative clause here.

We had two non-finite -ing clauses as well.

And we've got a semicolon here as well.

So yeah, we've definitely done that.

We had our colon here in the direct speech and some parenthesis to introduce Janet Li.

We've got direct speech in our inverted commas and we've got reported speech, in fact two pieces here, either side of semicolon.

So we've definitely met our success criteria.

Okay, you've seen me do it.

Now it's your turn to have a go at writing this paragraph using your notes or mine if you need to, and make sure referring to that bank of cohesive devices as well.

So make sure you say or think each sentence before you write.

Trying to use those cohesive devices where you can.

Write the sentence down taking care with your spelling and then read it back to check it.

So pause the video and have a go at writing this paragraph.

Fantastic job.

Well done.

So here's an example of how you might have written this paragraph.

I've said the protest, which is still ongoing, has sparked debates about climate change in the local area.

So there's my factual statement.

Then I've introduced the person.

Professor Janet Li, a climate scientist at the University of Oakville, supports the protest.

Then I got my direct speech.

"I applaud what they're doing: we need to take urgent action against climate change, investing in public transport not new roads," she commented.

And then my reported speech.

Professor Li explained that vehicles' greenhouse gas emissions contribute to the greenhouse effect worsening the problem of climate change.

Let's check off our success criteria.

Have you introduced the person? Yes, I've done that here.

I've got a wide range of cohesive devices.

I've got which to make a relative complex sentence.

I've got investing and worsening to make non-finite -ing complex sentences.

I've got my colon parenthesis here, a climate scientist at the University of Oakville is my parenthesis and there's my colon to introduce an explanation.

And I've got direct and reported speech.

I've got inverted comma throughout my direct speech and I've used explained that to introduce our reported speech.

Really well done if you've done the same.

So now we're ready to write the third main paragraph.

So we're ready to write this final main paragraph now giving the police spokesperson's perspective.

Here's an example in front of us.

So this one follows a slightly different order to the last one.

Here the factual statement is not the first sentence.

It says, while a handful of protesters threw projectiles, including eggs, at City Hall, they quickly stopped when warned by officers.

That is stated as fact by the journalist, just not someone's perspective.

So we've got a factual statement.

We've also introduced the person, we've said Superintendent Maryam Mirza, a police spokesperson.

We've got some direct speech from her.

It says, commented, "Our role is to ensure that all community members can safely exercise their right to free speech," and so on.

And then we've got some reported speech this time right at the start.

It says local police, who attended in small numbers, said that the protest had been peaceful and respectful.

So we've covered our four features but in a slightly different order than what we saw in the last paragraph.

So your plan for this section might look a bit like this.

Again, we've introduced the person, given a note for direct speech, and given a reported speech note.

So what factual statement could we add to our paragraph this time? Pause the video and have a think what would you like to add.

Well done.

Good thinking.

Maybe you thought of something like this.

I've said some protesters tried to damage a council bulldozer, but they were prevented by police.

Now that doesn't sound like the kind of thing I'd put at the start of my paragraph.

It might be one for the end.

Here's another one.

A handful of protesters tried to lock the gates to the wood; however, they were stopped by officers.

Again, that might not start the paragraph, but it's a really interesting detail for my reader.

So you can really use your imagination here.

We're talking about the police so it's a great opportunity to talk about maybe some possible crimes that might be committed or the reasons some people might have been arrested at the protest.

So it could be really interesting for our reader to know.

Really well done for your thoughts there.

So we'll want to continue using a range of cohesive devices to connect our ideas.

So here are a few more ideas we could use.

We could use a semicolon to join two closely related sentences.

I've said we attended the protest to maintain order; semicolon, as it was, the majority of protestors were peaceful and respectful.

I've done that in direct speech.

I could do a compound sentence.

Here I've used and to connect two main clauses.

Inspector Braddock attended the protest and he was accompanied by a sizable group of officers.

And finally, an adverbial complex sentence.

Here I've used when as my subordinating conjunction starting an adverbial clause.

I said Inspector Braddock explained that two activists were arrested when they attempted to damage a council bulldozer.

So, as always, refer back to that bank of cohesive devices for ideas about how to connect your notes and your ideas together.

So which cohesive devices can you spot in this example? Pause the video and have a look.

Well done.

Good job.

So maybe you spotted the relative complex sentence here with the relative clause, who attended in small numbers.

Maybe you saw some parenthesis.

I've got including eggs and a police spokesperson both in brackets.

Maybe you saw this semicolon to connect two closely related sentences inside that direct speech there.

And then I've got an adverbial complex sentence starting with while and one starting with when as well, both acting as subordinating conjunctions there.

Really well done if you spotted all this.

So let's start by already rehearsing this paragraph using our notes and you can use mine if you need to remembering to refer to that bank of cohesive devices as well.

So again, let's say the sentences we want to write out loud trying to include a factual statement somewhere in the paragraph, maybe not at the start.

And trying to connect ideas together using our cohesive devices, making sure we keep that formal tone and our subject-specific vocabulary.

Pause the video and have a go at already rehearsing this paragraph.

Well done.

Really good job.

So here's an example of what you might have said.

This example includes a factual statement and I've put it at the end.

I've said two arrests were made when protestors attempted to damage a council bulldozer.

I've also introduced the person, I've done that in the first sentence.

Ben Braddock, an Inspector with Oakville Police, attended the protest; he was accompanied by a number of colleagues.

I've got some direct speech.

He stated, "We attended the demonstration in order to maintain order and we were successful in doing so: the majority of protestors were very respectful." And I've got my reported speech here.

Inspector Braddock explained that protective freedom of speech was an important function of the police.

So the order was slightly different.

I finished with the factual statement this time, but I've still covered my four features that I needed and we've used a range of cohesive devices there as well.

Again, don't worry if yours doesn't sound quite like this yet, you'll get the chance to improve it a lot as you come to write.

So we're going to write this paragraph now using your own notes and you've got a success criteria as well to help you.

So, pause the video and have a go.

Really good job.

Well done.

So here's an example of how you might have written it.

I've said Ben Braddock, who works as an Inspector with the Oakville Police, attended the protest along with a number of colleagues.

"We were there to maintain order," he explained, "and we found that the majority of the activists were very peaceful." However, the police did not have everything their own way: officers made two arrests as protestors attempted to damage a council vehicle.

Braddock noted that the police have an important role to play in protecting the right to protest.

So yes, we've introduced the person here.

We've got a range of cohesive devices, I've got a relative clause there, and I've got as to make an adverbial complex sentence.

I've definitely got my parenthesis here and I've got my colon as well to introduce an explanation.

And I've used both direct and reported speech using noted that to introduce my reported speech there.

Really well done if you've managed to do something similar.

Great work.

So let's review our learning in this lesson.

We've said that when we write a journalistic report, our main paragraphs give different perspectives on the event and include some extra factual statements.

We said that we use a range of cohesive devices to connect ideas, including different sentence types and a range of punctuation.

And we learned that we use inverted commas to show direct speech and we use words like stated that and explained that to show reported speech.

Fantastic job this session You've worked really hard and I'm really impressed with the work that you've produced.

Well done.

I'd love to see you again in a future lesson.

Goodbye.