Lesson video

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

Today, we're going to finish writing our essay about the polar regions, attempting to persuade our reader that we need to do more to protect them.

This is our chance to really show off our writing skills, and I think we're going to do some fantastic writing today.

So, let's make a start.

Today's lesson is called writing the second half of an essay, and it comes from our unit called Polar regions: essay writing.

By the end of today's lesson, you will have written the second half of an essay about the effects of climate change on the polar regions using a range of linguistic features and a formal tone.

Now, for this lesson, you will want to have access to the research notes that you gathered in previous lessons.

However, if you don't have those with you, I will provide you with my own notes in this lesson.

Let's make a start.

Here are our keywords for today's lesson.

A logical argument is an argument that follows a series of steps that lead clearly towards a conclusion.

And a conclusion is the outcome of a series of ideas or the endpoint of a piece of reasoning.

Linguistic features are language structures that are used within a text in order to connect ideas together.

And a formal tone is the effect created by choosing serious, factual language.

And evidence is information or facts to show something is true.

Here's our lesson outline for today.

We're going to start off by writing the second main paragraph and then we'll finish off by writing the conclusion of our essay.

So, as you know, we've completed the first two paragraphs of our essay, and we've begun to set out our logical argument.

Now, we need to develop this argument towards our conclusion so that we can persuade our reader that we're correct.

So remember, our essay question is, what makes the polar regions important and why should we do more to protect them? So we've started off by saying what are the polar regions and we've said how they're important.

So, we've answered the first part for our essay question.

So we now need to answer why should we do more to protect them? But the next step of our argument will be to say, what do they need protecting from? And then we'll have to say, how are they currently being protected and what more could we do? And then we'll have to conclude by saying why we should do more 'cause that will really address head-on that second part of the essay question.

So, we're going to complete these two paragraphs today, the second main paragraph, paragraph two, and the conclusion.

So, what are the remaining steps in our logical argument leading towards the conclusion? We've explained what the polar regions are and why they're important.

So what's left to say? Pause the video and have a go at saying out loud the rest of the logical argument as much detail as you can remember, and you can refer to your research notes if you'd like.

Pause the video and have a go.

Well done.

Great job.

Here's what Alex said.

"The polar regions help to regulate the Earth's climate, but they are threatened by climate change.

This will lead to sea level rise and will make climate change happen faster.

Some actions have been taken to protect the polar regions, but we need to see faster action on climate change if we are to prevent these bad consequences." So what has Alex done here in his answer? Well, he's, first of all, set out the threats facing the polar regions; climate change.

He said why those are a problem.

They'll lead to sea level rise and make climate change faster.

Then he said some things currently being done, but more needs to be done to tackle climate change.

And then he said why is to prevent these bad consequences of the polar ice melting that we're seeing.

So he set up really clearly there a logical argument and we're gonna try and do the same thing over two separate paragraphs, providing lots of evidence along the way.

Really well done for your thoughts there.

So our second main paragraph is going to address the question, what do the polar regions need protecting from? So, what are the threats to the polar regions? Pause the video and have a chat to the person next to you or think on your own.

Well done.

Great ideas.

So the main threat, of course, is climate change, which we know is causing the polar ice to melt and that ice melting is a bad thing.

Now, I've kept that very simple there, but actually, we've made several claims there, haven't we? We've said that climate change is taking place and that it's causing polar ice to melt and that this is a bad thing, that polar ice melting is negative for all of us and for the world.

So, we'll need to provide evidence for each of these claims. We're writing an essay, we're trying to persuade our reader that we're correct, so we need to support our claims with evidence.

So, look at your research notes.

What evidence is there to support each of these points that climate change is taking place, that it's causing polarised to melt and that this is a bad thing? Pause the video and see what evidence you can find.

Well done.

Great ideas.

So, how do we know climate change is taking place? Well, we know that the polar temperature has risen by three degrees compared to one degree for the world average.

So, we actually know that climate change is happening more at the polar regions than in the rest of the world.

How do we know it's causing polar ice to melt? Well, we know that the Arctic Ocean's normally frozen, but it's losing 13% of its ice every 10 years and 40% of the ice thickness.

And we know it could be ice-free in the summer by 2040.

And how do we know that's a bad thing? What's the problem with polar ice melting? Well, we know that because of the melting, sea levels have risen by 20 centimetres, we know that ice melting leads to less heat being reflected back into space, which raises the global temperature and we know the permafrost melting adds carbon to the atmosphere, which again makes the problem of climate change worse because it increases the strength of the greenhouse effect.

So we've got evidence there to support each of the claims we're making.

So, your research notes for this paragraph might look a bit like this.

I've got my question there, what do the polar regions need protecting from? And then loads and loads of information here.

We know we've set out how do we know climate change is taking place? We've set out the effect of that on the ice in the Arctic Ocean in particular.

We've got these claims, this evidence, this piece of evidence from NASA about how much ice has been lost.

We've got some evidence about the impacts of the sea ice melting and of the permafrost melting as well.

So, we've set out lots more evidence than we thought on the last slide in our notes.

Now, we don't need to write in this order or use all these ideas.

You have to choose the piece of information you want to connect and put them in a logical order that works for you.

So we're gonna take these notes and create sentences which have a formal tone and we're going to connect ideas using linguistic features.

So, let's take this note.

Because of melting, sea levels risen 20 centimetres.

Well, let's connect that up.

We could say because the polar ice caps have been melting, global sea levels have risen by 20 centimetres since 1990.

So, what have I done here to achieve this formal tone and to achieve this correct structure for my sentence? Well, I've used formal words like risen instead of gone up, and I've avoided abbreviations like cm.

I've used centimetres instead, and that's much more formal.

I've also used an adverbial complex sentence using because as linguistic feature to show cause and effect.

Because of this, this happened.

And because I've got that formal tone, we use these linguistic features, we're making our writing more authoritative, it sounds like we know what we're talking about and more persuasive as a result of that, which means our reader is thinking, "Ah, this person is writing must be correct," which is what we want them to believe.

Now remember, the linguistic features that we choose to include will depend on the relationship between the ideas we're trying to connect together because we can connect ideas to show a contrast between them, cause and effect relationship between them and adding on, so one idea is similar to the one that came before.

So, for instance, for contrast, I could say, "The Arctic Ocean would normally be frozen all year; however, scientists believe it will soon be ice-free in summer." There, I've used a formal-fronted adverbial showing, but I've used however to show the contrast between those two ideas.

What about cause and effect? Well, I could do this.

"In addition to this, permafrost, our Arctic permafrost is melting.

Consequently, carbon is being released in the atmosphere, strengthening the greenhouse effect." I've got one idea and then I've shown the effect of that idea in the next sentence, using a fronted adverbial of cause to start the sentence, consequently.

And then, for adding on, I could say this, "Sea levels have risen by 20 centimetres.

As well as this, melting sea ice has reduced the habitats available for polar bears." So I've got one idea, and the other one adds onto it.

It's something that builds on the last sentence.

So I've used a formal fronted adverbial showing and as well as this in that sentence.

Now, by connecting the other ideas appropriately like this, showing the relationship between them, we help our reader to understand how they connect to one another as part of our logical argument.

And again, that makes us sound more authoritative and makes us more persuasive.

So, using the notes below, can you say a sentence that gives the evidence that polar melting has occurred using an appropriate linguistic feature and a formal tone? You might wanna use more than one linguistic feature.

That's up to you.

So pause the video and see if you can say a sentence out loud to show the evidence that polar melting has occurred.

Well done.

Great ideas.

Here's an example of what you might have said.

"While the Arctic Ocean would normally be frozen all year, it is now losing 13% of its extent every decade.

Scientists believe that the ocean could be completely ice-free in winter by 2040, having lost over 200 billion tonnes of ice since 2002." So there, I've used "while" to show contrast in the first part of my sentence there.

And then after the semicolon, I've got a non-finite -ing complex sentence using "having" to start my non-finite -ing clause there.

So we've connected all the information together using appropriate linguistic features and we've got a formal tone as well and it shows us the evidence that this melting has occurred using some statistics and expert opinions as well.

Really well done for your thoughts there, too.

Now remember, our previous paragraph that we wrote in the previous lesson explained why the polar regions were important, and this paragraph is going to build on that one.

And this paragraph, remember, was explaining what they need protecting from.

So, we need to start this paragraph, connecting it to the previous paragraph.

So, can you think of a sentence that could start this paragraph to show the connection between these ideas? The polar regions are very important and they need protecting from something.

So, pause the video and have a think how could you start this paragraph with a sentence that shows the connection between the last paragraph, telling us the polar regions are important and this paragraph that says they need protection.

Pause the video and have a think.

Well done.

Great job.

So here are some ideas.

Maybe you could say, "Although the polar regions are very important to regulating the world's climate, they face a severe threat from climate change." So I've shown that they're important, but I'm saying even though they're important, they face this threat and I've introduced straight away this idea that they're threatened by climate change.

I could do it like this.

"It is clear that the polar regions play an important role in regulating the climate; despite this, they are under threat from climate change." So can you see how this as a started sentence for this paragraph would link back to the previous paragraph, saying why the poly region is important, but would introduce the theme of this paragraph, which is that they need protection because they were introduced the idea that they're threatened by climate change.

So, let's begin by orally rehearsing this second main paragraph so we're prepared to write it.

Of course, you're going to use your research notes or the ones that you've seen here, and you're going to say the sentences that you'd like to write, trying, of course, to use a formal tone and a range of linguistic features to connect your ideas appropriately and some subject-specific vocabulary.

And you're going to try to use a range of evidence to support your points.

You could start by using the sentence that you just practised on the previous slide, showing that connection to the last paragraph.

So pause the video and have a go at saying the second main paragraph aloud.

Well done.

Fantastic job.

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

It says, "Although the polar regions are very important to regulating the world's climate, they face a severe threat from climate change.

Temperatures here have risen much faster than elsewhere by three degrees instead of one.

As a consequence of this, the ice at the poles is melting: the Arctic Ocean, which would normally be frozen all year, could be ice-free in summer by 2040.

Because of this, sea levels have risen by 20 centimetres since 1900.

In addition to this, the reduction in ice means less heat is reflected back out into space; consequently, the global temperature continues to rise." Now you see here, I've used a wide range of linguistic features, which will be hard for you when you orally rehearse this, but you'll be able to include all of those when you come to write in a moment.

Notice I also, I've missed out loads of my notes and that is okay.

We have to select the ideas that fit together and that make our logical argument.

So you can see here, I started off by saying they face a threat from climate change, then I gave the evidence of that threat.

I explained that that threat is causing the polar ice to melt, and I explained the problems that result from that polar ice melting.

So, I've really clearly shown that logical progression through my argument.

So now we're ready to write this second main paragraph.

And here's our success criteria.

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

I have created a formal tone by using serious, factual language and subject-specific vocabulary.

I've included evidence to support my points and I have drawn together the logical arguments into a inclusion.

Now, this paragraph, of course, makes lots of claims about the effects of climate change on the polar regions, so we're going to have to back these up with evidence.

But we won't have a conclusion in this paragraph, so you don't need to worry about the last point in that success criteria just yet.

So, let's have a go at writing this paragraph.

You use your success criteria and the research notes to write and say or think the sentences you want to write before you write them and check them back once you've written them.

And, of course, remember, you don't have to use all of your notes.

Select the ones that build that logical argument and give the evidence to support your points.

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

Well done.

Fantastic job.

So here's an example of how the start this paragraph could look.

It says, "It is clear that the polar regions play an important role in regulating the climate.

However, they are under threat from climate change.

While global temperatures have risen by one degree, in the polar regions, they have risen by three degrees.

As a consequence of this, polar ice is melting rapidly: 13% of Arctic ice is being lost every decade, and NASA say 268 billion tonnes have been lost since 2002." So, I've already got that range of linguistic features.

For instance, I've got a colon to explain and a formal fronted adverbial in however.

I've got my formal tone using some subject-specific vocabulary like global temperatures and I've included evidence to support my points, like an expert opinion here from NASA.

Let's look at the end of the paragraph I've written.

"Consequently, sea levels have risen by 20 centimetres, and many sea ice habitats, including those from polar bears, have already disappeared.

As the ice melts, less of the sun's heat is reflected back into space, causing the global temperature to rise further.

In addition to this, the Arctic's permafrost is melting, releasing carbon into the atmosphere, which creates higher greenhouse gas levels." So I've completed my logical argument there, haven't I? By showing what the problems are with polar ice melting caused by climate change.

And I've done that using a range of linguistic features like my fronted adverbial of cause and a relative clause here.

I've got my formal tone using subject-specific vocabulary like permafrost, and I've got some evidence here, an explanation.

I haven't yet done my conclusion, so I'm not going to tick off that last success criteria just yet.

Fantastic job with your essay so far.

Let's keep it up.

So, we're now going to write our final paragraph of our essay, which is, of course, the conclusion.

So, we've set up some clear arguments for why the polar regions are important and how they're threatened by climate change.

So, our conclusion is perhaps the most important part of our essay.

Now, here, we need to answer the final part of that question, which is why should we do more to protect them? And to answer this, we can break it down into some smaller questions.

We can ask what is currently being done, what more could be done, and why should these extra things be done? Why is it important to do those extra things? So you've taken that second part of our essay question and we've broken it down.

We've said what's being done now, what more could we do, and why should we do more because, remember, that's the main point of our essay is to say, why should we do more? So, if we answer all these questions, our reader should be convinced that we should do more to help the polar regions.

So, have a look at your research notes again.

How would you answer each of these questions? What is currently being done to protect the polar regions, and what more could be done? Pause the video and see what notes you can find to answer each of those questions.

Have a go.

Well done.

Great job.

So, for what's currently being done, maybe you notice that we've got some action by governments and some by charities.

So we've got government agreements like the Antarctic Treaty and the Paris Agreement on climate change to reduce emissions, and we've got some charity actions like the charity campaigns by the WWF, the World Wildlife Fund to ban polar bear hunting and the campaigns by Greenpeace to stop oil drilling.

So some action from governments and some from charities.

What more could be done? Well, lots of ideas there.

We need, first of all, to reduce the effects of climate change by reducing emissions further and faster.

That's what scientists are telling us.

And we need to do some things personally as well, or we could choose to do them, including reducing our own emissions by using public transport, eating less meat, and reusing items. Those are just a few ideas.

I'm sure you have loads more as well.

Now our final, smaller question for this conclusion was why should these extra things be done? Why is it important? And this question wasn't really addressed in our research notes because it brings together everything we've discussed in the essay because this is really the crux of the whole essay where we're building towards all the way through.

So we have to finish our essay by saying, why should we do these extra things? Why is it so important? So, how would you answer it? You might want to start your answer with the word if.

Maybe thinking, if we don't do this, here's what could happen.

So pause the video and think how would you answer this smaller question.

Why should we do these extra things? Well done.

Great thinking.

Here's one idea you could say, "If action isn't taken to address climate change, we will lose these unique habitats and the animals that need them.

We will also all suffer because of the important job that polar regions play in regulating the climate.

If we allow further polar ice melting, the global temperature will continue to rise along with the sea level." And we know that would have some disastrous effect as well for the world.

So we're really trying to show here why is it so important to take these actions.

We want to persuade our reader not just that it's possible that we could have extra actions, but that it's necessary to take those actions.

So we're saying the reason it's necessary is because we need to prevent further polar ice melting because that would interrupt the role that the polar regions play in regulating the climate and that would cause temperatures to continue to rise.

So again, we're going to want to connect this paragraph to the previous one.

And we've just explained the threats faced by the polar regions, and now we're saying what is being done as a result.

So, what could be a sentence that could start this final conclusion paragraph to link it back to the previous paragraph? That one explained the threats.

We're saying what's being done.

So, how can we start this paragraph? Pause the video and see if you can think of an idea.

Well done.

Great ideas.

So here's some ideas we could choose.

"Because these threats faced by the polar regions are so severe, charities and governments are taking action." I've linked it back in the first part of that sentence to the previous paragraph, and now I'm saying what we're going to be talking about in this paragraph.

Here's another one.

"It is clear that the polar regions face huge threat from climate change, which could impact the whole world; as a consequence of this, charities and governments have been taking steps to protect them." So, we're linking back to the previous paragraph while introducing the idea for this paragraph.

So you might want to keep that idea in your head as we orally rehearse this conclusion so that we're prepared to write it.

Of course, again, we'll say the sentences we want to write using that formal tone and linguistic features.

And we're going to consider the questions we discussed together, what's currently being done, what more could be done, and why should these extra things be done? Why is it important? And you could start by saying that sentence that you just practised on the previous slide to connect this paragraph to the one that came before it.

Pause the video and have a go orally rehearsing this conclusion.

Well done.

Great job.

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

I've said, "Because the threats faced by the polar regions are so severe, charities and governments are taking action." I've linked back to the previous paragraph.

"For instance, the Paris Agreement signed in 2015 commits governments to reducing their greenhouse gas emissions.

In addition, Greenpeace are campaigning to prevent oil drilling in the Arctic." So I've explained what governments are doing and what charities are doing.

Now I'm gonna say what more needs to be done.

"However, more needs to be done: scientists say that governments need to reduce emissions further and faster to avoid further polar ice melting." And now I'm saying why we should do that.

"If this does not happen, global temperatures will continue to rise, and sea level rise will threaten many low-lying areas." So I've tried to finish by saying it's really important we take this extra action in order to prevent these negative consequences.

And again, I've only selected the notes I think help build my logical argument towards the conclusion that we should do more to protect these polar regions.

So now I'm gonna show you how to write this conclusion paragraph.

Okay, so we want to start our conclusion by linking back to the previous paragraph, where we talked about the threats that the polar regions face.

So, I'm going to say it is clear that the polar regions are threatened by climate change.

And then, I want to link it to the subject of this conclusion, which is that action is being taken, but more needs to be done.

So, it's clear that the polar regions are threatened by climate change.

That's my link back to the previous paragraph.

And then, I'm going to use a semicolon to show that I'm about to introduce a linked idea, and I'm going to say because of these threats, action is being taken.

Who's taking action? Yeah, you're right.

Both governments and charities.

So, I'm going to use a fronted adverbial of cause.

I'm gonna say consequently.

So because of those threats, consequently, governments, and I know it sounds like governments, but we say governments when we spell it, look at the n.

Governments and charities are already taking action.

I think I could say already.

I think I just say are taking because already sounds like they're doing a really good job, but we know that we actually are saying that we need to do a little bit more.

So, let's check back.

Consequently, governments and charities are taking actions.

Hmm, not actions.

We want action, don't we? Let's get rid of the s.

Okay, so we've said it is clear that the polar regions are threatened by climate change; consequently, governments and charities are taking action.

Okay, so we need to say what those actions are.

So I think they wanted to say governments are doing this and at the same time, charities are doing this.

So, I think I could use the subordinating conjunction while to show that.

I could say while the Paris Agreement that we know that's an agreement between governments.

Paris Agreement is a name, so we're using capital letters.

Do you remember what year that was? Yeah, 2015.

So, I'm gonna put that in bracket.

So, while the Paris Agreement 2015, what did that require governments to do, require countries to do? Yeah, reduce their emissions.

So, I could say while the Paris Agreement 2015 requires countries to reduce emissions, what is it that charities are doing at the same time as that? Yeah, we had a few examples, didn't we? We could pick out one.

We could say that campaign to stop the oil drilling in the Arctic, couldn't we? So, I could say while the Paris Agreement 2015 requires countries to reduce emissions, we could say charities.

I could say campaigners, couldn't I? We could say campaigners are aiming or are hoping.

What do you think? Yeah, I'll say hoping.

Campaigners are hoping to stop oil drilling in the Arctic.

Okay, so we've set out the first part of the logical argument in this conclusion.

We've said there is action being taken, and now we've given the evidence of that.

We've said the Paris Agreement is happening, and also, campaigners are aiming to stop this oil drilling.

So, we set out some evidence that there is currently action being taken.

Now, we need to say that we need to do more.

So I could say, hmm, I wanna set up a contrast eye.

This is being done, and I need a contrast to say we need to do more.

So yeah, I could say despite this, couldn't I? As a formal-fronted adverbial showing that contrast.

I think I'll just say despite this, what? Yeah, you're right.

We could say much more or far greater action.

Let's give it for much more.

Much more action is needed.

Now, I then need to say what that action would be.

So, I'm going to use some experts opinion here.

I'm gonna use scientists say.

What is it that scientists say needs to be done here? Well done.

Yeah.

We could say scientists say that emissions (pen scratching) must be, we could say cut or reduced, which is more formal? Yeah, let's say reduced.

Emissions must be reduced, (pen scratching) and we could say further and faster.

That's what we had in our notes, I think.

Okay, and let's read that back.

Despite this, much more action is needed.

Scientists say emissions must be reduced further and faster.

Okay, I like that, but actually, this second sentence explains the action that's needed, so I think I could make this into a colon and then I'll change this S into a small s, and then I've linked them together in the same sentence, haven't I? Despite this, much more action is needed: scientists say emissions must be reduced further and faster.

Okay, I think that works really well.

And then I'm going to finish off by saying the actual conclusion, why is it important that we take this action? So if we don't take this action, what will happen? Yeah, there'll be more polar melting and that's going to lead to a greater rise in global temperatures.

So let's do an adverbial complex sentence using if.

So I could say if this action is what? Yeah, is not taken, then what's going to happen? Yeah, we need to link it to polar ice melting, don't we? So if this action to reduce emissions is not taken, what's gonna happen? Yeah, we could say there will be (pen scratching) even more (pen scratching) polar melting and then what will happen as a result of that? Yeah, well done.

So we could do a semicolon and another fronted adverbial of cause.

I've used consequently, so let's do a different one.

What about as a result? As a result, what will happen if there's more polar melting? Yeah, we could say sea level rise will continue, but maybe let's focus on the global temperature.

So we could say there will be, oh, hang on, I've just used there will be, haven't I? There will be even more polar melting; as a result, there will be.

Let's not repeat ourselves.

What could we say instead? Yeah, we could start with the global temperatures, couldn't we? We could say global temperatures (pen scratching) will what? Yeah, will rise even further.

(pen scratching) Let's read that sentence back to check it works.

It started here.

If this actually is not taken, there will be even more polar melting; as a result, global temperatures will rise even further.

Okay, I like that.

Oh, I've repeated even there, haven't I? What would be an alternative to even down here? Yeah, I could say still there, there, couldn't I? That would be really nice.

Okay, I think we should finish with a punchy last sentence to say that that would be a really problem.

So I could say this would have, if those temperatures rise further, what's the consequence of that? We could say this would have serious consequences.

Oh yeah, that's nice.

Devastating.

Devastating consequences for what? Yeah, we could say for the whole planet, couldn't we? Okay, let's check that back.

Devastating consequences for the whole planet.

Hmm.

Okay, nice.

So we finished off with this kind of punchy last sentence, which is short but really sums up why we are saying more action needs to be taken.

Well, let's read this through.

Read with me.

It says, "It is clear that the polar regions are threatened by climate change; consequently, governments and charities are taking action.

While the Paris Agreement 2015 requires countries to reduce emissions, campaigners are hoping to stop oil drilling in the Arctic.

Despite this, much more action is needed: scientists say emissions must be reduced further and faster.

If this action is not taken, there will be even more polar melting; as a result, global temperatures will rise still further.

This would have devastating consequences for the whole planet." So we've helped our reader to understand why we need to take this further action.

We've summed that up in these last two sentences here.

So, let's check back our success criteria.

We've definitely used a range of linguistic features.

I can see things like semicolons and colons, fronted adverbials of cause, adverbial complex sentences, and parentheses and brackets.

We've definitely got a formal tone here, including some subject-specific vocabulary.

And we've definitely used the formal way of speaking, haven't we? We haven't used any contractions.

We've not said it's clear.

We've said it is clear, for example.

We've given some evidence.

For instance, we said, what is currently being done here, including the Paris Agreement.

And finally, and most importantly, yes, we've done that logical argument leading to the conclusion.

And that if sentence here is really crucial, isn't it? Where we're saying why it's so important that we're taking this further action.

Okay, you've seen me do it.

Now it's your turn to write this paragraph.

You're going to use your success criteria and your research notes and say or think the sentences before you write them and check them back afterwards.

Remember, our focus here is to address the essay question itself and persuade our reader to agree with our conclusion that we need to do more.

So pause the video and have a go at writing your conclusion.

Well done.

Brilliant job.

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

I've said, "It is clear that the polar regions face huge threats from climate change, which could impact the whole world; as a consequence of this, charities and governments have been taking steps to protect them." I've linked back to the previous paragraph and introduced this one.

Then I've said, "While the Antarctic Treaty 1959 protected the Antarctic from the exploitation of its resources, the Paris Agreement 2015 made governments commit to reducing their country's greenhouse gas emissions." So I've said what's being done now.

I've used a range of linguistic features like my semicolon and my adverbial complex sentence here.

I've got my formal tone with my subject-specific vocabulary like greenhouse gas emissions.

I've got some evidence here and I haven't yet reached the very last point of my conclusion, so I'm not gonna tick that one off just yet.

Here's how the rest of the paragraph could look.

I've said, "Despite this, there is much more that needs to be done.

The World Wildlife Fund argues that governments should be investing in technology that removes greenhouse gases from the atmosphere." So I've just given one idea for what more could be done.

Then, I've got my final concluding point.

"If serious action is not taken to prevent further ice melting, then polar habitats will be lost forever and the effects of climate change will get worse.

This could be disastrous for us all." So I've explained why we should do more.

Again, I've got those linguistic features like my formal-fronted adverbial here in a compound sentence.

I've got my formal tone, like polar habitats for a subject-specific piece of vocabulary.

I've got some evidence here, like an expert opinion.

The World Wildlife Fund argues that, and I finally got that final conclusion, which I've started with if here to show what would be the problem if we didn't do that.

And I've tried to finish here with a short, powerful sentence.

"This could be disastrous for us all." I'm showing that it's important for all of us that we protect these polar regions more.

Really fantastic job with your essay there.

Well done.

So, let's summarise our learning in this lesson.

We said that the second half of our essay develops our logical argument by explaining that the polar regions are threatened, supported by evidence, and it leads towards a conclusion that directly addresses the essay question.

We know that as we write an essay, we're using a range of linguistic features to connect our ideas.

And we know that we write using a formal tone, using a range of subject-specific vocabulary and serious, factual language.

Really well done for your effort in this lesson.

You've done a fantastic job, and I hope you're really proud of the essay that you've produced.

I'm sure that it's incredibly persuasive to anyone who'd like to read it.

We're going to use that essay in the next lesson as the basis for a speech.

So if you'd like to show me then, I'd love to see you.

Goodbye.