Hi, everybody.

My name's Ms. Halliday.

Thank you so much for joining me today.

I can't wait to hear all of your amazing suggestions and share our ideas together.

Let's get started.

So today's lesson is the fourth lesson in our Writing Masters Unit, and it is called "Planning Effective Arguments." By the end of today's lesson, you will be able to use single paragraph outlines to plan a written response.

First, here are some keywords that you will need in order to access today's learning.

So first of all, we've got the word vexation.

We've got extortionate, fleeting, finesse, and zeal.

I'm going to put the definitions up, and I'll just give you a few moments to digest those definitions.

And here's the lesson outline.

In order to know how to plan effective arguments, we first of all need to understand how to use a single paragraph outline, what is one, and what do we need to populate it with? Secondly, we'll then move on to using single paragraph outlines to plan your own piece of work to a given brief or task.

So let's start with how to use single paragraph outlines first.

Now, generally, we know that opinion-based writing tends to follow quite a similar structure regardless of task.

And this structure generally looks like starting with an introduction.

So setting that scene, what is the topic, and what is our perspective or opinion on that topic? We then generally tend to start giving our reasons, and often we'll give three reasons.

So each of the paragraphs will separate roughly into one reason.

So reason one for your opinion, reason two for your opinion, and reason three for your opinion, okay? And that's your time to really demonstrate your viewpoint, and unpack that viewpoint, and why you think that and feel that way about the given topic.

Unsurprisingly, most pieces of opinion-based writing will end with some kind of conclusion where you will be expected to restate your opinion on the topic and call for action.

So basically tell your reader what they can do to help your cause.

Now you are going to be using single paragraph outlines to support the planning of each of those sections of your work.

So one for the introduction, one for the three reasons, and then one for the conclusion.

Here is an example of a single paragraph outline.

We have a topic sentence, we have supporting details, and you can have anywhere between one and four pieces of supporting detail, and then you have your closing sentence.

Now, a topic sentence introduces the main ideas in your paragraph.

The supporting details are the information and ideas that you will use in your writing.

Included within the supporting details, I would hugely recommend that you map out the vocabulary that you might want to use.

Vocabulary is not to be underestimated, and we are looking to choose the most specific word possible.

And therefore, mapping out your vocab before you write can be a really, really good way of ensuring that you are using the most appropriate choice of vocabulary.

And then finally, that closing sentence concludes the arguments or the main ideas in your paragraph.

So let's check for understanding.

What should your supporting details include? Is it a, information and images you will use in your writing? Is it b, information and ideas you will use in your writing? Is it c, information and introductions you will use in your writing? Now, I'm going to give you a few moments to pause the video and jot your answer down before we share them together.

And congratulations to those of you that said b.

You are absolutely right.

The supporting details include the information and ideas that you will use in your writing.

Well done.

We're now going to look at a paragraph and think about how we would transform that back into a single paragraph outline.

So we're almost going to undertake a reverse planning task right now together as an example.

So here's our paragraph.

I will read it to you.

"Picture this: you've just bought your first house.

It's a beautiful little townhouse in the middle of a well-to-do district.

You've scraped and saved all your pennies together for months, and finally, you had enough to buy your first very own sanctuary.

It's move-in day: your removal van pulls up; the estate agent is waiting at the door.

You are practically inebriated with giddiness and anticipation, but wait, something's wrong.

The ashen expression of the estate agent tells you that.

You approach him suspiciously, wondering what on earth it could be now.

He says nothing, his lips pursed in a tight, pained expression.

As you follow his grim gaze, you gasp with horror.

'Justin woz ere' shouts at you in bloody red paint from the otherwise crisp, white wall of the side of your brand-new sanctuary." So as I said, there's our paragraph, and we're going to do a reverse planning activity and have a look at how this would have have looked as a single paragraph outline.

So as I said, we've just looked at the paragraph, and now we're going to reverse plan it and have a look at how it would have looked as a single paragraph outline.

So first of all, our topic sentence.

Now, we know that this introduces the main ideas in our paragraph.

For this paragraph, as our introduction, we are looking to put our reader in a hypothetical situation and get them to imagine what it would be like to be in the shoes of somebody who is a victim of vandalism.

So it makes sense that our topic sentence here would be, "Picture this: you've just bought your first house," because that introduces all the emotions and the ideas that we're going to convey in relation to this idea of buying a first house.

Now, the supporting detail here will look a little bit different from how the supporting detail might look if it was purely just an opinion-based paragraph.

This paragraph here is not necessarily just opinion based, it's also very creative because we've put our reader in a hypothetical situation.

Now, in order to do that, this paragraph involves quite a lot of description.

So here, for our supporting detail, we've actually plotted out that description, and we've done it deliberately because we know the emotions we're trying to evoke from our reader.

We're trying to evoke empathy, sympathy, and then frustration with the vandalism that, you know, we imagine ourselves to have been the victims of.

So here our supporting detail is actually kind of us mapping out how we're going to evoke that emotion from our reader.

So first of all, we're going to describe the process of saving up for this house, how long it took us, how much of an arduous process it was to actually get the money together to buy this house in the first place.

And that's a really key part of the empathy drive that we're trying to seek from our reader here.

So again, we've plotted out some of the vocab that we might use here, scraped and saved.

Then we're going to start describing how excited we are.

We're finally, you know, it's move-in day.

We can't wait to get in our house.

So we're gonna describe those feelings of elation and zeal at finally being able to move in.

And here I've decided that, actually, I think I might use that word inebriated to describe the excitement and the anticipation that I'm experiencing in this hypothetical moment.

And then number three in supporting details is when we start to kind of turn the narrative around and kind of create that sense of foreboding that things maybe aren't as they seem.

Okay, we're starting to reveal the topic gradually.

So we need to describe this idea that when we get to the house, things aren't quite, you know, as bonny as they seem to be initially.

So again, we've plotted out this phrase ashened expression to describe what we can see on the face of the estate agent that tells us that something is awry here.

And for our closing sentence, we've just revealed the topic.

And the closing sentence needs to kind of summarise what the topic is.

So here we've got, "'Justin woz ere' shouts at you in bloody red paint from the otherwise crisp, white wall of the side of your brand-new sanctuary." So here, this summarises what the whole paragraph has been leading up to, and it's that revelation that these people have been the victims of vandalism here.

So that is what this paragraph would have looked like as a single paragraph outline had we planned this before we wrote it.

Now we're going to have a look at another one together.

I'm going to do part of the single paragraph outline, you're going to do the rest.

I'm going to read you the paragraph now.

And as I'm reading it, just start to consider, you know, what would the topic sentence be? What would the supporting details be? What would the closing sentence be, okay? So start thinking about that, but you will have time to plot it in a minute.

So second paragraph.

"The key issue with graffiti is that it's not 'self-expression', it's selfish.

What our friend 'Justin' apparently fails to recognise, is that the crisp white wall that he so carelessly defaced, is not his own.

In the five seconds it so obviously took him to scrawl his triumphant statement across your new house, he has created five hours' worth of work and five hundred pounds worth of costs - neither of which he will ultimately end up responsible for.

Unfortunately, given that our beautiful little townhouse is not publicly owned, it ultimately falls to us to foot the bill.

If we cannot afford to foot this bill, then we must face more months of living in a house with someone else's signature quite literally stamped across.

Why should we pay the cost of Justin's five seconds of self-gratification?" So as I mentioned earlier, I'm going to pre-populate some aspects of the SPO, and I'm going to ask you to think about what you would have put as the supporting detail for this paragraph.

So let's start with the topic sentence.

Again, we're starting to introduce this idea that graffiti is really selfish, so that needs to come in somewhere in our topic sentence as that is the key idea for this paragraph.

So as you can see here, we've got topic sentence is, "The key issue with graffiti is that it's not 'self-expression', it's selfish." So really clear, kind of bit of viewpoint there.

You know, we're not supporting graffiti because it's selfish.

Obviously you will be populating the supporting details.

And in order to do that, I've also given you the closing sentence as a little bit of help.

So again, the closing sentence is, "Why should we pay the cost of Justin's five seconds of self-gratification?" And this links really nicely to this idea that it's selfish.

Well, why is it selfish? Because we have to pay for it.

Now, taking inspiration from that and using the paragraph that we've just read together, I'd like you to now discuss with one another what would you put as a supporting detail for this single paragraph outline? And I'm going to encourage you to pause the video for a few moments just while you jot your ideas down, and then we'll share them together.

Well done.

I could see loads of people referring back to the model answer there, which is really important when we're reverse planning, plotting out those supporting details, so well done.

Well done to those of you who identified that actually part of our supporting detail should mention the fact that actually these graffitists are defacing properties that are not their own, okay? And that's a really big problem with graffiti, is the fact that private property is being ruined.

Now, secondly, you know, graffiti takes hours to remove, and we need to convey that to our reader or our audience because, again, it's one of the key reasons as to why graffiti is selfish.

Well, it's selfish because it's not your property and it takes hours to remove.

And also, moving onto our third point, it's actually really expensive to remove graffiti.

And again, unfortunately, it is not the graffitist who has to pay the bill for that.

It is the burden of the property owner.

And all of those ideas contribute to our overall statement that graffiti is selfish, which is our topic sentence.

So I hope you can really see here how the topic sentence outlines the main idea, and the supporting details kind of do what it says on the tin and really support and reinforce that larger idea, with the closing sentence, then again, just restating that, really reinforcing it afterwards again.

So now that we've had a look at two examples together, I'm gonna pass the baton to you and see if you can fill out the supporting details for this third paragraph.

So again, as I'm reading it, I'd like you to consider what might the topic sentence be, what might the supporting detail be, and what might the closing sentence be? So I'll read it to you first.

"Considering the growing problem of graffiti, you'd think that by now, it might demonstrate some artistic flare, but no.

After months and months of practise, our friend Justin's 'art-work' is as amateurish as ever.

I'm sure, dear reader, that like me, you would have little issue with graffiti, if it demonstrated some level of artistic ability or depicted a national treasure, or commemorated a key historical event and wasn't plastered across people's hard-earned private properties.

Unfortunately, the reality of graffiti is far more bleak: vulgar depictions of human anatomy and tragic little love affairs that, let's face it, we all know will never last, depicted in hearts with arrows.

These are not works of art; they are a selfish nuisance inflicted on us by the country's aspirant Banksys, with much less talent." Now, as I alluded to in the previous slide, you are now going to be writing the full single paragraph outline for the third paragraph on your own.

Remember that you'll need to find the topic sentence, you will need to list the supporting details, and you will need to write down the closing sentence as well.

And remember that those supporting details, they are what reinforces the topic sentence or the main idea of our paragraph.

So I'd like you to take a few moments now to populate this grid, and then we'll come back together and share the answers.

Really well done for giving that a go.

I know it's not easy, but you've all tried really hard there, so a massive well done.

So here's what you could have written if we were reverse planning this paragraph.

So for our topic sentence, it is the first sentence in the paragraph because it introduces our ideas.

So in this case, it would be, "Considering the growing problem of graffiti, you'd think that by now, it might demonstrate some artistic flare, but no." And this really introduces this idea that actually most graffiti is an eyesore.

It's not, you know, it doesn't attract tourism, it's not beautiful to look at.

It's actually either offensive or ugly.

So this does introduce the main ideas of this paragraph.

Again, the supporting details, if you remember, are specific ideas that support our topic sentence.

So I guess maybe examples in this case of why graffiti is an eyesore and not something to, you know, awe at.

And it's because, well, it rarely demonstrates artistic ability.

Actually, graffiti that depicts national treasures or commemorates key historical events does attract tourism to the area, but unfortunately this is not the type of graffiti that, you know, this community seems to be seeing because most of the graffiti that this community takes issue with actually consists of these really vulgar images or the declarations of fleeting emotions mentioned in the paragraph.

Now, for the closing sentence, again, it is the last sentence in the paragraph that summarises all the key ideas that have been covered within that section.

So here it's this idea that actually graffiti is not works of art.

They are a selfish nuisance inflicted on us by the country's aspirant Banksys with much less talent.

So again, it refers back to this idea that the graffitist, they're not talented, they're actually just, you know, drawing really ugly and quite offensive pictures on the community's assets, and people are not a fan of this.

So here we can see how the topic sentence, and supporting details, and the closing sentence all interact together to create one cohesive paragraph.

So well done if you've got any of those right.

So now the second part of the lesson, our second learning cycle.

You are going to apply the new knowledge that you have just received in the first learning cycle about how to use single paragraph outlines, and you are going to create your own single paragraph outline response to a real brief, which is really exciting.

So let's have a look at what you'll be planning.

Now, you are going to plan a response to the following question.

Loud music after 9PM is on the rise again.

This kind of noise pollution is selfish and inconsiderate of others, especially those with young families.

Write a speech to your fellow students arguing your views on this matter.

Now, before we can do any kind of single paragraph outline planning, there's one crucial step that we've got to make sure that we fulfil.

And that is establishing the topic, form, audience, and purpose of the task.

So what I'm going to do now is I'm going to encourage you to pause the video for a few moments while you discuss with the people around you what is the topic of this task, what is the form, who is the audience, and what is the purpose? Because we need to establish those things before we can start to think about our viewpoint perspective and any single paragraph outlines.

So pause the video, have your discussions, and then we'll come back together to share ideas.

Great discussions there, and well done to those of you who identified that loud music here and noise pollution is clearly the topic.

In terms of the form, we know that we are writing a speech and it's to our fellow students who will make up our audience in this instance.

And in terms of the purpose, we are looking to argue our views on this matter.

So well done if you've got those right.

The next thing that we need to consider though is actually who cares about this topic because that will inform the perspective that we decide to adopt.

And then once we've done that, we need to start thinking about, "Okay, well what examples of this issue might I give to illustrate the reason as to why I disagree or I agree with the playing of loud music beyond 9:00 PM." So again, I'm gonna invite you to pause the video while you consider the three questions at the bottom of the screen.

Some absolutely fantastic discussions there.

I've heard some really great ideas, and now I'm going to share my favourite ones.

So when we're thinking about perspective, we've always got to think about who is it that cares about this topic, who would care about loud music or noise pollution being prevalent after 9:00 PM? Well, I think the most obvious choice is the parents of young children.

And it is explicitly actually stated in the question, so the question's almost giving us a little bit of a hint as to a perspective that we could adopt here.

Now, these parents of these young children, they might not be able to sleep, the parents or the children, okay? So the young children might not be able to sleep due to the noise and the parents might not be able to rest after a really long, hard day of looking after the kids.

And if we were to adopt this view, we'd be looking to use a really harsh and condemning tone here.

Somebody else that might care about this might be a young person.

And actually they might disagree with the young family because they might think, "You know what, I'm a young person, and I want to play my music freely after 9:00 PM.

I haven't got young kids to look after.

You know, I don't have to be up for work, so why shouldn't I play my music at 9:00 PM, okay? Why should I waste my weekend for someone else?" Okay, so they here, if we were to adopt their perspective, we'd be looking to adopt a really positive and celebrate tone of, "Yes, I love to play my music after 9:00 PM.

What's wrong with that?" Okay, so again, we've got two different perspectives here, either of which will make fantastic responses.

And then finally, we might have an elderly person who perhaps would be more on the side of the parents.

Perhaps they don't feel well and they can't rest because of the, you know, the booming noises coming from next door.

And again here because we're disagreeing with loud music playing after nine, we might be looking to adopt that more condemning tone here.

So these are just some of the ideas that you might want to include in some of your single paragraph outlines because it's really important to brainstorm before the planning process, and use the planning process as an opportunity to refine your ideas further, to really develop them.

Now, let's remember, in order to create that engaging opening, we can always take our reader on that really emotional journey of discovery of the topic.

So we reveal that topic gradually, okay, through the evoking of lots of different emotions in our reader or audience.

Again, using emotions, I've mentioned it, but it's really powerful in conveying your viewpoint, and it means that you don't necessarily have to state your viewpoint, you can imply it implicitly.

And also emotions are great for connecting you to your reader or audience, and that's really persuasive.

And finally, it's always good to bring the paragraph around to the topic.

Reveal it slowly, you know, make your reader kind of have to work a little bit 'cause that makes your piece of writing more exciting.

So I'd like you to consider now in your opening, what scene could you set for your audience that would enable them to understand why loud music might be a problem for young families? Or if you are wanting to argue that it's perfectly acceptable to play loud music after nine o'clock, then, you know, what scenario might you give them to show them that actually people should have the freedom to choose at what volume and what time they play their music? So again, I'd encourage you to pause the video for a few minutes while you consider a scenario you might want to start with.

Some great discussions there, and I'd really encourage you to keep hold of those ideas because you're going to need them in a minute.

So first of all, remember that when we're planning our introduction, you can use a single paragraph outline to help you to plot out what you're going to say.

So you'll need to think about, "Well, what's my topic sentence going to be? How am I going to introduce the main ideas in my paragraph?" And then, "Well, how am I going to reinforce those ideas? What examples might I give? What reasons might I give?" Okay, so we'll need those supporting details, which of those information and ideas that you will use in your writing.

And remember, we are looking to plot key vocabulary.

Finally, you'll need to think about what that closing sentence is going to be.

And it needs to be really impactful because it needs to conclude the arguments or the main ideas in your paragraph.

So it could look something like this, and I'm going to take an idea that I heard in the first activity that I really liked as an example.

So for our topic sentence, it might look something like this.

"Picture this: you're all dressed up, you've finessed your makeup, smoothed your hair and finally found an opportunity to wear the glittery lilac dress that's been winking at you from the back of your wardrobe for the last three months." Now, this is a really good topic sentence because actually it reveals the viewpoint without explicitly stating it.

This is clearly the young person here that is speaking, and they are talking about how they're really excited for their evening, they can't wait for their night out, okay? And we get the sense that this kind of happiness and this elation is about to be interrupted.

As part of the supporting details, this young person's gonna describe their excitement for the party, the need to get in the spirit, in the party spirit, so they're playing their music, they're turning it up loud, and they're feeling that wave of energy surge through their body, okay? And again, we've plotted that bit of figurative language there to make sure that we convey meaning efficiently.

And lastly, we want to describe them dancing and really enjoying that music before it's interrupted by a knock from next door, okay? And again, we've plotted out little bit of a pun there, their mellow has been harshed.

For our closing sentence that summarises our main ideas, we've got kind of this picture of this young person leaning against the door after they've had a noise complaint and just thinking, "Ugh, not again." Okay, so our closing sentence here might be something like, "You close the door and lean against it, sighing with vexation.

Every time, you think.

Can't I have one night of peace to play my music at a volume that matches my vibe?" So again, here we're summarising this idea that this young person feels that they should be able to play their music whenever they like.

Now, before we start our last task of the lesson, I just want to check your understanding.

True or false? Single paragraph outlines need to be detailed.

I'm just gonna give you a minute to pause the video and jot your answer down.

And well done to those people that recognise that indeed that is false.

What I'm gonna ask you to do now is justify your answer.

Why is that false? Why is that not true? So I'm going to give you a minute again to read the options below and decide which justification you are going to go with.

Again, well done to those of you that identified that a is the right justification, okay? Single paragraph outlines do not need to be massively detailed because they should take less than five minutes.

If you think about those sections from the beginning of the lesson, we've got the introduction, we've got three paragraphs of reasons, and a conclusion.

You know, we can't be spending more than five minutes on each single paragraph outline.

So we're not looking for loads of detail.

Well done.

And onto the final task of the lesson, which I'm sure you guessed from the very beginning.

You are going to be planning the single paragraph outlines for each of the next sections of your speech, okay? So this is that loud music speech that we just started planning together.

You will need SPOs, so single paragraph outlines, for your introduction where you introduce your topic and your opinion, your reason one, which forms paragraph one, reason two, and reason three, which both form additional paragraphs.

And finally your conclusion where you restate your opinion.

I'm just going to pop up the template of the single paragraph outline again so that you don't forget, or you can use it as a scaffold as you are completing this task.

Now, I'd encourage you to take a little bit of time here, and remember that you've got up to five minutes per single paragraph outline.

So I'd really encourage you to use that time wisely and really map out, you know, those topic sentences and the supporting detail that you're going to use as well as the closing sentence, okay? Think really carefully about the vocab you might use and start your planning process.

So again, pause the video, take your time, and give it a really good go.

I can't wait to see what you come up with.

Fantastic effort.

It's great to see how much you've all learned within this lesson.

I am really impressed.

We're just gonna do a little bit of self-assessment to make sure that you have completed this task correctly.

So I'd like you now to check that you have written your topic sentence in full, so it's got to be in full sentences, and that you have introduced the main ideas in each paragraph.

I'd like you to check that you've provided a minimum of three pieces of supporting detail per single paragraph outline.

And these should all support and reinforce the topic sentence.

I'd like you to check that you've noted down examples of vocabulary that you might wish to use in your paragraph, okay? 'Cause again, remember mapping that vocab and making sure it's the most appropriate and specific vocabulary is really important.

And finally, I'd like you to check that you've written your closing sentence in full and that you really reinforce the main ideas in your paragraph.

So just make sure you've done all of that.

And if you haven't, take a few moments to go back and add that in.

So in summary, in order to plan effective arguments, we need to make sure first of all that the opening to our writing is really engaging.

We are looking to hook our reader in by setting the scene with a hypothetical situation, perhaps a metaphor, perhaps rhetorical questions, or maybe an anecdote.

You should always establish your perspective and opinion before you plan your work, okay? You can't plan a single paragraph outline if you don't know what you're going to say, so you need to make sure you have a clear idea of whose perspective you're writing from and what their opinion is first.

You should then decide on three clear reasons to support your opinion, and these need to be convincing and realistic reasons.

And you can then end your work by returning back to ideas from previous sections of your text to create cohesion.

Now, all of these ideas can be plotted out into the single paragraph outline structure, so make sure you use that as well.

Thank you so much for joining me today.

It's been an absolute pleasure teaching you.

I'm really looking forward to seeing you all back for lesson five in the Writing Masters Unit, and I hope you enjoy the rest of your day.

Thanks for your contributions.

See you later.