Hello, everybody, and a really warm welcome to today's lesson.

My name is Ms. Halliday, and I will be teaching you today.

In today's lesson, we're going to be reflecting on some previous writing that we've undertaken, which was our opinion pieces or any other piece of functional writing that you have previously written.

And today's lesson is going to focus around improving two things that I think students could really do with some help in making slightly more sophisticated, which is their use of direct address and their use of rhetorical questions.

So if you know that you could do with a little bit of help in improving your use of either of those two persuasive devices, then today's lesson is absolutely for you and you'll find it super useful.

So let's get started.

So today's lesson is called Improving Your Opinion Article.

And by the end of today's lesson, you will be able to use new knowledge to improve your own writing.

Here are some keywords that you will need in order to access today's lesson.

So we've got subtle, which means when something isn't too obvious or noticeable.

Accusatory, which means when you indicate that a person has done something wrong.

If you personalise something, it means that you design it to meet individual or very specific requirements.

And finally, to empower somebody, it means to encourage and to support a person's ability to do something.

And that's what we're looking to do through our pieces of opinion writing, is to empower our reader to make changes for the better.

If you'd like to take a moment to pause the video while you write down any of these keywords, then please feel free to do so now.

Here's today's lesson outline.

We're going to start by looking at improving our use of rhetorical questions, as these are something that students often don't do as well as they could do, before moving on to looking at making better use of direct address.

Again, direct address is something that students use all the time, but today we're going to be looking at how to optimise your use of direct address.

But let's start, first of all, by looking at those rhetorical questions.

So I'd like to begin today's lesson with a quick discussion, and I want you to think really carefully about these two questions.

Imagine that you are writing a piece of opinion writing.

I'd like you to think, when would you use a rhetorical question? And then I'd like you to think, well, what are rhetorical questions? And then I'd like you to think, well, then what are rhetorical questions actually used for? So I'm going to invite you now to pause the video while you consider those two questions with the people around you.

If you're working independently, do not worry at all, you can think about this in your head or you can feel free to jot some ideas down if you have some paper in front of you.

Pause the video and consider those two questions now.

Fantastic discussions, really well done there.

And as Jun points out, "Rhetorical questions are used to speak directly to the reader or the audience." And Aisha adds, "I use a rhetorical question when I'm trying to get my reader to consider something or if I want them to feel a specific emotion." And I think that's exactly the right way to be using rhetorical questions because so many students simply use a rhetorical question because it's one of the few language devices that they know and they feel that they're expected to use one and that their piece of work will be more sophisticated if they use one.

However, that's not necessarily the case because a poorly executed rhetorical question is not in any way persuasive.

So what we're going to really focus on today is how to really elevate your use of rhetorical questions to really make your piece sound sophisticated and much more convincing.

So thank you to you for your fantastic discussions and a massive thank you to our Oak pupils for their contributions there.

As I said, it's really important to use rhetorical questions deliberately and not just throw them in because you think that you have to use them.

Rhetorical questions need to be targeted questions, and you might be wondering, but what do you mean by targeted? Well, just like a target where you would perhaps throw darts at it and you would know before you threw the dart where you were aiming for, that's exactly the same with rhetorical questions.

Rhetorical questions need to be personalised to the situation and with an aim.

So you need to think before you use a rhetorical question what it is that you're trying to achieve by using one.

Is this the right situation for a rhetorical question? Because what are you trying to make your reader feel? So what I'd like you to discuss now is, well, which of the following rhetorical questions do you think are targeted? So which make the topic obvious so are personalised to the situation and which are used with a specific aim in mind? So we've got rhetorical question set a, how would you feel if this were you? How would you like it? How would you cope? And we've got rhetorical question set b, I bet you, with your safe, comfortable, and dry home, can't even begin to imagine the reality of sleeping on the streets, can you? And finally, rhetorical question set c, why take away somebody else's comfort, security and safety just because you think it lowers the tone of the street or creates an eyesore for the public? So there we have three very different rhetorical questions or sets of rhetorical questions.

And what I'd like you to do now is think, well, which of these is the most successful? Which make the topic obvious? And which are used with a really clear and specific aim in mind? So again, if you can discuss this with the people around you, then please do so.

If you can't, that's absolutely fine.

You can just consider this question independently.

But I'm going to invite you now to pause the video while you consider which of these you think are targeted rhetorical questions.

So pause the video, and off you go.

Thank you very much for those discussions.

Brilliant work, and a massive well done if you correctly selected b and c.

We're going to have a look at what makes these targeted in just a moment.

But let's, first of all, look at what makes these not very targeted and therefore not very effective.

So I'm going to invite to discuss why are these not very effective rhetorical questions? And again, you can work with other people or you can work independently, whatever's easiest or whatever you would prefer in this moment.

So pause the video and have a discussion about what makes this quite a poor use of rhetorical question.

Off you go.

Fantastic discussions.

And it was great to see so many of you linking back to what we know makes a successful rhetorical question.

So the idea of personalising it to a situation, but also making it really specific in aim when you were talking about why these aren't successful.

So just a feedback on a few ideas that our Oak pupils had.

Well, Jun says, "These questions don't force the reader to think.

The answers to these questions are really quite short." So if we look, for example, how would you feel if this were you? Sad.

How would you like it? I wouldn't like it.

How would you cope? I wouldn't cope.

Very, very short and quite obvious answers that don't really inspire much thinking from the reader.

And as Jun points out, the reader isn't really given much scope to reflect or consider here because the answers to these questions are so obvious.

So it's really important when you're writing good rhetorical questions to not make the answers super obvious and try to think about inciting some kind of internal debate in your reader where they actually have to think about what you've presented to them.

And as Aisha adds, "They're not specific or targeted enough." You could ask these questions about so many different topics.

So they haven't been personalised to the situation.

If you were to take this set of rhetorical questions and use them to talk about homelessness, if you were to use 'em to talk about school uniform, bullying, you know, harassment in the street, any of these topics, you could use these rhetorical questions for, that means that they're not very personalised, okay? They're not specific to the situation, they're not specific to the topic, and therefore, they're not very thought-provoking or convincing.

So as Aisha and Jun point out, this is not a very effective use of rhetorical questions.

So thank you very much to the people who identified that, brilliant work.

So let's have a look now and start to think about, well, what makes the other two rhetorical questions much more successful? So what I'd like you to think now is, well, what makes these successful? How do they make you think and feel? And if you had to pick one, which would be better and why? So again, if you can discuss this with people around you, that is preferable.

However, do not worry if you can't, you can always think about it on your own or jot your ideas down somewhere.

So I'm gonna invite you now to pause the video while you reread those rhetorical questions and have a think about what it is that makes these successful and have a go at choosing just one that you think maybe slightly has the edge over the other.

So pause the video and off you go.

Again, really fantastic discussions.

You are absolutely smashing this lesson today.

So really well done, and well done if you identify that c just has the edge in being slightly more successful than rhetorical question b.

So let's have a look at why that is then.

We're going to have a look at what makes these questions really successful and targeted.

So let's start with b, which is a good, really good rhetorical question.

I mean, it's not quite as good as c, but it's still a really good use of a rhetorical question.

So we've got, I bet you, with your safe, comfortable and dry home, can't even begin to imagine the reality of sleeping on the streets, can you? So first of all, we've got that use of direct address, we've got you, your safe home.

Can you imagine this? And what that does is it really forces the reader and puts them in a position that many of these homeless people are in, and it forces them to really consider if they didn't have a safe, comfortable, and dry home, how they would feel.

Now, it's also successful because this writer has listed adjectives to evoke guilt from the reader.

So safe, comfortable, and dry.

And all of those things are privileges that unfortunately homeless people do not have.

And therefore this writer is really trying to evoke feelings of guilt and also feelings of empathy from their reader as they try to imagine what life would be like and how challenging it would be to not have these things that their reader probably does take for granted every day.

And finally, this rhetorical question is specific to the topic.

We could not take this rhetorical question and use it in a question about bullying because it wouldn't make sense because it has been personalised to the topic which is homelessness.

So here it is very much a targeted rhetorical question and it is very much personalised to the specific topic.

So well done if you got that.

Looking at c, which does slightly have the edge over b, and we'll talk about why that is in just a moment.

Let's start with the use of emotive language that has been added through really carefully selected vocabulary.

So here, we've got this word takeaway.

Okay, obviously that is so emotive because what you're doing is slowly pushing the responsibility for homelessness onto your reader by saying that they, in some way, if they don't agree or they don't stand up for homelessness, are in some way taking away other people's comfort, security and safety.

And again, those words, comfort, security, and safety are all very emotive words, okay? They're words that make us feel safe, and therefore, if we don't have them, that can be really scary.

And it's getting your reader to imagine not having those things.

Now, this, for me, is what gives this rhetorical question the slight edge over b, because here, what the writer has really cleverly done is taken direct quotes from somebody opposed to their views and they have flipped them and used them to try and highlight the kind of hypocrisy and the lack of empathy that this kind of demonstrates.

So what they've done is they've taken quotations from the opposition and used them against the opposition to create a really scathing and condemning tone.

Now the writer wants the reader to feel guilty.

And also, in doing this, the writer is subtly turning the reader against the opposition so that they're more likely to agree with their side of things.

Okay, so they're basically eliminating the opposition by pointing out how harsh and unsympathetic the opposition are being here.

So this, for me, is what really gives this rhetorical question the edge because of the tone that's created and the way that they use the counterargument to really reinforce their own point of view.

And finally, again, this is a really specific and targeted question.

We can infer topic just from the question.

Again, could we use this question to talk about bullying? Absolutely not because it's clearly about homelessness.

So it has really been personalised to the topic here.

And again, well done, if you identified that.

So let's check for understanding before we move up.

How can you make your rhetorical questions more purposeful? I'm going to invite you now to pause the video while you read the four answer options and decide which you think you can do to make your rhetorical questions much more purposeful and meaningful.

So pause the video and make your answer selection now.

And a massive well done if you correctly selected b and d.

To make your rhetorical questions more purposeful, you should make them specific to the topic and you should also use them with a specific aim in mind.

So knowing what you want your reader to feel or think at that moment.

So a massive well done if you've got that right, you are definitely ready to start writing your own improved rhetorical questions.

And that is exactly what we're going to do now.

So what I'd like you to do is find a piece of your own functional writing that you've previously written.

Now this could be the piece that you've just written about gothic literature being really valuable in the classroom.

And what I'd like you to do is I'd like to reread your piece of writing, and I'd like you to highlight any rhetorical questions that you have used.

I'd then like you to rewrite these rhetorical questions, making them more targeted, so making them more specific to the topic and used with a specific aim in mind.

So thinking really clearly about what it is that you want your reader to feel or think.

Now, in order to do this, just like we've just seen, you might want to add in more emotive language or quotations from an imagined opponent or some description or perhaps even more direct address to improve them.

Now, you might not have used a rhetorical question because you don't have to use a rhetorical question every time you do a piece of persuasive writing, so that's absolutely fine.

If you hadn't used a rhetorical question, then what you need to do is add one in.

Okay? And again, thinking really carefully about how you're gonna make that really meaningful and purposeful by making it targeted and specific to the topic.

So whether or not you've used a rhetorical question, you can absolutely have a go at this task and practise writing really effective and persuasive rhetorical questions.

So just to summarise the task again, you are rereading a piece of your own writing, identifying where you've used rhetorical questions and using what you've learned this lesson to really elevate those rhetorical questions and make them more purposeful by making them more specific and more targeted.

So pause the video and off you go to improve your use of rhetorical questions.

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

Fantastic work.

And it was great to see so many of you really recognising that the rhetorical questions that you wrote in the first place perhaps weren't quite that targeted or that specific to the topic.

And seeing how you changed them to make them much more purposeful and meaningful was really brilliant.

So, well done.

What we're going to do now is reflect on how far we've come and how much we've learned this lesson by annotating our new rhetorical questions with what we've added to improve them just like we did earlier when we had a look at this rhetorical question here.

So remember, we looked at the fact that we'd added in that emotive language through the carefully selected vocabulary, we added in those direct quotes from the opposition to create that scathing and condemning tone because we really wanted the reader to feel guilty in this moment.

And finally, we made this rhetorical question really specific and targeted because we can actually work out what the topic is, purely from just this question.

So those were the types of things we added in.

And you're now going to go and label your own work with what you added in to improve your rhetorical questions.

So pause the video and off you go to do that now.

Fantastic.

Now I want you to reflect on the success of your rhetorical questions.

Consider what is it that you wanted your reader to feel when they read your rhetorical question? And do you think that you've achieved this successfully? Why or why not? So what I'm going to invite you to do now is pause the video while you undertake that little bit of self-assessment, reflecting on the success of those rhetorical questions that you've just improved.

How well do you think you've done? Off you go, Fantastic work.

And it was great to see so many of you so clear in what it was you were trying to achieve when you were using those rhetorical questions.

So, really well done there.

So onto the second part of the lesson now where we're gonna undertake a very similar process, except with our use of direct address.

Now, again, we're going to start with a discussion and think about how you're currently using direct address.

So first of all, I'd like you to think about, well, what is direct address? Why do we use it? And how can it be used differently in different situations? So again, if you can discuss this with people around you, then brilliant, you can do that.

If you can't, no worries at all, you can just think about it independently.

So pause the video and discuss the three questions that I've presented to you now.

Fantastic discussions, and great to see some of you bringing forward some of the knowledge and some of the discussions we had about direct address in learning cycle one into this learning cycle here and thinking about that in a kind of new perspective, really.

And thinking about that in a new way.

So, really well done for that.

So we asked Jun the same set of questions, and he said, "Well, direct address is speaking directly to your reader or audience.

Lots of students think that this just means using the word you, but it's so much more than that." And Aisha adds, "The kind of direct address that you use depends on what you are using it to achieve.

You can use it quite harshly or you can use it in a much softer way." And I think that's a really good point from Aisha because, and, in fact, Jun, because I think a lot of students do think that if you use the word you, that counts direct address.

And of course, it does because you're speaking to your reader or audience, but is it really done that effectively? Have you really thought about the way in which you're going to address your reader? As Aisha says, you can do that in a much more harsh way or you can be much more gentle and soft, and that depends on the situation that you are presenting to your reader and also how you want them to respond.

So thank you for your discussions and thank you to our Oak pupils for their contributions.

So again, we're going to have a look at some examples, and I'm going to show you now an example of direct address used quite poorly.

It's time for you to take action.

The future of the planet lies solely with you.

You are responsible for saving it, make sure you reduce, reuse and recycle.

Now, the reason I've shown you this example specifically is because this is the kind of thing that I read all the time in student work, okay? Yes, it's an example of direct address, but it's not done particularly well.

So what we're going to think about now is, well, why is this not effective? So how does it make you feel when you read this? And what do you think that the student who wrote this was trying to do or achieve? So again, I'm going to invite you to pause the video while you discuss those questions, again, with the people around you or thinking about them independently, whichever you would prefer today.

So pause the video and discuss those questions now.

Fantastic discussions, and really well done because I heard many of you actually pointing out something very similar to what Aisha said, which is that reading this actually makes you feel quite attacked.

Aisha says, "I feel singled out and blamed for climate change." Okay? And I think it's that phrase there, it's your responsibility.

You are responsible for saving it.

The future of the planet lies solely with you.

Okay, now that's quite a heavy burden for one person to bear.

And actually, as Aisha points out, it's too accusatory.

So it makes you feel, as a reader, like you've done something wrong, Okay, and when something is too accusatory, it actually doesn't motivate you to want to make positive changes because you feel like you've already lost.

Okay? It makes you feel defensive.

You feel like you want to stand up for yourself and say, well, actually, I already do my bit for climate change.

And that's absolutely not the reaction we want from our reader.

What we want our reader to do is them say, "Okay, I'm already trying to help climate change, but actually, there are things that I could do better or things that I'm going to start doing to help more." So you've got to think carefully about the way that your reader or audience might respond to what you've said.

And here, I don't think the response would be very positive because there is such an accusatory and quite aggressive tone here.

Okay? When we use the word you too often, it can come across as quite aggressive, and it's really important to bear that in mind.

So when using direct address, as we've just said, what we really want to do is really motivate, inspire, and really empower your reader to make changes or to speak up.

You can do this by showing them that they can take responsibility and make a difference.

As I said before, when you repeat the word you too many times, you, you, you, it can actually be read in quite a negative and an accusatory way, and it can come across as quite aggressive in a sense as well.

And that can actually make your reader quite resistant to your message, and it might make them just shut off completely from what you're saying.

So therefore, sometimes it can be useful to do direct address in a slightly more subtle way.

And there's many more ways of using direct address than simply just using the pronoun you.

So let's have a look at some of those ways now.

So what we have here is example a again for you on the slide, but also another example, example b.

And what I'd like you to do is I'm going to read these to you in just a moment, and I'd like you to think about, well, what is it that makes a second example much more successful than the first? So as I'm reading these examples to you, I really want you to be thinking about what is it that makes example b much more successful than example a? So let me read them to you now and you can start thinking.

Example a, it's time for you to take action.

The future of the planet lies solely with you.

You are responsible for saving it, make sure you reduce, reuse and recycle.

And now we have example b.

You can make a real difference to the planet.

It just takes one person at a time, one person to reduce, reuse, and recycle.

One person is all it takes to start making a difference.

If you will, others will.

Be the one person to influence many.

So what I'm going to invite to do now is pause the video while you consider what makes example b much more successful than example a.

So pause the video, and off you go to discuss that now.

Fantastic discussions.

So let's have a look at some things you might have said.

So first of all, we know that this is a much softer, more subtle and much more encouraging form of direct address.

Now you might notice that the student does use the word you.

They say you can make a real difference to the planet, but they only use it in the beginning really and again at the end.

So what they do is they use that word you in the beginning to make it really clear that the person they are speaking to is you.

But then they replace the word you with the phrase one person to slightly soften the tone and make it less accusatory.

Now, this more subtle use of direct address really empowers the reader through showing them that they can take responsibility but making sure that they're not being blamed or the entire weight of the responsibility isn't being put on their shoulders.

So the repetition of this one person slightly shifts the attention away from the reader, but it makes 'em feel like they want to become that one person.

It's more aspirational than forcing it upon them.

If you see the difference.

The first set of rhetorical questions, the tone was kind of you need to make a difference, it's up to you.

Whereas this one is more you can make a difference if you want to.

Okay, if you want to be that positive force for change, then these are some of the things that you might want to do.

So the difference there is that one forces you to and one invites you to, and that invitation is much more empowering.

So really well done if you noticed the difference between these two examples.

Great work.

So let's have a look now at how we can take our own use of direct address and make it much more soft and much more motivating and empowering.

So here's an example of quite an accusatory use of direct address.

I know you want your children to know right from wrong.

You parents need to understand that Gothic literature does that.

Okay, quite aggressive there.

Okay, if I was listening to this, I'd be thinking that's a little bit rude, and it's a bit much for me actually.

Now, the way that we can really soften that use of direct address and make it much more motivating and empowering is by taking out that really accusatory you and replacing it with who we think our intended reader or audience is.

So we might come up with something like this.

All parents want the best for their children, for them to know right from wrong.

Mum, Dad, Gothic literature teaches me that.

Now that's quite aggressive, isn't it? I know you want this, okay.

Instead, switch it to all parents want the best for their children.

It feels much less like a personal attack and much kind of like a group and an inclusive environment where we all, you know, all parents want to work towards their children knowing right from wrong.

It's much softer.

It's much more motivating and empowering, and also, referring to an intended audience, so Mum and Dad, so this child is assuming that they're speaking to parents here also softens the use of direct address.

You're still speaking directly to your audience, but you're not using that really accusatory pronoun you all the time.

Okay, so that's an opposite.

That's a way that you can kind of change up the you and make sure you're not repeating the word you so many times that your tone sounds aggressive.

So let's see if you can now do that.

I'd like you to improve the use of direct address in the following lines.

It's time for you to act now.

If you, like me, recognise the value of Gothic literature, then it's your time to speak up.

So again, quite an aggressive tone there.

Lots and lots of yous, I'm sure as you're starting to see, can come across as quite aggressive and accusatory.

We want to get rid of that by taking the accusatory you out and replacing it with who we assume our intended reader or audience is.

So what I'd like you to do now is have a go at changing this and making it softer and much more empowering by taking some of those yous out and replacing them with either some inclusive pronouns or the names of the people you imagine you're speaking to, like Mum and Dad or parents or guardians and carers.

So I'm going to invite you now to pause the video while you have a go at changing and transforming this quite poor use of direct address into something much more motivating and empowering.

So pause the video and off you go.

Fantastic.

It's quite hard, isn't it? I could see some of you thinking for a long, long time and kind of struggling a little bit with this.

That's absolutely fine 'cause this is a really challenging thing to do.

And when it's done well, it is absolutely brilliant, but it's very, very difficult to do.

So don't worry if you found this really challenging.

I was really impressed with your effort anyway.

So massive, massive well done for that.

So here's something you could have written.

You could have said something like this.

Parents and carers, so there we're addressing our intended audience.

Those of you who, like me, recognise the real value of Gothic literature, it's time to speak up.

Again, notice how we've still maintained this idea of them speaking up, but we've taken out that aggressive your.

So instead of it's your time to speak up, where we feel like we're being forced into speaking up, it's time to speak up, where we feel like we have a bit more of a choice.

So we feel slightly more motivated, slightly more empowered to make that choice ourselves.

So a massive well done if you got anything similar to that.

Really great work 'cause that was quite difficult and challenging.

So onto to our last task of the lesson.

What I'd like you to do is go back to your piece of functional writing that you read from earlier, and I'd like you to try and find examples of where you have used direct address in your own writing.

Again, this could be the piece of writing that you wrote about Gothic literature and its value in the classroom.

Or if you haven't written that piece of work, it can be any piece of transactional writing.

What you're going to do is once you've identified your use of direct address, you are going to rewrite it, and you're going to think much more carefully about how to approach really empowering your reader to make a positive change or to adopt your viewpoint.

Now, if you've used direct address a few times, that's fine.

Just pick the example that you think is possibly the worst example that you've used or the one that could do with the most change.

So I'm not looking for you to completely rewrite your entire piece, I just really want you to focus on a small aspect of your writing.

So just one example or two examples of direct address that you've used.

Now remember, to improve your use of direct address, try not to use you too many times because this can be a little bit aggressive, and try to imagine who it is that you think your reader might be and address them directly.

So for example, parents and carers, fellow students, friends and family of the school.

Okay, so think about who would be reading or who would be listening to this and then try to address them specifically.

I'm really excited to see what you come up with because I know how much you've learned this lesson already, and I want you to really wow me with how much you have understood and how much you've taken on board from this lesson.

So I'm really looking forward to seeing what you come up with.

I'd like you to pause the video and go and undertake that task now.

Again, fantastic effort, and so much effort and so much care has gone into that task that I think that we need to share some of our examples.

I think we should share good practise with each other.

So I would like you now to share your improved direct address with a partner.

Now what we're going to do is a little bit of peer feedback.

So each partner is going to give the other partner a what went well, something that they did excellently, and an EBI, so an even better if, something that they could improve on.

So here is an example of how you might give feedback to your partner.

So for example, this is what Aisha wrote.

"Parents and carers, those of you who, like me, recognise the real value of Gothic literature, it's time to speak up." Now Jun is going to be giving some feedback to Aisha, and he might say, well, what I really liked, so what went well, was the fact that you've imagined who you might be speaking to, and you've addressed them directly with the words parents and carers.

However, you could improve by addressing them as a group and including yourself in that group by using we or us.

So that would make your work even better.

So having taken this advice on board, Aisha should then changed hers to say, "Parents and carers, those of you who, like me, recognise the real value of Gothic literature, it's time for us to speak up." So again, kind of taking that emphasis off again and creating a collaborative group environment there through that use of the pronoun us.

So what I'd like you to do now is, if you have a partner, share your work with them, see if you can give them a what went well and an even better if and vice versa.

And then have a go at improving your use of direct address even further.

Now, if you are working on your own and you think, oh, I don't have a partner, do not worry.

You can absolutely still have a go at this task because what you're going to do is be your own partner.

So you're gonna be your own best friend.

You're gonna give yourself a what went well.

So something you think that you've done really well, but you are also gonna think more critically and reflectively and think, well, actually, next time, what could I still do that would make this better? So even if you don't have a partner, as I said, you're going to be your own best friend and give yourself an EBI and what went well.

If you do have a partner, then go ahead and swap your work and see what feedback you can give one another.

I'm really looking forward to seeing how you get on with this and seeing all the really useful and valuable feedback that you're going to give to one another.

So pause the video and off you go to do just that now.

Fantastic feedback.

And it was lovely to see how respectful you are all being of one another there.

Giving someone feedback can be quite intimidating and it can be quite daunting to receive that feedback as well.

But it was great to see how respectful you were of one another.

So really well done there, I'm super impressed.

So to summarise the learning from today, first of all, remember that rhetorical questions really need to be targeted.

So they need to be personalised to the situation or moment and used with a name.

Secondly, rhetorical questions can be used when trying to get the reader to consider something or if you want them to feel a very specific emotion.

Using emotive language in rhetorical questions can be a really effective way of making them more targeted and purposeful.

Furthermore, direct address can be used to motivate and empower the reader to make changes or to speak up.

But remember that repeating you too many times can be quite accusatory, which can actually make your reader quite resistant to your message.

So try to be more subtle with your use of direct address.

For example, speak to your imagined readers by name or you could address your readers collectively to create a kind of community feel.

Thank you so much for coming to today's lesson and for being so reflective and so open to one another's feedback.

I've been really impressed by how much your writing has come along in such a short space of time.

Thank you so much for your contributions, and I really look forward to seeing you next time.

See you later.