Hello and welcome.

Thank you for joining me today.

I'm Mrs. Butterworth and I will be guiding you through the learning.

Now, today's lesson focuses on using structure to develop a viewpoint.

Very often, we think about a language and maybe forget to consider structure.

And it is so important because it also really engages the audience and really helps you to get your message across, particularly if you are writing something persuasive.

So we're gonna look at our overall structure today and consider some structural features that we can put in our own writing.

Are we ready to go? Excellent.

Let's get started.

So in this lesson you will use structural features to develop your ideas and create an interesting speech.

Before we delve into the lesson, let's look at those keywords that are going to help with our understanding and also see if you can spot 'em throughout the lesson.

These words are cohesion, emotive, rapport, credible and hyperbolic.

Now, cohesion is gonna be really important when we're thinking about structure because this refers to writing that really links and flows.

So it's where all the separate parts are clearly connected and well structured.

So we want our writing to have cohesion.

Now emotive is where something or a piece of writing provokes intense feelings or emotions and we want to rely on our writing being emotive sometimes to really get the audience going.

We also wanna make sure we create a rapport with our audience, and that means to create a connection or bond.

This is really important when we're considering the writing of our persuasive speeches 'cause we want that rapport with the audience.

We want them to feel connected to us.

We also want our writing to be credible, and this means that it's trustworthy and believable.

So for example, if you're using things like statistics, they need to sound believable in order to be credible.

And then finally we have this word here, hyperbolic.

So hyperbolic or is where you use hyperbole.

And this is where something is exaggerated to make a point.

Now we wouldn't want our whole speech to sound hyperbolic or exaggerated, but we can use this now and again throughout the speech to really make a point.

So let's keep going.

So let's look at the outline of our lesson.

We're going to start by considering the overall structure of our writing and how we develop a viewpoint.

So how we create a focus for each section and how those sections link.

And then we're going to zoom in a little bit further and look at how structural features can be used in an interesting way.

So let's start with looking at overall structure.

So I'm going to show you the layout of two persuasive speeches.

So you can see here how they have been represented with boxes.

So imagine these are the layouts of two speeches and I'd like you to discuss, please, which speech do you think has the most interesting structure? Pause the video so you've got time to discuss.

Okay, great! Lots of you said this one.

Okay and absolutely that is correct because we can see here that this speech has a range of different paragraph lengths which suggest it's varied.

And this is something we want to aim for in our own writing.

You want some short paragraphs for impact and some longer paragraphs to develop your ideas.

And the layout suggests that the argument has been developed through the use of multiple paragraphs.

So you can see there's some short paragraphs, then in the middle we've got those one, two, three, four, developed paragraphs.

If we just look back to the other one, you can see there are only two sections there, which really suggests it lacks variety and lacks development.

So now we wanna think about creating a cohesive structure that keyword, that cohesive.

We will need to consider the focus of each section or paragraph and how it develops your viewpoint.

So it's important to consider your structural features and your overall structure before you begin writing.

So we are going to focus on structuring the main body of your persuasive writing.

So we're going to look at that middle section today.

So something to think about.

Having a focus for each section of your writing can be an effective way to develop your viewpoint.

So you could think of the different sections like this.

So this is how I like to structure my persuasive speeches.

So I think about having a personal or anecdotal section.

So this is where you can present your viewpoint through the use of anecdote.

And this provides a really great opportunity to form a rapport with your audience.

I like to have an emotive section or a call to action.

So this really appeals to your audience's emotions.

I also like to include a scientific or factual section.

So this is where I introduce some experts and use facts and statistics as evidence to back up a viewpoint.

So you really kind of show the evidence to prove that what you are arguing is credible.

And I also like this one, this is an interesting way to structure a section.

Is this either the best case versus a worst case scenario? So what you do in your speech is in one section you present how great it will be if a difference is made.

So if what you are arguing for comes true versus what will happen if nothing changes.

So if they ignore your speech, what will happen.

So that kinda best case, worst case scenario.

And then what you can start to think about is within these sections, specific rhetorical devices and sentence starters can be assigned to each section.

And this is also a very useful way to ensure that devices aren't overused because we don't want every section to have a rhetorical question or every section to overuse direct address.

So thinking about assigning specific rhetorical devices to each section really helps with that not happening and also really helps to develop the structure and development of your speech.

So, in your personal and anecdotal section, you may think about using a rhetorical question and these sentence starters really helped.

So you could say something like, "Imagine this," and then talk about your own experience or "picture this," and give an anecdotal example.

Or "here I am sitting in a pit of despair." So you can make, you can use that rhetorical question in these sentence starters to create that personal anecdotal section.

Then in your emotive or your call to action, this is a really great chance to use direct address, isn't it? Because you want to look directly to the audience, you want to call them to action.

And using these sentence starters can help.

So, "let's unite" or "together we can," so you can hear that emotion and that call to action there.

And then in your scientific and factual, I think you've probably figured this out, this is where we're going to need to use our statistics and that idea of direct and indirect quotation from your experts.

So your sentence starters will be things like, "professor so and so from the university of" or "Mr. Butterworth a leading expert in," so you can use those sentence starters to create an expert and introduce your statistics.

And then finally, your best case and worst case scenario, you could use a rule of three here.

Okay, so this is a rhetorical device we haven't used yet and it works really well in this section.

And the sentence starters that you can use are things like, "envision a future where," sounds very dramatic, doesn't it? Or "the bleak reality is that" or "reflect and consider." So you can see how using these sentence starters, yes, they sound very dramatic, but they can also really engage and persuade your audience in that section.

Okay, so let's see what you remember.

We are missing a section here.

Can you identify which section is missing? Pause the video, so you've got time to come up with your answer, off you go.

Okay, who's feeling confident? Lots of you! great! Yes, that's right.

We're missing that scientific/factual section there.

Well done everyone.

Okay, so, Sofia has shared some of her work here.

So Sofia has been writing a speech based on this statement, "Girls can be gamers too!" She begins to plan out each section considering sentence starters and rhetorical devices.

So you can see here she's planning out her personal and anecdotal.

So she said that, "I'm going to use my rhetorical question," and she's actually planned her rhetorical question here.

So it is, "Why does the gaming community insist on denying women their rightful place despite the undeniable fact that nearly half of gamers are female?" Excellent rhetorical question there, really well developed.

And then she's considered her sentence starter, "Here I am, wallowing in a pit of self pity after being told, yet again, that girls can't be gamers." So you can see how she's thought about her personal anecdotal section.

She's written her rhetorical device and she's considered that sentence starter as well.

Here's her emotive/call to action plan.

So she's decided she's going to use direct address and she's planned that here.

So me, you, we, together we can change this experience for many young girls and women.

So we've got our sentence starter there and she plans another sentence, "Let's unite and demand better." Some really great stuff there, Sofia, well done.

And then she starts to think about planning the scientific and factual section.

So she's decided that she's going to use a statistic and she's created and planned that statistic.

So you may be shocked to learn that 41% of gamers are women.

And then she's decided that she's also going to use a direct quotation.

So you can see here that she's planned that as well.

So, "Dr.

Young, a leading expert in the murky world of online gaming, exclaims: 'enough is a enough! Online abuse should not be the norm!'" And you can see in purple there that Sofia has used those suggested sentence starters from those original slides.

And then finally her best case versus worst case scenario.

So she's going to use a rule of three, envision a future where our gamers feel safe, respected, and empowered.

And without the significant changes, the bleak reality is that women gamers will continue to feel vulnerable and under attack.

So you can really see here how considering the overall structure and then breaking it down into what sentence starters and which rhetorical devices you are going to use that you can start to really see the tone of the speech developing and the ideas.

So now Sofia has planned out each section, she needs to think about the order.

So in order to do that she asks herself these questions.

Which of these sections is most likely to engage or hook an audience in? So which section is most likely to create a rapport with the audience or really engage and hook that audience in? Which of these sections would be the best to develop the argument or make a clear point? And then finally, which would create the most impactful ending.

So you can see how through those questions, Sofia's really thinking about the development of her viewpoint.

So now I want you to discuss, what would be or what do you think would be the most engaging and impactful way to order these sections? So how would you order the sections? Use the questions to help you.

Okay? Pause the video and off you go.

Okay, interesting, some really interesting thoughtful ideas there.

Thank you.

And I like how you are really thinking about, you know, how you're gonna hook the audience in, how you're gonna really create that impactful ending to get your audience thinking.

So Sofia has used your feedback and decides not order and she explains her choices.

So she's going to start with the personal anecdotal section.

And she says that this section will help to establish a rapport absolutely with the audience and it creates an inclusive tone and demonstrates the issue, absolutely, because that personal anecdotal tone really helps the audience believe in you and create a rapport with you.

It's really personal, isn't it? Then she goes for the scientific and factual and she says, "Because using experts and statistics will develop my argument by providing credible evidence." And that's so true, it's that idea, it's that developmental section in the middle, isn't that? Then she's going to use the best case versus the worst case scenario because quite rightly, Sofia's put here, "Once they have heard the evidence, this section will encourage the audience to reflect on the outcomes of taking action, or not." So it's almost, like, here's the evidence in my scientific factual section.

Now what are you going to do about it? Look at what's going to happen if we don't do anything about it.

And then finally, Sofia's decided on her emotive call to action and she says, "With the audience engaged, I can now be more hyperbolic," so she can be more dramatic and exaggerated and direct and she can even demand action.

And I think that's a really good point because we don't wanna start off being demanding in our speeches, 'cause you might put your audience off.

They might think, "Oh, they're asking too much of me." But if you give them the evidence and then make them to consider what will happen, then you can be really direct and call them to action.

So I think this is a really good order that Sofia has suggested and justified.

Okay, true or false time.

It's important to consider the focus of each section of your writing.

Is that true or false? Who's feeling confident? Okay, the answer is true, absolutely.

But now you need to justify that answer by picking A or B.

And the answer is, yes, that's right, A.

You can then consider how each section will develop your argument and engage your audience to create a cohesive piece of writing.

So all of those things that we have been looking at so far in this lesson will help you to do those things.

So we have reached our first practise task, well done so far everyone.

So you're going to need to find the model called "Girls can be gamers too!" Which is found in the additional materials.

So make sure you've located that before attempting this task.

So the first thing you're going to need to do, is you're going to need to read that model.

So you'll read that model and then what I would like you to do is I would like you to identify and label each section, so, is it personal or anecdotal, scientific/factual, best case versus worst case scenario and an emotive/call to action.

So you'll need to identify and label each section.

And then what I would like you to do is I would like you to decide on the best order of those sections, that will engage and persuade the audience.

And then importantly, you need to explain your choices.

So why have you put that section first, for example? Okay, so are we all ready to go? Has everyone got everything they need? Excellent.

Okay, so you'll need to pause the video, so you've got plenty of time to complete this and then we'll share the answers in a moment.

Okay? Off you go.

Okay, so, let's first of all, look at how the section should have been labelled.

So you'll need to check through your work and check this is correct.

So the first section was our scientific/factual section.

The second section was the best case versus worst case scenario.

The third section was the personal/anecdotal, and the fourth was the emotive and the call to action.

So hopefully you got all of those right.

If you didn't, perhaps revisit the model just to have a look at how each of those sections apply to those titles.

So think about the rhetorical devices used for example.

Okay, so, Jacob puts the sections in this order and explains his choices.

So he's reordered them and these are his choices.

So he decides to start with the personal and anecdotal to move on to the scientific/factual, best case versus worst case scenario and the emotive call to action.

So you can see there how he's reordered those sections.

Then he explains, so he's decided on the personal anecdotal because it creates an introductory tone, excellent explanation, and establishes a rapport with the audience.

It's engaging, absolutely, it really is.

And starting your work with a personal anecdote, I think is a really engaging thing to do.

And then the scientific factual develops the argument using evidence, absolutely.

So it shows that what you are saying is true and gives it credibility.

Then he's decided to go for the best case versus worst case scenario because this convinces the audience.

So it allows 'em to reflect on the argument so far and consider potential outcomes.

So it's a really good way, the best case, worst case scenario to really start those people that are a bit unsure, to really spell out to them, Well, this is what will happen if you don't listen to me, and this is the best case if you do listen to me.

And then finally, he's decided on that emotive call to action and he says, "It creates an urgent tone," lovely description and explanation, "and offers a final opportunity to convince the audience to act." Some really great explanations there.

So I'm just wondering, did you get the same or did you get something different? Maybe you need to add to your explanations or reconsider that order that you have got.

Okay, so we are ready at the second part of our lesson.

Well done everyone.

So in this part of the lesson, we're going to be looking at using structural features throughout our writing.

So as well as considering the overall structure, we should also consider using structural features throughout the writing because these can really create cohesion in our writing by creating patterns and linking ideas across the piece.

Okay? So once we've sorted out our sections and how we develop a viewpoint, we can then use some more structural features to really create those links, to really create that cohesive structure.

So both anaphora and epistrophe can be used to emphasise key ideas.

So I'm going to show you some examples, well two examples.

One of anaphora and one of epistrophe from literary texts.

And I'd like you to discuss what you think they are.

So anaphora looks like this.

"It was the best of times, it was the worst of times.

It was the age of wisdom, it was the age of foolishness." So that's Charles Dickens, "A Tale of Two Cities." So while reading that, what do you think anaphora might be? And then epistrophe, "I'll have my bond; speak not against my bond: I have sworn an oath that I will have my bond." And that is William Shakespeare from "The Merchant of Venice." So have a look at those examples again and discuss what do you think anaphora could be and what do you think epistrophe could be? Pause the video.

So you've got time to come up with your answers.

Off you go.

Oh, some excellent guesses there.

Really well done.

It's tricky, isn't it? Sometimes when you don't know what something is, having a guess.

But well done.

Some really educated, well-informed guesses there.

So, both, lots of you picked up on the idea of repetition.

So well done because both anaphora and epistrophe used repetition.

So they're a type of repetition.

So anaphora is the repetition of the words or phrases at the start of successive clause.

So well done, I heard somebody saying that anaphora might be repetition at the start of a sentence, which, it is, so, well done.

So you can see here we've got, "It was the best.

It was the age.

It was the age." So that repetition where Dickens has repeated that it was in successive clauses, that is him using anaphora.

Okay, so in that case, what is epistrophe? So epistrophe is the opposite of anaphora because it is the repetition at the end of successive clauses.

So you'll notice here in "The Merchant of Venice," it's "my bond, my bond, my bond," at the end of those clauses.

So anaphora happens at the start, epistrophe happens at the end, and both use repetition to emphasise ideas.

Well done everyone.

So I wonder, can you think of any other famous examples? Have you looked at any speeches or any literary texts that may have stuck in your mind? So pause the video and see if you can come up with any more famous examples.

Okay, so let's see what you remember.

Complete the sentence: anaphora is the repeated use of words or phrases.

Can you complete the sentence using A, B, or C? Off you go.

Okay, let's see if we get the answer right.

The answer is C, "at the start of successive clauses." Remember epistrophe is at the end.

You might remember that because epistrophe starts with an E and end starts with E.

That's how I remember the difference.

So I'd like you to discuss and consider now, why might anaphora and epistrophe be effective in persuasive writing.

You may wish to pause the video so you've got time to discuss or just quietly think about your ideas to yourself, off you go.

Okay, let's feed back some of those ideas.

So Izzy has said that the repetition in these devices can create an urgent and persuasive tone.

I really like that idea because yeah, repetition can, especially if it's in quick, successive clauses, can really create that kind of urgent tone, excellent.

I'm here using keywords in these devices can emphasise the message and reinforce a viewpoint.

That's a great answer there.

So yeah, using key ideas to do with the subject of your speech can, and repeating those keywords can really help reinforce the message.

Excellent.

And finally, Alex has said that "The repetitive structure creates a rhythm that is engaging.

It sounds punchy and impactful." That's a really great thought.

So yeah, if you repeat something, it does sound really punchy, creates a rhythm in your writing.

It was the best of times, it was the worst of times.

It's really rhythmic, isn't it? Well done, some excellent answers there.

Okay, so we've got two paragraphs here.

Let's read them through together first and in a moment I'm going to ask you to decide whether it is A or B that uses epistrophe.

But let's read them together first.

"So as we unite, let it be known, to all of those young women who experience gender discrimination, We are here.

For every incident of online abuse, we are here.

For every time a girl is told she can't, we are here, we are here to say, 'You can.

'" That's A, let's look at B.

"Let's choose the path of inclusivity and empowerment.

Let's work together to create a gaming community where everyone, regardless of gender can thrive and flourish.

Let's bring light to the darkness and pave the way for a brighter, more inclusive future for all gamers." Hmm, so pause the video so you've got time to quickly scan through those again and decide which paragraph uses epistrophe.

Is it A or B? Pause the video and off you go.

Okay, let's see if we have the answer right.

It's A, yes, absolutely.

And you can see and hopefully you heard it when I was reading it out loud, you can really hear how that epistrophe is making that rhythm and that punchy, impactful tone with that repetition.

"We are here for every incident of online abuse, we are here for every time a girl is told you can't, we are here." So it's really impactful.

Now the second one B uses anaphora.

So that was the incorrect answer this time because "Let's choose the path, let's work together." But you can see how both of these excellent structural features really create impact.

They really emphasise a key message and are just really persuasive, aren't they? Okay, so what I would like you to do now, we've reached our second practise task, so very well done everyone.

Is we have a short paragraph here and I would like you to rewrite the paragraph, so it includes anaphora and epistrophe.

So let's read the paragraph through together and then you will go off and write the paragraph to include anaphora and epistrophe.

So, "Women gamers face challenges and stereotypes every day.

In online communities they encounter ridicule and hostility, simply for their gender.

In gaming spaces, they struggle to find acceptance and respect.

But despite these obstacles, women gamers persevere.

They demonstrate skill, passion, and dedication in their craft.

They deserve recognition, support, and inclusion.

It's time to stand up against discrimination and empower girl gamers to claim their rightful place." So rewrite that paragraph, so it includes anaphora and epistrophe.

I can't wait to hear what you come up with and how impactful they sound.

So gather what you need to complete this task.

Pause video, and off you go.

Great! Well done everyone.

So here we have a rewritten paragraph.

We're gonna read it through together.

And I just want you to see if you can spot the use of anaphora and epistrophe in this rewritten answer.

"Despite these obstacles, women gamers persevere.

Despite their continued experiences of disrespect, they demonstrate skill, passion, and dedication to their craft.

Despite all of this, they continue to fight demonstrating absolute strength and determination.

They deserve recognition, support, and inclusion.

Their place in the game and community is undeniable.

We must stand up to discrimination now.

Women gamers need to claim their rightful place now.

And it's up to all of us to ensure we empower our young women.

It's now or never." Have you spotted the anaphora and the epistrophe? Should we have a look? That's right.

So that repetition of despite and those successive beginning clauses there, and then the repetition of now at the end of those clauses is the epistrophe.

So you can see how that repetition and how that use of anaphora and epistrophe has really changed the tone of that paragraph.

It sounds really urgent and persuasive, doesn't it? So what I would like you to do now is do exactly the same thing but with your own work.

So I'd like you to check your own work and highlight your use of anaphora and epistrophe, exactly like we just did.

Okay, pause the video so you've got time to do this.

Off you go.

Well done everyone.

We have reached the end of the lesson and you are now all experts on structure.

But let's just remind ourselves of everything that we have learned so far.

So we know that it is important to consider the overall structure of your writing, that creating a specific focus for each section of your writing can help develop your viewpoint.

And remembering these sections that we looked at today can really help you in further pieces of writing.

You should consider the order of your writing to ensure it is engaging and anaphora and epistrophe both use repetition and can be used to reinforce key ideas and create an urgent tone.

So again, thank you everyone so much for your hard work.

I've really enjoyed today and I can't wait to do it all again soon.

So hopefully I'll see you then in another lesson.

Until then, goodbye.