Learning episode 11

Name:

Writing to argue:Parents are always right.

Learning goalsTo be able to construct an effective argumentative speech

I think I can

To be on our way to extending, in this learning episode we need to be able to say yes to the following

What am I learning today?

AO5.2 Can I identify the features of a particular

form?

Can I identify the form, audience and purpose of a piece of writing?Can I recognise some of the key features of speech writing?Can I construct arguments for and against the notion that parents are always right?

Do it now: can I identify the form, audience and purpose of a piece of writing?

When we write, we write with three things in mind: The form (the type of writing) The audience (the people we are writing to or for) The purpose (the reason for writing)

Look at the following writing tasks. For each one, can you identify the Form, Audience and Purpose.

Form Audience PurposeWrite a newspaper article aimed at the local community to inform them about the proposal for a new leisure centre.Write a speech to your peers persuading them that mobile phones should be banned in school.Write a diary entry describing a recent trip you took abroad.Write a guidebook for new parents explaining what it is like to be a new parent.Write a blog post for teenagers reviewing a concert you recently went to.Write a letter to your headteacher arguing for healthier food in the canteen.Write an information leaflet for a doctor’s surgery informing patients about the benefits of giving up smoking.

Learning Mastering Extending2

(1-2 answers correct) (3-4 answers correct) (5-6 answers correct)

New knowledge: can I recognise some of the key features of speech writing?Over the next few writing lessons we are going to focus in on the form of speech. A speech is a formal or informal address that someone delivers to an audience. People who have made speeches over the years include Winston Churchill, Martin Luther King, Malala, Emma Watson and Barack Obama.

Read the following speech written by a GCSE pupil on the topic of being organised. This response got the highest mark possible. As we read, how can you identify that this is a speech?

How organised do you think you are? Very? Somewhat? Let me ask another question – how important is being organised to you?

To me, being organised is crucial to me. If I wasn’t organised, I would have caved in long ago. Being organised helps me concentrate on other, more important things, other than running around trying to find that one stray piece of paper I need to complete my essay, other than being worried that I can’t find my notes for the exam I have tomorrow.

Let me give you two examples – Boy A, and Boy B. Now, Boy A and Boy B are both in the same classes, working at the same level as one another. They are basically identical, except for one thing – Boy A is organised, whereas Boy B is not. When Boy A gets home, he stores all his work neatly into folders, easily found if the time comes to need it. When Boy B gets home, he throws his work into an unkempt pile on the floor, never to be seen again. “Why is this story important?” you may be wondering. Well, it’s approaching exam season, and the two boys are working hard as ever in class, but when they get home, it’s a different story. Which boy will be revising properly knowing where all his sheets are? And which boy will be flustered, frantically wrecking his head to try and remember which corner of his room he flung the desired sheet? More importantly, which boy will get the good grade in the subject, and which boy will get a mediocre result, at best? Organisation is everything. If you don’t organise,

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you will end up just like Boy B.

There are many advantages for organisation and not many disadvantages. The advantages include: knowing where everything is, ease of access, not having to worry about finding things, etc. etc. The only disadvantages that come to mind are time and effort, and surely you have half an hour spare just to make your life easier. Some days it’ll just mean placing a sheet into a folder, which doesn’t even take a minute to do. If you’re like me, you’ll even find it relaxing. Organising helps me when I feel particularly stressed. I will even re-organise everything from time to time, as the methodical putting away of things calms me down, and maybe it would help you too.

There are many different things you can do to organise your belongings. If you are organising notes and sheets of paper, buy some files to put them in, and colour-code them so you know what’s what (plus it would be pleasing to the eye, which would be a break from the dull and monotonous tones of white). If you are organising other items, such as books, you could order them in an A-Z fashion, with either the title of the book or the author’s name being the letter you look for. You could also organise clothes in your wardrobe from lightest to darkest, or in seasons (e.g. Spring, Summer, Autumn, Winter).

There are so many things you could organise, and there’s an endless array of possible orders you can organise them into. Let your mind be free and invent weird and wonderful ways of organising your belongings.

You’ll learn to love it. Trust me.

Pen to paper: can I construct arguments for and against the notion that parents are always right?

Over the next couple of lessons, your task is to write a speech for members of your year group in which you argue for or against the notion that ‘Parents are always right.’

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Looking at the task above, can you identify the form, audience and purpose?

Form

Audience

Purpose

Before we begin the writing process, however, we need to focus our attention on the meat of our speech – we need to be clear on the arguments we may wish to put forward.

Parents are always right

Arguments in support of this statement

Arguments in opposition to this statement

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Reflection: can I identify my viewpoint giving a reason to support my view?Consider the arguments you have identified above. What viewpoint are you going to be arguing in support of? Do you think parents are always right? OR Do you think this statement is wrong?

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Learning episode 2Learning goals

To be able to construct an effective argumentative speechI think I can

To be extending, we need to be able to What am I learning today?

AO5.1 Can I show an understanding of a range of language

techniques?

Can I define a range of language terms that I could draw upon my writing?Can I identify a range of language techniques within a speech and explain how they help to present an argument?Can I utilise a range of language techniques to help strengthen an argument I wish to make?

Do it now: Can I identify a range of linguistic techniques that I could draw upon in my own writing?

Mix and match the following terms with their correct definitions.

1. Anecdote2. Facts3. Opinions4. Rhetorical

questions5. Quote a

reliable source6. Repetition7. Personal

pronouns8. Emotive words9. Statistics10. Hyperbol

e

1 2 3 4 5 6 7 8 9 10

Learning1-3 terms correctly

identified

Mastering4-5 terms correctly

identified

Extending6-9 terms correctly

identified

New knowledge: how do speakers use linguistic techniques to help present an argument?

This term we are looking at how to write an argumentative speech. On the next page is an excerpt from Martin Luther King’s ‘I Have a Dream’ speech in which he argues for equality for black people and for white people. As we read this excerpt,

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a. Words that arouse emotion.b. Using words like ‘you’, ‘us’ and ‘we’ for emphasisc. Over-exaggerating something.d. Saying the same word more than once for

emphasis e. Numbers / graphs to provide convincing

information.f. Questions that don’t require an answer.g. Little stories to illustrate a point.h. Support a point of view with the views of a

professional or an expert.i. Statements that can be proved to be true.j. A personal view or judgement about something.

can you identify which techniques from above Martin Luther King has and has not used.

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

But 100 years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we've come here today to dramatize a shameful condition.

In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men -- yes, black men as well as white men -- would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness.

It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check that has

Which techniques has Martin Luther King used in this part of his speech? Which techniques has he not used in this part of his speech?

Example from Martin Luther King’s speech

Anecdote

Facts

Opinion

Rhetorical question

Repetition

Emotive words

Statistics

Hyperbole

Personal pronoun

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come back marked "insufficient funds."

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so we've come to cash this check, a check that will give us upon demand the riches of freedom and security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.

Pen to paper: can I incorporate a range of linguistic techniques to make my arguments more persuasive?

Using our new knowledge or our recapped knowledge of a range of linguistic devices, can we now strengthen some of the arguments we established last lesson to either support or oppose the notion ‘Parents are always right.’ For each statement below, and a few of your own identified arguments, can you use a linguistic technique to present the argument in a strengthened and more convincing way?

Can I write a sentence or two to present this argument that incorporates a linguistic technique?(Linguistic techniques: anecdote, facts, opinions, repetition, rhetorical question, emotive words, statistics, hyperbole, quoting a reliable source)

Yes, parents are always right.Parents are much older and have experienced all sorts of things in their lives. Wisdom comes with age.

Parents are always right when their children are young and do not have the capacity to think thoroughly for

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themselves.

Parents are more mature. They have lived through experiences and know the difference between right and wrong and the consequences of both.

Parents’ role is to care and protect for us. We have to respect their right to do so.

No, parents are always right.They are human beings and all human beings have the capacity to make mistakes and errors.

Parents can learn from their children and they need to listen to them and be open to whatever thoughts they have.

Because of society and the way society is, parents have become far too over-protective and over-bearing.

Young people need to make mistakes and work their own way through a range of problems. Parents need to give young people the right to do this.

Things have moved on since our parents were young. Parents need to accept this and allow greater freedom.

My own argument:

My own argument:

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Reflection:Reflect upon the techniques that you have been introduced to today. Place these techniques on the confidence line below to identify which techniques you feel more confident about using and which techniques you would still like to develop your understanding and use of.

Linguistic techniques: anecdote, facts, opinions, repetition, rhetorical question, statistics, hyperbole, quoting a reliable source, personal pronouns.

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Confident Less confident

Learning episode 3Learning goals

To be able to construct an effective argumentative speechI think I can

To be extending, we need to be able to What am I learning today?AO6.1 Can I use a range of

sentence structures?AO5.1 Can I demonstrate an

understanding of how an argumentative paragraph is

constructed?

Can I write using a variety of sentence structures?Can I explain the purpose of argumentative writing?Can I explain how an argumentative paragraph is constructed? Can I construct an argumentative paragraph of writing?

Do it now:One of the key components of excellent writing is our ability to use a variety of sentence structures. There are many sentence structures but we are going to begin by revising ISPACED.

-Ing start Running, shouting, sliding, pouncing, laughing, tiptoeing

Simile start Like cakes in a staffroom, the boy vanished so his mum could not grab him. / Like a predator stealing its prey, the robber approached the boy.

Prepositional start Behind, next to, in front of, beside, under, on top of, through, until, within

Adverbial start Excitedly, foolishly, fortunately, greedily, generously, happily, knowledgeably, menacingly, neatly, quietly, quickly, painfully, sadly, thankfully

Connective start After, although, as a result of, consequently, except, firstly, meanwhile, moreover, finally, on the other hand, instead of

-Ed start Bruised, challenged, annoyed, banished, delivered, embarrassed, excited, focused, frightened, motivated, overjoyed, relieved.

Drop in clause Mr White, who was very noisy, used to scare the children when he shouted! / The bake, which had just been cleaned, sparkled in the sunlight.

Now look at the paragraph below. The paragraph below isn’t well written because all of the sentences start in the same way, with either ‘the’ or ‘a’ or ‘it’. Re-draft the paragraph so that a variety of sentence structures are incorporated.

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I didn’t realise as a child that there were a lot of things about my parents that are not

perfect. I realised when I was a teenager. I became more aware of the world and

because of that, I realised my parents weren’t perfect. I realised that they would go

out of their way to embarrass me all the time. I resented the fact they did not give

me any freedom to let me do the things I wanted to do especially when they always

seemed to be having fun. I hated their rules. I hated their expectations of me. I

couldn’t wait to grow up.

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Learning1-2 different ISPACED

sentence structures used

Mastering3-4 different ISPACED

sentence structures used

Extending5-6 different ISPACED

sentence structures used

New knowledge: what is writing to argue?In the last learning episode, we were exploring the arguments for and against the notion that ‘Parents are always right.’ Towards the end of the learning episode, you identified which perspective you agree and why. In today’s learning episode, we are going to explore how we construct argumentative paragraphs of writing.

When we are writing to argue, we are looking to write a balanced and rational argument which is less passionate or emotional than if you were writing to persuade. When we write to argue, we acknowledge both sides of a debate before presenting our own viewpoint.

Pen to paperLook at the text below. This is an argumentative piece of writing about school uniform. On the right hand side, can you identify the arguments for (F) school

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uniform and the arguments against (A) school uniform that the writer manages to put forward.

Dear Mrs Andrews

I am writing because you chair a committee in charge of the compulsory wearing of school uniforms. I am a student at Brinsley High School, a friendly and successful school where uniforms are not worn.

I believe that there is good evidence that wearing school uniform is now outdated. I fully understand that uniform looks smarter than casual clothes and that this might attract parents on Open Day. However, uniforms are expensive and forever need replacing as students grow. This poses a real worry to financially stressed families. This is made worse by the fact that the uniform is only available from an expensive school shop rather than from inexpensive and competitive retailers.

It's true that wearing uniform means students don't spend all morning choosing what to wear or beg parents for clothes that will impress their friends. However, there is another side to this argument: uniforms breed uniformity. We are a culturally diverse nation and if we all dress the same, this encourages us to be the same. At Brinsley High, we are encouraged to express our individuality, yet this seems to be in conflict with the message enforced uniform sends to us.

A big argument in favour of uniform is one of safety. We are easily identifiable and this can be very useful if there is an accident. This appeals to parents who are always worried about new dangers facing us. But could it also be that wearing uniform can bring potential problems? Two friends of mine have been bullied while walking home just because their school uniform identified them as being from a "rival" school. Surely, you wouldn't want this to

Arguments for and against school uniform

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happen to one of your own children?

In conclusion, I can fully understand the motivation for making students wear uniform to look smart, to worry less about wearing the right clothes and also for safety. However, I hope I have shown that there is another case to be made. School uniforms can be a burden to parents with less money and to students identified as being different. They also stifle a sense of freedom and self-expression. I believe this rule is outdated and is in many ways illogical. It needs to change.

Yours sincerely,

Gary White

New knowledge:We are now going to explore how to write a basic argumentative paragraph of writing. There are four parts to a basic argumentative paragraph of writing:

1. Start with the opposition’s opinion2. Choose a connective3. State your opinion 4. Finish with a persuasive device to make your argument more convincing.

Pen to paperWe are now going to practise with the arguments you identified last lesson either in support or in opposition to ‘Parents always being right.’

1. Start with the opposition’s opinion

Some people believe thatIt can be argued thatOften men/women say thatIt has been said that.

And then put forward the opposition’s point of view.

2. Connective for contrast

However,Whereas,On the other hand,

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In contrast,

3. Now state your opinion

I think thatI would argue thatI would believe that

And then put forward your point of view.

4. Finish with a persuasive device to make your argument more convincing

AnecdoteFactsOpinionsRhetorical question / repetitionEmotive wordsStatisticsTricolon

You should end up with something like:

Some people believe that parents have become too strict because of what they see

and hear on the news regarding the safety of young people. However, I believe we

can’t live in a world full of fear. We have to trust that we are safe to pursue our

dreams and ambitions. 99% of activities are completely safe – why would we want

to prevent young people from enjoying themselves just on the off-change that

something bad might happen?

Now develop 3-4 paragraphs using the same structure as above

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Reflection:Let’s peer assess our work. Read your partner’s work and shade in the criteria that you think they have met.

Extending Mastering LearningHave you constructed 4 argumentative paragraphs of writing?

Have you constructed 2-3 argumentative paragraphs of writing?

Have you managed to construct an argumentative paragraph of writing?

Have you identified a range of arguments – acknowledging both perspectives?

Have you acknowledge the other perspective?

Have you clearly identified your perspective?

Have you used a number of connectives to link your ideas?

Have you used a connective to link your ideas?

Have you expressed an idea?

Have you used a range (5-6) of persuasive techniques for effect?

Have you used a range (3-4) of persuasive techniques to suit the purpose of writing?

Have you started to use a range of persuasive techniques (1-2) that are appropriate to the purpose of writing?

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Learning episode 4Learning goals

To be able to construct an effective argumentative speechI think I can

To be extending, we need to be able to What am I learning today?

AO5.2 Can I use a varied range of

structural features across my writing to

present my arguments in a convincing way?

Can I write using a variety of sentence types?Can I define a range of new structural terms?Can I identify these structural techniques within a variety of speeches and comment upon their effect?Can I build in a range of structural techniques within my writing to strengthen the arguments I wish to put forward?

Do it now:There are four main sentence types:

Declarative sentences – a declarative sentence is a sentence in the form of a statement. For example: Parents are always right.

Interrogative sentences – an interrogative sentence is a sentence in the form of a question. For example: Are parents always right?

Exclamatory sentences – an exclamatory sentence is a sentence that contains a statement presented as an exclamation. It ends using an exclamation mark for effect. For example: Parents are always right!

Imperative sentences – an imperative sentence is a sentence that clearly states a command or an order towards another person. For example: Cook my dinner, mum.

Look at the start of this argumentative speech on smoking. Continue this speech on by one further paragraph but, in doing so, draw upon the four sentence types to complete your paragraph.

Ladies and gentlemen, by the end of this year more people will die from second hand smoke related deaths than the average crowd at a Major League Baseball game. Secondhand, or passive smoke, is an insidious killer that is harming adults, and more critically, children around the country every day.

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Challenge: consider each of the sentence types you have used – what effect does using these sentence types potentially have on a listener?

Sentence type Example EffectDeclarative sentenceInterrogative sentenceExclamatory sentenceImperative sentence

New knowledge: what are the range of structural techniques that I can draw upon in my own writing?

In the last learning episode, we explored how to construct a basic argumentative paragraph of writing, acknowledging a variety of viewpoints; using connectives to link ideas and drawing upon a range of linguistic techniques to strengthen our argument.

However, if we want to be really convincing we need to take this up a level by drawing upon a number of structural / grammatical features to add emotional impact to what we are saying.

Three techniques that we could build into our writing are

Anaphora - the repetition of a word or phrase at the beginning of successive clauses.

Epistrophe – the repetition of words at the end of successive sentences Tricolons – a series of three parallel words, phrases or clauses Hypophora – where the speaker poses a question and then answers the

question. Epizeuxis – the repetition of words in succession within the same sentence.

Pen to paper: can I recognise a number of structural techniques and consider their effect in presenting a convincing argument?

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Look through the following sentences taken from argumentative pieces of writing on the next page. Can you identify whether anaphora, epistrophe, tricolons, hypophora or Epizeuxis have been used?

Challenge: what effect do you think has been created through their use?

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Technique that has been used (anaphora, epistrophe, tricolon, hypophora or Epizeuxis)

What effect is created through the use of this structural technique?

Now is the time to make real the promise of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to life our nation from the quick-sands of racial injustice to the solid rock of brotherhood.

My life is a sheer privilege because my parents didn’t love my less because I was born a daughter. My school did not limit me because I was a girl. My mentors didn’t assume I would go less far because I might give birth to a child one day.Our top priority was, is and always will be education, education, education.

They have opposed the literacy and numeracy strategies in our primary schools. They opposed money for smaller infant class sizes. They opposed the extra £2,000 pay for teachers demonstrating success in the classroom.

You wanna know what I make? I make kids wonder, I make ‘em question, I make ‘em criticize, I make ‘em apologise – and mean it. I make ‘em write, write, write. And then I make ‘em read, I make ‘em spell: definitely beautiful, definitely beautiful, definitely beautiful – over and over and over again, until they will never misspell either one of those words again.There are those of you who are asking the devotees of

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civil rights, “When will you be satisfied?” We can never be satisfied as long as the Negro is the victim of the unspeakable horrors or police brutality.

…and that government of the people, by the people, for the people shall not perish from the earth.’

So what does middle-class economics require in our time? First, middle class economics means helping working families feel more secure in a world of constant change.

It is the theory of the political, economic and social equality of the sexes.

I said you’re afraid to bleed. As long as the white man sent you to Korea, you bled. He sent you to Germany, you bled. He sent you to the South Pacific to fight the Japanese, you bled.

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Pen to paper: can I incorporate a range of structural techniques into my writing to ensure my arguments are persuasive?

Now look back at the argumentative paragraphs you constructed in the last learning episode. You are now going to strengthen these and make them even more persuasive by incorporating a range of structural techniques. Using the list of techniques below, can you construct an example of each that would fit perfectly into your speech.

Challenge: consider the impact of your crafted sentence. What impact do you hope it has on your listener?

My crafted example What effect do I want this to have on my listener?

Anaphora

Epistrophe

Tricolon

Hypophora

Epizeuxis

Reflection:

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During the gallery share, decide which crafted sentence you most like from someone else. Copy this sentence below, explaining why you think it is so effective.

Learning episode 5Learning goals

To be able to construct an effective argumentative speechI think I can

To be extending, we need to be able to What am I learning today?

AO6.1 Can I use a variety of sentence structures within my

writing?AO5.2 Can I construct an effective opening

paragraph?

Can I explain what a simple sentence is?Can I identify the subject and verb within a variety of simple sentences?Can I use a simple sentence for effect?Can I construct an opening to my speech that interests and hooks the listeners in to my point of view?

Do it now:A simple sentence is an independent clause (in that it stands alone and must express a complete thought) and contains a subject and a predicate. (A predicate is the part of the sentence or the clause that contains a verb and states something about the subject).

Look through the following simple sentences and identify the subject and the verb for each.

Subject Verb1. I am tired of fighting.

2. We choose to go to the moon.

3. We refused to believe there are insufficient funds.

4. I want men to take up this mantle.

5. It is called HeForShe.

6. They shot my friends too.

Learning Mastering Extending1-2 correctly identified 3-4 correctly identified 5-6 correctly identified

Challenge: construct your own simple sentences, identifying the subject and the verb.

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Simple sentences can be used for effect. Sandwiched between lots of more complex and more descriptive sentences, a simple sentence can really make a reader (or a listener) stop and think. Look at the following example on the next page:

Now look at the following paragraph taken from a speech. This extract is made up of a number of longer, more complex sentences. Can you read this extract and identify where you could insert a simple sentence for impact and effect?

There are hundreds of Human rights activists and social workers who are not only speaking for human rights, but who are struggling to achieve their goals of education, peace and equality. Thousands of people have been killed by the terrorists and millions have been injured. Honourable Secretary General, peace is necessary for education and in many parts of the world, especially Pakistan and Afghanistan: terrorism, wars and conflicts stop children to go to their schools. Women are children are suffering many parts of the world in many ways.

1. Can I construct a simple sentence to insert into this speech for effect? What is it?

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2. What effect am I hoping this simple sentence will have on my listener?

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New knowledge: what can we learn from the openings to some of the most famous speeches in the world?

So far we have looked at the features of the form we are writing with this term – speech; we have explored how to construct an argumentative paragraph; we have looked at linguistic techniques we can embed and we have explored a range of structural devices that we draw upon to strengthen the arguments we wish to make.

In this learning episode, we are going to focus in on the opening to our speech. What we want to do with our opening is really hook the listener in to what we are going to say. Let’s begin by looking at how some of the most famous speeches have begun. Can you identify what these openings have in common and how they might successfully hook their listeners in?

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.

Martin Luther King: ‘I Have a Dream’

Today we are launching a campaign called “HeForShe.”

I am reaching out to you because I need your help. We want to end gender inequality – and to do that we need everyone to be involved.

Emma Watson: ‘Gender inequality is your issue too’

In the name of God, The Most Beneficent, The Most Merciful. Honourable UN Secretary General Mr Ban Kimoon, Respected President General Assembly Vuk Jeremic, Honourable UN envoy for Global education Mr Gordon Brown, Respected elders and my dear brothers and sisters;

Today, it is an honour for me to be speaking again after a long time. Being here with such honourable people is a great moment in my life.

Malala: ‘Youth Takeover of the United Nations’

My loving people,

We have been persuaded by some that are careful of our safety, to take heed how we commit our selves to armed multitudes, for fear of treachery; but I assure you I do not desire to live to distrust my faithful and loving people.

Elizabeth I: Speech to the troops at Tilbury

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I have, myself, full confidence that if all do their duty, if nothing is neglected, and if the best arrangements are made, as they are being made, we shall prove ourselves once again able to defend our Island home, to ride out the storm of war, and to outlive the menace of tyranny, if necessary for years, if necessary alone.

Winston Churchill: ‘We shall Fight on the Beaches’

I stand before you today the representative of a family in grief, in a country in morning before a world in shock.

Earl Spencer: ‘Diana’s funeral speech’

My fellow citizens; I stand here today humbled by the task before us, grateful for the trust you have bestowed, mindful of the sacrifices borne by our ancestors.

Barack Obama: Inauguration speech

I am here today to acknowledge and represent the African-American girls whose stories don’t make the front page of every national newspaper. These stories don’t lead on the evening news.

Wadler: March for Our Lives rally

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What makes an effective opening to a speech?

Pen to paper:Using the success criteria on the left-hand side, construct the opening paragraph to your speech below.

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Reflection:It’s time to listen to a number of the opening paragraphs from your peers. You must listen to a maximum of 5 opening paragraphs and decide how effective you think they are in interesting the audience and capturing their attention. Give each opening that you hear a mark out of 5 and consider what you might take from what you have heard to use in your own writing.

Opening 1 Opening 2 Opening 3 Opening 4 Opening 5

What have I heard that I might be able to incorporate into my own writing?

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Learning episode 6Learning goals

To be able to construct an effective argumentative speechI think I can

To be extending, we need to be able to What am I learning today?

AO6.1 Can I write using a variety of sentence

structuresAO5.2 Can I construct

an effective closing paragraph?

Can I explain the difference between a compound, complex and compound complex sentence?Can I construct an example of each of the different multi-clause sentence structures?Can I employ methods in my closing paragraph that will leave my listeners feeling buoyed and fully supportive of the arguments I am making?

Do it now:Multi-clause sentences are sentences made up of two or more clauses. There are three types of multi-clause sentences:

1. Compound sentences – two independent clauses joined together by a conjunction.

2. Complex sentences – an independent clause and a subordinate clause3. Compound-complex sentences – two independent clauses joined to one or

more dependent clauses.

Look at the following sentences – can you identify whether they are compound, complex or compound complex?

Multi-clause –

compound

Multi-clause - complex

Multi-clause –

compound-complex

But one hundred years later, the Negro is still not free.I started questioning gender-based assumptions when at eight I was confused at being called ‘bossy’ because I wanted to direct the plays we would put on for our parents – but the boys were not.Young girls have to do domestic child labour and are forced to get married at an early age.I decided I was a feminist and this seemed uncomplicated to me.But, this time, we will do it ourselves.This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism.

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Yet, every so often, the oath is taken amidst gathering clouds and raging storms.

Learning Mastering ExtendingI can correctly identify 1-2 multi-clause sentences

I can correctly identify 3-4 multi-clause sentences

I can correctly identify 5-7 multi-clause sentences

What is the effect of using a compound sentence?

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What is the effect of using a complex sentence?

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Why might someone use a compound-complex sentence?

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Challenge task: look back at your argumentative paragraphs of writing – construct an example of each multi-clause sentence that could go into your speech.

Multi-clause: compound sentence

Multi-clause: complex sentence

Multi-clause: compound complex sentence

New knowledge:In the last learning episode, we were exploring how to construct an effective opening paragraph that hooks and interests the listener in to what you have to say. In this final learning episode, we are going to explore how the closing paragraph of a speech can effectively leave a listener motivated and in full support of the argument you are putting forward. Let’s look at how some of the most famous speeches we have been working with have finished first.

How does the closing paragraph 31

finish in a way that effectively leaves the audience buoyed and full of support for the argument being presented?

And when this happens, and when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, “Free at last! Free at last! Thank God Almighty, we are free at last!”We are struggling for a uniting word but the good news is we have a uniting movement. It is called HeForShe. I am inviting you to step forward, to be seen to speak up, to be the “he” for “she”. And to ask yourself if not me, who? If not now, when?Dear brothers and sisters, we must not forget that millions of people are suffering from poverty, injustice and ignorance. We must not forget that millions of children are out of schools. We must not forget that our sisters and brothers are waiting for a bright peaceful future.So let us wage a global struggle against illiteracy, poverty and terrorism and let us pick up our books and pens. They are out most powerful weapons.One child, one teacher, one pen and one book can change the world.Education is the only solution. Education First.

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What makes an effective closing to a speech?

Pen to paper:Using what we have learnt, construct the closing paragraph to your speech below.

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Reflection:To make our closing paragraphs even more effective and to ensure an element of total cohesion, one thing writers do is to ensure that there closing paragraphs link back to the opening.

They do this by repeating either a key word, a key phrase or a key clause.

So, for example, in Martin Luther King’s opening and closing paragraph to the speech we can see that a key word / idea is repeated in both.

Opening

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.

Closing

And when this happens, and when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and gentiles, Protestants and Catholics, will be able to join hands and sing in the words

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of the old Negro spiritual, “Free at last! Free at last! Thank God Almighty, we are free at last!”

In both the opening and the closing paragraph, the word ‘Freedom’ is repeated as is the idea of being free which is what Martin Luther King is fundamentally arguing for. He wants black people to be free from the chains of oppression and live life equally. This is why he chose to repeat this very important word.

Look back at your opening and closing paragraph. Is there a key word, key phrase or key clause that you could repeat across your opening and your closing paragraph to really reinforce the argument that you are putting forward? Draft a sentence that draws upon repeating a key word, phrase, clause or idea below.

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Learning episode 7-8: Writing lesson

PEER ASSESSMENTParents are always right.

Write a speech that argues either in support or opposition of this notion.Linguistic features Structural features Sentence structures

Anecdote Paragraphs Ing startFacts An opening that directly

addresses the listener and hooks them in

Simile start

Opinions Connectives to link ideas

Prepositional start

Rhetorical questions Contrasting perspectives offered

Adverbial start

Emotive words Repetition of key words / phrases

Connective

Statistics Anaphora Ed startHyperbole Epistrophe Declarative sentence

Personal pronouns Tricolon Interrogative sentenceQuoting a reliable

sourceHypophora Exclamatory sentence

Epizeuxis Imperative sentenceClosing paragraph with

clear perspective offered

Simple sentence for effect

Multi-clause – compound

Multi-clause – complexMulti-clause –

compound-complex

Assessment Objectives:Extending Mastering Learning

AO5.1: Crafting of language devices to suit form, purpose and audiencePupils can use linguistic techniques for particular effect, with effective use of tones, styles and registers.

Pupils can select stylistic or rhetorical devices to suit the audience and purpose, with appropriate use of tone, style and register.

Pupils can use a wider range of language techniques that are appropriate to form, purpose and audience.

AO5.2: Crafting of structural and organisational devices to suit form, purpose and audiencePupils can organise material for particular effect, with effective use of tone, style and register.

Pupils can manage information and ideas, using structural and grammatical features cohesively and deliberately across the text.

Pupils can develop and connect appropriate information and ideas using a varied range of structural and grammatical features to support form, purpose and audience.

Pupils can express and order information and ideas using a wider range of structural and grammatical features to suit form, purpose and audience.

AO6.1: Technical accuracy – sentence structures.Pupils can construct sentence structures so that they have a deliberate effect on the reader.

Pupils can use a variety of sentence structures confidently and accurately.

Pupils can use a variety of sentence structures.

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