1. Y8 Language Detectives
Investigating how language works: using conjunctions to write
well-balanced arguments

2. “Yes, but....”
Label yourselves A and B. Take it in turns to speak. The key rule is that anything you say is true – you can’t deny what the other person says – but you have to start each sentence with ‘Yes, but….” and come up with a convincing argument to counter what the other person says. B starts off.
Topics:
A is a teacher who strongly believes homework is good for you; B is a student who doesn’t.
A is a parent who does not want their child staying up late on a school night; B is their child who wants to stay overnight for a friend’s birthday.
Introduce idea of counter-arguments by playing “Yes, but” game using volunteer students to act out in front of class, or using student and yourself to model first on one subject then asking students in pairs to perform on another topic.
Pairs: Clarify rules on slide and get students to choose one of the topics. Set time-limit and stress quality of initial argument and subsequent counter-arguments. No physical force or verbal abuse!

3. How can I use conjunctions to write a strong, well-balanced argument?
Think what your opponent might say.
Say it yourself.
Argue against it.
Use a word that signals the contrasting ideas.
We all know that the problem of global pollution is huge, but even tiny actions can make a difference. All of us can reduce the amount of rubbish that goes into landfill sites, just by re-using plastic bags and recycling bottles and cans.
Whole class: Emphasise that good argument writing needs balance between points for and against and that using conjunctions can help to link arguments and counter-arguments strongly within the same paragraph.
Show model on slide and clarify each step:
Point that’s been anticipated: Global pollution is too big to tackle.
Point to counter that argument: We can all make a difference.
Contrasting conjunction to link the points = but
Ask students why ‘but’ is a good choice here? Try substituting ‘and’ – why doesn’t this work as well?
Stress that the conjunctions they will focus on in this lesson are those used to show contrasting points – so the ones that are particularly useful for balanced arguments.
Ask them to start the first sentence on the example with ‘although’ and to finish the sentence – ‘Although the problem of global pollution is huge, even tiny actions can make a difference. Which choice do they prefer – ‘but’ or ‘although’?

4. How to write a strong, balanced argument
Think what your opponent might say
Say it yourself
Argue against it
Use a word that signals the contrasting ideas
Zoos are cruel and unnatural.
Zoos protect and conserve animals.
Slide is animated by clicking.
Show the 2 sentences about zoos. Ask students to join them using 2 or 3 different conjunctions. You can offer a choice e.g. ‘and’, ‘but’, ‘whereas’, ‘although’. Hear examples and show the version on the slide. Clarify that ‘while’ is used as a joining device at the start of a sentence – you can say it’s a subordinating conjunction used to begin a subordinate clause but the distinction between co-ordinating and subordinating conjunctions is made in later slides and is not essential here – you are showing them different ways of linking arguments to counter-arguments for balance. The emphasis throughout is on conjunctions that signal contrast, whether these are co-ordinating or subordinating, as shown on next slides.
While it could be argued that zoos are cruel and unnatural, many of them have successful breeding programmes which protect vulnerable species from extinction.

5. Words that signal contrasting ideas
Coordinating conjunctions:
but or yet
These connect two main clauses and make each different idea sound equally balanced and important.
Zoos preserve species for future generations, yet they could be considered cruel and unnatural.
Animals at risk of extinction can be left to perish in the wild, or they can be protected by being kept in captivity.
Slide animated by clicking.
Stress the idea of equally weighted, balanced statements here.
Show this further by ‘changing round’ each ‘half’ so that it still makes balanced sense e.g.
Zoos could be considered cruel and unnatural, yet they preserve species for future generations.
Next slide gives practice in writing sentences using co-ordinating conjunctions that signal contrasts.

6. Your mum says: “No you can’t keep a hippo as a pet. Don’t be ridiculous!”
You say:
You may think hippos , but actually they
need very little to keep them happy.
I know that hippos have a reputation for eating people,
yet
Do you want to let hippos die out in the wild or ?
Ask students individually, then sharing in pairs, to complete one ‘side’ of the argument, as signalled above.
Share some examples in feedback and stress the work done by the conjunctions in creating the balance and contrast between the statements e.g.
You may think hippos will need constant attention and fuss, but actually they need very little to keep them happy.
Do you want to let hippos die out in the wild or be preserved for ever in the garden of our home?
You can encourage students to be a bit daft here! Remind them of the ”Yes, but” game at the start of the lesson – what are the most inventive arguments they can come up with?

7. Words that signal contrasting ideas
Subordinating conjunctions:
while despite although whereas
These connect a subordinate clause to a main clause. The more important idea belongs in the main clause, the less important in the subordinate clause.
The subordinating conjunctions shown are particularly useful for contrast and hence for constructing counter-arguments. Try them out verbally by using each one to link the statements shown on the slide. Note that ‘despite’ will need something adding or changing e.g. ‘despite the fact that zoos are cruel and unnatural...’ or ‘despite protecting vulnerable animals....’
Ask students if it makes a difference in which order the main and subordinate clause are placed – try this out verbally – which order do they think stresses the point in the main clause?
The next slide gives students practice in using subordinating conjunctions.
Main clause
Subordinate clause
zoos are cruel and unnatural
although they protect vulnerable animals

8. Argue to keep a pet lion.... while although whereas but despite
a lion might seem a bit
dangerous to keep as a pet
the fact that it’s dangerous
will make it an excellent
guard-cat, ready to
scare away any burglars
they tend to spend all day
sleeping
I’m sure that if we poke it
enough it will wake up and
play with us
they’re a bit bigger than a
normal pet cat
just imagine cuddling up to
all that soft fur in winter
Pairs: Experiment with joining clauses in different combinations using the subordinating conjunctions. Which choices work? Remind them that ‘despite’ will need something adding or changing e.g. ‘Despite the fact that they’re bigger than a normal pet cat....’ or ‘Despite being bigger than...’
Extension: make up 2 more clauses that can be combined.
while
although
whereas
but
despite

9. What do you notice about commas in these sentences?
Have you noticed?
You can use subordinating conjunctions at the start of a sentence as well as between clauses in a sentence:
Despite the fact that pollution is a huge problem to solve,
even tiny actions can make a difference.
It is cruel to keep exotic animals as pets, although it seems
to be increasingly popular.
A coordinating conjunction must go between clauses in a sentence:
The problem of global pollution is huge, but even tiny
actions can make a difference so we must all act now.
Whole class: Note use of commas to separate a subordinate clause and main clause and for rhetorical effect between coordinated clauses, where it might not be strictly needed.
You can practise, verbally, using different combinations of clauses using different conjunctions, as they have done on previous slides.
What do you notice about commas in these sentences?

10. Write your own strong, well-balanced argument
Either:
Pick your own animal – maybe a crocodile, monkey or anteater - and
argue that you should be allowed to keep it as a pet.
Or:
Put forward your own argument about whether it is right to keep
animals in zoos.
Remember:
Coordinating conjunctions that signal a contrast (but, or, yet , so) connect main clauses and make each different idea sound equally balanced and important.
Subordinating conjunctions that signal a contrast (while, despite, although, whereas) connect a subordinate clause to a main clause. The more important idea belongs in the main clause, the less important in the subordinate clause.
Individuals – allow 10 minutes or so for writing. You can remind of ‘how to win an argument’ steps:
Think what your opponent might say.
Say it yourself.
Argue against it.
Use a word that signals the contrasting ideas.
CONSOLIDATE: Work with whole class or small group to gather ideas for arguments and counter-arguments. Rehearse orally before writing.
EXTEND: Consider 2 or 3 different arguments and counter-arguments that can be made for the topic. Use a variety of conjunctions and experiment with positioning of clauses for impact.
Plenary – share examples – are these strong, well-balanced arguments? On own or partner’s work, highlight use of conjunctions.