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GCSE English Language · GCSEChapter 7 · Writing argument, persuasive and discursive
GCSE · Chapter 7

Writing argument, persuasive and discursive

By the end of this chapter you will be able to

  • I can write a thesis and support it with reasons and examples.
  • I can answer a counter-argument fairly before I give my view.
  • I can use persuasive techniques and name each one.
  • I can balance two views and end with a clear personal view.
  • I can choose the tone, audience and purpose for an argument, speech or discursive piece.

You should already know

  • Point, evidence and effect (Chapter 1)
  • Language and structure of non-fiction (Chapter 3)

Where this leads

  • Writing letters, articles and speeches (Chapter 8)
  • Mock exam Paper 2 (Chapter 13)

GCSE English Language. Content follows the GCSE (9-1) subject content for England (Edexcel and AQA). Content references: Structure an argument: a clear thesis, evidence, a counter-argument and a conclusion (AO5), Use persuasive techniques: rhetorical questions, repetition, a list of three, direct address, emotive language, anecdote (AO5), Use facts and statistics accurately and say where they come from (AO5, AO6), Write a balanced discursive piece with views on both sides and a personal view at the end (AO5), Match audience, purpose and tone to the task (AO5).

Exercise P  Do you remember?

1
FWhat is a thesis in an argument? Write the answer in one short phrase.
2
FWhat is a rhetorical question? Write the answer in one short phrase.
3
FWhat is a counter-argument? Write the answer in one short phrase.
4
FWhat is a discursive piece? Write the answer in one short phrase.
5
FWhat does persuade mean? Write one word.
7.1

Argument: thesis, evidence, counter-argument and conclusion

GCSE
Structure an argument with a clear thesis, evidence, a counter-argument and a conclusion (AO5)
Video lesson: Argument: thesis, evidence, counter-argument and conclusionComing soon
Context. An argument article states a view and defends it. Model A has the four parts of a strong argument. Read it, then find the thesis, the reasons, the counter-argument and the conclusion.

Model A: Open the library on Sundays (original argument article, four paragraphs)

1Our town library closes every Sunday, and the decision is wrong. A library is more than a place for books. It is where children do homework, where older people meet for company, and where families who cannot afford a computer can go online.

2The council says Sunday opening costs too much. I understand the pressure on budgets, but cost is not the only measure of value. A library that is closed when most people are free has little use for the people who need it most.

3Some argue that people can simply use the library during the week. This is true for some, but many working parents, students and carers have no free time on weekdays. For them, Sunday is the only day the doors can open.

4The answer is simple. The council should open the library on Sunday afternoons, perhaps with volunteers to keep costs low. A town is judged by what it offers its people, and every Sunday it chooses to close, it chooses to leave some of them behind.

Key ideas

  • Thesis: state your view clearly in the first paragraph.
  • Evidence: give reasons and examples for each point.
  • Counter-argument: state the other side fairly, then answer it.
  • Conclusion: restate the view and end with a clear final image or call.
Worked example 7.1.1
Which sentence is the thesis of Model A? Copy the words.

Method. Find the sentence that states the view.

  1. Read the first paragraph. The first sentence states a view and a judgement.
    the decision is wrong
  2. Check the rest. The other sentences give reasons, not the view.
    A library is more than a place for books
  3. Copy the thesis. The thesis is the first sentence.
    Our town library closes every Sunday, and the decision is wrong.
  4. Write the answer.
    Our town library closes every Sunday, and the decision is wrong.

Check. The thesis is the opening judgement. ✓

Worked example 7.1.2
Which paragraph of Model A is the counter-argument? Choose one: paragraph 1, the thesis, paragraph 2, the council cost argument or paragraph 4, the conclusion.

Method. Test each choice against the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It states the council's view that opening costs too much, then answers it.
    paragraph 2, the council cost argument fits
  3. Reject the other choices. Paragraph 1 states the view, and paragraph 4 gives the conclusion.
    paragraph 1, the thesis and paragraph 4, the conclusion do not fit
  4. Write the answer.
    paragraph 2, the council cost argument

Check. The choice fits the text. ✓

Worked example 7.1.3
Explain how paragraph 3 answers the counter-argument. Give one reason.

Method. Find the counter-argument and the reply.

  1. Find the counter-argument. Some argue that people can use the library on weekdays.
    Some argue that people can simply use the library during the week
  2. Find the reply. Working parents and students have no free time on weekdays.
    have no free time on weekdays
  3. Give the reason. The reply shows that weekdays do not suit everyone.
    it says the weekday option does not suit people who work
  4. Write the answer.
    it says the weekday option does not suit people who work

Check. The reply answers the counter-argument. ✓

Exercise 7A  Practice: argument structure

1
FWhich paragraph of Model A gives the conclusion? Write the number.
2
PSWhich paragraph of Model A first gives a reason? Write the number.
3
FWhich word introduces the counter-argument in paragraph 3? Write one word.
4
PSWhat is the thesis of Model A? Write one word: library, council or Sunday.
5
PSWrite a thesis for an argument that schools should have longer lunch breaks. One sentence.
6
FWhich part of an argument states the other side fairly? Write one word: thesis, counter-argument or conclusion.
7
RExplain why a counter-argument makes an argument stronger. Write one sentence.
8
RIn a conclusion, which should you do? Write one word: repeat your thesis or introduce a new idea.
9
PSGive one example that could support the reason "a library is a place for children to study". One sentence.
10
RWhich paragraph of Model A links to a final image? Write the number.
11
PSWhich point from the council does Model A answer? Write one word: cost or time.
12
RWrite a rebuttal sentence that answers "opening costs too much". One sentence.
13
RIs the conclusion of Model A a summary of its thesis? Write yes or no.
7.2

Persuasive techniques

GCSE
Use persuasive techniques: rhetorical questions, repetition, a list of three, direct address, emotive language and anecdote (AO5)
Video lesson: Persuasive techniquesComing soon
Context. Persuasive writing wins the reader over. Model B is a speech, and it uses many techniques at once. Name each technique, then say what effect it has on the listener or reader.

Model B: Who will speak for Greenway Park? (original persuasive speech, four paragraphs)

1Friends, I want you to imagine a park with no swings, no benches and no green. Imagine walking past it every day and seeing only a fence. Would you be happy? I know I would not.

2The council has proposed selling half of Greenway Park for flats. They tell us it is a sensible choice. I say it is a shameful one, because a park is not a spare piece of land. It is where our children learn to climb, where our grandparents sit in the sun, and where neighbours who have never spoken finally say hello.

3Think of the last time you sat under a tree and forgot your phone. That is what we would lose. We would lose it for good, and no amount of new flats can buy it back.

4So I ask you three things: attend the meeting, sign the petition, and speak to your councillor. Do it for the children, do it for the elderly, and do it for the park that made this town worth living in.

Key ideas

  • A rhetorical question makes the reader think and agree.
  • A list of three builds a pattern and emphasis: three things, one after another.
  • Direct address uses you, or a command, to speak to the reader.
  • Repetition emphasises an idea; emotive language stirs feeling; an anecdote tells a short story.
Worked example 7.2.1
Name the technique in "Would you be happy? I know I would not." Write one word.

Method. Think about whether the speaker expects an answer.

  1. Find the question. Would you be happy? is asked of the listener.
    Would you be happy?
  2. Check the answer. The speaker answers it straight away.
    I know I would not
  3. Name it. A question asked for effect is a rhetorical question.
    rhetorical question
  4. Write the answer.
    rhetorical question

Check. The speaker does not wait for a reply. ✓

Worked example 7.2.2
Which technique is "attend the meeting, sign the petition, and speak to your councillor"? Choose one: a list of three, a simile or a metaphor.

Method. Test each choice against the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It gives three actions one after another, which builds a pattern.
    a list of three fits
  3. Reject the other choices. A simile uses like or as, and a metaphor says one thing is another; neither is here.
    a simile and a metaphor do not fit
  4. Write the answer.
    a list of three

Check. The choice fits the text. ✓

Worked example 7.2.3
Name the technique in "Do it for the children, do it for the elderly". Write one word.

Method. Look for the same words used again.

  1. Find the repeated words. Do it for ... appears twice.
    Do it for the children, do it for the elderly
  2. Explain the effect. The repeated phrase drives the call to act.
    the call to act
  3. Name it. Using the same words again is repetition.
    repetition
  4. Write the answer.
    repetition

Check. The same words are used again. ✓

Exercise 7B  Practice: persuasive techniques

1
FWhich technique is "Imagine walking past it every day"? Write one word: direct address, simile or repetition.
2
PSWhich word in paragraph 2 is emotive? Write one word: council, flats or shameful.
3
RWhich technique does paragraph 3 use with "Think of the last time you sat under a tree"? Write one word: anecdote, list or question.
4
RWhich phrase in paragraph 1 is a list of three things? Write the phrase.
5
RExplain the effect of the rhetorical question "Would you be happy?" in one sentence.
6
RWhich phrase is a call to action? Write the phrase: "I know I would not" or "attend the meeting".
7
RGive one fact that could support the speech, and say how it should be used. One sentence.
8
RWhich technique is "I say it is a shameful one"? Write one word: emotive language, anecdote or statistic.
9
RExplain why a speaker might use a list of three rather than one reason. One sentence.
10
RWhich technique does "We would lose it for good" use with the word "good"? Write one word: idiom, simile or question.
11
PSWrite one persuasive sentence that uses direct address and an emotive word. One sentence.
7.3

Discursive writing: balance and a personal view

GCSE
Write a balanced discursive piece with views on both sides and a personal view at the end (AO5)
Video lesson: Discursive writing: balance and a personal viewComing soon
Context. A discursive piece explores both sides of an issue, then gives a personal view. Model C uses signal phrases such as On one hand and On the other hand to show balance, and ends with On balance and a clear view.

Model C: Should phones be banned in school? (original discursive piece, four paragraphs)

1Few questions divide parents and teachers as sharply as the question of mobile phones in school. Some believe a complete ban is the only way to keep attention on lessons. Others argue that phones have become useful tools, and that banning them altogether is an overreaction.

2On one hand, phones can distract. A message that arrives during a lesson can pull a pupil away from the work in front of them, and the temptation to check a screen is strong. Many teachers report that quiet classrooms are easier to teach.

3On the other hand, phones can also support learning. A pupil can check a spelling, record a science experiment or look up a word in another language. Locking them away entirely removes these benefits, and it treats every pupil as if they were the least sensible one in the room.

4On balance, I believe that phones should be switched off and kept in bags during lessons, but allowed at break and lunch. This keeps the benefits while protecting the lessons. It is a sensible compromise, and it respects pupils enough to trust them with a choice.

Key ideas

  • Discursive: explore both sides fairly, then give your view.
  • Signal phrases: On one hand, On the other hand, Some believe, Others argue.
  • End with a personal view signalled by On balance or In my view, and give a reason.
Worked example 7.3.1
Which phrase signals the start of the opposing view in paragraph 3? Write the phrase.

Method. Look for the phrase that turns to the other side.

  1. Read paragraph 2. It begins On one hand and gives one side.
    On one hand
  2. Read paragraph 3. It begins with a phrase that shows the other side.
    On the other hand
  3. Give the phrase. The signal is On the other hand.
    On the other hand
  4. Write the answer.
    On the other hand

Check. The signal shows the other side. ✓

Worked example 7.3.2
Which is the best final sentence for a discursive piece on school phones? Choose one: Phones are a problem., On balance, phones should be off in lessons but allowed at break, because this keeps the benefits and protects learning. or I like my phone..

Method. Test each choice against the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It gives a personal view with a clear reason.
    On balance, phones should be off in lessons but allowed at break, because this keeps the benefits and protects learning. fits
  3. Reject the other choices. The first and last options give no reason, or a view that is not about the question.
    Phones are a problem. and I like my phone. do not fit
  4. Write the answer.
    On balance, phones should be off in lessons but allowed at break, because this keeps the benefits and protects learning.

Check. The choice fits the text. ✓

Worked example 7.3.3
What is the personal view in Model C? Give it in one phrase.

Method. Find the writer's own judgement.

  1. Find the judgement. On balance, I believe that phones should be switched off.
    I believe that phones should be switched off
  2. Note the condition. But they are allowed at break and lunch.
    allowed at break and lunch
  3. Give the view. The writer's view is phones off in lessons, allowed at break.
    phones should be off in lessons but allowed at break
  4. Write the answer.
    phones should be off in lessons but allowed at break

Check. The view is the writer's judgement. ✓

Exercise 7C  Practice: discursive writing

1
FWhich paragraph of Model C gives the personal view? Write the number.
2
PSWhich phrase introduces an opposing view in Model C? Write the phrase: "On one hand" or "On balance".
3
PSWhich view does paragraph 3 of Model C give? Write one word: benefits or distractions.
4
PSWhich paragraph of Model C introduces the two sides? Write the number.
5
FWrite one sentence that gives a view for one side of a discursive piece about homework. Use "On one hand".
6
RIs it right for a discursive piece to end with a personal view? Write yes or no.
7
PSWrite a balanced sentence about both sides of a school trip question, using "Some believe" and "Others argue".
8
RWhich phrase shows the writer's own view in Model C? Write the phrase: "I believe" or "some believe".
9
RExplain why a discursive piece should not give only one side. Write one sentence.
10
RWhich word in paragraph 3 of Model C names the benefit of phones in lessons? Write one word: distract, support or ban.
7.4

Audience, purpose and tone

GCSE
Match audience, purpose and tone to the task (AO5)
Video lesson: Audience, purpose and toneComing soon
Context. Every piece of writing has an audience (who reads it) and a purpose (why). Tone is the attitude: formal, friendly, angry, calm. Model B is aimed at local people, and its tone is passionate. Model A is aimed at the council and local readers, and its tone is reasoned.

Key ideas

  • Audience: who will read or hear the piece. Write for them.
  • Purpose: to argue, to persuade, to discuss, or to inform.
  • Tone: the attitude of the writer. Match it to the audience and purpose.
Worked example 7.4.1
Which tone suits a persuasive speech to local people about a park? Choose one: passionate and direct, cold and detached or playful and silly.

Method. Test each choice against the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. The speech needs feeling and a direct call, which passionate and direct gives.
    passionate and direct fits
  3. Reject the other choices. Cold and detached would lose the audience, and playful and silly would not suit a serious issue.
    cold and detached and playful and silly do not fit
  4. Write the answer.
    passionate and direct

Check. The choice fits the text. ✓

Worked example 7.4.2
What is the audience of Model A? Write one phrase.

Method. Think about who the article addresses.

  1. Look at the content. The article answers the council and argues about town services.
    The council says
  2. Think about readers. It also speaks to families and local readers.
    families
  3. Give the audience. The audience is the council and local readers.
    the council and local readers
  4. Write the answer.
    the council and local readers

Check. The audience is named from the content. ✓

Worked example 7.4.3
What is the purpose of Model C? Write one word: argue, persuade or discuss.

Method. Think about whether the piece explores both sides.

  1. Look at the structure. It explores both sides before giving a view.
    On one hand
  2. Think about the aim. The main aim is to discuss the issue.
    discuss
  3. Write the answer.
    discuss

Check. The structure shows discussion. ✓

Exercise 7D  Practice: audience, purpose and tone

1
FWhich is the audience of a letter to the editor? Write one phrase: readers of a newspaper or a single person.
2
PSWhich tone suits a letter to a head teacher asking for a change? Write one word: formal, slangy or angry.
3
PSWhich purpose does a speech to a school council usually have? Write one word: inform, persuade or entertain.
4
PSName the audience and tone for a short article about a new bus route for a local magazine. One sentence.
5
RWhich word is the most formal? Write one word: kids, children or mates.
6
RExplain how the tone of Model B differs from the tone of Model A. One sentence.
7
RWhat is the purpose of a counter-argument? Write one word: to answer, to ignore or to hide.
8
RExplain why a writer might use a friendly tone for a local audience. One sentence.
9
RWhich purpose does Model A have? Write one word: argue, entertain or describe.
10
PSWrite one sentence that suits a formal audience and a persuasive purpose.
7.5

Planning and timing a full response

GCSE
Plan an argument or discursive response quickly, with a thesis, three points, a counter-argument and a conclusion (AO5, AO6)
Video lesson: Planning and timing a full responseComing soon
Context. Question 5 is a long writing task. Plan first: state your thesis, list three points with evidence, add a counter-argument, and end with a conclusion. Spend about five minutes on the plan and leave time to proof-read.
Part of the planWhat to includeExample for the Sunday library question
ThesisOne clear sentence stating your viewThe library should open on Sundays.
Point 1A reason, with an exampleChildren and families need a quiet place to study.
Point 2A reason, with a second exampleWorking people have no free time on weekdays.
Counter-argumentThe other side, stated fairlyOpening costs too much.
RebuttalWhy your view still standsVolunteers can keep the costs low.
ConclusionA restatement and a final imageEvery closed Sunday leaves some people behind.

Key ideas

  • Plan the thesis first: one sentence.
  • Three points, each with a reason and an example.
  • A counter-argument before the conclusion, then a rebuttal.
  • Leave about five minutes at the end to proof-read.
Worked example 7.5.1
Which part of the plan comes before the counter-argument? Write one word.

Method. Look at the order of the frame.

  1. Read the order. The frame goes thesis, points, counter-argument, rebuttal, conclusion.
    Thesis, Point 1, Point 2, Counter-argument
  2. Find the part. The points come before the counter-argument.
    Point 2
  3. Give the word. The last point before it is the Point.
    Point
  4. Write the answer.
    Point

Check. The order of the plan is correct. ✓

Worked example 7.5.2
Why plan the thesis first? Give one reason.

Method. Think about what the thesis does.

  1. Think about the thesis. The thesis sets the view for everything else.
    sets the view
  2. Think about the points. Each point should support the thesis.
    support the thesis
  3. Give the reason. The thesis gives the piece direction.
    it gives the whole piece a direction
  4. Write the answer.
    it gives the whole piece a direction

Check. The thesis sets the direction. ✓

Worked example 7.5.3
How much time should you spend on the plan in a long writing task? Choose one: about five minutes, half the time available or no time at all.

Method. Test each choice against the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. About five minutes gives a clear plan and leaves most of the time for writing.
    about five minutes fits
  3. Reject the other choices. Half the time is too long, and no plan leads to a wandering answer.
    half the time available and no time at all do not fit
  4. Write the answer.
    about five minutes

Check. The choice fits the text. ✓

Exercise 7E  Practice: planning and timing

1
FWhich part of the plan comes last? Write one word.
2
PSHow many points does the planning frame suggest? Write the number.
3
RWhich part of the plan answers an opposing view? Write one word: thesis, rebuttal or conclusion.
4
PSWrite a thesis for a discursive or argument piece about litter in the local park. One sentence.
5
RWhat should you do with the last five minutes of a long writing task? Write one word: plan, proof-read or start again.
6
PSWrite the counter-argument for a plan about school uniforms: state the other side in one sentence.
7
RWhich is the strongest plan element for a conclusion? Write one word: a new point or a restated view.
8
RExplain why a plan should not contain full sentences of the final writing. One sentence.

Chapter summary

SkillMethod
Argument structureThesis, two or three points with evidence, counter-argument, rebuttal, conclusion
Persuasive techniquesName each one (rhetorical question, repetition, list of three, direct address, emotive language, anecdote) and its effect
Discursive writingExplore both sides with signal phrases (On one hand, Some believe), then give a personal view
Audience, purpose and toneName who reads it, why, and choose a tone that suits both
Planning and timingPlan the thesis first, about five minutes on the plan, and leave time to proof-read

Can you…?

  • I can write a thesis and support it with reasons and examples
  • I can answer a counter-argument fairly before I give my view
  • I can name and use at least four persuasive techniques
  • I can balance two views and end with a clear personal view
  • I can match audience, purpose and tone to the task

Key terms

thesis
the main view or claim of an argument
counter-argument
the other side of an argument, stated fairly
rebuttal
an answer to the counter-argument
rhetorical question
a question asked for effect rather than for an answer
emotive language
words chosen to stir feeling in the reader
discursive
exploring more than one view of an issue
audience
the people who will read or hear the writing

Exercise 7Z  Check-up

1
Which paragraph of Model A is the conclusion? Write the number.
2
Which phrase begins the counter-argument in Model A? Write the words.
3
Name the technique in "Would you be happy? I know I would not." Write one word.
4
Name the technique in "Do it for the children, do it for the elderly". Write one word.
5
Which phrase in Model B is a list of three things? Write the three items.
6
Which signal phrase begins the opposing view in Model C? Write the phrase.
7
Which paragraph of Model C gives the personal view? Write the number.
8
What is the audience of Model A? Write one phrase.
9
Write a thesis for an argument that a town should have more bike lanes. One sentence.
10
Explain how Model C balances two views. Write one sentence.

Total 28 marks. Allow about 28 minutes.

Exercise 7X  Exam-style questions

1
FText: "Would you be happy? I know I would not." Name the technique. Write one word.[1 mark]
2
FText: "attend the meeting, sign the petition, and speak to your councillor." Name the technique. Write the two words.[1 mark]
3
RText: "Some argue that people can simply use the library during the week." Name the technique used to introduce the other side. Write one phrase.[1 mark]
4
RText: "Do it for the children, do it for the elderly." Explain the effect of this repetition on the listener. Use your own words.[2 marks]
5
RText: "I say it is a shameful one, because a park is not a spare piece of land." Explain how the writer uses emotive language here. Use your own words.[3 marks]
6
RText: "On one hand, phones can distract." Explain how the writer uses this signal phrase to balance a discursive piece. Use your own words.[3 marks]
7
PSWrite one sentence that could be the thesis of an argument article about a new park. Make the thesis clear and give one reason.[2 marks]
8
RWrite a short counter-argument and a rebuttal about a school rule that bans hats. The counter-argument and rebuttal must be in two sentences.[4 marks]
9
RWrite a conclusion of about three sentences for a discursive piece on whether pupils should wear a uniform. End with a personal view and a reason.[4 marks]
10
PSWrite a persuasive sentence for a leaflet urging people to recycle more. Use direct address and one rhetorical question.[2 marks]
11
RExplain how the tone of Model A differs from the tone of Model B, using one example from each. Use your own words.[5 marks]
← Chapter 6: Crafting sentences, vocabulary, planning and proof-readingChapter 8: Writing letters, articles and speeches →

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