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KS3 English · Year 7Chapter 11 · Writing to argue, persuade and analyse
Year 7 · Chapter 11

Writing to argue, persuade and analyse

By the end of this chapter you will be able to

  • State a clear thesis, and say what the writing is for
  • Identify and explain persuasive devices, and their effect on the reader
  • Acknowledge a counter-argument fairly, then answer it
  • Use connectives to build a balanced argument
  • Write an evaluation that gives a judgement with reasons

You should already know

  • Fact, opinion and loaded language (Chapter 5 of this book)
  • Persuasive and discursive writing (Year 6, Chapter 12)

Where this leads

  • Spoken language: presenting, discussing and Standard English (Chapter 12 of this book)

National Curriculum for England, Key Stage 3 English, Year 7. Content: Write to argue and persuade, stating a clear thesis supported by reasons and evidence (KS3 writing, W1), Write for a range of purposes and audiences in Standard English, choosing devices suited to the reader (KS3 writing, W2), Acknowledge and answer a counter-argument, and evaluate the strength of a case (KS3 writing, W1), Use punctuation for clarity and effect, including the rhetorical question, the list of three and the colon (KS3 writing, W5).

Exercise P  Do you remember?

1
FWhich word means a statement that someone argues for, such as homework should be shorter? Write one word.
2
FWhat does a rhetorical question do? Write one word for its purpose.
3
FWhich conjunction shows a contrast, as in It rained, but we went out? Write one word.
4
FWrite one word for the people a piece of writing is aimed at. Write one word.
5
RWhat is a colon used for in a sentence? Write one short phrase.
11.1

The thesis and the purpose of the writing

Year 7
Write to argue and persuade, stating a clear thesis (KS3 writing, W1)
Video lesson: The thesis and the purpose of the writingComing soon
Story. A pupil is asked to write for the school council about whether the school day should start later. Before she writes, she decides what she thinks and what the writing is for.

A thesis is the main claim of an argument: the view the writer holds and defends. A good thesis is clear, arguable and specific. The purpose of the writing decides its tone: to argue (give reasons for a view), to persuade (move the reader to act or agree), or to discuss (weigh both sides before a view).

Key ideas

  • A thesis is the main claim, stated clearly.
  • Argue: reasons and evidence for a view. Persuade: move the reader to agree or act.
  • A weak thesis is vague ("Homework is interesting"); a strong one is specific and arguable.
Worked example 11.1.1
Which is the strongest thesis for a school council argument? Choose one: School is good., Starting school later would help pupils concentrate and improve attendance. or Some people like early mornings..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It states a clear, arguable view with two reasons.
    Starting school later would help pupils concentrate and improve attendance. fits
  3. Reject the other choices. The other two are vague or are not a clear claim about the school day.
    School is good. and Some people like early mornings. do not fit
  4. Write the answer.
    Starting school later would help pupils concentrate and improve attendance.

Check. The choice fits the sentence or the text. ✓

Worked example 11.1.2
What is the purpose of a piece that tries to get the council to change the start time?

Method. Think about what the writer wants the reader to do.

  1. Find the aim. The writer wants the council to change the time.
    change the time
  2. Name the purpose. Moving the reader to act is persuasion.
    persuasion
  3. State it. The purpose is to persuade the council to act.
    to persuade the council to act
  4. Write the answer.
    to persuade the council to act

Check. The aim is to act. ✓

Worked example 11.1.3
Is "Some people like early mornings." a thesis? Give one reason.

Method. Test whether the sentence makes an arguable claim about the issue.

  1. Check for a claim. It describes what some people like.
    describes what some people like
  2. Check for an argument. It gives no reason and takes no position on school hours.
    no position
  3. Judge. So it is not a thesis for an argument.
    not a thesis
  4. Write the answer.
    no, because it is a personal observation, not a claim that can be argued

Check. It is an observation, not a thesis. ✓

Watch out

Watch out: a thesis must be arguable. "Homework exists" is a fact; "Homework should be shorter" is an argument.

Exam tip

Exam tip. Write the thesis in one sentence at the start, then check every paragraph supports it.

Exercise 11A  Practice: thesis and purpose

1
FWhich is an arguable thesis? Choose one: Homework is set on Mondays., Homework should be shorter and more focused. or Some pupils are tired..
2
FWhich purpose best describes a piece that weighs both sides before a view? Choose one: discuss, persuade or entertain.
3
PSWrite a clear thesis about a school rule of your choice, in one sentence.
4
FWhich is the weakest thesis? Choose one: Playgrounds need more equipment., Playgrounds are where children play. or Playgrounds should have shaded areas for hot days..
5
FWhich word describes the purpose of a letter that aims to get a council to act? Write one word.
6
RExplain the difference between arguing and persuading, in one sentence.
7
RWhy must a thesis be specific? Give one reason.
8
PSWhich phrase makes a thesis more specific? Choose one: good for children, by starting at half past nine or nice in the summer.
9
PSChoose an audience for an argument about litter, and say how it changes your tone.
10
PSCopy the claim from Homework should be shorter, because it steals family time.
11
RA thesis should appear early in an argument. Why? Explain in one sentence.
11.2

Persuasive devices and their effect

Year 7
Identify and explain persuasive devices, and their effect on the reader (KS3 writing, W2)
Video lesson: Persuasive devices and their effectComing soon
Story. A campaigner writes a leaflet about a park that needs repairs. She uses several devices to move her readers to act.

A writer chooses devices to persuade: a rhetorical question makes the reader think; a rule of three builds force; direct address (you) speaks to the reader; emotive language stirs feeling; and repetition gives emphasis. Name the device, then explain its effect.

DeviceWhat it isExample
Rhetorical questionA question asked for effect, with no answer needed.Who would choose more worksheets over free time?
Rule of threeA list of three items, to build force.Our parks are cleaner, safer and greener.
Direct addressSpeaking to the reader as "you".You deserve a park you can enjoy.
Emotive languageWords that stir strong feeling.a shameful waste of public money
RepetitionA word or phrase repeated for emphasis.We must act. We must act now.
Counter-argumentThe other side, stated fairly, then answered.Some say it is too costly; but the long-term gain is larger.

Key ideas

  • Name the device, then say what it makes the reader feel or do.
  • A rule of three builds force: three items, each stronger than the last.
  • Direct address and rhetorical questions bring the reader into the argument.
Worked example 11.2.1
Which device is "Our parks are cleaner, safer and greener."? Choose one: rule of three, simile or metaphor.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Three adjectives in a list build force and rhythm.
    rule of three fits
  3. Reject the other choices. A simile or metaphor would compare two things, and this sentence does not.
    simile and metaphor do not fit
  4. Write the answer.
    rule of three

Check. The choice fits the sentence or the text. ✓

Worked example 11.2.2
What is the effect of the rhetorical question Who would choose broken swings over a fun park?

Method. Name the device, then the effect.

  1. Name the device. A question asked for effect, with no answer needed.
    rhetorical question
  2. Find the effect. The reader is pushed to agree that broken swings are not wanted.
    pushed to agree
  3. Explain the effect. The reader feels the choice is obvious.
    obvious
  4. Write the answer.
    it makes the reader think and feel the answer is obvious

Check. The question makes the reader agree. ✓

Worked example 11.2.3
What effect does the repetition in We must act. We must act now. create?

Method. Look at the repeated words.

  1. Find the repetition. We must act is repeated.
    We must act
  2. Name the device. Repetition gives emphasis.
    emphasis
  3. Explain the effect. The urgency makes the reader act now.
    urgency
  4. Write the answer.
    urgency and emphasis

Check. The repetition creates urgency. ✓

Watch out

Watch out: a device must suit the reader. Too many devices in one paragraph can feel forced, and lose the reader.

Exam tip

Exam tip. When you analyse a device, name it, quote it, and explain its effect on the reader in the same sentence.

Exercise 11B  Practice: persuasive devices

1
FWhich device is used in this sentence? Our parks are cleaner, safer and greener. Choose one: rule of three, simile or metaphor.
2
FWhich device is used in this sentence? You deserve a park you can enjoy. Choose one: direct address, simile or metaphor.
3
FWhich device is used in this sentence? We must act. We must act now. Choose one: repetition, simile or metaphor.
4
FWhich device is used in this sentence? Who would choose more worksheets over free time? Choose one: rhetorical question, simile or metaphor.
5
PSWhich device is used in this sentence? It is a shameful waste of public money. Choose one: emotive language, simile or metaphor.
6
RWhat is the effect of the rule of three in cleaner, safer and greener? Explain in one sentence.
7
FWhich device uses the word you to speak to the reader? Choose one: direct address, simile or alliteration.
8
RWhich device in the table is most likely to make a reader feel guilty? Explain your choice.
9
PSWrite one sentence that uses a rhetorical question to persuade readers to recycle.
10
FWhich is a simile? Choose one: a park like a green jewel, a green park or the park is green.
11
RExplain how repetition helps a persuasive writer, in one sentence.
12
FWrite the device that uses three items in a list, to build force. Write one word or phrase.
13
PSWrite one sentence using direct address and emotive language to persuade parents to support the park.
14
PSWhich device compares a park to a living thing? Choose one: personification, rule of three or direct address.
15
RWhy would a persuasive writer avoid too many devices in one paragraph? Explain in one sentence.
11.3

Counter-arguments and balanced argument

Year 7
Acknowledge and answer a counter-argument, using connectives to build a balanced argument (KS3 writing, W1)
Video lesson: Counter-arguments and balanced argumentComing soon
Story. A pupil writes a paragraph about homework. She knows that some readers will disagree, so she fairly states their view before she answers it.

A counter-argument is the opposing view. A strong writer states it fairly, then answers it with a reason. The connectives This view has merit, However and Therefore show the structure: concede, answer, conclude. Read the model paragraph, then answer the questions.

Model paragraph: homework (original; a balanced argument)

Some people argue that homework should be abolished, because it takes time away from families and rest. This view has merit, and no pupil should be buried under endless worksheets. However, homework that is short, focused and well chosen helps pupils to revisit what they have learned, and it prepares them for the independent study they will need later. Therefore, the sensible answer is not to abolish homework, but to make it purposeful and to limit its amount.

Key ideas

  • A counter-argument is stated fairly, then answered.
  • Concede: show the other view has some merit. Answer: give your reason. Conclude: state your view.
  • However signals a turn; therefore signals a conclusion.
Worked example 11.3.1
Find the counter-argument in the model paragraph, and quote it.

Method. Find the view the writer disagrees with, then find the answer.

  1. Find the opposing view. Some people argue that homework should be abolished.
    should be abolished
  2. Find the answer. However, homework that is short, focused and well chosen helps pupils.
    However
  3. Quote the answer. The answer is the reason for keeping homework in a better form.
    a better form
  4. Write the answer.
    Some people argue that homework should be abolished

Check. The answer follows the counter-argument. ✓

Worked example 11.3.2
Which connective signals the answer to a counter-argument? Choose one: However, Therefore or For example.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. However signals a turn, the answer to the opposing view.
    However fits
  3. Reject the other choices. Therefore signals a conclusion, and for example introduces an example.
    Therefore and For example do not fit
  4. Write the answer.
    However

Check. The choice fits the sentence or the text. ✓

Worked example 11.3.3
Which word begins the conclusion of the model paragraph?

Method. Look for the connective that sums up.

  1. Find the summing up. The last sentence states the sensible answer.
    the sensible answer
  2. Find the connective. It begins with Therefore.
    Therefore
  3. Explain. Therefore signals the conclusion, as the writer sums up.
    sums up
  4. Write the answer.
    Therefore

Check. Therefore signals the conclusion. ✓

Watch out

Watch out: do not caricature the other side. A counter-argument must be stated fairly, or the reader will not trust your answer.

Exam tip

Exam tip. Use a counter-argument to show balance: state the other view, concede its merit, then answer it with a reason.

Exercise 11C  Practice: counter-arguments

1
FCopy the words that show the writer accepts the other side has merit.
2
FWhich connective signals a turn towards the writer's answer? Choose one: However, Therefore or Similarly.
3
FWhich connective begins the conclusion of the model paragraph? Write one word.
4
PSWrite a counter-argument to the view that school should start later, stated fairly.
5
PSAnswer the counter-argument you wrote: why is a later start still worthwhile? Give one reason.
6
FWhat does the phrase This view has merit do in an argument? Choose one: concedes a point, ends the argument or asks a question.
7
RWhy is it better to state a counter-argument than to ignore it? Explain in one sentence.
8
PSWhich sentence is a fair counter-argument? Choose one: Only fools want longer breaks., Some pupils worry that shorter breaks leave less time to rest. or Breaks are silly..
9
PSWrite one connective that could begin a sentence that answers a counter-argument.
10
RExplain why the model paragraph ends with a clear conclusion, in one sentence.
11
FWhat word joins the concession and the answer in the model paragraph? Write the word.
12
PSBalance a one-sided sentence: Homework is pointless. Write a fair version with a counter-argument.
13
RWhy should a counter-argument be specific? Explain in one sentence.
11.4

Writing an evaluation

Year 7
Write analysis and evaluation: a judgement with reasons (KS3 writing, W1)
Video lesson: Writing an evaluationComing soon
Story. A reviewer must judge a campaign leaflet. She does not just say whether she likes it; she gives a judgement, with reasons and evidence from the text.

To evaluate, give a judgement (how well the text works), reasons (why it works or fails), and evidence (a quotation or detail). A good evaluation also notes a limit: where the text could be stronger.

Key ideas

  • Judgement: state how well the text works.
  • Reasons: say why, with evidence from the text.
  • Limit: say where the text is weaker, to show balance.
Worked example 11.4.1
Evaluate the model paragraph: is its conclusion effective? Give one judgement and one reason.

Method. Give the judgement, then the reason.

  1. Judgement. The conclusion is effective.
    effective
  2. Reason. It sums up the argument and gives the sensible answer.
    sensible answer
  3. Evidence. Therefore, the sensible answer is not to abolish homework.
    not to abolish homework
  4. Write the answer.
    yes, because it sums up the balanced view and states a clear answer

Check. The judgement is supported by evidence. ✓

Worked example 11.4.2
Which is an evaluation rather than a description? Choose one: The leaflet has three pictures., The leaflet is effective, because its rule of three makes the park seem worth saving. or The leaflet is green..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It gives a judgement with a reason from the text.
    The leaflet is effective, because its rule of three makes the park seem worth saving. fits
  3. Reject the other choices. The other two describe, without judging how well the text works.
    The leaflet has three pictures. and The leaflet is green. do not fit
  4. Write the answer.
    The leaflet is effective, because its rule of three makes the park seem worth saving.

Check. The choice fits the sentence or the text. ✓

Worked example 11.4.3
What is a limit that could be added to an evaluation of a leaflet?

Method. Look for what is missing.

  1. Find the gap. The leaflet does not give a cost.
    no cost
  2. Judge the gap. A reader would want to know the cost.
    want to know
  3. State the limit. The leaflet should say how much the repairs cost.
    how much the repairs cost
  4. Write the answer.
    it does not say how much the repairs will cost

Check. The limit is clear. ✓

Watch out

Watch out: "I like it" is an opinion, not an evaluation. Say how well it works, and why.

Exam tip

Exam tip. Structure an evaluation: judgement, reason, evidence, limit. Use "effective because" to link them.

Exercise 11D  Practice: evaluation

1
FWhich sentence is an evaluation? Choose one: The leaflet is blue., The leaflet is effective, because its rule of three makes the park seem worth saving. or The leaflet has a picture of a tree..
2
RGive one judgement about the persuasive device Who would choose broken swings?
3
RGive one limit of a persuasive leaflet that does not give the cost of repairs.
4
FWhich word best signals a judgement? Choose one: effective, blue or large.
5
PSEvaluate the rhetorical question in one sentence: give your judgement and one reason.
6
RWhat is the difference between describing and evaluating a text? Explain in one sentence.
7
PSWrite one sentence evaluating the conclusion of the model paragraph, with a limit.
8
RWhich phrase best gives a balanced evaluation? Choose one: It is good., It is effective overall, although the cost is not stated. or It is terrible..
9
RWhy is evidence needed in an evaluation? Explain in one sentence.
11.5

Punctuation and register for effect

Year 7
Use punctuation for clarity and effect, including the colon, dash and list of three, in a formal register (KS3 writing, W2 and W5)
Video lesson: Punctuation and register for effectComing soon
Story. A student is finishing an argument for the school newsletter. She checks that her punctuation helps the reader and that her tone is formal enough for the audience.

A colon introduces a list or an explanation. A dash can mark an extra idea for emphasis. A list of three needs commas, with and before the last item. In a formal argument, avoid slang and contractions, and use full sentences.

Key ideas

  • A colon introduces a list or an explanation: We need three things: time, space and funding.
  • A dash can add emphasis: The result was clear - the park must be saved.
  • In a list of three, put commas between items, and and before the last.
Worked example 11.5.1
Punctuate the list correctly: We need time space and funding.

Method. Find the items in the list, then add commas and and.

  1. Find the items. Time, space and funding are the items.
    time, space, funding
  2. Add commas. Commas separate the first two items.
    commas
  3. Add and. And comes before the last item.
    and
  4. Write the answer.
    We need time, space and funding.

Check. The list is punctuated. ✓

Worked example 11.5.2
Which sentence uses a colon correctly? Choose one: We need three things: time, space and funding., We need three things; time, space and funding. or We need: three things time, space and funding..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. A colon introduces the list after a complete clause.
    We need three things: time, space and funding. fits
  3. Reject the other choices. A semi-colon joins two clauses, and the third sentence puts the colon before a clause without a break.
    We need three things; time, space and funding. and We need: three things time, space and funding. do not fit
  4. Write the answer.
    We need three things: time, space and funding.

Check. The choice fits the sentence or the text. ✓

Worked example 11.5.3
Rewrite We can't wait much longer in a formal register.

Method. Expand the contraction and check the tone.

  1. Find the contraction. Can't is a contraction.
    can't
  2. Expand it. Cannot is the full form.
    cannot
  3. Check the tone. The sentence is formal and clear.
    formal
  4. Write the answer.
    We cannot wait much longer.

Check. The register is formal. ✓

Watch out

Watch out: a colon must follow a complete clause. "The reasons are: time" is correct only if the first part is a clause.

Exam tip

Exam tip. Check each list has commas, and each colon follows a full sentence. Read the piece aloud, and check the register.

Exercise 11E  Practice: punctuation and register

1
FWhich sentence punctuates the list correctly? Choose one: We need time, space and funding., We need time space and funding., We need time, space, and funding and. or We need time space, and funding..
2
FWhich sentence uses a colon correctly? Choose one: We need three things: time, space and funding., We need: three things time, space and funding., We need three things; time, space and funding. or We need three things. time, space and funding..
3
FExpand the contraction in It isn't fair for a formal argument. Write the sentence.
4
PSWhich dash use adds emphasis? Choose one: The result was clear - the park must be saved., The result was clear the park must be saved. or The result was clear - the park must be saved - and the cost..
5
PSPunctuate with a colon: Our school needs one thing and better lighting. Write the sentence.
6
FWhich register is best for a school council argument? Choose one: Formal and reasoned, Slangy and quick or Casual and joking.
7
PSRewrite Lots of kids are wrecked by early starts in a formal register.
8
PSWhich sentence uses a rhetorical question correctly? Choose one: Who would choose a dark, unsafe path?, Who would choose a dark, unsafe path., Who would choose a dark, unsafe path, or Who would choose a dark unsafe path?.
9
RWhy is a formal register important in a persuasive letter to a council? Explain in one sentence.
10
FWhich sentence has the list punctuated correctly? Choose one: The park has swings, slides, and benches., The park has swings slides and benches., The park has swings, slides and, benches. or The park has swings, slides, and benches..
11
RExplain the effect of a dash in The result was clear - the park must be saved.

Chapter summary

SkillMethod
Thesis and purposeA clear, arguable claim; argue, persuade or discuss, chosen for the audience.
Persuasive devicesRhetorical question, rule of three, direct address, emotive language, repetition: name and explain the effect.
Counter-argumentState the other view fairly, concede its merit, then answer it: However signals the answer.
EvaluationJudgement, reason, evidence and a limit.
Punctuation and registerColon after a full clause; commas in lists; formal register without contractions.

Can you…?

  • I can state a clear, arguable thesis and say what my writing is for
  • I can name persuasive devices and explain their effect
  • I can state a counter-argument fairly, and answer it
  • I can evaluate a text with a judgement, a reason and a limit
  • I can punctuate lists and colons, and write in a formal register

Key terms

thesis
the main claim of an argument
counter-argument
the opposing view, stated fairly and then answered
rhetorical question
a question asked for effect, without an answer needed
rule of three
a list of three items, used for force
evaluate
to judge how well something works, with reasons
concede
to accept that the other view has some merit

Exercise 11Z  Check-up

1
Which is an arguable thesis? Choose one: Homework is set on Mondays., Homework should be shorter and more focused. or Some pupils are tired..
2
Which device is used in this sentence? Our parks are cleaner, safer and greener. Choose one: rule of three, simile or metaphor.
3
Which device is used in this sentence? Who would choose more worksheets over free time? Choose one: rhetorical question, simile or metaphor.
4
Which word begins the conclusion of the model paragraph? Write the word.
5
Which connective signals the answer to a counter-argument? Choose one: However, Therefore or For example.
6
Write a fair counter-argument to a policy of longer school days.
7
Give one judgement about a leaflet that uses a rule of three, with a reason.
8
Which sentence punctuates the list correctly? Choose one: We need time, space and funding., We need time space and funding., We need time, space, and funding and. or We need time space, and funding..
9
Expand the contraction in We can't wait for a formal argument. Write the sentence.
10
Why must a thesis be arguable? Explain in one sentence.

Total 17 marks. Allow about 17 minutes.

Exercise 11X  Practice test questions

1
PSWhich is the strongest thesis? Choose: "School is good." or "Starting school later would help pupils concentrate." Write the thesis you choose.[1 mark]
2
FName the device in this sentence: "Who would choose broken swings over a fun park?" Write one or two words.[1 mark]
3
RName the device and explain its effect: "We must act. We must act now." Write one or two sentences.[2 marks]
4
RFind the counter-argument in this sentence and say how it is answered: "Some say homework takes too much time, but short tasks help memory."[3 marks]
5
FWhich connective signals a turn in this sentence: "The plan is costly. However, it saves money later." Write the word.[1 mark]
6
FPunctuate this list correctly: "We need time space and funding." Write the sentence.[1 mark]
7
FRewrite this in a formal register: "We can't wait much longer." Write the sentence.[1 mark]
8
REvaluate this conclusion: "Therefore, the sensible answer is not to abolish homework, but to make it purposeful." Give a judgement and one reason.[2 marks]
9
PSWrite one sentence that uses a colon correctly to introduce a list of two reasons for later school starts.[2 marks]
10
PSWrite one sentence that answers this worry in a formal register: "Some fear that a later start shortens the day."[3 marks]
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