Writing to argue/persuade/advise (English Paper 2 Section B1)

What the examiners are looking for:

· can you communicate clearly in writing?
· can you write for a particular audience?
· can you use particular forms effectively?
· can you use wide vocabulary?
· can you organise ideas into sentences, paragraphs and whole texts?
· how well can you spell?
· can you punctuate accurately?
· can you use standard English when appropriate?
· can you present work neatly and clearly?
· how clear and readable is your handwriting?

Writing to Argue
This means expressing a point of view as clearly and effectively as possible. It will usually involve
presenting evidence and a series of reasons. Argument differs from persuasion in that it tends to be more
balanced. In an argument you are expected to put forward your point of view and support it by creating a
series of well-reasoned individual points; during this process, you will also show that you recognise the
main opposing view using this not just to show how reasonable a person you are but counter it tactfully
and show how much better thought out your own view is. (Persuasion, somewhat differently, has a single-
minded goal of changing someone's mind: it is usually a more one-sided, personal and emotional
conviction that only one way is the right way.)

1. Planning an argument
· Planning: put simply, you will lose marks if your argument fails to have an effective structure. So a
clear plan is essential to an effective written argument. The examiner's mark schedule states that your
argument needs to show evidence of being consciously shaped.
· Decide on the most likely effective style - should you use standard English (probably...), be very
formal (depends...), be chatty (probably not...) and so on.
· Brainstorm to create a list of points in favour of your idea. Choose five of the most convincing.
Check that each point is truly separate and not a part of a larger, more general point; if it is, use the larger
point. Make sure each point would convince you if you were your opposition!
· Organise your five points into a progressive and persuasive order.
· Work out one or two of the main opposing points.
· Think how you could add authority to your writing: a piece of research, an expert opinion, a
quotation from a respected source... (always sensible and made up for the exam!).
· Would an anecdote be a persuasive device to use?
· Remember to use reason but state it passionately if appropriate.
· Add authenticity to your argument by creating a sincere tone, and by using an anecdote.
· Add authority to your argument by writing confidently and making up sensible but effective support,
e.g. 'expert' opinion, statistics, and so on (make this up in the exam, but keep it reasonable).
· Most especially remember that if you as much as even suggest that people are silly or foolish
to hold an opposing view you have lost your argument! And worse... lost marks.

2. Writing an Argument
OPENING PARAGRAPH
· Open strongly and in an original way to capture your reader's attention.
· Consider using an anecdotes early in the argument.
· State your own point of view but don't be too strident in your voice .
· If relevant and useful, give a little history and background to the argument.
· Find some common ground between you and your reader to generate trust and goodwill in you as a
person and as a thinker. 'Selling' yourself will help your reader decide to 'buy' your ideas.

CENTRAL or BODY PARAGRAPHS

· Open each paragraph with a topic sentence that introduces the points created from your brainstorm
and planning.
· Write about four to five more sentences that do no more than explain the point made in the topic
sentence.
· Aim to link each paragraph to the next by using a subtle 'transition' or 'hook' sentence at the end of the
preceding paragraph.
· Acknowledge the main opposing view but sensitively refute it to show how your view is more
reasonable.
· Use rhetorical devices.

HERE ARE SOME EXAMPLES OF 'RHETORICAL DEVICES' Rhetorical

questions, similes, metaphors, emotive language (use with care!), irony (but never
sarcasm!), 'lists of three', repetition, hyperbole (exaggeration for effect), humour,
anecdotes.

Help your argument develop by using discursive markers:

'However...'; 'although...', 'if so...', 'and so...', 'but...', 'clearly...', 'on the other
hand...', 'therefore...', 'supposing that...', 'furthermore...', 'looked at another way...',
'in contrast...', 'on the contrary...', etc.

The words below are all useful for connecting or starting sentences when you are writing out an
argument. Choosing the right words like this can help you to suit your writing to your audience.
First(ly)... Despite this... It would seem...
Secondly... (etc) Alternatively... In fact...
On the other hand...
...because/as... Whereas... Clearly...
Consequently... ...of course...
Therefore... In particular... Naturally...
Accordingly... Notably... Obviously...
Since... ...more important... Evidently...
Thus... Significantly... Surely...
...so... Specifically... Certainly...
Hence... ...especially...
Above all... Furthermore...
Equally... What is more...
Similarly... For example... Moreover...
In the same way... ...such as... In addition...
As with...
Likewise... ...also... On the whole...
...as well as... To sum up...
However... Finally...
Although... ...as suggested by... In conclusion...
Nevertheless... To show that...
CONCLUDING PARAGRAPH
Round up your argument by restating your case succinctly (concisely) and summarising your main points.
End as you began - in a powerful, interesting and memorable way.

Typical text types you may be asked to write when writing an argument:
- leaflet
- speech
- letter
- magazine article
- essay

Typical Questions:
You will have 35 minutes to write about one to two pages in your answer booklet.(20 marks.)
· The world would be a happier and better place if television had never existed. Write the text of a
speech to your year group in which you argue either for or against this proposition.
· Write an article for your school magazine in which you argue that schools should spend more money
on... e.g. computer equipment and the Internet (you choose your topic).
· Write an article for a magazine aimed at parents. Argue the case for or against teenage children being
allowed to have a television in their bedroom to watch whatever they like, whenever they like.
· Write an essay in which you argue either for or against the idea that the state should look after old
people.
Write a letter to the "Letter's Page" of your local newspaper in which you argue that your local council do not
provide enough leisure and sport facilities for teenagers in your area.

Example (beginning only) of an answer to the first question above:

Time to say "No!" to TV?
Should your teenage son or daughter have a television in their bedroom? With many newspapers telling of
the possible negative effects on your daughter or - especially - son's education of having free access to "the
box", this is a question that is surely well worth your time researching.
Of course, every child has the right to choose (they will tell you.): "We are free individuals in a free world.".
But are they really free? Are their decisions informed? Or are they captives of an electronic box spewing out
media hype and messages, some of which you would be frightened and embarrassed even to know about
(when was the last time you watched the kinds of programmes your teenage children watch?). Surely
someone has to guide them; someone that is who really cares; someone much wiser; someone who knows
better?
So should you give in? After all at less than seventy quid a go, a portable TV makes for an easy Christmas
present. Doesn't it? Well, the answer must still be a resounding, "No.". Television is eating into so much of
your teenage son or daughter's life already...

Writing to Persuade

Writing to persuade means getting your readers to agree with a point of view or to feel something. It might
involve argument but it will also involve other methods of trying to affect people’s feelings about something.
Persuasion tends to be far more single-minded in its goal of changing minds, whereas an argument
should always recognise that otherequally valid views exist on the subject. Compared to argument,
persuasion tends to be more one-sided, more personal and often relies on a greater use of passion and
emotion. Argument tends to be an appeal more directly to reason, even if it this appeal is passionately
made.
Both persuasion and argument do share one important aspect: its reader must be respected and treated
with great tact and diplomacy; if the audience are made to feel foolish for holding an opposite view, the
persuasion or argument will fail.

Techniques of persuasion:
1) Speaking to the reader in a friendly way (chatty style: ‘you and I both know that…’)
2) Questions that don’t require an answer (rhetorical questions)
3) Demonstrating differences in viewpoint (contrasts)
4) Destroy the point of view of the opposing argument (criticise the opposite opinion)
5) Using words like ‘we’, ‘us’ and ‘you’ to make the writing more appealing (personal pronouns)
6) Making the reader surprised or horrified (shock tactics)
7) Being over-the-top to get a point across (exaggeration/hyperbole)
8) Pictures or illustrations that are meant to arouse your emotions (emotive pictures)
9) Make the reader feel bad about something (play on the reader’s guilt)
10) Making points easy to follow on the page (short sentences/paragraphs)
11) Light-hearted expression of a viewpoint (humour)
12) Support a point with the views of a professional (quote a reliable source)
13) Words that arouse emotion (emotive words)
14) Numbers/graphs which provide convincing information (statistics)
15) Three phrases or describing words used to emphasise a point (clusters of three)
16) Using words like ‘I urge’ or ‘I demand’ for emphasis (forceful phrases)
17) Thought provoking pictures in your mind (imagery)
18) Saying the same word or phrase more than once for emphasis (repetition)
19) Make the reader feel sorry for something or someone (play on the reader’s sympathy)
20) Similes and metaphors adding colour to the writing (figures of speech)
21) Words that stick in your mind (catchy words or phrases)
22) Little stories to illustrate a point (anecdotes)

1. Planning a persuasive piece

Planning: Put simply, you will lose marks if you fail to plan before you write; and a written plan is best.
Each and every year the examiner's report shows that students have lost many marks because of poor or no
planning. The plan itself is not marked (though seeing one sends a message to the examiner…). The
marking scheme states that the student's work needs to be 'consciously shaped' and this means a well-
structured essay: a plan is essential for this.
· Decide on a suitable style one that will appeal to, interest and convince your reader.
· Brainstorm to create a list of points in favour of your idea.
· Choose four or five of the most convincing. Check that each point is truly separate and not a part
of a larger, more general point; if it is, use the larger point.
· Make sure each point is truly convincing - switch roles: would it persuade you? If not, drop it.
· Organise your points into a progressively persuasive order.
· What does the opposition believe? Second-guess them and knock them over with Counter-
argument
· Add interest - catch your reader's attention and hold on to it. Always avoid stating the boringly
obvious.
· Add authenticity - if you truly believe what you say you do, sound as if you do! Make your writing
sound sincere and trustworthy.
· Add authority - consider making up some believable evidence to support your views (a survey, a
respected opinion, etc.).

2. Writing a Persuasive piece:

THE OPENING PARAGRAPH
· Engage or 'grab' your reader's attention straight away - involve and interest them at the outset.
· State why you are writing.
· Involve your reader by using 'you', 'we' - if appropriate!
· State why you have the authority to write on this topic and that you are reasonable and trustworthy.
· Forge common ground between you and your reader - mention an outcome both of you would
endorse.
· Use a rhetorical question.
· Choose your words with precision and care.

THE BODY (CENTRAL) PARAGRAPHS

· Start each paragraph with a topic sentence that tells what it's about.
· Use one further rhetorical question - make it subtle.
· Develop only a single main point only per paragraph.
· Explain the topic of the paragraph by writing four to five extra sentences, using 'connectives'
such as 'therefore...', 'and so...', 'so you see...'.
· Acknowledge the main opposing view but with care, subtlety and tact countering it tactfully to show
how much more likely your view is to produce the desired outcome (i.e. the common ground between you).
· Help your reader relate and involve them - use an interesting (and if appropriate, amusing) anecdote
.
· Add authority - quote an acknowledged expert, a survey or any similar appropriate and sensibly made
up support for your case.
· Use vivid description - create a vivid image that will help your reader see your point of view.
· Use emotion carefully. Again, an anecdote might work well, e.g. 'People think that living on the streets
is a matter of choice, but let me tell you about Alex. He was twelve when he left home...'.
· Make your argument powerful by using a few 'rhetorical devices:
'RHETORICAL DEVICES' Rhetorical questions, similes, metaphors, emotive
language, irony (but never sarcasm), 'lists of three', repetition, parallel structures,
hyperbole (i.e. exaggeration for effect), humour (care: backfires very easily!)...
· Add variety by using interesting vocabulary and sentences. Remember that shorter sentences are
snappier and often clearer and that an occasional ultra-short sentence can be very powerful.
· Be fluent and coherent - link your ideas effectively.
LINKING EXPRESSIONS 'However...'; 'although...', 'if so...', 'and so...',
'but...', 'clearly...', 'on the other hand...', 'therefore...', 'supposing that...',
'furthermore...', 'looked at another way...', 'in contrast...', 'on the contrary...',

THE CONCLUDING PARAGRAPH

· Aim to finish strongly, positively and interestingly.
· Restate your view in an interesting and different way
· Emphasise why your view is worthy of close consideration.
· Make sure your reader knows precisely what you would like to happen next. This might be a discussion,
a compromise... you decide.
· If appropriate to your audience and purpose, end with an emotional plea.

The following words and phrases could be used to build up a persuasive piece of writing:
The main reason in favour.....
I know that some of you would argue.....however.....
An equally compelling argument.....
Surely nobody could argue that.....
There are several arguments that I would like to put.....
It is important to..... it is essential to. More important.....
Above all..... Don’t forget..... Of course.....
Whether you support this case or not..... Central to this argument.....
To sum up..... I would like to leave you with the thought that.....

Typical text types you may be asked to write when writing persuasively:
- leaflet
- speech
- letter
- magazine article
- essay

Typical Questions:
You will have 35 minutes to write about one to two sides in your answer booklet. (20 marks.)
· We have all seen "disaster" holidays on the TV. Write a letter to a travel company in which you try to
persuade them that your holiday was not up to standard and that you deserve compensation.
· Your best friend is going through a bad time at home and is thinking of leaving home to live in London.
Write a letter to your friend in which you try to persuade him or her not to leave.
· Your head-teacher has decided to stop all access to the Internet at school. Write a letter in which you
try to persuade him or her to change this decision.
· Your local newspaper has launched a competition in which you are to write an article to try to persuade
its readers to donate money towards new youth facilities in your area. Write an article in which you try to do
this.
· Your town needs tourists. Write an article for a magazine in which you promote your town and
persuade people to come along and visit.
An example of Persuasive Writing (see if you can spot persuasive techniques in this piece)

Write a letter to your head teacher in which you try to persuade him or her to invest in an Internet
connection for the school.

10 Some Road
Sometown
Someshire
SO10 2AN

2nd June 2008

Mr F Knobbly
Head teacher
Any School
Any Town
Anyshire
AN 20 3AN

Dear Mr Knobbly,
At home the other evening while I was "surfing the 'Net", I came across some information
in an article that amazed me. Apparently 95% of schools in this country are now connected to the "World
Wide Web". Mr Blair, our prime minister, was quoted in the article. This is what he said, "I have a vision for
schools in this country. And this vision includes helping schools to recognise the importance of this
revolutionary form of communication...". I was so fascinated by the article that I almost forgot the reason I
was using the Internet in the first place - to help with my English revision. You see there are so many
excellent sites these days - even from "The Guardian" and the BBC - that help students get higher grades in
their GCSEs.
Oh, but I forgot - I haven't introduced myself yet or said why I am writing. I am sorry. My name is John
Brown and I am a fifteen-year-old student at your school in Year eleven. I am in Mr. White's tutor group and I
wanted to write to you to suggest some reasons why I think our school should be included in this figure of
95% of schools connected to the Internet. You see I am passionate about this new technology - even more
passionate, I think, than our prime minister (do you know, I have read that he doesn't even know what HTTP
means?). I know that many adults feel "left out in the cold" by what is happening with all this new technology
and some of them think that youngsters such as me have found yet another way to waste a few more hours.
But no. I think that I can show you that the Internet can help us both achieve something we need: higher
grades for all of the students of our school. And the way we can do this is to make sure our school connects
all of its computers to the World Wide Web.
You see, once we are connected to the Web, one of the first benefits would be... ... ... ... [continued...]

Yours sincerely

John Brown