Writing: discursive and opinion tasks

1. Overview

The last writing task on the paper asks you to give your views. It sets a topic, names a text type (an article, an essay, a report) and a reader, and prints a few short comments from other people - some for, some against. Your job is not to repeat those comments but to take a position and argue it in your own words. The basics of choosing a format and register are covered in Directed writing, so this unit focuses on the harder part: building the argument. It is worth around a quarter of the Reading and Writing paper, so plan a clear position before you write.

Key Definitions

• Discursive writing: Writing that discusses a topic and argues a view, rather than telling a story or simply giving information.
• Position: The opinion you decide to argue - your answer to the question.
• Balanced (for and against): Weighing both sides before reaching a conclusion.
• One-sided: Stating a view at the start and defending it throughout.
• Stimulus comments: The short opinions printed with the task. They exist to spark ideas - not to be copied.
• Discourse marker: A linking word or phrase (however, because, overall) that shows how your ideas connect.

Core Content

Step 1 - read the task and choose your shape

Look at two things: the reader and text type (this sets your register - see below) and how you want to argue. You can either:

• write a balanced piece - weigh the points for and against, then reach a conclusion; or
• write a one-sided piece - state your view at the start and defend it.

Either approach is fine; choose whichever suits the topic and the comments you are given.

Step 2 - use the comments as a springboard, do not copy them

The printed comments give you angles, but copying them earns little. Sort them into for and against, then extend each with your own reason, example or consequence:

Should the school day start later?
For	more sleep, so better focus in lessons; fewer students arriving tired
Against	a later finish clashes with clubs and jobs; buses are timed to the morning
My position	start thirty minutes later - the health gain outweighs the timetable cost

A comment might just mention "tiredness"; you turn that into a developed point: students who sleep longer concentrate better, so lessons become more productive.

Step 3 - use a reliable skeleton

• Introduction: name the topic, and (for a one-sided piece) state your position.
• Body - two or three paragraphs: each one is Point, then Reason, then Example or Consequence.
• Conclusion: for a balanced piece, weigh up and decide; for a one-sided piece, restate your view firmly.

Keep it to the length the task guides - a developed argument, not a long one.

Linking words that signal an argument

Group them by the job they do, and keep them suited to your register:

• Adding: in addition, moreover, also
• Contrasting: however, on the other hand, although
• Reasoning: because, since, as a result
• Giving examples: for instance, such as
• Concluding: overall, on balance, to sum up

Match your register to the reader

• Report (to a head teacher or a committee): formal and neutral.
• Article (for a magazine or website): lively, but not slangy.
• Essay (after a class discussion): measured and objective.

Too informal: "School should totally start later, it's a no-brainer." Better, for an article: "There is a strong case for starting the school day a little later."

Worked example - a school-magazine article, built in stages

Task (invented): Your class discussed whether the school day should start later. Write an article for the school magazine giving your views.

Stage 1 - plan (use the grid above): position = start thirty minutes later.

Stage 2 - an opening that names the topic and the view:

Should our school day begin later? After our class debate, I am convinced that a half-hour delay would do more good than harm.

Stage 3 - a body paragraph (Point, Reason, Example):

The clearest benefit is sleep. Teenagers who rest longer concentrate better, so early lessons would be far more productive - in our own class, the first lesson of the day is always the quietest and slowest to get going. A later start need not mean a later finish, however, if breaks are trimmed.

That paragraph makes one point, backs it with a reason, adds a small example, and even answers an objection with however.

One format choice that shapes your argument

The main format decision that affects your structure is headings: an essay runs as introduction, body and conclusion with no headings, while a report uses a heading and ends with a recommendation. For the full format of every text type, see Directed writing.

How this task is marked

Your writing earns marks for content (a clear, relevant position, developed with your own ideas, and answering the whole task) and for language (accuracy, range and a register that fits the reader - see Language accuracy and register). Together this task is worth around a quarter of the Reading and Writing paper. Cambridge sets the exact marks and length for each session, so always follow what is printed on your own paper.

Exam Focus

• Take a clear position early and keep it in view to the end.
• Develop, do not list. Two or three points with reasons and examples beat six bare statements.
• Add your own ideas - the printed comments are a starting point, not the answer.
• Answer the whole task, including any second instruction (for example "and suggest how it could be improved").

Common Mistakes

• ❌ Wrong: Copying or lightly rewording the printed comments.
  • ✓ Right: Use them for angles, then develop your own reasons and examples.
• ❌ Wrong: Listing many undeveloped points to reach the word count.
  • ✓ Right: Fewer points, each explained with a reason and an example.
• ❌ Wrong: Drifting register - a chatty tone in a report to the head teacher.
  • ✓ Right: Choose the register from the reader and hold it throughout.
• ❌ Wrong: Answering only half of a two-part task.
  • ✓ Right: Check for a second instruction and cover it.
• ❌ Wrong: Never stating a clear opinion.
  • ✓ Right: Decide your position and make it obvious.

Exam Tips

1. Spend the first two minutes sorting the comments into for and against and choosing your position.
2. Jot a three-line plan (introduction, two points, conclusion) before you write.
3. Start each body paragraph with your point, then give the reason and example.
4. Leave a minute to check you answered every part of the task and held one register.
5. See Language accuracy and register for the language marks this task also carries.

Practice task

Task: Your school is thinking of banning mobile phones at break times, and your class discussed it. Some comments from classmates:

• "Phones let us contact family in an emergency."
• "People just stare at screens instead of talking."
• "We should be trusted to manage our own time."
• "Games at break cause arguments."

Write an article for the school website giving your views. Use these comments for ideas, and add your own. (Follow the length printed on your paper.)

Check yourself: a strong answer takes a clear position, develops two or three points (each with a reason and an example), brings in at least one idea of your own beyond the comments, keeps a consistent article register (lively but not slangy), and opens and closes clearly.