Building Strong Arguments

Overview

In this second lesson of the five-part Persuasive Speech Toolkit unit, students investigate what makes an argument convincing. They examine strong and weak examples, identify how evidence supports reasons, then plan and draft one persuasive paragraph for a speech topic.

Learning intentions

• WALT identify the features of a strong persuasive argument.
• WALT support a reason with a fact, example or explanation.
• WALT use linking phrases to connect ideas clearly.
• WALT plan and draft one convincing argument paragraph.

Success criteria

• I can write a clear topic sentence that states my argument.
• I can support my reason with a relevant fact, example or explanation.
• I can use phrases such as for example, this shows and as a result.
• I can finish with a concluding link that returns to my main point.

Curriculum links

• English — Writing to persuade: introduce a topic, state a position, group related ideas and support reasons with facts and details.
• English — Writing to persuade: use emotive language and linking words to build a convincing case and provide a conclusion.
• English — Composition: recognise persuasive texts such as speeches and arguments, including topical issues relevant to students.
• English — Oral Language: plan and construct a detailed argument for communicating and presenting.

Lesson structure (45 minutes)

1. 0–5 min · Hook and recall. Display the question, “Should our school have one screen-free lunchtime each week?” using the opening question slide. Students silently choose a position, then share one reason with a partner; invite two or three responses and explain that today they will make reasons more convincing.

2. 5–13 min · Compare exemplars. Show the strong and weak argument examples. Read both paragraphs aloud, then ask: “Which one would persuade you more? Why?” Students discuss with a partner and underline or name differences, such as specific evidence, explanation, linking phrases and a clear conclusion. Record their observations on the board.

Suggested examples:

• Weak: “Our class should have more outdoor learning because it is good. It would be fun.”
• Strong: “Our class should have more outdoor learning because it helps us learn in memorable ways. For example, measuring trees in the school grounds gives us real data to use in maths. This shows that outdoor learning can make lessons practical as well as enjoyable. As a result, our class should have regular opportunities to learn outside.”

3. 13–20 min · Build an evidence word bank. Display the evidence and reasoning language slide and briefly model the difference between a reason and support for a reason. Students suggest phrases and help sort them into three functions: giving an example (for example, specifically, such as); explaining evidence (this shows, this means, because); and showing impact or linking to the conclusion (therefore, as a result, consequently). Keep the completed word bank visible. Place the persuasive language word bank where students can refer to it during drafting.

4. 20–27 min · Teacher think-aloud. Use the paragraph-building model to model turning a simple reason into a paragraph. Think aloud: “My topic sentence states my position. Now I need support that the reader can understand. I will add a specific example, explain what it shows, and link back to my argument.” Identify the four parts: topic sentence, supporting detail, explanation and concluding link. Ask students to suggest a stronger detail for the model topic.

5. 27–38 min · Plan and draft. Distribute the persuasive argument planning and drafting sheet. Students choose a familiar, age-appropriate issue, such as longer library time, more native plants at school, a class pet or a technology-free break. They complete the planning prompts, then draft one paragraph of approximately 80–120 words. Circulate and conference, asking: “What is your strongest reason?”, “What evidence supports it?” and “What does this show?” Encourage students to use at least two linking phrases.

6. 38–43 min · Peer review. Display the peer-review checklist. In pairs, students read their paragraphs aloud and give one specific positive comment and one suggestion. Partners check for a clear topic sentence, relevant support, an explanation, linking language and a concluding link. Students make one immediate improvement to their draft.

7. 43–45 min · Plenary and exit check. Return to the final reflection slide. Students complete the sentence, “The strongest part of my argument is ___ because ___.” Collect the worksheets and select two contrasting paragraphs to revisit next lesson, with permission from the writers.

Resources

• the persuasive speech toolkit slide deck
• the persuasive argument planning and drafting sheet
• the persuasive language word bank
• Whiteboard or shared digital board
• Pens, highlighters and writing books
• Timer
• Display screen or interactive whiteboard

Assessment

• During exemplar analysis, listen for students identifying evidence, explanations, linking phrases and conclusions rather than simply choosing a preferred opinion.
• During drafting, use the planning sheet and conferences to check that each student has a position, reason, relevant support and explanation.
• Use the peer-review checklist and final reflection to identify students needing further modelling of evidence, paragraph structure or linking language.

Differentiation

• Support writers with a choice of topics, a paragraph frame and sentence starters: “I believe…”, “For example…”, “This shows…”, and “As a result…”. Allow students to orally rehearse their paragraph before writing.
• Provide a small group with a pre-selected reason and a choice of evidence cards or examples to discuss before completing the worksheet.
• Challenge confident writers to rank two reasons from strongest to weakest, include a precise fact or detail, and anticipate a reader’s possible concern.
• Support EAL learners and students with literacy needs through oral discussion, visual modelling, highlighted paragraph parts, the word bank and access to speech-to-text or scribing where appropriate.