11 Plus Discursive Writing – Simple Structure and Examples
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Discursive writing can confuse children because it looks a bit like persuasive writing, but does a different job.
In persuasive writing, your child usually takes one side and tries to convince the reader.
In discursive writing, your child needs to look at both sides of an issue in a calm, fair way.
That difference really matters in the 11 Plus because a child can write a good piece but miss the brief if they answer in the wrong way.
What Is Discursive Writing?
Discursive writing looks at more than one side of a topic.
Your child might be asked to write about a question such as:
Should children have homework every night?
A discursive answer shouldn’t simply argue that homework is good or bad. It should explain both sides, maintain a balanced tone and finish with a sensible conclusion.
Your child doesn’t always need to give their own opinion unless the question specifically asks for it. A balanced conclusion is often enough.
The writing shouldn’t sound like a rant. It shouldn’t sound as though your child is trying to force the reader to agree with them.
It should sound calm, clear and thoughtful.
Discursive Writing vs Persuasive Writing
This is where many children go wrong.
Persuasive writing takes one side.
The writer might say something like this:
Children should not have homework every night because they need time to rest, play and spend time with their family.
That’s persuasive because the writer is trying to convince the reader.
Discursive writing looks at both sides.
The writer might say something like this:
Some people think homework helps children practise important skills, while others believe children need more rest and leisure time after school.
That’s discursive because the writer is showing that there are different views.
In simple terms
Persuasive writing says, ‘This is what I think, and I’m going to convince you.’
Discursive writing says, ‘Let’s look at both sides before reaching a conclusion.’
How to Write a Discursive Essay for the 11 Plus
For the 11 Plus, children should try to keep this simple.
If time is tight, the safest approach is to keep the structure clear and easy to follow.
A simple structure might look like this:
Paragraph 1 – introduce the issue
Briefly explain the topic and show that there are two sides.
Paragraph 2 – give one side
Explain one sensible point on one side of the argument.
Paragraph 3 – give the other side
Explain one sensible point on the other side of the argument.
Paragraph 4 – finish with a balanced conclusion
Sum up both sides. Your child doesn’t always need to give their own opinion unless the question asks for it.
This doesn’t have to be long. Under time pressure, a shorter piece that answers the brief properly is better than a longer piece that loses its way.
11 Plus Discursive Writing Structure
Here’s a simple structure your child can use.
Introduction
Start by explaining the issue.
For example
Many people have different views about whether children should have homework every night. Some people think homework helps children learn, while others believe children need more time to rest after school.
Paragraph 1
Give one side of the argument.
For example, homework can help children practise what they’ve learned in class. Reading, spelling and times tables can all improve with regular practice.
Paragraph 2
Give the other side of the argument.
For example, children are often tired after school. They might need time to relax, play outside, attend clubs, read for pleasure or spend time with their families.
Conclusion
Finish by summing up both sides.
Your child doesn’t always need to write I think ... at the end unless the question specifically asks for their view. In many discursive pieces, a balanced conclusion is enough.
For example
Overall, homework can help children practise and improve, but children also need time to rest and enjoy life beyond school. A fair amount of homework can be useful, but too much can make children tired and stressed.
What If My Child Has More Than 20 Minutes?
Some schools might give around 20 minutes for a writing task. Others might give longer.
If your child has only around 20 minutes, the four-paragraph structure is a safe and sensible choice.
If your child has longer, they can develop the piece a bit more. For example, they could include two points on each side instead of one.
However, I’d still keep the basic structure the same
Introduce the issue
Explain one side
Explain the other side
Finish with a balanced conclusion
The piece doesn’t need to balloon just because there’s more time. More time should mean better explanation, clearer examples and a more careful check at the end.
Discursive Writing Example for 11 Plus
Here’s a short example based on a common school-style topic.
Should children have homework every night?
Many people have different views about whether children should have homework every night. Some think it helps children learn well, while others believe children also need time to rest after school.
On the one hand, homework can be useful. It gives children the chance to practise skills they’ve already learned in class, and that extra practice can help them remember and improve. Reading, spellings and times tables, for example, can all become stronger with regular practice. Homework can also help children to be more responsible and organised.
On the other hand, children are tired after a full day at school. They might need time to relax, play outside, read for pleasure or spend time with their families. Some children also attend clubs or sports lessons, so too much homework can make evenings feel stressful.
Overall, there are sensible arguments on both sides. Homework can help children practise and improve, but children also need time to rest and enjoy life after school. A fair amount of homework can be useful, but too much can make children tired and stressed.
Useful Sentence Starters and Linking Words for Discursive Writing
These sentence starters and linking words can help children organise their writing.
To introduce the topic
Many people have different views about ...
Some people believe ...
Others think ...
This is an issue that affects ...
To give one side
On the one hand ...
Some people argue that ...
One reason for this is ...
For example ...
To give the other side
On the other hand ...
However ...
Other people believe that ...
This can be a problem because ...
To conclude
In conclusion ...
Overall ...
There are sensible arguments on both sides ...
A balanced view might be ...
Children don’t need to cram all of these into one piece. A few clear phrases are enough.
Common Mistakes in Discursive Writing
One common mistake is turning a discursive piece into a persuasive piece.
If the task asks your child to discuss both sides, they shouldn’t spend the whole piece arguing for one side only.
Another mistake is thinking every conclusion must include a personal opinion. If the question asks for your child’s opinion, they should give it. If it doesn’t, they can finish with a balanced conclusion.
Beware of being too dramatic! Discursive writing should usually feel calm and fair, not shouty or over-the-top.
Another common issue is forgetting the audience (who the piece is for). If the task says the piece is for a school newsletter, parents, pupils or the headteacher, that should affect the tone.
A piece for a headteacher should sound more formal than a piece for a school magazine, which will be read mostly by the writer’s peers.
The key question when thinking about audience is:
Who will read this?
That one question can help children make much better choices before they start writing.
Final Tips for 11 Plus Discursive Writing
Discursive writing doesn’t need to be fancy.
Your child needs to read the brief carefully, check that it really is asking for both sides and then keep the structure simple.
For a short timed task, a four-paragraph structure can work well:
Introduce the issue
Give one side
Give the other side
Finish with a balanced conclusion
If there’s more time, your child can add more detail, but the basic structure can stay the same.
They don’t always need to give their own opinion at the end unless the brief asks for it.
A clear, balanced piece that answers the question properly is stronger than a long piece that forgets what the task was asking.
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