Both sides
Take a question. Pairs spend two minutes arguing one side, then swap and argue the other. Collect the best points.
Writing · Level 3 · Years 5 and 6 · Unit 3 of 6 · Discussion text
A balanced argument
Children weigh both sides of a question fairly, linking points with formal connectives, and reach a reasoned conclusion.
8sessions
60minutes each
Years 5 and 6ages 10 to 12
A2 to B1CEFR
By the end
Children write a four-paragraph balanced argument with an introduction, points for, points against and a conclusion that gives a reasoned view.
How the unit runs
8 sessions, 8 parts
Every writing unit follows the same eight parts: read, talk, learn the sentence skill, plan, write together, write alone, check, publish. This unit fits them into 8 sessions of about 60 minutes.
| Session | Parts | What happens |
|---|---|---|
| Session 1 | Part 1: Read and enjoy | Read and enjoy "Should children have homework?". Find 3 features to notice. |
| Session 2 | Part 2: Talk it | Oral rehearsal games: Both sides, Sound balanced, Connective sort. |
| Session 3 | Part 3: Sentence skill | Teach the sentence skill: Linking ideas: however, although, on the other hand. |
| Session 4 | Part 4: Plan | Plan on the frame: my balanced argument plan. |
| Session 5 | Part 5: Shared write | The teacher models the writing, thinking aloud. |
| Session 6 | Part 6: Independent write | Children write independently, with support and stretch. |
| Session 7 | Part 7: Check | Check against the success criteria and the editing checklist. |
| Session 8 | Part 8: Publish | Publish for a real reader on the printable template. |
Curriculum link. Years 5 and 6 composition: using a wide range of devices to build cohesion within and across paragraphs; using further organisational and presentational devices to structure text. Appendix 2: linking ideas across paragraphs using adverbials of time, place and number (Year 5) and a wider range of cohesive devices such as on the other hand, in contrast, as a consequence (Year 6). Sources: see the end of this page.
Part 1 of 8
Read and enjoy a model text
Read it aloud first, or press the button. Talk about what the writer has done before anyone writes. This text was written for Litlings and is free to copy for your class.
Homework has been part of school life for generations, yet people disagree about whether it helps. This essay looks at both sides before reaching a conclusion.
On the one hand, homework gives children a chance to practise what they have learned. Moreover, it can build good habits, such as planning time and working independently. As a consequence, some pupils feel more confident in lessons.
On the other hand, homework can leave little time to play, rest or spend with family. Furthermore, children who find tasks hard may feel stressed, whereas others finish in minutes. In contrast, activities such as sport or reading for pleasure also help children learn.
In conclusion, homework can be useful when it is short, clear and meaningful. However, it should never take over children's free time. Overall, I believe schools should set small, focused tasks rather than long ones.
What to notice
- On the one hand / On the other handThese phrases signpost the two sides. The tone stays fair.
- Moreover, Furthermore, In contrast, HoweverCohesive devices link ideas across and within paragraphs.
- In conclusion ... I believeThe conclusion weighs both sides and gives a reasoned view.
Part 2 of 8
Talk it: oral rehearsal
Talk comes before writing. Children say the sentences, then the paragraph, before the pencil moves.
Sound balanced
Say a one-sided statement (Homework is awful). Rework it into a fair one: Some children find homework stressful, although others enjoy it.
Connective sort
Sort connectives into groups: adding (moreover), contrasting (however), cause and result (as a consequence).
Part 3 of 8
Sentence skill: Linking ideas: however, although, on the other hand
A balanced argument links points for and against with formal connectives and keeps a calm, fair tone.
Teach it in four steps
- Introduce the question and say you will look at both sides.
- Write one paragraph of points for and one of points against, each with a connective.
- Use however, although and on the other hand to contrast.
- Conclude with a reasoned view that refers to both sides.
Examples
| Start | Becomes or shows |
|---|---|
| Homework helps. It leaves little time to play. | Homework helps children practise. However, it can leave little time to play. |
| Some enjoy it. Many are tired. | Although some enjoy it, many are tired. |
| I think so. | Overall, I believe that, on balance, ... |
Practise: Linking ideas: however, although, on the other hand
Part 4 of 8
Plan: My balanced argument plan
List both sides before you decide. Children say each part aloud to a partner first, then jot notes. Type here, or print the frame to use on paper. It prints on one A4 page.
My balanced argument plan
NameDate
List both sides before you decide.
The questionShould ___?
Points forTwo or three reasons, with evidence.
Points againstTwo or three reasons, with evidence.
Connectives I will useHowever, moreover, on the other hand, as a consequence.
My conclusionOverall, I believe ___ because ___.
Part 6 of 8
Independent write
The task
Write a balanced argument about a question that people disagree on. Give both sides fairly, link ideas with formal connectives and finish with a reasoned conclusion.
Sentence starters
- There is a debate about whether ___.
- On the one hand, ___.
- Moreover, ___.
- On the other hand, ___.
- However, ___.
- In conclusion, ___.
Word bank
- however
- moreover
- furthermore
- although
- whereas
- in contrast
- as a consequence
- on balance
- overall
- arguably
Support
Give a two-column table to fill in, and a connective word mat sorted by purpose.
Stretch
Add statistics or quotes from a survey of the class as evidence.
English as an additional or foreign language. Give a connective bank with example sentences. Practise debating in pairs with sentence frames before writing.
Part 7 of 8
Check: success criteria and editing
Children read their writing aloud, tick what they have done and fix what they have not. Ticks are saved on this device only.
Success criteria
Editing checklist
Part 8 of 8
Publish for a real reader
Hold a class debate using the arguments. Pin the final pieces up under the heading Both sides.
Printable template: Picture and writing page
One A4 page, blank for handwriting. Print from the browser or download the PDF.
My page
NameDate
Draw your picture, then write underneath.
Title
Picture
My writing
Keep going
In this course
Elsewhere on the site
Sources
- National curriculum in England: English programmes of study (DfE)
- English Appendix 2: vocabulary, grammar and punctuation (DfE)
- Improving Literacy in Key Stage 2 (EEF)
Curriculum statements are paraphrased from the documents above. Model texts and activities are original to Litlings.