Checkpoint 8 · Paper 1 writing (non-fiction)

Argumentative Writing: One-sided and Balanced (Discursive)

How to argue a case on a debatable issue in Paper 1: one-sided arguments with a counter-argument and rebuttal, balanced (discursive) pieces that weigh both sides fairly, plus structure, phrases and two strong 350+ word samples.

British & IGCSE › Checkpoint 8 English (Cambridge Lower Secondary 0861)

1. What is argumentative writing?

Argumentative writing sets out a case on a debatable issue and supports it with reasons and evidence. Its job is not to shout louder than the other side, but to prove that a position is the most reasonable one. A debatable issue is one on which sensible people disagree: "Should students wear school uniform?" is debatable, but "Is the Nile a river?" is not.

It sits in Paper 1 (Non-fiction), Section B Writing, worth 25 marks. You write one extended piece, and the paper gives you space to plan. Persuasive and argument writing, and discursive (balanced) argument writing, are among the non-fiction text types you are expected to be able to produce, so this genre can appear as the writing task — often dressed as an article, a letter, a speech or an essay for a school website or magazine.

	Opinion writing	Persuasive writing	Argumentative writing
Main aim	To say what you think	To make the reader feel what you feel and act	To prove that your view is justified
How it works	Your view + your reasons	Emotion, rhetorical questions, direct appeals ("you")	Reasons + evidence + the other side answered
The other side	Often ignored	Mentioned only to be knocked down quickly	Taken seriously, stated fairly, then answered
Tone	Personal, can be informal	Passionate, energetic	Calm, formal, controlled
Typical task words	"What do you think about...?"	"Persuade", "convince", "encourage"	"Argue", "discuss", "consider both sides", "to what extent do you agree"

Two types: one-sided and balanced (discursive)

Argumentative writing comes in two shapes. You must recognise which one the task wants before you plan, because the paragraph plan is different.

	One-sided argument	Balanced (discursive) argument
Aim	Argue FOR or AGAINST and win the reader over by reason	Explore BOTH sides fairly, then reach a reasoned judgement
Task words	"Argue for or against...", "Give your view...", "Do you agree?"	"Discuss...", "Consider both sides...", "Present the arguments for and against...", "advantages and disadvantages"
Your opinion appears	In the introduction (thesis) and all the way through	Only in the conclusion (the introduction stays neutral)
The other side	One counter-argument paragraph followed by a rebuttal	Given equal space: usually two paragraphs for, two against
Pronouns	"I believe...", "I would argue..." (used sparingly)	Mostly third person: "Supporters claim...", "Critics argue..."
Ending	Restate your position in fresh words. Show why it survives the objection	Weigh the two sides and decide which is stronger, and why

Read the task words like a detective

"Argue", "give your view", "do you agree" → one-sided, but you still need a counter-argument and rebuttal for the top band.
"Discuss", "consider both sides", "for and against", "advantages and disadvantages" → balanced. Do not give your opinion in the introduction.
"To what extent do you agree?" → either works, but the strongest answers weigh both sides and then say how far they agree (completely, mostly, only partly).
Look for the format too. An article needs a headline, a letter needs "Dear..." and a sign-off, and a speech needs to address the audience. The wrong format caps your mark.

How it is marked (25 marks)

Your writing is marked out of 25 using five categories. Here is what each category means for an argument.

Category	Marks	What a top-band argument shows
Creation of texts (older name: content, purpose and audience)	5	Fully relevant to the issue. A clear, consistent position (or a fair balance ending in a judgement). Every reason developed with evidence or an example. A formal voice that respects an intelligent reader.
Vocabulary and language	3	Precise argument vocabulary ("compelling", "concede", "undermine", "outweigh") and hedging words ("arguably", "tends to") chosen on purpose, not decorations.
Structure of texts (older name: text structure)	7	Logical paragraphs with clear topic sentences. Reasons in a sensible order (strongest first). A counter-argument and rebuttal. Connectives that link ideas. An opening that frames the issue and an ending that decides.
Grammar and punctuation (older name: sentence structure, punctuation and grammar)	7	A range of sentence types used for effect (including short sentences for impact and complex sentences for reasoning). Accurate verbs. Accurate commas, apostrophes, colons, semicolons and dashes.
Word structure (spelling)	3	Accurate spelling of everyday and ambitious words, including suffixes ("-tion", "-ment", "-ible/-able") and homophones (their/there/they're, affect/effect).
Total	25	Section B of Paper 1 (Non-fiction)

Rules that can cap your mark

Writing the wrong text type caps Creation of texts at 1 mark, and in recent mark schemes Structure of texts is capped too. Always check the format the task names.
20 words or fewer scores 0. Between 21 and 60 words, the whole answer can score no more than 7 out of 25.
Your plan is not marked, so keep it short (notes, not sentences) and spend your time on the answer.
The examiner uses best fit: you get the band that matches your writing overall, so one strong paragraph cannot hide five weak ones.

How to get full marks: the checklist

Your position (or the question you will weigh) is clear by the end of paragraph 1.
Each body paragraph has ONE main reason, opened by a topic sentence.
Every reason has a "because" and some evidence: a fact, an example, a realistic statistic, an expert view or an everyday observation.
Your two reasons are different kinds (for example practical + fairness, or health + money) — not the same reason twice.
You state the opposing view fairly (two or three sentences), then rebut it.
Tone is formal: no slang, no contractions ("don't" → "do not"), no strings of exclamation marks.
You use cautious words where a claim could be attacked ("often", "in most cases", "arguably").
The conclusion decides. Never end with "there are good points on both sides" and nothing more.

2. Features of argumentative writing

Feature	What it does	Example
Title / headline	Names the issue and hints at your angle (layout feature)	"Screens Cannot Replace the Page"
Thesis statement	One sentence that states your position clearly	"I believe that replacing our textbooks completely would be a mistake."
Topic sentences	Open each paragraph with its main point	"The most compelling reason to keep printed books is concentration."
Evidence	Proves the reason is true	"Almost a third of the screens showed something other than the task."
Explanation	Shows WHY the evidence supports your point	"What this demonstrates is that..."
Counter-argument	States the strongest opposing view fairly	"Those who disagree argue, reasonably enough, that..."
Rebuttal	Answers the counter-argument	"Yet this argues for using tablets alongside books, not instead of them."
Concession	Admits a point is partly true (makes you look fair)	"I concede that the cost would be considerable."
Logical connectives	Signpost how ideas link	furthermore, however, consequently, nevertheless, on balance
Hedging (cautious) language	Makes claims harder to attack	tends to, may, arguably, in most cases
Formal, objective tone	Sounds reasonable and trustworthy	"The evidence suggests..." not "I reckon..."
Rhetorical question (sparingly)	Frames the debate	"Are zoos places of rescue, or prisons with ticket booths?"
Decisive conclusion	Weighs the sides and lands on a judgement	"On balance, the advantages clearly outweigh the drawbacks."
Paragraphs (layout)	One reason per paragraph. A new paragraph for the other side	Introduction / reason 1 / reason 2 / counter / rebuttal / conclusion

The counter-argument and rebuttal: the move that wins marks

Handling the other side well is what separates a top-band argument from an average one. Follow two rules: state the strongest version of the opposing view (not a silly one that is easy to knock down), and give it at least two or three sentences before you answer it. Then choose one of these three ways to rebut it.

Rebuttal method	How it works	Example (issue: a longer school day)
1. Concede and limit	Agree it is true in some cases, then show why it does not apply here	"It is true that some students would feel tired. However, a later finish with sport and clubs is very different from an extra hour of lessons."
2. Expose the false assumption	Show that the other side's argument rests on something untrue	"This objection assumes that time at school is wasted time. In fact, supervised study is often more effective than study at home."
3. Outweigh	Accept the point but show your reason matters more	"Even if the change costs more, the cost of students falling behind is far greater."

Weak (loses marks)	Strong (earns marks)
"Some people think tablets are good but they are wrong."	"Those who support the change argue, reasonably enough, that one light device is easier to carry than six heavy books."
"Other people disagree. But I don't care."	"Yet these advantages argue for using tablets alongside books, not instead of them."

3. How to structure it

Type A — One-sided argument (about 350-450 words, 6 paragraphs)

Paragraph	What to write	Sentence starter
Title	Short, clear, shows your angle	"Why... Must..." / "The Case for..."
1. Introduction	Frame the issue in 1-2 sentences. Show it is debated. State your thesis plainly	"Few subjects provoke as much disagreement as..."
2. Reason 1 (strongest)	Topic sentence with your reason → evidence → explain why the evidence supports your view → link back to your thesis	"The most compelling reason for... is that..."
3. Reason 2 (a different kind)	If reason 1 was practical, make this one about fairness, health, money or the future	"A further consideration, and arguably a more important one, is..."
4. Counter-argument	The strongest opposing view, stated fairly in 2-3 sentences	"It would be dishonest to pretend that... carries no weight."
5. Rebuttal	Answer it: concede and limit, expose an assumption, or outweigh	"Yet this objection, powerful as it is, ..."
6. Conclusion	Restate your view in fresh words. Say why it survives the objection. End with the wider significance. No new reasons.	"On balance, then, the evidence points firmly towards..."

Type B — Balanced (discursive) argument (about 350-450 words, 6 paragraphs)

Paragraph	What to write	Sentence starter
Title	Often a question or "X or Y?"	"Cages or Conservation?"
1. Introduction	Hook. Explain why the issue matters. Pose the question. Stay neutral.	"The question of whether... has divided opinion for years."
2. For — point 1	The strongest argument in favour, with evidence	"Supporters point first to..."
3. For — point 2	A different argument in favour	"A second argument in favour concerns..."
4. Against — point 1	The strongest argument against, with evidence	"On the other hand, critics argue that..."
5. Against — point 2	A different argument against	"Opponents also question whether..."
6. Conclusion	Weigh both sides. Say which is stronger and WHY. Give your judgement	"Having weighed both sides, I believe..."

Planning in five minutes

Write your thesis (or your key question) in one sentence.
One-sided: list two reasons, one counter-argument and one rebuttal. If you cannot think of a rebuttal, switch sides — you have chosen the weaker position.
Balanced: draw two columns, FOR and AGAINST, with two points each, then circle the side you will finally support.
Next to each point, write one piece of evidence (a fact, an example or an everyday observation).
Inside each body paragraph: a topic sentence, then evidence, then an explanation of why that evidence matters.

How to start: openings

Openings that frame the debate

Few subjects divide a school as sharply as [issue].
The question of whether [issue] has divided opinion for many years, and it is not settled by tradition alone.
Every year, [a striking fact or observation]. Should we accept this, or is it time for change?
Imagine a school where [picture of the change]. For some, this is a dream. For others, it is a warning.
Supporters call it progress, while critics call it a gamble. The truth, I believe, is [your thesis].

Thesis statements (one-sided)

Having considered the evidence on both sides, I would argue that [position].
While the case against is not without merit, the evidence points firmly towards [position].
I believe that [position] — not because [easy reason], but because [deeper reason].

Neutral introductions (balanced)

Both sides have serious arguments, and they deserve to be weighed carefully.
Before reaching a judgement, it is worth examining the case for and against.

How to end: closings

Conclusions that decide

On balance, the advantages of [position] considerably outweigh the drawbacks.
The evidence, taken together, points in one direction: [position].
Having weighed both sides, I believe that [judgement], because [the deciding reason].
The debate will continue, but until [condition], the stronger case belongs to [position].
The real question, therefore, is not whether [X], but whether [deeper question].
Progress does not mean replacing what works; it means adding what helps. (Echo an idea from your opening.)

4. Useful phrases and vocabulary

Introducing a reason

The most compelling reason for [position] is that...
A further consideration, and arguably a more important one, is...
Beyond the practical benefits, there is a stronger case to be made about...

Giving and explaining evidence

This is borne out by [example], where...
Consider [example]: it shows that...
What this demonstrates is that...
This matters because...

Stating the other side

Those who disagree argue, reasonably enough, that...
It would be unfair to pretend that [opposing point] carries no weight.
There is a genuine concern that..., and it deserves an answer.
Critics claim that... / Opponents point out that...

Rebutting

Yet this objection, powerful as it is, argues against [smaller issue] rather than [the real issue].
The difficulty with this reasoning is that it assumes...
Even if we accept that..., it does not follow that...
This holds in some cases, but it does not apply to...

Weighing (balanced pieces)

On the one hand... On the other hand...
Set against [their benefit], the cost of [their position] is difficult to justify.
Both positions have merit, but only one of them addresses [the central problem].

Word / phrase	Meaning / use
compelling (adj.)	so strong that you must accept it: "a compelling reason"
contentious (adj.)	causing strong disagreement: "a contentious issue"
valid (adj.)	logical and well founded: "a valid objection"
flawed (adj.)	containing a weakness: "the reasoning is flawed"
unfounded (adj.)	not supported by evidence: "an unfounded fear"
plausible (adj.)	seems reasonable, though not proven
assert (v.)	to state firmly that something is true
contend (v.)	to argue that something is the case: "Critics contend that..."
concede (v.)	to admit that a point is true: "I concede that..."
refute (v.)	to prove that something is wrong
undermine (v.)	to weaken: "one error undermines the whole case"
outweigh (v.)	to be more important than: "the benefits outweigh the costs"
advocate (v./n.)	to publicly support / a supporter
rebuttal (n.)	an answer that argues against an opposing view
consensus (n.)	general agreement among a group

5. Strong sample 1: one-sided argument

One-sided argument: article for the school magazine443 words · Strong answer — Creation 5/5 · Vocabulary 3/3 · Structure 7/7 · Grammar & punctuation 7/7 · Spelling 3/3

Task: Your school is thinking about replacing all printed textbooks in Years 7 to 9 with tablets. Write an article for the school magazine in which you argue for or against this change. Give reasons for your view and respond to the views of people who disagree with you.

Screens Cannot Replace the Page

Next September, if the proposal now on the head teacher's desk is approved, every printed textbook in Years 7 to 9 will be collected, boxed and replaced by a tablet. Supporters call it progress, but many teachers quietly call it a gamble. Having thought carefully about both views, I believe that replacing our textbooks completely would be a mistake, and that tablets should support printed books rather than take their place.

The most compelling reason to keep printed books is concentration. A textbook does one thing: it holds the lesson. A tablet, however, holds the lesson, the games, the messages and the endless temptation of "just one quick look". When our class tried a digital worksheet last term, our science teacher counted how many screens showed something other than the task after ten minutes; it was almost a third. What this demonstrates is not that students are lazy, but that a device designed to entertain will always compete with the work it is meant to deliver.

A further consideration, and arguably a more serious one, is fairness. Tablets break, run out of charge and depend on Wi-Fi that does not reach every home. A student whose screen cracks on Sunday evening arrives on Monday with nothing, whereas a student with a battered paper book still has every page. Families who cannot afford repairs or a strong internet connection would be hit hardest — the very students a school should protect.

It would be unfair to pretend that the case for tablets carries no weight. Those who support the change argue, reasonably enough, that one light device is easier to carry than six heavy books, that it can be updated instantly and that it prepares us for a digital future. Anyone who has dragged a bag full of textbooks up three flights of stairs knows that the first point, at least, is true.

Yet these advantages argue for using tablets alongside books, not instead of them. The weight problem could be solved tomorrow with classroom sets kept in lockers, and new material can be shared on a screen without throwing away the reliable book underneath it. The difficulty with the proposal is that it assumes we must choose one or the other. We do not.

On balance, then, the evidence points firmly in one direction. Tablets are a useful tool, but a tool is not a teacher, and a screen is not a book. Our school should invest in a set of shared devices for research and projects while keeping a printed textbook on every desk. Progress, after all, does not mean replacing what works; it means adding what helps.

Why this gets the marks

Creation of texts 5/5: the whole piece answers the task (for or against tablets) with a clear viewpoint stated in paragraph 1 and kept to the end. Ideas are developed with examples (the science-lesson count, the cracked screen), and the calm, formal voice suits a magazine read by students and teachers.
Vocabulary and language 3/3: precise, argument-specific words chosen for effect — "compelling", "consideration", "arguably", "gamble", "reasonably enough". The contrast "a tool is not a teacher, and a screen is not a book" is memorable without being emotional.
Structure of texts 7/7: a headline, then six paragraphs in the classic shape — thesis → strongest reason (concentration) → a different kind of reason (fairness) → counter-argument → rebuttal → decisive conclusion. Connectives guide the reader: "The most compelling reason", "A further consideration", "Yet", "On balance, then". The ending echoes the opening (progress) to close the circle.
Grammar and punctuation 7/7 (sentences): a full range of sentence types — complex openers ("When our class tried..."), compound sentences, and very short sentences for impact ("We do not.").
Grammar and punctuation 7/7 (punctuation): semicolons join two related independent clauses (paragraphs 2 and 6). A colon introduces an explanation ("one thing: it holds the lesson"). A single dash adds emphasis (paragraph 3). Inverted commas mark a phrase that is not the writer's own ("just one quick look").
Word structure (spelling) 3/3: ambitious words spelt correctly — "concentration", "consideration", "temptation", "compelling", "arguably", "underneath", "invest".
Counter-argument and rebuttal: paragraph 4 states the opposing view fairly (three real advantages, and even agrees with one). Paragraph 5 rebuts it by showing the opponents' false assumption (that we must choose one or the other). This is what lifts an argument into the top band.

Strong sample 2: balanced (discursive) argument

Balanced argument: article for the school website441 words · Strong answer — Creation 5/5 · Vocabulary 3/3 · Structure 7/7 · Grammar & punctuation 7/7 · Spelling 3/3

Task: Your class is preparing for a debate on the question: "Do zoos still have a place in the modern world?" Write an article for the school website that discusses both sides of the question fairly and ends with your own reasoned conclusion.

Cages or Conservation? The Case For and Against Zoos

For many of us, a first trip to the zoo is a treasured childhood memory: the roar of a lion behind thick glass, a giraffe stretching its neck towards an outstretched hand. Today, however, those same visits are increasingly questioned. Are zoos places of learning and rescue, or are they simply prisons with ticket booths? Both sides have serious arguments, and they deserve to be weighed carefully before any judgement is made.

Supporters of zoos point first to conservation. Some species that had almost disappeared from the wild, such as the Arabian oryx, survived partly because zoos bred them in safety and later returned them to their natural habitat. Modern zoos also fund research into animal diseases and share their findings with wildlife reserves. From this point of view, a well-run zoo is less a cage than a lifeboat.

A second argument concerns education. A documentary can show a tiger, but it cannot show how enormous a tiger really is, or how silently it moves. Seeing living animals close up can turn a passing interest into a lifelong concern for nature, and many people who work in wildlife protection say that their passion began on a school trip to the zoo.

On the other hand, critics argue that no enclosure, however large, can replace the wild. An elephant may walk many kilometres a day in its natural home, but in a zoo it may pace the same few metres for years. Animals kept in poor conditions sometimes develop repeated, restless habits, such as swaying or circling; experts link these habits to stress and boredom. For opponents, these signs prove that captivity causes suffering that no ticket price can justify.

Opponents also question whether zoos are honest about their purpose. Some zoos, they claim, care more about selling souvenirs than saving species, and they keep popular animals that are not endangered at all simply because those animals attract crowds. If entertainment is the real aim, the claim that zoos exist for conservation begins to look rather weak.

Having weighed both sides, I believe that zoos still have a place in the modern world, but only a certain kind of zoo. The strongest argument against them — animal suffering — is really an argument against bad zoos, not against all zoos. A zoo that breeds endangered species, gives its animals space to behave naturally and teaches visitors to protect the wild deserves our support. A zoo that treats animals as attractions does not. The real question, therefore, is not whether zoos should exist, but whether we are willing to demand that they earn the right to.

Why this gets the marks

Creation of texts 5/5: the task asks for both sides, so the writer stays neutral in the introduction, gives each side two developed points, and only gives a personal judgement in the conclusion. The viewpoint is clear but fair, which is exactly what a discursive task rewards.
Vocabulary and language 3/3: topic vocabulary ("conservation", "habitat", "enclosure", "captivity", "endangered") plus reporting verbs that keep the tone objective ("point to", "argue", "claim", "question"). The metaphors "prisons with ticket booths" and "less a cage than a lifeboat" sum up each side vividly.
Structure of texts 7/7: a balanced shape — neutral introduction ending with the key question → two paragraphs FOR → two paragraphs AGAINST → conclusion that weighs and decides. Every paragraph opens with a clear topic sentence and a signpost ("Supporters of zoos point first to", "A second argument", "On the other hand", "Opponents also", "Having weighed both sides").
Grammar and punctuation 7/7 (sentences): varied sentences — a rhetorical question in the introduction and complex sentences that open with a subordinate clause ("If entertainment is the real aim, ...").
Grammar and punctuation 7/7 (punctuation): a semicolon joining two related independent clauses (paragraph 4: "…such as swaying or circling; experts link these habits to stress and boredom"), a colon introducing extra information (paragraph 1), a pair of dashes adding extra information ("— animal suffering —") and a pair of commas for extra information ("no enclosure, however large, can replace the wild").
Word structure (spelling) 3/3: correct spelling of ambitious words — "conservation", "judgement" (British spelling), "souvenirs", "captivity", "endangered", "enclosure", "opponents".
Balanced, not sitting on the fence: the conclusion does not just repeat both sides. It judges which argument is stronger and explains why ("an argument against bad zoos, not against all zoos").

Compare the two samples

Sample 1 says "I believe" in paragraph 1, while sample 2 waits until the last paragraph.
Sample 1 gives the other side ONE paragraph and then rebuts it, while sample 2 gives the other side TWO full paragraphs and answers it only in the conclusion.
Both end with a clear decision. Sitting on the fence is never a full-mark ending.

Timing in the exam

In Paper 1 (1 hour 10 minutes in total) the suggested time for Section B Writing is about 35 minutes (some older papers suggested 30 minutes). Section A Reading comes first, so do not let it eat into your writing time: the writing task is worth the same 25 marks.

Minutes	What to do
0-5	G.A.A.P. the task (Genre, Audience, Area of content, Purpose). Underline every bullet point. Write a quick paragraph plan in the planning space.
5-30	Write. Aim for about 350-450 words in 5-7 paragraphs. Keep one eye on your plan so every bullet point is covered.
30-35	Check: spelling of ambitious words, full stops between sentences (no comma splices), verb tenses, capital letters, and that the ending does what the task asks.

6. Common mistakes

Mistake	Why it loses marks	Fix
Writing a persuasive rant	Emotion without reasons reads as opinion, not argument (Creation of texts)	Every claim needs a "because" and evidence
Ignoring the other side	No counter-argument = the structure mark stays in the middle bands	Add a fair counter-argument + rebuttal paragraph
A weak, silly counter-argument	Looks like you are avoiding the real objection	Choose the opposition's strongest point
Giving your opinion in the introduction of a "discuss" task	The task asked for balance	Stay neutral until the conclusion
Sitting on the fence	The conclusion does not decide anything	Say which side is stronger and why
Two reasons that are really one	"Phones distract" + "phones stop you concentrating" = one idea	Choose two different kinds of reason
Overstating ("everyone knows", "always")	Invites the reader to find the exception	Use cautious words: often, many, arguably
Contractions and slang	Breaks the formal tone (Vocabulary and language)	"do not", "cannot". "a lot of" → "a great deal of"
A new reason in the conclusion	Weakens the structure	Only sum up, weigh and decide

Final checklist before you hand in

I identified the type: one-sided or balanced.
I used the format the task named (article headline, letter greeting and sign-off, or speech address).
My position or key question is clear in paragraph 1.
Each body paragraph has one main point with evidence and explanation.
I included a fair counter-argument and a clear rebuttal (or two full paragraphs on each side).
I used connectives to link paragraphs and a range of sentence types.
My conclusion decides and does not add new reasons.
I checked spelling, full stops and formal tone (no contractions).

كيف تحصل على الدرجة الكاملة في المقال الجدلي؟

اقرأ كلمات السؤال أولاً: كلمة argue تعني أن تختار رأياً واحداً، وكلمة discuss تعني أن تعرض الجانبين بعدل ثم تحكم في الخاتمة.
لكل سبب دليل: مثال أو رقم أو ملاحظة من الحياة اليومية، ثم اشرح لماذا يثبت هذا الدليل رأيك.
لا تنسَ فقرة الرأي المعارض ثم الرد عليه؛ هذه الفقرة هي التي ترفعك إلى أعلى درجة في التنظيم.
أكبر خطأ: أن تنتهي بقولك إن الجانبين لهما مزايا دون أن تحكم. يجب أن تقرر بوضوح وتذكر السبب.

Practice tasks

Task 1 (one-sided): "Students should be allowed to choose their own subjects from Year 8." Write a letter to your head teacher arguing for or against this idea. Plan your answer: thesis, two reasons, counter-argument and rebuttal.
Show answer
Format: letter — "Dear Head Teacher," + formal sign-off ("Yours faithfully," + full name). Thesis: students should NOT choose all their subjects in Year 8, but should have one or two options. Reason 1 (learning): at 13 most students have not yet discovered what they are good at, so a broad timetable keeps doors open (example: a student who disliked science until a great Year 9 teacher). Reason 2 (future): many university courses need a mix of subjects, and dropping maths or a science too early can close careers. Counter-argument: students work harder in subjects they enjoy, and forcing subjects causes boredom. Rebuttal (concede and limit): this is true, which is why one or two options make sense — but enjoyment at 13 is not a safe basis for a decision that affects the next ten years. Conclusion: a limited choice gives students a voice without risking their future.
Task 2 (balanced): "Should homework be set at weekends?" Write an article for the school magazine discussing both sides of the question before giving your own view. Plan the six paragraphs.
Show answer
Title: "Weekend Homework: Useful Practice or Stolen Rest?" P1 (neutral intro): hook about Thursday-evening groans, why the question matters, then pose the question. P2 For 1: practice spaced over several days helps memory, and two days without study can mean forgetting. P3 For 2: weekends give time for longer, creative tasks (reading a novel, a project). P4 Against 1: rest and family time are needed for well-being, and tired students learn less on Sunday. P5 Against 2: not every home has a quiet space or help available, so weekend work can be unfair. P6 Conclusion: weigh — short, optional or long-term project work at weekends is reasonable, but daily-style worksheets are not. Decide and give the deciding reason (rest improves learning too).
Rewrite this weak counter-argument and rebuttal so it would score in the top band: "Some people say zoos are good. They are wrong because animals are sad."
Show answer
Possible answer: "Supporters of zoos argue, reasonably enough, that zoos protect endangered species and help children care about wildlife. Yet this argument applies only to the best zoos. In many smaller zoos, animals are kept in cramped enclosures where they show clear signs of stress, such as pacing the same path for hours. A zoo cannot claim to protect animals while it harms the ones in its care." (Fair statement of the other side + concede-and-limit rebuttal + evidence.)
Which type is each task asking for — one-sided or balanced? (a) "Discuss the advantages and disadvantages of living in a big city." (b) "Write a speech arguing that every school should have a vegetable garden." (c) "Present the arguments for and against banning cars from the town centre."
Show answer
(a) Balanced — "discuss" + "advantages and disadvantages". (b) One-sided — "arguing that", and the format is a speech, so address the audience. (c) Balanced — "arguments for and against". Stay neutral until the conclusion.

All pages in this course

Start here: the exam

Reading: grammar & punctuation

Reading: understanding texts

Paper 1 writing: non-fiction

Paper 2 writing: fiction