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KS3 English · Year 8Chapter 11 · Writing to argue and evaluate: sustained argument
Year 8 · Chapter 11

Writing to argue and evaluate: sustained argument

By the end of this chapter you will be able to

  • State a thesis in the first paragraph, and say what the argument will prove
  • Give a counter-argument fairly, before answering it
  • Use a concession (admittedly, it is true that) and a rebuttal (however, but)
  • Qualify a claim so that it is supported but not overstated
  • Use a colon, semi-colon or brackets to make a sentence clear, and end with a balanced conclusion

You should already know

  • Writing to persuade and analyse (Year 7, Chapter 11 of this book)
  • Fact, opinion and bias (Year 7, Chapter 5 of this book)

Where this leads

  • Spoken language: presenting, debating and Standard English (Chapter 13 of this book)
  • Writing for purpose and audience: articles, letters, reviews and speeches (Chapter 12 of this book)

National Curriculum for England, Key Stage 3 English, Year 8. Content: Write a sustained argument with a clear thesis and a logical order of paragraphs (KS3 writing, W1 and W3), State a counter-argument fairly, and concede a point where it is true (KS3 writing, W1), Rebut a counter-argument, and qualify a claim with words such as may, on balance and in most cases (KS3 writing, W1), Write for an audience in Standard English, and punctuate for clarity (KS3 writing, W2 and W5), Plan, draft and edit an argument using a checklist (KS3 writing, W3).

Exercise P  Do you remember?

1
FWrite the word for a statement that a writer wants the reader to accept, usually given at the start of an argument. Write one word.
2
FWrite the word for an opinion that is stated as a reason, with evidence. Write one word.
3
FWrite the word that means a point made by someone who disagrees with your view. Write one word.
4
FWrite the punctuation mark that separates two main clauses that are closely related, such as The sky darkened; the rain began. Write the mark only.
5
FWrite the word for the words that show how far you agree with a point. Write one word: a word that means admitting something is true.
11.1

Thesis and structure of a sustained argument

Year 8
Write a sustained argument with a clear thesis and a logical order of paragraphs (KS3 writing, W1 and W3)
Video lesson: Thesis and structure of a sustained argumentComing soon
Story. A student is asked whether schools should have a shorter week. She states her position at once, and each paragraph then does one job: it gives the case, answers the other side, or weighs the evidence.

Model argument: a shorter school week (original; read it, then answer the questions)

1Schools should introduce a shorter week, with no lessons on Friday afternoons. The case is not simply about rest. Pupils who have a free afternoon can practise the skills they learn in class, play sport or care for relatives, and return on Monday with fresher minds.

2Some will argue that a shorter week would leave too little time to cover the curriculum. Admittedly, this is a serious concern, and a school that cut hours without changing its planning would fall behind. However, the lost lessons can be recovered by lengthening the other days slightly, and by using Friday mornings for the most demanding subjects.

3Others claim that many families rely on schools for childcare on Friday afternoons. This is a valid point, and it suggests that any change should be piloted with parents rather than imposed. A pilot would show whether the benefits for pupils outweigh the costs for working parents.

4On balance, the case points towards a trial. A shorter week, carefully planned and reviewed, could improve concentration and wellbeing without reducing what pupils learn. Schools should test the idea before they decide, and they should judge it by what happens to pupils.

Key ideas

  • A thesis is the main claim, stated early so that the reader knows what the argument will prove.
  • A sustained argument is organised into moves: the case, the counter-argument, the rebuttal, the qualification and the conclusion.
  • Each paragraph does one job, and the link between paragraphs shows the reader the order of the argument.
Worked example 11.1.1
What is the thesis of the model argument?

Method. Find the main claim, then check it is stated early.

  1. Find the claim. The first sentence states the main position.
    Schools should introduce a shorter week
  2. Check the position. It is stated in the first paragraph, so the reader knows the aim.
    first paragraph
  3. Name the thesis. The thesis is the claim for a shorter week.
    Schools should introduce a shorter week
  4. Write the answer.
    Schools should introduce a shorter week, with no lessons on Friday afternoons.

Check. The thesis is stated early. ✓

Worked example 11.1.2
Which move comes second in the model argument? Choose one: the counter-argument, which gives the view that a shorter week would leave too little time, the conclusion, which says the case points towards a trial or the thesis, which says schools should change.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. The second paragraph gives the opposing view fairly, before answering it.
    the counter-argument, which gives the view that a shorter week would leave too little time fits
  3. Reject the other choices. The thesis is first, and the conclusion comes last, so neither is second.
    the conclusion, which says the case points towards a trial and the thesis, which says schools should change do not fit
  4. Write the answer.
    the counter-argument, which gives the view that a shorter week would leave too little time

Check. The choice fits the sentence or the text. ✓

Worked example 11.1.3
Why is the model structured in this order?

Method. Think about what each move does.

  1. Find the order. Case, objection, answer, then conclusion.
    Case, objection, answer
  2. Explain the logic. Each move prepares the next.
    prepares
  3. Give the reason. The reader is led to the balanced conclusion.
    the balanced conclusion
  4. Write the answer.
    so the reader meets the case, the objection, the answer, and then the weighed conclusion

Check. The order and its logic are explained. ✓

Watch out

Watch out: a thesis that is only a topic ("schools and homework") is not an argument. A thesis is a claim that can be argued.

Exam tip

Exam tip. Write your thesis in one sentence. Then plan one paragraph for each move before you draft.

Exercise 11A  Practice: thesis and structure

1
FCopy the thesis that states what schools should do.
2
FWhich is the best thesis? Choose one: Schools should trial a shorter week, because pupils may learn better with a free afternoon., Schools and their weeks., Some people have views about the week. or Week lengths are long..
3
FWhere should a thesis normally appear? Choose one: in the first paragraph, in the last sentence only, at the end of every paragraph or nowhere in the argument.
4
FWhich move gives the strongest reasons for the thesis? Choose one: the case paragraph, the thesis paragraph, the counter-argument paragraph or the title.
5
PSWhat is the job of the third paragraph of the model? Choose one: to answer a point about childcare, to restate the thesis, to describe the school building or to list the lessons.
6
PSExplain the purpose of the first paragraph of the model, in one sentence.
7
PSWhich sentence is a claim that can be argued? Choose one: A shorter week would help pupils to concentrate., Week lengths are measured in days., Homework is set on Mondays. or Friday follows Thursday..
8
PSPlan the order of an argument for a school uniform, with four moves in order, in one line.
9
RWhich phrase links paragraphs in the model? Choose one: Some will argue that, Yours sincerely, Dear Editor or In conclusion, all done.
10
RExplain why a sustained argument needs a conclusion that weighs the evidence, rather than repeating the thesis.
11
RWhich is the most effective thesis for a sustained argument? Choose one: Pupils would learn better with a trial of a shorter week, if it is carefully planned., Shorter weeks., A week is seven days long. or I like weeks..
12
RChallenge: write a thesis for an argument on whether pupils should have longer lunch breaks, in one sentence.
11.2

Counter-argument and concession

Year 8
State a counter-argument fairly, and concede a point where it is true (KS3 writing, W1)
Video lesson: Counter-argument and concessionComing soon
Story. A strong writer does not pretend the other side has no case. The counter-argument is stated fairly, and the writer concedes any point that is true. Conceding a point makes the rest of the argument more believable.

In the model: "Some will argue that a shorter week would leave too little time to cover the curriculum. Admittedly, this is a serious concern."

Key ideas

  • A counter-argument is the view that opposes your thesis, stated fairly and accurately.
  • A concession admits that part of the counter-argument is true, using words such as admittedly, it is true that or I accept that.
  • A strong argument concedes what is true and then limits its effect on the thesis.
Worked example 11.2.1
What is the counter-argument in the model?

Method. Find the view that opposes the thesis.

  1. Find the view. Some will argue that a shorter week would leave too little time.
    too little time
  2. Check the opposition. The view opposes the thesis for a shorter week.
    opposes
  3. Name the counter-argument. The counter-argument is that the curriculum would not be covered.
    the curriculum
  4. Write the answer.
    a shorter week would leave too little time to cover the curriculum

Check. The counter-argument is named fairly. ✓

Worked example 11.2.2
Which is a concession in the model? Choose one: Admittedly, this is a serious concern., However, the lost lessons can be recovered. or On balance, the case points towards a trial..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Admittedly grants that the counter-argument has some truth.
    Admittedly, this is a serious concern. fits
  3. Reject the other choices. However answers the objection, and on balance weighs the evidence; neither concedes a point.
    However, the lost lessons can be recovered. and On balance, the case points towards a trial. do not fit
  4. Write the answer.
    Admittedly, this is a serious concern.

Check. The choice fits the sentence or the text. ✓

Worked example 11.2.3
Why does conceding a point strengthen the argument?

Method. Think about what the reader thinks of a writer who ignores the other side.

  1. Think about the reader. A reader trusts a writer who is fair.
    trusts
  2. Think about the concession. The concession shows fairness.
    fairness
  3. Name the effect. The argument becomes more believable.
    it shows the writer has considered the other side fairly
  4. Write the answer.
    it shows the writer has considered the other side fairly

Check. The effect of a concession is explained. ✓

Watch out

Watch out: a counter-argument must be fair. A weak version set up only to be knocked down is a straw man, and readers notice it.

Exam tip

Exam tip. State the other view in a fair sentence, then concede the part that is true before you answer it.

Exercise 11B  Practice: counter-argument and concession

1
FCopy the words that introduce the counter-argument.
2
FWhich phrase introduces a concession? Choose one: Admittedly, this is a serious concern, However, the lost lessons, On balance or Schools should test the idea.
3
FWhich is a fair statement of a counter-argument? Choose one: Some believe a shorter week may reduce the time for lessons., Only fools want a shorter week., Everyone agrees with a longer week. or Shorter weeks are always bad..
4
FWhich word signals a concession rather than a rebuttal? Choose one: admittedly, however, but or nevertheless.
5
PSWhich counter-argument does the model answer in its third paragraph? Choose one: childcare on Friday afternoons, the cost of school buildings, the colour of school uniforms or the length of the bus route.
6
RExplain why the phrase "This is a valid point" is a concession.
7
PSWhich is a concession in a school argument? Choose one: It is true that a longer day is tiring for pupils., A longer day is always best., Pupils are lazy. or Teachers do not care..
8
PSWrite a fair counter-argument to the thesis "Schools should give pupils a longer lunch break".
9
RWhich sentence is the most fair counter-argument? Choose one: Some parents worry that a later finish may make the day harder for younger children., Parents are wrong about everything., Only lazy parents object. or No one with sense would disagree..
10
RExplain the difference between a concession and a rebuttal, in one or two sentences.
11
RWhich is the best reason to state a counter-argument before answering it? Choose one: to show the reader the case has been considered fairly, to make the argument longer, to avoid having a thesis or to remove the need for evidence.
12
RChallenge: write one concession sentence and one rebuttal sentence for the thesis "A shorter week would help pupils".
11.3

Rebuttal and qualified claims

Year 8
Rebut a counter-argument, and qualify a claim with words such as may, on balance and in most cases (KS3 writing, W1)
Video lesson: Rebuttal and qualified claimsComing soon
Story. A rebuttal answers the counter-argument directly. A qualified claim is one that is limited, such as a change may help most pupils. Qualifying a claim makes it more accurate and harder to attack.

In the model: "However, the lost lessons can be recovered by lengthening the other days slightly." This is a rebuttal, and "may" and "could" qualify the claims.

Key ideas

  • A rebuttal answers an objection with a reason or evidence, and shows the objection does not defeat the thesis.
  • Qualifiers such as may, could, in most cases and on balance limit a claim so that it is not overstated.
  • Overstated claims (always, never, everyone) are easy to attack; qualified claims are stronger.
Worked example 11.3.1
What is the rebuttal in the second paragraph of the model?

Method. Find the answer to the objection.

  1. Find the objection. The objection is that lessons would be lost.
    lost lessons
  2. Find the answer. Lessons can be recovered by lengthening other days.
    lengthening the other days
  3. Name the rebuttal. The rebuttal is the recovery of the lost lessons.
    the lost lessons can be recovered
  4. Write the answer.
    the lost lessons can be recovered by lengthening the other days

Check. The rebuttal is named. ✓

Worked example 11.3.2
Which claim is qualified? Choose one: A shorter week may improve concentration for many pupils., A shorter week always improves everything. or Every pupil will benefit from a shorter week..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. May and for many pupils limit the claim, so it is not overstated.
    A shorter week may improve concentration for many pupils. fits
  3. Reject the other choices. Always and every are absolute claims, which are easy to attack.
    A shorter week always improves everything. and Every pupil will benefit from a shorter week. do not fit
  4. Write the answer.
    A shorter week may improve concentration for many pupils.

Check. The choice fits the sentence or the text. ✓

Worked example 11.3.3
Why is "on balance" a useful qualifier in the conclusion?

Method. Think about what the phrase signals to the reader.

  1. Find the phrase. On balance, the case points towards a trial.
    On balance
  2. Read the signal. It signals a weighed judgement, not a certainty.
    a weighed judgement
  3. Name the purpose. It shows the writer has weighed both sides before deciding.
    it shows the writer has weighed both sides before deciding
  4. Write the answer.
    it shows the writer has weighed both sides before deciding

Check. The qualifier is explained. ✓

Watch out

Watch out: qualifying is not weakening. A qualified claim is precise, and a precise argument is harder to knock down.

Exam tip

Exam tip. Answer the objection with a reason, then add one qualifier such as may or on balance to keep the claim accurate.

Exercise 11C  Practice: rebuttal and qualified claims

1
FCopy the rebuttal that begins with however.
2
FWhich qualifier makes a claim less absolute? Choose one: may, always, never or everyone.
3
FWhich is the qualified version of "Everyone will benefit"? Choose one: Many pupils may benefit from a shorter week., Everyone will benefit from a shorter week., No one will benefit from a shorter week. or Pupils always benefit..
4
FWhich word introduces a rebuttal? Choose one: however, admittedly, some will argue or yours sincerely.
5
PSWhich phrase qualifies the conclusion? Choose one: On balance, the case points towards a trial., The case is the best., Everyone must agree. or It always works..
6
PSRebut the objection that a shorter week would cut lesson time, in one sentence.
7
PSWhich claim is the most qualified? Choose one: In most cases, a shorter week may help pupils to focus., A shorter week helps everyone., A shorter week never helps. or A shorter week is the only answer..
8
RExplain why "always" and "everyone" are risky words in an argument.
9
RWhich is the best rebuttal of "Teachers will be overworked"? Choose one: a clear plan can share the workload across the week, teachers do not work, teachers should resign or overwork is good.
10
RQualify the claim "Schools should trial a shorter week" so that it is not overstated.
11
RWhich word is a rebuttal connective that answers an objection? Choose one: nevertheless, admittedly, it is true that or some will argue.
12
RChallenge: write a rebuttal with a reason and a qualifier for the objection that pupils would be tired on a longer day.
11.4

Evaluation, conclusion and punctuation for clarity

Year 8
Write a balanced conclusion, and use a colon, semi-colon or brackets for clarity (KS3 writing, W1, W2 and W5)
Video lesson: Evaluation, conclusion and punctuation for clarityComing soon
Story. A conclusion weighs the evidence and gives a judgement. Punctuation helps the reader see the structure of the sentence: a colon introduces an example, a semi-colon joins two related main clauses, and brackets add a short aside.

Punctuation example: The trial has three aims: to test the timetable, to protect the lessons, and to ask parents for their views.

Key ideas

  • A balanced conclusion weighs the case and the counter-case, then says what follows.
  • A colon introduces a list, an explanation or an example: The trial has one aim: to protect the lessons.
  • A semi-colon joins two closely related main clauses: The trial is small; the results will be clear.
  • Brackets add a short aside: The trial (which lasts a term) will be reviewed.
Worked example 11.4.1
What punctuation mark introduces the list in "The trial has three aims: to test the timetable, to protect the lessons, and to ask parents"?

Method. Look for the mark that introduces an explanation or list.

  1. Find the mark. The mark after aims introduces the list.
    aims:
  2. Name the mark. A mark that introduces a list is a colon.
    colon
  3. Check the meaning. The colon points forward to the three aims.
    forward
  4. Write the answer.
    colon

Check. The colon introduces the list. ✓

Worked example 11.4.2
Which sentence uses a semi-colon correctly? Choose one: The trial is small; the results will be clear., The trial is small; and the results. or The trial; is small..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. A semi-colon joins two related main clauses, and both parts can stand alone.
    The trial is small; the results will be clear. fits
  3. Reject the other choices. The other sentences put the semi-colon where it does not join two main clauses.
    The trial is small; and the results. and The trial; is small. do not fit
  4. Write the answer.
    The trial is small; the results will be clear.

Check. The choice fits the sentence or the text. ✓

Worked example 11.4.3
What does a conclusion do that a restatement of the thesis does not?

Method. Compare the two.

  1. Restatement. Repeating the thesis just says it again.
    says it again
  2. Conclusion. A conclusion weighs the evidence.
    weighs the evidence
  3. Name the difference. A conclusion gives a judgement, not a repeat.
    gives a judgement
  4. Write the answer.
    it weighs the evidence and gives a judgement

Check. The difference is explained. ✓

Watch out

Watch out: do not use a semi-colon before a list, and do not use a colon after an incomplete sentence.

Exam tip

Exam tip. End the argument with a sentence that weighs both sides, then a clear judgement you can defend.

Exercise 11D  Practice: conclusions and punctuation for clarity

1
FCopy the phrase that opens the conclusion of the model.
2
FWhich punctuation mark introduces a list? Choose one: colon, semi-colon, hyphen or apostrophe.
3
FWhich sentence uses a colon correctly? Choose one: The trial has one aim: to protect the lessons., The trial has one aim; to protect the lessons., The trial has one aim to protect: the lessons. or The trial has: one aim..
4
FWhich sentence uses a semi-colon correctly? Choose one: The results matter; they will guide the decision., The results matter; guide the decision., The results; matter they guide the decision. or The results matter; and guide..
5
FWhich sentence uses brackets correctly for an aside? Choose one: The trial (which lasts a term) will be reviewed., The trial (which lasts a term will be reviewed., The trial which lasts a term) will be reviewed. or The trial (which lasts a term.) will be reviewed..
6
PSWhich is a weighed judgement in a conclusion? Choose one: On balance, a trial is the sensible next step., Everyone must do this now., Nothing will ever change. or The end..
7
PSWrite a conclusion sentence for the thesis "Schools should trial a shorter week", which weighs the evidence.
8
PSWhich is the best reason to use a semi-colon in an argument? Choose one: to join two closely related main clauses, to start a list, to add a question or to close a quotation.
9
RWhich conclusion is best for a balanced argument? Choose one: The trial is worth doing, but it must be reviewed with pupils and parents., Everyone is wrong, so ignore the trial., The trial is perfect and must be done now. or Nothing matters..
10
RExplain why a conclusion should not introduce a new major argument.
11
RWhich word signals a weighed judgement at the start of a conclusion? Choose one: overall, however, admittedly or secondly.
12
RChallenge: write a two-sentence conclusion that uses a semi-colon, and a colon before an explanation.

Chapter summary

SkillMethod

Can you…?

    Key terms

    Exercise 11Z  Check-up

    1
    Copy the thesis of the model.
    2
    Which phrase introduces a concession? Choose one: Admittedly, this is a serious concern, However, On balance or Schools should.
    3
    Which is a qualified claim? Choose one: A shorter week may help many pupils., A shorter week always helps., Everyone wants it. or Nobody will benefit..
    4
    Which word introduces a rebuttal? Choose one: however, admittedly, some will argue or in conclusion.
    5
    Which punctuation mark introduces a list? Choose one: colon, semi-colon, apostrophe or hyphen.
    6
    Which sentence uses a semi-colon correctly? Choose one: The trial is small; the results will be clear., The trial is small; and the results., The trial; is small. or The trial is small; results..
    7
    Name the counter-argument in the model, and say whether the writer answers it.
    8
    Which phrase weighs both sides in the conclusion? Choose one: On balance, Everyone agrees, Never again or The end.
    9
    Explain why a fair counter-argument makes the argument stronger.
    10
    Which sentence uses a colon correctly? Choose one: The aim is clear: to protect the lessons., The aim is: clear to protect the lessons., The aim; is clear. or The aim is clear: to: protect..

    Total 22 marks. Allow about 22 minutes.

    Exercise 11X  Practice test questions

    1
    PSName the thesis of an argument that a school should have a shorter week. Write one sentence.[2 marks]
    2
    PSWrite a counter-argument, stated fairly, to the thesis that pupils should have a longer lunch break.[2 marks]
    3
    PSWrite a concession sentence that admits a part of a counter-argument is true. Use the word admittedly.[2 marks]
    4
    RWrite a rebuttal to the objection that a shorter week would cut lesson time. Give one reason.[3 marks]
    5
    RQualify this claim so that it is not overstated: "A shorter week helps every pupil." Write the qualified claim.[2 marks]
    6
    RExplain what a rebuttal does, in one sentence.[2 marks]
    7
    FPunctuate this sentence for clarity with a colon: The trial has one aim to protect the lessons. Write the corrected sentence.[2 marks]
    8
    FJoin these two related main clauses with a semi-colon: The trial is small. The results will be clear. Write the sentence.[2 marks]
    9
    RWrite one conclusion sentence that weighs both sides of the shorter week argument, and gives a judgement.[3 marks]
    10
    RExplain in one sentence why a writer should check the audience and use Standard English in a formal argument.[2 marks]
    ← Chapter 10: Writing narrative: sustained, planned and craftedChapter 12: Writing for purpose and audience: articles, letters, reviews and speeches →

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