English Year 9 - Understanding Discursive Responses Lesson Objective To understand the purpose and structure of a discursive response and identify how writers present different viewpoints objectively. Success Criteria Students will be able to: 1. Identify the purpose and features of a discursive response. 2. Recognise different viewpoints on the same topic. 3. Distinguish between objective and biased language. 4. Write a d iscursive response using the 2 - sentence form ula School should start at 10:00 AM instead of 8:30 AM G ive reasons for and against. How do we turn these heated, personal opinions into a fair, serious academic discussion? Discursive Writing Discursive means discussing different ideas or opinions about a topic in a balanced and objective way. Purpose: Discursive writing explores different sides of an issue without trying to strongly persuade the reader to choose one side. Example 1 : School should start at 10:00 AM instead of 8:30 AM Supporters argue that starting school at 10:00 AM aligns with natural teenage sleep cycles and helps improve classroom concentration. On the other hand, critics suggest that a delayed timetable disrupts family morning routines and leaves less time for after - school activities. Example 2 : Phones are a stupid distraction in class, but parents get terrified if they can't call us. S upporters argue that mobile phones provide vital communication between students and families during emergencies. On the other hand, critics suggest that personal devices create disruptive distractions during lessons. Discursive: “Here are different sides of the issue.” Persuasive: “Here is my side, and here is why you should agree with me.” The 2 - Sentence Formula A two - sentence discursive response pairs two opposing viewpoints with equal weight, completely stripping away the writer's personal voice. Sentence 1 (The View FOR): " S upporters argue that..." “ Some people believe ... ” Sentence 2 (The View AGAINST): "On the other hand, critics suggest that..." “ However , others argue ” Rules of Discursive Voice Three grammatical rules needed to keep the tone detached: Eliminate First - Person Pronouns: Never write "I think" , "In my opinion" , or "I believe" . The sentences describe what other people argue. Use Measured Reporting Verbs: Use neutral reporting frames ( argue that , suggest that , state that , maintain that ) rather than emotion - driven claims. Signal the Shift : Sentence 2 must begin with a contrasting connective ( On the other hand , Conversely , In contrast ) to show a balanced change in perspective. From Biased Opinion to Objective Discourse T ransform raw opinions into the two - sentence model: Student's Raw / Biased Opinion The 2 - Sentence Discursive Pair Why It Works "Phones are a stupid distraction in class, but parents get terrified if they can't call us." Sentence 1 (For): "On one hand, supporters argue that mobile phones provide vital communication between students and families during emergencies." Sentence 2 (Against): "On the other hand, critics suggest that personal devices create disruptive distractions during lessons." Both sides receive equal academic weight. First - person pronouns removed. Emotional adjectives replaced with measured nouns ( vital communication , disruptive distractions ). Activity - E xample Banning junk food is great because kids get fat, but it's annoying when you just want a snack. Argu ments FOR: Sugary foods cause brain fog during lessons ... A rguments AGAINST: Students need opportunities to mak e choices independently ... Sentence 1: Supporters highlight that ... Sentence 2: In contrast, opponents point out that ... Final response: Re m em ber: Two Opposing Sides: Sentence 1 explain s the benefit, an d Sentence 2 explain s th e draw back Detached Tone: Z ero instances of "I", "me", or "my" Zero Drama: E liminate all insulting or exaggerated words? Activity - E xample ( cont.) Banning junk food is great because kids get fat, but it's annoying when you just want a snack. Argu ments FOR: Sugary foods cause brain fog during lessons , h ealthy eating habits reduce long - term health risks A rguments AGAINST: Students need opportunities to mak e choices independently , b anning items will push students to buy fast food outside of school Sentence 1: Supporters highlight that removing sugary snacks from canteens improves adolescent nutrition and classroom focus. Sentence 2: In contrast, opponents point out that strict food bans restrict personal independence and fail to teach self - regulation. Final response: Supporters highlight that removing sugary snacks from canteens improves adolescent nutrition and classroom focus. In contrast, opponents point out that strict food bans restrict personal independence and fail to teach self - regulation. Re m em ber: Two Opposing Sides: Sentence 1 explain s the benefit, an d Sentence 2 explain s th e draw back Detached Tone: Z ero instances of "I", "me", or "my" Zero Drama: E liminate all insulting or exaggerated words? Activity 1 All end - of - year examinations should be replaced with continuous coursework. Arguments FOR: Arguments AGAINST: Sentence 1: Sentence 2: Final response: Activity 1 (Answ er) All end - of - year examinations should be replaced with continuous coursework. Arguments FOR: Continuous coursework reduces single - day exam anxiety, ongoing assessment provides a fairer reflection of consistent ability throughout the year. Arguments AGAINST: Constant assignments create prolonged pressure without a genuine break, ongoing projects increase opportunities for plagiarism and unauthorised assistance. Sentence 1: Supporters highlight that replacing terminal examinations with coursework reduces acute test anxiety and offers a fairer reflection of a pupil's consistent ability. Sentence 2: In contrast, opponents point out that ongoing assessment generates prolonged academic stress and increases opportunities for unverified assistance. Final response: Supporters highlight that replacing terminal examinations with coursework reduces acute test anxiety and offers a fairer reflection of a pupil's consistent ability. In contrast, opponents point out that ongoing assessment generate s prolonged academic stre ss and increases opportunities for unverified assistance. Activity 2 - I ndependent Practice Laptops and phones are complete time - wasters that allow lazy kids to play video games all lesson. Arguments FOR: Arguments AGAINST: Sentence 1: Sentence 2: Final response: Re m em ber: Zero Drama: E liminate all insulting or exaggerated words? Two Opposing Sides: Sentence 1 explain s the benefit, an d Sentence 2 explain s th e draw back Detached Tone: Z ero instances of "I", "me", or "my" Activity 2 - I ndependent Practice (Ans wer) Laptops and phones are complete time - wasters that allow lazy kids to play video games all lesson. Arguments FOR: Digital devices provide instant access to interactive learning software, vast research materials, and collaborative tools that develop modern digital skills. Arguments AGAINST: Unmonitored screen access leads to non - academic distractions, off - task gaming, and fragmented student concentration during lessons. Sentence 1: Supporters highlight that incorporating laptops and mobile devices into lessons gives pupils immediate access to valuable research resources and collaborative learning tools. Sentence 2: In contrast, opponents point out that personal screens often introduce disruptive distractions and encourage off - task behaviour during instructional time. Final response: Supporters highlight that incorporating laptops and mobile devices into lessons gives pupils immediate access to valuable research resources and collaborative learning tools. In contrast, opponents point out that personal screens often introduce disruptive distractions and encourage off - task behaviour during instructional time. Assessment 1. What is the primary purpose of a discursive response? A) To persuade the reader that your personal opinion is the correct one. B) To explore multiple perspectives on a topic in a balanced and objective way. C) To tell an entertaining personal story about a controversial issue. D) To criticise and dismiss any opinions that oppose your viewpoint. 2. Which phrase must be strictly avoided in a discursive response? A) "Supporters argue that..." B) "Conversely, critics maintain that..." C) "In my personal opinion, I believe..." D) "Evidence suggests that..." 3. Which sentence is written in objective, discursive language? A) School uniforms are ugly prison clothes that ruin student individuality. B) Only foolish people would ever consider banning mobile phones from schools. C) Proponents suggest that uniform policies reduce peer pressure over expensive brands. D) Daily homework is obviously cruel torture invented to destroy weekends.