Building an argument that holds
A persuasive piece is not a list of opinions. It is a chain: claim, evidence, explanation, and an honest answer to the strongest objection.
Part of your national curriculum
- Writing: Write for a wide range of purposes and audiences, selecting and organising ideas and information appropriately
- Writing: Amend the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
- Spoken English: Give short speeches and presentations, expressing their own ideas and keeping to the point
Lesson overview
What you'll learn in this lesson
Structure an argument with clear reasoning
Key learning points
- • Claim, evidence, explanation
- • Handling the counter-argument
This lesson at a glance
- 25 minutes
- 15 parts to scroll through
- 3 quick checks
- Marked quiz at the end
- Gentle pace: short sittings with pauses
Words to know
Scroll down — the lesson carries on below
Watch & discover
Part 1 of 15
Visual introductionPicture this
Building an argument that holds
A persuasive piece is not a list of opinions. It is a chain: claim, evidence, explanation, and an honest answer to the strongest objection.
In a nutshell
Structure an argument with clear reasoning
Explore the idea
Part 2 of 15
Learn
Claim, evidence, explanation
State the point, support it with something checkable, then explain why that evidence proves the point. Missing the explanation is the most common mark-loser.
Explore the idea
Part 3 of 15
Learn
Handling the counter-argument
Name the strongest opposing point fairly, then show why your position still stands. This makes you sound more credible, not less.
Reset break
Part 4 of 15
Pause
That's sitting 1 of 4 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Explore the idea
Part 5 of 15
Worked example
Worked example — should zoos still exist?
Claim: modern zoos earn their place through conservation. Evidence: captive breeding programmes have returned species such as the Arabian oryx to the wild. Explanation: without those populations there would have been nothing to reintroduce. Counter: enclosures cannot replicate wild ranges — true for large roaming species, which is why the best zoos now specialise.
Quick check
Part 6 of 15
Quick check
Part 7 of 15
Reset break
Part 8 of 15
Pause
That's sitting 2 of 4 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Quick check
Part 9 of 15
Challenge round
Part 10 of 15
Game · Sort it
Which of these are true?
Drag each card into the right column. Tap a card first if dragging is fiddly.
True
Not true
Challenge round
Part 11 of 15
Game · Fill the gaps
Finish the sentences
Choose the word that belongs in each gap.
State the point, support it with something checkable, then explain why that ____ proves the point.
Missing the ____ is the most common mark-loser.
Reset break
Part 12 of 15
Pause
That's sitting 3 of 4 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Challenge round
Part 13 of 15
Game · Recall cards
You are writing a letter to a council asking for a new crossing. Which opening best suits the audience and purpose?
Card 1 of 4
Mastery quiz
Part 14 of 15
Marked quiz
End of lesson quiz: Building an argument that holds
4 questions, marked with the reasoning shown. No timer.
1. You are writing a letter to a council asking for a new crossing. Which opening best suits the audience and purpose?
2. The strongest structure for a paragraph is…
3. Naming a counter-argument makes writing…
4. Which is evidence rather than assertion?
Lesson round-up
Part 15 of 15
Lesson round-up
Ready when you are
Quiz score
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Games
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Points this lesson
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Best run
0 in a row
Luna: 0 out of 3 on the practice checks. Only if you feel up to it — one more?
Ask LunaPart 1 of 15 · Watch & discover
How this is going
- Not looked at yet
Write for a wide range of purposes and audiences, selecting and organising ideas and information appropriately
- Not looked at yet
Amend the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
- Not looked at yet
Give short speeches and presentations, expressing their own ideas and keeping to the point