Transactional writing: writing to argue or persuade

What you'll learn

Writing to argue and writing to persuade are the most common purposes in transactional writing tasks for Edexcel GCSE English Language Paper 2. Arguing means presenting a reasoned case with evidence, often acknowledging and rebutting other views. Persuading means influencing the reader's feelings and actions, often with more emotional appeal. This guide explains the difference, shows how to build a convincing line of argument, use evidence, handle counter-arguments, appeal to logic, emotion and credibility, and finish with a powerful call to action. Model passages were written for this guide.

The best argument writing feels controlled and confident: a clear viewpoint, well-developed points, and techniques that serve the argument rather than decorate it.

Key terms and definitions

Argue — Present a reasoned case for a viewpoint, supported by evidence.

Persuade — Convince the reader to think, feel or act in a certain way.

Viewpoint — The position you take.

Line of argument — The connected sequence of points that builds your case.

Counter-argument — An opposing view.

Rebuttal — Explaining why the opposing view is wrong or less important.

Logos — Appeal to logic and evidence.

Pathos — Appeal to emotion.

Ethos — Appeal to credibility and trustworthiness.

Call to action — A direct instruction telling the reader what to do.

Core concepts

Argue or persuade?

• Argument is primarily reasoned: clear points, evidence and logical connections, with counter-arguments addressed. The tone is often measured and confident.
• Persuasion is primarily influential: it aims to move readers emotionally as well as logically, and often ends with a call to action.

Most tasks mix the two. A strong response combines reason with emotional appeal and a credible voice.

Taking a clear viewpoint

Decide your position before writing. You can argue for, against, or a nuanced position ("Social media can be harmful, but banning it is not the answer"). A nuanced viewpoint can be sophisticated — but it must still be clear.

Building a line of argument

Plan four or five points and order them for impact:

• start with a strong, relatable point;
• develop each point with explanation, evidence and examples;
• address a counter-argument;
• finish with your most powerful point, followed by a conclusion.

Each paragraph should have a topic sentence stating the point, then develop it.

Using evidence

Evidence makes arguments convincing:

• facts and statistics — in the exam you may invent plausible ones ("a recent survey of 1,000 students found that…"), but avoid absurd figures;
• expert opinion — "Dr Patel, a sleep researcher, explains that…";
• examples — specific situations that illustrate the point;
• anecdotes — personal stories that make issues real.

Handling counter-arguments

Acknowledge the opposing view fairly, then rebut it:

Some argue that later school start times would make it harder for parents to get to work. This is a genuine concern — but breakfast clubs, already run successfully in many schools, would allow pupils to arrive early if needed, without being expected to learn at their least alert.

This makes you look fair-minded and strengthens your case.

Logos, pathos and ethos

• Logos — reasons, evidence, cause and effect: "If students sleep more, concentration improves, and so do results."
• Pathos — emotional appeal through emotive language, anecdotes and vivid images: "Picture a fourteen-year-old, eyes stinging, trying to solve equations at 8.30 a.m."
• Ethos — credibility through a knowledgeable, reasonable voice, personal experience, and fair treatment of other views.

A balanced combination is most convincing.

Persuasive techniques

Use a range of techniques naturally:

• direct address and inclusive pronouns — "you", "we";
• rhetorical questions;
• triplets — "safer, healthier and happier";
• repetition for emphasis;
• emotive language;
• hyperbole — used carefully;
• contrast — "We spend millions on screens, but pennies on playgrounds."

Openings and endings

Openings should hook the reader and signal your viewpoint: a striking statistic, an anecdote, a rhetorical question, or a bold statement.

Endings should be memorable: a call to action, a return to the opening anecdote, or a final powerful image or question.

Worked examples

All passages were written for this guide.

Example 1: Persuasive opening

Task: Write a speech to your year group persuading them to volunteer.

Raise your hand if you've ever said, "I'd love to help, but I don't have time." Keep it up if you've spent more than an hour on your phone today. Interesting. Most of us have more time than we think — and the people at the food bank, the animal shelter and the hospital radio station could use just one of those hours.

Features: direct address, an interactive opening, gentle humour, a contrast exposing an excuse, and a specific triplet of opportunities.

Example 2: Developed argument paragraph

The most compelling reason to ban single-use plastic bags is the damage they cause long after they leave our hands. A bag used for twenty minutes can take centuries to break down, and in the meantime it drifts into rivers and oceans, where turtles and seabirds mistake it for food. We would never accept a product that poisoned wildlife for hundreds of years in exchange for twenty minutes of convenience — so why do we accept it now?

Features: a topic sentence, evidence, cause and effect, an emotive image, a contrast and a rhetorical question.

Example 3: Call to action

So this week, don't just agree with me. Write to the council. Sign the petition. Bring your own bag. Small changes, made by all of us, add up to something enormous.

Features: imperatives, short sentences, a triplet of actions and an inclusive conclusion.

Example 4: A complete model response

Task: "'Homework does more harm than good.' Write an article for a school magazine in which you argue for or against this statement."

Model response written for this guide (arguing for a nuanced position):

Less Homework, Better Homework

At 10.45 on a Tuesday night, my younger brother is still at the kitchen table. He is eleven. In front of him is a worksheet on fractions, a half-finished poster about the water cycle and a reading log he has filled in from memory. He is not learning anything; he is surviving.

I do not believe homework should be abolished. But I do believe that much of what we are set does more harm than good — and that it is time for schools to set less of it, and to set it better.

The first problem is time. Students today juggle part-time jobs, family responsibilities, sport, music and the simple need to rest. When homework piles up, sleep is the first thing to go. Sleep researchers are clear that teenagers need far more rest than most of us get, and that tired students remember less. Homework that steals sleep is not helping anyone learn.

The second problem is purpose. Too often, tasks are set because a timetable says homework must be set, not because the work is useful. Copying out notes, colouring a poster or completing a word search may fill an evening, but they rarely build understanding.

Of course, supporters of homework argue that it builds discipline and gives students extra practice. They are right — when it is the right kind of practice. Ten focused minutes of maths questions, reading a chapter of a novel, or revising for a test can be valuable. The answer is not to abandon homework but to make every task count.

So I am asking our teachers to try an experiment this term: set half as much homework, and make all of it matter. We might discover that students who are rested, motivated and clear about why they are working achieve more, not less.

Why it works:

• Clear, nuanced viewpoint stated early and sustained.
• Anecdote opening creates sympathy and immediacy.
• Signposted points ("The first problem…", "The second problem…") with explanation and evidence.
• Counter-argument fairly acknowledged and turned into support for the writer's position.
• Call to action that is specific and reasonable, strengthening credibility (ethos).
• Varied sentences, including the short, punchy "He is eleven." and the antithesis "He is not learning anything; he is surviving."

Sentence starters for argument

• Introducing a viewpoint: "I firmly believe that…", "It is time we recognised that…"
• Adding a point: "Furthermore…", "Equally important is…"
• Evidence: "Research suggests…", "A recent survey found…"
• Counter-argument: "Some will argue that… However…", "It is true that…, but…"
• Concluding: "Ultimately…", "So I urge you to…"

Using a few of these naturally helps organise your argument clearly.

Common mistakes and how to avoid them

• A vague or shifting viewpoint.
• Points without development or evidence.
• Unbelievable statistics.
• Ignoring counter-arguments, which can make writing seem one-sided.
• Over-emotional writing that sounds like a rant.
• Formulaic techniques used without purpose.
• Weak endings that simply repeat the introduction.

Building a strong counter-argument paragraph

A counter-argument paragraph has four steps:

1. Acknowledge the opposing view fairly.
2. Concede any valid part of it.
3. Rebut — explain why your view is stronger.
4. Return to your main argument.

Example (written for this guide):

Critics of a sugar tax argue that it unfairly punishes families on low incomes, who may spend a larger share of their budget on food (acknowledge). There is some truth in this: any tax on everyday products affects those with the least money most (concede). However, the families most affected are also those most likely to suffer from diet-related illnesses, and the revenue raised could fund free school breakfasts and sports clubs in exactly those communities (rebut). A well-designed sugar tax is not a punishment; it is an investment in healthier futures (return).

Planning templates for argument

Template 1 — the classic argument:

• Introduction: hook and viewpoint
• Point 1: strongest everyday reason
• Point 2: evidence-based reason
• Point 3: emotional or moral reason
• Counter-argument and rebuttal
• Conclusion: call to action

Template 2 — the balanced argument (for "to what extent" tasks):

• Introduction: the issue and your overall position
• Arguments for, with evidence
• Arguments against, with evidence
• Your judgement, explaining which side is stronger and why
• Conclusion

Template 3 — the problem-solution:

• Introduction: the problem, made vivid through an anecdote
• Causes of the problem
• Effects of the problem
• Proposed solution(s)
• Counter-argument to the solution, and rebuttal
• Conclusion: what the reader should do

Choose the template that best fits the task wording.

Making evidence believable

Invented evidence is acceptable in the exam, but it must sound plausible. Use specific, modest figures ("two in three", "a survey of 200 students"), credible sources ("a local GP", "the school's attendance records"), and avoid impossible claims. Believable evidence strengthens your credibility; absurd evidence undermines it.

Exam technique for "Writing to Argue or Persuade"

• Decide your viewpoint and plan four or five points in order of impact.
• Develop each point with explanation and evidence.
• Include a counter-argument and rebuttal.
• Balance logos, pathos and ethos.
• Open with a hook and end with a call to action or memorable final line.
• Keep register appropriate to form and audience.

Quick revision summary

• Argue = reasoned case; persuade = influence feelings and actions; combine both.
• Clear viewpoint; ordered, developed points with topic sentences.
• Evidence: facts, statistics, expert opinion, examples, anecdotes.
• Counter-argument and rebuttal show fairness and strengthen the case.
• Use logos, pathos and ethos.
• Strong openings and endings; finish with a call to action.