Assessment for Learning Source Sheets (discussion texts): for teachers creating success criteria, self assessment sheets, Records of Achievement sheets and target setting.

Adapted from the National Literacy Strategy, the Renewed Literacy Framework and related documents.

Purpose of discussion texts

I know that discussion texts give a reasoned and balanced over-view of an issue or controversy. (They are different to arguments or persuasive texts which develop or argue the case for one point of view.)

They are written to help a reader understand two of more different ‘views’ or ‘arguments’ about an issue, each of which may need to be described and explanation with evidence and/or examples.
The text usually has a conclusion based on the evidence or one which gives the author’s opinion.

I know that discussion texts can be adapted or combined with other text types depending on the audience and purpose – that is, there may be elements of a recount, report explanation in a discussion, or elements of discussion texts may form part of a report, explanation or recount.

Typical text structure of discussion texts

Text Structure - my success criteria	1	2	3	4	

I create a good title. (I think about whether it would be a good idea to phrase the title as a question.)					
My introduction:
•	says what the “issue” or controversy is in a clear way
•	gives the reader an idea of the main different arguments
•	may say why the issue is important/interesting					
My next paragraphs:
•	state the arguments “in favour” and the arguments “against” 
•	give reasons to support both arguments 
•	give evidence and examples to support both arguments
•	are balanced (have a similar amount of detail about the different arguments I write about)					
Last paragraph:
•	sums up the arguments 
•	draws a conclusion or makes a recommendation (giving reasons)
•	may give my personal opinion on the issue					

Typical language features of discussion texts

Language features - my success criteria	1	2	3	4	

In the text:
•	I refer to things in general not specific examples
•	I use the “language of debate” (e.g. It could be argued, Many people think…, similarly, on the other hand, whereas)
•	I use words like some, most, often, usually, rarely
•	I make general comments and then sometimes give specific examples which support these comments
•	I think about where it may be good to ask the reader a question or make a personal comment to draw the reader in					
The verbs I use:
•	are mostly in the present tense					
The connectives I use:
•	include logical connectives (e.g. therefore, however)					
I try to use some conditionals (would, could, might, If…then) where appropriate.					
When I have finished writing my discussion, I read it through carefully (editing where necessary) to make sure that
•	I have said what I wanted to
•	I have put the arguments and conclusion across clearly
•	I have used the form and style that I chose for my writing consistently through my text
and that
•	I have used the best vocabulary
•	My punctuation is accurate
•	My spelling is accurate					

Planning a discussion text

Planning a non-chronological report - my success criteria	1	2	3	4	

I decide whether to use a spidergram for my planning or a grid (which may help me contrast the different arguments)					
I record the main points/arguments on my plan as headings					
I add supporting arguments, evidence and examples under the right headings					
I plan my opening paragraph and my concluding paragraph					
I plan using notes not full sentences					

Year group statements

FS

I know that different people can have different opinions about things - they think, feel and react to things in different ways.					
I can talk about how other people might react differently to me when they see or hear something.					
I can explain what I (or someone else) likes or dislikes.					

Y1

I can talk about or act out how someone might think, feel and react to something. (I can do this to show how different people might respond differently to each other and in different ways to me.)					
I can talk about how different characters in books might think, feel and react in different ways differently to each other (and to the way I might react in the situation).					

Y2

I know that people in real life and characters in stories have different thoughts/feelings about things and would react in different ways to the same situation.					
I can explain different views and viewpoints.					

Y3

I can talk about how different people’s or characters’ views are described in a text (e.g. a story or a newspaper article) and how the author explains the views and gives supporting reasons.					
I have tried describing and explaining different views by taking on a character and acting out scenes from books or real life situations.					

Y4

I have read some different persuasive texts and texts which present an argument: I can usually tell which ones are giving only one point of view and which ones are trying to be more balanced, giving different viewpoints.					
I have tried describing and explaining different views in discussions, in role play and in drama.					

Y5

I can identify texts which give different viewpoints about a subject and aim to be balanced: I can discuss these texts and point out text and language features of the discussion text such as 
•	the different viewpoints;
•	how the author has tried to fairly balance the arguments; 
•	if and where the author has made personal comments; 
•	if and where the author has drawn a conclusion; 
•	how the author has used connectives to link points.					
I have tried presenting different views (including biased views, balanced arguments, views I agree with and views I disagree with) in discussion, debate and drama.					

Y6

I can identify the language, grammar, organisational and stylistic features of balanced written discussions which: 
•	summarise different sides of an argument 
•	clarify the strengths and weaknesses of different positions 
•	signal personal opinion clearly
•	draw reasoned conclusions based on available evidence 					
I understand the distinction between the persuasive presentation of one particular view and the discursive presentation of a balanced argument. I can identify texts which present one view and those which present a balanced argument.					
I can discuss ideas for a balanced discussion about a controversial issue and then write my written text in which I:
•	summarise fairly the competing views 
•	analyse strengths and weaknesses of different positions
•	draw reasoned conclusions where appropriate
•	use formal language and presentation as appropriate 					
I have investigated the ways authors use conditionals, e.g. if…then, might, could, would, and the persuasive uses of these words, e.g. in deduction, speculation, supposition 					
I have built up a bank of useful terms and phrases for persuasive argument, e.g. similarly… whereas… 					
When writing arguments and discussions I try to make good choices about the style and form I will use in my writing so that it suits the purpose and my audience. (I use my knowledge of different types of non-fiction texts so I can combine them – using different ones for different parts of my writing if this is appropriate.)