8.4.1 Argumentative and Expository Writing Notes, Quizzes & Revision
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8.4.1 Argumentative and Expository Writing — Notes (Age 15, Kenya)
Specific learning outcomes
- a) Outline the parts of persuasive and expository essays for information.
- b) Write logical persuasive and expository paragraphs to convey information.
- c) Create a grade-appropriate expository essay to convey information.
- d) Compose a grade-appropriate persuasive essay to convince readers to adopt a viewpoint.
- e) Value the importance of coherence and unity in paragraphs in creative writing.
- f) Identify argumentative (persuasive) and expository essays as categories of writing.
1. What are these two kinds of writing?
Expository writing explains or informs. It gives facts, explains processes or describes ideas without trying to change the reader’s beliefs.
Argumentative / Persuasive writing aims to convince the reader to accept a claim or take action. It uses reasons, evidence and persuasive language.
2. Parts of each essay (simple outline)
- Introduction: brief background + thesis (main idea).
- Body paragraphs (2–4): each has a topic sentence, facts/examples, explanation.
- Conclusion: summary of main points; final clear statement.
- Introduction: hook + clear thesis stating your position.
- Body paragraphs: reason + evidence (facts, statistics, examples). Address one counter-argument and refute it.
- Conclusion: restate thesis, call to action or strong final thought.
3. Paragraph structure and unity (important!)
A good paragraph has three parts: topic sentence (main idea), supporting sentences (facts, reasons, examples) and concluding sentence (wrap-up or link to next idea). Keep each paragraph united around one idea — do not add unrelated details.
4. Grammar & language features to strengthen both types of writing
Use these grammatical tools to make writing clear and persuasive:
- Linking words / cohesive devices: firstly, secondly, moreover, however, therefore, consequently, in contrast, for example.
- Pronoun reference: keep pronoun references clear (who/what each “it”, “they”, “this” refers to).
- Subject–verb agreement: ensure the verb matches the subject (The number of students is/are → The number of students is).
- Tense consistency: keep the same tense within a paragraph (usually present simple for general facts; past for events).
- Modals for persuasion: use should, must, ought to, can to express obligation or possibility (use carefully in arguments).
- Active vs passive voice: active voice is clearer and usually stronger (Students raised funds → Funds were raised by students).
- Punctuation for clarity: commas, colons and semicolons help separate ideas; use quotation marks for cited words.
5. Useful phrase banks
- To begin with
- For example / For instance
- This shows that...
- As a result
- I believe / I strongly feel
- Research shows that...
- It is essential that...
- We must / should / ought to
6. Short model paragraphs (grade-appropriate)
Joining school clubs helps students develop new skills and make friends. For example, a drama club improves public speaking and confidence because members practise plays and perform for the school. Clubs also allow students to explore interests not covered in lessons, such as environmental conservation or debating. As a result, pupils who join clubs often show better teamwork and responsibility, qualities that help them both in school and later in life.
Mobile phones should not be allowed in class because they distract learners from lessons. Studies show that when phones are used during lessons, attention drops and test scores fall. Furthermore, phones can be used for cheating during exams and for spreading rumours that harm school peace. Schools should therefore require learners to keep phones switched off in lessons so teachers can teach and pupils can learn without interruptions.
7. Steps to plan and write a short essay (practical method)
- Understand the task and decide if it is expository or persuasive.
- Brainstorm ideas and gather facts or reasons (use reliable facts for arguments).
- Write a clear thesis sentence (what you will explain or argue).
- Plan 2–4 body paragraphs: one main idea each, with evidence and explanation.
- Write an introduction that leads to the thesis; write a conclusion that restates and closes.
- Check grammar: tense consistency, subject–verb agreement, linking words, punctuation.
- Edit for unity and coherence: ensure every paragraph sticks to one idea and ideas flow.
8. Classroom activities (Suggested learning experiences)
- Label the parts: Give students short texts to underline thesis, topic sentences and concluding sentences.
- Write & swap: Students write a paragraph, swap with a partner for peer feedback on unity and coherence.
- Outline to essay: Provide an outline and ask learners to expand it into an expository or persuasive essay.
- Grammar focus: Exercises on linking words, modals for persuasion, and correcting tense errors in paragraphs.
- Debate → essay: Run a short class debate, then ask students to write a persuasive essay using arguments from the debate.
- Checklist editing: Use a checklist (see below) to self- and peer-assess drafts before final copy.
9. Quick checklist for marking or self-assessment
- Is the text expository or persuasive? Is the purpose clear?
- Is there a clear thesis or main idea in the introduction?
- Does each paragraph have one clear topic sentence and supporting details?
- Are linking words used to show relationships between ideas?
- Is tense consistent and are verbs correctly formed?
- Is subject–verb agreement correct and are pronouns clear?
- Is there a concluding sentence or paragraph that wraps up the writing?
- Is the argument supported by facts or clear reasons (for persuasive texts)?
10. Short writing tasks (for practice)
- Write a 3-paragraph expository essay (introduction, 1 body paragraph, conclusion) on: "How recycling helps my community". Aim for 120–160 words.
- Write a 4-paragraph persuasive essay (introduction + 2 supporting paragraphs + conclusion) on: "Should school uniforms be compulsory?" Use at least one counter-argument and refutation. Aim for 160–220 words.