Creative Writing - Junior Secondary 2 - Debate/Argumentative writing

S/N

STEPS

TEACHER’S ACTIVITY

LEARNERS ACTIVITY

1

INTRODUCTION

The teacher revises the previous lesson and introduces the new topic by explaining the features of debate-argumentative essays

Features of a debate

1.   In your introduction, you are expected to begin with the usual vocatives and greetings.

Mr Chairman, Panel of Judges, Ladies and Gentlemen

2.   In your introduction, you should also state clearly on which side of the proposition you would like to argue

I am here to propose/oppose the motion which states……………

3.   Your points and ideas should be clear and reasonable, arranged in a logical order and supported with facts or statistics. Also briefly mention some of the points your opponents are likely to make so as to show their weaknesses

Example

Now, my opponents may argue that stricter regulations infringe on free speech, but this argument doesn't hold when considering the balance between freedom and responsibility. Free speech does not mean the freedom to harm others or spread dangerous lies. As a society, we must prioritize safety and truth, and with responsible regulation, social media platforms can continue to allow open expression while ensuring that harmful content is kept in check.

4.   In your concluding paragraph, you summarise all the points that have been made earlier and restate your stand.

Example

In conclusion, stricter content regulation is necessary to prevent the spread of dangerous misinformation, reduce online harassment, and protect vulnerable users from harm. It is both reasonable and achievable with today's technology, and the benefits far outweigh the concerns about free speech."

Learners observe, learn and participate

2

EXPLICIT INSTRUCTION/TEACHER MODELLING

The teacher discusses the appropriate language to use in a debate

Language of Debate

A debate requires a good command of English. There is no room for slangs in this kind of writing.

You should choose words and phrases that can convince your listeners.

You can use rhetorical questions to draw the attention of the listeners to the points being made.

Exaggeration may be used for emphasis but should not be overdone.

Also you can use contracted forms.

Learners observe, learn and participate

3

EVALUATION

The Learners are asked to

1.   Outline the features of a debate

2.   Discuss the language of debate

- Learners observe, learn and participate

4

CLASS-WORK

Learners are asked to brainstorm points write in support or opposition to the debate topic, ‘Examination should be abolished?’

Learners observe, learn and participate

5

ASSIGNMENT

Learners are asked to write in support or opposition to the debate topic, ‘Examination should be abolished?’

Learners participate

6

CONCLUSION

The teacher marks their books, corrects it and commends the Learners