The children, in Dahl class, learnt about Balanced Arguments. Following discussions, they worked in trios and identified the features and annotated the text ‘Should children be allowed to stay in at break times?’ to show their understanding.
The key structural features of Balanced Arguments are: a title written in the form of a question, an introduction (statement of the issue to be discussed), arguments for and against, and a conclusion.
The key language features of Balanced Arguments are: present tense, conjunctions, third person, impersonal voice, formal tone and technical vocabulary.
Then, the children, independently, identified the above features in one of the following Balanced Arguments texts: ‘Should children be allowed to eat chocolate for breakfast?’ and ‘Should dogs be kept on leads in parks?’
From the arguments, the children were able to decide whether they were for or against the issue, and could justify their choice.