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Creative Writing · Guide 10 of 10

Speech or argument

Should homework be banned? Should children vote? Pick a side (or weigh up both), give strong reasons and speak straight to your audience.

  • Ages 9 to 11
  • 11+ writing: Persuasive writing
  • Model answer
  • Printable plan

What is it?

In this task you either write a speech to persuade an audience (your class, a school assembly, the town council) or a piece of argument writing that gives your opinion on a question.

A speech is written to be heard, so it talks directly to the audience and uses techniques that sound powerful out loud. A balanced argument looks at both sides before giving your own conclusion. Read the task carefully to see which one is wanted.

How the task might be worded

  • “Write a speech to persuade your class that homework should be banned.”
  • ““Children should be allowed to vote.” Write an argument giving your views.”

What examiners look for

  • A clear point of view

    The reader knows from the start what you think, and your conclusion matches it.

  • Strong reasons, well supported

    Each paragraph makes one point and backs it up with an example, fact or explanation.

  • Speaking to the audience

    In a speech: greet the audience, use “you” and “we”, ask rhetorical questions and end with a call to action.

  • Answering the other side

    Mentioning what others think, then explaining why you disagree, makes your argument stronger.

  • Persuasive language

    The rule of three, emotive words, repetition and confident statements, used with control.

Plan template

Spend about 5 minutes planning. Notes and single words are fine: nobody marks the plan. Print this page to plan on paper.

  1. My view

    • • What do I believe, in one sentence?
    • • Who is my audience?

  2. Opening

    • • Greet the audience (speech).
    • • A hook: a question, fact or surprising statement.

  3. Three reasons

    • • Reason 1 + example.
    • • Reason 2 + example.
    • • Reason 3 + example.

  4. The other side

    • • What would someone who disagrees say?
    • • Why are they wrong, or only partly right?

  5. Conclusion

    • • Sum up the reasons.
    • • A call to action or a memorable final line.

Model answer

The task: Write a speech to persuade your school that every class should have a pet.

Good morning, Mrs Clarke, teachers and fellow pupils.

Hands up if you have ever had a bad day at school. Now keep your hand up if a cuddle with a furry friend would have made it better. I can see a lot of hands. That is why I believe every class in this school should have its own pet.

First of all, looking after a pet teaches responsibility. Feeding a guinea pig, cleaning its cage and making sure it has water every day are real jobs with real consequences. If we forget, a living creature suffers. Is there a better way to learn to be reliable?

Secondly, pets make people calmer and happier. Many doctors and scientists say that stroking an animal can lower stress. Imagine sitting down for a test after spending five quiet minutes with a gentle rabbit. We would be calmer, happier and ready to learn.

Some of you might be thinking, “What about allergies? What about the holidays?” These are fair questions. But classes could choose animals that are less likely to cause allergies, such as fish or stick insects, and families could take turns looking after them in the holidays, just as many schools already do.

Finally, a class pet brings people together. It gives shy children something to talk about, it gives every pupil a job, and it turns a classroom into a team.

So, fellow pupils, let's make this school kinder, calmer and more caring. Vote “yes” for class pets at the School Council meeting on Friday. Our future furry friends are counting on you!

Thank you for listening.

Checklist

Use it in the last five minutes, or to check a practice piece.

  • My opinion is clear in the first paragraph.
  • Each reason has its own paragraph and an example or fact.
  • I answered at least one argument from the other side.
  • I used rhetorical questions, the rule of three or repetition.
  • (Speech) I greeted the audience and spoke to them as “you”.
  • My conclusion sums up and ends with a call to action or strong final line.
  • I used connectives: firstly, furthermore, however, finally.

Common mistakes

  • Sitting on the fence

    Unless the task asks for a balanced argument, pick a side and stick to it.

  • Too many techniques

    Ten rhetorical questions in a row sounds silly. Use each technique once or twice, where it counts.

  • Made-up statistics

    “99.9% of children hate homework” doesn't convince anyone. Use believable examples instead.

  • Forgetting the audience

    A speech to your class sounds different from one to the town council. Match your words to your listeners.

Top tips

  • Read your speech in your head as if you're saying it out loud. Does it flow?
  • Use “we” to make the audience feel on your side.
  • Short sentences hit hard: “Pets matter.”
  • For a balanced argument, write both sides fairly, then give your view at the end.

Practice prompts

Practise this with a free account

4 practice questions on this topic, from easy to 11+ level. Reading the guide is free for everyone; practice is for members, and signing up is free.

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