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Creative Classes – Crafting persuasive arguments

Crafting persuasive arguments

Develop persuasive arguments for a primary debate using the point, explain, example, link (PEEL) model

Years 5 and 6 debating

What will I learn?

You will:

learn how to write a persuasive argument using the PEEL model
identify PEEL being used in debates
compose an argument using PEEL
present your argument and reflect on your learning.

Listen to the welcome to the class

Duration: 00:27

Crafting persuasive arguments–welcome to the class.mp3

Audio transcript – Welcome to the class

Before you begin

For the lesson, you will need:

a device to watch the videos
your debating journal (or paper) and a pen.

Learn

To win a debate, you must persuade the adjudicator that your team has a stronger case than the opposition. This means that your team has the strongest arguments left at the end of the debate (that is, they were not completely knocked down or ‘rebutted’ by the opposition).

Therefore, to win a debate, you need to be able to craft incredible arguments, as well as rebut the opposition’s arguments.

Watch the video 'Using PEEL to write an argument for a debate' and learn how to write strong persuasive arguments.

Using PEEL to write an argument for a debate

Duration: 10:59

Video full screen – Using PEEL to write an argument for a debate

Video transcript – Using PEEL to write an argument for a debate

Write or discuss your answers to the following 6 questions:

What does the acronym PEEL stand for?
Which part of PEEL should include these phrases: 'Right now …', 'After the change…' and 'That’s important because …'?
What 2 things are useful to reference during an explanation in a debate about primary school students?
Which team thinks the change is a good idea and which team thinks it’s a bad idea?
What sort of examples should you use in a debate? What should you not use?
Which phrase is useful when you ‘link’ your argument back to the debate?

iPad displaying a word cloud of debating terms. ‘Debate’, ‘argument’ and ‘debates’ are the largest words.

Check your answers below

Question 1:

P: point
E: explain
E: example
L: link.

Question 2: explain.

Question 3: improved education and the wellbeing of students.

Question 4: The affirmative team want the change, and they think the change is a fantastic (or a necessary) idea. The negative team do not want the change; they think things are fine (or great!) as is and a change would be a very bad idea.

Question 5: You should use real-world examples. You should not use personal examples: 'Last week my friend was an hour late to school because she couldn’t find her sports uniform' or 'I personally hate wearing uniforms.'

Question 6: 'And that is why we should/should not … (insert topic here)'.

You can also learn about advanced tips for writing an argument in the 'Advanced tips for writing an argument for a debate' video.

iPad displaying the word ‘argument’ as a large heading with smaller, unreadable text in columns underneath.

Advanced tips for writing an argument for a debate

Duration: 04:00

Video full screen – Advanced tips for writing an argument for a debate

Video transcript – Advanced tips for writing an argument for a debate

2. Identify

In the following video, the debating coach, Indigo Crosweller, demonstrates how to use PEEL in an argument.

Coach example of using PEEL

Duration: 01:27

Video full screen – coach example of using PEEL

Video transcript – coach example of using PEEL

Watch the 4 example videos of students debating using PEEL.

These videos were taken from one of the finals of the Primary Schools State Debating Championships or the NSW Premier’s Debating Challenge Years 5 and 6.

Identify when they use the elements of PEEL in their speech.

Listen out for the following phrases:

'My team’s first (second, third, fourth, and so on) argument will show that …'
'Right now …'
'After the change …'
'That’s important because …'
'For example …'
'And that’s why we should/should not …'.

Student PEEL – example 1

Duration: 01:56

Video full screen – student PEEL – example 1

Video transcript – student PEEL – example 1

Student PEEL – example 3

Duration: 02:01

Video full screen – student PEEL – example 3

Video transcript – student PEEL – example 3

Student PEEL – example 2

Duration: 02:03

Video full screen – student PEEL – example 2

Video transcript – student PEEL – example 2

Student PEEL – example 4

Duration: 01:59

Video full screen – student PEEL – example 4

Video transcript – student PEEL – example 4

Write or discuss the following questions:

What did each speaker do well?
How did the speaker make their argument clear?
How did the examples make their argument stronger?

3. Compose

Now it’s your turn to compose an argument using PEEL.

You will write an argument for the topic 'That primary schools should have longer breaks.'

Think of a reason that supports this topic, then follow the 8 steps below to turn your idea into a persuasive, well-developed argument.

Write down your idea.
Introduce your point.
Explain what it is like now, before the change.
Explain what it will be like after the change.
Explain why it would be important. Try to link this to the student's education or wellbeing.
Give an example of this happening in the real world.
Link your argument back to the topic.
Re-read and edit your argument.

Examples of each step in crafting your argument

1. Write down your idea.

For example: Good mental health from spending more time with friends.

2. Introduce your point.

For example: My team’s first argument will show that increasing break times will improve the mental health of all students by allowing them to socialise with their friends.

3. Explain what it is like now, before the change.

For example: Right now, students barely get to finish eating their food before the bell goes for the end of the break! They have no real opportunity to socialise with others, develop friendships or play games. Students feel stressed, anxious and completely rushed.

4. Explain what it will be like after the change.

For example: After the change, students will finally get a chance to socialise and play with their friends during the school day. They will have plenty of time to calmly finish their food, go to the bathroom and interact with other students. Students will be able to play a number of games, catch up with multiple friends and get to really relax before going back to class where they work hard and don’t get a chance to socialise.

5. Explain why this would be important. Try to link this to the students’ education or wellbeing.

For example: That’s important because, without time to play and socialise with friends, the mental health of students will be severely impacted. They will feel stressed, overworked and left out of social circles, leading to feelings of loneliness and sadness. Students with poor mental health struggle mentally, physically, socially and academically.

6. Give an example of this happening in the real world.

For example: For example, lots of students only get 20 minutes for recess. They generally have to finish their work before they can leave class, and then they rush to their bag for their lunchbox. If they have to line up at the canteen, it can take even longer! When they finally get to sit down and eat, they feel incredibly rushed as they know their break is nearly over. They quickly rush to the bathroom or the bubbler and by the time they come back the bell has gone! They get no time with their friends. Naturally, this makes them feel lonely, sad and anxious. They don’t get a chance to catch up with friends or develop new friendships, and then they are rushed back to class where they might not have any friends at all! This is really bad for mental health and wellbeing, and schools should be a place where students feel safe and happy.

7. Link your argument back to the topic.

For example: And that’s why it’s crucial that primary schools have longer breaks.

8. Re-read and edit your argument.

Read your whole argument aloud to ensure it makes sense and flows well. You might want to check for unnecessary repetition or add in some high-modality words (for example, important, necessary, crucial, imperative). Edit your argument as required and read it again.

4. Present and reflect

Present your argument as if you are speaking in a debate. It’s great to practise speaking in front of an audience, so have a go at presenting your argument in front of your debating team, class or family.

If you are practising in a group, take turns at presenting your arguments.

Reflect on your argument.

What do you think you did well?
What is something that you would like to improve on?
Did you feel the PEEL strategy helped you write a well-developed argument?
If you took turns presenting in a group, how were your arguments similar and how were they different?

Share your reflection with your peers, coach, teacher or teammates.

White text on blue background. Arguments. Point, Explain, Example, Link

Extension activities

Keep practising with more topics to refine your argument-writing skills. You can find ideas for topics in the drop-down list below.

You can also have a go at these extension activities:

Try writing an argument without checking what you have to do for each letter in PEEL. After you write it down, check the steps from part 3 of this lesson to see if you are missing anything.
Try presenting an argument without writing it down first. Simply stand up, refer to the letters PEEL (you can write PEEL on a piece of paper or on the whiteboard to remind you) and work your way through each letter as you speak.
Play a game of ‘debate tennis’. In a team or with a friend, pick a topic. Take turns presenting an argument off the top of your head with no preparation. If you present the argument properly (using each element of PEEL), you earn a point for your team. Keep going until you are out of arguments for that topic!