Discursive Writing
I. Definition and Purpose
Discursive writing: A formal style of composition that examines,
analyzes, and discusses a topic objectively.
Purpose: To present balanced arguments, evaluate evidence,
and form a reasoned conclusion.
Unlike narrative or descriptive writing, discursive writing
emphasizes critical thinking and clarity of reasoning.
Tone: Formal, academic, impersonal, and measured — avoids
emotional or biased language.
Common in essays, examinations, reports, and academic
discussions.
II. Key Characteristics
Presents multiple perspectives (for, against, neutral).
Each paragraph develops one main idea, supported with
evidence, examples, and reasoning.
Uses logical sequencing and transitions (“however,” “on the
other hand,” “furthermore,” etc.).
Avoids slang, contractions, anecdotes, and personal bias
unless specifically requested (e.g., “give your opinion”).
Focuses on clarity, precision, and coherence.
III. Structure of a Discursive Composition
1. Introduction (3–5 lines)
Purpose: Introduce the topic and signal your position (clearly or
subtly).
Should:
o Begin with a general statement about the topic.
o Indicate scope (what will be discussed).
o Hint at your viewpoint, but avoid detailing it fully.
Avoid: Personal stories, irrelevant facts, or one-sentence
paragraphs.
Example:
o Good: “While individual sports develop self-discipline and
independence, team sports foster cooperation and shared
achievement.”
o Weak: “I used to play volleyball in school and it was fun.”
(irrelevant and informal)
2. Main Body (2–4 paragraphs minimum)
Each paragraph covers one clear aspect or argument.
Start with a topic sentence — short, direct, and focused.
Develop with EXPAND → EXPLAIN → EXEMPLIFY:
o Expand: Broaden or clarify the main idea.
o Explain: Provide logical reasoning or evidence.
o Exemplify: Give a relevant example or case.
Guidelines for Effective Paragraphing
Maintain unity: all sentences relate to the topic sentence.
Maintain coherence: ideas flow logically using transition markers.
Avoid inserting unrelated or contradictory points within a paragraph.
When shifting to a new point, begin a new paragraph with a
linking phrase.
Example – Topic Sentence Approach
Topic sentence: “Team sports help individuals develop
cooperation and respect.”
Support: Explain shared goals and mutual reliance.
Example: “For instance, a football team must communicate
effectively to succeed.”
Transition: “Furthermore, teamwork teaches discipline and
patience — skills valuable in professional life.”
3. Conclusion (1 short paragraph)
Begins with a signal phrase: In conclusion, To sum up, All things
considered, etc.
Restates the central position using new phrasing (do not repeat).
Summarizes main points without adding new evidence.
Ends with a definitive or reflective statement.
Example:
o “To conclude, although individual sports cultivate
independence, the social and psychological benefits of team
sports are far greater.”
IV. Tone and Style
Formal: No contractions (“cannot” not “can’t”), no slang, no
conversational phrasing.
Objective: Base ideas on reasoning, not emotion.
Balanced: Even when persuasive, acknowledge the other side’s
validity.
Third-person: Avoid “I,” “you,” “we” unless explicitly requested.
Academic transitions:
o However, Moreover, Nevertheless, Conversely, On the
contrary, For instance, Consequently, In contrast, Therefore.
V. Planning Before Writing
Step 1: Analyze the question — identify its key focus and
directive words (“discuss,” “evaluate,” “compare”).
Step 2: Brainstorm both sides — arguments for and against.
Step 3: Decide your stance (balanced or leaning).
Step 4: Outline structure — intro, 2–3 main body paragraphs,
conclusion.
Step 5: Write formally, revise logically.
VI. Common Discursive Essay Types
Type Description Example Prompt
For-and- Balanced arguments from both “Discuss the advantages
Against perspectives before and disadvantages of
Essay concluding. online education.”
Presents one clear viewpoint “Do you agree that social
Opinion
but still acknowledges the media causes more harm
Essay
counterargument. than good?”
Problem– Identifies a problem, analyzes
“How can we reduce food
Solution its causes, and proposes
waste in urban areas?”
Essay solutions.
Persuades through logic and “Should school uniforms
Argumentati
evidence while refuting be mandatory in all
ve Essay
opposing views. schools?”
VII. Language and Vocabulary Toolkit
Useful Starters:
It is widely believed that…
There is considerable debate regarding…
A growing body of evidence suggests…
While some argue that… others maintain that…
Balanced Transition Phrases:
On one hand / On the other hand
In contrast / Conversely
Furthermore / Moreover / Additionally
Nevertheless / Despite this / Even so
This demonstrates that…
Conclusion Phrases:
To sum up
In the final analysis
All things considered
Therefore, it can be concluded that…
VIII. Frequent Errors to Avoid
Writing off-topic (irrelevant background or personal stories).
Overusing first-person or informal tone.
Using one-sentence paragraphs or unlinked points.
Repeating ideas without development.
Ending abruptly without a clear conclusion.
Over-generalizing without examples or evidence.
Using emotional or moral judgments instead of logic.
IX. Marking Criteria (Academic Rubric
Overview)
Criterion Description
Content Relevance to question, depth of ideas, factual accuracy.
Organiza Logical structure, paragraph coherence, clear introduction
tion and conclusion.
Languag Range and precision of vocabulary, grammar accuracy,
e variety of sentence structures.
Style Appropriateness of tone and formality, consistency of
register.
Mechani Correct punctuation, spelling, and layout.
cs
X. Practical Writing Checklist
Before submitting:
Have I answered the exact question?
Did I include a clear introduction, body, and conclusion?
Is my tone formal and objective?
Do all paragraphs link smoothly?
Have I used evidence or examples appropriately?
Did I proofread for grammar and cohesion?
XI. Should Artificial Intelligence Be Used in
Schools?
Introduction
Artificial Intelligence (AI) has rapidly entered classrooms worldwide,
transforming how students learn, teachers instruct, and schools operate.
According to UNESCO (2024), over 60% of educational institutions
globally have begun integrating AI-based tools for grading, tutoring, and
administrative tasks. Supporters claim that AI personalizes learning and
reduces teacher workload, while critics warn of dependency, bias, and
data privacy concerns. In this essay, I will discuss both the benefits and
potential drawbacks of using AI in schools before reaching a balanced
conclusion.
Body Paragraph 1 – Advantages of AI in Education
One of the main advantages of AI in education is its ability to personalize
learning experiences. Unlike traditional instruction, which treats every
student alike, AI can adapt lessons to individual strengths and
weaknesses. A study by McKinsey & Company (2023) found that AI
tutoring platforms can increase student performance by up to 30%
when used consistently. Additionally, AI systems such as adaptive quizzes
or intelligent feedback programs help students identify areas needing
improvement immediately, instead of waiting for manual grading. For
teachers, automated grading software can save an average of 13
hours per week, allowing more time for creative lesson planning and
direct student engagement. Therefore, AI can make classrooms both more
efficient and more responsive to learners’ needs.
Analysis:
Topic Sentence: Clearly introduces the paragraph’s focus — the
benefits of AI.
Evidence: Includes quantitative data (30% improvement, 13 hours
saved) to strengthen the argument.
Development: Moves from student benefits to teacher advantages
— a logical structure showing full understanding.
Tone: Objective and formal, avoiding personal bias.
Length: Sufficient to fully develop a single idea before moving on.
Body Paragraph 2 – Drawbacks and Ethical Concerns
However, the growing use of AI in schools raises serious ethical and
social concerns. AI algorithms rely heavily on large datasets, which may
unintentionally reinforce bias or invade student privacy. According to the
OECD Education Report (2024), 42% of schools that adopted AI tools
experienced at least one data security breach or misuse of student
information. Furthermore, the overuse of AI risks reducing students’
critical thinking and creativity, as they may rely too heavily on
automated assistance rather than independent reasoning. Critics also
argue that schools in lower-income areas are less likely to afford quality AI
tools, deepening the digital divide between privileged and
disadvantaged students. Thus, while AI promises progress, it can also
magnify existing inequalities if not carefully regulated.
Analysis:
Topic Sentence: Directly signals a shift to the opposing argument.
Evidence: Uses statistics (42% of schools) and connects them to
tangible consequences (privacy and inequality).
Depth: Explains multiple layers of harm — ethical, intellectual, and
social.
Balance: Presents criticism respectfully, aligning with discursive
tone.
Coherence: Each supporting sentence clearly links back to the
topic sentence.
Body Paragraph 3 – Finding a Balance
To ensure that AI strengthens rather than weakens education, regulation
and teacher involvement are essential. AI should not replace teachers
but rather act as an assistant that enhances their capacity. A balanced
approach would combine human judgment with machine efficiency. For
example, Finland’s Ministry of Education (2023) implemented AI systems
under strict privacy rules and mandatory teacher training programs. As a
result, student satisfaction rose by 25%, and teachers reported 20%
less administrative stress. Such policies demonstrate that the
responsible use of AI, guided by ethical frameworks and human oversight,
can bring measurable improvements without sacrificing educational
integrity.
Analysis:
Topic Sentence: Introduces a synthesizing or “third path”
perspective — neither fully for nor against.
Evidence: Concrete real-world example (Finland) with measurable
outcomes (25% satisfaction rise).
Structure: Moves from policy recommendation → evidence →
implication.
Tone: Pragmatic and solution-focused, typical of high-scoring
discursive essays.
Effectiveness: Demonstrates critical thinking — not simply listing
pros and cons but integrating them.
Conclusion
In conclusion, Artificial Intelligence can be a powerful educational tool if
used responsibly and ethically. It enhances learning efficiency, provides
personalized instruction, and reduces workload. Nevertheless, the risks of
bias, data misuse, and overdependence cannot be ignored. AI should
complement, not replace, the human element of education. With clear
policies, transparency, and ongoing teacher training, AI can help schools
evolve without compromising privacy or equality. Therefore, rather than
banning or overusing it, schools should adopt a measured and human-
centered approach to AI integration.
Overall Essay Analysis
Component Evaluation
Title Clear, academic, directly tied to the issue.
Provides context, includes statistics, and sets up
Introduction
both sides.
Body 1 Specific evidence (McKinsey, UNESCO) and
(Pros) structured logic.
Body 2 Balanced counterargument with data and
(Cons) reasoning.
Body 3 Analytical synthesis — shows maturity and
(Solution) problem-solving.
Reiterates stance with precision and final
Conclusion
recommendation.
Objective, academic, impersonal (“AI can…”, “It
Tone & Style
should…”).
Realistic data and examples from reputable
Evidence
sources.
~450 words — ideal for extended-discursive
Word Count
essays.