Paper 2 · write an argument or discussion
Distinguish persuasive argument from balanced discussion and develop a controlled response of about 400–600 Chinese characters.
Section W4 · Use tone, style and register for audience and context
Exam scope and assessment notes
This is an original online starter guide, not the complete approximately 130 guided learning hours, full-length timed papers, a Cambridge mark scheme, or an official grade. The short Chinese examples and all Chinese-language instruction need review by a qualified first-language Chinese teacher before publication. StudyForA self-checks cannot judge character formation, idiom, register or literary interpretation to Cambridge standards. Classical Chinese practice here teaches an approach but does not provide a complete, teacher-checked collection of Ming-dynasty texts.
Before you begin
Work on paper. Try each question before revealing help, and explain why your method works.
Quick readiness check
Which study action is best supported by this lesson?
What you will learn
- State and develop a clear position in an argumentative task.
- Present relevant sides in a discursive task.
- Use audience-appropriate structure, vocabulary, characters and punctuation.
Choose the task that suits your ideas
Paper 2 Section 1 offers four titles: two argumentative and two discursive. Candidates choose one and are advised to write about 400–600 characters; the section is worth 25 marks.
Argumentative writing presents a strong position to persuade. Discursive writing examines a subject in a balanced way and should present both sides, although it need not claim complete neutrality.
Develop each point
A body paragraph can make a claim, explain why it matters and use a relevant example. In a discussion, compare the implications of both positions before reaching a qualified conclusion.
The sample plan below is in English to teach structure. A Chinese teacher should review original Chinese phrasing and style before students use it as a model.
Sources for this lesson
Pause and explain
What distinguishes an argumentative response from a discursive response?
Worked example
Prompt: Should students have a regular reading period? Plan a persuasive position, two reasons and a reasonable concern.
Show the worked solution
- State the position directly.
- Develop two different reasons rather than repeating one.
- Acknowledge the timetable concern and answer it.
Answer Possible plan: support a short scheduled period; it creates time for sustained reading and access to varied texts; the timetable concern is real; schools could trial the period and review participation. This is a planning model, not a full Chinese composition.
Try a topic test
Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.
Test this topic →From guided practice to a new situation
Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.
Prompt: Should a school hold a monthly student showcase? Give one persuasive reason and develop it with a relevant example.
Give me a hint
Use claim, explanation and example.
Compare my reasoning
- State one benefit.
- Explain how the benefit occurs.
- Give an example that fits the school context.
Possible plan: a showcase lets students explain a project to an audience; preparing for questions encourages them to organise their thinking; a science display could include a short explanation of how a model works. Check any Chinese wording with a teacher.
Look for these in your work
- States a reason
- Develops the connection
- Uses a relevant example
A draft says «大家都同意这个办法最好» (everyone agrees this is the best method), but provides no survey. How could you make the claim more careful?
Give me a hint
Replace a universal assertion with a supportable view.
Compare my reasoning
- Identify the unsupported universal.
- Choose a qualified position.
- State what evidence would justify a broader claim.
A more careful claim is: “This method may suit students who need a quiet place to work.” A broader claim about everyone would need evidence from a wider group; a teacher should check the Chinese translation and phrasing.
Look for these in your work
- Removes the universal claim
- Keeps a relevant viewpoint
- Identifies evidence for a broader conclusion
A discursive title asks whether school events should be held online or in person. Plan one benefit and one limitation of each form, then explain what a fair conclusion might depend on.
Give me a hint
Compare both forms using the same criteria.
Compare my reasoning
- Identify benefits of online and in-person events.
- Identify a limitation of each.
- State a decision factor for the conclusion.
Possible plan: online access can help distant families but may depend on reliable internet; in-person events support direct interaction but require travel. A fair conclusion depends on audience access, event purpose and available resources.
Look for these in your work
- Covers both forms
- Includes a limitation for each
- Uses a relevant decision criterion
Common mistakes
- Writing a list of opinions with no development
- Presenting only one side in a discursive task
- Forcing an absolute conclusion when the evidence supports a qualification
What can you explain now?
What distinguishes an argumentative response from a discursive response?
Compare with the explanation
Argument aims to persuade for a position; discussion examines relevant sides
Both need organisation, but the purpose changes how evidence is presented.
After trying it yourself, choose your next review. This is your self-assessment.
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Make it stick
Explain one decision that helps you state and develop a clear position in an argumentative task.
If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.