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How to Structure Persuasive Writing at GCSE (AQA GCSE English Language) : Revision Note

Nick Redgrove

Written by: Nick Redgrove

Reviewed by: Deb Orrock

Updated on

Structure is one of the most important elements of persuasive writing on your GCSE English Language exam. A well-organised response helps the examiner follow your argument clearly and shows that you can write purposefully and fluently. 

How do I structure persuasive writing?

There are different ways to approach the structure of persuasive writing, though the key is to start with a clear opinion, develop your ideas logically and end with a strong conclusion. Whether you’re writing an article, a letter or a speech, your structure should match the purpose and audience.

Here’s a simple structure you could follow:

Stage 1

Engaging opening

Stage 2

Clear viewpoint

  • Ensure your viewpoint on the topic is clear from the beginning

Stage 3

Main body paragraphs 

(2 or 3)

  • Organise each paragraph around one clear argument or idea

  • Use persuasive devices and evidence to support your argument

Stage 4

Counter-argument

  • Acknowledge the opposing view and then explain why your view is stronger

Stage 5

Memorable conclusion

  • End with a powerful summary or call to action that leaves a lasting impression 

What should I include in each paragraph?

Each paragraph should serve a specific purpose in strengthening your viewpoint. Here are some key features to include:

Discourse markers

  • Link your points clearly:

    • “firstly”, “furthermore”, “however”, “in conclusion”

Direct address

  • Directly address your audience:

    • Don’t we want our young people to engage with the wider world?

Rhetorical questions

  • Make your audience think or reflect on your topic:

    • When did society become so risk-adverse?

Facts and statistics

  • Add credibility and back up your argument:

    • According to research, the world is safer now than it’s ever been.

Emotive language

  • Appeal to the reader’s emotions:

    • If young people have more freedom, they won’t only be happier, but healthier too!

Repetition and rule of three

  • Emphasise key ideas:

    • Real connections with real people in real life…

Anecdotes

  • Include a short, personal story to illustrate your point

    • My grandmother recently told me of the long summer days of her childhood…

Call to action

  • Encourage your reader to act or think differently:

    • Let the children run free!

An example of a persuasive writing plan

Task:

‘Parents today are over-protective. They should let their children take part in adventurous, even risky, activities to prepare them for later life.’ 

Write an article for a broadsheet newspaper in which you argue for or against this statement. 

Establish viewpoint

  • Agree:

    • Parents are too over-protective and should allow children more independence 

Introduction

  • Personal anecdote about grandmother’s adventurous childhood

  • Contrast with restrictions on young people today

  • Rhetorical question: Where is that sense of adventure now?

Paragraph 1

  • Consequences of overprotection:

    • Prevents children from developing life skills

    • Example: 16-year olds not allowed to go on holiday without parents

    • Taking risks leads to increased responsibility and resilience

Paragraph 2

  • Real-life benefits of risk-taking:

    • Learn practical skills such as budgeting, decision-making etc.

    • Promotes curiosity and independence

Paragraph 3

  • Give counter-argument:

    • Parents are protective due to fear

    • However, that fear is outdated

    • Statistic: the world is safer now than it used to be

Paragraph 4

  • The importance of resilience:

    • Risks teach children to handle danger and failure

    • Encourages self-confidence 

Conclusion

  • Call to action:

    • Reinforce viewpoint: taking risks is essential for growth

    • Memorable final line

For more great tips, check out our Model Answer pages.

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    Author
    Reviewer
    Nick Redgrove

    Author: Nick Redgrove

    Expertise: English Senior Content Creator

    Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.

    Deb Orrock

    Reviewer: Deb Orrock

    Expertise: English Content Creator

    Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.