Discussion questions and to present arguments in clear and

coherent ways.
Informal discussions should initially involve
Texts students in decision-making and problem-
solving processes. Students should begin by
discussing areas that require no research so that
they are encouraged to express a point of view.
Structure and features It is important, and will help their
understanding, if they are given situations to
of discussion texts discuss where there are many different points of
view. This will broaden their thinking and
PURPOSE make them aware that the same situation can
be viewed from different perspectives.
A discussion presents differing opinions,
viewpoints or perspectives on an issue, Discussion text can be found in talkback radio
enabling the reader to explore different ideas when people with varying perspectives
before making an informed decision. The comment; interviews when speakers with
writer normally explores different opinions different points of view are questioned; letters
and ends with a personal opinion or to the editor when people respond in different
comment. ways to an issue; and in newspaper articles.
They can also be found in editorials, trial
judgements and videotaped results.
TYPES OF DISCUSSION
Throughout their lives students will need to Students can write discussions on issues from
make decisions. Rather than simply responding different Key Learning Areas. In Human
emotively, it is important that they develop the Society and Environment, for example,
skills to look at both sides of an argument, discussions can be written exploring the issue:
weighing the positives and negatives objectively Should more facilities be provided for children
before they make a rational decision. in the local area? In Science and Technology,
students can discuss: Would it be fair to all
Discussion texts are concerned with the citizens if, in the name of a cleaner
analysis, interpretation and evaluation of issues. environment, cars were banned from the city
This text type will give students the centre? In Personal Development and Health a
opportunity to develop the skills of finding possible issue could be: Is it fair to have a no
information to support their arguments and hat, no play rule at school?
emphasises the importance of anticipating
arguments and responding to these. Written discussions will require some
background information drawn from the
In effective discussion, all points of view on an historical, media-based or political areas.
issue are considered and attitudes change when Students’ writing should show a clear
different perspectives are seen. By becoming understanding and develop selected material
aware that facts can be interpreted in different and abstract ideas. Discussions provide
ways, students will understand that a variety of opportunities for developing the use of many
opinions on an issue may be valid. language skills. In oral sessions students can
Experiencing discussion texts helps students to work towards developing their ability to
think clearly and critically. When reading this factually justify a point or support an opinion
text, students need to focus on how authors use by using personal experience, survey results,
persuasive evaluative words to influence the interviews and research. Techniques used in
reader. It will encourage them to listen and discussion texts include the use of thought
respond to others’ opinions, to ask pertinent provoking questions, analysis of points of view

92
and repetition of words, phrases and concepts. Example 1
Students will have to search for supporting • A first argument for the point of view with
evidence and critically discuss the arguments supporting evidence or additional details
put forward by others. Their ability to involve elaborating each point.
and persuade an audience, while evaluating the • A second argument for the issue with
strength of different arguments needs to be supporting details.
developed. Frequently the speaker’s attitude and • A first argument against with supporting
opinion will be conveyed in the tone of voice, elaboration.
expression and language that is used. • A second argument against with supporting
At this stage encourage students to participate details.
in debates on both formal and informal issues
as opportunities will be available to Example 2
spontaneously rebut issues that arise. Here • A topic sentence introduces a point, then
students need to develop the ability to maintain arguments are written for and against the
an argument while ensuring they are aware of issue. This should be based on researching,
the audience. They can do this by using gesture surveying or interviewing people.
to emphasise points and pacing the material • A second topic sentence introduces a second
effectively while distancing themselves from the point and this is followed by arguments for
audience by using the passive voice, e.g. The and against.
truth is...; It seems that... • A third topic sentence introduces a second
point and this is followed by arguments for
and against.
STRUCTURE OF DISCUSSION TEXTS
There are different stages in a discussion: Each paragraph should be clearly structured
• an introductory statement of position with a topic sentence supported by details.
supplying necessary background information The supporting material could be reported
• arguments for and against and supporting speech reflecting comments from specialists
evidence who have responded to the issue or
• a recommendation or conclusion. supporting evidence. Thinking and action
verbs are used to persuasively establish and
Statement of position evaluate each argument, and some technical
A discussion begins with a brief introduction language will be necessary.
describing the situation. This introduction has a
statement or question and serves the purpose of Recommendation or conclusion
introducing the reader or listener to the author’s The discussion ends by presenting a personal
point of view or thesis. Often it is recognised point of view before concluding. The
that there are two points of view.
recommendation or conclusion sometimes
sums up both sides of the argument if they
Arguments for and against and are fairly balanced, or can recommend one
supporting evidence argument over the other if the evidence is
The next few paragraphs elaborate the overwhelming.
arguments for and against the issue. This should
be based on researching books, the Internet,
surveying or interviewing people. The evidence
and opinions should support the statements. The
number of arguments varies according to the
writer’s desire and the content. The arguments
can be structured in different ways.

93
LANGUAGE FEATURES OF • Use of abstract and technical terminology.
• Use of quoted and reported speech, e.g. Ms
DISCUSSION TEXTS Kim declared…
• Use of present tense. • Use of evaluative language, e.g. The
• Use of general nouns to make statements, e.g. threatened landscape will continue to be
men, papers. tragically eroded, if steps are not taken.
• Use of detailed noun groups to reinforce an • Phrases to introduce the other point of view,
argument, e.g. The national treasure that is e.g. on the other hand, generally.
our Daintree forest can be… • Words showing the writer’s opinion, e.g. For
• Use of saying verbs to quote. the above reasons I fervently believe that…
• Use of relating verbs, e.g. is. • Use of clearly structured beginning of
• Use of thinking verbs expressing a personal sentences that focus attention, e.g. Game
point of view, e.g. wonder. parks…, The cleaner environment focus…
• Use of factual adjectives, e.g. my last holiday. • Use of passive voice to change focus of the
• Use of adjectives expressing an opinion, e.g. sentence, e.g. The environment is
my horrifying adventure. threatened…
• Use of comparative or contrasting adjectives, • Using complex combination of clauses, e.g.
e.g. boring, most significant. While it is vitally important to have a clean
• Use of adverbs of manner, e.g. honestly, environment, we must think about…
rapidly, carefully, thoroughly. • Use of word chains, synonyms, antonyms and
• Use of connectives to link arguments, e.g. repetition for effect.
however, in the same way.
• Use of conjunctions to link clauses.
• Use of varying degrees of modality for effect,
e.g. Perhaps we might see…followed by but
we must see…

94
Sample Annotated Text
TEXT LANGUAGE
ORGANISATION SHOULD GALACTIC FEATURES

PARK BE CLOSED?
Use of thinking
RADIO ANNOUNCER verbs, e.g. are
concerned
Introductory statement Many of you are concerned that the redeveloped Galactic Park is now
facing closure. So this morning we have with us in the studio Mr Willis — Written in
of position present tense
the managing director of Galactic Park. If you have anything that you
would like to discuss with Mr Willis, here’s your chance. The lines are open, Use of detailed
so ring us now. noun groups, e.g.
managing director
Good morning Johanna. Do you have something to say to Mr Willis? of Galactic Park
JOHANNA
Use of general
Arguments for and Well yes. Mr Willis, the Big Dipper has caused a lot of noise and unrest for nouns, e.g. noise
the people of North Park. And now it looks like Galactic Park will close at
against with supporting Use of repetition,
great expense to the public. How can you justify what has happened? e.g. Galactic Park
evidence
MR WILLIS
Use of
Johanna, I understand what you are saying, but all you have to do is put it conjunctions,
in an historical context. Galactic Park is an Australian icon which has been e.g. but
a part of our history for as long as people can remember. The smiling face
Focus on the
has greeted millions of people, both Australians and tourists. The Park has beginning of
also provided millions of people with hours of enjoyment. sentences, e.g.
The smiling face,
RADIO ANNOUNCER The park
We now have Russell from Aqua Bay on the phone. Go ahead Russell.
Use of factual
RUSSELL adjectives, e.g.
It is all very well for Galactic Park to be an Australian icon, but I—and the historical
other residents of Aqua Bay—don't get any sleep. We lie awake all night Use of relating
listening to the noise of the Big Dipper, and to the screams of the people on verbs, e.g. is
it. Why wasn't any thought given to this problem? In my opinion, the park
Use of high degrees
must be closed. The sooner the better. of modality,
MR WILLIS e.g. must
Russell, I understand your concerns. As a result of many complaints we
have restricted the use of the Big Dipper so that it now only operates Use of connectives,
between certain hours. In addition to this, we are providing sound e.g. as a result
proofing for the houses which we feel are affected. We have spent two Use of technical
years and ten million dollars ensuring that this Park is right for everyone. language, e.g.
sound proofing
RADIO ANNOUNCER
Thanks Russell. We now have Martin from Middle Bay. Hi Martin. What are Use of complex
your thoughts? sentences

MARTIN Use of comparative

adjectives, e.g.
I've been to Galactic Park a couple of times since it opened. It’s fantastic. cheap, young
At last there’s a place for young people to go and have a cheap, fun night
out. We don't have to go into the city. I don't have a problem with the Use of evaluative
language, e.g.
Park except for the price of the rides—they’re so expensive. don’t have a
MR WILLIS problem, so
expensive
Thanks Martin. It’s great to hear that we have some support. Galactic Park
is an important Australian icon.
I just ask that everyone gets behind us and supports the smiling face.
RADIO ANNOUNCER
Conclusion and Do you support Galactic Park? We’ve set up two listener hot lines so that
you can vote for saving the Park—or for closing it down. Here are the
recommendation numbers to register your vote…

95