How to Write a Balanced Argument: KS3 English

A balanced argument for KS3 English presents two or more sides of a debate fairly and in an organised way, before often reaching a reasoned conclusion. Unlike a persuasive essay, which argues for one side, a balanced argument (also called discursive writing) explores the evidence on each side without letting one dominate — until a final, supported judgement is offered.

What is the difference between a balanced argument and a persuasive essay?

Both are forms of non-fiction writing that deal with a debatable topic, but they differ in purpose and structure:

Feature | Persuasive essay | Balanced argument
Purpose | Convince the reader of one view | Explore all significant views fairly
Tone | Passionate, one-sided | Measured, analytical
Connectives | "Furthermore", "Moreover" (adding to one side) | "On the other hand", "However" (moving between sides)
Conclusion | Reinforces the argument throughout | Often delivers a final judgement for the first time

Knowing which form you are being asked for is the first step — read the task carefully.

How do you structure a balanced argument?

A reliable structure for KS3 is:

Introduction — Define the issue and explain why it is worth debating. Do not take sides yet.

Arguments for — Two or three paragraphs presenting the strongest points on one side, each with supporting evidence or reason.

Arguments against — Two or three paragraphs presenting the strongest points on the other side, with equal care and evidence.

Conclusion — A reasoned personal viewpoint, explaining which side's evidence is more persuasive and why.

Some students use an alternating structure (one paragraph for, one against, one for, one against). This also works but is harder to control — the point-by-point structure tends to produce clearer writing at KS3.

What language features does a balanced argument use?

Tone is the most important feature: the writer should seem thoughtful and fair, not emotionally invested in either side during the main body.

Connectives for balance:

Type | Examples
Adding a point | "Furthermore", "In addition", "A further consideration is"
Introducing the other side | "However", "On the other hand", "Conversely", "Nevertheless"
Conceding a point | "It is true that", "Admittedly", "While it may be argued that"
Concluding | "On balance", "Having considered both sides", "Weighing the evidence"

Hedging language — phrases like "it could be argued", "many people believe", "evidence suggests" — signals to the reader that you are representing a view, not stating an absolute truth. This is important in the arguments against your eventual conclusion.

How do you write a strong introduction for a balanced argument?

The introduction should do three things without taking sides:

Explain the topic clearly for any reader who might not know it.

Briefly indicate that there are significant views on more than one side.

Signal how you will approach the debate.

Example introduction (on the topic of whether schools should ban smartphones):

Smartphones have transformed daily life for young people in the UK, but their place in schools remains deeply contested. Supporters argue that they support learning and keep students safe; critics contend that they distract and harm wellbeing. In this essay, I will consider both perspectives before offering a reasoned conclusion.

Notice: no personal opinion yet, the two sides are named briefly and fairly, and the structure is signposted.

How do you write a conclusion that takes a position?

After presenting both sides, your conclusion should commit. Weak conclusions end with "So there are good points on both sides" — this tells the reader nothing they did not already know. A strong conclusion:

Names which side you find more convincing.

Briefly explains the key reason (usually the strongest evidence from the body).

Acknowledges the other side's best point, but explains why it does not outweigh your position.

Example closing sentence: "On balance, the evidence that smartphones harm adolescent concentration and mental health is more compelling than the argument for their educational benefits — benefits that can, in any case, be delivered through other means."

What topics are common for KS3 balanced arguments?

The following are frequently set at KS3 level: school uniform rules, social media age limits, zoos, animal testing, school holidays, vegetarianism, and the role of technology in education. Whichever topic you face, the structure and language remain the same.

Frequently asked questions

Does a balanced argument always need a personal conclusion?

At KS3 level, tasks usually ask for a personal viewpoint at the end — it distinguishes a discursive essay from a neutral information report. If the task says "explore both sides of the argument", include a final paragraph with your own reasoned view. If it says "outline both sides" without asking for your opinion, you may leave the conclusion more open, but this is less common.

How do you avoid sounding biased in the main body?

Use hedging language ("it is argued that", "proponents suggest") when presenting views you do not hold. Present the strongest version of each side's argument — not a weakened version you can easily knock down (this is called a straw man). If you treat one side less fairly than the other, the reader notices.

How many points do you need on each side?

At KS3, two strong, well-developed points per side is usually better than four thin ones. Each point should have a reason and, where possible, an example or piece of evidence. Depth matters more than breadth.

Can you use the first person in a balanced argument?

Yes, in the conclusion. During the main body, avoiding "I think" and using impersonal language ("it could be argued") helps maintain objectivity. In the conclusion, switching to "I believe" or "in my view" signals the shift from exploring to judging — and that shift is expected.

For Socratic English practice on balanced arguments and discursive writing, see aitutors.me.