Cancel Culture

Upper-intermediate (B2) 90 minutes
EAP Discussion Essays Worksheet preview for Upper-intermediate B2: cancel culture, matching, outlining, writing, discussion, group work

EAP Discussion Essays Worksheet - Reading and Writing Exercises: Matching, Outline and Essay Writing - Speaking: Discussion, Communicative Practice - Group Work

In this comprehensive discussion essay writing practice, students read and discuss a text on the topic of cancel culture and then plan and write a discussion...

EAP Discussion Essays Worksheet - Reading and Writing Exercises: Matching, Outline and Essay Writing - Speaking: Discussion, Communicative Practice - Group Work In this comprehensive discussion essay writing practice, students read and discuss a text on the topic of cancel culture and then plan and write a discussion essay on the topic. Students start by reading a text on the topic of cancel culture and matching words from the text to their definitions. Next, students discuss whether cancel culture is good for society and list the pros and cons of the issue. Students then use the pros and cons to prepare a discussion essay outline that examines the value of cancel culture to society. Following that, students complete advice about discussion essay writing with the words provided. Next, students use their outline to write a discussion essay that examines the value of cancel culture to society, indicating their stance in the conclusion. Finally, students swap papers with a partner and use a checklist to review and provide feedback on their partner's essay.
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Explore the Issue

Upper-intermediate (B2) 60 minutes
EAP Discussion Essays Activity preview for Upper-intermediate B2: paragraph writing, guided discussion, communicative practice, group work

EAP Discussion Essays Activity - Writing and Speaking: Paragraph Writing, Guided Discussion, Communicative Practice - Group Work

In this effective discussion essay activity, students collaboratively build a balanced essay by writing one paragraph presenting a perspective, one paragraph...

EAP Discussion Essays Activity - Writing and Speaking: Paragraph Writing, Guided Discussion, Communicative Practice - Group Work In this effective discussion essay activity, students collaboratively build a balanced essay by writing one paragraph presenting a perspective, one paragraph presenting an alternative perspective, and a concluding evaluation. First, in groups, students read topic cards. Then, each student takes a different card with a statement they feel they can explore, and writes the statement at the top of their paper. Students then have ten minutes to write a 100 to 150-word paragraph presenting reasons and examples for their chosen perspective using phrases from a reference sheet. When the ten minutes are up, students pass their papers to the next person. The next student then has ten minutes to write a 100 to 150-word paragraph presenting an alternative perspective on the same statement. After that, students pass their papers again. Students then have ten minutes to read both previous paragraphs and write an 80 to 120-word concluding paragraph that acknowledges both perspectives, weighs them, and states a balanced judgement with no new major points added. Next, students pass their papers a final time and read their complete three-paragraph essays to the group. Afterwards, group members discuss what surprised them or what they found most interesting about how their topics developed. Finally, groups share their discoveries about how their original opinions evolved through the activity with the class.
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From Dice to Draft

Upper-intermediate (B2) 45 minutes
EAP Discussion Essays Activity preview for Upper-intermediate B2: impromptu speech, paragraph writing, peer review, pair work

EAP Discussion Essays Activity - Speaking and Writing Activity: Impromptu Speech, Writing a Paragraph, Peer Review, Communicative Practice - Pair Work

In this engaging discussion essay activity, students collaboratively generate ideas about a discussion essay topic and then write a paragraph using the ideas...

EAP Discussion Essays Activity - Speaking and Writing Activity: Impromptu Speech, Writing a Paragraph, Peer Review and Feedback, Communicative Practice - Pair Work In this engaging discussion essay activity, students collaboratively generate ideas about a discussion essay topic and then write a paragraph using the ideas. First, students review six numbered prompts on the board: state an opinion, give an example, explain a counterargument, use a linking phrase to add an idea, ask a follow-up question, and summarise what has been said. Each pair then reads a discussion card and decides whether to argue 'for' or 'against' the topic. Next, students take turns rolling a dice to see who speaks about each prompt in order. After discussing all six prompts, they repeat the process from the opposite viewpoint. After that, each student writes a paragraph on the topic, including a clear argument, supporting example, counterargument, linking phrases, and summary. Finally, students swap paragraphs, complete a peer review table, and give each other feedback.
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Introduction to Discussion Essays

Upper-intermediate (B2) 90 minutes
EAP Discussion Essays Worksheet preview for Upper-intermediate B2: model essay structure, outlining, peer feedback

EAP Discussion Essays Worksheet - Writing Exercises: Previewing a Model Essay Structure, Identifying Essay Features, Writing an Outline and Essay, Peer Feedback

In this free discussion essays worksheet, students are introduced to discussion essay structure and attempt a discussion essay writing practice. First, students...

EAP Discussion Essays Worksheet - Writing Exercises: Previewing a Model Essay Structure, Identifying Essay Features, Writing an Outline and Essay, Peer Feedback In this free discussion essays worksheet, students are introduced to discussion essay structure and attempt a discussion essay writing practice. First, students read a brief description of discussion essays and preview an outline of an example discussion essay structure. Next, students read a discussion essay and underline and label the parts of the essay that show the essay structure. After that, students read a discussion essay question and create a basic outline to assist them in writing a structured discussion essay. Students then write a complete essay using a list of suggestions to help ensure they include the important essay features. Finally, students swap papers with another student, read their partner's essay and use a provided checklist to give constructive feedback, adding other comments as necessary.
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Jigsaw Essay Building

Upper-intermediate (B2) 60 minutes
EAP Discussion Essays Activity preview for Upper-intermediate B2: brainstorming, paragraph writing, essay writing, group work

EAP Discussion Essays Activity - Writing: Brainstorming, Paragraph Writing, Essay Writing, Peer Review and Feedback - Group Work

In this collaborative writing activity, students practice organising a discussion essay and improving cohesion between sections. First, in groups of four, students discuss...

EAP Discussion Essays Activity - Writing: Brainstorming, Paragraph Writing, Essay Writing, Peer Review and Feedback - Group Work In this collaborative writing activity, students practice organising a discussion essay and improving cohesion between sections. First, in groups of four, students discuss an essay question and brainstorm key points for both sides of the argument with each group member making the same notes for each part of the essay. Each group member then uses their notes to write a part of the essay, e.g. arguments for. Afterwards, each group member reads their respective part of the essay in order. Next, the group members combine the parts to make a complete discussion essay with each student writing their section. As they write, students make adjustments as guided by the group, focusing on cohesion, resolving inconsistencies and ensuring smooth transitions. When the groups have finished, they give their essay to another group, who reads it and uses a feedback form to write about the strengths of the essay and areas for improvement. Finally, groups read their feedback and discuss the suggestions and insights and how they would incorporate them in future writing, giving feedback to the class afterwards.
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Referring to Widely Held Beliefs

Upper-intermediate (B2) 90 minutes
EAP Discussion Essays Worksheet preview for Upper-intermediate B2: widely held beliefs, unscrambling, outlining, pair work

EAP Discussion Essays Worksheet - Writing Exercises: Unscrambling, Writing Sentences, Writing an Outline and Essay - Speaking Activity: Freer Practice - Pair Work

In this productive discussion essays worksheet, students practice phrases used to refer to widely held beliefs and phrases that introduce reasons for those...

EAP Discussion Essays Worksheet - Writing Exercises: Unscrambling, Writing Sentences, Writing an Outline and Essay - Speaking Activity: Freer Practice - Pair Work In this productive discussion essays worksheet, students practice phrases used to refer to widely held beliefs and phrases that introduce reasons for those beliefs. Students then use the phrases in an essay writing practice. Students start by unscrambling words to reveal phrases used to refer to widely held beliefs. Next, students use the phrases to write sentences that express widely held views. After that, students use the phrases provided to add follow-up sentences to what they wrote, giving reasons for the widely held beliefs. Students then move on to discuss the topic of online learning with a partner. Students think of some widely held views on the subject as well as at least one reason for each of those beliefs. Following that, students read a discussion essay question about online learning and create an essay outline. Finally, students use the outline to write a discussion essay to practice phrases that refer to widely held beliefs and phrases that introduce reasons for those beliefs.
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Understanding Discussion Essays

A discussion essay examines different perspectives on an issue and develops a response supported by reasons and examples. Writers need to represent the views fairly, explain their significance and reach a conclusion that follows from the discussion and the assignment's requirements.

This page contains six upper-intermediate (B2) resources, including one free worksheet. The materials cover essay structure, exploring opposing perspectives, generating ideas, collaborative writing, referring to widely held beliefs and reviewing drafts.

Use the reference below to connect each part of the discussion with its purpose. Adapt the organisation and treatment of the writer's position to the question rather than imposing one structure on every essay.

Essay taskPurposeUseful language or check
Introduce the issue Establish what the discussion will examine Define the topic and keep the scope manageable.
Present a perspective Explain a view and its reasoning 'Supporters of this approach argue that...'
Develop support Show why the point deserves consideration 'For example...' followed by a relevant example and an explanation of its significance.
Present another perspective Explore an alternative explanation or priority 'An alternative view is that...'
Evaluate a point Consider its strength, limitations or conditions 'This argument is convincing when..., but it does not account for...'
Conclude Bring the discussion together and answer the question Weigh the points already developed without adding a new major argument.

How to Develop Discussion Essays

Read the question before choosing a structure: Identify which views need discussing and whether the task asks for the writer's opinion. Students should plan their response around those requirements rather than memorise a fixed number of paragraphs.

Develop perspectives fairly: Ask students to explain why someone might reasonably support each view and what would count as relevant support. Fair treatment does not require pretending that every claim has equally strong evidence or that every issue has only two possible positions.

Connect examples with evaluation: After an example, ask what it demonstrates and where its limits lie. Distinguish a hypothetical illustration from evidence about the real world, and check that the conclusion reflects the discussion rather than simply repeat a preference.

3-Step Framework for Teaching Discussion Essays

For upper-intermediate students, move from explaining views and reasons to organising a shared essay and reviewing an individual draft. Use the selected resource stages across lessons, introducing each topic before asking students to develop arguments about it.

1. Explain views and the reasons behind them: Students reconstruct phrases for referring to widely held beliefs, use them in sentences and add follow-up reasons. They then discuss views about online learning and prepare an outline. Remind students that a phrase such as 'It is widely believed' does not itself establish that a view is common or true.

2. Build a coherent discussion together: Groups brainstorm points for different sides of an essay question and keep shared notes. Each student drafts a section, then the group reads the sections in order and combines them. They revise inconsistencies and transitions before another group gives feedback.

3. Draft and review independently: Students read a topic text, discuss its competing arguments and organise their ideas in an outline before writing an essay. They exchange drafts and use a checklist to give feedback. Ask writers to identify a specific revision that would improve their reasoning, organisation or response to the question.

Common Mistakes with Discussion Essays

Treating a list of opinions as a developed discussion: Naming different views does not explain their reasoning. Underdeveloped: 'Some people support online learning, while others oppose it.' Better approach: Explain a reason for each view, develop it with a relevant example and consider its limitations. Avoid inventing evidence or claiming that a view is widespread without support.

Introducing a new major argument in the conclusion: A point first mentioned at the end has not been examined in the discussion. Weak organisation: Ending with a new cost argument after discussing only access and interaction. Better approach: Develop the cost point in the body if it is relevant, or base the conclusion on the points already examined.

Common Questions About Teaching Discussion Essays

How can students practice discussing both sides of an issue?

The activity Explore the Issue uses shared writing to develop different perspectives. Students write a paragraph, pass it on for an alternative viewpoint and pass it again for a concluding evaluation. Reading the completed texts together prompts discussion about how the ideas developed and whether the final judgement weighs both perspectives.

What free worksheet helps teach discussion essay structure?

The worksheet Introduction to Discussion Essays introduces an example structure and asks students to identify its parts in a model essay. Students then prepare an outline and write their own essay using guidance on key features. A partner checklist supports constructive feedback on how effectively those features appear in the draft.

What activity helps students generate ideas for discussion essays?

The activity From Dice to Draft uses six speaking prompts to explore a topic from opposing viewpoints. Pairs discuss opinions, examples and counterarguments before each student writes a paragraph using the ideas. They then exchange paragraphs and complete a peer review table, connecting spoken preparation with writing and feedback.

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