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.

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.

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.

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.

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.