How to Plan Your Discursive Writing (SQA National 5 English): Revision Note

Exam code: X824 75

Nick Redgrove

Written by: Nick Redgrove

Reviewed by: Deb Orrock

Updated on

Creating a strong discursive piece for your writing portfolio requires careful planning. You will need to choose a topic you are interested in, research it effectively and then present your ideas in your own words.

The following guide includes sections on:

  • Choosing a topic

  • Researching your topic

  • Using your own words

  • Writing an effective introduction and conclusion

Choosing a topic

For your portfolio, you may choose to write one of the following for the discursive writing genre:

  • an argumentative essay

  • a persuasive essay

  • a report

  • a piece of transactional or informative writing 

When selecting your topic, think about issues that interest you as this will make your writing more engaging and authentic. Here are some ways to decide on a topic:

Choosing a topic

Think about what matters to you

  • Ask yourself which issues or subjects you feel strongly about or spend time thinking about

Consider current issues

  • Watch the news, read newspapers, or check reliable websites to find topics that are currently being debated

Visit your school library

  • Many publishers produce books that collect articles on controversial topics 

Ask your teacher for guidance

  • Your teacher can tell you which topics have worked well for other students in the past


Before you start researching, check your topic with your teacher to make sure it’s suitable. Once you’ve chosen your topic, submit it to your teacher for approval. Since research can take time, once your topic has been approved, it’s a good idea to start as soon as possible.

Researching your topic

Strong discursive writing depends on well-researched and balanced evidence. Your aim is to understand your topic from different viewpoints so you can present a convincing argument.  Here’s how to approach your research:

  • Use reliable resources:

    • Look for trustworthy material such as news articles, academic publications, opinion pieces etc.

    • Avoid blogs or social media posts as they may lack evidence or accuracy

  • Take clear notes:

    • Record key facts, statistics and quotations that support or challenge your viewpoint 

    • Organise your notes under clear headings

  • Check your facts:

    • Always verify information using more than one source

    • Inaccurate data can weaken your argument

  • Develop your own opinion:

    • Think critically about what you read

    • Decide which side you find most convincing and why

  • Record your sources:

    • Keep a note of every website, article or book you use

    • You will need to acknowledge these in your final piece through footnotes or a reference list

Using your own words

One of the most important rules for your writing portfolio is that you must never copy and paste from a website, book or any other source. You’re allowed to use sources to gather ideas, information and evidence, but you must always write it using your own words. Copying someone else’s writing and pretending it is your own is called plagiarism and it is treated very seriously.

If examiners believe you have plagiarised your writing, the consequences can be severe:

  • You could fail your English qualification

  • SQA may re-examine all of your other subject coursework to check for further rule-breaking

Always make sure your work is original and, if you use information from a source, acknowledge it properly. This ensures that the final piece truly reflects your own ability and understanding.

Writing an effective introduction and conclusion

A strong opening and closing paragraph can make a lasting impression on your reader. They can set the tone, establish your purpose and make your argument more convincing

Introduction

Your introduction should immediately capture the reader’s attention and clearly set out what your essay will discuss. You can begin with:

  • A surprising fact or statistic that highlights the importance of the issue

  • A thought-provoking question to engage the reader

  • A brief anecdote or example that relates to your topic

After your opening, briefly outline the issue and explain your approach. For example, whether you will be arguing for one side, exploring both viewpoints, or presenting factual information. End your introduction with a clear statement of your main idea or position, giving the reader a sense of direction.

Conclusion

Your conclusion should bring your essay to a strong close. Avoid introducing new ideas and focus on drawing together the key points you have already made:

  • Restate your main argument or position clearly

  • Summarise your key points, showing how they support your viewpoint

  • End with a final thought:

    • This could be a memorable statement, a call to action, or a reflection that leaves the reader thinking about the issue

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Nick Redgrove

Author: Nick Redgrove

Expertise: English 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.