Understanding the Life Orientation Discursive Essay

This document will highlight points that you MUST include in your Discursive Essay. The
essay will be 40 marks out of the 70-mark paper.
An Argumentative essay seeks to present a biased (and sometimes emotive) response
aimed at convincing the marker. The LO rubric most certainly does not suggest this. The
goal of a discursive essay is to present a balanced and objective examination of a subject.
Like an argumentative essay, the topic may be controversial, but the discursive essay
attempts to present a much more balanced discussion of the issue – while still making your
stance clear throughout. It does not, however, have to be expressly neutral; so you can say
“In my opinion….” The essay should present both sides of the discussion, supported by facts
and research. The author should draw tentative conclusions about the subject and suggest
them to the reader.
The core skill being assessed:
The ability to develop and defend an argument.
The ability to see it from all sides is certainly enormously beneficial, but a good argument
that only really espouses one point of view will always – even if only implicitly – recognise
the strengths of opposing opinions. For that reason, I think the distinction between
argumentative and discursive essays becomes largely irrelevant for our (LO) purposes.
It’ll be good to present two sides of the argument – but to ensure that your stance comes
through out your response. Consider the variety of factors, information and perspectives as
you explore your own thoughts on the subject matter.

A good discursive essay will:

- Engage with various view-points on a topic
- Provide detailed examples to develop viewpoints
- Provide the student’s viewpoint/stance on the topic
- Is well-structured and logical (one argument = one paragraph)
- Is formal and avoid bias

REMEMBER TO JUSIFY EVERYTHING!!!!

PLANNING IS ESSENTIAL!!
▪ Brain storm (Thinking according to colours):
-Black – facts
- White – negative, critical, what’s wrong with the issue / idea
- Red – Emotions, values
- Yellow – opposite of black thinking – good, positive, right with the idea / issue
- Green – new thoughts and ideas; solutions, strategies
- Blue – overarching thinking – which thinking is best; categorising / processing thoughts etc.

Checklist
1. Have I considered all viewpoints?
2. Have I considered what evidence I am going to include?
3. Have I structured my essay?

Introduction:

What is important for your introduction is that you MUST adopt a position / stance and
briefly outline the areas the essay will investigate. In LO, as in the History or LS discursive
essay, there is no need to outline or highlight the counter argument / ‘second argument’ in
the introduction.

 The map of the essay

 Provide context of essay – what do you understand about the topic?
 State your focus and stance
 Outline your argument
 Concise and focussed

Checklist
1. Does my introduction provide some context / background?
2. Have I stated my argument?
3. Have I outlines areas of focus?
4. Have I written in the third person?
Body of the Essay
Engage with the various interpretations (as presented in the sources and the info covered in
CAT A) to answer the question. Your Argument must be sustained throughout body.
Demonstrate depth of understanding of the specific question. Provide possible evidence of
extra reading other than that in the CAT A or sources in CAT B. Clear logic throughout. You
can either provide one idea with evidence in each paragraph OR ONE idea throughout the
essay. Accurate and relevant evidence to substantiate your argument. Last paragraph of the
body should be a counter argument BUT always go back to your stance. If left at the
counter, it may signify contradiction.

 No gaps in knowledge!
 No unnecessary 'facts' thrown in!
 NO WAFFLE…stick to your point. “KISS ---Keep It Simple, Silly!”
 No unnecessary repetition.
 The substance of the essay
 1 idea = 1 paragraph
 Each paragraph must contain 1 topic sentence (introduce an argument) and the
evidence / elaboration / justification of that argument.
 Always link each argument to the original question – why is your point relevant?
 Always stay focussed on the question; detailed
 P – Point: Make your point
 E – Evidence: support your point with examples and evidence
 E – Explanation: explain how the evidence supports your point. Use evidence from
your sources.
 L – Link: link this point to the next point in the following paragraph

Counter Arguments
▪Consider all the views / stances different from your own
▪Same PEEL structure
▪Minimise / diminish these points of view with counter-arguments Quantity vs Quality!!!
▪ Don’t penalize yourself by writing too little or too much!!
▪ Understand the question – what are you being asked, and only answer that question

Checklist
1. Does each paragraph have a topic sentence?
2. Is the evidence provided relevant?
3. Have I linked the evidence to the question?
4. Do my paragraphs each deal with one main issue only?
Conclusion:
▪ Aim: Emphasises the argument and main points of the essay
 Do not contradict your initial position
 Do not introduce new information and or an argument

Checklist
1. Is my conclusion consistent with the argument made in the essay?
2. Does my conclusion summarise my argument?
3. Have I introduced new information in the conclusion?

Overall Checklist?
1. Have I used linking words?
2. Does my essay flow logically?
3. Is my writing style formal?
4. Have I edited my work?

On the next page if a copy of the rubric that will be used to assess your essays. You WILL
NOT receive this in your CAT B paper as certain points are added depending on the question
and context of the exam. So attached is the general copy of the rubric.
Discursive Essay – IEB Life Orientation Rubric
CRITERIA MARKS LEVEL
A clear position has been adopted and focus is consistent throughout the essay. 36 - 40 7+
The argument is thought-provoking, insightful and offers a unique ‘own voice’ perspective
by drawing of appropriate, detailed, and specific examples to prove the learner’s
viewpoint.
The examples have been seamlessly integrated into the argument.
The argument is skillfully sustained and wholly convincing.
It is crisply and clearly expressed.
A clear position has been adopted and focus is consistent throughout most of the essay. 32 - 35 7
The argument is thorough and logically developed with a range of appropriate, specific
examples to support the learner’s viewpoint.
The examples have been clearly integrated into the argument.
The argument is mostly sustained and largely convincing.
It is clearly expressed.
A clear position is evident within the argument. 28 - 31 6
Learner focuses on the question; however, there are some lapses.
The argument is clear, has substance and is logically developed with a range of mostly
relevant, specific examples to support the learner’s viewpoint.
The argument is sustained with minor lapses in logic or relevance but is largely
convincing.
It is clearly expressed in most places.
A clear position is taken by the learner. 24 - 27 5
Lapses in focus and/or implied focus in places.
The argument is evident, and some relevant, specific examples are provided in an effort
to support the learner’s viewpoint.
The examples are not always successfully integrated into argument.
The learner has made and effort to unpack the issues, but these require further
development.
The focus of the argument tends to deviate and may lack logic.
It is adequately expressed.
The learner has attempted to adopt a position. 20 - 23 4
The focus on the question tends to be thin rather than substantive.
The argument is superficial, and examples are provided are vague and generalized in
places.
The argument lacks focus and is poorly sustained.
The expression is sometimes awkward, but the learner can communicate his/her ideas.
The learner’s position is vague or unclear. 16 - 19 3
There is no distinct argument present although examples have been provided in an
attempt to answer the question.
There is evidence of repetition of ideas.
Argument lacks focus, cohesion and logic.
The expression is clumsy and may impact upon the overall meaning that the learner is
trying to communicate.
No position is provided by the learner. 12 - 15 2
Argument is implied; learner dos not explicitly address the question.
The response provides some examples, but these are not linked to the question.
The response is narrative, and the examples are repetitive.
Expression is flawed and prevents the learner from communicating his/her ideas.
There is no connection to the question and the ideas that are provided are irrelevant. 0 - 11 1
Examples are haphazard and serve no purpose.
Expression is often incomprehensible and may be unintelligible.