Y05W24RC Strong Opinions, Fair Views

This week, you are exploring what it means to hold a strong opinion and still listen fairly to the other side. You will read a debate transcript to discover how two speakers build their arguments and respond to each other respectfully. As you read, notice how each speaker supports their view — and whether you find their reasons convincing.

Persuasive — Debate transcript

A debate transcript is a written record of a structured spoken argument, showing exactly what each speaker said, in the order they said it. Writers and speakers use this form to persuade — to convince an audience that one position is stronger or more reasonable than another. You will encounter claims, which are statements of opinion, and reasons, which are the supporting ideas that explain why the speaker holds that view. The transcript is organised by speaker turns, labelled so you always know whose voice you are reading, and it typically moves through opening arguments, responses, and sometimes a point where both sides find common ground. As you read, your job is to weigh each speaker's reasoning — not just decide which side you agree with, but consider how well each argument is supported.

Before You Read

  • Look at the turn labels and section headings before you begin — they map out who speaks when and how the debate is structured from start to finish.
  • Think about what it is like when two people disagree but both have reasonable points — most people have been in a conversation where both sides made sense, even if the views were different.
  • Notice that the transcript includes a rebuttal section — a rebuttal is where each speaker responds directly to what the other person said, rather than simply restating their own argument.

While You Read

  • As each speaker makes a point, pause and ask yourself: is this a claim on its own, or does the speaker give a reason to back it up?
  • Pay attention to the language each speaker uses when responding to the other — notice words and phrases that show they are engaging with the opposing view rather than ignoring it.
  • Track how each speaker's position develops across their turns — notice whether they shift, soften, or hold firm by the end.
  • If a point seems persuasive, slow down and check whether it is supported by evidence or reasoning, or whether it is simply stated with confidence.

Read With Purpose

  • Notice the moments when a speaker acknowledges the other side's point before disagreeing — pay attention to what effect this has on how their argument comes across.
  • Follow how the debate moves from two opposing positions toward a shared conclusion — notice what both speakers have to give up or accept to reach that point.
  • Pay attention to which arguments rely on reasons and which rely mainly on strong statements — notice whether one approach feels more convincing than the other.

Now read

The debate transcript

~3 min read · ~450 words

Should Homework Be Shorter?

Introduction

The following is an edited transcript of a class debate held in Year 5. Students were asked to argue either for or against reducing the amount of homework given each week. The debate was chaired by a student moderator.

Moderator (Aisha): Welcome to today’s debate. The topic is: ‘Homework should be shorter.’ Our first speaker will argue in favour of the topic.

For the Motion

Speaker 1 (Luca): Thank you. I believe homework should be shorter because students already spend six hours a day at school. By the time we get home, our brains are tired and we need time to rest, eat, and do things we enjoy. Research shows that rest actually helps us remember what we have learned. Long homework sets can turn something we are interested in into something we dread, which is the opposite of what education is supposed to do.

I am not saying we should have no homework at all. I am saying that shorter, focused tasks would be more effective than long ones that we rush through just to get them done. Quality matters more than quantity.

Against the Motion

Speaker 2 (Priya): I respect that view, but I disagree. Homework is not just about learning new things — it is about practising and consolidating what we have already covered in class. Without that practice, skills like maths and spelling do not stick. If we shorten homework too much, we risk falling behind.

Also, homework teaches us to manage our own time and work independently. These are life skills we will need well beyond school. I think the solution is not to reduce homework but to make sure it is well-designed and purposeful — not just filler work.

Rebuttal

Luca: I take your point about practice, but not all homework is well-designed. When students are given repetitive tasks that do not challenge them, it wastes everyone’s time. Surely it is better to have less homework that is genuinely useful than more homework that students switch off from?

Priya: That is fair. I agree that poorly designed homework is a problem. But the answer is better homework, not automatically less of it. If teachers are given more time to plan quality tasks, the homework students receive would be worth doing.

Compromise Suggestion

Moderator (Aisha): Both speakers have made strong points. It sounds like the real disagreement is not whether homework matters, but how it should be designed. Perhaps a middle ground would be to set fewer but higher-quality tasks, with a clear purpose that students can understand. That way, the time spent at home is genuinely worthwhile — and students would be more likely to engage with it fully.

Both speakers: We could agree on that.

Check your vocabulary knowledge

consolidating v.
strengthening and making knowledge more secure through practice
rebuttal n.
a response that challenges or argues against a point just made
purposeful adj.
having a clear and useful intention or goal behind it
repetitive adj.
involving the same actions or ideas over and over without variety
motion n.
the formal statement of a position being argued for or against in a debate