Y05W38WR Is the Student Mentoring Program Worth It?

Part 1

How to Write

Persuasive – Opinion piece

An opinion piece argues a clear position on an issue with confidence and evidence. It is written for a broad audience who may not share the writer’s view, so the argument must be compelling. The tone should be direct and assertive — a strong, considered voice, not an aggressive one.

  • Ideas & content: Take a definite position and build a logical argument. Use specific reasons, evidence or examples to support each point. An opinion piece is not just a list of feelings.
  • Structure & cohesion: Open with your position, develop your argument in a clear order and close with a strong final point or call to action. Use linking language to connect your reasoning.
  • Voice & audience: Write with conviction. You can use first person, but keep the tone credible rather than purely emotional. Acknowledge the other side briefly to show you understand the full issue.
  • Language choices: Use precise vocabulary and active verbs. Vary sentence structure for emphasis and impact. Use rhetorical questions or short emphatic statements sparingly for effect.
  • Conventions: Write in present tense for your position and arguments. Spell accurately and use punctuation purposefully.

Common pitfalls: Relying on emotion or repetition rather than reasoning — a reader who disagrees needs a logical argument, not stronger feeling. Failing to acknowledge the other side, which can make the piece feel one-dimensional.

Part 2

Your Task Plan for Today

The brief

Question: Write a response to the program coordinator arguing either for or against the student mentoring program. Give genuine reasons for your view and try to persuade them that your position is right.

Stimulus: Your school is thinking about starting a ‘student mentoring’ program where Year 5 and Year 6 students are paired with Year 1 and Year 2 students to spend time with them once a week — reading together, playing games or helping with activities. Involvement would be voluntary. The program coordinator wants to know whether students would participate and whether they think it is a worthwhile idea.

Task Analysis: Choose your view: would you do the mentoring program or not? Give genuine reasons. Help the coordinator understand what students really think about spending time with younger kids.

Quick Plan

Before you write, plan:

  • Your position — would you join? Why or why not?
  • Two reasons why it would (or would not) be good
  • One reason the other side might have — but why yours is stronger
  • What would make you want to do it (or what would stop you)

Thesis/position

Say clearly at the start: ‘I would want to be a mentor’ (or not). Be honest. The coordinator is asking what you really think.

Evidence chain

Give a reason and explain it. ‘It would be fun’ is a reason. Better: ‘I would enjoy teaching a little kid to read and seeing them get excited about books.’ Show what you mean.

Call to action

Tell the coordinator what you think: ‘Please start this program’ or ‘I am not interested in this.’ Be honest about whether you would actually participate.