Help us improve Litsee

With your permission, Google Analytics measures visits and Microsoft Clarity records clicks, scrolling and page interactions. Form inputs and page text are masked in recordings. We do not enable advertising cookies.

You can change your choice using Cookie settings. Privacy policy · Google privacy · Microsoft privacy

LitseeLog in

FREE PERSUASIVE WRITING TEMPLATE · KS1 AND KS2

Persuasive writing template for KS2

Plan a persuasive piece in five boxes, from your opinion to a call to action. Fill in the template online with prompts for your child’s year group and print it, then check the features of persuasive writing for KS1 and KS2.

Plan it online, then print it

Your plan is not saved. Nothing you type here is stored or sent anywhere. It stays on this page only until you close or refresh it, so print your plan when you have finished.

Written for persuasive writing writing. The prompts change with the year group.

  1. 1. My opinion

    State your point of view clearly at the start, and who you are trying to persuade.

  2. 2. Reason 1

    Your strongest reason, with an example or a fact.

  3. 3. Reason 2

    A second reason, with a rhetorical question (Wouldn’t you want…?).

  4. 4. What others might say

    What someone who disagrees might say, and why you still think you are right.

  5. 5. Call to action

    Sum up, then tell the reader what to do now.

Prints one A4 page with the persuasive writing plan and the prompts for Years 3–4. To keep a copy, choose “Save as PDF” in your browser’s print window.

Features of persuasive writing

Purpose: To convince the reader to agree with a point of view, or to do something.

What children are usually taught to include at each stage. These lists are Litsee’s guidance, based on common UK primary practice; the curriculum quotations below are the statutory part.

KS1 (Years 1–2)

Ages 5–7

  • Says what the writer thinks: I think…
  • Gives reasons, joined with because
  • Talks to the reader, using you
  • Uses exciting words to make things sound good
  • Asks the reader a question
  • Ends by saying what the reader should do

Years 3–4

Ages 7–9

  • A clear point of view in the opening
  • Reasons in paragraphs, each with an example
  • Rhetorical questions (Who wouldn’t want…?)
  • Emotive words that make the reader feel something
  • Conjunctions and adverbs for reasons and results (because, so, therefore)
  • True facts that support the argument
  • A conclusion with a call to action

Years 5–6

Ages 9–11

  • A hook and a clearly stated position
  • Points backed by evidence, with facts kept separate from opinions
  • Persuasive devices: the rule of three, repetition, emotive language, direct address
  • A counter-argument that is answered
  • Modal verbs to show certainty (must, should, will)
  • Cohesive devices to link points (furthermore, on the other hand, as a result)
  • A formal or informal register chosen for the audience
  • A memorable conclusion and call to action

In the National Curriculum

  • “distinguish between statements of fact and opinion”

    Years 5 and 6, Reading – comprehension (statutory)

  • “provide reasoned justifications for their views”

    Years 5 and 6, Reading – comprehension (statutory)

  • “Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis”

    Year 6, Text (statutory)

Worked example: Why our school needs a reading garden

A worked example written for this page, at the level of Years 5–6: first the plan, then the piece written from it.

  1. 1. My opinion

    Hook: “Where can you go at school to read in peace?” Position: turn the empty corner of the field into a reading garden. Audience: the head teacher and governors.

  2. 2. Reason 1

    A quiet place helps children enjoy reading. Evidence: our class survey, 21 of 30 pupils say the library is too noisy at lunchtime.

  3. 3. Reason 2

    Good for wildlife and for us: flowers for bees, trees for shade, benches. Rule of three: peaceful, green and good for everyone.

  4. 4. What others might say

    “It would cost too much.” However: the parents’ association has offered to help, and families could donate plants.

  5. 5. Call to action

    Restate: a better place to read, learn and relax. Call to action: vote yes at the next governors’ meeting so we can plant in spring.

The finished piece: Why our school needs a reading garden

Where can you go at school to read in peace? At the moment, the answer is nowhere. That is why I believe our school should turn the empty corner of the field into a reading garden.

Firstly, a quiet place would help children to enjoy reading. In our class survey, 21 out of 30 pupils said that the library is too noisy at lunchtime. Surely everyone deserves somewhere calm to read?

Furthermore, a reading garden would be good for wildlife as well as for us. With flowers for bees, trees for shade and benches for reading, it would be peaceful, green and good for everyone.

Some people argue that a garden would cost too much. However, the parents’ association has already offered to help, and many families would happily donate plants.

A reading garden would make our school a better place to read, learn and relax. Please vote yes at the next governors’ meeting, so that we can start planting in the spring.

How to use this plan at home or in class

Persuasive writing tries to change what the reader thinks or does. It turns up as letters, leaflets, posters, adverts and speeches, but the plan underneath is the same: say what you think, give reasons with evidence, deal with the other side and tell the reader what to do. The five boxes above follow that order.

Start with a real issue your child cares about. Children argue far better for something they actually want, such as a longer playtime, a class pet or a reading garden, than for a topic chosen for them. Talk before writing: a quick family debate at dinner, or a class debate where each side has two minutes, gives children their reasons and the counter-arguments in their own words.

In KS1, persuasion is mostly spoken. Children can say what they think and give a reason with “because”, then make a poster or a short letter: “I think we should have a class pet because it would teach us to be kind.” Asking the reader a question and finishing with what they should do are the two features to add.

In Years 3 and 4, give each reason its own paragraph with an example. Rhetorical questions, emotive words and conjunctions such as so and therefore make the argument stronger. Talk about the difference between a fact and a made-up claim: persuasive writing can use real facts from a class survey or a book, but it should never invent them.

In Years 5 and 6, children build a proper argument. The curriculum asks them to distinguish fact from opinion and to give reasoned justifications for their views, and persuasive writing puts both into practice. Teach the counter-argument: stating the other side fairly and then answering it is more convincing than ignoring it. Modal verbs show certainty (we must, it would), and cohesive devices such as furthermore, on the other hand and as a result link the paragraphs. The rule of three and repetition make the conclusion memorable.

Persuasive writing is one-sided by design, which is different from a balanced argument, where both sides get equal space and the writer concludes at the end. If your child’s school teaches both, plan the persuasive version first, then use the “What others might say” box as the starting point for the balanced one. At home, try persuading each other about something small, such as what to have for tea, and spot the techniques you used.

Sources

The quotations in “In the National Curriculum” are copied word for word from these documents, with the year and section each applies to. The features lists, prompts, advice and worked example are Litsee’s guidance.

How this page was made

The plans, features lists and worked examples were drafted with AI help and checked against the National Curriculum by Litsee. Spotted something to improve? Email info@litsee.com.

The planner runs in your browser. Nothing you type is saved, stored or sent anywhere, and it disappears when you close or refresh the page.

Last reviewed: .

Questions parents and teachers ask

What are the features of persuasive writing for KS2?

A clear point of view, reasons in paragraphs backed by evidence, rhetorical questions, emotive language, the rule of three, a counter-argument that is answered, linking words such as furthermore and however, and a conclusion with a call to action.

What is a rhetorical question?

A question asked to make the reader think rather than to get an answer, such as “Wouldn’t you like a quiet place to read?” It draws the reader into agreeing with the writer.

What is the difference between persuasive writing and a balanced argument?

Persuasive writing argues for one side and tries to convince the reader. A balanced argument, or discussion text, gives both sides fairly and only states the writer’s view in the conclusion.

What are good persuasive writing topics for children?

Something they care about and can find evidence for: a longer playtime, a school garden, a class pet, less plastic in lunchboxes, a new park bench. Real issues produce better arguments than invented ones.

From plan to story: let your child steer an interactive story.

In Litsee, your child creates the hero, picks the world and chooses what happens next in an illustrated story that is read aloud. Try Litsee free for 7 days (card needed).

Try Litsee free for 7 days

See plans and pricing · How Litsee works