Discursive writing is a relatively new addition to the NSW HSC syllabus, so many students feel unsure about what it is or how to approach it. Because it looks similar to persuasive writing, the two often get confused – especially in assessments for the Craft of Writing module. This post explains what discursive writing actually is, and the “How To” guide will show you step-by-step ways to write one.
What is Discursive writing?
At its simplest, discursive writing is a personal discussion of a topic examined from a variety of perspectives. The topic could be an idea, issue, person, place or object, and the purpose is not to persuade but to intrigue the reader with the nuances of that topic. NESA provides a similar definition here.
Like listening to someone’s thoughts or reading someone’s diary, discursive writing is an open-ended mental wandering. Think of discursive writing as thinking on the page — exploring, not arguing.
Why It Matters:
Discursive writing is one of three types of extended responses that could be asked of students to complete under timed exam pressure. Students could be asked to write a discursive response as part of a hand in, in class assessment or in the actual Trial or HSC exam like it has been the case in the 2024 English Advanced paper (see page 8). Discursive writing is also assessable in Year 7 – Year 11, depending on your school’s preferences, in the form of a hand in or in class exam.
A Quick Example
If you view the text list for the craft of writing modules for both standard and advanced here (pages 16 and 22), you will find several examples of discursive writing posted there.
One example includes Helen Garner’s personal essay ‘Dear Mrs Dunkley’ which is composed as a letter addressed to her Grade 5 teacher – the essay examines a person from a variety of perspectives, through a series of anecdotes, presenting a complex image of Mrs Dunkley. The writing is exploratory and while the writer does offer an ultimately reverent view of her teacher, the style is like a natural stream of consciousness, an exploration of her shifting perspectives on who Mrs Dunkley truly was.
Other examples that may be worth reading and which are on the HSC syllabus include:
- Sylvia Plath – ‘A Comparison’
- JK Rowling – ‘The Fringe Benefits of Failure and the Importance of Imagination’
- Siri Hustvedt – ‘Eight Days in a Corset’
- Zadie Smith – ‘That Crafty Feeling’
- Helen Garner – ‘How to Marry Your Daughters’
Common Misunderstandings
There are several missteps when it comes to discursive writing. Do be mindful of the following:
- Discursive writing is exploratory and is not intended to persuade. Even when expressing a strong opinion, a counterpoint should be considered as well. The tone should often be reflective and pondering, even indecisive.
- Discursive writing is a personal discussion. There should be some intimacy of thought and feeling and not an over reliance on external sources.
- When including external sources, we should avoid the temptation to write an information report and remember that the examples are springboards into personal commentary and reflection.
- Discursive writing is a fusion of the creative and the analytical — no two pieces will look the same. Students should not feel like there is only ‘one’ way to write a discursive response – there are many.
One Thing to Remember
Discursive writing aims to enlighten the reader with insight and creativity. These are personal musings on a topic from multiple perspectives – not an attempt to convince the reader of a single viewpoint.
Next Steps: Explore the Discursive Writing Series
This guide is part of a seven-part series on discursive writing.
- Explained Simply: What Is Discursive Writing?
- Explained Simply: What Makes a Good Discursive Response?
- Sample Module C Discursive Response
- How to Write a Discursive Response (Step-by-Step Guide)
- Tips and Tricks for Module C Discursive Writing
- A Complete Set of Discursive Practice Questions
- 38 Discursive Writing Topics (From Easy Starters to Exam-Level Prompts)
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