Where discussion succeeds writing, both tasks should be seen as ends in themselves.

Successful planning involves two activities that are closely connected.

The connection should be easy for learners to see, and the teacher will need to plan carefully to ensure this is the case.

Three significant advantages stand out regarding the use of discussion after writing.

First, by giving learners time to write you are giving them time to think.

This thinking will be about the topic and so is likely to lead to a more informed discussion.

Also, the act of turning your thoughts on a matter into writing involves a few processes that aid understanding.

These include: synthesis of disparate elements; the identification of connections and differences; the logical sequencing of information; the refining of explanation, argument or description; and the specifying of internal impressions and sensations.

Second, starting with writing means each learner begins by engaging privately and personally with the topic.

Discussion, by its nature, is a social activity. It cannot be done alone.

Writing, on the other hand, can.

The benefit of this to learners is that they all get an opportunity to think about the topic without interruption or the input of others.

Later, when discussion ensues, they will share their ideas and be presented with the viewpoints of their peers. This may lead to alterations, agreements, rebuttals and the like.

During the period of writing though, all that is put on hold, allowing learners to focus solely on their own thoughts and to determine what exactly they think about the topic in question.

Third, producing a piece of written work means learners have something to which they can refer during the discussion.

Learners who struggle to make contributions can use it as a support; it also provides a fall-back option for the teacher if debate dies down (you can ask a learner to read out what they wrote and then ask for responses).

Here are three examples of how you can use writing to precede discussion:

• Set learners a question or provide a contentious statement that relates to the topic. Ask them to produce a written response. You can scaffold this through sentence starters, a suggested structure, or a selection of sub-points that a good answer ought to cover. This method allows learners to formulate their thoughts on the issue, meaning they will be in a more advanced position at the start of the discussion than would otherwise have been the case. This will help raise the level of the discussion and is also likely to make learners feel more confident about contributing.

• Put forward a proposition regarding the topic you are studying. Divide the class in two. Explain that half the class will be writing an argument that is in favour of the proposition and that half the class will be writing one that is against the proposition. Allow learners a few minutes to discuss in their groups what possible points might be raised in support of their respective positions. After this, learners should set about writing their arguments independently. The ensuing discussion will be, initially at least, an either/or affair. Once a range of arguments for and against have been debated, the teacher can indicate that learners are free to alter their positions if they wish.

This method gives learners a very clear focus and also introduces a competitive element. It ensures that students learn one side of an issue very well, although, because they will also be considering the various ways in which their opponents may seek to rebut their arguments, it should also help them to develop a working knowledge of the other perspective too.

• Ask learners to write a report on an aspect of the topic you are studying. You may decide that all learners should focus on the same aspect, or you may decide to hand out a range of different aspects. If you think it feasible, ask them to do this for homework. If you are not confident in it being completed outside of lessons, then set up the activity in class and provide the necessary resources. After sufficient time has elapsed, or at the beginning of the next lesson, begin a debate around your area of study.

The great advantage of this method is that the report writing gives learners detailed knowledge of the area to be discussed. They can talk confidently and accurately about the topic, using their research to make points and advance arguments. They can keep their reports on-hand while the discussion takes place, allowing them to refer to these as and when necessary. It also makes the discussion feel like a business meeting. This dramatic element lends a nice sense of theatricality to proceedings (some pupils may even brandish their reports at their peers!).

When using writing to precede discussion, it can be of great use to return to writing immediately after the discussion concludes.

Learners can rewrite their work based on what they have said, heard and thought during the discussion.

Even if their perspective remains unchanged, they should still be able to supplement their work with further evidence, arguments or rebuttals.