Write the question on the board/slide: “Should mobile phones be banned at universities?” - Ask students to Think-Pair-Share: • Think individually for 30 seconds. • Discuss with a partner for 1 minute. • Share 1–2 ideas with the class. - Elicit and write 2–3 arguments for and against on the board to stay up throughout the lesson.

Hand out a short model discursive essay (approx. 200 words) on the same topic. - Students read individually (3–4 minutes). Ask students to compare the arguments presented in the model essay with the ideas they brainstormed earlier during the lead-in. Encourage them to identify any new or missing arguments not mentioned earlier. - Pair discussion and check as a class. Add any new ideas from the model to the whiteboard list of arguments created in the lead-in. Leave all ideas visible throughout the rest of the lesson for reference during writing stages.

Mini Lecture / Guided Elicitation: Use a slide or write on the board: “What is a discursive essay?” Ask students to brainstorm what they already know (1 minute), then confirm and clarify. Present Key Features of a Discursive Essay: Display the following: It presents a balanced discussion of opposing views on a topic. It maintains a formal and objective tone. It uses a variety of linking devices (e.g. On the one hand, However, In contrast, In conclusion). It follows a clear structure: Introduction, Arguments For, Arguments Against, Conclusion. Check Understanding: Ask: “Why do we include both sides in a discursive essay?”

Divide the class into two groups. Group A writes one paragraph in favour of the argument: "Should mobile phones be banned at universities?" Group B writes one paragraph against the argument. Encourage use of formal tone, topic sentences, and logical support. Set a time limit of 8 -10 min. Monitor and give support if need be. After they finish writing paragraphs pair up one student from each group (For + Against). In pairs, they read each other's paragraphs. Ask SS to work together to discuss how the two paragraphs could be logically linked in a discursive essay. Use the Linking Words Handout for support (e.g. “On the one hand…”, “However…”, “In contrast…”).

Highlight one or two strong examples of linking phrases or balanced arguments from students’ writing on the board. Quickly mention one common area for improvement (e.g., overuse of informal language). Invite one or two students to share what they found challenging or enjoyable.