We often teach students how to argue, but are we also teaching them how to listen? Imagine a senior English classroom where a student is tasked with writing a persuasive speech on whether women's sports should receive the same media coverage as men's sports. As the teacher, my job is to help them strengthen their arguments. I suggest they consider respectfully acknowledging the opposing viewpoint. When the student asks, "Why would I do that?" it highlights a key issue: there's no requirement in the assessment criteria to engage with opposing opinions. So, why should students bother? This question led me to research how we can teach students not only to argue but also to listen. Our secondary students are entering a society that doesn't always model respectful engagement with differing opinions. A report by Australia’s Albanese government’s Strengthening Democracy Taskforce warned of a “worrying trend” of increasing polarization. Similarly, the Edelman Trust Survey found that more than three-quarters of Australians would refuse to help someone who strongly disagrees with their views. In her book Bright Shining: How Grace Changes Everything, journalist Julia Baird describes how people are increasingly confined to "silos" of information, making it harder to respect or understand differing perspectives. Persuasion is a major focus in English education. In Australia, students in Years 3, 5, 7, and 9 are tested on their ability to write either persuasive or narrative texts. The NAPLAN tests, which assess literacy and numeracy, emphasize persuasive writing, asking students to "write your opinion on the topic" to convince readers. Research shows that while narrative writing is given more attention in early years, the focus shifts toward persuasive writing as students progress. By Year 10, more than two-thirds of English tasks are about developing persuasive language skills. This trend continues into Years 11 and 12, where up to two-thirds of the curriculum focuses on asserting one’s own opinions. There is no inherent problem with this, but it is not the only skill young people need to develop. A key issue arises when arguments are one-sided. My research draws on critical theory, particularly the work of Russian philosopher Mikhail Bakhtin, who distinguishes between monologue and dialogue. A monologue is centered on a single voice, while dialogue involves multiple perspectives. Bakhtin argues that even when one person is speaking, their language is shaped by the voices and perspectives around them. A good argument, then, isn't just about stating your position—it’s also about engaging with other perspectives. This doesn't mean students have to agree with everyone or resolve every disagreement. It means they should learn to recognize that other perspectives exist, understand why people hold different views, and consider how to respond to those differences. English classrooms can be democratic spaces where students learn to navigate complex ideas and opinions. When students write, they position themselves in relation to others, deciding which voices to acknowledge, challenge, or ignore. Teaching students to “win” an argument is different from teaching them to listen, reflect, negotiate, and respond. The importance of assessment cannot be overlooked. That Year 11 student who asked, "Why would I do that?" was right to question the value of engaging with opposing views if the assessment system doesn’t reward it. In our modern education system, it's not enough to say that open-mindedness matters—our assessments need to reflect that value, especially in high-stakes tests like Year 12 exams and NAPLAN. My research does not suggest abandoning persuasive writing or point-of-view essays. Knowing how to construct and communicate a position remains important. However, if we want English classrooms to prepare young people for thoughtful participation in democracy, the curriculum and assessment must reflect that goal. Assessment criteria should reward students for acknowledging other perspectives, recognizing the limits of their own views, and responding thoughtfully to disagreement. This teaches students that making an argument isn’t just about convincing others—it’s also about listening and participating in a shared conversation.