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Arguments about Important Issues in Op-Ed Pieces

English Language Arts

Learning Module

  • Creator(s): Rita van Haren
  • Publisher: Literacies Learning Module Projects

Abstract

This Learning Module focuses on a real world application of argumentative writing. Students research a topic and analyze models of op-eds written by other teenagers on issues that matter to them.

Keywords

Opinion Argument Issue Claims Evidence Op-Ed Research Analysis

1. Overview

For the Student

What is an issue that is important to you? Is is related to the environment, technology and social media, world peace, animal testing, body image, or sport? In this Learning Module, you are going to create an argument in an op-ed piece about an issue that matters to you. You can take a ‘for’ or ‘against’. However, whatever position you take, you should demonstrate you are aware of the range of views that are different from yours.

Focus Questions

In this learning module, we will focus on the following questions:

What are issues that are important to me and my peers?

How do I write an op-ed piece to support claims with clear reasons and relevant evidence about an issue that is important to me?

An op-ed is a newspaper article that expresses an opinion. Op-ed is abbreviated from "opposite the editorial page". Writers of op-eds are generally guest writers rather than being members of the newspaper's editorial board. This ensures the newspaper can present diverse views on a topic.

Imagine you have been invited to write an op-ed for a newspaper such as the New York Times or the Chicago Tribune. The newspaper editorial board wants to ensure that the voices of teenagers are represented in their newspaper. What topic would you write about? In a Think - Pair Share with a partner, discuss possible topics. In a Think-Pair-Share, you think for one minute and then in pairs, share your ideas. In the sharing, each person speaks for about 45 seconds while the other person actively listens.

Comment: Write 2-3 sentences on an issue that matters to you. Comment on another student's comment - whether you agree or disagree, or adding information about the issue. Write @Name first, inserting the student's name so they know you are commenting on their comment.

Fig. 1: The electric car is a solution for issues such as environmental pollution and clean energy

For the Teacher

In this Learning Module, students discuss issues and explore a range of websites to research a topic in depth, finding evidence to support their claims in an op-ed piece. They review their peers’ arguments and revise their own op-ed piece for publication.

This initial activity aims to engage students by connecting them to a knowledge building community. Set up protocols for using academic language in Community Updates, and also for students to support their peers. To promote the idea of supportive language and comments, use extra Think-Pair-Shares, to brainstorm examples of supportive language.

Use Comments in Community throughout the module to engage students, connect them to a knowledge building community, and as a reflective tool.

Main CCSS Focus

W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

CCSS Focus

SL.8.1c: Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations and ideas.

2. Researching an Issue

For the Student

Learning Intention: To research information and find evidence to support claims about an issue that is important to you.

From the discussion in Community, you might now have a clear idea about an issue that you are interested to write about. If not, there are many ideas to think about at 200 Prompts for Argumentative Writing.

As you research your topic, complete the T-Chart, explore different perspectives, and if possible, identify problems and possible solutions for the issue you are tackling. In the T-Chart you can use the headings of Pros/Cons or Problems/Solutions or both. This will enable you to identify claims to support your argument as well as to address opposing claims.

T-Chart

Comment: Explore other perspectives on an issue by asking other students what they think, and if they have ideas for solutions. Also respond to the posts of at least 2 other students.

Fig. 2: This protest concerns individual rights as well as health issues

For the Teacher

This activity focuses on students researching and discussing information about an issue and focusing on finding evidence to support claims.

The completed T-Chart may be used as a reference when students are writing their arguments. For accountability, they may also be submitted to the teacher in "Your Submissions" in Community.

To provide extra support to students, post the following Overt Instruction Updates from The Writer’s Toolkit: Reading Strategies for Writing in the New Media to Community if they need to focus on this aspect of writing at this time. Alternatively, individualized or small group support may be provided through structured mini-lessons.

  • Internet Searches and Citing References
  • Vocabulary and Spelling

CCSS Focus

SL.8.1c: Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations and ideas.

W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

3. Project Information and Draft

For the Student

Learning Intention: To start my writing project and to use the rubric to identify what is important to include.

Project Name: Argument in Op Ed Pieces

Description: Imagine you have been invited to write an Op Ed for a newspaper as the editorial board wants to ensure that the voices of teenagers are represented in their newspaper. Write an Op Ed in which you make claims about an issue that is important to you. You must provide evidence to support your claims and also show you understand and are aware of positions that are different from yours.

You have received a Work Request in Notifications. Click on this link to open the “Untitled Work” in Creator. Then, change the title, and begin a first draft. Go to About This Work => Project => Description for further project information. When you are ready to submit, click “Submit Draft” below the work. This is the version of your work that will be sent to others for feedback.

Comment: Do you have any questions about how Scholar works? Make a comment in this update. If you think you have an answer to another student's question, please answer it - be sure to name the student you are replying to in your comment by starting with @Name.

Fig. 3: Police violence is a controversial issue.

For the Teacher

As students begin to draft their work, encourage them to use the Structure Tool to organize some of the ideas that they gather from discussion and their research. Students should also refer to the rubric as a guide as they write in Creator. If necessary, look through the rubric with students.

For first time users of Scholar, the following Overt Instruction Updates from The Writer's Toolkit: Strategies for Writing in the New Media may be useful to add to Community:

  • How to Write in Scholar
  • Using the Rubric and Checker
  • Planning Using the Structure Tool

Project Rubric

CCSS Focus

W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

4. How to Write an Op-Ed

For the Student

Learning Intention: To explore models of op-eds in order to understand how they are structured and to identify their language features.

Look at some op-eds written by teenagers and then choose one to analyze. Alternatively, you can find another op-ed that you are interested in. You can work with a partner to discuss an op-ed as you complete the chart.

The OpEd Project

Exposed: Blackfish Documentary Affects Big Business and How Anyone Can Help Make a Change (Jan, 2014) by Donald Julius Rapier, age 17. This is about whales and dolphins in captivity.

History Repeating: Don't Censor What I Wear, Let Me Be (Dec, 2013) by Kyler Sumter, age 16.

Congress: Stop Acting Like Kids At Recess (Dec, 2013) by Connor Solms, age 17.

Choose Wisely: The Stress and Fear of Picking Colleges (Dec, 2013) by Eli Newberger, age 17.

Arne Duncan's Common Core Threatens to Standardize Burnout -- Not Learning (Dec, 2013) by Anthony Mei, age 16.

Solutions for School Stress: Schedule the Workload Better (Dec, 2013) by Kyler Sumter, age 16.

My Problem With the Current Beauty Standard (Dec, 2013) by Yuwa Edomwande, age 17.

Analyzing an Op Ed
Feature Examples from the Text
Clearly stated Opinion in Lede
Claim 1 with Reasons and Evidence
Claim 2 with Reasons and Evidence
Claim 3 with Reasons and Evidence
Includes solution/s to problem
Logical Argument
Formal Style
Transitions
Analyzing an Op-Ed

In order to be more persuasive in evidence-based writing, writers use different forms of evidence such as examples, quotes, statistics and multimedia. A range of evidence also shows that the op-ed is well researched.

Find out more about writing an op-ed at Tips for Op-Ed Writing and Basic Op-Ed Structure and Ledes and News Hooks.

Comment: Share some tips you have for writing an effective op-ed. Use examples from the op-ed you analyzed as evidence. Comment and elaborate on the comments of other students.

Fig. 4: Social media has intensified cyberbullying issues

For the Teacher

The purpose of this activity is to explore models of op-eds and to identify their structure and language features.

To provide extra support to students, post the following Overt Instruction Updates from The Writer’s Toolkit: Strategies for Writing Arguments in the New Media to Community if they need to focus on this aspect of writing at this time. Alternatively, individualized or small group support may be provided through structured mini-lessons.

  • Structure of Arguments
  • Paragraphs in Arguments
  • Analyzing Paragraphs in Arguments
  • Different Kinds of Argument Sentences

For increased accountability, the completed charts: Analyzing an Op-Ed may be submitted through "Your Submissions" in Community. Alternatively, students may refer to them when they write their own op-eds.

CCSS Focus

W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

W.8.1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

W.8.1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.8.1c: Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

W.8.1d: Establish and maintain a formal style.

W.8.1e: Provide a concluding statement or section that follows from and supports the argument presented.

5. Give Feedback and Revise

For the Student

Learning Intention: To give feedback on other students’ works and then revise my own.

Check your Notifications for Feedback Requests: You have received a Feedback Request. Click on this link to take you to the work you have been assigned to review. Go to Feedback => Reviews => Review Work. Rate the work on each criterion and explain why you gave the work that rating. Make in-text comments at Feedback => Annotations. Make an overall recommendation at Feedback => Recommendation.

Submit your feedback once it is finished at About This Work => Project => Status. You will not be able to submit your review until all requirements set by you teacher have been met. These may include a Review, Annotations, and/or a Publication Recommendation.

For more information, see Reviewing a Work and Submitting a Review and Annotations.

The next stage of the writing process is to revise your own work.

Check your Notifications for a Revision Request: You have received a Revision Request. Click on this link to take you to the most recent version of your work. Then go to Feedback => Reviews => Results to see the reviews and Feedback => Annotations to see in-text comments. Once you have incorporated all of the feedback (Reviews/Annotations) from your peers, click “Submit Revision” below the work.

You can also write a self-review, explaining how you have taken on board the feedback you received.

For more information, see The Revision Phase.

Comment: Do you have any more questions about Scholar at this stage? Make a comment in this update. If you think you have an answer to another student's question, please answer it - be sure to name the student you are replying to in your comment by starting with @Name.

Fig. 5: Voting rights and participation in elections is central to a democracy.

For the Teacher

This update covers two stages of the writing process in Scholar: Review and Revision.

The following Overt Instruction Updates from The Writer's Toolkit: Strategies for Writing in the New Media may be useful to add to Community. They may be used with first time users or it may be appropriate to introduce them in a second writing project so students learn about the features of Scholar over time.

  • Constructive Feedback: Annotations - this guides students in how to provide specific feedback through Annotations.
  • Constructive Feedback: Reviews - this describes types of feedback such as critical, cheerleader and constructive feedback.
  • Revision Phase - this focuses on how to use the feedback students receive to improve their writing, and includes writing a self review.

Refer to Analytics to monitor how learners are progressing with their writing and reviews.

CCSS Focus

W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

L.8.1: Demonstrate command of the conventions of standard English grammar and usage when writing.

L.8.2: Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

6. Publish and Reflect

For the Student

Learning Intention: To identify what is successful writing.

Check Notifications to see if your work has been published and whether works that you provided feedback on have been selected for publication.

Published works may be viewed on your and any collaborators' individual profiles in Community.

Comment: Read 2 or 3 other students’ op eds. What are some interesting claims and evidence you have learned from reading other students’ arguments? These might be claims you hadn’t thought of, or interesting evidence such as facts that you didn’t know. Also comment about one thing you have learned about writing arguments.

Fig. 3: Can addressing one issue help to solve another issue?

For the Teacher

Notifications of publication are provided to the creator and all reviewers.

The reflection activity promotes student metacognition about what makes quality writing by reading and reflecting on other students’ published works. Ask students to look over other students’ op eds – say two or three. Ask them to comment on something interesting they learned from reading other students’ work.

CCSS Focus

W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

7. Acknowledgements

Title: Scales (Source); Fig. 1: Electric Car (Source: Photograph by Mariordo); Fig 2: (Source); Fig 3: Police violence (Source); Fig. 4: Cyberbulling (Source); Fig. 5: Voting Rights (Source); Fig. 6: Poverty (Source).