Activities

1. Name a topic that can be developed as an opinion piece of writing.
   
   
2. Identify an audience that aligns with an opinion topic.
   
   
3. Match appropriate opinions to a persuasive topic.
   
   
4. Identify an organizational structure that will logically support an argumentative focus.
   
   
5. Identify relevant reasons that provide support for position taken on topic.
   
   
6. Identify facts and details that provide support for each stated reason.
   
   
7. Recognize elements in writing that could be linked using a logical connection.
   
   
8. Identify key reasons, facts, and details in an opinion writing that should be included in a concluding section.
   
   
9. Write an appeal sentence that invites the reader to take the side of the writer.

10. Explain why a topic is appropriate for development as an opinion writing piece.
    
    
11. Compile a list of opinions that align with an opinion topic.
    
    
12. Organize opinions and evidence to support a persuasive topic.
    
    
13. Consider and explain why reasons are ordered in chosen way.
    
    
14. Consider and explain why facts and details for each reason are ordered in chosen way.
    
    
15. Add additional information or modify the order of reasons based on predictions of what readers might think/interpret upon reading the piece of writing.
    
    
16. Add additional information or modify the order of facts and details for each reason based on predictions of what readers might think/interpret upon reading the piece of writing.
    
    
17. Construct sentences that link ideas using an appropriate connecting word, or phrase.
    
    
18. Organize information to be included in concluding section in a logical manner.
    
    
19. Construct a concluding section that includes appropriate information organized in a logical manner.

20. Compare various topics being considered for development as an opinion writing piece, critique topics and choose topic based on findings.
    
    
21. Hypothesize about audience’s reaction to opinion writing selection and adjust the writing accordingly.
    
    
22. Cite detailed, factual evidence from credible sources that supports stated opinions.
    
    
23. Based on assessment of topic, opinions, and evidence, student draws conclusions as to why the chosen organizational structure is appropriate.
    
    
24. Determine if reasons adequately and appropriately support position taken on topic.  Revise reasons as needed to provide additional topic support.
    
    
25. Determine if facts and details adequately and appropriately support each reason. Revise and provide additional facts and details as needed to offer needed support for each reason.
    
    
26. Critique and adjust order of reasons to assure most logical order.
    
    
27. Investigate additional reasons that may provide further support for topic.
    
    
28. Revise writing to demonstrate strong, logical connections between opinions and reasons.
    
    
29. Cite facts and details from vetted, credible sources.
    
    
30. Revise concluding section as needed to provide additional reasons and logical organization.

Answer Key/Rubric

1. Student states a topic that would be appropriate for development as an opinion topic. A good topic is one that has more than one position that could be supported with evidence and opinions.
   
   
2. Student has properly identified an audience that would be interested in, convinced by, or otherwise matches with the opinion topic.
   
   
3. Student is able to provide several (5-7) logically developed opinions that support the stated persuasive topic.
   
   
4. Student identifies an organizational structure that allows the evidence and opinions to support the topic.
   
   
5. Student provides suitable reasons are directly related to the topic, support the position for the topic, and are meaningful and significant.
   
   
6. Student provides facts and details that provide support for reasons are directly related to the stated reason, provide further support for the reason and the stated position for the topic, and are meaningful and significant in supporting the reason.
   
   
7. Student finds elements within his/her opinion writing that could be linked.  Elements that might be listed have a logical connection between them.  A logical connection might be elements of equal importance, elements of unequal importance where one is not as strong as another, or connecting elements to show their relationship.
   
   
8. Using his/her own opinion writing piece, the writer identifies the reasons that should be included in the concluding section.  A few facts and details may be included in the concluding section.  Reasons, facts, and details chosen for the concluding section should be carefully considered and very significant.
   
   
9. Appeal sentence is written to invite rather than demand that the reader sides with the writer’s opinion.  It provides a welcoming opportunity to align with the writer’s opinion.  Appeal sentence logically follows the reasons, facts, and details introduced throughout the paragraph.
   
   
10. Student is able to explain why a topic is appropriate for development as an opinion writing piece.  A good topic is one that has more than one position that could be supported with evidence and opinions.
    
    
11. Student compiles a list of appropriate opinions that align with a persuasive topic.  Appropriate opinions are ones that are directly connected to the topic, and align with the stated position toward the topic.  The audience is also considered. Considering differing opinions is helpful and valuable when formulating reasons and evidence that support an opinion.
    
    
12. Student is able to put opinions into an organizational structure that clearly supports the persuasive topic. Most likely order of importance is used for organization
    
    
13. Order for reasons that support the position for the topic is explained and can be defended as to why it’s the most appropriate order. Logical order might be strongest to weakest, weakest to strongest, chronological order, or another order that can be logically defended.
    
    
14. Order for facts and details that support each reason are explained and can be defended as to why they are in the most appropriate order.  Logical order might be strongest to weakest, weakest to strongest, chronological order, or another order that can be logically defended.
    
    
15. Student considers the understanding, interpretation, and reaction of the reader of the opinion writing and modifies the order of reasons based on that information.  For example, if the reader might have a differing view of the most important reason, the student might change the order or add additional information to support a reason. This provides the writer a chance to consider another’s point of view and adjust and react accordingly.
    
    
16. Student considers the understanding, interpretation, and reaction of the reader of the opinion writing and modifies the order and number of facts and details that support each reason based on that information.
    
    
17. Student constructs sentences that link elements in the opinion writing using connecting words that fittingly show the appropriate relationship between the elements.
    
    
18. The order of the information to be included in the concluding section is considered.  Likely the order of the information is the same as it is presented throughout the piece of writing.  If the order is different, the writer should be able to state and defend a logical reason for the change.
    
    
19. Student constructs a concluding section that includes the opinion restated from the introductory section; a summary and/or restatement of the reasons, facts, and details; and a final plea to the reader.
    
    
20. Student’s response demonstrates understanding of why a topic is most appropriate for further development as an opinion writing piece.  Topics that will be most successful as an opinion writing piece, have two or more distinct sides.
    
    
21. Student’s response demonstrates understanding of what possible audience reactions might be to reading stated opinions and evidence and shares a plan to revise writing to include responses to these reactions.
    
    
22. Student has found, vetted, and included evidence that supports stated opinions. Information from outside sources should be used when appropriate.
    
    
23. Student is able to share why the chosen organizational structure is the best for the opinion writing piece.
    
    
24. Student analyzes the reasons given and how they directly connect to and support the opinion stated.  Reasons are revised if they don’t demonstrate a direct connection to or strong support for the stated opinion.
    
    
25. Student analyzes the details and facts given and how they directly connect to and support each reason stated.  Details and facts are revised if they don’t demonstrate a direct connection to or strong support for the stated opinion.
    
    
26. Student considers other possible orders for the reasons and based on findings continues using same order or adjusts order of reasons to provide additional support for opinion.  This might be a “what if” exercise that encourages the writer to try out other orders.
    
    
27. Student researches and examines additional reasons that might provide more support for the topic.  If additional reasons are added to writing, their place is carefully considered.
    
    
28. Student revises opinion writing piece to develop a logical argument through linking opinions and reasons with appropriate words that show an accurate connection.  Student will critically evaluate the elements in the writing that are connected and those that aren’t connected and make revisions when necessary to further strengthen the writing.  Connecting words/phrases should be used accurately and meaningfully.
    
    
29. Sources that are used to provide facts and details are researched to assure their credibility.  Sources that are found not to be credible are not used for support in writing.  Through this vetting process, the student evaluates resources and appropriately reacts to the findings.
    
    
30. Based on analyzing and critiquing the opinion writing, the student revises the concluding section to include additional necessary reasons and be more logically organized.  Additional reasons may be added to the conclusion if stronger support of the opinion is needed.  Reasons may be omitted if they are unneeded or repetitive reasons are included. Most likely the order of information follows the same order it was presented in the writing piece.